scholarly journals Making Instant Adjustments in Online Journalism Education: Responding to Continuous Needs Assessments in Asynchronous Courses

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Amanda C. Bright
Keyword(s):  
Best Practices ◽  
Online Courses ◽  
Journalism Education ◽  
Active Engagement ◽  
Online Journalism ◽  
Learner Analysis ◽  
Needs Assessments ◽  
Asynchronous Courses ◽  
Summer Session ◽  
Practical Level

The creation of an ideal learning environment is always a challenge, but when the environment is online and the learners are a diverse group of adults in a specialized content area, the challenges become even more complex. This best practices study used the intersection of the importance of the learner, Knowles’ andragogy concepts, and the Dick and Carey instructional design model to make continuous needs assessment the cornerstone of three, graduate-level online courses during a single summer session. By active engagement in recursive learner analysis, the instructor was able to provide a personal and practical level of engagement in the asynchronous courses that ultimately benefited the students.

scholarly journals Evaluation Instruments and Good Practices in Online Education

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Sally Baldwin ◽  
Jesus H. Trespalacios
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Online Education ◽  
Undergraduate Education ◽  
Online Courses ◽  
Good Practice ◽  
Seven Principles ◽  
Evaluation Instruments ◽  
Type Of Institution ◽  
Principles Of Good Practice

Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses. Findings show that national and statewide evaluation instruments were less institute specific and more closely aligned to the principles of good practice, and that evaluation instruments often measure extraneous items (e.g., student services, navigation, resources, or institutional support). Additional findings and conclusions based on the analysis of the instruments are discussed.

An Integrated Platform for Educational Virtual Environments

2008 ◽  
pp. 530-554
Author(s):  
Christos Bouras ◽  
Eleftheria Giannaka ◽  
Maria Nani ◽  
Alexandros Panagopoulos ◽  
Thrasyvoulos Tsiatosos
Keyword(s):  
Virtual Environments ◽  
Online Courses ◽  
Three Dimensional ◽  
Content Management ◽  
Fully Integrated ◽  
3D Space ◽  
Learning Content ◽  
Asynchronous Courses ◽  
Integrated Platform ◽  
3D Environments

In this chapter, we present the design and implementation of an integrated platform for Educational Virtual Environments. This platform aims to support an educational community, synchronous online courses in multi-user three-dimensional (3D) environments, and the creation and access of asynchronous courses through a learning content management system. In order to offer synchronous courses, we have implementeda system called EVE-II, which supports stable event sharing for multi-user 3D places, easy creation of multi-user 3D places, H.323-based voice- over IP services fully integrated in a 3D space, as well as many concurrent 3D multi-user spaces.

Practical Guidelines for Creating Online Courses in K-12 Education

2016 ◽  
pp. 507-529
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Flipping the Classroom to Gain Time

2016 ◽  
Vol 18 (4) ◽  
pp. 36-52 ◽  
Author(s):  
Paula Peres ◽  
Anabela Mesquita
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Online Courses ◽  
Communication Technologies ◽  
Open Educational Resources ◽  
Online Course ◽  
Information And Communication ◽  
Master Model ◽  
Educational Field

This article describes the European project GainTime developed in the educational field. The objectives of the project concern the development of professional and pedagogical competences among teachers and trainers. It intends to enhance learning through the use of Information and Communication Technologies and increase the access to Open Educational Resources (OER) with the aim to combine higher levels of excellence and attractiveness with increased opportunities for all. To attain the objectives, an online course that teaches teachers on how to innovate in their classroom, specially using flipped classroom and games supported on OER, will be developed. The target of the project is secondary education. In order to identify the best practices in Portugal concerning the use of flipped classroom and games as well as creative classroom, a questionnaire was administered and results are presented. Furthermore, the handbook regarding the master model developed as well as the online courses are also presented.

Volunteer Management: Introducing Students to the Art and the Science

2018 ◽  
Vol 5 (2) ◽  
pp. 163-171 ◽  
Author(s):  
Jennifer A. Jones
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Online Courses ◽  
Volunteer Management ◽  
Teaching Activity ◽  
Volunteer Program ◽  
Training Format ◽  
Evaluation Feedback

Textbooks and lectures can convey the science of volunteer management; however, the art of volunteer management is developed through experience and reflection. This teaching activity gives students practice in developing a volunteer program and in identifying mission and position-specific nuances to volunteer management. Over the course of three nonconsecutive class sessions, students focus on one mission area, identifying volunteer positions, types of volunteers, likely motivations for volunteering, training needed, preferred training format, formal and informal recognition activities, and appropriate evaluation/feedback processes. Through this process, they apply volunteer management best practices in creative ways, responding to the needs of the organization and the volunteers it is likely to attract. The activity was designed for in-person undergraduate classes, but it can be adapted for graduate students, online courses, and longer in-class sessions.

Student perceptions of the effectiveness of group and individualized feedback in online courses

First Monday ◽  
2008 ◽  
Author(s):  
Philip Ice ◽  
Lori Kupczynski ◽  
Randy Wiesenmayer ◽  
Perry Phillips
Keyword(s):  
Online Learning ◽  
Best Practices ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Mixed Methods Research ◽  
Online Courses ◽  
Future Research ◽  
The Face ◽  
Individualized Feedback ◽  
Community Of Inquiry Framework

While an abundance of research exists on best practices in the face-to-face classroom, the same is not true for online learning. In this new and constantly evolving environment, researchers are just beginning to understand what constitutes effective learning strategies. One of the most well recognized models for explaining online learning is the Community of Inquiry Framework (CoI). However, despite its recent empirical validation, the CoI provides only general indicators of effectiveness, not guides to specific practices. This study looks at a common practice, providing students with feedback, and assesses whether narrowly targeted, individualized feedback or group feedback is more effective. Through mixed methods research the authors examined student preferences and strategies by student level, finding that while there is no one best solution there are strategies that appear most appropriate for different learner levels. Suggestions for implementing best practices and directions for future research are also discussed.

scholarly journals ROLES OF FACULTY IN TEACHING ASYNCHRONOUS UNDERGRADUATE COURSES

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Libby V. Morris ◽  
Haixia Xu ◽  
Catherine L. Finnegan
Keyword(s):  
Online Courses ◽  
Future Research ◽  
Online Environment ◽  
Faculty Roles ◽  
Web Based ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Asynchronous Courses ◽  
Novice Instructors ◽  
The Relationship

Although the availability of web-based education and the number of totally asynchronous courses have grown exponentially in the last decade, the literature on online instruction offers limited empirical guidance to faculty teaching in this environment. Much of the literature is anecdotal and prescriptive, and much more research needs to be done to situate research in practice settings. This study examines faculty roles in the online environment through the perceptions of faculty teaching online and through the archival analysis of their courses. Data were collected through document analysis of ten online courses and from interviews with thirteen instructors in the humanities and social sciences. Using Berge’s typology of online facilitator roles, this study examined the relationship between roles as perceived and enacted by faculty, identified wide variations in faculty roles and participation between experienced and novice instructors, and explored the relationship between faculty workload and perception of facilitation in the online environment. Directions for future research are suggested.

scholarly journals ADA compliance and teaching linguistics online

2021 ◽  
Vol 6 (2) ◽  
pp. 5095
Author(s):  
Shelby Miller
Keyword(s):  
Best Practices ◽  
Americans With Disabilities Act ◽  
Online Courses ◽  
Hearing Impaired ◽  
Formal Training ◽  
Federal Law ◽  
Federal Guidelines

Only 8.8% of faculty have reported receiving formal training for develop-ing ADA (Americans with Disabilities Act) compliant online courses (Gould & Harris, 2019), yet in any given semester, faculty may be required by federal law to make their course accessible for a student that has enrolled with a disability. Linguis-tics faculty face many of the same challenges (namely time and resources) as other disciplines with implementing ADA federal guidelines. However, there are further obstacles with linguistic specific topics (such as dialect illustrations, phonology, morphology) that require special attention when devising accessible material for those that are either visually or hearing impaired. Through the exploration of an un-dergraduate linguistics course (LING 2050: Language of Now), this paper reflects on best practices, suggested modifications, barriers in developing an ADA compliant online linguistics course, and presents a resource developed by the author aggregat-ing resources that facilitate making a course ADA compliant.

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