scholarly journals Instructor Satisfaction in University of California Extension's On-line Writing Curriculum

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Mary Beth Almeda ◽  
Kathleen Rose
Keyword(s):  
Computer Literacy ◽  
Online Courses ◽  
University Of California ◽  
Writing Curriculum ◽  
Certificate Programs ◽  
Course Sequences ◽  
On Line ◽  
Instructor Satisfaction ◽  
Instructor Support ◽  
The University

This article describes instructor satisfaction in 14 online courses in freshman-level composition and literature, business writing, and English as a Second Language offered in the University of California (UC) Extension’s online program. The courses chosen for this case study reflect UC Extension's entire ALN program, in that they comprise a broad selection of college- and professional-level courses organized in course sequences and certificate programs. The paper reviews UC Extension’s ALN program, describes course and instructor selection criteria, and discusses such issues as course production and costs, instructor support, the transfer of teaching skills, instructor computer literacy, and instructor compensation. The results of an informal instructor survey also are discussed. Obstacles to adoption, effective and problematic practices, and critical programmatic and individual course factors gleaned from this analysis are outlined.

scholarly journals Experience with Online Delivery of an Engineering Technical Elective Course

2012 ◽  
Author(s):  
Jim Wallace ◽  
Harpreet Dhariwal
Keyword(s):  
Alternative Energy ◽  
Online Courses ◽  
Lessons Learned ◽  
Online Delivery ◽  
University Of Toronto ◽  
Physical Presence ◽  
Elective Course ◽  
On Line ◽  
The University ◽  
First Time

MIE 515, Alternative Energy Systems, an engineering technical elective course open to senior undergraduates and graduate students, was delivered as an on line course for Fall 2011. This is the first time an undergraduate engineering course at the University of Toronto has been offered online. The course is also one of five pilot online courses across the University. The move online is being accomplished in two steps. For Fall 2011, a small lecture section of 25 students was used as a setting for video capture and the remaining 110 students accessed the course lectures online asynchronously. A live tutorial was offered once a week. All students were physically present for the midterm examination and the final examination. For Fall 2012, the course will be delivered entirely online, with the exception of student physical presence for the two examinations. Pedagogical and technical lessons learned during this transition year will be presented. The benefits and drawbacks of online delivery will be discussed from the perspective gained this year and compared with our expectations. Student feedback will also be presented and discussed.

Diversifying Recruitment Registries: Considering Neighborhood Health Metrics

2021 ◽  
pp. 1-7
Author(s):  
J.D. Grill ◽  
A. Kind ◽  
D. Hoang ◽  
D.L. Gillen
Keyword(s):  
Clinical Research ◽  
Research Participation ◽  
University Of California ◽  
Area Deprivation ◽  
Willingness To Participate ◽  
Demographic Differences ◽  
Full Spectrum ◽  
Disadvantaged Neighborhoods ◽  
On Line ◽  
The University

BACKGROUND: Disparities in clinical research participation perpetuate broader health disparities. Recruitment registries are novel tools to address known challenges in accrual to clinical research. Registries may accelerate accrual, but the utility of these tools to improve generalizability is unclear. Objective: To examine the diversity of a local on-line recruitment registry using the Area Deprivation Index (ADI), a publicly available metric of neighborhood disadvantage. Design: Retrospective analysis. Setting: Data were collected in the University of California Irvine Consent-to-Contact Registry. Participants: We categorized N=2,837 registry participants based on the ADI decile (collapsed into quintiles) using a state-based rankings. Measurements: We examined the proportion of enrollees per ADI quintile and quantified the demographics of these groups. We assessed willingness to participate in studies involving unique research procedures among the ADI groups. Results: Although registry enrollees represented the full spectrum of the ADI, they disproportionately represented less disadvantaged neighborhoods (lowest to highest quintiles: 42%, 30%, 15%, 6%, 7%). Compared to participants from less disadvantaged neighborhoods, participants from more disadvantaged neighborhoods were more often female, of non-white race, and Hispanic ethnicity. Despite demographic differences, ADI groups were observed to have similar willingness to participate in research studies. Conclusions: People from more disadvantaged neighborhoods may be underrepresented in recruitment registries, increasing the risk that they will be underrepresented when using these tools to facilitate prospective recruitment to clinical research. Once enrolled in registries, participants from more disadvantaged neighborhoods may be equally willing to participate in research. Efforts to increase representation of participants from disadvantaged neighborhoods in registries could be an important first step toward increasing the generalizability of clinical research.

scholarly journals Effective CAL: theory and practice

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Hassan Khan
Keyword(s):  
Interface Design ◽  
Computer Literacy ◽  
Theory And Practice ◽  
Support Unit ◽  
The Past ◽  
Authoring Systems ◽  
On Line ◽  
Set Up ◽  
The University ◽  
Content Specialists

Modern-day authoring systems have made the production of CAL applications so easy that people with little computer literacy are able quite quickly to create elaborate multimedia applications. The point, however, is that while so many of us have become authors in the past few years, the objective of our creations has been somewhat missed. It is all to easy to see visually impressive multimedia CAL, and to convince ourselves that they represent good CAL material. An application may be quickly sanctioned, produced and implemented at universities, then attention is focused on to the next project. While evaluation is normally costed into a project, various constraints, such as shifting personnel or additional demands on funds, limit the evaluation of the application to ascertain whether the investment of producing it was worthwhile. The Hypertext Support Unit (HSU) at the University of Kent was set up in 1992 to promote the pervasive use of hypertext across the campus. In its role as a support unit, it facilitates the development of CAL material in all disciplines in close collaboration with the content specialists, i.e. the lecturers. The HSU, along with many other units or departments, produce many CAL application paying attention to the aesthetics of interface design, but largely glossing over the learning instructions so vital to good CAL applications in harnessing the potential of multimedia in an educational environment. Too many people put a linear book on-line, give it some bookmarks, and call it hypertext; worse yet, they add a few scanned-in photographs and a soundtrack and call it multimedia (Fisher, 1994).DOI:10.1080/0968776950030116

scholarly journals Blended learning in the epoch of digital transformation

2020 ◽  
pp. 89-101
Author(s):  
Sergey V. Krasnov ◽  
Svetlana V. Kalmykova ◽  
Svetlana A. Krasnova
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Digital Transformation ◽  
Educational Process ◽  
Industrial Management ◽  
Saint Petersburg ◽  
Educational Trajectories ◽  
On Line ◽  
Natural Response ◽  
The University

Basic tendency of today – digital transformation – renders substantial influence on education. Introduction of mass open online courses (MOOCs) in an educational process became the natural response of institutions of higher education to modern trends. The article suggests a short analysis of introduction of MOOCs driven in Russia and in the world. In Saint Petersburg polytechnic university active development of mass open on-line of courses is conducted that can be used in the educational process of any institution of higher education, and is actively used in the university itself. In Institute of industrial management, economy and trade of Saint Petersburg polytechnic university online-courses have been introduced into the educational process while realizing the disciplines from 2017. Today the experience achieved allowed to inculcate online-courses in all curricula of POLYTECH. The article also provides the results of change of progress, forms of communications and problems aroused due to MOOCs introduction. The ways to solve the given problems are suggested. The next step in development of education is passing to the construction of adaptive educational trajectories allowing not only operatively to react to the calls of labor-market, but also to prepare the “specialists of the future”.

The Perfect Blend?

2010 ◽  
pp. 132-144
Author(s):  
Roberto Di Scala
Keyword(s):  
English Language ◽  
Multimedia Learning ◽  
Online Courses ◽  
Active Role ◽  
Theoretical Framework ◽  
Course Content ◽  
E Learning ◽  
On Line ◽  
Basic Features ◽  
The University

This chapter tackles the implementation of the way online courses of English language are structured within the on-line degree courses of the University of Modena and Reggio Emilia in Italy. Moving from a double theoretical framework grounded on the links between e-learning and communication and between e-learning and multimedia learning, The author will outline the basic features of the course the author is currently teaching. Besides the standard tools provided by the university platform (the course portal and forum and the course content slides), he has added some ‘external’ tools to offer students further possibilities to interact and take an active role in the learning environment which thus becomes actually ‘blended.’ By making practice of the language through posting comments on a dedicated blog and by exchanging impressions and making queries at a number of Skype-mediated meetings, instructor and students can further interact and create a stronger ‘studying community.’

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