Learning Effectiveness and Satisfaction of Online Education in Accounting Class as an Liberal Arts Course : Focusing on C University in Seoul

2021 ◽  
Vol 15 ◽  
pp. 77-114
Author(s):  
Jee Hoon Yuk ◽  
Dong Ha Lee
Keyword(s):  
Online Education ◽  
Liberal Arts ◽  
Learning Effectiveness

Collaborative and Open Education by Interdisciplinary Women's Networks

2021 ◽  
pp. 116-132
Author(s):  
Elena Robles Mateo
Keyword(s):  
North America ◽  
Online Education ◽  
New Media ◽  
Liberal Arts ◽  
Online Courses ◽  
Professional Women ◽  
Gender And Technology ◽  
Educational Structures ◽  
Women's Networks

This chapter describes FemTechNet, a case study that exemplifies the way in which an informal network of professional women can develop alternative dissemination formats for digital educational content. FemTechNet is an interdisciplinary and transnational network formed by women feminist scholars, educators, and artists mainly from North America, also Europe and Asia. Aiming to apply feminist principles to online education content on gender and technology, FemTechNet created in 2013 the DOCC, a feminist approach to collaborative open formats for online education, especially focused on feminism, new media, and liberal arts. While new formats of massive online courses perpetuate old patterns of hierarchical educational structures, this network aims to promote open pedagogic and inclusive content off and online by the collaboration of the different nodes implicated internationally. This chapter explores FemTechNet principles and methods that made from it a unique network that has successfully addressed contemporary problematics on open accessible content online.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

The Challenge of Distance Learning

2020 ◽  
Vol 32 (1) ◽  
pp. 137-152
Author(s):  
Michael E. Meagher ◽  
Keyword(s):  
Online Education ◽  
Liberal Arts ◽  
Online Teaching ◽  
The United States ◽  
Liberal Arts Institutions ◽  
New Beginning ◽  
Midwestern University ◽  
Novel Coronavirus ◽  
Silver Lining ◽  
Remote Learning

This essay explores the sudden shift from residential higher education to remote learning in the United States, a consequence of the novel coronavirus. It is a personal account of experiences as a professor at a Midwestern university. Many instructors had no training in online teaching. For university faculty, Covid-19 meant having to transform courses from in-person instruction to a remote platform practically overnight. Among the student comments I received were that I managed the online transition well. Over the next academic year, 2020-21, universities face challenges in resuming on-campus teaching, and the possibility that a new outbreak of the virus might bring a repeat of the Spring 2020 semester. Although that possibility sounds dire, there is hope that the shift to remote learning may offer a silver lining in the form of expanding course offerings beyond geographic areas and reaching a wider audience. For liberal arts institutions that are struggling financially, a rise in the use of remote learning and online education may offer a new beginning, and for public universities, potential new revenue given declining state support, a silver lining.

scholarly journals DOES STRONG FACULTY SUPPORT EQUAL CONSISTENT COURSE COMPLETION? IT HAS FOR DALLAS BAPTIST UNIVERSITY

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Kaye Shelton
Keyword(s):  
Online Education ◽  
Liberal Arts ◽  
Course Completion ◽  
Degree Programs ◽  
Online Classes ◽  
Student Groups ◽  
Graduate Degrees ◽  
Liberal Arts Institution ◽  
Dallas Baptist University ◽  
Course Completion Rate

Dallas Baptist University (DBU) is a private, Christian, liberal arts institution located in the DFW Metroplex. Just over 5,200 students, DBU provides both traditional undergraduate, adult and graduate degrees with the enrollment almost equally divided between the three student groups. Today, DBU offers 34 degree programs fully online maintain a course completion rate of 92–93% each semester with almost 2,000 students taking online classes. Because of its continued success and dedication to quality course development, the DBU online education department has become a model for several other higher education institutions.

Blended Environments: Learning Effectiveness and Student Satisfaction at a Small College in Transition

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Gouri Banerjee
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Liberal Arts ◽  
Positive Development ◽  
Learning Effectiveness ◽  
Mediated Learning ◽  
Self Directed Learning ◽  
Face To Face ◽  
Small College ◽  
Online Methods

As higher education moves increasingly to blended and fully online environments, smaller institutions often ask whether this is a desirable trend. They face many challenges in transforming their largely face-to-face didactic teaching traditions to the technology mediated learning environments. Learning effectiveness and student satisfaction are seen to be decisive in whether blended environments are a positive development or not. Using survey data from a liberal arts and sciences institution, we show that student satisfaction with blended learning depends largely on the challenges presented by the subject matter, the degree to which self-directed learning and problem solving are required, and the effectiveness of the chosen pedagogies by which face-to-face and online methods are combined. Blended environments that provide multiple modalities for learning, significant interactivity, familiar technologies, and sustained connections with teachers and peers are preferred by increasing numbers of students in this institution. Although many students and faculty remain skeptical about blended learning, there are others who are very satisfied learners.

The Sloan Consortium

2011 ◽  
pp. 1884-1893
Author(s):  
Janet C. Moore ◽  
John R. Bourne ◽  
A. Frank Mayadas
Keyword(s):  
Online Education ◽  
Everyday Life ◽  
Learning Organizations ◽  
Faculty Satisfaction ◽  
Effective Practices ◽  
Learning Effectiveness ◽  
Improve Quality ◽  
Quality Scale ◽  
Sloan Foundation

The purpose of the Sloan Consortium (Sloan-C) is to help learning organizations continually improve quality, scale, and breadth according to their own distinctive missions, so that education will become a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines. Created with funding from the Alfred P. Sloan Foundation, Sloan-C encourages the collaborative sharing of knowledge and effective practices to improve online education in learning effectiveness, access, affordability for learners and providers, and student and faculty satisfaction.

Developing Successful Online Degree Programs at a Historically Black University

2019 ◽  
pp. 51-68
Author(s):  
Anisah Bagasra
Keyword(s):  
Online Education ◽  
Historically Black ◽  
Liberal Arts ◽  
Natural Extension ◽  
The United States ◽  
Black College ◽  
Degree Programs ◽  
Historically Black University ◽  
Online Degree ◽  
The University

This chapter presents an overview of the process of building online degree programs from the ground up utilizing data from the process at a four-year liberal-arts institution in the United States that also has a designation as a Historically Black College (HBCU). The university has expanded both its research and global focus in the past several years, and the development of online degree programs was a natural extension of a desire to produce global leaders through the lens of a traditional liberal arts degree program. This chapter discusses some of the challenges HBCUs and other minority-serving institutions (MSIs) face entering the online education marketplace, particularly the challenge of how HBCUs and MSIs can use their historic legacy and missions to distinguish themselves from competitors and meet the needs of online students.

Project Management Methods for the Implementation of an Online Faculty Development Course

2014 ◽  
pp. 829-839
Author(s):  
Andrew A. Tawfik ◽  
Carol Reiseck ◽  
Richard Richter
Keyword(s):  
Project Management ◽  
Online Education ◽  
Faculty Development ◽  
Liberal Arts ◽  
Online Courses ◽  
Retention Rates ◽  
Liberal Arts University ◽  
Online Faculty Development ◽  
Development Course

The case study describes the project management methods used in the implementation of a faculty development course at a small liberal arts university. The faculty development course, which was delivered online through the Learning Management System (Blackboard), not only provided faculty with technical competencies, but also a pedagogical framework for online instruction. As faculty members began to see the potential of using technology to overcome time and distance challenges, they became more interested in online education. To accomplish the project goals, the instructional design team created a detailed spreadsheet that outlined the design and implementation strategy for the initiative. Success criteria included increased demand and enrollment in the course, formal adoption of the professional development course as an institutional requirement, expansion of student enrollments in online courses, and student retention rates. The case study describes the unique project management considerations, documentation, and planning required throughout the project.

Unified Methodologies, Formats and Outlines in Online Engineering Education

2010 ◽  
Author(s):  
Amir Salemi ◽  
Reza N. Jazar
Keyword(s):  
Online Education ◽  
Engineering Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Effectiveness ◽  
General Applicability ◽  
Text Book ◽  
Teaching Methodologies ◽  
Online Technology ◽  
Made In

Online education in engineering is developing as the communication technology advances. Although many online courses are being presented worldwide they have not been broadly accepted. For the online engineering education to be well successful and outperform traditional on-campus education, much has been done since ten years ago. To satisfy the five pillars in online education introduced by Sloan Consortium, there are still rooms for improvement[1]. Access, Learning effectiveness, student satisfaction, faculty satisfaction and cost effectiveness are the five metrics that drive investigations into online education. Problems related to “access” have been largely solved since the beginning of online technology era. Still, many substantive issues remain in gaining attention share and providing optimum modalities to specific classes of learners. Significant progress has also been made in “learning effectiveness”, however not much methodologies and guidelines have been developed to define outlines for transferring engineering text book into interactive/multimedia format featuring non-solitary, instructor-led activities with high communication attributes. Costs for creating and running online courses have plummeted over the decade and the average expense of online courses has decreased in recent years specially due to reducing the call on classroom space. This is a positive indication that online engineering education could potentially cost less than traditional on-campus education down the track. This research will shed light on online engineering education and will develop methodologies, formats and outlines with the aim of creating interactive online engineering courses. The methodologies and guidelines will be ideally covering all courses with general applicability and could be used as reference for all educational institutes that are keen to provide and develop online engineering education. This research will also define teaching methodologies in online engineering education that fit each course with less instructors’ influence and with consideration of specific classes of learners. The extent of instructors’ influence in online engineering education for each course will also be defined as part of this research. The outcome of this research will be used by engineering disciplines for implementation of online engineering education and to improve the efficiency of education.

Sign in / Sign up

Export Citation Format

Share Document