scholarly journals Hybrid Online Delivery of a Pharmacy Residency and Fellowship Elective Course

2018 ◽  
Vol 9 (2) ◽  
pp. 14
Author(s):  
Taylor D Steuber ◽  
Kristin M Janzen ◽  
Tracy L Sprunger ◽  
Sarah A Nisly
Keyword(s):  
Online Course ◽  
Online Delivery ◽  
Online Platform ◽  
Face To Face ◽  
Class Time ◽  
Course Grades ◽  
Course Objectives ◽  
Course Placement ◽  
Elective Course ◽  
Student Demand

  Objective: To describe and evaluate the transition of a pharmacy residency and fellowship (PRF) elective course to a hybrid online platform. Innovation: In 2016, the 1-credit hour PRF elective was transitioned from a live, synchronous course to a hybrid online platform. Over the course of the semester, students completed eight modules along with assignments that pertained to a different component of PRF. Course grades and evaluations, as well as PRF placement rates, were compared between 2015 (live, synchronous course) and 2016 (hybrid online course). There were no differences in overall course grades or student evaluations of individual relevant course objectives between the two course formats. However, more students rated the course as excellent during the 2015 live, synchronous course. Placement rates were similar between students who took the course in 2015 and 2016. Critical Analysis: Following the transition of a PRF elective to a hybrid online platform, course grades, evaluation of individual relevant course objectives, and PRF placement rates remained similar to previous years. Creative educational venues can help meet the student demand while simultaneously allowing faculty to manage their time. However, instructors should balance this with desire of students to have more face-to-face in class time.     Type: Note

Decision-Making between Online and Frontal EFL Courses

1970 ◽  
Vol 2 (2) ◽  
pp. 1-9
Author(s):  
Bethe Schoenfeld ◽  
Samia Zeid ◽  
Ido Liberman
Keyword(s):  
Decision Making ◽  
Selection Process ◽  
Online Course ◽  
Learning Needs ◽  
Online Delivery ◽  
Face To Face ◽  
Course Grades ◽  
Learning Success ◽  
It Department ◽  
Delivery Platform

This research provides an understanding of how Western Galilee College (WGC) students decided which course delivery format to take i.e., online self-access learning vs. face-to-face (F2F) for a mandatory academic English course. The current study investigated the compatibility or incompatibility of the online course initiatives to the students’ decision-making behaviours. For the study, interviews as well as a questionnaire before the final department-wide exam were utilized. Moreover, information concerning learning outcomes (final course grades) for all students registered in English as a Foreign Language (EFL) courses was received from the WGC IT department. In general, the study found that WGC students emphasized the technical aspects (price, convenience, flexibility) instead of the essential aspects of the course (personalization, quality of learning, success in the course) in choosing a virtual course over a F2F format. Additionally, in the selection process, these students did not consider the uniqueness of an English course (as a language course) and its relative lack of suitability in the virtual format. Moreover, the students did not rely on professional consultation to weigh the suitability of the online course for them. Finally, students’ grades at the end of the English course were remarkably lower in the online course than in the traditional courses. Based on the evidence presented, it can be concluded that language classes are not always suitable for an online delivery platform. The results of this research will have ramifications as to how to tailor future English courses to the students’ learning needs.

Creating and Using Multiple Media in an Online Course

2011 ◽  
pp. 1923-1938
Author(s):  
Maurice W. Wright
Keyword(s):  
Electronic Mail ◽  
Online Course ◽  
Web Pages ◽  
Online Delivery ◽  
Musical Sound ◽  
Face To Face ◽  
Challenges And Opportunities ◽  
History Of ◽  
Multiple Media ◽  
Online Format

The adaptation of a traditional, face-to-face course to an online format presents both challenges and opportunities. A face-to-face fundamentals course treating the science of musical sound and the methods used to code and transform musical sound using digital computers was adapted for online delivery. The history of the course and the composition of its audience are discussed, as are the decisions to create movies, web pages, electronic mail, and a paper textbook for the course. Practical choices for technology, which reflect the conflicting benefits of choosing simple versus more sophisticated technology, are outlined and the reactions of the students to these choices are discussed. An anecdotal comparison between an online and a face-to-face course section is offered, along with ideas for future development.

scholarly journals Instructional Mash-Up: Promoting Reflective Skill Development in a Virtual Environment

in education ◽  
2013 ◽  
Vol 15 (2) ◽  
Author(s):  
Karen Dunlap ◽  
Tracey Mac Gowan ◽  
Keith Restine
Keyword(s):  
Classroom Management ◽  
Skill Acquisition ◽  
Prospective Teachers ◽  
Online Courses ◽  
Educational Training ◽  
Online Delivery ◽  
Face To Face ◽  
School Based ◽  
Student Demand ◽  
Reflective Skills

Classroom management (CM) research suggests prospective teachers customarily view CM skill acquisition as a fundamental component of pedagogical knowledge development (Emmer & Stough, 2001; Merrett & Wheldall, 1993). Dissemination of critical concepts has traditionally occurred in face-to-face classrooms supported by school-based field experiences. However, circumstances have fueled student demand for flexible scheduling and convenient online courses (Ellis, 2009; Fink, 2003). Professors are challenged to deliver CM instruction virtually; utilizing multiple tools for online delivery to emulate traditional and educational training experiences. This qualitative study explored emergence of reflective skills in blogs, wikis, and scaffolded assignments in an online CM course.Keywords: classroom management; pedagogy; flexibility; online courses; blogs; wikis; scaffolded assignments

scholarly journals Resultados de dos cursos propedéuticos de Matemáticas para el ingreso a la universidad, uno en modalidad presencial y otro en línea

2021 ◽  
Vol 3 (1) ◽  
pp. 6-25
Author(s):  
Mayeli Sánchez Olalde
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Null Hypothesis ◽  
The Other ◽  
Online Course ◽  
Online Delivery ◽  
Face To Face ◽  
Group I ◽  
The Face ◽  
Group Ii

El estudio se enfoca en comparar el desempeño académico de los participantes de dos cursos propedéuticos de Matemáticas, uno impartido en modalidad presencial (Grupo I-2018 con 248 participantes) y otro en línea (Grupo II-2019 con 600 participantes), en la Universidad Aeronáutica en Querétaro (UNAQ). Esta investigación es cuantitativa y descriptiva, se aplicaron las pruebas estadísticas: Shapiro-Wilk, Jarque-Bera, t-Student y Mann-Whitney U. Los resultados obtenidos comprueban que la hipótesis de nulidad no fue rechazada, es decir que el curso en línea y el curso presencial presentan un comportamiento similar en el desempeño académico de los participantes. Abstract This research focuses on comparing academic achievement of participants in two preparation courses in mathematics, one of online delivery (Group I-2018 consisting of 248 participants) and the other of face-to-face delivery (Group II-2019 consisting of 600 participants) in the Aeronautical University in Querétaro (UNAQ). This is a quantitative and descriptive investigation where statistical samples were applied: Shapiro-Wilk, Jarque-Bera, t-Student y Mann-Whitney U. The results obtained prove that the null hypothesis was not rejected: in other words, that the online course and the face-to-face course have similar outcomes in participants academic performance.

scholarly journals Evaluating nursing students' engagement in an online course using flipped virtual classrooms

2019 ◽  
Vol 10 (1) ◽  
pp. 59-71 ◽  
Author(s):  
Craig Phillips ◽  
Jacqueline O'Flaherty
Keyword(s):  
Nursing Students ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Learning Approaches ◽  
Online Delivery ◽  
Face To Face ◽  
Online Mode ◽  
Course Grades ◽  
Virtual Class ◽  
Virtual Classes

Flipped classroom models allocate more time for active learning approaches compared with more traditional pedagogies, however what is less clear with the utilisation of flipped learning is evidence to support whether students in flipped classes are given more opportunities to develop higher order thinking skills (HOTs) to effect deep learning compared with the traditional ways of teaching. Focussing on this gap, this study compares on campus and off campus student engagement in two courses using different deliveries: online face-to-face (f2f) mixed mode (on campus students attend traditional f2f on campus classes and off campus students study exclusively online) versus fully online mode, utilising flipped classes (all student study off campus engaging in flipped virtual classes). Final course grades were similar for both deliveries; however, the study suggests flipped classes offered students more opportunities to develop HOTs and engage more deeply in the learning process. Students’ evaluations of the online flipped delivery were mixed, with those students previously enrolled exclusively as on campus, particularly dissatisfied with fully online delivery and virtual class tutor experience. Recommendations are made concerning both the timing of the introduction of fully online delivery in a program and the need for continual up-skilling of staff who teach in online environments.

Creating and Using Multiple Media in an Online Course

2004 ◽  
pp. 192-213
Author(s):  
Maurice W. Wright
Keyword(s):  
Electronic Mail ◽  
Online Course ◽  
Web Pages ◽  
Online Delivery ◽  
Musical Sound ◽  
Face To Face ◽  
Challenges And Opportunities ◽  
History Of ◽  
Multiple Media ◽  
Online Format

The adaptation of a traditional, face-to-face course to an online format presents both challenges and opportunities. A face-to-face fundamentals course treating the science of musical sound and the methods used to code and transform musical sound using digital computers was adapted for online delivery. The history of the course and the composition of its audience are discussed, as are the decisions to create movies, web pages, electronic mail, and a paper textbook for the course. Practical choices for technology, which reflect the conflicting benefits of choosing simple versus more sophisticated technology, are outlined and the reactions of the students to these choices are discussed. An anecdotal comparison between an online and a face-to-face course section is offered, along with ideas for future development.

Utilization of Instructional Technology for Development of Web-Based Mechanical Engineering Courses

2011 ◽  
Author(s):  
Shanzhong Shawn Duan ◽  
Kurt Bassett
Keyword(s):  
Instructional Technology ◽  
Online Teaching ◽  
Mechanical Engineering ◽  
Computer Software ◽  
Internet Technology ◽  
Online Course ◽  
Web Based ◽  
Online Delivery ◽  
Face To Face ◽  
Future Work

Though face to face class interaction is still a dominant-teaching approach in most higher education institutes, online teaching has become increasingly popular with the development of internet technology [1,3]. The authors have used instructional technology and computer software to develop web-based lectures in a mechanical engineering program for online delivery at their institution. This paper highlights how computer software Camtasia Studio and Windows Journal have been integrated with a Gateway tablet PC, a webcam and wireless speaking receiver device to produce web-based lectures for online delivery. The paper intends to share experiences, myths, and lessons that the authors have learned during production of audio and video online course materials. Integration of instructional technology with computer software has made online course preparation and production much more effective and efficient. The paper also summarizes the steps taken by the authors to accomplish this instructional project from start to finish. It includes integration of instructional technology, pedagogical concepts, development of audio and video materials, difficulties faced and how they were handled, software used, and existing issues for the future work.

Development of a Hybrid Heat and Mass Transfer Course

2018 ◽  
Author(s):  
Julie Mendez
Keyword(s):  
Mass Transfer ◽  
Student Performance ◽  
Heat And Mass Transfer ◽  
Student Feedback ◽  
Course Structure ◽  
Hybrid Course ◽  
Face To Face ◽  
Class Time ◽  
Course Grades

This work describes the development of a hybrid junior-level 4-credit-hour heat and mass transfer course. The lecture portion of the course was developed as approximately 80% online. The students and instructor met in person for the lecture portion of the course once every other week for 50 minutes, with the remaining activities completed online. The laboratory portion of the course remained in the traditional face-to-face format. Specifications grading was used to determine final course grades. This paper will describe the course structure, types of assignments, and use of face-to-face class time. Student performance in the hybrid course is compared to previous student performance in the same course taught in a face-to-face format. Student feedback and instructor observations are shared.

scholarly journals The challenges of launching a MOOC and reusing that material in a blended campus class

2015 ◽  
Author(s):  
Kevin G. Dunn
Keyword(s):  
Online Courses ◽  
Electronic Materials ◽  
Operating Costs ◽  
Online Course ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Class Time ◽  
Qualitative Feedback ◽  
Engineering Statistics ◽  
The University

Online courses are launching daily on thevarious massive open online course (MOOC) platforms,such as Coursera and edX. These electronic resources arecostly to develop and often likened to sunk “capitalcosts”, as contrasted to ongoing “operating costs” of atraditional face-to-face class. To complete this economicanalogy, it makes sense to amortize, or profitably reusethose electronic materials in the university classroom, asa way to achieve a blended class. It is also worthwhilelearning from others' experiences so those large capitaland labour-intensive investments of video and resourcedevelopment are used profitably.There are some shortcomings and counterintuitiveaspects to the fully online class, described in the paper.The experience of the author using these MOOCmaterials in his active-learning flipped class is described.Plentiful advice is available online regarding the blendedclass, and we give feedback and commentary on thevarious successes and failures experienced when runningthis advanced, final-year engineering statistics course.What activities to use during scheduled class-time is oneof the more daunting questions for the instructor flippinga course, so this section is covered in greatest depth.Some student qualitative feedback is interspersedthroughout.

scholarly journals Comparing Student Assessments and Perceptions of Online and Face-to-Face Versions of an Introductory Linguistics Course

2014 ◽  
Vol 19 (2) ◽  
Author(s):  
David Johnson ◽  
Chris C Palmer
Keyword(s):  
Student Perceptions ◽  
Online Teaching ◽  
State University ◽  
Course Enrollment ◽  
Online Delivery ◽  
Face To Face ◽  
Assessment Scores ◽  
Course Grades ◽  
Enrollment Patterns ◽  
Student Assessments

This article examines the issue of whether linguistics is better suited for a face-to-face (F2F) environment than an online teaching environment. Specifically, it examines assessment scores and student perceptions of the effectiveness of an introductory linguistics course at an undergraduate state university that has been taught multiple times in both online and F2F modes. To study this issue data was collected about the types of students enrolled in either version of the course, including their GPAs and course grades. A survey with both closed- and open-ended questions was also used to ask students about their experiences and perceptions of the two environments. Students responded to questions on factors such as procrastination, engagement with socially sensitive discussion topics, preferences for discussion modality, and motivations for course enrollment. Results of the data problematize the notion that linguistics (and perhaps other disciplines) is equally suited for an online and F2F environment since students fare better academically and engage more with the F2F linguistics course. Results also show that students with higher GPAs gravitate toward F2F classes. Regarding the course itself, convenience is the primary category that students consistently noted as a reason for selecting the online linguistics course versus its F2F counterpart. Even so, results do show some effectiveness in treating linguistic content online. Suggestions and strategies are offered to further strengthen online delivery of linguistic material to overcome some of the structural hurdles presented by student enrollment patterns and (dis)engagement.

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