Online Course Effectiveness: A Model for Innovative Research in Counselor Education

Although interaction is recognised as a key element for learning, its incorporation in online courses can be challenging. The interaction equivalency theorem provides guidelines: Meaningful learning can be supported as long as one of three types of interactions (learner-content, learner-teacher and learner-learner) is present at a high level. This study sought to apply this theorem to the corporate sector, and to expand it to include other indicators of course effectiveness: satisfaction, knowledge transfer, business results and return on expectations. A large Mexican organisation participated in this research, with 146 learners, 30 teachers and 3 academic assistants. Three versions of an online course were designed, each emphasising a different type of interaction. Data were collected through surveys, exams, observations, activity logs, think aloud protocols and sales records. All course versions yielded high levels of effectiveness, in terms of satisfaction, learning and return on expectations. Yet, course design did not dictate the types of interactions in which students engaged within the courses. Findings suggest that the interaction equivalency theorem can be reformulated as follows: In corporate settings, an online course can be effective in terms of satisfaction, learning, knowledge transfer, business results and return on expectations, as long as (a) at least one of three types of interaction (learner-content, learner-teacher or learner-learner) features prominently in the design of the course, and (b) course delivery is consistent with the chosen type of interaction. Focusing on only one type of interaction carries a high risk of confusion, disengagement or missed learning opportunities, which can be managed by incorporating other forms of interactions.

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The Online Course Maximizers

Increasing Productivity and Efficiency in Online Teaching - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-0347-7.ch002 ◽

2016 ◽

pp. 26-42

Author(s):

George Beckwith

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Online Course ◽

Online Teaching And Learning ◽

Course Effectiveness ◽

Interactive Games ◽

Online Tools ◽

Spatial Game ◽

Tools And Techniques ◽

Video Presentations

The purpose of this chapter is to show how making content more visible, placing it in a gaming format, and using analytics techniques for continuous improvement, will enhance online teaching and learning. This is achieved by using online tools and techniques such as interactive and visual video presentations and discussions, colorful graphics, charts, images and interactive games while using analytics software to gage their effectiveness. The goal is to maximize online course effectiveness—and at the same time, learning. The formula is straightforward. Visualize the content (make it more spatial), game the content (make it more interactive), and analyze (examine carefully and in detail) both the instruction and the learning for continuous enhancement. Educators often offer one of these instructional maximizers as the savior of online course effectiveness but seldom consider the positive synergistic effect in integrating and using all three at the same time, as this chapter will do.

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An Empirical Analysis Of Student Satisfaction Influential Factors In Online Learning

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v2i1.1104 ◽

2011 ◽

Vol 2 (1) ◽

pp. 37

Author(s):

Alina Payne ◽

Reza G. Hamzaee

Keyword(s):

Higher Education ◽

Online Learning ◽

Online Education ◽

Student Satisfaction ◽

Online Courses ◽

Course Evaluation ◽

Instructional Effectiveness ◽

Influential Factors ◽

Online Course ◽

Course Effectiveness

There exists the need to better understand the effectiveness of online education. In recent years, academic institutions (of higher education) have increased the number of online courses offered to students. The purpose of this study is to identify the factors that are most influential in determining student satisfaction of overall course effectiveness and overall instructor effectiveness in online higher education. The main research question is: What factors influence student satisfaction of overall course effectiveness and instructional effectiveness? Through an application of step-wise regression procedure, hypotheses will be tested to determine any influential factors for students’ satisfaction with course and instructional effectiveness. The data source will be online course evaluation results at colleges in the state of Connecticut. The results of the study will allow higher education administrators and instructors to make more effective decisions regarding online students, online course offerings, the distribution of funds within online education. Furthermore, the results will allow instructors to more effectively manage online courses, and allow students to increase personal effectiveness with respect to the online learning process.

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Tinkering with cognitive gadgets: Cultural evolutionary psychology meets active inference

Behavioral and Brain Sciences ◽

10.1017/s0140525x19001018 ◽

2019 ◽

Vol 42 ◽

Author(s):

Paul Benjamin Badcock ◽

Axel Constant ◽

Maxwell James Désormeau Ramstead

Keyword(s):

Evolutionary Psychology ◽

Research Program ◽

Active Inference ◽

Innovative Research ◽

Cognitive Faculties ◽

Cultural Evolutionary ◽

The Relationship

Abstract Cognitive Gadgets offers a new, convincing perspective on the origins of our distinctive cognitive faculties, coupled with a clear, innovative research program. Although we broadly endorse Heyes’ ideas, we raise some concerns about her characterisation of evolutionary psychology and the relationship between biology and culture, before discussing the potential fruits of examining cognitive gadgets through the lens of active inference.

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