scholarly journals Taking a Case Method Capstone Course Online

10.28945/2229 ◽  
2015 ◽  
Author(s):  
Grandon Gill ◽  
Matthew Mullarkey
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Popular Science ◽  
Online Course ◽  
Science Fair ◽  
Capstone Course ◽  
Face To Face ◽  
Information Technology Education ◽  
Online Tools ◽  
The Face

A capstone course is normally offered at the end of a program of study with the goal of helping students synthesize what they have learned in the courses preceding it. The paper describes such a course, —the undergraduate capstone course for MIS majors, —that was built around the case discussions and projects and originally offered in a face-to-face format. Over the course of the study, an asynchronous online version of the course was developed that was intended to be as faithful as possible to the classroom version. The pa-per examines the design, delivery and learning outcomes of the online offering, contrasting it with the classroom version. The transition to an online course required many adaptations. Among the issues that we needed address: 1) moving the highly synchronous face-to-face discussions of each case study to an asynchronous format without losing fidelity and energy, 2) changing how “student participation” was defined and evaluated, 3) adapting the project component of the course—which ended with a very popular “science fair” activity at the end of the semester in the classroom version—to a delivery mechanism where students never interacted with each other face-to-face, and 4) evaluating the relative learning outcomes of the two approaches. The results of the conversion proved to be consistent with some of our expectations, and surprising in other ways. Consistent with expectations, the online tools that we employed allowed us to create an online design that was relatively faithful to the original version in terms of meeting learning objectives. Also consistent with our expectations, student perceptions of the course—while quite positive overall—were more mixed for the online course than for its face-to-face predecessor. The course offering produced two surprises, however. First, the online approach to the project component of the course actually seemed to result in higher quality projects and presentations than the face-to-face version. Second, when results were compared from the instrument we used to evaluate student learning gains, the classroom and online versions of the class proved to be nearly indistinguishable. Given the very different delivery mechanisms employed, we had anticipated far more differences in student perceptions of what they had learned over the course of the semester. Given the challenges of taking a highly interactive class online, we viewed this surprise to be a very pleasant one. A revised version of this paper was published in Journal of Information Technology Education: Research Volume 14, 2015

scholarly journals Taking a Case Method Capstone Course Online: A Comparative Case Study

10.28945/2171 ◽  
2015 ◽  
Vol 14 ◽  
pp. 189-218 ◽  
Author(s):  
Grandon Gill ◽  
Matthew Mullarkey
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Popular Science ◽  
Comparative Case Study ◽  
Online Course ◽  
Capstone Course ◽  
Face To Face ◽  
Online Tools ◽  
The Face

A capstone course is normally offered at the end of a program of study with the goal of helping students synthesize what they have learned in the courses preceding it. The paper describes such a course—an undergraduate capstone course for MIS majors—that was built around case discussions and projects and originally offered in a face-to-face format. Over the course of the study, an asynchronous online version of the course was developed that was intended to be as faithful as possible to the classroom version. The paper examines the design, delivery, and learning outcomes of the online offering, contrasting it with the classroom version. The transition to an online course required many adaptations. Among the issues that we needed address are the following: 1) moving the highly synchronous face-to-face discussions of each case study to an asynchronous format without losing fidelity and energy, 2) changing how “student participation” was defined and evaluated, 3) adapting the project component of the course—which ended with a very popular “science fair” activity at the end of the semester in the classroom version—to a delivery mechanism where students never interacted with each other face-to-face, and 4) evaluating the relative learning outcomes of the two approaches. The results of the conversion proved to be consistent with some of our expectations and surprising in other ways. Consistent with expectations, the online tools that we employed allowed us to create an online design that was relatively faithful to the original version in terms of meeting learning objectives. Also consistent with our expectations, student perceptions of the course—while quite positive overall—were more mixed for the online course than for its face-to-face predecessor. The course offering produced two surprises, however. First, the online approach to the project component of the course actually seemed to result in higher quality project presentations than the face-to-face version. Second, when results were compared from the instrument we used to evaluate student learning gains, the classroom and online versions of the class proved to be nearly indistinguishable. Given the very different delivery mechanisms employed, we had anticipated far more differences in student perceptions of what they had learned over the course of the semester. Given the challenges of taking a highly interactive class online, we viewed this surprise to be a very pleasant one.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

scholarly journals Pencapaian Hasil Belajar Teori Kejuruan Ditinjau dari Persepsi Mahasiswa pada Pembelajaran Online

2019 ◽  
Vol 4 (2) ◽  
pp. 111-116
Author(s):  
Sukardi Sukardi ◽  
Muhammad Hudan Rahmat
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Kendall’S Tau ◽  
Kendall's Tau ◽  
Face To Face ◽  
Use Of Technology ◽  
Vocational Theory ◽  
Face To Face Learning ◽  
Plat Form

One of the effort to overcome the ineffectiveness of face-to-face learning is to extend the interaction outside the classroom framework. In this case, advances in information technology can be utilized. The use of technology that functions like classroom face-to-face is through online learning. This study aims to find out: (1) student perceptions of online learning (a Moodle platform); and (2) the effect of student perceptions of online learning on the learning outcomes of Vocational Theory course. The research object was 117 students. The data analysis being used were descriptive statistics and Kendall's tau. The results of the study indicate that online learning is an excellent medium to complement face-to-face learning. The contribution of the perception of learning outcomes found in this study is only 1.70%. It can be said that 98.0% of learning outcomes are determined by other factorsUpaya yang dapat dilakukan untuk mengatasi masalah ketidak efektifan pembelajaran tatap muka adalah dengan membuat ekstensi berinteraksi di luar kelas. Dalam hal ini, kemajuan teknologi informasi dapat dimanfaatkan. Penggunaan teknologi informasi yang memiliki fungsi seperti layaknya tatap muka dalam kelas tersedia melalui pembelajaran online. Penelitian ini bertujuan untuk mengetahui: (1) persepsi mahasiswa terhadap pembelajaran online (plat form Moodle); dan (2) pengaruh persepsi mahasiswa pada pembelajaran online terhadap hasil belajar Teori Kejuruan. Objek penelitian berjumlah 117 orang mahasiswa. Teknik analisis data menggunakan statistik deskriptif dan Kendall's tau. Hasil penelitian menunjukkan bahwa pembelajaran online merupakan media yang sangat baik untuk melengkapi pembelajaran tatap muka. Besarnya nilai kontribusi persepsi terhadap hasil belajar yang ditemukan dalam penelitian ini hanya 1,70%, atau 98,30% hasil belajar ditentukan oleh faktor lain.

scholarly journals Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Lucy Barnard ◽  
Valerie Paton ◽  
William Lan
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Online Course ◽  
Grade Point ◽  
Learning Behaviors ◽  
Self Regulatory Learning ◽  
The Relationship

Positive perceptions of online course communication and collaboration have been associated with better academic outcomes, while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communication and collaboration with academic achievement as measured by grade point average (GPA). Results indicate that online self-regulatory learning behaviors, though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communication and collaboration with academic achievement.

scholarly journals The Effect of Internet Use during COVID-19 Pandemic on the Learning Outcomes of Cadets in Merchant Marine Polytechnic of West Sumatera

2021 ◽  
pp. 31-38
Author(s):  
Faisal Saransi ◽  
Fauziah Roselia ◽  
Nelfi Erlinda
Keyword(s):  
Learning Outcomes ◽  
Local Governments ◽  
Internet Use ◽  
The Internet ◽  
Merchant Marine ◽  
Significance Level ◽  
Face To Face ◽  
West Sumatra ◽  
The Face ◽  
Face To Face Learning

This research is based on the policy given by central and local governments to stop the face-to-face learning process during the COVID-19 pandemic. It is due to prevent the coronavirus contagion spread and in exchange, remote learning is conducted by utilizing internet as one of supports. The research objective is to discover the significant effects of internet use during the COVID-19 pandemic toward the learning outcomes of the cadets in Merchant Marine Polytechnic of West Sumatera. Based on the data analysis that the researchers have done, it is found that the value of tcount = 3.166 is greater than t table = 1.988 at the 5% significance level, it can be concluded that there is a significant influence on the internet utilization variable during the pandemic on the learning outcomes of Taruna / I Shipping Polytechnic of West Sumatra.

scholarly journals GENDER, VOICE, AND LEARNING IN ONLINE COURSE ENVIRONMENTS

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
David M. Anderson ◽  
Carol J. Haddad
Keyword(s):  
Deep Learning ◽  
Learning Outcomes ◽  
Negative Impact ◽  
Male Students ◽  
Online Course ◽  
Positive Relationships ◽  
Online Students ◽  
Face To Face ◽  
Regional University ◽  
Voice Control

A self-selected sample of 109 online students at a midwestern regional university was surveyed and asked to compare expression of voice, control over learning, and perceived deep learning outcomes in face-to-face versus online course environments. We found that females experience greater perceived deep learning in online than in face-to-face courses, and that expression of voice appears to contribute to this outcome. This effect did not occur for male students. We also found that professor support and, to a lesser extent, control over one's learning each had positive relationships with perceived deep learning in both course environments. Concern for the feelings of other students did not have a negative impact on voice as was originally hypothesized.

scholarly journals Alfabetização em Foco: uma Análise Comparativa entre Instituições de Ensino Superior

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Elaine Cristina Ferreira de Oliveira ◽  
Mara Rosana Pedrinho ◽  
Adriane Orenha Ottaiano
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Teacher Training ◽  
Online Courses ◽  
Education Institution ◽  
Online Course ◽  
Literacy Curriculum ◽  
Reading And Writing ◽  
Face To Face ◽  
The Face

O trabalho versa sobre os conteúdos relacionados ao tema alfabetização?, presentes nas disciplinas nos cursos de Pedagogia, nas modalidades presencial e à distância. De cunho documental, esta pesquisa tece algumas considerações acerca da formação dos docentes, no que tange a cursos para professores nas modalidades presencial e a distância (EaD). Apresenta uma análiseacerca do rol de atividades presentes por estas instituições, além do estudo das grades e disciplinas ofertadas no que diz respeito à leitura e escrita de alunos. Os resultados indicam que a instituição de ensino superior presencial possui mais matérias sobre alfabetização (um total de treze disciplinas) em relação à faculdade de ensino a distância (seis disciplinas). Estas e outras considerações complementares são explicitadas ao longo do presente artigo.Palavras-chave: Formação docente, Alfabetização, Conteúdo curricular.Literacy on focus: a comparative analysis between Institutions of Higher EducationAbstractThis study deals with the content related to the theme "literacy" present in the disciplines of a face-to-face as well as a distant and online course of Pedagogy. The research begins with a brief historical revisitation of higher education and teacher training, regarding face-to-face as well as distant and online courses for teachers. It also presents an analysis that shows the activities carried out by these institutions, besides the study of the syllabus and disciplines that focus on students reading and writing. The results show that the face-to-face institution has more subjects on literacy (thirteen subjects in all) in comparison to the distant education institution (six subjects). This finding and others shall be explained throughout this paper.Keywords: Teacher Training, Literacy, Curriculum content.

scholarly journals A Comparison of Students' Learning Outcomes in a Writing-Intensive Course Taught in Both Face-to-Face and Fully-Online Settings

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Chaitanya Ravi ◽  
Ying-Ying Kuo
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Research Study ◽  
Online Course ◽  
Satisfaction Level ◽  
Face To Face ◽  
Learning Satisfaction ◽  
Final Grades ◽  
Upper Level ◽  
Intensive Course

Most educators are interested in whether online teaching is at least as good as classroom-based courses in terms of students' learning outcomes, including academic achievement and learning satisfaction. This research study compared two sections of an upper-level, undergraduate, writing-intensive environmental policy course, which were taught in spring 2014 by the same instructor. The f2f session had a blended format with in class-lectures complemented by substantial online resources, while the 100% online course included documentaries, pre-recorded lecture videos, various readings, discussions, and online environmental games.A total of 39 students from both sections voluntarily participated in this research study by taking a course survey online. Both qualitative and quantitative data and students' final grades were collected. The findings revealed no significant statistical difference in students' final grades and learning satisfaction. However, students' overall satisfaction level in the f2f class was higher than the online course. Also, their satisfaction level was associated with (1) receiving valuable feedback from instructor and (2) students' motivation to learn in the course.Our research indicates that the quality of an online course can be equivalent to a f2f course if instructors can support students with regular feedback and keep motivating them to learn.

scholarly journals Developing And Implementing An Undergraduate Finance Capstone Course For Both Onground And Online Course Delivery

2010 ◽  
Vol 3 (12) ◽  
pp. 87-94
Author(s):  
Linda S. Wiechowski
Keyword(s):  
Undergraduate Students ◽  
Core Competencies ◽  
Team Work ◽  
Course Delivery ◽  
Online Course ◽  
Capstone Course ◽  
Face To Face ◽  
Capstone Courses ◽  
Oral Presentations

Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world.  This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery.  The process begins with the determination of the core competencies employers require of recent finance undergraduate students.  Several of these core competencies are addressed in this paper, along with the challenges of assessing the competencies of team work and oral presentations skills online.

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

Sign in / Sign up

Export Citation Format

Share Document