scholarly journals The Evaluation of an Online English Course for Tourism Workers in Ninh Binh from Learners’ Perspective

2021 ◽  
Vol 3 (11) ◽  
pp. 45-51
Author(s):  
Thanh Diem Dang ◽  
Thi Thu Han Mai ◽  
Thi Lien Nguyen ◽  
Thi Le Thu Nguyen ◽  
Thi Hue Nguyen
Keyword(s):  
Online Course ◽  
Course Management ◽  
Survey Questionnaire ◽  
Structured Interviews ◽  
Course Content ◽  
Course Materials ◽  
Positive Attitudes ◽  
Questionnaire Form ◽  
Course Outcomes

his article presents the results of a study designed to measure the evaluation of learners on an online English course. A survey questionnaire was distributed to 20-course attendees, who are tourism workers in Ninh Binh province. The results of the survey reveal learners’ positive attitudes towards (1) the course content, (2) the course approach, (3) the course materials, (4) the course management, and (5) the perceived course outcomes. Besides, semi-structured interviews were carried out to pinpoint the difficulties learners encountered throughout the course. Based on the preliminary analyses of this questionnaire form, suggestions for a more efficient application of this online course are proposed.

scholarly journals Copyright for Online Teaching

2020 ◽  
pp. 148-156
Author(s):  
Christine Fruin
Keyword(s):  
Online Teaching ◽  
Fair Use ◽  
Management Systems ◽  
Course Management Systems ◽  
Online Course ◽  
Online Classroom ◽  
Course Content ◽  
Face To Face ◽  
Course Materials ◽  
Digital Or

When supporting instructors in the development of online course materials, librarians frequently encounter questions regarding fair use and other copyright and licensing issues surrounding the delivery of course content in an online classroom or through course management systems that support traditional face-to-face teaching. The fair use statute is the primary law by which use of course materials online is evaluated. However, considerations of contract or license agreements must also be made when using digital or streaming materials. Special considerations exist as well depending on the material type.

scholarly journals Instructors’ conceptualization and implementation of scaffolding in online higher education courses

2021 ◽  
Author(s):  
Jennifer C. Richardson ◽  
Secil Caskurlu ◽  
Daniela Castellanos-Reyes ◽  
Suzhen Duan ◽  
Mohammad Shams Ud Duha ◽  
...  
Keyword(s):  
Online Courses ◽  
Online Course ◽  
Full Time ◽  
Structured Interviews ◽  
Analytical Strategy ◽  
Online Higher Education ◽  
Multiple Case ◽  
Course Outcomes ◽  
Education Courses

AbstractThis multiple case study explores how instructors conceptualize and employ scaffolding in online courses. Participants included full time faculty (n = 4) who have designed and taught at least one online course within the past 12 months. Data sources included pre-interview surveys, semi-structured interviews, and online course observations. Data were analyzed by employing a general analytical strategy for developing a case description (Yin, 2018). The results showed that (a) instructors define scaffolding as a support to help students achieve course outcomes and (b) instructors implement different types of scaffolding (i.e., conceptual, metacognitive, procedural, strategic, and motivational) in hard and soft scaffolding forms. The results also showed that instructors' conceptualization and implementation of scaffolding differed based on their discipline and teaching philosophy, and the unique features of online courses. Implications for practice and research are discussed.

Implementation and Evaluation of Online Courses

2009 ◽  
pp. 305-329
Author(s):  
Chao Lee
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Technical Support ◽  
Learning System ◽  
Online Course ◽  
Course Content ◽  
Course Materials ◽  
Support Team ◽  
Addie Model ◽  
Teaching Learning

As stated in the discussion of the ADDIE model in the last chapter, implementation and evaluation are part of the development process. Once online course materials are developed, the next task is to deploy the course materials to students. The first topic of this chapter will deal with the issues related to the deployment of online course materials. In this chapter, we will discuss the tasks such as planning and training involved in the deployment process. Once the online course materials have been deployed, there will be a large number of requests from the students for help on technology and course content related issues. To keep the online teaching/learning system running successfully, we need a strong technical support team including experienced computer service personnel, instructors, and fellow students. This chapter will deal with the issues related to technical support. We will discuss various ways to provide technical support services.

How to Globalize Online Course Content

2011 ◽  
pp. 155-167 ◽  
Author(s):  
Martin Schell
Keyword(s):  
Online Courses ◽  
Online Course ◽  
Cultural Perspective ◽  
Web Content ◽  
Global English ◽  
Course Content ◽  
Course Materials ◽  
E Learning ◽  
Global Language ◽  
Linguistic Backgrounds

Considering that 347 languages have over 1 million speakers each and account for 94% of the world’s population, localization is unsustainable as a strategy for making online courses globally accessible. Writing Web content in Global English is the best way to ensure that people from all linguistic backgrounds have a reasonable chance of comprehending course materials. This chapter shows how to transform native English text into Global English (simpler syntax, less jargon, fewer idioms, no slang). It also discusses e-learning design issues such as cultural perspective and Internet logistics (speed and cost of connection). Finally, it addresses the future of English as a global language, particularly in reference to its supposed “rivalry” with Mandarin.

scholarly journals Exploring learner to content interaction as a success factor in online courses

2012 ◽  
Vol 13 (4) ◽  
pp. 152 ◽  
Author(s):  
Tekeisha Denise Zimmerman
Keyword(s):  
Online Courses ◽  
Critical Role ◽  
Course Completion ◽  
Online Course ◽  
Success Factor ◽  
Course Content ◽  
Course Materials ◽  
Significant Relationships ◽  
Content Interaction ◽  
Factor Data

<p>Interaction plays a critical role in the learning process. For online course participants, interaction with the course content (learner-content interaction) is especially important because it can contribute to successful learning outcomes and course completion. This study aims to examine the relationship between learner-content interaction and course grade to determine if this interaction type is a contributing success factor. Data related to student interaction with course content, including time spent reviewing online course materials, such as module PowerPoint presentations and course videos and time spent completing weekly quizzes, were collected for students in three sections of an online course (<em>N </em>= 139). The data were then correlated against grades achieved in the course to determine if there was any relationship. Findings indicate statistically significant relationships between the amount of time the learner spent with the content and weekly quiz grades (<em>r </em>= .-72).  The study concludes that learners who spent more time interacting with course content achieve higher grades than those who spent less time with the content.<br /><br /></p>

scholarly journals Diversity of Online Behaviours Associated with Physical Attendance in Lectures

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Amelia Brennan ◽  
Akshay Sharma ◽  
Pablo Munguia
Keyword(s):  
Large Scale ◽  
Online Course ◽  
Course Content ◽  
Face To Face ◽  
Course Materials ◽  
Use Of Technology ◽  
Online Behaviour ◽  
Online Access ◽  
Changes Over Time ◽  
Over Time

A common use of technology in higher education is the provision of online course materials, invoking an investigation of the ways in which students engage with online course content, and how their participation changes over time. This is particularly necessary in the context of high absenteeism from lectures, where online access may be the only way in which particular students are engaging with the course. In this study, we examine large-scale patterns of attendance in class, as well as four types of access to online materials. We define two online behavioural metrics — richness and evenness — to capture the distribution of online behaviours within 255 courses, and examine how these change over time. We find that both physical and online attendance decrease throughout the semester, but the fraction of students present online is considerably higher than the fraction present in lectures. Students adapt their online behaviour, and rare behaviours disappear over time. It is important to consider how we provide content, both face-to-face and online, in order to ensure that as many students as possible are accessing this content in ways that we intend.

How to Globalize Online Course Content

2011 ◽  
pp. 134-144
Author(s):  
Martin Schell
Keyword(s):  
Online Courses ◽  
Online Course ◽  
Cultural Perspective ◽  
Web Content ◽  
Global English ◽  
Course Content ◽  
Course Materials ◽  
E Learning ◽  
Global Language ◽  
Linguistic Backgrounds

Considering that 347 languages have over 1 million speakers each and account for 94% of the world’s population, localization is unsustainable as a strategy for making online courses globally accessible. Writing Web content in Global English is the best way to ensure that people from all linguistic backgrounds have a reasonable chance of comprehending course materials. This chapter shows how to transform native English text into Global English (simpler syntax, less jargon, fewer idioms, no slang). It also discusses e-learning design issues such as cultural perspective and Internet logistics (speed and cost of connection). Finally, it addresses the future of English as a global language, particularly in reference to its supposed “rivalry” with Mandarin.

How to Globalize Online Course Content

2008 ◽  
pp. 977-987
Author(s):  
Martin Schell
Keyword(s):  
Online Courses ◽  
Online Course ◽  
Cultural Perspective ◽  
Web Content ◽  
Global English ◽  
Course Content ◽  
Course Materials ◽  
E Learning ◽  
Global Language ◽  
Linguistic Backgrounds

Considering that 347 languages have over 1 million speakers each and account for 94% of the world’s population, localization is unsustainable as a strategy for making online courses globally accessible. Writing Web content in Global English is the best way to ensure that people from all linguistic backgrounds have a reasonable chance of comprehending course materials. This chapter shows how to transform native English text into Global English (simpler syntax, less jargon, fewer idioms, no slang). It also discusses e-learning design issues such as cultural perspective and Internet logistics (speed and cost of connection). Finally, it addresses the future of English as a global language, particularly in reference to its supposed “rivalry” with Mandarin.

scholarly journals Benefits finding among Chinese family caregivers of stroke survivors: a qualitative descriptive study

BMJ Open ◽  
2020 ◽  
Vol 10 (10) ◽  
pp. e038344
Author(s):  
Yong-Xia Mei ◽  
Beilei Lin ◽  
Weihong Zhang ◽  
Dong-Bin Yang ◽  
Shan-Shan Wang ◽  
...  
Keyword(s):  
Family Caregivers ◽  
Healthy Lifestyle ◽  
Chinese Family ◽  
Stroke Survivors ◽  
Chinese Community ◽  
Structured Interviews ◽  
Research Reporting ◽  
Positive Attitudes ◽  
Qualitative Descriptive ◽  
Caregiver Burdens

ObjectivesThe caregiving experience includes both caregiver burdens and benefits finding. However, the benefits obtained by family caregivers of stroke survivors in Chinese community dwellings are unknown. The objective of this study was to explore the benefits experienced by family caregivers of stroke survivors in Chinese community dwellings.DesignA qualitative descriptive design was used, fulfilling the consolidated criteria for the Standards for Reporting Qualitative Research reporting guidelines. Semi-structured interviews were conducted with 20 family caregivers of stroke survivors. The interviews were audiotaped, transcribed and analysed. Thematic analysis was performed to analyse the interview transcripts.Setting and participantsHome interviews were conducted with family caregivers of stroke survivors in two communities in Zhengzhou, China.ResultsThe family caregivers of stroke survivors experienced various benefits from caregiving. There were both internal benefits (increases in knowledge and skills, the development of positive attitudes, and the development of a sense of worthiness and achievement) and external benefits (family growth and gains in social support), which interact to create a healthy lifestyle.ConclusionOur findings provide a comprehensive perspective in understanding the benefits perceived by family caregivers of stroke survivors. This study provides insights into interventions focused on identifying benefits finding in six domains that may help reduce negative emotions and promote the mental health of caregivers.

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