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.

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

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.

Decision-Making Practices During the Instrument Selection Process: The Choices We Make

2018 ◽  
Vol 44 (4) ◽  
pp. 281-291
Author(s):  
Jessica A. Rueter ◽  
Rochell McWhorter ◽  
Julie Delello
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Selection Process ◽  
School Personnel ◽  
Learning Disabled ◽  
Basic Knowledge ◽  
Students With Learning Disabilities ◽  
Instrument Selection ◽  
Face To Face ◽  
Decision Making Processes

The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interviews. The instruments chosen were based on a variety of factors including the personnel’s basic knowledge and training on the use of the instruments, the culture and climate of the district, and the overall characteristics of the child being tested. The findings of this study suggested that assessment personnel encounter many decisions when evaluating children with learning disabilities. Implications from this study include the need for frequent support in encouraging reflective thinking and assessment training for those responsible for the important decisions regarding the identification and placement of students who are learning disabled.

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.

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.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

Emergency LMS Training During COVID-19 at an African University of Technology

2020 ◽  
Vol 11 (1) ◽  
pp. 113-113
Author(s):  
Leanri van Heerden
Keyword(s):  
South African ◽  
Instructional Designers ◽  
Delivery Mode ◽  
Skills Acquisition ◽  
Online Delivery ◽  
Face To Face ◽  
Department Of Health ◽  
University Of Technology ◽  
E Learning ◽  
Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

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