An Online Learning Platform for Teaching, Learning and Assessment of Programming

2019 ◽  
Vol 1 (2) ◽  
pp. 90-95
Author(s):  
Manikandan B ◽  
Langesh D ◽  
Prakash K ◽  
Suvetha S ◽  
Swathi M
Keyword(s):  
Online Learning ◽  
Small Group ◽  
Online Courses ◽  
Collaborative Activity ◽  
Practical Advice ◽  
Group Collaboration ◽  
Learning Platform ◽  
Collaborative Discussion ◽  
Teaching Learning

Assessment can be seen as the engine that drives student course activity, online or off. It is particularly important in encouraging and shaping collaborative activity online. This paper discusses three sorts of online collaborative activity—collaborative discussion, small group collaboration, and collaborative exams. In each of these areas, it provides both theoretical grounding and practical advice for assessing, and so encouraging, collaboration in online courses.

scholarly journals ASSESSMENT AND COLLABORATION IN ONLINE LEARNING

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Karen Swan ◽  
Jia Shen ◽  
Starr Roxanne Hiltz
Keyword(s):  
Online Learning ◽  
Small Group ◽  
Online Courses ◽  
Collaborative Activity ◽  
Practical Advice ◽  
Group Collaboration ◽  
Collaborative Discussion

Assessment can be seen as the engine that drives student course activity, online or off. It is particularly important in encouraging and shaping collaborative activity online. This paper discusses three sorts of online collaborative activity—collaborative discussion, small group collaboration, and collaborative exams. In each of these areas, it provides both theoretical grounding and practical advice for assessing, and so encouraging, collaboration in online courses.

Distance and Online Learning

2017 ◽  
pp. 23-36
Author(s):  
Sema A. Kalaian
Keyword(s):  
Online Learning ◽  
Small Group ◽  
Online Courses ◽  
Group Learning ◽  
Small Group Learning ◽  
Learning Collaborative ◽  
Learning Methods ◽  
Course Content ◽  
And Mathematics ◽  
Teaching Learning

The aim of this chapter is to present a conceptual and practical overview of online learning pedagogies for the 21st century courses including science, technology, engineering, and mathematics (STEM) courses. Online learning and various alternative innovative forms of online small-group learning have been developed and implemented worldwide to replace or supplement the traditional face-to-face classroom instruction. Online teaching/learning using small-group learning methods such as problem-based learning, cooperative learning, collaborative learning methods, and team-based learning are examples of such innovative reform-based collaborative student-driven pedagogies that are covered in the chapter. These innovative 21st pedagogies make learning in online environments more stimulating, engaging, and motivating for students to deeply and meaningfully learn the course content and maximize their persistence in the web-based online courses.

Distance and Online Learning

2021 ◽  
pp. 16-28
Author(s):  
Sema A. Kalaian
Keyword(s):  
Online Learning ◽  
Small Group ◽  
Online Courses ◽  
Group Learning ◽  
Small Group Learning ◽  
Learning Collaborative ◽  
Learning Methods ◽  
Course Content ◽  
And Mathematics ◽  
Teaching Learning

The aim of this chapter is to present a conceptual and practical overview of online learning pedagogies for the 21st century courses including science, technology, engineering, and mathematics (STEM) courses. Online learning and various alternative innovative forms of online small-group learning have been developed and implemented worldwide to replace or supplement the traditional face-to-face classroom instruction. Online teaching/learning using small-group learning methods such as problem-based learning, cooperative learning, collaborative learning methods, and team-based learning are examples of such innovative reform-based collaborative student-driven pedagogies that are covered in the chapter. These innovative 21st pedagogies make learning in online environments more stimulating, engaging, and motivating for students to deeply and meaningfully learn the course content and maximize their persistence in the web-based online courses.

Current and Future Trends in Higher Education Learning

2015 ◽  
pp. 277-292 ◽  
Author(s):  
Mary Holz-Clause ◽  
Dileepkumar Guntuku ◽  
Vikram Koundinya ◽  
Reginald Clause ◽  
Kanika Singh
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Online Courses ◽  
Future Trend ◽  
Future Trends ◽  
Information And Communication ◽  
Methods Of Learning ◽  
Teaching Learning

Emerging educational practices and growing demand from education researchers and learners appear to be driving a shift toward the learner and context-centered teaching approach. Higher education is transitioning delivery from a predominantly teacher-centered mode to a non-traditional learner-oriented one. This change is being primarily facilitated by the advent of Information and Communication Technologies (ICTs) in curriculum design and delivery ushering online learning. In this chapter, we discuss the current and future trends in higher education for curriculum design and delivery using online learning. We present Massive Open Online Courses (MOOCs) as an online teaching-learning future trend that can help provide educational access to millions of students geographically situated all over the world. We share a case study from India, highlighting the initiatives in the field of higher education and course delivery with the use of ICTs and the changes in methods of learning-content delivery. The advantages and challenges associated with MOOCs are also discussed.

scholarly journals Increasing Social Presence in Online Learning through Small Group Discussions

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Mete Akcaoglu ◽  
Eunbae Lee
Keyword(s):  
Online Learning ◽  
Small Group ◽  
Group Size ◽  
Social Presence ◽  
Social Space ◽  
Online Courses ◽  
Group Versus ◽  
Online Discussions ◽  
Group Discussions ◽  
Small Group Discussions

Social presence is a difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level of social presence in terms of sociability, t(32) = 3.507, p = .001; social space, t(29) = 3.074, p = .005; and group cohesion, t(32) = 3.550, p = .001. We discuss how placing students in small and permanent discussion groups can augment social presence. Designers and educators of online learning can strategically modify group size to promote social presence in asynchronous online discussions.

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

scholarly journals Master’s degrees in the Spanish university system: assessing the virtualization of online courses

2020 ◽  
Vol 22 (1) ◽  
pp. 34-56
Author(s):  
Xosé-Mª Mahou-Lago ◽  
Mónica López Viso ◽  
Enrique José Varela-Álvarez
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Online Courses ◽  
State Universities ◽  
University System ◽  
Master's Degrees ◽  
Learning Platform ◽  
Academic Management ◽  
Physical Presence

This paper presents the results of a study on the academic management of online master’s degrees taught at Spanish attendance-based state universities. The study focused on the analysis of the distance learning modality to establish a typology of courses and their degree of virtualization. To gather data, a heuristic test was designed consisting of four fundamental dimensions: type of online learning platform, course description regarding the learning modality, simultaneity with other modalities, and the degree of virtualization. The results show that due to the lack of conceptual clarification, more than 60% of the masters offer a blended modality because they require the physical presence of the student at some point in the learning process.

scholarly journals Academic Integrity of Graduate Online Students in a Curriculum and Instruction Program

2017 ◽  
Vol 2 (4) ◽  
pp. 1 ◽  
Author(s):  
Charlotte Larkin ◽  
Susan Szabo ◽  
Alma Mintu-Wimsatt
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Academic Integrity ◽  
Curriculum And Instruction ◽  
Online Courses ◽  
Preventative Measures ◽  
Learning Platform ◽  
University Policies ◽  
Setting Parameters

With the continued growth of online courses, the academic integrity of students has received much attention. While cheating is certainly not a new phenomenon, the role of technology in the learning environment has mitigated the effectiveness of traditional preventative measures to maintain academic integrity. This research seeks to examine perceptions of cheating among online graduate students enrolled in a Curriculum and Instruction (C&I) program. We found that in general, students believe that cheating is more prevalent and more likely to occur in an online learning platform. Moreover, despite students’ awareness of university policies and consequences, this has not deterred some from cheating. However, it appears that faculty engagement in setting parameters for what constitutes cheating is important.

scholarly journals Strategies for innovative teaching and learning Part III: Connecting with students from a distance

2021 ◽  
Vol 11 (10) ◽  
pp. 19
Author(s):  
Diana Bantz ◽  
Cynthia M. Thomas ◽  
Constance E. McIntosh
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
Phone Calls ◽  
Isolation Methods ◽  
History Of

The third article in a three-part series discusses ways to enhance communication with students and promote connectedness when delivering a distance online course. Students in distance programs may have feelings of not being connected to the instructor and peers leading to dissatisfaction and isolation. Methods of how the instructor can promote an environment of connectedness through the use of announcements, video conferencing, video updates, scheduled phone calls, and office hours will be discussed. The first paper discussed the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses. The second paper delved into understanding of the learning platform, developing a course model, creating individual assignment rubrics for courses, requiring active participation from both instructor and students, and setting-up quality communication.

scholarly journals The Use of e-Learning Course during the COVID-19: A Systems Thinking Approach

2020 ◽  
Vol 15 (1) ◽  
pp. 2157-2160
Author(s):  
Chin-Yen Alice Liu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Systems Thinking ◽  
Online Courses ◽  
Learning Experience ◽  
Cloud Services ◽  
Learning Platform ◽  
E Learning ◽  
National Emergency

In the era of theInternet, most educators have been supported by powerful tools ranging from e-books and e-learning sites to cloud services, and students’ learning environment has been a mix between traditional study (in class) and e-learning through some kind of online learning platform. Due to the uncertainty of the rapidly changing COVID-19 situation, all colleges and universities have to shutter their physical campuses and move their courses to remote and online formats hastily. This prompted many to wonder if all of the faculty are ready and qualified to teach online courses and/or if all of the students are ready to learn in the comprehensive online environment. If not, what ultimate impact will be to our higher education during this national emergency virus pandemic since there is no choice but depend on where they sit currently, not to mention the negative reviews and concerns regarding the online education. To make this transfer seamlessly and conflict mitigation, this paper applied systems thinking for an e-Learning course and proposed a flexible grading method for an e-learning environment, which will enhance students’ grades by allowing students to control their own study paces and the amount of efforts spent in the course, which can bring a successful online learning experience.

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