scholarly journals SERIOUS GAME AGAINST DOPING: EVALUATION OF GAME USABILITY, EASE AND USERS’ ENJOYMENT

2020 ◽  
pp. 496-506
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Main Tool ◽  
Educational Interventions ◽  
Serious Game ◽  
Traditional Teaching ◽  
Face To Face ◽  
Recreational Athletes ◽  
Alternative Approach ◽  
Performance Enhancing Drugs

Doping is a threat to sport worldwide. Doping not only exists in professional sport, but also affects recreational athletes who increasingly use performance-enhancing drugs. As anti-doping authorities largely rely on detection, deterrence, and prevention to tackle doping use, the main tool for prevention is education. So far, educational interventions have largely used traditional teaching approaches such as face-to-face courses and online courses. The present study examines the usability of a serious game against doping (the GAME) as an alternative approach to traditional anti-doping education. In addition, this study will investigate its ease and users’ enjoyment while playing the serious game. Participants in the evaluation were 21 undergraduate students who played the GAME and then were asked to respond to a questionnaire evaluating GAME’s usability, ease and users’ enjoyment. Concerning the usability and ease of GAME, the results demonstrated the high usability and ease of GAME. The findings related to the evaluation of users’ enjoyment were also positive. Overall, players were largely satisfied with their gaming experience, rating the GAME as easy to understand and learn and very satisfying. The next step is to deploy the GAME in greater audiences and evaluate its effectiveness in changing beliefs and knowledge about doping.

Video Design for Online Courses

2022 ◽  
pp. 587-612
Author(s):  
Eyup Yünkül
Keyword(s):  
Classroom Environment ◽  
Online Courses ◽  
Traditional Teaching ◽  
Digital Learning ◽  
Learning Approaches ◽  
Technology In The Classroom ◽  
Face To Face ◽  
Digital Material ◽  
Educational Videos ◽  
Digital Learning Resources

With the widespread use of instructional technology in the classroom environment, learning materials are designed according to the interests and needs of learners at different levels. These materials offer flexibility to learners and teachers about time and space. In the information age we live in, many digital materials are used to make learning more effective and permanent. When it comes to digital material, digital texts, videos, presentations, simulations, and animations come to mind. Videos that appeal to both visual and auditory senses appear as important teaching materials. Educational videos, one of the important digital learning resources, are also used in both traditional teaching and contemporary learning approaches. Many studies have shown that educational videos are a very important learning tool in face-to-face and online learning environments. In this context, the aim of this chapter is to talk about the design of educational videos that can be used in online courses in accordance with the principles of multimedia.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

scholarly journals Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
Maria Joseph Israel
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Course ◽  
Traditional Classrooms ◽  
Teachers Colleges ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Current Trends ◽  
Conventional Classroom

<p class="BodyA">The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. This paper reviews some recent experiments in the context of current trends in MOOCs by examining methodologies utilized in blended MOOCs in a face-to-face environment. This paper further discusses the preliminary findings related to its effectiveness of learning outcomes and its impact on students and instructors in blended MOOCs format. The review of blended MOOCs in classrooms assists to form the emerging consensus on integrating MOOCs in conventional classroom settings, while highlighting potential opportunities and challenges one might face when implementing MOOCs in similar or entirely different contexts.</p>

scholarly journals THE EFFECTIVENESS OF ONLINE TEACHING AND LEARNING FOR THE APPRECIATION OF ETHICS AND CIVILIZATION (PEdP) COURSE: A CASE STUDY OF UNDERGRADUATE STUDENTS AT UNIVERSITI MALAYSIA SABAH

2021 ◽  
Vol 6 (23) ◽  
pp. 57-67
Author(s):  
Mohd Sohaimi Esa ◽  
Abang Mohd Razif Abang Muis ◽  
Romzi Ationg ◽  
Irma Wani Othman ◽  
Siti Aidah Lukin @ Lokin ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Ethnic Relations ◽  
Learning Activities ◽  
Traditional Teaching ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Analytical Thinking ◽  
University Course

The Appreciation of Ethics and Civilization (PEdP) is a compulsory university course introduced in 2020 for the Institution of Higher Learning (IHL) in replacement of Ethnic Relations. As a new compulsory university course, among its objectives is to ensure the students appreciate the ethics and civilization that appears in the multi-ethnic society of Malaysia. Accordingly, High Impact Education Practices (HEPs) have been practiced in Teaching and Learning activities to improve the students’ critical and analytical thinking in dealing with challenges both at present and in the future. This paper presents a discussion on the effectiveness of online teaching and learning of PEdP in accordance with the new norm. To do so, a study was conducted among the undergraduate students of Universiti Malaysia Sabah (UMS). The matters examined include the objectives, curriculum, and methods of teaching and learning. The study shows that the fundamental aims and objectives of this course were achieved despite being thought entirely online but it is expected that both goals and objectives can be highly achieved vita the application of traditional teaching and learning method of face to face teaching and learning activities.

scholarly journals A conceptual framework for developing communities of practice for clean sport education

2021 ◽  
pp. 1-12
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Educational Interventions ◽  
Learning Goals ◽  
Sport Education ◽  
Face To Face ◽  
Alternative Approach ◽  
Developing Communities ◽  
Awareness Raising ◽  
First Time

Abstract. Communities of practice have been suggested to provide an ideal teaching structure that can promote knowledge and skill development. Existing evidence on clean sport education indicates that several educational interventions against doping have been developed so far. However, stakeholders and researchers are not always informed about them. This results in poor coordination of anti-doping efforts made by organizations and stakeholders. The present paper proposes and implements an alternative approach to clean sport education by enabling synergies between academic experts and coaches interested in being informed about clean sport education. More specifically, this paper describes for the first time a face-to-face Community of Practice for Clean Sport Education. The aim of the implemented community of practice was to assist coaches to be better educated about anti-doping. The implementation of a Community of Practice for Clean Sport Education confirmed the ability of this teaching approach to effectively engage coaches in anti-doping education. Participants in the community of practice showed an increased interest in learning more about anti-doping education and set specific learning goals, were helped to better identify what they would prefer to learn, received resources that they were not aware of, were committed to learning about anti-doping and developed a network of people interested in anti-doping. Overall, the community of practice was effective in mobilising people to engage in awareness-raising activities and increase their knowledge about clean sport education.

scholarly journals ACADEMIC DISHONESTY IN TRADITIONAL AND ONLINE CLASSROOMS: DOES THE “MEDIA EQUATION” HOLD TRUE?

2019 ◽  
Vol 12 (3-4) ◽  
Author(s):  
Erik W. Black ◽  
Joe Greaser ◽  
Kara Dawson
Keyword(s):  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Online Courses ◽  
Future Research ◽  
Online Classroom ◽  
Face To Face ◽  
Traditional Courses ◽  
Online Classrooms ◽  
The Media ◽  
The Relationship

Limited empirical research exists regarding the prevalence of academic dishonesty in the online classroom. This limited evidence supports the notion that factors contributing to academic dishonesty in the traditional classroom also apply to online courses. The purpose of this study is to explore the relationship between factors known to contribute to academic dishonesty in traditional courses with undergraduate students’ perceptions of cheating in online courses. 1068 undergraduates enrolled in online courses completed a survey exploring factors known to contribute to academic dishonesty in face-to-face classes and their perception of their peers’ level of cheating in online courses. Researchers employed bivariate correlations and multiple regression on data obtained from these students. Results suggest factors known to contribute to academic dishonesty in face-to-face classes have little influence in online courses, and results suggest that future research needs to consider whether students who engage in online learning have different ideas about what constitutes cheating.

ACADEMIC DISHONESTY IN TRADITIONAL AND ONLINE CLASSROOMS: DOES THE “MEDIA EQUATION” HOLD TRUE?

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Joe Greaser ◽  
Erik W Black ◽  
Kara Dawson
Keyword(s):  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Face To Face ◽  
Traditional Courses ◽  
Online Classrooms ◽  
The Media ◽  
The Relationship

Limited empirical research exists regarding the prevalence of academic dishonesty in the online classroom. This limited evidence supports the notion that factors contributing to academic dishonesty in the traditional classroom also apply to online courses. The purpose of this study is to explore the relationship between factors known to contribute to academic dishonesty in traditional courses with undergraduate students’ perceptions of cheating in online courses. 1068 undergraduates enrolled in online courses completed a survey exploring factors known to contribute to academic dishonesty in face-to-face classes and their perception of their peers’ level of cheating in online courses. Researchers employed bivariate correlations and multiple regression on data obtained from the sample of 1068 students. Results suggest factors known to contribute to academic dishonesty in face-to-face classes have little influence in online courses and suggest students who engage in online learning may have differing ideals as to what constitutes cheating.

Presence and Perceived Learning in Different Higher Education Blended Learning Environments

2015 ◽  
Vol 7 (3) ◽  
pp. 59-70 ◽  
Author(s):  
Rouhollah Khodabandelou ◽  
Habibah Ab Jalil ◽  
Wan Zah Wan Ali ◽  
Shaffe Mohd Daud
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Peninsular Malaysia ◽  
Perceived Learning ◽  
Face To Face ◽  
Alternative Approach ◽  
The Difference

Blended learning as “third generation” of distance learning has the potential to offer multimethod instruction through the blend, to leverage the strengths of current online and traditional instructions. Therefore, higher education institutions having recognized the fact that blended learning is beneficial, adopted this alternative approach as a new educational delivery method. The study determined the difference in perceived learning among three different blended learning environments in Malaysian higher education institutions. The data were collected from three public universities in Peninsular Malaysia and the respondents were undergraduate students from these universities. The result showed that the students' presence in classroom meetings contributes to their learning. The results also indicate that high levels of perceived learning were reported by undergraduate student in the blended learning environment face-to-face meeting rather than online sessions

Exploring the Relationship Between Student Behavioral Patterns and Learning Outcomes in a SPOC

2021 ◽  
Vol 19 (1) ◽  
pp. 35-49
Author(s):  
Changsheng Chen ◽  
Xiangzeng Meng
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Online Courses ◽  
Activity Levels ◽  
Behavioral Patterns ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
The University ◽  
Task Oriented

As a supplement to face-to-face teaching, small private online courses (SPOCs) have become increasingly popular in higher education. Nevertheless, there is a lack of research on behavioral patterns in the university SPOC. This empirical study investigates the behavioral patterns of 306 undergraduate students taking a degree course partially taught through a university learning platform. Results suggested that task-oriented behaviors accounted for most of the online learning processes. The login behavior was the most significantly correlated with learning outcomes, followed by student engagement with learning activities. The authors found that students' engagement levels had a statistically significant impact on their learning outcomes. Additionally, the high-achieving group demonstrated higher activity levels in performance- and objective-driven activities. The low-achieving group encountered some difficulties in self-regulated learning.

Brief Report: The Instructor Experience of Fully Online Tertiary Mathematics: A Challenge and an Opportunity

2016 ◽  
Vol 47 (2) ◽  
pp. 147-161 ◽  
Author(s):  
Sven Trenholm ◽  
Lara Alcock ◽  
Carol Robinson
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Tertiary Education ◽  
Research Community ◽  
Human Interaction ◽  
Approaches To Teaching ◽  
Face To Face ◽  
Emergent Theme ◽  
Semistructured Interviews ◽  
Instructor Experience

As part of a dramatic recent shift in tertiary education, many undergraduate students now learn mathematics via fully online courses. At present, the mathematics education research community knows very little about this shift, and in this report, we consider implications of an investigation into the instructor experience of fully online undergraduate mathematics courses. To compare instructor experiences of fully online and face-to-face teaching, we explored assessment schemes, feedback processes, and approaches to teaching using a survey and semistructured interviews. The main emergent theme was instructor concern about the loss of short-cycle face-to-face human interaction. We argue that this concern is serious but should be seen as an opportunity for education researchers to leverage knowledge about effective mathematics teaching to simultaneously alleviate instructors' difficulties and promote and study pedagogical development.

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