scholarly journals Lateral reading: College students learn to critically evaluate internet sources in an online course

2021 ◽  
Author(s):  
Joel Breakstone ◽  
Mark Smith ◽  
Priscilla Connors ◽  
Teresa Ortega ◽  
Darby Kerr ◽  
...  
Keyword(s):  
Higher Education ◽  
College Students ◽  
Web Sites ◽  
Small Body ◽  
Online Course ◽  
The Internet ◽  
State University ◽  
Face To Face ◽  
Large State ◽  
Online Sources

The COVID-19 pandemic has forced college students to spend more time online. Yet many studies show that college students struggle to discern fact from fiction on the Internet. A small body of research suggests that students in face-to-face settings can improve at judging the credibility of online sources. But what about asynchronous remote instruction? In an asynchronous college nutri-tion course at a large state university, we embedded modules that taught students how to vet web-sites using fact checkers’ strategies. Chief among these strategies was lateral reading, the act of leaving an unknown website to consult other sources to evaluate the original site. Students im-proved significantly from pretest to posttest, engaging in lateral reading more often post interven-tion. These findings inform efforts to scale this type of intervention in higher education.

K-A-RPE Model

2011 ◽  
pp. 493-497
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web Sites ◽  
World Wide ◽  
Education Institution ◽  
Online Course ◽  
Higher Education Institution ◽  
Face To Face ◽  
The Past

The phenomenon of distance-based learning has dramatically changed the direction and delivery of education in the past decade. Course Web sites, whether used as supplemental resources for face-to-face courses or as essential materials in an online course, have exploded since the mid-1990s. By the end of the millennium, higher education institution world-wide were racing to establish dominance on the distance education bandwagon.

scholarly journals Zoom As A Tool For Online Learning

2020 ◽  
Author(s):  
Indriati Retno Palupi ◽  
Wiji Raharjo
Keyword(s):  
College Students ◽  
Online Learning ◽  
Internet Access ◽  
The Internet ◽  
Learning Needs ◽  
Virtual Communication ◽  
Face To Face ◽  
Advantages And Disadvantages

There Change the design of the studying process in University during the covid-19 pandemic from face to face to online learning needs some tools to support it. Some tools coming with their own advantages and disadvantages. One of them is Zoom. It becoming tools liked by many lecturers and college students because easy installation process and complete features although it is not free and easy to hack. Nevertheless, internet access is still becoming a big problem in online learning. A mix between two tools of online learning is one of the solutions, for example, zoom and google classroom application. Zoom is used for virtual communication in online learning but it does not provide features for sending the assignment. Otherwise, google classroom provides features to send and receipt some assignments, and it can save the quote on the internet. Both of them will complete each other to support all needs in online learning.

From E-Learning to Games-Based E-Learning

2011 ◽  
pp. 1763-1773 ◽  
Author(s):  
Thomas Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Mobile Phones ◽  
Drop Out ◽  
The Internet ◽  
New Approach ◽  
Approach To Learning ◽  
Face To Face ◽  
Internet Gaming ◽  
E Learning ◽  
New Form

The emergence of the Internet has had a significant impact on higher education where we have seen elearning evolve from a marginal form of education to a commonly accepted and increasingly popular alternative to traditional face-to-face education. While e-learning has many advantages, there have been problems identified, such as lack of contact leading to feelings of isolation; the need for a motivated, self-disciplined, and mature learner; the monotonous nature of some e-learning materials; and increased drop out rates. If e-learning has developed a reputation for being ‘boring and mindless,’ games have developed the reputation for being engaging and challenging. In recent years, a new form of learning has been developing, namely games-based e-learning, which builds on the successes of e-learning while providing a more stimulating and relevant learning environment for younger people who have been brought up in an environment of powerful home PCs, graphic-rich multiplayer Internet gaming, and mobile phones with ever-increasing functionality. This article will explore the concept of games-based e-learning, discuss some of its pedagogic underpinnings, and examine barriers that may limit the uptake and development of this relatively new approach to learning.

Student Advantage Captures the College Market Through an Integration of Their On and Offline Businesses

2011 ◽  
pp. 151-170
Author(s):  
Margaret T. O’Hara ◽  
Hugh J. Watson
Keyword(s):  
Higher Education ◽  
College Students ◽  
Web Sites ◽  
Business Strategy ◽  
Lessons Learned ◽  
Online Portal ◽  
Education Community ◽  
Brick And Mortar ◽  
Technology Capability ◽  
Information Technology Capability

This chapter describes how Student Advantage successfully transformed itself from a brick-and-mortar company to the leading online portal to the higher education community. The company has followed a business strategy that includes creating Web sites that appeal to college students and forming partnerships with businesses and universities. Through its activities, Student Advantage has assembled a wealth of information about college students, all organized around a common student identifier. This information is important to Student Advantage and to its partners who are willing to pay for the insights that Student Advantage can provide about the college market. Interestingly, Student Advantage only recently developed a strong in-house information technology capability. This capability is now allowing Student Advantage to implement a variety of e-marketing applications. Lessons learned from Student Advantage’s experiences are discussed.

scholarly journals Online Course Enrollment in Community College and Degree Completion: The Tipping Point

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Peter Shea ◽  
Temi Bidjerano
Keyword(s):  
College Students ◽  
Community College ◽  
At Risk ◽  
Community College Students ◽  
Degree Completion ◽  
Tipping Point ◽  
Online Course ◽  
Face To Face ◽  
Study Results ◽  
Course Load

Recent research indicates that certain students are at risk of lower levels of academic performance in online settings when compared to peers who study only in the classroom.  Community college students have been a population of particular concern.  In this paper, we hypothesize that online course load and institutional quality may impact outcomes for such students at risk for lower levels of degree attainment.  Using comprehensive data from the 30 community colleges (n=45,557) of the State University of New York (SUNY), we conducted a state-wide study to examine whether there is a “tipping point” at which online course load becomes problematic for community college learners seeking to attain a degree through a mix of online and face-to-face coursework. We also test the conjecture that some institutions may excel at supporting online learner success among more at risk populations who choose online study. Results indicate that community college students who take more than 40% of their courses online begin to lose the benefits of enhanced degree completion conferred through a mix of online and face-to-face enrollment. Moderating variables are also identified and discussed.

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.

Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community amongst College Students

2012 ◽  
pp. 13-27
Author(s):  
Pamela M. Golubski
Keyword(s):  
Higher Education ◽  
College Students ◽  
Web 2.0 ◽  
Faculty Members ◽  
Retention Rates ◽  
Campus Community ◽  
Interactive Technologies ◽  
Face To Face ◽  
Technological Tools ◽  
The Web

Retention in higher education is a forefront goal for most administration, staff, and faculty members. For this goal to be achieved, college professionals must go above and beyond to ensure students are engaged socially, successfully integrated into the campus community, and actively involved during college. When these interactions occur, students are more likely to experience a sense of belonging, as, evident from developmental research theories, an institution could experience an increase in overall retention rates. However, to achieve engagement, integration, involvement, and feelings of belonging, it requires staff and faculty members to offer and encourage continuous interactions with students, both inside and outside the classroom. While these interactions in the past usually happened through face-to-face methods, today, the Web 2.0 and virtual technological tools have extended opportunities for college professionals to interact more often with students. Two such virtual technologies are Google Wave and Wimba Collaboration Suite (Voice, Pronto, and Classroom).

Tech-Knowledge

2011 ◽  
pp. 187-207 ◽  
Author(s):  
Satomi Izumi-Taylor ◽  
Ann F. Lovelace
Keyword(s):  
Higher Education ◽  
College Students ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Web Sites ◽  
Education Program ◽  
Educational Software ◽  
Video Conferencing ◽  
Early Childhood Teachers ◽  
Online Video

This chapter describes how early childhood teachers can support the development of young children’s love for learning through technology, and how one early childhood education program promoted college students’ learning through online video conferencing technology. Useful suggestions for educational software for children as well as Web sites for both children and teachers are included. Recommendations on how to use technology for higher education are also described.

scholarly journals The teaching protagonist in the face of the pandemic: construction of a continuum calendar in higher education

2021 ◽  
Vol 7 (3C) ◽  
pp. 210-217
Author(s):  
Cibele de Moura Sales ◽  
Elaine Aparecida Mye Takamatu Watanabe ◽  
Simone Vidmantas ◽  
Cynthia de Barros Mansur
Keyword(s):  
Higher Education ◽  
State University ◽  
Training Process ◽  
Mato Grosso ◽  
Face To Face ◽  
Health Area ◽  
The Face ◽  
Nursing Course ◽  
Mato Grosso Do Sul ◽  
Structural Aspects

The pandemic generated by COVID-19 has brought major challenges to higher education in a globalized manner, causing an abrupt break from face-to-face activities to virtual/remote processes, ordering changes in both the pedagogical and structural aspects. The courses in the health area needed an extra reorganization, as it involves practical activities, developed in health environments, which were not feasible in this new moment. A concern that moved professors was, how to advance the training process in the face of the new scenario, aiming at the completion of the course in a viable time, with quality and in a safe way? This article describes the trajectory of the construction and implementation of a proposal that the nursing course at the State University of Mato Grosso do Sul has been delineating/running in a dialogic perspective with the course's professors and students.

scholarly journals Effects of Online Course Load on Degree Completion, Transfer, and Dropout among Community College Students of the State University of New York

2019 ◽  
pp. 291-300
Author(s):  
Peter Shea ◽  
Temi Bidjerano
Keyword(s):  
College Students ◽  
Community College ◽  
At Risk ◽  
New York ◽  
Community Colleges ◽  
Community College Students ◽  
Degree Completion ◽  
Online Course ◽  
State University ◽  
Course Load

Past research suggests that some students are at risk of lower levels of academic performance when studying online compared to students who take coursework only in the classroom. Community college students appear to be among those that struggle in online settings. In this paper, we hypothesize that online course load may influence outcomes for such students, especially those at risk for lower levels of degree attainment. To examine this, we conducted a state-wide study using data from the 30 community colleges (n = 45,557) of the State University of New York, to understand online course-load effects on degree completion, transfer, and dropout. We conclude that when controlling for covariates known to impact degree completion, community college students who successfully complete online courses nearly double their chances (odds ratio = 1.72) of earning a degree or transferring to a 4 year college. However, racial minorities had reduced outcomes and additional research is warranted.Post-secondary completion is a significant predictor of a host of individual and societal benefits. Online education has increased access to post-secondary credentials for millions of people. (Allen Siemen, 2016). Community colleges enrol a higher proportion of online students than other institution types (NCES, 2017). However, concerns exist about outcomes for community college students who take online coursework, especially the effect of higher online course loads. The next section briefly summarizes relevant literature reflecting those concerns.

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