scholarly journals Tracking Student Performance Tool for Predicting Students EBPP in Online Courses

2021 ◽  
Vol 16 (23) ◽  
pp. 140-157
Author(s):  
Iman Rashid Al-Kindi ◽  
Zuhoor Al-Khanjari
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Performance ◽  
Learning Environments ◽  
Online Courses ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Overall Performance ◽  
And Performance ◽  
Improving Student Performance

Our motivation in this paper is to predict student Engagement (E), Behavior (B), Personality (P) and Performance (P) via designing a Tracking Student Perfor-mance Tool (TSPT) that obtained data directly from Moodle logs of any selected courses. The proposed tool follows the predictive EBP model that focuses mainly on student's EBP and Performance where the instructor could use it to monitor the overall performance of his/her students during the course. The results of test-ing the tool show that the developed tool gives the same as manual results analy-sis. Analyzing Moodle log of any course using such a tool is supposed to help with the implementation of similar courses and helpful for the instructor in re-designing it in a way that is more beneficial to the students. This paper sheds light on the importance of studying student's EBPP and provides interesting possibili-ties for improving student performance with a specific focus on designing online learning environments or contexts.

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

2016 ◽  
pp. 426-447
Author(s):  
Kathryn Woods
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Online Learning Environments ◽  
The Impact

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

scholarly journals Introducing a Pre-Determined Feedback Pool for Evaluating Students’ Online Discussion Participation

2018 ◽  
Vol 7 (1) ◽  
pp. 87-107
Author(s):  
Dilani Perera-Diltz ◽  
R.J. Davis ◽  
Sedef Uzuner Smith ◽  
Carl Sheperis
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Performance ◽  
Learning Environments ◽  
Online Discussion ◽  
Self Regulation ◽  
Online Classes ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Instructor Feedback

As self-regulation for successful online learning is a relatively new focus in online education, more attention is directed toward initiatives to help students become more cognizant of their learning efforts in online learning environments. Grounded in the idea that self-regulation is feedback dependent, we argue for the necessity of instructor feedback on student performance in online classes.  The specific focus is instructor feedback on students’ online discussion contributions.  To assist instructors in managing their feedback practices in large online classes with numerous discussion entries, we present a feedback pool that includes a range of predetermined comments instructors can choose from while assessing their students’ discussion participation. 

scholarly journals Introducing a Pre-Determined Feedback Pool for Evaluating Students’ Online Discussion Participation

2018 ◽  
Vol 7 (1) ◽  
pp. 87-107
Author(s):  
Dilani Perera-Diltz ◽  
R.J. Davis ◽  
Sedef Uzuner Smith ◽  
Carl Sheperis
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Performance ◽  
Learning Environments ◽  
Online Discussion ◽  
Self Regulation ◽  
Online Classes ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Instructor Feedback

As self-regulation for successful online learning is a relatively new focus in online education, more attention is directed toward initiatives to help students become more cognizant of their learning efforts in online learning environments. Grounded in the idea that self-regulation is feedback dependent, we argue for the necessity of instructor feedback on student performance in online classes.  The specific focus is instructor feedback on students’ online discussion contributions.  To assist instructors in managing their feedback practices in large online classes with numerous discussion entries, we present a feedback pool that includes a range of predetermined comments instructors can choose from while assessing their students’ discussion participation. 

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

2016 ◽  
pp. 1335-1357
Author(s):  
Kathryn Woods
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Online Learning Environments ◽  
The Impact

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

Perceptions of Presence and Community in Immersive Online Learning Environments

2019 ◽  
pp. 116-131 ◽  
Author(s):  
Amelia W. Cheney ◽  
Terry McClannon ◽  
Les Bolt ◽  
Robert L. Sanders
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environments ◽  
Sense Of Community ◽  
Structural Factors ◽  
Cut Scores ◽  
Delivery Methods ◽  
Online Learning Environments ◽  
Confirmatory Factor ◽  
Engagement Factors

This chapter is based on survey research conducted between 2010 and 2017, involving 1053 graduate students using immersive online learning environments for their coursework. Investigators used course structural factors and student engagement factors to predict students' perceptions of community and presence in the online immersive space. Utilizing the Sense of Community II index (SCI-2) and the Community of Inquiry survey (COI) median scores as cut scores for predicted outcomes, researchers demonstrated that purely online environments which encouraged student engagement in the online immersive space can enhance sense of presence and sense of community. In addition, students in graduate programs that used online immersive delivery methods longer developed a stronger sense of community. Both dependent measures proved to have stable subscale structures for this inquiry based on a cursory confirmatory factor analysis.

A Mixed Methods Examination of Instructor Social Presence in Accelerated Online Courses

2016 ◽  
pp. 147-159 ◽  
Author(s):  
Patrick Ryan Lowenthal
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Multiple Methods ◽  
Online Learning Environments ◽  
Future Studies ◽  
Computer Mediated ◽  
Being There

Social Presence theory seeks to explain how people present themselves as being “there” and “real” while using a communication medium. Most studies on social presence focus on how students present themselves and/or are perceived as being “there” and “real” in computer-mediated environments. However, to date, very few studies have focused on how instructors establish and maintain their own social presence in online learning environments. The following study explored the phenomenon of instructor social presence in accelerated online courses. The results suggest that the construct of presence is more complicated than previously thought and that future studies should employ multiple methods to further explore the concept of instructor social presence.

A Mixed Methods Examination of Instructor Social Presence in Accelerated Online Courses

2016 ◽  
pp. 949-963
Author(s):  
Patrick R. Lowenthal
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Multiple Methods ◽  
Online Learning Environments ◽  
Future Studies ◽  
Computer Mediated ◽  
Being There

Social Presence theory seeks to explain how people present themselves as being “there” and “real” while using a communication medium. Most studies on social presence focus on how students present themselves and/or are perceived as being “there” and “real” in computer-mediated environments. However, to date, very few studies have focused on how instructors establish and maintain their own social presence in online learning environments. The following study explored the phenomenon of instructor social presence in accelerated online courses. The results suggest that the construct of presence is more complicated than previously thought and that future studies should employ multiple methods to further explore the concept of instructor social presence.

Effective Online Learning - Both a Utilization of Technology and Methods

2003 ◽  
pp. 179-194 ◽  
Author(s):  
Jan Frick ◽  
Michael Sautter ◽  
Svend Ovrebekk
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Models ◽  
Research Project ◽  
Online Learning Environments ◽  
Utilization Of Technology ◽  
Modeling Techniques ◽  
Learning Research ◽  
Good Learning

The authors have used modeling techniques to gain understanding of causes and relationships in online learning environments. The cases that the modeling relates to have their origin in the large Norwegian research project NettLæR, which runs online courses on various topics and levels. The modeling work seems to indicate that good learning models from earlier learning research may still be of relevance, but the conditions to make them work, and the context they operate in, are more limited and more critical than before.

scholarly journals e-Assessment for learning and performativity in higher education: A case for existential learning

2016 ◽  
Author(s):  
Jennifer Charteris ◽  
Fran Quinn ◽  
Mitchell Parkes ◽  
Peter Fletcher ◽  
Vicente Reyes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Experiential Learning ◽  
Formative Assessment ◽  
Learning Environments ◽  
Assessment For Learning ◽  
Online Learning Environments ◽  
Specific Focus ◽  
Support Students ◽  
Education Courses

<p class="Normal1">This paper provides a critical and contextualised exploration of assessment for learning (AfL) as an important area of scholarship in higher education, particularly in online learning environments. Although AfL can speak to a range of education discourses, the specific focus here is on the performativity and experiential learning discourses around individual and collective notions of AfL in online settings (e-AfL). We argue that e-AfL practices that emphasise performativity and are used primarily for technicist purposes impoverish their potential to promote learning. We explore the existential notion that e-AfL can transcend formulaic and procedural interpretations of formative assessment in higher education. Rich, divergent approaches to e-AfL can support students in higher education courses to develop their funds of identity, thereby enhancing learner reflexivity and agency.</p>

Sign in / Sign up

Export Citation Format

Share Document