Media Naturalness Reduction and Compensatory Channel Expansion

2014 ◽  
pp. 112-123
Author(s):  
Ned Kock ◽  
Vanessa Garza
Keyword(s):  
Undergraduate Students ◽  
Course Delivery ◽  
Online Course ◽  
Face To Face ◽  
College Information ◽  
Combined Test ◽  
The Face ◽  
Channel Expansion ◽  
The Difference ◽  
Media Naturalness

This study provides a combined test of the media naturalness and channel expansion theories with a study of communication media perceptions and use outcomes in the context of a college information systems course delivery. Data was collected from undergraduate students at the middle and end of a long semester. Approximately half of the students took the course face-to-face, and the other half online. As predicted, based on media naturalness theory, grades were significantly higher in the face-to-face condition than the online condition at the middle of the semester. Consistent with predictions based on channel expansion theory, the difference between grades obtained at the middle of the semester disappeared at the end of the semester. This study shows that online course delivery may lead to both negative and positive effects in the same semester, leading to a final outcome that is generally positive. It provides a more nuanced view of online course delivery effects, and clarifies previous empirical findings that appear paradoxical at first glance.

Media Naturalness Reduction and Compensatory Channel Expansion

2011 ◽  
Vol 9 (2) ◽  
pp. 1-12
Author(s):  
Ned Kock ◽  
Vanessa Garza
Keyword(s):  
Undergraduate Students ◽  
Course Delivery ◽  
Online Course ◽  
Face To Face ◽  
Positive Effects ◽  
College Information ◽  
Combined Test ◽  
Channel Expansion ◽  
The Difference ◽  
Media Naturalness

This study provides a combined test of the media naturalness and channel expansion theories with a study of communication media perceptions and use outcomes in the context of a college information systems course delivery. Data was collected from undergraduate students at the middle and end of a long semester. Approximately half of the students took the course face-to-face, and the other half online. As predicted, based on media naturalness theory, grades were significantly higher in the face-to-face condition than the online condition at the middle of the semester. Consistent with predictions based on channel expansion theory, the difference between grades obtained at the middle of the semester disappeared at the end of the semester. This study shows that online course delivery may lead to both negative and positive effects in the same semester, leading to a final outcome that is generally positive. It provides a more nuanced view of online course delivery effects, and clarifies previous empirical findings that appear paradoxical at first glance.

scholarly journals Developing And Implementing An Undergraduate Finance Capstone Course For Both Onground And Online Course Delivery

2010 ◽  
Vol 3 (12) ◽  
pp. 87-94
Author(s):  
Linda S. Wiechowski
Keyword(s):  
Undergraduate Students ◽  
Core Competencies ◽  
Team Work ◽  
Course Delivery ◽  
Online Course ◽  
Capstone Course ◽  
Face To Face ◽  
Capstone Courses ◽  
Oral Presentations

Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world.  This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery.  The process begins with the determination of the core competencies employers require of recent finance undergraduate students.  Several of these core competencies are addressed in this paper, along with the challenges of assessing the competencies of team work and oral presentations skills online.

The Importance of Social Presence and Strategies for Incorporating It Into an Online Course

2020 ◽  
pp. 107-122
Author(s):  
Joshua Elliott
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Course Delivery ◽  
Online Course ◽  
Online Learning Environments ◽  
Face To Face ◽  
Online Interactions

As with any mode of course delivery, there are both positives and negatives to online learning. There are the commonly cited positive features of online learning like the removal of geographic restrictions and scheduling barriers. Limitations may include unfamiliarity for those new to online learning and misunderstandings resulting from the transition from primarily face-to-face interactions to only online interactions. One of the nice things about online learning environments is that many of the possible drawbacks can be countered turning them into strength. Building a strong social presence in an online course can help with this. This chapter discusses three categories of strategies for building a social presence; ice breakers, netiquette activities, and discussion activities.

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 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.

scholarly journals From On-Campus to Online: A Trajectory of Innovation, Internationalization and Inclusion

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Darlinda Pacheco Moreira
Keyword(s):  
Online Courses ◽  
Innovation Process ◽  
Operating Mode ◽  
Teaching Profession ◽  
Online Course ◽  
Organizational Strategies ◽  
Face To Face ◽  
Class 1 ◽  
The Face ◽  
Faculty And Administrators

<p class="1">This paper presents a study focused on a trajectory for developing an online operating mode on a campus-based university in the area of Massachusetts, USA. It addresses the innovation process and the changes and challenges faced by faculty and administrators. Methodologically-speaking, a mainly ethnographic approach was used for a systematic process of collecting data in context, in order to understand organizational strategies put in place to launch and improve online course provision. Leaders of the process and teachers of online courses were also interviewed. What emerged was: a) the online operating mode was prepared much in advance and linked to scenarios of internationalization and inclusion in higher education; b) there was an underlying discourse of inter-connectedness among different places and groups of people; and c) the partnership and collaboration between administration and faculty was essential. One of the main conclusions demonstrates that, despite careful formulation of the online component, it still does not enjoy the same status as the face-to-face element of courses, and, as a result, is largely ignored in terms of promotion in the teaching profession.</p>

Introduction: From Sustainability to Surveillance

2014 ◽  
Author(s):  
Robert M. Chiles
Keyword(s):  
Undergraduate Students ◽  
Scientific Knowledge ◽  
False Negative ◽  
Public Officials ◽  
Error Type ◽  
Environmental Consequences ◽  
Term Papers ◽  
The Face ◽  
The Difference ◽  
Political Economic

At Stanford University, a long-standing tradition is for undergraduate students to identify themselves as “techies” or “fuzzies.” Techie students study math, engineering, physics, biology, and related fields in the natural sciences, and most of their coursework revolves around solving problem sets. Fuzzy students study art, history, communications, and other disciplines in the humanities and social sciences, and most of their coursework involves writing term papers. When asked to explain the difference between the two, one student offered a very simple, quotidian explanation: Techies study questions that have right or wrong answers, while fuzzies study questions where acceptable answers can be multiple and ambiguous. While the techie/fuzzy distinction is largely intended to be humorous, there is nonetheless something to it; it reflects multiple historical cleavages: fact versus opinion, natural versus social world, and science versus non-science. The existence of scientific and technological controversies illustrates the woeful inadequacy of these dualistic categories for two reasons. First, the acquisition of scientific knowledge is not a simple matter of factfinding, whereby scientists go out and discover The Truth, straight-forwardly reading off of nature. Scientific knowledge reflects the historical, political, economic, cultural, and institutional environments in which it is embedded (Latour and Woolgar 1979; Pinch and Bijker 1984). Favored methods of investigation, what levels of uncertainty are acceptable, and error type preferences (false positive versus false negative), among other factors that shape how science is done, reflect human history and values. In this context, science and technology are neither above nor immune from controversy. Second, social problems that are intrinsically related to certain technologies (for instance, the environmental consequences of fossil-based energy production) are arguably becoming increasingly acute. In the face of these kinds of challenges, it is no longer sufficient for scientific and technological controversies to be left solely in the hands of scientists and other experts. Scientific claims are becoming increasingly politicized by citizen groups, public officials, and others, many of whom are actively challenging traditional notions of what constitutes valid and acceptable knowledge. The “black box” of scientific expertise has been cracked open, and it is only likely to open wider.

Upgrading rural Japanese nurses’ respiratory rehabilitation skills through videoconferencing

2000 ◽  
Vol 6 (2_suppl) ◽  
pp. 69-71 ◽  
Author(s):  
I Sawada ◽  
A Sugiyama ◽  
A Ishikawa ◽  
T Ohyanagi ◽  
K Saeki ◽  
...  
Keyword(s):  
Distance Learning ◽  
Clinical Skills ◽  
Pilot Project ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
The Difference ◽  
Medical University ◽  
Japanese Nurses ◽  
Respiratory Rehabilitation

We examined the effect of distance learning on nurses’ clinical skills in a rural Japanese hospital. The subject matter was respiratory rehabilitation. After one face-to-face session, two 30min sessions were delivered by videoconferencing to staff nurses working in a 100–bed rural hospital 250 miles (400 km) from Sapporo Medical University. A self-rating questionnaire was distributed before and after the sessions. Responses were collected from 15 out of 32 nurses participating in the face-to-face session (47%). Before the first videoconferencing session, ‘always use’ and ‘sometime use’ the new skills were rated by 67% of nurses, but after the second videoconferencing session ‘always use’ and ‘sometimes use’ were rated by 73% and ‘never use’ at 0%. This implies that there was increased use of new skills after the second session, although the difference was not significant. The nurses’ opinions about the effectiveness for patients increased from 8% to 27% after the second session, which was significant. The pilot project indicated the usefulness of distance learning for upgrading nurses’ clinical practice in one rural Japanese hospital and suggested ways in which videoconferencing can be used in future.

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 Our Calendar Stopped! The Organizational Change at UFPB due to COVID-19

2021 ◽  
Vol 25 (spe) ◽  
Author(s):  
Diana Lucia Teixeira-de-Carvalho ◽  
Jose Jorge Lima Dias Junior ◽  
Ana Carolina Kruta-Bispo
Keyword(s):  
Organizational Change ◽  
Organizational Behavior ◽  
Undergraduate Students ◽  
Public Management ◽  
Organizational Changes ◽  
Teaching Case ◽  
Face To Face ◽  
Use Of Data ◽  
The Face ◽  
The Impact

ABSTRACT This teaching case aims to analyze the context of the Federal University of Paraíba, which experiences the impacts of social isolation due to COVID-19, especially in conducting undergraduate classes, considering that the activities face-to-face were suspended. The case presents the facts related to the possibility of implementing a supplementary calendar, based on the concept of remote emergency teaching. Because of this scenario, the Pro-Rectory of Graduation managers needed to plan carefully to manage the uncertainties and resistance to changes that such a proposal would represent, mainly because there were no models to be based on since practically all public HEIs have suspended graduation classes. The case raises a significant dilemma: in the face of the challenges of implementing a supplementary remote calendar, is it better to follow or step back? The pedagogical objectives of this teaching case involve: analyzing the impact of COVID-19 on organizational behavior; discuss aspects related to the implementation of organizational changes; identify the use of data for decision-making and support for organizational change; and making decisions in the face of managerial dilemmas. Its analysis can be done by undergraduate students, in Administration and Public Management courses.

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