The Development of an Online Learning Group

2015 ◽  
pp. 3484-4128
Author(s):  
Marie Pavlis-Korres
Keyword(s):  
Online Learning ◽  
Learning Group

scholarly journals E-Learning versus Classroom Learning for Acquiring Knowledge about Precarity in Medicine

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
◽  
Tanguy G ◽  
Dessene P ◽  
Rude M ◽  
Doly L ◽  
...  
Keyword(s):  
Online Learning ◽  
Family Medicine ◽  
Classroom Learning ◽  
Face To Face ◽  
Learning Group ◽  
E Learning ◽  
Knowledge Levels

The effect on knowledge levels immediately after a course on precarity in family medicine was assessed by comparing online learning against classroom learning, both followed by time for face-to-face discussion. Of 87 family medicine interns of the same class, 65 took part in the study and were evaluated, 34 being assigned to classroom learning and 31 to online learning. The increase in knowledge after the course was significantly higher in the online learning group (+27.8 points±11.2) than in the classroom group (+9.1 points±9.0) (p<0.0001).

scholarly journals Collocational Knowledge Uptake by University Students under Online Learning

2021 ◽  
Vol 7 (1) ◽  
pp. 97-117
Author(s):  
Svetlana Danilina
Keyword(s):  
Online Learning ◽  
University Students ◽  
Retention Rate ◽  
The Other ◽  
Intentional Learning ◽  
Learning Group ◽  
Input Text ◽  
Learning Conditions ◽  
Productive Output

The article discusses an experiment that looked into the acquisition of collocational knowledge in three university groups studying online, each subjected to different learning conditions: incidental acquisition, intentional acquisition, and intentional acquisition with an extra productive output (essay), the latter having been assessed for the amount and accuracy of target lexis usage in their texts. The aim of the study was to see how well upper-intermediate university students could identify collocations in an input text, and how the text-based output affected the collocational uptake outcomes. The study showed that the productive output group outperformed the other intentional learning group, while incidental acquisition group failed to complete a productive knowledge posttest. Although the study revealed only slightly higher gains in the output group, their results appeared more consistent than those demonstrated by the other intentional uptake group, whose retention rate decreased by the time of delayed posttest.

Exploring the perceptions of the educational environment in online acupuncture learning during the COVID-19 pandemic

2021 ◽  
pp. 096452842110566
Author(s):  
Huijuan Mao ◽  
Linang Wang ◽  
Meng Qin ◽  
Jianzi Wei ◽  
Sheng Liu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Educational Environment ◽  
Learning Approaches ◽  
Self Perception ◽  
Five Dimensions ◽  
Face To Face ◽  
Learning Group ◽  
Face To Face Learning

Objective: Students have had to adapt to a “new normal” of online education at home during the COVID-19 pandemic. This poses a considerable challenge to the conduct of online acupuncture courses. Here, we provide our experience and guidance for conducting an online experimental acupuncture course during the COVID-19 pandemic. We aimed to compare the different perceptions of undergraduates to the educational environment between online and face-to-face learning approaches. Methods: This study included senior undergraduates majoring in acupuncture during the academic years 2015 (face-to-face) and 2020 (online only) for the Experimental Acupuncture course. A survey was conducted at the end of this course. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess students’ perceptions. The results of students’ responses to online learning were compared with those assessed for face-to-face learning. Results: In total, 56/70 (80%) students in 2015 and 49/54 (91%) students in 2020 completed the questionnaire, respectively. Total DREEM scores were higher in the online learning group than in the face-to-face learning group (160.3 ± 21.9 vs 147.6 ± 17.9, p = 0.007), with improved students’ perceptions on four out of five dimensions (social self-perception, learning, atmosphere and academic self-perception). The positive aspects of their online learning experience included the acquisition of new knowledge and skills. The significant limitations of this course included the lack of practical classes. Conclusion: Students’ perceptions regarding the Experimental Acupuncture program were satisfactory for both online and face-to-face learning approaches, but even better with online learning. Online learning may be encouraged in traditional Chinese medicine (TCM) education. However, a combination of face-to-face and online methods is likely to be required to maximize the benefits. We hope that our online Experimental Acupuncture program practices may assist in the development of online curricula for acupuncture during the COVID-19 pandemic.

scholarly journals Penggunaan Media Sosial Pada Proses Pembelajaran Online Menggunakan Analisis Diskriptif Kuantatif

2020 ◽  
Vol 12 (1) ◽  
pp. 13-19
Author(s):  
Winarti
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Learning System ◽  
Government Programs ◽  
Learning Group ◽  
Virtual Laboratories ◽  
The World ◽  
Information And Communication ◽  
Group Members ◽  
The Media

The development of knowledge in the field of information and communication technology has received positive support from the world of education. The development of computers and supporting software can help in the visualization of objects or abstract concepts. The online learning system is one of the information technology breakthroughs that offers flexibility in a learning system. In addition, online media is very effective in creating an open learning environment, therefore online learning media is needed. One of the media is Facebook and Telegram. The purpose of this development is to utilize Facebook and Telegram as a means of collaboration in the world of learning. In addition, it is also to determine the effectiveness of the interactions that occur in online learning. Facebook and telegram learning was developed as material for social media groups by utilizing websites, blogs, yahoogroups, virtual laboratories, and google as supporting programs. The advantage of Facebook is that it is equipped with chat facilities that provide other sites. Facebook is a place for teachers, students, and enthusiasts of thermochemistry to interact outside of the classroom. Facebook was developed to be used for learning group members without the presence of a teacher or instructor, can be accessed by group members at any time and costs are relatively affordable, and can support information technology-based network programs according to government programs

scholarly journals Islamic Values in Higher Education Students’ Communication in Edmodo Learning Platform

2018 ◽  
pp. 50
Author(s):  
Eros Meilina Sofa
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Management System ◽  
Communication Styles ◽  
Education Students ◽  
Learning Group ◽  
Learning Platform ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Islamic Values

This present study aims to explore students’ communication styles and Islamic values performed in their communication that is mediated in Edmodo learning platform. A qualitative descriptive approach was employed in this research. This study used observation and questionnaire to collect the data and analyzed them descriptively to present a comprehensive interpretation. The findings reveal that the students integrated Islamic values through their communication styles in the online learning atmosphere. It was demonstrated through short expressions and in the content of the conversations. Not only did the values appear explicitly, but they could also be noticed implicitly in the sentences containing suggestions, polite greetings, and consoling others. Another result promotes that the use of Edmodo as a learning management system was able to enhance their active participation in the online learning. This study offers that the students could internalize Islamic values that they learned both formally and informally in their daily communication. It indicates that the use of Islamic terms and the existence of Islamic values in the English conversations made the online learning group differ considerably from other online communities

scholarly journals Development of an Online Learning Management Framework for Vocational Students in Thailand in the New Normal under the COVID-19 Situation Rawiphon Charunphankasem

2021 ◽  
Vol 11 (1) ◽  
pp. 151
Author(s):  
Rawiphon Charunphankasem
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Learning System ◽  
Vocational Students ◽  
Learning Achievement ◽  
New Normal ◽  
Management Framework ◽  
Learning Group ◽  
Significant Difference ◽  
Learning Management

The objectives of this article is developing an online learning management model for vocational student in Thailand based on the New Normal lifestyle under the COVID-19 situation. The sample consisted of 400 teachers and students. The results obtained from the research found that the according to the 17 online instructional design experts who assessed the appropriateness of the online learning management framework based on the New Normal lifestyles under the COVID-19 situation for vocational students in Thailand (OLA Framework), the overall assessment results were excellent due to the conceptual framework being consistent with the objectives, processes, and sequential thinking methods. And Comparison of the mean scores of mathematics learning achievement between the experimental group and the control group had mean scores of 75.13 and 75.47, respectively. The students in both groups demonstrated no significant difference in learning achievement at the .05 level, indicating that regarding the experiment, students in the online learning group and the traditional classroom learning group demonstrated no difference in learning achievement because the teacher's learning management was consistent with the concept of online learning management in the New Normal lifestyle. The results of the assessment of satisfaction with online learning management were at the highest level because teachers organized learning system according to the conceptual framework, As a result, online learning management meets the learning objectives. The assessment of satisfaction with online learning based on the New Normal lifestyle under the COVID-19 situation among vocational students in Thailand was at the highest level overall.

scholarly journals Learning Groups in MOOCs: Lessons for Online Learning in Higher Education

2017 ◽  
Vol 7 (2) ◽  
pp. 109 ◽  
Author(s):  
Godfrey Mayende ◽  
Andreas Prinz ◽  
Ghislain Maurice Norbert Isabwe ◽  
Paul Birevu Muyinda
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Survey Methods ◽  
Group Processes ◽  
Online Course ◽  
Student Interactions ◽  
Learning Groups ◽  
Learning Group ◽  
Massive Open Online Course ◽  
Qualitative Interaction

when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.

In-Person Versus Online Learning in Relation to Students’ Perceptions of Mattering During COVID-19: A Brief Report

2021 ◽  
pp. 073428292110536
Author(s):  
Tracy Vaillancourt ◽  
Heather Brittain ◽  
Amanda Krygsman ◽  
Ann H. Farrell ◽  
Debra Pepler ◽  
...  
Keyword(s):  
Online Learning ◽  
School Climate ◽  
School Choice ◽  
Secondary Students ◽  
Selection Effect ◽  
Past Research ◽  
Full Time ◽  
School Students ◽  
Experimental Conditions ◽  
Learning Group

We examined students’ perceptions of mattering during the pandemic in relation to in-person versus online learning in a sample of 6578 Canadian students in Grades 4–12. We found that elementary school students who attended school in-person reported mattering the most, followed by secondary school students who learned part-time in-person and the rest of the time online (blended learning group). The students who felt that they mattered the least were those who learned online full-time during the pandemic (elementary and secondary students). These results were not driven by a selection effect for school choice during the pandemic—our experimental design showed that students’ perceptions of mattering did not differ by current learning modality when they were asked to reflect on their experiences before the pandemic even though some were also learning online full-time at the time they responded to our questions. No gender differences were found. As a validity check, we examined if mattering was correlated with school climate, as it has in past research. Results were similar in that a modest association between mattering and positive school climate was found in both experimental conditions. The results of this brief study show that in-person learning seems to help convey to students that they matter. This is important to know because students who feel like they matter are more protected, resilient, and engaged. Accordingly, mattering is a key educational indicator that ought to be considered when contemplating the merits of remote learning.

How do students define their roles and responsibilities in online learning group projects?

2011 ◽  
Vol 32 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Karen C. Williams ◽  
Kari Morgan ◽  
Bruce A. Cameron
Keyword(s):  
Online Learning ◽  
Roles And Responsibilities ◽  
Learning Group ◽  
Group Projects
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