Synchronous and Asynchronous Tools Optimizing Online Learning in the English-Speaking Caribbean

2016 ◽  
pp. 138-165 ◽  
Author(s):  
Paulette Stewart
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Mode Of Delivery ◽  
Pedagogical Practices ◽  
Online Programs ◽  
Face To Face ◽  
The Face ◽  
English Speaking ◽  
The University ◽  
Open Campus

This chapter examines the effectiveness of asynchronous and synchronous tools used in the online education program at The University of the West Indies Open Campus which is located in the English-speaking Caribbean. The students are adults who are self-directed, goal-oriented and self-motivated learners and are used to the face-to-face mode of delivery. Developers of online programs have applied these learner characteristics to online learning to facilitate students' success. At first, asynchronous tools such as forums were used to deliver online education at The UWI, Open Campus, but in recent time synchronous tools such as Blackboard Collaborate has emerged and has revolutionized online learning in that they provide more scope for e-tutor and student engagement and teacher immediacy. The blend of both synchronous and asynchronous tools has changed e-tutors' pedagogical practices, and enhanced learning.

Factors Contributing to the Effectiveness of Online Students and Instructors

2018 ◽  
pp. 1451-1462
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Online Student and Instructor Characteristics

2011 ◽  
pp. 2911-2916
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Effective Means ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
Technological Advances ◽  
The Face ◽  
Instructor Characteristics

As technological advances become mainstream in higher education, many universities have begun delving into online learning as an effective means of course delivery. Transitioning from the Industrial Age to the Digital Age of learning has forced some evaluators to rethink standards of success and the idea of productivity and learning (Leonard, 1999). Understanding the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will also assist students and instructors in understanding the differences that may be experienced in the online environment vs. the face-to-face environment and provide the opportunity to consider whether online learning or teaching is a “good fit” for them. Understanding why students or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Fostering Successful Learning Communities to Meet the Diverse Needs of University Students by Creating Brain Based Online Learning Environments

2009 ◽  
Vol 5 (4) ◽  
pp. 18-25
Author(s):  
Silvia L. Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
University Students ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
University Level ◽  
The University

This paper introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

Brain Based Learning Environments in an Online Setting

2011 ◽  
pp. 90-98
Author(s):  
Silvia Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
Online Setting ◽  
Brain Based Learning ◽  
The University

This chapter introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

scholarly journals Learners’ Perceptions towards Online Learning during the Covid-19 Pandemic: A Study at a Center of Foreign Languages in Vietnam

2021 ◽  
Vol 5 (3) ◽  
pp. 84-90
Author(s):  
Hung Nguyen Quoc Luu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Retention Rates ◽  
Foreign Languages ◽  
Traditional Learning ◽  
Online Learners ◽  
Online Programs ◽  
Face To Face ◽  
Face To Face Learning

Online learning is a revolutionary trend of educational technology today. Particularly, online learning has become the donminent alternative to traditional learning during the Covid-19 pandemic and in the new normal. Various studies have shown that online learning has varying effectiveness at all levels and types of education; however, it is worth noting that many learners are still struggling to accept the mode of online learning, and learner retention has been suggested as one of the greatest weaknesses in online education. The current study used a questionnaire with open-ended questions to examine online learners’ perceptions of online learning as well as to understand reasons for their retention in online courses. The results revealed that most of the learners, especially young learners still preferred traditional face-to-face learning to online learning due to various problems they experienced while doing online learning, such as lack of facilities and necessary interactions. However, the retention rates are relatively modest, indicating the perceived quality of online programs at a center of foreign languages in Vietnam.

Factors Contributing to the Effectiveness of Online Students and Instructors

2019 ◽  
pp. 38-51
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This chapter will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Kristin Koepke ◽  
Alexander O’Brien
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Pedagogical Practices ◽  
Phase Iii ◽  
Instructor Training ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
University Of Wisconsin ◽  
The University ◽  
Online Instructor

An Online Instructor Training program at the University of Wisconsin-La Crosse provides a three-week asynchronous training, focused on design, delivery, and facilitation of online courses. OIT trainees from 2010 and 2011 participated in a three-phase evaluation of the OIT. In Phase I, common conceptions (myths) about online education were assessed both pre and post OIT. In Phase II, trainees provided data about how OIT influenced the implementation of new pedagogical strategies in their online courses, as well as in their face-to-face courses. In Phase III, trainees provided additional in-depth qualitative data about the pedagogical themes that surfaced in their courses as a result of the OIT. Results indicate that OIT significantly changed trainees’ beliefs about some common conceptions (myths) of online education, and that OIT led to a significant increase in the implementation of 21 of 21 pedagogical strategies in online courses, and 5 of 21 pedagogical strategies in face-to-face courses.

scholarly journals Leveraging Ed-tech in the Co-curricular Space: Reflections on Design and Development Aspects of the Class Representative Induction Programme at the University of Cape Town

2021 ◽  
Vol 9 (1) ◽  
pp. 167-182
Author(s):  
Christine Immenga
Keyword(s):  
Online Education ◽  
Student Affairs ◽  
Mode Of Delivery ◽  
Cape Town ◽  
Virtual Space ◽  
Design Elements ◽  
Face To Face ◽  
University Of Cape Town ◽  
The University ◽  
Class Representative

Every year, class representatives are elected at the University of Cape Town to represent students on academic matters in relation to a specific academic course. A vital element of this representative role is to advocate for an enabling learning environment that promotes learning excellence. In preparing class representatives for their leadership roles, the Department of Student Affairs, in partnership with the Students’ Representative Council (SRC) and the Faculty Councils, host and facilitate a class representative induction programme. The induction typically utilised face-to-face synchronous teaching methods. However, since the advent of Covid-19, adaptions to the induction programme had to be made in order to reflect the new normal imposed by the pandemic. Against this backdrop, this article addresses various design-related choices encountered from an online education technology perspective. Key areas of reflection include working with the SRC Undergraduate Academic Co-ordinator and Faculty Councils as a design team in transitioning a, hitherto, synchronous programme catering for approximately 420 class representatives, from a face-to-face mode of delivery to an online mode of delivery. Particular attention is paid to the social constructivist design elements of the programme development process and how these elements were managed with regards to the enablements and constraints encountered in the virtual space by exploring the technological affordances of various ed-tech options available to student affairs practitioners. This article contributes to the practitioner literature by demonstrating how ed-tech can be leveraged to aid in the preservation of existing practices as blended learning approaches continue to shape and augment the future of co-curricular programme delivery in higher education.

scholarly journals Web-Based vs. Face-To-Face MBA Classes: A Comparative Assessment Study

2008 ◽  
Vol 5 (11) ◽  
Author(s):  
Barry Brownstein ◽  
Deborah Brownstein ◽  
Daniel A. Gerlowski
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Comparative Assessment ◽  
Web Based ◽  
Face To Face ◽  
Mba Students ◽  
Assessment Study ◽  
The Face ◽  
The University

The challenges of online learning include ensuring that the learning outcomes are at least as robust as in the face-to-face sections of the same course. At the University of Baltimore, both online sections and face-to-face sections of core MBA courses are offered. Once admitted to the MBA, students are free to enroll in any combination of web-based or face-to-face courses. This provides a unique laboratory to assess comparative learning outcomes.

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