Structuring Online Instruction by Dynamic Design, Delivery, and Assessment

2017 ◽  
pp. 78-88
Author(s):  
Selma Koç ◽  
Marius Boboc
Keyword(s):  
Learning Environments ◽  
Online Courses ◽  
Delivery Methods ◽  
Dynamic Design ◽  
Student Centered ◽  
Web Based ◽  
Quality Matters ◽  
Peer Reviewers ◽  
Based Instruction ◽  
The U.S

Over 900 colleges and universities across the U.S. have adopted the Quality Matters Rubric for the design of their online courses with the intention of providing guidance to both instructors and peer reviewers. Given the challenge of how design components align with Web-based instruction delivery in terms of interactivity and formative assessment, there is a need to develop guidelines to establish a strong connection between design and delivery. Such information could support a dynamic, balanced, and student-centered approach to instructional development in virtual learning environments. This chapter proposes a matrix built on the linkage among well-established design practices, delivery methods or strategies, and assessment routines.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

scholarly journals An Empirical Study Of Student Attitudes Toward Acceptance Of Online Instruction And Distance Learning

2011 ◽  
Vol 4 (11) ◽  
pp. 23 ◽  
Author(s):  
Dat-Dao Nguyen ◽  
Yue Jeff Zhang
Keyword(s):  
Distance Learning ◽  
Online Instruction ◽  
Student Attitudes ◽  
Online Courses ◽  
Online Course ◽  
Online Classes ◽  
Delivery Methods ◽  
Web Based ◽  
Learning Domains ◽  
Student Preference

This study investigates to what extent student attitudes toward acceptance of online instruction and Distance Learning are affected by determinants such as demographics, learning environment, learning domains, delivery methods, and web-based instructional technology. Logistic Regression and Discriminant Analysis use statistically significant determinants to predict student preference on future online classes. Factor Analysis provides an exploratory model of online learning acceptance having three factors; namely, Communication/Feedback, Course Outcome, and Effort Required. Practical implications of findings and insights on field observations are offered. Overall, students agreed that they had learned sufficient knowledge from an online course. Students satisfied with their recent learning outcome tend to take more online courses in the future.

USING A GENERALIZED CHECKLIST TO IMPROVE STUDENT ASSIGNMENT SUBMISSION TIMES IN AN ONLINE COURSE

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Terence William Cavanaugh ◽  
Marcia L. Lambkin ◽  
Haihong (Helen) Hu
Keyword(s):  
Online Courses ◽  
Academic Progress ◽  
Self Control ◽  
Course Satisfaction ◽  
Online Course ◽  
Control Group ◽  
Self Monitoring ◽  
Web Based ◽  
Significant Difference ◽  
Based Instruction

Learning environments such as web-based instruction require more learner self-control and proactive learning to construct knowledge and acquire skills. However, online students often fail to complete some components of their online work each week, damaging their overall academic progress in the course. To assist students in completion and submission of work, three professors at a public southeastern university implemented the use of a generalized assignments checklist to enhance student self-monitoring in their online courses. Data on the submission of assignments was analyzed for relative timeliness. The results of this study showed a statistically significant difference based on the checklist received students to the control group, with a marked improvement of assignment submission timeliness, improving course satisfaction for students and instructors.

Digital and Spatial Education Intertwining in the Evolution of Technology Resources for Educational Curriculum Reshaping and Skills Enhancement

2019 ◽  
pp. 330-347 ◽  
Author(s):  
Flavia Santoianni ◽  
Alessandro Ciasullo
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Spatial Interaction ◽  
Visual Presentation ◽  
Web Based ◽  
Educational Curriculum ◽  
Spatial Design ◽  
Evolution Of Technology ◽  
Based Instruction ◽  
Technology Resources

The aim of this research is to deepen how digital education has been intertwined with spatial education throughout the evolution of technology resources. In the last years, the user experience has been improved by open-source, collaborative user-generated, and immersive content – starting from multimedia/hypermedia architectures to synthetic learning environments. This research analyses which spatial design principles have influenced multimedia/hypermedia, collaborative web 2.0 interfaces, and more recently the synthetic environments of virtual worlds. The evolution of technology resources supports the hypothesis of a continuous intertwining between digital and spatial education since multimedia/hypermedia architectures, in which spatial knowledge may play a significant role in web-based design according to individual differences in hypermedia fruition, prior knowledge in the field, and personal experience in web-based instruction. In collaborative user-generated content technology, visual presentation facilitates learning co-construction and spaces are intended as synchronous and asynchronous virtual knowledge spaces of communication. In 3D virtual learning environments, spatial interaction is really developed and may open full accessibility to further studies on digital and spatial education. In the joined field of learning and ICT, the main scope of digital technology knowledge sharing, and re-shaping, is the enhancement of digital skills based on experiences in educational activities and the re-thinking of the nature and the format of educational curriculum to implement more experiences in the digital – and, possibly, spatial – fields.

Learner Assessment in Blended and Online Settings

2016 ◽  
pp. 1132-1146
Author(s):  
Kay A. Persichitte ◽  
Suzanne Young ◽  
Tonia A. Dousay
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Future Research ◽  
Instructional Designers ◽  
Web Based ◽  
Assessment Of Learning ◽  
Learner Assessment ◽  
K 12 ◽  
Effective Assessment

In this chapter, the authors distinguish between blended and online learning settings, discuss a variety of types of learner assessment, describe contemporary trends, challenges, and recommendations for the effective assessment of learning in blended and online courses, and offer several recommendations for future research. The content targets teachers, instructional designers, administrators, and program managers of K-12 blended and online learning settings. Suggestions are offered for using web-based communication tools for feedback and assessment in blended settings. The authors conclude with a discussion of implementation topics associated with assessment in these learning environments that deserve additional attention and consideration.

Digital Learning Environments and Student-Centered Curriculum in a University Context

2012 ◽  
pp. 105-114 ◽  
Author(s):  
Sevinç Gülseçen
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
New Technologies ◽  
Theory And Practice ◽  
Digital Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Web Based ◽  
Undergraduate Programs ◽  
Digital Learning Environments

With promises of rich information resources readily available, successful use of the World Wide Web (WWW) within an instructional setting is tied directly to a pedagogical approach that promotes Student-Centered Learning (SCL). SCL is based on constructivist approaches and has become an important theme in the educational theory and practice. Although SCL is not a new idea, new technologies developed for the Web and other Digital Learning Environments (DLEs) allow new forms of educational support to be facilitated, enabling new pedagogical concepts and enhancing learning. This chapter reports on an effort of empowering learners in the design of web-based teaching and learning in undergraduate programs in a Turkish university context.

DELES Analysis of E-Learning Environments

2017 ◽  
pp. 128-150 ◽  
Author(s):  
Hunter Keeney ◽  
Kaye Shelton ◽  
Diane Mason ◽  
J. Kenneth Young
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Online Courses ◽  
Personal Relevance ◽  
Sample Population ◽  
Student Centered ◽  
Student Centered Learning ◽  
Instructor Support

As online education expands, more data is needed on how to optimize its effectiveness in higher education settings. This chapter highlights a quantitative study that utilized the Distance Education Learning Environments Survey (DELES), to test the effects of student-centered learning constructs on student satisfaction in online courses. The sample population consisted of 306 students taking masters-level online courses in education or nursing at a university in Southeast Texas. Descriptive statistics and data were analyzed by correlation analysis and stepwise regression. Results of analyses showed personal relevance and authentic learning had the strongest correlations with student satisfaction, whereas the strongest predictors of student satisfaction were personal relevance and instructor support. The findings of the study described herein can provide beneficial insight regarding the design of effective online learning environments in higher education and improving the quality of the student experience.

Inquisitivism

2011 ◽  
pp. 125-154
Author(s):  
Dwayne Harapnuik
Keyword(s):  
Experimental Design ◽  
Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Final Project ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Based Instruction ◽  
University Course ◽  
Constructivist Approaches

This chapter introduces inquisitivism as an approach for designing and delivering Web-based instruction that shares many of the same principles of minimalism and other constructivist approaches. Inquisitivism is unique in that its two primary or first principles are the removal of fear and the stimulation of an inquisitive nature. The approach evolved during the design and delivery of an online full-credit university course. The results of a quasi-experimental design-based study revealed that online students in the inquisitivism-based course scored significantly higher on their final project scores, showed no significant difference in their satisfaction with their learning experiences from their face-to-face (F2F) counterparts, and had a reduction in fear or anxiety toward technology. Finally, the results revealed that there was no significant difference in final project scores across the personality types tested. The author hopes that inquisitivism will provide a foundation for creating effective constructivist-based online learning environments.

scholarly journals Exploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Catherine F. Brooks ◽  
Stacy L. Young
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Online Courses ◽  
College Instructors ◽  
Hybrid Courses ◽  
Web Based ◽  
Instructional Format ◽  
Face To Face ◽  
Web Based Learning ◽  
Course Format

<p class="3">This study explored how course instructional format (i.e., online, face-to-face, or hybrid) is related to the frequency and duration of out-of-class communication (OCC) between college instructors and students, to student motives for communicating with teachers, and to perceived teacher approachability for conversation outside of class. Though differences in frequency of and student motives for engaging in OCC were not significant, students enrolled in face-to-face courses reported significantly more ongoing/durative OCC with their instructors compared to students enrolled other course types (i.e., online or hybrid). Students in fully online courses reported instructors to seem less receptive to but also less discouraging of OCC than students in face-to-face or hybrid courses. Overall, this study offers a sense of how students who seek informal interaction with instructors beyond the classroom are faring amid the increased reliance on web-based learning environments in higher education.</p>

Inquisitivism

2011 ◽  
pp. 3047-3068
Author(s):  
Dwayne Harapnuik
Keyword(s):  
Experimental Design ◽  
Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Final Project ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Based Instruction ◽  
University Course ◽  
Constructivist Approaches

This chapter introduces inquisitivism as an approach for designing and delivering Web-based instruction that shares many of the same principles of minimalism and other constructivist approaches. Inquisitivism is unique in that its two primary or first principles are the removal of fear and the stimulation of an inquisitive nature. The approach evolved during the design and delivery of an online full-credit university course. The results of a quasi-experimental design-based study revealed that online students in the inquisitivism-based course scored significantly higher on their final project scores, showed no significant difference in their satisfaction with their learning experiences from their face-to-face (F2F) counterparts, and had a reduction in fear or anxiety toward technology. Finally, the results revealed that there was no significant difference in final project scores across the personality types tested. The author hopes that inquisitivism will provide a foundation for creating effective constructivist-based online learning environments.

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