Communication as a Retention Factor in Online Course Delivery

2018 ◽  
pp. 274-296 ◽  
Author(s):  
Judi Simmons Estes
Keyword(s):  
Online Courses ◽  
Communication Strategies ◽  
Retention Factor ◽  
Course Delivery ◽  
Online Course ◽  
Degree Programs ◽  
Face To Face ◽  
University Personnel ◽  
Program Retention

Online courses have become an integrated aspect of course delivery for institutions of higher education. However, the attrition that occurs in online courses is substantially higher than in face-to-face courses. This chapter considers the influence of student communication factors in both course and degree program retention. An argument is presented related to the role of being intentional in planning and implementing communication strategies within courses and degree programs as a conduit for positively influencing completion. A second argument is that while all college/university personnel have a role in student attention, the role of faculty is significant and requires on-going professional development.

Communication as a Retention Factor in Online Course Delivery

2021 ◽  
pp. 170-192
Author(s):  
Judi Simmons Estes
Keyword(s):  
Online Courses ◽  
Communication Strategies ◽  
Retention Factor ◽  
Course Delivery ◽  
Online Course ◽  
Degree Programs ◽  
Face To Face ◽  
University Personnel ◽  
Program Retention

Online courses have become an integrated aspect of course delivery for institutions of higher education. However, the attrition that occurs in online courses is substantially higher than in face-to-face courses. This chapter considers the influence of student communication factors in both course and degree program retention. An argument is presented related to the role of being intentional in planning and implementing communication strategies within courses and degree programs as a conduit for positively influencing completion. A second argument is that while all college/university personnel have a role in student attention, the role of faculty is significant and requires on-going professional development.

An Evaluation of Interteaching in an Asynchronous Online Graduate-Level Behavior Analysis Course

2018 ◽  
Vol 45 (3) ◽  
pp. 264-269
Author(s):  
Chrystal Jansz Rieken ◽  
Wesley H. Dotson ◽  
Stacy L. Carter ◽  
Annette K. Griffith
Keyword(s):  
Behavior Analysis ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Graduate Level ◽  
Traditional Lecture ◽  
Face To Face ◽  
Video Chat

Interteaching (IT) has demonstrated more effective and durable learning than traditional lecture-style teaching. Whereas IT’s effectiveness has been established in traditional face-to-face courses, there is a need to extend the evaluation of IT to increasingly common course delivery modalities such as online courses. The purpose of the present study was to compare IT and traditional online course delivery across two sections of the same graduate-level course. IT was adapted by having students form pairs to video chat synchronously about comprehension questions, submit a teaching record, and then listen to the instructor’s recorded follow-up lecture to address the questions from the paired discussion. Results showed that students in the IT section performed better on average on quizzes and most assignments.

MyLO

2012 ◽  
pp. 129-137
Author(s):  
Si Fan ◽  
Quynh Lê ◽  
Yun Yue
Keyword(s):  
Online Courses ◽  
Tertiary Education ◽  
Communication Services ◽  
Web Based ◽  
Education Management ◽  
Face To Face ◽  
Wide Range ◽  
Face To Face Learning ◽  
Management Students

As one of the key infrastructures within web-based learning, courseware is adopted by schools and universities to enable a systematic learning delivery and education management. Students in both traditional face-to-face learning and online courses can benefit from this technology. The wide range of courseware platforms are supporting course needs by offering great flexibility in information delivery, communication services, and collaboration. This chapter looks at the role of web-based courseware in tertiary education, using MyLO (My Learning Online) as an example. It reveals that courseware systems like MyLO have a great potential in facilitating collaborations and enhance interactions among lecturers and students. To achieve this, potential efforts from all perspective are required; including students, lecturers and faculties.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

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 Assessing experiences with online educational videos: Converting multiple constructed responses to quantifiable data

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
David J Harrison
Keyword(s):  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Instructional Designers ◽  
Subjective Experiences ◽  
Qualitative Survey ◽  
Educational Videos ◽  
Constructed Responses ◽  
To Come ◽  
Online Educators

<p>Online educational videos disseminated content for a university pre-service teacher internship program. Placed within an online course management system, the videos were accessed by 202 interns located in several Western U.S. states. To ascertain the interns’ subjective experiences of the online course and videos to assist in the evaluation of the course, the researcher analyzed qualitative survey data in the form of constructed response items using a new qualitative-to-quantitative protocol. Based on phenomenological and grounded theory methods, this protocol was designed to handle the large amount of subjective constructed responses, allowing the inductive understanding of the overall experiences of a common phenomenon. The responses provided critical information that is useful for instructional designers, online educators, and educational video producers. The data suggest:</p><p>1) Universities must carefully consider video hosting options to ensure access.</p><p>2) Online videos should be carefully planned to create high quality, concise videos of less than ten minutes in length, yet contain enough educational content to reduce the overall number of required videos.</p><p>3) Students appreciate the flexibility online course delivery offered in terms of scheduling and eliminating the need to come to campus to attend seminars.</p><p>4) Self-paced online courses require progress indicators to alleviate confusion.</p>

scholarly journals Online versus Face-to-Face: Students' Preferences for College Course Attributes

2014 ◽  
Vol 46 (1) ◽  
pp. 1-19 ◽  
Author(s):  
John T. Mann ◽  
Shida R. Henneberry
Keyword(s):  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Course Selection ◽  
Online Course Design ◽  
Design Technology ◽  
Face To Face ◽  
Early Afternoon ◽  
College Course ◽  
Attribute Information

The objectives of this article were to determine: 1) students' preferences for college course attributes; and 2) how the amount of course attribute information impacts enrollment. Results indicate students had the highest preferences for face-to-face (F2F) courses offered late morning and early afternoon and two to three days per week. Students selected online over F2F courses depending on course makeup; for example, course topic, online course design technology, and when the F2F version was offered. Additionally, students selected online courses more frequently when additional online course attribute information was available during course selection.

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 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.

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