Developing an Online Presence

2019 ◽  
pp. 201-229
Author(s):  
Stein Brunvand ◽  
Ilir Miteza
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Education Institution ◽  
Educational Opportunities ◽  
Online Course ◽  
Online Support ◽  
Faculty Support ◽  
University Of Michigan ◽  
Course Quality ◽  
The University

This chapter outlines the process developed at the University of Michigan – Dearborn (UM-Dearborn) to support the development, facilitation, and evaluation of online courses and programs. In addition to the step-by-step account of initiatives and actions, this chapter centers on the guiding principles of enhancing online course quality, investing in faculty support and innovation, and providing robust online support to students. Initiatives and strategies outlined in this chapter are undergirded by these principles and provide guidance to any higher education institution that has a limited and/or disparate catalog of online offerings and is committed to finding a pathway to a more robust array of online educational opportunities.

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.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

THE INFLUENCE OF WORK LIFE BALANCE TOWARDS JOB PERFORMANCE IN PRIVATE HIGHER EDUCATION INSTITUTION (PHEI)

2017 ◽  
Vol 3 (1) ◽  
pp. 18
Author(s):  
Noorlaila Hj. Yunus ◽  
Siti Musalmah Ahmad Fuad
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Job Performance ◽  
Human Resource ◽  
Education Institution ◽  
Work Life ◽  
Private Higher Education ◽  
Work Life Balance ◽  
Life Balance ◽  
The University

Work-Life Balance (WLB) is an important factor that the Human Resource Management of private higher education Institution (PHEI) should concern about in order to gain high Job Performance in theinstitution. If there are WLB practices implemented by the university, the Human Resource Department (HRD) must always get feedback from the employees to continuously improve the WLB policy. This will benefit not just the employees but the most important to the PHEI by having a good productivities and high job performance employees. The result shows that most of the employees in the university have good social support from their colleagues at work place, friends and their families. This support have given them inspiration and motivation in doing their job properly and finally they might achieved high job performance. Eventhough the result were positive about the social support the employees receives, the top management including the HRD need to revise their policy of WLBespecially other factors that can influenced the employees to optimized their efforts in doing their job.

scholarly journals Medical Student Ophthalmic Knowledge Proficiency after Completing a Clinical Elective or an Online Course

2020 ◽  
Vol 12 (02) ◽  
pp. e255-e266
Author(s):  
Jacob J. Abou-Hanna ◽  
Jonah E. Yousif ◽  
Ariane D. Kaplan ◽  
David C. Musch ◽  
Jonathan D. Trobe
Keyword(s):  
Medical School ◽  
Online Course ◽  
Clinical Rotation ◽  
University Of Michigan ◽  
Written Examination ◽  
Michigan Medical School ◽  
The University ◽  
Michigan Medical ◽  
Online Group ◽  
School Curricula

Abstract Background As more information is being packed into medical school curricula, mainstream medical topics legitimately receive more attention than specialty topics such as ophthalmology. However, general practitioners, as gatekeepers of specialty care, must attain competency in ophthalmology. We have investigated whether an online ophthalmology course alone would be noninferior to the same online course plus an in-person clinical elective in providing ophthalmic knowledge. Methods Students at the University of Michigan Medical School voluntarily enrolled in one of two groups: an Online Only group requiring satisfactory completion of an online course entitled “The Eyes Have It” (TEHI) or a Clinical + Online group requiring students to complete a 2-week clinical rotation and the TEHI online course. The outcome metric was the score on an independent 50-question written examination of ophthalmic knowledge. Students also completed a survey assessing confidence in managing ophthalmic problems. Results Twenty students in the Clinical + Online group and 59 students in the Online Only group completed the study. The Clinical + Online group slightly outscored the Online Only group (86.3 vs. 83.0%, p = 0.004). When the two outlier questions were removed from the analysis, there was no difference in mean scores between the two groups (85.8 vs. 85.4, p = 0.069). Students in the Clinical + Online group devoted 80 more hours to the experience than did the students in the Online Only group. The number of hours devoted to the course and interest in ophthalmology were weakly correlated with examination performance. After completion of the experiment, there was no difference in student-reported comfort in dealing with ophthalmic problems between the two groups. Conclusion The examination scores of the students who completed the in-person alone were only slightly inferior to those of the students who completed the in-person clinical elective and the online course. These results suggest that an online course alone may provide a satisfactory ophthalmic knowledge base in a more compact timeframe, an alternative that should have appeal to students who do not intend to pursue a career in ophthalmology.

scholarly journals Understanding Student Engagement in Large-Scale Open Online Courses: A Machine Learning Facilitated Analysis of Student’s Reflections in 18 Highly Rated MOOCs

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Khe Foon Hew ◽  
Chen Qiao ◽  
Ying Tang
Keyword(s):  
Machine Learning ◽  
Large Scale ◽  
Online Courses ◽  
Subject Area ◽  
Online Course ◽  
Valuable Insight ◽  
Course Quality ◽  
Learning Classifier ◽  
Quality Rating ◽  
Open Courses

Although massive open online courses (MOOCs) have attracted much worldwide attention, scholars still understand little about the specific elements that students find engaging in these large open courses. This study offers a new original contribution by using a machine learning classifier to analyze 24,612 reflective sentences posted by 5,884 students, who participated in one or more of 18 highly rated MOOCs. Highly rated MOOCs were sampled because they exemplify good practices or teaching strategies. We selected highly rated MOOCs from Coursetalk, an open user-driven aggregator and discovery website that allows students to search and review various MOOCs. We defined a highly rated MOOC as a free online course that received an overall five-star course quality rating, and received at least 50 reviews from different learners within a specific subject area. We described six specific themes found across the entire data corpus: (a) structure and pace, (b) video, (c) instructor, (d) content and resources, (e) interaction and support, and (f) assignment and assessment. The findings of this study provide valuable insight into factors that students find engaging in large-scale open online courses.

scholarly journals Auditing in a Family-Centered Higher Education Institution: The German Experience of Implementation

2021 ◽  
Vol 21 (3) ◽  
pp. 21-25
Author(s):  
Susanne Maier ◽  
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Public Administration ◽  
Education Institution ◽  
Working Environment ◽  
Family Friendly ◽  
The Family ◽  
University Of Applied Sciences ◽  
The University ◽  
Family Centered

The family-friendly university audit (“audit familiengerechte hochschule”) is studied. The audit is available to German universities in order to support a familyfriendly working environment. Practices of an auditor coordinating several workshops for rectorate, HR department and functionaries, as well as representatives of all university groups are considered. The experience of the auditing at the University of Applied Sciences – Public Administration and Finance, Ludwigsburg is analyzed.

scholarly journals FORMATION AND DEVELOPMENT OF THE INTERNAL SYSTEM OF EDUCATION QUALITY ASSURANCE AT THE UNIVERSITY AS A FACTOR OF STATE SOCIO-ECONOMIC DEVELOPMENT

2020 ◽  
pp. 96-103
Author(s):  
A. Artyukhov
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Quality Assurance ◽  
Foreign Students ◽  
Education Institution ◽  
The State ◽  
Educational Services ◽  
Socio Economic Development ◽  
The University

The article is devoted to the description and analysis of factors that potentially and actually affect the socio-economic development of the state on the example of the higher education institution. It is established that at the system level the level of ensuring the quality of educational activities and the quality of higher education has a decisive influence on the formation of a positive image of a higher education institution. The results of a survey of students on the criteria for choosing a university to study are presented. Statistics on public funding of education in general and higher education in particular are presented and analyzed. It is established that, despite the formally high percentage of education funding from the level of GDP in absolute terms, the actual funding is low and needs to be strengthened by attracting external funding from customers. Attention is also paid to the state of development of educational services for foreign students. In a competitive environment at the national and international level, the decisive influence on the involvement of foreign students in the university is influenced by the structure of the training program, teacher qualifications, organization of the educational process in the classroom and so on. The article on the example of a higher education institution presents the main stages of formation and development of the internal system of quality assurance of education as an object of influence on the socio-economic development of the state. The development and/or improvement of internal quality assurance systems in universities is becoming a powerful basis for increasing university funding from external (personally involved) sources, reducing the outflow of applicants abroad and the successful provision of educational services to foreign students. At this stage, given the limited opportunities for funding of educational activities by the state (compared to EU countries), the successful implementation of the university development strategy is possible provided that systematic work is done to improve the quality of educational services for domestic and foreign citizens. As part of further research, it is planned to analyze the mutual impact of the education quality assurance system on the effectiveness of scientific activities, the provision of additional paid educational services, training for external customers and other sources.

scholarly journals Diponegoro University Heading to become a Research University (Phase I – Phase IV) Between Expectation and Reality

2020 ◽  
Vol 202 ◽  
pp. 03026
Author(s):  
Tri Handayani ◽  
Daivangga Maheswari
Keyword(s):  
Higher Education ◽  
Research University ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Global Dynamics ◽  
University Rankings ◽  
New Paradigm ◽  
World University Rankings ◽  
The World ◽  
The University

Diponegoro University is one reputable university belonging to Indonesia. This state university is located in Semarang, Central Java Province. Global dynamics have also colored its journey in implementing its traditionally assigned three missions: teaching, conducting research, and providing public services. These make this university highly confident heading to become a research university. A research university is a step to take that the university has its competitiveness to compete with the others in the world. There are some Higher Education-rankings institutions which evaluate all Higher Education Institutions in the world, such as Quacquarelli Symonds (QS) World University Rankings, Times Higher Education (THE) University Rankings, 4 International Colleges and Universities (4ICU), and Academic Ranking of World Universities (ARWU). Meanwhile, the ministry which has the function to make coordination with higher education institutions in Indonesia has also conducted higher education institutional ratings, primarily for Indonesian internal needs. The criteria of a research university refer to those evaluated by the higher education institutional ratings in the international level. A research university is a new paradigm which encourages a higher education institution in Indonesia to become highly confident to globally compete with the others in the whole world.

Assessment of methods for analyzing the economic security of the university

2021 ◽  
Vol 20 (12) ◽  
pp. 2365-2384
Author(s):  
Elizaveta E. ERMOSHINA
Keyword(s):  
Higher Education ◽  
Security Analysis ◽  
Education Institution ◽  
Economic Security ◽  
Management Decisions ◽  
Advantages And Disadvantages ◽  
Analysis And Synthesis ◽  
Commercial Organizations ◽  
The University ◽  
Methodological Guidelines

Subject. The article investigates the analysis of economic security of a higher education institution. It defines its directions, analytical indicators, methodological guidelines, considering the specific nature of activity, which contribute to improving the economic security and the quality of management decisions made by key executives of universities. Objectives. The purpose is to conduct a critical review and evaluate the main methods of economic security analysis of higher education institutions, taking into account the specifics of their activities. Methods. The study rests on general and specific methods of cognition (analysis and synthesis, induction and deduction, grouping, comparison, etc). Results. I reviewed the existing methods of analyzing the economic security of commercial organizations and higher educational institutions, systematized advantages and disadvantages of methods developed by scientists, substantiated the need to introduce diagnostic indicators to improve the quality and efficiency of analytical information for making informed management decisions. The paper offers to conduct an analysis of economic security, using indicators of intensity and productivity of labor, which consider the specifics of activities of universities in comparison with other organizations of the public sector. Conclusions. Currently, there is no unified approach to the analysis of economic security of universities. The conducted critical assessment of methodology may form a basis for further development of ideas and methodological guidelines on the analysis of economic security, and informed and effective management decisions.

Teaching Virtual Online Courses in an Era of Negative Student Reviews

2019 ◽  
pp. 20-37 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Higher Education ◽  
Mixed Methods Research ◽  
Online Courses ◽  
Teaching Approach ◽  
Student Outcome ◽  
Online Course ◽  
Delivery Methods ◽  
Feedback Analysis ◽  
Constructive Feedback ◽  
Student Grades

Students of higher education are complaining about their online courses or faculty perhaps because universities are pushing to have classroom lectures converted to virtual learning delivery methods but without hiring qualified professors and failing to train faculty to effectively teach online. Different skills are required to effectively teach online courses as compared to lecturing in the classroom. To examine this problem, the author discusses the results of a mixed-methods research design consisting of an experiment followed by constructive feedback analysis. The experiment measured student grades from a standard teaching approach as compared with applying constructivism theory in the same online course at a university. The student outcome effect size for the treatment group was substantial and the analysis of constructive feedback evidence from the students was moderately supportive of the teaching approach.

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