Developing and Delivering Online Courses

2011 ◽  
pp. 231-249
Author(s):  
Jayavel Sounderpandian ◽  
Manohar Madan
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Online Courses ◽  
Degree Program ◽  
Curriculum Planning ◽  
Closed Circuit ◽  
Course Development ◽  
Mba Program ◽  
Major Form ◽  
Curriculum Control

Distance education, which started out with closed circuit TV technology, has evolved into completely online courses. Not surprisingly, online education has emerged as a major form of e-business. This chapter offers helpful suggestions for those who are planning to develop and deliver online courses, either as part of an existing degree program or as a new totally online degree program. Wherever needed, an online MBA program is used as an example. The chapter considers such things as mission, curriculum planning, curriculum control, marketing, scheduling, course development, expectations from students and faculty, and strengths and weaknesses of online education.

Developing and Delivering Online Courses

2009 ◽  
pp. 635-651
Author(s):  
Jayavel Sounderpandian ◽  
Manohar Madan
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Online Courses ◽  
Degree Program ◽  
Curriculum Planning ◽  
Closed Circuit ◽  
Course Development ◽  
Mba Program ◽  
Major Form ◽  
Curriculum Control

Distance education, which started out with closed circuit TV technology, has evolved into completely online courses. Not surprisingly, online education has emerged as a major form of e-business. This chapter offers helpful suggestions for those who are planning to develop and deliver online courses, either as part of an existing degree program or as a new totally online degree program. Wherever needed, an online MBA program is used as an example. The chapter considers such things as mission, curriculum planning, curriculum control, marketing, scheduling, course development, expectations from students and faculty, and strengths and weaknesses of online education.

Development of a Distance Education Internet-Based Foundation Course for the MBA Program

2011 ◽  
pp. 172-178
Author(s):  
James E. LaBarre ◽  
E. Vance Wilson
Keyword(s):  
Distance Education ◽  
Course Development ◽  
Mba Program ◽  
Distant Education

Course development is a task that requires a methodology if it is to result in a cohesive, well organized unit. This paper details the procedures to develop a distant education foundation course for the MBA program. All MBA courses using this methodology are delivered to students enrolled in several universities within the Wisconsin System.

scholarly journals Online College Education For Computer-Savvy Students: A Study Of Perceptions And Needs

2009 ◽  
Vol 6 (6) ◽  
Author(s):  
Belal A. Kaifi ◽  
Bahaudin G. Mujtaba ◽  
Albert A. Williams
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Undergraduate Students ◽  
New Technologies ◽  
Online Courses ◽  
College Education ◽  
Demographic Variables ◽  
High Demand ◽  
Current Technology

With new technologies and cyberspace-literate students, distance education has been in high demand and more schools are getting into online education. As such, understanding the needs of current and prospective learners has become especially important for success in the new millennium. Based on the learners’ needs and current technology status, this study provides a review on the feasibility of online education for modern students in a developed nation. Based on the survey of 203 undergraduate students, this research provides an assessment of their views, needs, and wants for the feasibility of offering online courses and programs. Such demographic variables as gender, ethnicity and education demonstrated statistically significant results. Recommendations are provided for administrators to enhance their online offerings as a result of the feedback from students. The document further explores online education, online operation, and other such variables that impact the success of students in higher education. 

scholarly journals Online Education Through the Eyes of Students and Lecturers (Based on the Results of a Pedagogical Study in 2019)

2020 ◽  
Vol 24 (2) ◽  
pp. 4-16 ◽  
Author(s):  
A. D. Ivanova ◽  
O. V. Murugova
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Graduate Students ◽  
Online Education ◽  
Online Courses ◽  
Publishing House ◽  
Economic Benefits ◽  
Advantages And Disadvantages ◽  
Second Year ◽  
Winter School

Purpose of the research. The article discusses different views on online education: students, lecturers, politicians. Mass open online courses in the West began to be actively introduced in 2012, but after three years, European and American universities started disappointing in them and began to reduce their importance in training. In Russia, online learning is a popular modern educational trend, which is increasingly being talked about at the highest level and which is promoted by central universities that strive to cover the entire educational space with their digital courses. In October 2019, the Russian Federation President’s special representative for digital and technological development Mr. Dmitry Peskov described key trends for Russian universities in the next five - ten years: the first scenario is “cannibalistic" — several leading universities create online platforms and actually wash the core of regional universities. The second is digital platforms and digitalization, when all universities create their online courses. But behind all this, practically no voices of students are heard — do they want to massively switch to distance education on the Internet? The purpose of this study is to answer this question.Materials and methods. The study of students’ opinions was conducted in 2019 (from May to December) at the Ufa State Aviation Technical University (USATU). The work was carried out as part of the study of the basic course “Psychology and Pedagogy", which is taught to first-year undergraduates and second-year graduate students and during pedagogical practice for second-year undergraduates and third-year graduate students. The main method was a written survey of students about the advantages and disadvantages of online learning, followed by a group discussion in the classroom.The resultswere tested at the “Winter School of the Lecturer - 2020", which was held in January 2020 by the Yurait Publishing House for lecturers from Russia, Kazakhstan, Belarus, Armenia and Ukraine. The research materials were presented at the webinar “Online education through the eyes of students" (speaker — A. Ivanova) and caused wide discussion and multiple feedback from the audience in a group chat. The paper presents the results of a survey of students of USATU and statements from the chat of lecturers.Conclusion. The conclusions obtained as a result of processing the survey of graduate and postgraduate students of the USATU almost completely coincided with the conclusions of the lecturers participating in the “Winter School of Lecturer - 2020": the school and the first post-secondary education (secondary or higher) must be received in the “classical" format. Everyone recognized the best options for applying online education: advanced training; receiving a second education; self-development courses on the latest discoveries and technologies. Distance education must be developed, but only without campaigning: consciously, methodically and technologically thought out. It is necessary to check offline the “qualifications" of people with online diplomas. The main thing is not to rush in the pursuit of ratings and economic benefits with the adoption of ill-conceived and reckless decisions that can lead to intellectual degradation of youth and the correction of which will cost our state a hundred times more.

scholarly journals MOOCs Changing Behavior: New Challenges and Issues Leads to Opportunity

2021 ◽  
Vol 12 (3) ◽  
pp. 3258-3263
Author(s):  
Neha Yadav Et.al
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Collaborative Learning ◽  
Online Education ◽  
Online Courses ◽  
Distinctive Features ◽  
Domain Learning ◽  
Web Access ◽  
New Challenges

Learning through distance mode very helpful for all of us nowdays. MOOCs plays very important roe in all aspects. Govt of india also launch so many platform for this type of various learning domain. Learning were also early incarnations of varios factors depends of nature of   learning in the form of written distance learning. MOOCs are a recent development in online education and have several distinctive features compared to previous distance education models.  MOOCs are online courses intended for massive interactive participation and free web access. Materials of many conventional course such as powerpoint presentations, online notes, readings, quizzes, and videos.  MOOCs provide very interactive and formation of collaborative learning forums that will be very helpful to build community for students and teachers

Technology Use in an Online MBA Program

2011 ◽  
pp. 614-630 ◽  
Author(s):  
Xiaojing Liu ◽  
Seung-hee Lee ◽  
Curtis J. Bonk ◽  
Richard J. Magjuka ◽  
Shijuan Liu
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Technology Use ◽  
Online Courses ◽  
Online Communication ◽  
Communication Technologies ◽  
Online Instructors ◽  
Interactive Technologies ◽  
Mba Program ◽  
Synchronous Technology

The applications of advanced communication technology hold promises for high-quality online education. However, there is scant research on the uses of online communication technologies for effective online learning environments. The purpose of this study was to examine several aspects of technology use in a rapidly growing online MBA program in a top ranked university: patterns of technology use, interactivity level of the technology employed, and challenges and issues the instructors encountered when using those technologies. The study concluded that email, course announcements, and asynchronous forums were among the most frequently used technologies by online instructors. Using Roblyer and Ekhaml’s (2000) interaction framework as a guide, technology use was at a low to moderate interactivity level across courses in this program. In general, instructors preferred asynchronous technology over synchronous technology. The challenges, issues, and opportunities of using technology indicated the need to explore the features of interactive technologies more proactively as well as an awareness to incorporate innovative pedagogies into online courses to take advantage of the potential for learner interactivity and engagement online.

scholarly journals Online Courses As a Form of Professional Development: Russian Local University Teachers' Experiences

2021 ◽  
Author(s):  
Svetlana Vladimirovna Mitrukhina
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Online Education ◽  
Online Courses ◽  
Negative Experience ◽  
Online Technologies ◽  
Modern Distance Education ◽  
Course Experience ◽  
Distant Education ◽  
Social Scientific

Modern education is a phenomenon that combines offline education (traditional, classroom education) and online education (innovative, distance education), and in recent years its second form has become widespread that it is perceived as a direct threat to the existence of the first one. In a social, scientific and teachers’ field an ambiguous attitude towards online education phenomenon has developed, educational researchers study both positive characteristics of distant education (massiveness, accessibility, various areas, an opportunity to study at any time in any place) and circumstances suggesting some vigilance towards this form of education (not suitable for developing practical skills, there is no precise contact, a low number of students finish courses). Online education is a popular form of modern distance education, implemented through massive open and massive closed educational courses, that is, online courses of specific universities which are placed on world and domestic educational platforms. If, regarding the training of young people (students) through online technologies, the debate about the appropriateness and effectiveness of this form does not subside, then for teachers and university leadership (especially a provincial), online courses are almost a panacea for solving the problem of advanced training. In this research online courses are studied as a form of a university teacher’s professional development. Informal interviews with professors’ Khakas State University named after N.F. Katanov, who had an online course experience, were conducted. The study has revealed the reasons teachers’ satisfaction of this form of this education form and some aspects of their positive and negative experience, etc. Keywords: distant education, online learning, online courses, massive open online courses, mass closed online courses

scholarly journals Faculty Perceptions Of Distance Education Courses: A Survey

2005 ◽  
Vol 2 (7) ◽  
Author(s):  
Michael W. Totaro ◽  
John R. Tanner ◽  
Thomas Noser ◽  
Jeanne Fuselier Fitzgerald ◽  
Rachelle Birch
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Online Education ◽  
Classroom Environment ◽  
Developmental Stages ◽  
Online Courses ◽  
Faculty Perceptions ◽  
National Sample ◽  
Learning Programs ◽  
Education Courses

This paper discusses the results of a study of the perceptions of a national sample of business faculty members from various business disciplines regarding distance (online) education and teaching distance education courses.  In the past few years, distance learning programs have become very popular, and the number of offerings continues to increase.  However, distance learning courses offer significant differences from the classic classroom environment.  The results of this study suggest that the offering of online courses in business is still in the early or developmental stages, and that only a small percentage of the respondents indicate that they would teach online courses in the future.

scholarly journals Distance Education Accessibility and Quality Assurance

10.28945/3320 ◽  
2009 ◽  
Author(s):  
Alicia David
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Students With Disabilities ◽  
Web Sites ◽  
Online Courses ◽  
The United States ◽  
Online Course ◽  
Practical Consideration ◽  
Academic Accommodation ◽  
Accessibility Guidelines

This presentation will discuss some of the current statistics regarding distance education in the United States. It will also address how student disabilities (and their associated accommodations) are and should be impacting these online course offerings. According to a recent government study, 66% of US colleges currently offer some form of for-credit distance education (National Center for Education Statistics [NCES], 2008). In 2007 more than 20% of higher education students were enrolled in at least one online course, and the 2007 online enrollments were 245% that of the online enrollment seen in 2002 (Allen & Seaman, 2008). These educational studies have revealed what most educators already knew: online education is becoming increasingly important to colleges nationwide. The number of online courses continues to increase, and larger numbers of students are taking significant portions of their coursework online. Students reporting disabilities (and requesting accommodation) have also been increasing. Eleven percent of undergraduates have reported or registered as having a disability (NCES, 2006). The 11% statistic suggests that at least 2.2% of the online student population are also students with disabilities, and that 2.2% is likely to be too low because the flexibly offered by online courses is likely to appeal to students with disabilities. Ensuring accessibility in online courses, therefore, is clearly a practical consideration. Education studies have also revealed that some schools aren’t doing all that they can or should to ensure accessibility. Schools were asked how commonly they received requests for academic accommodation. Nearly a quarter of the schools responding didn’t know whether or not requests of this type were ever received (NCES, 2008). Another study tracked how closely accessibility guidelines for online course web sites were followed. Nearly half of the schools reported only moderate to minor application of the guidelines while over one-third of the schools either didn’t follow any of the guidelines or were unaware if guidelines were being followed (NCES, 2003).

4. The Autopsy of Quality in Online Higher Education

2019 ◽  
Vol 1 (2) ◽  
pp. 75-93
Author(s):  
Matthew M. Acevedo
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Online Education ◽  
Online Courses ◽  
Quality Matters ◽  
Online Higher Education ◽  
Digital Nature

Abstract The purpose of this essay is to critically and philosophically explore the role of and impetus for quality assurance regimes in online education and their most salient manifestation, the Quality Matters program. The author argues that online courses are particularly vulnerable to autopsic quality examinations under neoliberal rationality as a result of their corporeal, digital nature. This essay will also consider the implications for faculty and others who must abide by and perform quality in online higher education and will consider ways in which those facing the incursion of quality assurance in online education can resist its threats and coercions, leveraging the promise of the liberatory aspects of distance education.

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