Developing Technology-Based Education for Adult Learners in Micronesia

2011 ◽  
pp. 42-64
Author(s):  
Lucyann Kerry
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Relevant Literature ◽  
Student Feedback ◽  
Learning Objectives ◽  
Project Work ◽  
Post Secondary ◽  
Design And Implementation ◽  
Diverse Setting ◽  
Negative Factors

The purpose of this chapter is to present the project work and experience of developing post-secondary distance education in a challenging and diverse setting where the author has been involved in the design and implementation of the technology-based education. The experience of the project demonstrates how challenges for generating engagement with Webbased online courses can be met and overcome. Online learning activities were analyzed in light of student feedback. This feedback, collected over the length of the project, indicated the positive and negative factors for the design, execution and revision of the online learning environment. These factors, to strengthen and reinforce learning, were judged successful in contributing to student achievement in meeting course and program learning objectives. The chapter concludes with a more general discussion of relevant development issues. This work is supported by a review of relevant literature.

Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

2021 ◽  
pp. 984-1000
Author(s):  
Alan Cromlish
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Learning ◽  
Post Secondary ◽  
Face To Face ◽  
Specific Teaching ◽  
Collaborative Learning Opportunities ◽  
Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

K-12 Schools and Online Learning

2011 ◽  
pp. 1306-1312
Author(s):  
Anita Dorniden
Keyword(s):  
Online Learning ◽  
School Districts ◽  
Online Courses ◽  
Interactive Television ◽  
Independent Study ◽  
Accelerated Courses ◽  
Post Secondary ◽  
Course Of Action ◽  
Twelfth Grade ◽  
Before School

Alternative options to the traditional school setting abound and threaten the survival of some school districts. These alternatives include, but are not limited to, home schooling, charter schools, alternative learning centers, post-secondary options, and online learning. Schools are already addressing this concern by offering their own ALC programs, advanced placement or accelerated courses, independent study courses, or ITV (interactive television) courses. Some schools have created their own online courses to supplement traditional classrooms. Many other school districts are considering offering online courses. Before school districts commit to such a course of action, there are questions to be answered. Is online learning an appropriate delivery method for students in kindergarten through twelfth grade? Should traditional schools offer some of their courses online? If they do enter the online arena, how do they make the program a success?

Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

2018 ◽  
pp. 111-127
Author(s):  
Alan Cromlish
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Learning ◽  
Post Secondary ◽  
Face To Face ◽  
Specific Teaching ◽  
Collaborative Learning Opportunities ◽  
Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

K-12 Schools and Online Learning

2011 ◽  
pp. 1182-1188 ◽  
Author(s):  
Anita Dorniden
Keyword(s):  
Online Learning ◽  
School Districts ◽  
Online Courses ◽  
Interactive Television ◽  
Independent Study ◽  
Accelerated Courses ◽  
Post Secondary ◽  
Course Of Action ◽  
Twelfth Grade ◽  
Before School

Alternative options to the traditional school setting abound and threaten the survival of some school districts. These alternatives include, but are not limited to, home schooling, charter schools, alternative learning centers, post-secondary options, and online learning. Schools are already addressing this concern by offering their own ALC programs, advanced placement or accelerated courses, independent study courses, or ITV (interactive television) courses. Some schools have created their own online courses to supplement traditional classrooms. Many other school districts are considering offering online courses. Before school districts commit to such a course of action, there are questions to be answered. Is online learning an appropriate delivery method for students in kindergarten through twelfth grade? Should traditional schools offer some of their courses online? If they do enter the online arena, how do they make the program a success?

POSITIONING ONLINE LEARNING AS A STRATEGIC ASSET IN THE THINKING OF UNIVERSITY PRESIDENTS AND CHANCELLORS

2008 ◽  
Vol 12 (2) ◽  
Author(s):  
Pete Smith ◽  
Samuel H. Smith ◽  
Robert Samors ◽  
A. Frank Mayadas
Keyword(s):  
Online Learning ◽  
Quantitative Research ◽  
Online Courses ◽  
University Presidents ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Qualitative And Quantitative ◽  
College And University ◽  
The Core ◽  
Core Questions

Both the qualitative and quantitative research studies outlined in this paper emerged from a series of discussions with Dr. A. Frank Mayadas, who raised the core questions: how do college and university presidents and chancellors view online learning? What levels of information do they have about this developing field, and do they view it as a strategic asset or simply a newer means of teaching students? Online learning is becoming an increasingly popular way for students to take courses and for faculty to teach, with enrollments in online courses growing more than ten times as rapidly as the overall growth rate of enrollments in post-secondary education. Clearly, the time is right to reframe a national dialogue amongst the leaders of our traditional universities and colleges about this asset.

Affect in Online Learning

2018 ◽  
pp. 128-153
Author(s):  
Wendy Fasso ◽  
Bruce Allen Knight
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Social Engagement ◽  
Online Courses ◽  
Affective Domain ◽  
Learning Objectives ◽  
Learning Design ◽  
Design Framework ◽  
Affective States ◽  
Insight Into

A learning design framework offered an integrated position on the learning objectives, tools, and social engagement in online learning. It was founded upon an integration of Bloom's taxonomy in the cognitive, affective, social, and sensori-motor domains of learning. This chapter builds upon this model, adding insight into the affective domain of learning. It negotiates and distinguishes the use of the term “affective” for multiple purposes that include links to learning outcomes, emotions, and affective states. A strengthening of the framework is outlined to show the potential relationships amongst the elements as students engage in online learning. Finally, an example of the use of learning objectives in the affective domain in planning is presented to illustrate its application in designing online courses.

The 5Ds Model for Planning and Teaching Online Courses

2020 ◽  
pp. 14-34
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Support System ◽  
Online Courses ◽  
Learning Outcome ◽  
Learning Objectives ◽  
Online Course ◽  
Online Learning Environment ◽  
Teaching Online ◽  
Available Resources

This chapter covers the first D of the 5Ds model (define). The define stage is devoted to the online course eight essential definitions, including the need for the course, the overall goal of the course, the learners, the course contents, the course prerequisites, and the course learning objectives. It also describes the online learning environment and identifies the available resources and support system that comes with it. This chapter also includes the author's story that emphasizes the significance of defining the online course contents based on the intended learning outcome and targeted learners' needs.

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

10. Designing an online curriculum supporting risk management and patient safety

2007 ◽  
Vol 30 (4) ◽  
pp. 33
Author(s):  
T. Gondocz ◽  
G. Wallace
Keyword(s):  
Risk Management ◽  
Medical Education ◽  
Patient Safety ◽  
Online Learning ◽  
Online Courses ◽  
Learning System ◽  
Online Curriculum ◽  
For Profit ◽  
Not For Profit ◽  
Managing Risk

The Canadian Medical Protective Association (CMPA) is a not for profit mutual defence organization with a mandate to provide medico-legal assistance to physician members and to educate health professionals on managing risk and enhancing patient safety. To expand the outreach to its 72,000 member physicians, the CMPA built an online learning curriculum of risk management and patient safety materials in 2006. These activities are mapped to the real needs of members ensuring the activities are relevant. Eight major categories were developed containing both online courses and articles. Each course and article is mapped to the RCPSC's CanMEDS roles and the CFPC's Four Principles. This poster shares the CMPA’s experience in designing an online patient safety curriculum within the context of medico-legal risk management and provides an inventory of materials linked to the CanMEDS roles. Our formula for creation of an online curriculum included basing the educational content on real needs of member physicians; using case studies to teach concepts; and, monitoring and evaluating process and outcomes. The objectives are to explain the benefits of curricular approach for course planning across the continuum in medical education; outline the utility of the CanMEDS roles in organizing the risk management and patient safety medical education curriculum; describe the progress of CMPA's online learning system; and, outline the potential for moving the curriculum of online learning materials and resources into medical schools.

Learners’ perceptions of instructor feedback in e-learning courses – findings from HBMSU, United Arab Emirates

2017 ◽  
Vol 2 (3) ◽  
pp. 35 ◽  
Author(s):  
Niyi Awofeso ◽  
Moyosola Bamidele
Keyword(s):  
Online Learning ◽  
United Arab Emirates ◽  
Online Courses ◽  
Student Perception ◽  
Test Reliability ◽  
Specific Information ◽  
Limited Participation ◽  
Instructor Feedback ◽  
Learning Programs ◽  
Real Person

Instructor feedback is constructive and specific information provided by an instructor to a learner on his or her course work and/or class contributions in relation to the course objectives and expectations. Effective instructor feedback is particularly important in online learning as learners are more likely to withdraw from online learning environments due to delayed, or inadequate feedback, compared with students enrolled in physical classes. Not all learners are equally active, and there are indeed learners who hardly take an active part in online course activities -the so-called lurkers. Courteous instructor feedback to such learners on their limited participation has been shown to improve learners’ participation in online courses. Diligent learners engaged in online learning programs expect feedback to be contextual, supportive, constructive, timely, substantive, summative and formative.  This study examined the perceptions of 66 undergraduate and postgraduate learners on feedback provided in eight online courses facilitated by the same instructor at the School of Health and Environmental Studies, Hamdan Bin Mohammed Smart University, Dubai, UAE between August 2014 and December 2015. Data collection from learners was anonymized and participation was voluntary. The survey sought to elicit learners’ perceptions on the extent to which feedback provided in specified courses were motivational, timely, frequent, supportive, and individualized. A polytomous Rasch model was utilized to analyze the data with Winsteps and STATA. Analysis of the 20 survey questions revealed a real person reliability of 0.82 and a Cronbach Alpha test reliability of 0.96, suggesting that the scale discriminates well between the persons. The real item separation reliability of 0.77 suggests that the questions are reliable in measuring the specified items.  Descriptive analyses revealed general agreement among the majority of learners on the effectiveness of feedback provided by the instructor, although Infit and Outfit Z-standard deviation statistics revealed two questions with unexpected rare (i.e. “mostly disagree” or “completely disagree”) extremes in several learners’ responses.  Unlike single questions related to learner feedback in most Student Perception of Teaching Surveys, this survey instrument comprehensively explores the dimensions of instructor feedback, aspects of which may not be previously known to learners or instructors. Our results indicate that systematic collection and analysis of learners’ feedback comments have a strong potential to enhance feedback competencies of course facilitators, as well as provide a common platform for both learners and course facilitators vis-à-vis the diverse objectives of instructor feedback.  

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