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.

Immersive Learning Environments at Scale: Constraints and Opportunities

2020 ◽  
Vol 64 (1) ◽  
pp. 1165-1169
Author(s):  
Robert F. Siegle ◽  
Rod D. Roscoe ◽  
Noah L. Schroeder ◽  
Scotty D. Craig
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Educational Systems ◽  
Virtual Reality Technology ◽  
Immersive Learning ◽  
Potential Benefits ◽  
Theoretical Paper

The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOOC systems, they add unique learning opportunities that would also be missing in a traditional classroom. The inclusion of this virtual reality technology is pivotal topic for educational research. This theoretical paper will briefly define immersive learning environments and the potential benefits of incorporating immersive learning environments into scalable educational systems. We will also consider developers constraints on creating these online ecosystem and suggested strategies for overcoming them.

scholarly journals ICT Skills of University Students from the Faculty of Sport and Physical Education during the COVID-19 Pandemic

2021 ◽  
Vol 13 (4) ◽  
pp. 1711
Author(s):  
Maja Batez
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Online Communication ◽  
Communication Technologies ◽  
Ict Skills ◽  
Information And Communication ◽  
Use Of The Internet ◽  
Novi Sad ◽  
Important Basis

Background: (1) The COVID-19 pandemic has generated significant changes in teaching methods around the world, and the ideal of online education has become a reality. (2) Methods: A questionnaire was modified for this study in order to determine the following levels of Information and Communication Technologies (ICT) skills: file creation, file management, the use of emails, the use of the internet, and online communication. In total, 360 students from the Faculty of Sports and Physical Education (FSPE), University of Novi Sad, participated in the study. (3) Results: The results show that there are differences between the estimated level of ICT skills and the ICT skills used in online education, such that students estimate their level of ICT skills as being higher than is necessary for online education (p < 0.05). There is also a correlation between the satisfaction with online education and ICT skills, showing that students with higher ICT knowledge are more satisfied with online education (p < 0.05). There is another correlation between the satisfaction with online education and the frequency of ICT use—the more ICTs are included, the more satisfied the students will be (p < 0.05). (4) Conclusions: The results of this study can serve as a recommendation for the implementation of FSPE students’ training in ICT skills, as well as an important basis for the systematic creation, improvement, and sustainability of online education in universities.

Intercultural Collaborative Project-Based Learning in Online Environments

2011 ◽  
pp. 286-297
Author(s):  
Karen L. Murphy ◽  
Yakut Gazi ◽  
Lauren Cifuentes
Keyword(s):  
Learning Environments ◽  
Communication Systems ◽  
Online Courses ◽  
Online Communication ◽  
Technical Support ◽  
Asynchronous Communication ◽  
Project Based Learning ◽  
Collaborative Project ◽  
Communication Practices ◽  
Cultural Discontinuities

This chapter addresses the question, “How can we overcome potential cultural discontinuities in online collaborative project-based learning environments?” The authors first identify differing worldviews, communication practices, and technological issues that can present barriers that frequently arise in intercultural online courses. They then identify constructivist project-based teaching strategies that reduce these intercultural barriers. Differing worldviews can be reconciled by fostering collaboration, grouping, relevance, and metacognition. Communication barriers can be minimized by attention to language and community building. Technological problems can be reduced by using asynchronous communication, simplifying online communication systems, and providing technical training and ongoing technical support. The chapter concludes with a model for a polycentric culture that minimizes differences among individuals in terms of their worldviews, communication practices, and technological issues.

Going Digital

2020 ◽  
pp. 277-290
Author(s):  
Kristal Curry
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Nonverbal Behaviors ◽  
Teacher Immediacy ◽  
Online Instructors ◽  
Immediacy Behaviors ◽  
Recommendations For Practice ◽  
Distance Learning Environment ◽  
Verbal And Nonverbal Behaviors

The purpose of this chapter is to explore teacher immediacy strategies that help online instructors form connections with students while teaching in distance learning environments. Teacher immediacy consists of both verbal and nonverbal behaviors teachers can use that generate perceptions of closeness with students, which often feels lacking in a distance learning environment. Specific examples of immediacy behaviors in online courses are provided. The chapter shares examples of student/teacher interactions in a course built around teacher immediacy principles, identifying the specific principles visible in each interaction. Finally, the chapter ends with recommendations for practice using teacher immediacy strategies to build relationships with students in online courses.

scholarly journals Generational Differences in Faculty and Student Comfort With Technology Use

2020 ◽  
Vol 6 ◽  
pp. 237796082094139
Author(s):  
Amanda Culp-Roche ◽  
Debra Hampton ◽  
Angie Hensley ◽  
Jessica Wilson ◽  
Amanda Thaxton-Wiggins ◽  
...  
Keyword(s):  
Technology Integration ◽  
Nursing Students ◽  
Online Education ◽  
Technology Use ◽  
Generational Differences ◽  
Student Attitudes ◽  
Online Courses ◽  
Survey Design ◽  
Cross Sectional Survey ◽  
Cross Sectional

Background Navigating through online education courses continues to be a struggle for some nursing students. At the same time, integrating technology into online courses can be difficult for nursing faculty. Purpose The purpose of this study was to assess faculty technology integration practices, student attitudes about technology use, and generational differences related to faculty and student technology use. Methods A descriptive cross-sectional survey design was used to obtain data for this study. Results Integration of technology into online courses and student attitudes about technology use were not significantly different by generation. Faculty and students from the Baby Boomer and Generation X reported less comfort using technology and higher levels of anxiety using technology than did individuals from Generation Y. Conclusion Significant generational variations were not noted in relation to technology integration into courses and overall student attitudes about technology in this study, but differences were noted in relation to comfort with use of technology and anxiety when using technology. Student learning outcomes and satisfaction with learning may be influenced by the student’s comfort using technology and faculty’s confidence in integrating and using technology to provide online instruction.

Students' Perceptions of the Online Instructors' Roles in a Massive Open Online Course

2016 ◽  
pp. 273-289 ◽  
Author(s):  
Hengtao Tang ◽  
Shuyan Wang ◽  
Yingxiao Qian ◽  
Kyle L. Peck
Keyword(s):  
Online Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online ◽  
Online Instructors ◽  
Four Dimensions ◽  
Massive Open Online Course ◽  
Technology Applications ◽  
Real Person

Scholars prefer applying metaphors to interpret the instructor's role in online education, such as facilitators, mentors, e-moderators, and “leading the band”, but the rise of Massive Open Online Courses (MOOCs) has reshaped the online teaching and learning practices. Accordingly, the role of instructors in MOOCs is expected to be redefined based on the precedent framework. This research inquiry thus explores students' perceptions of the instructor's role in a MOOC, Technology Applications in Education, regarding four dimensions of Berge's classifications: pedagogical, managerial, social, and technical. An emerging framework of instructor's role in a MOOC is construed to benefit professionals and academics investing in MOOC teaching and learning. Besides, designing a cohesive, structured course is evident in the roles of MOOC instructors, and instructors' timely interaction as a “real person” also influences students' learning experience.

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.

Expectations, Challenges and Suggestions for Faculty Teaching Online Courses in Higher Education

2019 ◽  
Vol 9 (1) ◽  
pp. 62-77 ◽  
Author(s):  
Alec Sithole ◽  
Davison M Mupinga ◽  
Joachim S Kibirige ◽  
Fidelis Manyanga ◽  
Brian K Bucklein
Keyword(s):  
Online Education ◽  
Academic Dishonesty ◽  
Online Instruction ◽  
Online Survey ◽  
Online Courses ◽  
Online Instructors ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Instructor Presence ◽  
The Us

Research on online education has predominantly focused on issues related to student attraction, attrition, retention, and motivation, among others. Little attention has been paid to online instructors and yet, the quality of online education requires educators who understand the expectations of online instruction. Using an online survey, this study examined the expectations and challenges for online instructors and the suggestions for improving online instruction. Based on the data collected from seventeen faculty who teach online courses at four mid-western universities in the US, facilitation, instructor presence, and technical support stood out prominently among the expectations. The major challenges for online instructors were: large class sizes, academic dishonesty, lack of connection with students, too many emails, and lack of student self-discipline. The study recommends viable professional development for online instructors as a pre-requisite to teaching online courses.

scholarly journals Best Practices In Asynchronous Online Course Discussions

2006 ◽  
Vol 3 (7) ◽  
Author(s):  
John T. Thompson
Keyword(s):  
Best Practices ◽  
Learning Environments ◽  
Best Practice ◽  
Online Courses ◽  
Online Discussions ◽  
Online Course ◽  
Online Instructors ◽  
Positive Communication ◽  
What Works ◽  
Personal Experiences

Along with an increasing number of online courses offered via the Internet, online discussions have become a ubiquitous component in such courses. With the increased use of online discussions comes a corresponding need for the discussions to be of high quality. Online discussions need to be structured so that they are positive communication and learning environments. New online instructors often struggle knowing just what the proper “structure” really is. In order to assist instructors realize what works best in online discussions, this study sought to find best practice suggestions regarding discussions in asynchronous online courses. These best practices were culled from the literature and from the author’s personal experiences in teaching some 60 online courses.

Designing Effective Online Instructor Training and Professional Development

2012 ◽  
pp. 1-25 ◽  
Author(s):  
Jennifer R. Banas ◽  
Angela Velez-Solic
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Instructor Training ◽  
Online Instructors ◽  
Effective Training ◽  
Instructional Design Principles ◽  
Online Instructor

There are many ways to deliver engaging, effective, and efficient online instruction, but most higher education instructors do not know how. So while the demand for online learning has drastically increased, the efficacious training of instructors into how to deliver online courses lags far behind. In this chapter, the authors demonstrate how adult learning and instructional design principles, coupled with known best practices for online teaching, can facilitate the design of effective training and professional development for online instructors. Case study examples are used to illustrate key concepts, and a sample outline for training is offered. Administrators and trainers of online instructors will form the primary audience; other stake holders in online education will benefit as well.

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