Evaluating Quality in the Online Classroom

2011 ◽  
pp. 965-973
Author(s):  
Lesley Blicker
Keyword(s):  
Teaching And Learning ◽  
Best Practice ◽  
Quality Measures ◽  
Traditional Classroom ◽  
Online Course ◽  
Exponential Rate ◽  
Online Classroom ◽  
Web Based ◽  
Practice Models ◽  
Development Institutions

learning in higher education began at least a half-decade ago when Web-based distance education started expanding at an exponential rate. Traditional quality measures associated with accreditation did not match the new climate of Internet-based teaching and learning (Parker, 2004). Multiple national and global pressures demanded that colleges and universities address issues of quality specifically related to distance Web-based courses and programs. Not the least of expectant stakeholders were state regulators and accrediting bodies. How could a teaching process so dissimilar to centuries of place-based, traditional classroom methods possibly embody quality education? In an attempt to address these questions, institutions and virtual consortia began developing quality evaluation instruments, best practice models, and guidelines for assessing quality in the online course. By applying a common set of criteria to courses under development, institutions could, if they chose, evaluate which courses were worthy of being added to their growing complement of Web-based offerings.

Evaluating Quality in the Online Classroom

2011 ◽  
pp. 882-890 ◽  
Author(s):  
Leslie Blicker
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Quality Measures ◽  
Colleges And Universities ◽  
Traditional Classroom ◽  
Exponential Rate ◽  
Online Classroom ◽  
Teaching Process ◽  
Web Based

The notion of measuring the effectiveness of online learning in higher education began at least a half-decade ago when Web-based distance education started expanding at an exponential rate. Traditional quality measures associated with accreditation did not match the new climate of Internet-based teaching and learning (Parker, 2004). Multiple national and global pressures demanded that colleges and universities address issues of quality specifically related to distance Web-based courses and programs. Not the least of expectant stakeholders were state regulators and accrediting bodies. How could a teaching process so dissimilar to centuries of place-based, traditional classroom methods possibly embody quality education?

Why is it difficult to teach Chinese at a virtual classroom? – A pedagogic view

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
JIA YAN ◽  
WILLIAM W. SONG
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Learning Problems ◽  
Chinese Characters ◽  
Online Classroom ◽  
Web Based ◽  
Teaching Chinese

Nowadays, more and more courses are made available online to increase flexibility in learning time, easy accessibility for students, and richness in usable learning materials. However, many problems occur in Chinese as Second Language (CSL) teaching activity at virtual classroom compared with traditional classroom. For example, it is hard to notice whether a student is present at the classroom or not or it is difficult for students to clearly observe in what exact sequence a Chinese character is written. Through comparison of the CSL learning cases between online classroom and traditional classroom, we intend to identify the web-based teaching and learning problems in teaching Chinese characters from the perspective of pedagogy, and propose a possible solution to the problem. With a case study of teaching the Chinese characters at virtual classroom and a comparative study among online courses, virtual classroom and campus classroom education, we present an initial data analysis of an IT-based method tackling the problems with the proposed solutions.Keywords: Chinese teaching and pedagogy, virtual classroom and online courses for teaching Chinese, descriptive design, Sweden

scholarly journals TELL and CALL in the Third Millenium: Pegagogical Approaches in a Growing EU-Community

ReCALL ◽  
2005 ◽  
Vol 17 (1) ◽  
pp. 1-3
Author(s):  
CHRISTIAN HOLZMANN ◽  
INGE-ANNA KOLEFF ◽  
KLAUS PETERS
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Learning And Teaching ◽  
Grass Roots ◽  
The Third ◽  
Practice Models ◽  
Traditional Language ◽  
Technological Developments ◽  
New Ideas

Contained within this special issue is a selection of papers presented at the 2004 annual EUROCALL conference, hosted in early September in Vienna, Austria. CALL Austria, which is part of the great EUROCALL family, has played a major role in disseminating pedagogical approaches towards TELL and CALL within Europe since the early 1980s. It has always been a grass-roots movement, and its work has always reflected that fact that CALL Austria is run by active teachers, many of them teaching at secondary level. Thus the application of new ideas in the language classroom was a major consideration in the preparation of the 2004 Conference. In this context welcoming Eurocallers to Vienna in 2004 has been a crowning achievement and a reward for our attempts to promote the meaningful use of computer technologies in language learning. “TELL and CALL in the Third Millenium: Pegagogical Approaches in a Growing EU-Community”, focussed on the great variety of concepts, applications and best-practice models concerning pedagogy and methodology supported by technological developments, particularly in relation to language learning and teaching. As in previous conferences sub-themes focussed on the changes in practices involving literacy brought about by the World Wide Web; the need to re-interpret current teaching paradigms; the relationship between the more ‘traditional’ language skills and the ‘new literacies’; interactivity, learner interaction and feedback; and spoken and written corpora in language teaching and learning.

scholarly journals Experiences With A Hybrid Class: Tips And Pitfalls

2011 ◽  
Vol 2 (2) ◽  
pp. 9 ◽  
Author(s):  
Joy L. Colwell
Keyword(s):  
Traditional Classroom ◽  
Online Course ◽  
Writing Assignments ◽  
Web Based ◽  
Traditional Course ◽  
Class Time ◽  
Hybrid Nature ◽  
Hybrid Class ◽  
Written Assignments ◽  
Traditional Assessments

This paper will discuss the authors experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in out of class time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructors assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more customizable for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.

Re-Purposeable Learning Objects Based on Teaching and Learning Styles

2009 ◽  
pp. 1224-1231
Author(s):  
Sunand Bhattacharya ◽  
Jeremy Dunning ◽  
Abtar Kaur ◽  
David Daniels
Keyword(s):  
Distance Education ◽  
Learning Styles ◽  
Knowledge Base ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Traditional Classroom ◽  
Learning Object ◽  
Topic Area ◽  
Web Based ◽  
Excellent Teachers

Web-based distance learning is hampered in many cases by a failure to deliver material in a manner consistent with the ways in which students learn and instructors teach best in traditional environments (Samoriski, 2002). Excellent teachers are successful because of the ways in which they mediate content and place the content within the context of the subject matter. It is not the specific content or images the successful teacher presents, but rather the manner in which they are presented and framed within the scope of the topic area. Excellent teachers teach by presenting the content and then providing the students with substantive opportunities to apply the content to real-world problems in an effort to promote critical thinking on the part of the student. This is a highly interactive process with much information being transmitted between the student and the instructor. The interchange between the instructor and the student helps the student build a knowledge base with the assistance of the instructor’s experience and expertise in the topic area. The exact nature of the interchange is not predetermined and depends to a great extent on the creativity and breadth of experience of the instructor. The successful instructor adjusts his or her interaction with the students to the learning styles best suited to them. How do we provide the learner with this important component of traditional classroom education in asynchronous distance education or technology-mediated traditional classes? Web-based instruction is rapidly becoming the preferred mode of distance education, and we must adapt our instructional interaction styles to this medium. Our students now expect more interactive and immersive materials in Web-based learning than that typically provided in the traditional classroom or correspondence distance education (Samoriski, 2002). The TALON learning object system is a series of repurposeable learning object templates based on styles of teaching and learning as described by Dunning et al. (2003). These flash-based templates allow instructors to design and execute interactive learning objects in approximately 10% of the time required to create them from first principles, because the use of them requires little or no alteration of existing source code or writing of additional code (Abtar, Dunning, Harvinder, & Halimatolhanin, 2004; Dunning et al., 2004). The fact that the learning objects are based on the successful learning styles experienced in the traditional classroom ensures that the student is both engaged and allowed to build a knowledge base about the content being covered.

Strategies for Online Instruction

2012 ◽  
pp. 292-300
Author(s):  
Kim J. Hyatt ◽  
Michaela A. Noakes ◽  
Carrie Zinger
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Best Practice ◽  
Traditional Classroom ◽  
Online Environment ◽  
Faculty Professional Development ◽  
Valuable Content

With diverse options for teaching and learning, continued professional development is requisite for instructors in order to meet the needs of a growing online population of students. In online learning settings, if students are not engaged through various instructional techniques, students become easily distracted and miss valuable content necessary for learning. In traditional classroom settings, instructors can easily check for levels of engagement via a visual scan of the class. In an online environment, without the use of video, a visual scan is not possible. As a result, a productive way to ensure student engagement in asynchronous or synchronous courses is for instructors to implement modeling, graphic, manipulative, and simulation strategies into the online environment. This chapter reviews a variety of best practice strategies for engaging students in an online learning environment as part of faculty professional development to improve their teaching and learning. These practice strategies will be discussed, along with examples of how they can be implemented.

scholarly journals Re-Purposeable Learning Objects Based on Teaching and Learning Styles

2011 ◽  
pp. 882-886
Author(s):  
Abtar Kaur ◽  
Jeremy Dunning ◽  
Sunand Bhattacharya ◽  
Ansary Ahmed
Keyword(s):  
Distance Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Traditional Classroom ◽  
Exact Nature ◽  
Topic Area ◽  
Web Based ◽  
Excellent Teachers ◽  
Based Instruction

Web-based distance learning is hampered in many cases by a failure to deliver material in a manner consistent with the ways in which students learn and instructors teach best in traditional environments (Samorski, 2002). Excellent teachers are successful because of the ways in which they mediate content and place the content within the context of the subject matter. It is not the specific content or images the successful teacher presents, but rather the manner in which they are presented and framed within the scope of the topic area. Excellent teachers teach by presenting the content and then providing the students with substantive opportunities to apply the content to real-world problems in an effort to promote critical thinking on the part of the student. This is a highly interactive process with much information being transmitted between the student and the instructor. The interchange between the instructor and the student helps the student build a knowledge base with the assistance of the instructor’s experience and expertise in the topic area. The exact nature of the interchange is not predetermined and depends to a great extent on the creativity and breadth of experience of the instructor. The successful instructor adjusts his or her interaction with the students to the learning styles best suited to them. How do we provide the learner with this important component of traditional classroom education in asynchronous distance education or technology-mediated traditional classes? Web-based instruction is rapidly becoming the preferred mode of distance education, and we must adapt our instructional interaction styles to this medium. Our students now expect more interactive and immersive materials in Web-based learning than that typically provided in the traditional classroom or correspondence distance education (Samoriski, 2002).

scholarly journals FEATURES OF USING MOOC RESOURCES IN ENGLISH LANGUAGE TEACHING

2021 ◽  
Author(s):  
Zhanbyrbay Kagazbayev ◽  
Nazym Tokpayeva
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Traditional Classroom ◽  
English Language Teaching ◽  
Online Course ◽  
Technology In Education ◽  
Analysis Method ◽  
Massive Open Online ◽  
Level Of Education ◽  
Massive Open Online Course

Massive Open Online Course (MOOC) is part of the big invention of technology in education nowadays. With the existence of technology in today’s world, technology currently acts a big role and invention in the 21st century teaching and learning. Massive Open Online Course (MOOC) is widely known by most universities all over the world. Most universities have started to implement the combination of MOOC and traditional classroom as part of the teaching and learning process especially in ESL learning. In Kazakhstan, English language is well-known for its role as the second language and English language is not only used in the primary and secondary level of education, but also in tertiary level of education. Thus, in relation to that, this paper intended to study students’ acceptance and perceptions on the use of Massive Open Online Course (MOOC) for ESL learning. A document analysis method is used through the secondary resources regarding MOOC and in what ways MOOC helps for ESL learning. Discussion and recommendations are further explained in this study

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

THE „CLOUDY“ CLASSROOM

2020 ◽  
Vol 11 (2) ◽  
pp. 347-352
Author(s):  
Atanaska Peneva ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Communications ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Web Based ◽  
Modern Approach ◽  
Building Information ◽  
Practical Guidelines ◽  
Information And Communication ◽  
Cloud Technologies

The report presents the author’s experience in integrating modern ICT technologies in the process of teaching and learning in school. The emphasis is on the use of mobile devices and the integration of cloud technologies in schools. As an ICT teacher, the author provides some practical guidelines on how to apply innovation. The generation of 7 screens does not know a world without digital technologies and mobile communications. The discrepancy between the expectations of the digital generation and the reality in our schools is in terms of the information and communication technologies (ICT) used in them and the didactic models. Adolescents, when they find themselves in an environment that does not meet their expectations, are demotivated and redirect their attention to other objects and goals and stop being active in class. The use of the so-called. „Cloud“ technologies will significantly increase the interest and retention of students. The modern approach to building information systems is focused on developing solutions in which the collection, input and output of information is carried out through WEB-based applications or platforms.

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