Student Profile and Its Effects on Online and Hybrid Courses

2010 ◽  
pp. 89-111
Author(s):  
Seta Boghikian-Whitby ◽  
Yehia Mortagy
Keyword(s):  
Learning Styles ◽  
Adult Students ◽  
First Generation ◽  
Online Courses ◽  
Total Sample ◽  
Online Delivery ◽  
Adult Age ◽  
Face To Face ◽  
Student Profile ◽  
Control Section

This chapter is based on a longitudinal descriptive study that identifies the types of students enrolled in a Management Information Systems class offered in face-to-face and online delivery modalities over 15 semesters. The study used a total sample of 622 students where 296 students were enrolled in the faceto- face control section and 326 students were enrolled in the online experimental sections. The study profiles the demographics of students including: student type (traditional undergraduate or adult), age, gender, ethnicity, Myers Briggs personality profile, religion, citizenship, marital status, academic family generation, academic major, academic standing (freshman, sophomore, junior, senior), and grade point average (GPA). The study findings include: (1) adult students dominated the online delivery modality. (2) African American and Hispanic female adult students prefer taking online courses compared to face-to-face. (3) Forty percent of the students enrolled in online delivery modality were of extravert type. (4) The majority of the first generation students were enrolled in face-to-face delivery modality. Recommendations include short modules, use of different exercises in order to accommodate various learning styles. The chapter and the study results will assist administrators and faculty members to make better decisions by understanding the student population type.

Approaches to Delivering Online Programs in Kinesiology

2014 ◽  
Vol 3 (4) ◽  
pp. 200-208 ◽  
Author(s):  
Charity Bryan
Keyword(s):  
Online Instruction ◽  
Online Courses ◽  
Academic Rigor ◽  
Online Programs ◽  
Online Delivery ◽  
Face To Face ◽  
Online Implementation ◽  
Facilitators And Barriers ◽  
Faculty And Administrators

The proliferation of online courses and programs has impacted kinesiology programs across the country. The process of providing online instruction, while popular with students, is often daunting to the kinesiology programs that must navigate this process. Recommendations for transitioning courses and programs from face-to-face to online are offered from both the faculty and administrative perspective. Maintaining academic rigor in online kinesiology courses and program is also essential to the dialogue and for ensuring success. Many kinesiology courses and programs are well suited for online delivery and demand for these programs is high. Kinesiology faculty and administrators should understand both the facilitators and barriers to online implementation.

Expanding Learning Opportunities for Graduate Students with HyFlex Course Design

2016 ◽  
Vol 6 (4) ◽  
pp. 19-37 ◽  
Author(s):  
Mariam Mouse Matta Abdelmalak ◽  
Julia Lynn Parra
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Adult Students ◽  
Course Design ◽  
Learning Opportunities ◽  
Student Attendance ◽  
Course Content ◽  
Face To Face ◽  
Course Work ◽  
Class Meetings

The purpose of this study was to explore students' perspectives regarding HyFlex course design. The main feature of HyFlex is blending synchronous online student attendance and face-to-face student attendance (hybrid) in a single course and allowing students to choose when and how they attend (flexible). The course in this study implemented HyFlex principles to expand learning opportunities of adult graduate students in a higher education setting. The data collection sources included interviews of six graduate students, class observations, recordings of class meetings, students' course work, and relevant online course artifacts. Results indicated that participants perceived HyFlex to be a good way to accommodate student needs and their life circumstances, increase student access to course content and instruction, differentiate instruction to meet adult students' different learning styles and strategies, and give students a sense of control over their learning.

The State of Online Education in Kinesiology in the United States

2014 ◽  
Vol 3 (4) ◽  
pp. 177-185 ◽  
Author(s):  
Matthew T. Mahar ◽  
Tyler R. Hall ◽  
Michael D. Delp ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
The State ◽  
Administrator Perceptions ◽  
Education Funding ◽  
Academic Rigor ◽  
Online Delivery ◽  
Face To Face

Administrators of kinesiology departments (N = 101) completed a survey that requested information about online education, funding for online courses, and administrator perceptions of the rigor and future of online courses. More master's (n = 18) than undergraduate degree (n = 9) programs were totally online. Forty-nine percent of institutions provide funding to faculty and 37% provide funding to departments for online offerings. Respondents indicated concern about the rigor of online courses. Sixty-one percent indicated that academic rigor is a concern of faculty, 42% did not feel that totally online courses were as rigorous as face-to-face classes, and 65% indicated tests for online courses are not proctored. Despite concerns, 76% indicated they expect to have some or many online courses in the next 5-10 years. Few respondents indicated they expected to have no online courses or almost totally online delivery of courses. Online delivery of instruction is impacting kinesiology, and expansion of online education is likely.

scholarly journals Instructional Mash-Up: Promoting Reflective Skill Development in a Virtual Environment

in education ◽  
2013 ◽  
Vol 15 (2) ◽  
Author(s):  
Karen Dunlap ◽  
Tracey Mac Gowan ◽  
Keith Restine
Keyword(s):  
Classroom Management ◽  
Skill Acquisition ◽  
Prospective Teachers ◽  
Online Courses ◽  
Educational Training ◽  
Online Delivery ◽  
Face To Face ◽  
School Based ◽  
Student Demand ◽  
Reflective Skills

Classroom management (CM) research suggests prospective teachers customarily view CM skill acquisition as a fundamental component of pedagogical knowledge development (Emmer & Stough, 2001; Merrett & Wheldall, 1993). Dissemination of critical concepts has traditionally occurred in face-to-face classrooms supported by school-based field experiences. However, circumstances have fueled student demand for flexible scheduling and convenient online courses (Ellis, 2009; Fink, 2003). Professors are challenged to deliver CM instruction virtually; utilizing multiple tools for online delivery to emulate traditional and educational training experiences. This qualitative study explored emergence of reflective skills in blogs, wikis, and scaffolded assignments in an online CM course.Keywords: classroom management; pedagogy; flexibility; online courses; blogs; wikis; scaffolded assignments

scholarly journals The Online Studio Problem: Assessing the Role of Distance Learning in Design Pedagogy

2016 ◽  
pp. 14
Author(s):  
Craig S. Griffen
Keyword(s):  
Online Courses ◽  
New Technology ◽  
Architectural Education ◽  
Similar Reaction ◽  
Online Delivery ◽  
Face To Face ◽  
Online Technology ◽  
Design Pedagogy ◽  
Recent Debate

<p>The role of online instruction in architectural education has been cause for much recent debate. Lecture-based online courses, where one instructor presents to an unlimited number of recipients, translate better to online delivery and have been more favorably received. However, teaching design studios with this new technology has been cause for much more hand wringing. The advent of new technology in any field is often met with a mix of heightened expectations and cautious trepidation so a similar reaction to online technology is not surprising. The strength of the studio methodology has long been based on its immediacy of face-to-face interaction between teacher and pupil, as well as the camaraderie and community of a shared experience; assets harder to translate over distance. Based on research of the handful of architecture programs currently teaching studio courses with this method, I have summarized the results into common benefits and challenges with which we can evaluate the problem to understand which initial concerns are still valid and which may be unfounded.</p>

scholarly journals Digital Educational Environment in University: Who is More Comfortable Studying in It?

2020 ◽  
Vol 25 (2) ◽  
pp. 44-58
Author(s):  
M.G. Sorokova
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Online Courses ◽  
Total Sample ◽  
State University ◽  
Mathematical Methods ◽  
Master's Programs ◽  
Face To Face ◽  
Almost All ◽  
Undergraduate Programs

The article presents the comparative empirical study findings of the opinions of students after completing e-courses in mathematical methods in psycho-educational researches in blended learning format according to the “flipped classroom” model. Possible learning difficulties are examined, the involvement, learning and testing independence, the practical benefits and the attitude to this format among master’s programs and second higher education programs students as compared with undergraduate programs students are assessed. Using the logistic regression analysis method the predictors characterizing each of these categories are determined. Contrary to expectations, the differences are not fundamental, which refutes the prevailing stereotypes. The overwhelming majority of both groups students did not have significant difficulties, the tests were useful for better content assimilation, the e-course allowed them to track their individual trajectory, and there were enough personal contacts with the teacher. Master’s programs students and students of the second higher education ones almost unanimously disagree that the e-courses reduce the education quality, but agree that the use of online-courses is a modern need, and it is high time to introduce them. Almost all students of both groups believe that online-learning solves the problems of employed students, and claim that they like this e-course. Students of master’s programs and students of the second higher education ones are more likely to argue that they studied much more intensively in e-course seminars than in traditional in-class education, and immediately got involved in the learning process, and less often agree to replace face-to-face classes with webinars. They somewhat less often confirm that they helped classmates at the seminars. The course is rated as practically useful. The problem of dishonest strategies requires further investigation. The total sample size N = 344 students of psychological faculties of the Moscow State University of Psychology and Education.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Emergency LMS Training During COVID-19 at an African University of Technology

2020 ◽  
Vol 11 (1) ◽  
pp. 113-113
Author(s):  
Leanri van Heerden
Keyword(s):  
South African ◽  
Instructional Designers ◽  
Delivery Mode ◽  
Skills Acquisition ◽  
Online Delivery ◽  
Face To Face ◽  
Department Of Health ◽  
University Of Technology ◽  
E Learning ◽  
Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

scholarly journals Impact of Pain and Discomfort on the Lives of Cognitively Impaired Older Adults and Their Informal Caregivers

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 786-787
Author(s):  
Hyunjin Noh
Keyword(s):  
Older Adults ◽  
Cognitively Impaired ◽  
Community Settings ◽  
Adult Age ◽  
Face To Face ◽  
Disease Trajectory ◽  
Care Recipients ◽  
Home Based ◽  
The Impact ◽  
Future Program

Abstract This qualitative study explored the impact of pain and discomfort on the lives of cognitively impaired older adults and their caregivers from the caregiver perspective. Forty-three individuals of age 19+, who identified themselves as primary caregiver to a chronically or seriously ill older adult (age 50+) with cognitive impairment, such as Alzheimer’s Disease and Related Dementia, were recruited at various community settings. Individual, face-to-face interviews were conducted to ask participants how they thought their care-recipient’s pain and discomfort affected the care-recipient’s and the caregiver’s life respectively. Inductive, thematic analysis of interview transcripts revealed several key themes: compromised mobility, limited social interaction or activities, and depressive symptoms in both care-recipients and caregivers; aggravated cognitive decline in care-recipients; and poorer physical health in caregivers. Participants wanted more information on the disease trajectory and available services, particularly home-based therapies and social activities for care-recipients, which provides future program/practice implications.

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