Moving Toward a Blended Course Delivery System

2010 ◽  
pp. 35-59
Author(s):  
Leah Blakey
Keyword(s):  
Best Practices ◽  
Learning Styles ◽  
University Students ◽  
Delivery System ◽  
Online Courses ◽  
Traditional Classroom ◽  
Course Delivery ◽  
High Degree ◽  
Blended Course

Today’s university students demand a high degree of flexibility in scheduling, as well as a quality educational experience. Many students enjoy the flexibility of online courses, but some have learning styles that make a traditional classroom experience preferable. This chapter draws on the experiences from numerous institutions; however, the particular experiences of Drury University’s transition to blended classes will be at the center of this case study. The issues the schools have faced, as well as the resolutions that were designed and implemented, will be discussed in detail. The goal of the chapter is to provide a detailed, practical guide to the best practices in blended education.

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

Exploring University Students’ Perceptions Of Online Physical Education Class As Participants: A Qualitative Case Study

2021 ◽  
Vol 7 (5) ◽  
pp. 3559-3575
Author(s):  
Zhao Jia ◽  
Dandan Tang ◽  
Borhannudin Bin Abdullah ◽  
Roxana Dev Omar Dev ◽  
Shamsulariffin bin Samsudin
Keyword(s):  
College Students ◽  
Physical Education ◽  
University Students ◽  
Online Courses ◽  
Online Classes ◽  
Face To Face ◽  
University Of Technology ◽  
Face To Face Learning

Compare face to face learning, the implication of online courses has been discussed for several years in higher education. However, in 2020 the rise of the global COVID-19 pandemic has created obvious shifts in university students’ life. In order to ensure the “suspension of classes”, university students took part more in online classes compare to physical education (PE) classes in China. It is significant to explore students’ views on PE online learning that is benefit for teachers to provide students with high quality of online PE courses, which will be better to guide students to take PE lessons and also improve students’ health. This study investigated the issues of students’ perceptions toward online physical education courses in Tianjin University of Technology in China based on a case study. The findings of this study indicate that some students don’t like taking online PE courses due to there were some disadvantages of online PE lesson. Some students enjoy taking online PE courses because of the interesting sports videos. This study also explored teachers’ view on how to motivate college students to engage in physical education classes and recommends specific strategies for teachers to motivate college students to take online PE courses.

Practical Guidelines for Creating Online Courses in K-12 Education

2016 ◽  
pp. 507-529
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

scholarly journals Do Learning Styles Enhance the Academic Performance of University Students? A Case Study

2021 ◽  
Vol 12 (6) ◽  
Author(s):  
Jorge Muñoz-Mederos ◽  
Elizabeth Acosta-Gonzaga ◽  
Elena Fabiola Ruiz-Ledesma ◽  
Aldo Ramírez-Arellano
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
University Students

Practical Guidelines for Creating Online Courses in K-12 Education

2015 ◽  
pp. 86-107
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

scholarly journals Student Expectations Regarding Online Learning: Implications For Distance Learning Programs

2004 ◽  
Vol 1 (10) ◽  
Author(s):  
Duncan G. LaBay ◽  
Clare L. Comm
Keyword(s):  
Distance Learning ◽  
Online Courses ◽  
Initial Step ◽  
Public University ◽  
Traditional Classroom ◽  
Student Expectations ◽  
Traditional Course ◽  
Online Coursework ◽  
Learning Programs

What are student expectations in a traditional course versus a distance learning course? The authors analyze student course selection and expected outcomes from data collected in an undergraduate marketing course at a public university in the Northeast. Key findings reveal that students generally have a favorable predisposition towards online coursework despite their beliefs that online courses require more work and have lower learning outcomes. Further, this case study provides an initial step in better understanding student expectations in online courses as well as in the traditional classroom.

scholarly journals Analysis of Success Indicators in Online Learning

2021 ◽  
Vol 22 (2) ◽  
pp. 205-223
Author(s):  
Ermira Idrizi ◽  
Sonja Filiposka ◽  
Vladimir Trajkovijk
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Learning Styles ◽  
Online Courses ◽  
Traditional Learning ◽  
Group Affiliation ◽  
Success Indicators ◽  
The Impact ◽  
Course Difficulty

This article examines the impact of personality traits, learning styles, gender, and online course factors (course difficulty, group affiliation, provided materials, etc.) in the academic success of students taking online courses and their overall success rate through traditional classes. Students’ performance in the online learning environment is still a new perception, and a fair numbers of details are still unknown, in stark contrast to the details known in regard to traditional learning methods. Different types of learners respond differently to online and traditional courses. A case study was performed in which students were asked to attend two online courses, with different difficulty levels, during one semester. One-way analysis of variance was used to determine which factors are significant for the academic performance of students taking online courses, as well as for their overall academic success. Findings from the case study indicate that female students score slightly better, course difficulty has impact on test results, emotional students are more susceptible to online environments, and learning styles are more difficult to identify in online classes.

Moving K-12 Coursework Online

2019 ◽  
pp. 477-499
Author(s):  
Wayne Journell ◽  
David Schouweiler
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Instruction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Formally Trained ◽  
K 12

Online learning is part of the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

scholarly journals Best practices and processes for designing MOOC videos: a case study using edX courses

2015 ◽  
Author(s):  
Ronny Sejersen ◽  
Peter Stedt ◽  
Nabil Zary
Keyword(s):  
Best Practices ◽  
Online Courses ◽  
Faculty Involvement ◽  
Staff Members ◽  
Interpretive Analysis ◽  
Course Experience ◽  
Field Notes ◽  
Good Relation ◽  
Design And Production

Background: MOOCs are “online courses designed for large numbers of participants, that can be accessed by anyone anywhere as long as they have an internet connection, are open to everyone without entry qualifications, and offer a full/complete course experience online for free”. Videos are usually a widely used resource in MOOCs and knowledge on different aspects that impacts the design and production of the videos is needed. Objective: To explore production aspects that can improve videos for MOOCs based on the video producers perspective Method: A qualitative case study was conducted, in Stockholm Sweden, among staff members in charge of the design and production of videos for MOOCs over a period of eighteen months. Data collection consisted in a series of field notes and journal conducted thought the development of three MOOCs (Explore statistics with R, Pragmatics randomized controlled trials in healthcare, Introduction to urology). Interpretive analysis aimed at revealing best practices and processed for designing MOOC videos. Results: The findings presented in this article consist of XX themes. (a) Time to establish a good relation between the faculty and video producers, (b) Storyboard driven production is preferred, (c) Technical affordances of the recording studio, (d) video length, source and faculty acting (e) Video editing process that allows faculty involvement Conclusions: Our findings provide an additional perspective to existing studies (Guo et al 2014, Alario-Hoyos et al 2014) with a focus on best practices and processes of benefits to video producers.

scholarly journals Enablers and barriers of online learning during the COVID-19 pandemic: A case study of an online university course

2021 ◽  
Vol 18 (4) ◽  
pp. 130-146
Author(s):  
Nuri Kara ◽  
Keyword(s):  
Online Learning ◽  
University Students ◽  
Online Courses ◽  
Private University ◽  
Structured Interviews ◽  
Study Approach ◽  
Axial Coding ◽  
Online Assignments ◽  
University Course

COVID-19 has affected university students’ learning experiences on a great scale. The aim of this study was to understand the enablers and barriers to the effectiveness of online learning in a university course during the COVID-19 pandemic, using a qualitative case study approach. Participants were 44 first-year university students enrolled in a digital game history and analysis course at a private university. Structured and semi-structured interviews were conducted to collect the data, which were then organized and transcribed into full text. Inductive data analysis was applied with content analysis. The researcher used axial coding to compose themes by considering the commonalities among codes created. Five main themes emerged, namely online content, online assignments, online assessment, instructor behavior and practices, and psychological issues. Based on the findings, taking online courses at home and joining online classes from home positively affected students’ mood during the lockdown. On the other hand, students declared feeling pressure due to many online courses. All themes and codes are reported in detail together with direct quotations from students.

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