Addressing Online Student Learning Environments and Socialization Through Developmental Research

2010 ◽  
pp. 275-297
Author(s):  
Ruth Gannon Cook ◽  
Caroline M. Crawford
Keyword(s):  
Learning Community ◽  
Learning Environments ◽  
Online Community ◽  
Online Course ◽  
Developmental Research ◽  
Design Development ◽  
Dynamic Learning ◽  
Online Learners ◽  
Course Content ◽  
Dynamic Communities

The chapter looks at the online learners in the course to distinguish whether interactivity and an online community was established. This case study also considers the shift that took place in the learners’ focus from simply participating in an online course to reframing their understanding of the course content and whether this holistic approach reflects both the students’ and instructor’s learning objectives and anticipated outcomes. Design, development and implementation of online learning environments have predominated distance education research over the past fifteen years. Since 2006, dynamic communities of learning have begun to emerge that encompass a more expansive learning environment, addressing the needs of adult learners and their sociocultural environments as well as content materials. This study employs developmental research to examine online learners engaged within a dynamic learning community and provides detailed feedback on the strengths and potential weaknesses of the online course employed in the study.

scholarly journals Development, Implementation, and Initial Participant Feedback of an Online Anatomy and Radiology Contouring Bootcamp in Radiation Oncology

2021 ◽  
Vol 8 ◽  
pp. 238212052110377
Author(s):  
Paige Eansor ◽  
Madeleine E. Norris ◽  
Leah A. D’Souza ◽  
Glenn S. Bauman ◽  
Zahra Kassam ◽  
...  
Keyword(s):  
Learning Environment ◽  
Radiation Oncology ◽  
Medical Physics ◽  
Course Completion ◽  
Online Course ◽  
Design Development ◽  
Subject Knowledge ◽  
Course Content ◽  
Face To Face ◽  
The Creation

BACKGROUND The Anatomy and Radiology Contouring (ARC) Bootcamp was a face-to-face (F2F) course designed to ensure radiation oncology residents were equipped with the knowledge and skillset to use radiation therapy techniques properly. The ARC Bootcamp was proven to be a useful educational intervention for improving learners’ knowledge of anatomy and radiology and contouring ability. An online version of the course was created to increase accessibility to the ARC Bootcamp and provide a flexible, self-paced learning environment. This study aimed to describe the instructional design model used to create the online offering and report participants’ motivation to enroll in the course and the online ARC Bootcamp's strengths and improvement areas. METHODS The creation of the online course followed the analysis, design, development, implementation, and evaluation (ADDIE) framework. The course was structured in a linear progression of locked modules consisting of radiology and contouring lectures, anatomy labs, and integrated evaluations. RESULTS The online course launched on the platform Teachable in November 2019, and by January 2021, 140 participants had enrolled in the course, with 27 participants completing all course components. The course had broad geographic participation with learners from 19 different countries. Of the participants enrolled, 34% were female, and most were radiation oncology residents (56%), followed by other programs (24%), such as medical physics residents or medical students. The primary motivator for participants to enroll was to improve their subject knowledge/skill (44%). The most common strength identified by participants was the course's quality (41%), and the most common improvement area was to incorporate more course content (41%). CONCLUSIONS The creation of the online ARC Bootcamp using the ADDIE framework was feasible. The course is accessible to diverse geographic regions and programs and provides a flexible learning environment; however, the course completion rate was low. Participants’ feedback regarding their experiences will inform future offerings of the online course.

Understanding Online Learners' Media Literacy for Effective Training of Online Instructors

2019 ◽  
pp. 1-19
Author(s):  
Cathryn Crosby
Keyword(s):  
Media Literacy ◽  
Online Courses ◽  
Online Course ◽  
Academic Literacies ◽  
Online Learners ◽  
Online Instructors ◽  
Course Content ◽  
Literacy Proficiency ◽  
Academic Reading ◽  
Writing Practices

The increase in online courses offered in higher education, the reliance on highly developed academic literacy skills to learn course content, the complex nature of media literacy, the negotiation of multiple technologies, and the corresponding media literacy together can be quite challenging for online learners. Most research conducted on academic literacies has focused primarily on academic reading and writing practices rather than on media literacy. This chapter discusses an investigation of media literacy in an online course, the experience learners had with this literacy and online tasks. The chapter discusses results of data from the online learners and instructor, which showed the instructor required different media literacy proficiency than what the online learners possessed prior to beginning the online course. Finally, the chapter presents implications the study findings have for online instructors' effective development, design, and delivery of online courses and development of online learners' media literacy.

scholarly journals LEARNER-CONTENT INTERACTION IN AN ONLINE ENGLISH LEARNING COURSE AT A VIETNAMESE UNIVERSITY

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Pham Ngoc Thach
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
English Language ◽  
Critical Role ◽  
Online Course ◽  
Online Learners ◽  
Language Competence ◽  
Course Content ◽  
Online Language Learning ◽  
Content Interaction

Interaction plays a critical role in both traditional and online learning processes. For online learners of English, interaction with the course content is especially vital because it provides them with necessary knowledge in language competence and contributes to the success of online learning. This paper presents the findings of a study about learner-content interaction in an online English language learning course implemented at a university in Vietnam. The study findings reveal that the learners were confident in using the online course, but they did not particularly appreciate its usefulness. The study suggests that in the context where online language learning is at infancy like Vietnam, providing continuous technical support is crucial to promote autonomous learning.

Components of Effective Evaluation in Online Learning Environments

2011 ◽  
pp. 236-246
Author(s):  
Steven R. Terrell
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Iterative Process ◽  
Online Course ◽  
Theoretical Level ◽  
Online Learning Environments ◽  
Course Content ◽  
Instructional Process ◽  
Effective Evaluation

Dringus and Terrell (1999) defined evaluation in an OLE as: …an iterative process for assessing the efficacy and validity of online learning environments (OLEs). Evaluation should take place from the conceptual stage of OLE development through the measurement of learning outcomes of an online course. Accurate and ongoing assessments of learners, teachers, the instructional process, the course content, and the OLE as an entity will include a combination of formative and summative evaluations for each of these components and their effectiveness as a unit. (p. 61) Other authors (e.g., Bunderson, 2003; Govindasamy, 2001; Hirumi, 2000; Khan, 2000; Williams, 1999) have addressed similar issues on a conceptual and theoretical level, but there is a need for further examination at the application level.

70. Supporting IMG integration into residency trainings

2007 ◽  
Vol 30 (4) ◽  
pp. 67
Author(s):  
S. Glover Takahashi ◽  
M. Alameddine ◽  
D. Martin ◽  
S. Verma ◽  
S. Edwards
Keyword(s):  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
Comprehensive Evaluation ◽  
International Medical ◽  
Full Time ◽  
Design Development ◽  
Course Content ◽  
Medical Trainees ◽  
Personal Wellness

This paper is describes the design, development, implementation and evaluation of a preparatory training program for international medical trainees. The program was offered for one week full time shortly before they begin their residency training programs. First the paper reports on the survey and focus groups that guided the learning objectives and the course content. Next the paper describes the curriculum development phase and reports on the topical themes, session goals and objectives and learning materials. Three main themes emerged when developing the program: understanding the educational, health and practice systems in Canada; development of communication skills; and supporting personal success in residency training including self assessment, reflection and personal wellness. Sample lesson plans and handouts from each of the theme areas are illustrated. The comprehensive evaluation of the sessions and the overall program is then also described. The paper then summarizes the identified key issues and challenges in the design and implementation of a preparatory training program for international medical trainees before they begin their residency training programs. Allan GM, Manca D, Szafran O, Korownyk C. Workforce issues in general surgery. Am Surg. 2007 Feb; 73(2):100-8. Dauphinee, WD. The circle game: understanding physician migration patterns within Canada. Acad Med. 2006 (Dec); 81(12 Suppl):S49-54. Spike NA. International medical graduates: the Australian perspective. Academic Medicine. 2006 (Sept); 81(9):842-6.

Building Learning Communities for Faculty

1998 ◽  
Vol 2 (6) ◽  
pp. 22-24
Author(s):  
Jodi H. Levine
Keyword(s):  
Faculty Development ◽  
Learning Communities ◽  
Learning Community ◽  
Colleges And Universities ◽  
Dynamic Learning ◽  
Temple University ◽  
Teaching Team ◽  
Daunting Challenge ◽  
The Way

As at most colleges and universities, when faculty at Temple University are asked to join with other faculty to teach a “learning communities” course, they are faced with the daunting challenge of changing the way they teach. To help them meet this challenge, Temple University engages in a number of faculty development activities, the goal of which is to have faculty come together in a dynamic learning community—a teaching team—in which they can work out the best approaches for involving students in their own learning.

scholarly journals DON'T JUST SAY THANK YOU: EXPLORATION OF TYPES OF POSTS INSPIRING AND HINDERING DEEP CONVERSATIONS ONLINE

2019 ◽  
Vol 2019 ◽  
Author(s):  
Devayani Tirthali ◽  
Yumiko Murai
Keyword(s):  
Learning Community ◽  
Sequential Analysis ◽  
Online Discussion ◽  
Discussion Forum ◽  
Online Course ◽  
Online Discussion Forum ◽  
Personal Experiences ◽  
Fixed Structure ◽  
The Impact ◽  
The Given

In an open online discussion forum, where there is no fixed structure or a facilitator like a course forum without any assigned themes, every participant is a facilitator shaping the direction and depth of a conversation. How can we as designers then make sure it leads to an engaging learning community that learners keep coming back to beyond the given course period? This paper reports on sequential analysis of 172 posts in 32 threads and close reading of two threads from an open online discussion forum in a free open online course, specifically looking at the impact of participant actions as facilitative moves, to gain better understanding of the types of actions that lead to deeper and sustained engagement with the ideas of interest. Sequential analysis is an approach that estimates which types of sequences of posts or interactions are most likely to occur in a threaded discussion. The results showed that sharing personal experiences attracted most responses, implying that it is important to encourage participants to share questions or cases connected to their personal experiences. In addition, somewhat paradoxically, we found that posts acknowledging responses tend to conclude and close down the conversation while posts that ask diverging questions tend to attract more discussion.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals Weaving a Personal Web: Using online technologies to create customized, connected, and dynamic learning environments

2010 ◽  
Vol 35 (2) ◽  
Author(s):  
Jessica McElvaney ◽  
Zane Berge
Keyword(s):  
Learning Environments ◽  
Personal Development ◽  
Learning Networks ◽  
Dynamic Learning ◽  
Social Bookmarking ◽  
Personal Learning ◽  
Web Technologies ◽  
Online Technologies ◽  
Learning Principles ◽  
The Relationship

This paper explores how personal web technologies (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Descriptions and applications of several technologies including social bookmarking tools, personal publishing platforms, and aggregators are also included. With these tools, individuals can create and manage personal learning environments (PLEs) and personal learning networks (PLNs), which have the potential to become powerful resources for academic, professional, and personal development. Résumé : Cet article explore les diverses façons dont les technologies Web personnelles peuvent être utilisées par les apprenants, ainsi que la relation entre ces technologies et les principes d’apprentissage connectivistes. Y sont également présentées les descriptions et les applications de plusieurs technologies, y compris les outils sociaux de mise en signet, les plateformes de publication personnelles et les agrégateurs. Ainsi outillées, les personnes peuvent créer et gérer des environnements d’apprentissage personnels (EAP) et des réseaux d’apprentissage personnels (RAP) qui recèlent le potentiel de devenir de puissantes ressources de perfectionnement sur les plans universitaire, professionnel et personnel.

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