Online Project-Based Learning

2011 ◽  
pp. 357-374 ◽  
Author(s):  
Dr. Erman Yukselturk ◽  
Dr. Meltem Huri Baturay
Keyword(s):  
Professional Development ◽  
Practical Knowledge ◽  
Project Based Learning ◽  
Team Work ◽  
Online Course ◽  
Prospective Students ◽  
Face To Face ◽  
Self Confidence ◽  
Critical Issues ◽  
Integrated Project

This study integrated Project-based learning (PBL) in an online environment and aimed to investigate critical issues, dynamics, and challenges related to PBL from 49 student perspectives in an online course. The effect of PBL was examined qualitatively with open-ended questionnaire, observations, and students’ submissions who were taking an online certificate course. According to the findings, students thought that an online PBL course supports their professional development with provision of practical knowledge, enhanced project development skill, self confidence, and research capability. This support is further augmented with the facilities of the online learning environment. Students mainly preferred team-work over individual work. Although students were mostly satisfied with the course, they still had some suggestions for prospective students and instructors. The findings are particularly important for those people who are planning to organize course or activities which involve online PBL and who are about take an online or face-to-face PBL course.

scholarly journals Developing And Implementing An Undergraduate Finance Capstone Course For Both Onground And Online Course Delivery

2010 ◽  
Vol 3 (12) ◽  
pp. 87-94
Author(s):  
Linda S. Wiechowski
Keyword(s):  
Undergraduate Students ◽  
Core Competencies ◽  
Team Work ◽  
Course Delivery ◽  
Online Course ◽  
Capstone Course ◽  
Face To Face ◽  
Capstone Courses ◽  
Oral Presentations

Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world.  This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery.  The process begins with the determination of the core competencies employers require of recent finance undergraduate students.  Several of these core competencies are addressed in this paper, along with the challenges of assessing the competencies of team work and oral presentations skills online.

scholarly journals Youth Work Matters: Online Professional Development for Youth Workers

2020 ◽  
Vol 15 (1) ◽  
pp. 70-78 ◽  
Author(s):  
Kari Robideau ◽  
Karyn Santl
Keyword(s):  
Professional Development ◽  
Youth Development ◽  
Learning Opportunities ◽  
Online Course ◽  
Youth Work ◽  
Youth Workers ◽  
Face To Face ◽  
New Concepts ◽  
Online Setting ◽  
Viable Method

As the field of youth development becomes more recognized as a profession, it is imperative that youth workers are trained in foundational youth development research and practice. However, accessibility and cost can limit participation in face-to-face workshops and conferences. Online, cohort-based courses are a viable method to offer professional development for youth workers. This program article provides an overview of the online course, Youth Work Matters, which has provided training to youth workers for over 10 years. The authors demonstrate that professional development for youth workers in an online setting will increase access to learning opportunities. This article also describes key components for an online, non-credit course for participants to gain knowledge, apply new concepts and participate in learning communities.

scholarly journals Application of translinguism in teaching foreign languages to students (specialty “Ecology”)

2021 ◽  
Vol 244 ◽  
pp. 11034
Author(s):  
Tatiana Baranova ◽  
Aleksandra Kobicheva ◽  
Elena Tokareva ◽  
Evgenia Vorontsova
Keyword(s):  
Flipped Classroom ◽  
Learning Model ◽  
Project Based Learning ◽  
Team Work ◽  
Face To Face ◽  
Peter The Great ◽  
Proposed Model ◽  
New Learning ◽  
The Impact

This article explores the concept of translinguism and its application in the educational environment. The authors have developed a learning model that includes flipped classroom, face-to-face classes, team work and project-based learning. The study involved 3rd year students (N=26) of Peter the Great St. Petersburg Polytechnic University (SPbPU), studying in the field of “Ecology”. During one semester (February 2020 - June 2020), students studied the discipline “Spanish” in English according to proposed methodology. The study examined the impact of the proposed model on the study of the Spanish language and the development of translational competence. For the analysis descriptive statistics and pairsamples Students’s t-test were conducted. Interviews were also conducted with students to analyze their perception of the new learning model. Generally, the overall quality of students’ Spanish knowledge improved. According to the descriptive results, students developed their translingual competence significantly. Thus, it can be assumed that the proposed learning model positively influenced students’ level of such competence. The results of the interview showed that students positively evaluate the proposed teaching model, and also consider it to be effective for learning Spanish and developing translingualism.

scholarly journals FACE-TO-FACE AND ONLINE PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS: A COMPARATIVE STUDY

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Michael Russell ◽  
Rebecca Carey ◽  
Glenn Kleiman ◽  
Joanne Douglas Venable
Keyword(s):  
Professional Development ◽  
Instructional Practices ◽  
Online Course ◽  
Pedagogical Beliefs ◽  
Mathematical Concepts ◽  
Face To Face ◽  
Reading Materials ◽  
The Face ◽  
Face To Face Instruction ◽  
Development Course

The study compared the effects of a professional development course delivered in an online and a face-to-face format. The effects examined included changes in teachers’ pedagogical beliefs, instructional practices, and understanding of teaching number-sense and related mathematical concepts. The study randomly assigned participants to either the online or the face-to-face format and employed the same instructors, reading materials, and instructional activities for both formats of the course. Both formats of the course were also delivered over the same eight-week period and required participants to invest approximately the same amount of time each week engaging in learning activities. Both formats of the course showed significant impacts on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices. Consistent with prior research on online versus face-to-face instruction, the positive outcomes were comparable across both formats. Interestingly, teachers who participated in the online course reported that they were more willing to take courses in the future online than did teachers in the face-to-face condition. Further research is needed to determine whether this finding is limited to self-selectedteachers, the specifics of this course, or other factors that limit generalizability.

Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Barbara C. Storandt ◽  
Lia C. Dossin ◽  
Anna Piacentini Lacher
Keyword(s):  
Professional Development ◽  
Development Model ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Instructors ◽  
Face To Face ◽  
Learner Outcomes ◽  
Professional Development Model ◽  
Course Experience ◽  
Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

scholarly journals Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 558
Author(s):  
David Valiente ◽  
Héctor Campello-Vicente ◽  
Emilio Velasco-Sánchez ◽  
Fernando Rodríguez-Mas ◽  
Nuria Campillo-Davo
Keyword(s):  
Statistical Tests ◽  
Group Testing ◽  
Test Group ◽  
Historical Record ◽  
Team Work ◽  
University Education ◽  
Learning Performance ◽  
Control Group ◽  
Face To Face ◽  
The Impact

University education approaches related to the field of science, technology, engineering and mathematics (STEM), have generally particularized on teaching activity and learning programs which are commonly understood as reoriented lessons that fuse theoretic concepts interweaved with practical activities. In this context, team work has been widely acknowledged as a means to conduct practical and hands-on lessons, and has been revealed to be successful in the achievement of exercise resolution and design tasks. Besides this, methodologies sustained by ICT resources such as online or blended approaches, have also reported numerous benefits for students’ active learning. However, such benefits have to be fully validated within the particular teaching context, which may facilitate student achievement to a greater or lesser extent. In this work, we analyze the impact of attendance modalities on the learning performance of a STEM-related course on “Machines and Mechanisms Theory”, in which practical lessons are tackled through a team work approach. The validity of the results is reinforced by group testing and statistical tests with a sample of 128 participants. Students were arranged in a test group (online attendance) and in a control group (face-to-face attendance) to proceed with team work during the practical lessons. Thus, the efficacy of distance and in situ methodologies is compared. Moreover, additional variables have also been compared according to the historical record of the course, in regards to previous academic years. Finally, students’ insights about the collaborative side of this program, self-knowledge and satisfaction with the proposal have also been reported by a custom questionnaire. The results demonstrate greater performance and satisfaction amongst participants in the face-to-face modality. Such a modality is prooven to be statistically significant for the final achievement of students in detriment to online attendance.

Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

2021 ◽  
Vol 44 (3) ◽  
pp. 151-170
Author(s):  
Dhara Baiden
Keyword(s):  
Critical Thinking ◽  
Gifted And Talented ◽  
Arts Integration ◽  
Writing Skills ◽  
Gifted Students ◽  
Subject Area ◽  
Project Based Learning ◽  
Learning Opportunity ◽  
Integrated Project ◽  
Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

scholarly journals Digital Education on Prudent Antibiotic Use—Evaluation of a Massive Open Online Course for General Practitioners in Germany

2020 ◽  
Vol 41 (S1) ◽  
pp. s192-s193
Author(s):  
Florian Salm ◽  
Tobias Kramer ◽  
Cornelius Remschmidt ◽  
Petra Gastmeier ◽  
Sandra Schneider
Keyword(s):  
Antibiotic Therapy ◽  
General Practitioners ◽  
Antibiotic Use ◽  
Background Information ◽  
Online Course ◽  
Massive Open Online ◽  
Questionnaire Response ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Assessment Questionnaire

Background: Antimicrobial resistance is a growing global health problem predominantly driven by overuse of antibiotics. In humans, most antibiotics are used outside the hospital. Overprescribing for acute respiratory infections (ARIs) is common despite clear guidelines. The need for further training of general practitioners is well known. Objective: To develop and evaluate a massive open online course (MOOC) on antibiotic therapy of common infectious diseases in general practice. Methods: A 4-week MOOC was developed on the basis of previous face-to-face trainings (platform, Hasso Plattner Institute for Digital Engineering) and was conducted 3 times between July 10, 2017, and May 31, 2019. The course was promoted through various general practitioner (GP) networks, local multipliers, and conferences and in the local trade press. In addition to epidemiological background information, the focus was on guideline-based diagnostics and treatment of ARI, side effects of antibiotics, correct drug selection, dosage and duration of indicated antibiotic therapy, as well as aspects of doctor–patient communication. Content included videos, self-tests, additional written material, and an optional exam. At the end of the course, participants were asked to complete a voluntary, anonymous online assessment questionnaire (LimeSurveyPro software). Usage data from the MOOC platform and data from the questionnaire were analyzed using IBM SPSS statistical software. Results: In total, 2,177 registered persons retrieved content (= learners). The proportion of learners dropped from 99.6% in week 1 to 40.7% in week 4. However, among those attending week 4, the average proportion of content used was still high (74.5%). Furthermore, 27.5% of learners completed the course, 23.8% took the exam, and 19.7% passed the exam. Moreover, 284 learners answered the assessment questionnaire (response rate, 13.0%); 62.3% were women, and the mean age was 45.9 years. Also, 225 participants (79.2%) stated that they were physicians; 122 of these worked as general practitioners (54.2% of physicians). Among the other physicians, 23% stated were in specialist training and 15.6% had a different specialist designation. The average overall rating of the course was 1.31 (1 = very good to 6 = not sufficient). General practitioners rated it slightly better than other physicians (1.23 vs 1.41). The clinical relevance was rated at 1.27 (GPs vs other physicians, 1.18 vs 1.35). For all scores, see Table 1. Conclusions: A massive open online course appears to be an appropriate format in which to deliver clinical relevant content concerning prudent antibiotic use in the outpatient setting. It is a good complement to existing face-to-face formats and helps to cover needs related to antibiotic training.Funding: NoneDisclosures: None

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