Effective Online Courses in Business Administration

2011 ◽  
pp. 237-246
Author(s):  
David L. Sturges
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Student Performance ◽  
Business School ◽  
Course Design ◽  
Online Courses ◽  
Cost Benefit ◽  
Traditional Learning ◽  
Course Content ◽  
Traditional Course

Technologies used to enhance, augment, or replace traditional course content have been widely examined. With few exceptions, study of these technologies focuses on the effects of the technologies in isolation. Only a few discussions have attempted to evaluate multi-technologies and their contribution to effective learning for online students. This chapter looks at the traditional learning styles and creates a model for robust, multi-technology, student learning-centered approach to optimize student learning in online classes in a business school. It finds that a well-designed, multi-technology approach results in better student performance, more satisfied students, and greater cost-benefit for the business school. The results have been adapted into course design to create a new kind of resource for online course deployment.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

scholarly journals Student Course Evaluations In Traditional And Blended Courses: A Case Study

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Gadis Nowell
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Cost Benefit Analysis ◽  
Research Question ◽  
Cost Benefit ◽  
Course Satisfaction ◽  
Future Research ◽  
Traditional Learning ◽  
Net Benefit

It is generally held that blended learning is gaining acceptance and being adopted at college campuses throughout the U.S.  Accompanying this trend has been an expansion of the research efforts in this area. These efforts have been guided mainly by the five pillars of the Sloan Consortium Quality Framework (Sloan-C) and two large questions.    One question is, “Is blended learning better than other learning environments?"   In this study, this question was examined from the perspective of the Sloan-C's student satisfaction pillar.  The research question was stated as follows:  “Is the level of student course satisfaction generated by blended learning higher than that which is generated by traditional face-to-face classroom learning?”  The results of this study revealed "no differences" between blended and traditional learning on the student course satisfaction variable.  In this regard, it is important to note that this finding of "no differences" is consistent with the existing research findings on student learning effectiveness as well.  Given this combined evidential pattern the following question is relevant and has implications for future research efforts in this area:  "Within the context of cost/benefit analysis, why should an institution invest the additional resources needed to effectively implement a blended format when, in accordance with the existing research evidence, there is little or no net benefit in terms of its impact on students; i.e., either in terms of student satisfaction or student learning?".

How Is Your Connection?

2021 ◽  
pp. 133-150
Author(s):  
Rebeqa Rivers
Keyword(s):  
Job Satisfaction ◽  
Online Learning ◽  
Real Time ◽  
Nonverbal Communication ◽  
Course Design ◽  
Online Courses ◽  
Social And Emotional Learning ◽  
Social And Emotional ◽  
Traditional Course ◽  
Metacognitive Guidance

Traditional course design assumes a synchronous, in-person learning environment and relies on a skilled instructor to observe nonverbal communication and guide interactions between learners. However, the nature of online learning has changed instructor-student connections so that providing real-time, guided interactions and feedback are not always practical. The loss of these interactions has particularly affected social and emotional learning (SEL), or how people recognize and manage emotions, empathize with, and relate to others, and make responsible decisions. SEL—popularly known as emotional intelligence, EI, or EQ—has gained recognition as the foundation of vital “soft skills” that contribute to improved job satisfaction, performance, and productivity. When institutions simply convert in-person curricula to digital, the resulting online courses often do not account for the loss of real-time SEL and metacognitive guidance from an instructor. This chapter provides guidance on how to integrate SEL into the design of online courses.

scholarly journals Videos in Online Courses

2022 ◽  
Vol 4 (3) ◽  
pp. 94-110
Author(s):  
Eric Litton
Keyword(s):  
Quantitative Analysis ◽  
Student Engagement ◽  
Student Performance ◽  
Online Courses ◽  
Course Content ◽  
Analysis Techniques ◽  
Video Viewing ◽  
Online Videos ◽  
Traditional Setting ◽  
The Relationship

Many instructors use videos to support their teaching in online courses to convey course content that would normally be taught in a traditional setting. Prior studies have shown some connection between utilizing online videos and student performance but do not always support their finding statistically or consider the nuance of the online videos, such as if the videos are required and how long the videos are. This article uses various quantitative analysis techniques to investigate the relationship between video length, student video viewing patterns, and grades. The findings indicate that videos should stay within a certain length to encourage student engagement with the videos and course assignments. Also, watching online videos is only positively related to grades when students are not required to watch, a result that is consistent across course-level and student-level models. Student viewing patterns also differ for courses that require watching videos versus those that do not. The article concludes by discussing the relevance of these results and how instructors can best utilize online videos in their courses.

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.

Designing Online Courses as a Team

2020 ◽  
Vol 10 (1) ◽  
pp. 61-73
Author(s):  
M'hammed Abdous
Keyword(s):  
Course Design ◽  
Online Courses ◽  
Collective Intelligence ◽  
Learning Experience ◽  
Lessons Learned ◽  
Public Institution ◽  
Online Course ◽  
Degree Programs ◽  
Course Content ◽  
Institutional Experience

Unlike the traditional “lone ranger” method for online course design—a method that hinges on individual faculty efforts, expertise, and knowledge—a team-based approach (TBA) harnesses the collective intelligence of several experts to design effective online learning experiences. Using learning design (LD) as a conceptual framework, this article describes the experience of a public institution in using a team-based approach to produce a large number of online courses for degree programs. After establishing the relevance of a team-based approach, the author discusses the premises that underpin the model, in terms of process, faculty relationship, and quality assurance. Building on these premises, a cyclical backward design process is described which is intended to (1) clarify course-learning outcomes and align course content, (2) determine acceptable evidence of students' learning, and (3) plan the learning experience. The article is concluded with a few insights and lessons learned from the institutional experience.

Intentional Connection

2022 ◽  
pp. 202-230
Author(s):  
Romana Hughes ◽  
Kate Marshall
Keyword(s):  
Student Learning ◽  
Course Design ◽  
Educational Technologies ◽  
Instructional Designers ◽  
Self Awareness ◽  
Professional Lives ◽  
Course Content ◽  
Backward Design ◽  
Course Experience ◽  
Feedback Data

This chapter details how learning-based course design promotes meaningful student connections with course content, course goals, and connections with peers, faculty, and student self-awareness. No matter the modality, the learning-based course design model provides a pathway for faculty and instructional designers to use backward design to create courses that embrace significant learning, valuable practice, and feedback opportunities. With an emphasis on authentic activities that are aligned to learning outcomes, learning-based course design avoids busywork and reduces rote memorization of facts and figures. Educational technologies can strengthen the faculty and student course experience, provided that these are purposefully integrated into the course. Courses designed with close attention to student learning provide skill growth that strengthens students' professional lives. Course feedback data allows faculty to refine the course and programs and institutions to develop stronger alignment to their stated goals.

scholarly journals Contributing Factors on the Effectiveness of Delivering Business Technology Courses: On-Ground Versus Online

2019 ◽  
Vol 9 (4) ◽  
pp. 19
Author(s):  
John Tan ◽  
Hongwei Du ◽  
Ching-Lih Jan ◽  
Robert Lin
Keyword(s):  
Student Performance ◽  
Course Design ◽  
Research Question ◽  
The United States ◽  
Male Students ◽  
Contributing Factors ◽  
Course Content ◽  
Proper Training ◽  
Business Technology ◽  
Technology Course

Enrollment in online college courses in the United States has grown by about 5% from 2012 to 2016. This paper examines course design and student performance data to research whether instructors can delivery on-ground and online sections of a business technology course with the same effectiveness. Authors address this paper’s research question by analyzing five pairs of on-ground and online sections of business technology courses. Each of the five pairs of business technology course, has data analytics projects as part of the course content, is taught by the same instructor with the same details of course contents in the same quarter. Overall results of this paper suggest that, with proper training and support of technology, an instructor can deliver both the on-ground and online sections of a business technology course with the same effectiveness as measured by students’ grade points. Further analysis shows that this result applies to female and male students, respectively. Female (male) students learn equally well in on-ground and online. This paper contributes to the literature by discussing some contributing factors on the effectiveness of delivering online business technology courses. Authors suggest that other than technology such as LockDown Browser or Respondus Monitor, continuous placement of the same instructor with Quality Matters training to teach both the on-ground and online sections of a course is crucial to success. Results of this paper consequently provide practical implications to instructors, academic advisers, and administrators of universities.

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.

Sign in / Sign up

Export Citation Format

Share Document