Web and Education as Disruptors of Traditional Education and Development of Future Students and Workers

2020 ◽  
pp. 170-192
Author(s):  
Marie-Line Germain
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Traditional Education ◽  
Educational Institutions ◽  
Digital Platforms ◽  
Disruptive Technologies ◽  
Wide Range ◽  
Education And Development ◽  
The Web

Over the past 30 years, the internet has evolved from being the web of content to being the web of thoughts and the web of things in business, communication, entertainment, and education. To stay competitive, higher education institutions have had to train students on the wide range of skills and experiences and to move to digital platforms to better meet the needs of students, employees, and organizations. This chapter provides an overview of the development of online education, the 1.0 to 5.0 phases of web development, and how the field of education has adapted to these phases. Particular emphasis is placed on the use of mobile learning such as MOOCs, course collaboration software, and how smartphones can be used in courses to interact with peers and faculty. This chapter then presents a case study illustrating how online courses can successfully integrate Web 4.0 and 5.0 technology. It concludes by discussing the benefits and challenges of adopting some disruptive technologies and on how educational institutions can meet the needs of the next generation of students.

scholarly journals Early Dropout Prediction in MOOCs through Supervised Learning and Hyperparameter Optimization

Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1701
Author(s):  
Theodor Panagiotakopoulos ◽  
Sotiris Kotsiantis ◽  
Georgios Kostopoulos ◽  
Omiros Iatrellis ◽  
Achilles Kameas
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Early Stage ◽  
Activity Patterns ◽  
Daily Basis ◽  
Machine Learning Algorithms ◽  
Supervised Machine Learning ◽  
Educational Institutions ◽  
Student Dropout ◽  
Wide Range

Over recent years, massive open online courses (MOOCs) have gained increasing popularity in the field of online education. Students with different needs and learning specificities are able to attend a wide range of specialized online courses offered by universities and educational institutions. As a result, large amounts of data regarding students’ demographic characteristics, activity patterns, and learning performances are generated and stored in institutional repositories on a daily basis. Unfortunately, a key issue in MOOCs is low completion rates, which directly affect student success. Therefore, it is of utmost importance for educational institutions and faculty members to find more effective practices and reduce non-completer ratios. In this context, the main purpose of the present study is to employ a plethora of state-of-the-art supervised machine learning algorithms for predicting student dropout in a MOOC for smart city professionals at an early stage. The experimental results show that accuracy exceeds 96% based on data collected during the first week of the course, thus enabling effective intervention strategies and support actions.

Collaborative and Open Education by Interdisciplinary Women's Networks

2021 ◽  
pp. 116-132
Author(s):  
Elena Robles Mateo
Keyword(s):  
North America ◽  
Online Education ◽  
New Media ◽  
Liberal Arts ◽  
Online Courses ◽  
Professional Women ◽  
Gender And Technology ◽  
Educational Structures ◽  
Women's Networks

This chapter describes FemTechNet, a case study that exemplifies the way in which an informal network of professional women can develop alternative dissemination formats for digital educational content. FemTechNet is an interdisciplinary and transnational network formed by women feminist scholars, educators, and artists mainly from North America, also Europe and Asia. Aiming to apply feminist principles to online education content on gender and technology, FemTechNet created in 2013 the DOCC, a feminist approach to collaborative open formats for online education, especially focused on feminism, new media, and liberal arts. While new formats of massive online courses perpetuate old patterns of hierarchical educational structures, this network aims to promote open pedagogic and inclusive content off and online by the collaboration of the different nodes implicated internationally. This chapter explores FemTechNet principles and methods that made from it a unique network that has successfully addressed contemporary problematics on open accessible content online.

scholarly journals Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

scholarly journals School society and pandemic in Mexico; online education: from temporary to permanent shelter

Apertura ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 142-157
Author(s):  
Gustavo Antonio Segura Lazcano ◽  
◽  
Ivett Vilchis Torres ◽  
Keyword(s):  
Online Education ◽  
Educational Institutions ◽  
Educational Systems ◽  
Social Situations ◽  
Digital Platforms ◽  
School Activities ◽  
Global Pandemic ◽  
The Status ◽  
Face Complex ◽  
Training Expectations

As a result of the global pandemic of covid-19, distance education went from being a little considered training option to the status of the main operating alternative for the school system. Educational institutions by adapting their work to the use of digital platforms have managed to keep their programs active despite reducing their training expectations. School activities at home face complex social situations that contravene the teaching precepts, cause poor learning and many cases of school dropout. Educational systems in the medium term will promote remote teaching modalities in digital and telematic versions, whose didactics will dominate the 21st century.

Faculty Participation in Online Higher Education

2018 ◽  
pp. 2000-2013 ◽  
Author(s):  
Michael S. Hoffman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
Faculty Participation ◽  
Education Programs ◽  
Online Higher Education ◽  
Student Demand ◽  
Education Report

In the past decade, enrollments in distance education, and specifically online education, have grown dramatically in the United States. According to the 2009 Sloan Report (), enrollments in online courses increased from 9.6% of total postsecondary enrollments in 2002 to 25.3% in 2009. Unfortunately, a number of barriers exist that may result in an inability of higher education institutions to provide quality online education programming in sufficient scale to meet the expected student demand. The Managing Online Education report () identifies the resistance of faculty towards teaching in an online environment as foremost among ten factors that “impede institutional efforts to expand online education programs” (p. 1). An understanding of the factors that both motivate and discourage faculty member participation in online education programs is critical if institutions are to leverage their existing faculty to meet the current and future demand for online education. This case study first presents a number of motivating and inhibiting factors and then discusses how St. Bonaventure University leveraged these factors in an attempt to boost faculty participation in online education.

Online Collaborative Learning: Relating Theory to Practice

2003 ◽  
Vol 31 (3) ◽  
pp. 227-249 ◽  
Author(s):  
Mercedes Fisher
Keyword(s):  
Online Courses ◽  
Community Formation ◽  
Educational Institutions ◽  
Transfer Of Knowledge ◽  
Pedagogical Strategies ◽  
Effective Teaching Strategies ◽  
Brick And Mortar ◽  
And Performance ◽  
Quantitative And Qualitative Methods

Educational institutions have rushed to provide online courses; however, too often schools have discovered the difficulty in transferring effective teaching strategies in the classroom to an online environment. A unique aspect of quality online courses is how they rely heavily on effective collaboration to create a meaningful learning environment. Unfortunately, online instruction is not as simple as replicating the community atmosphere that is found in the traditional brick and mortar classroom. New strategies are demanded for the successful transfer of knowledge utilizing the Web. Investigating the pedagogical strategies of a program that promotes dialogue and collective intellect in a community model could benefit faculty designing courses. We will present a detailed case study using a mixture of quantitative and qualitative methods (including observation, focus groups, transcripts from synchronous and asynchronous discussions, surveys, and interviews) collected over a two-year span to identify perceptions of effective online collaboration and performance. Community formation, support, and sustainability are also explored. Examples are included that not only describe what participants perceive as enabling aspects of the support system but also ways in which educators can enhance program development by learning from other pioneers in this area.

scholarly journals Online education

2021 ◽  
Vol 7 (1) ◽  
pp. 531-542
Author(s):  
Irina Yastochkina ◽  
Olha Tatarina ◽  
Oleksandr Zverkhanovskyi ◽  
Olena Hrechanovska ◽  
Kyrylo Borin
Keyword(s):  
Regression Analysis ◽  
Online Education ◽  
Video Conferencing ◽  
Traditional Education ◽  
University Education ◽  
Educational Institutions ◽  
Internet Connection ◽  
Cost Of Education ◽  
The Cost ◽  
Better Than

The purpose of the research is to establish a pattern for promoting the implementation of online education for students’ learning. The research methods are as follows: comparative analysis; regression analysis; systematization, generalization. As a result of regression analysis, it has been established that the value of the determination coefficient indicates that the regression model by 60% explains the dependence of online education in 30 countries between the results of students’ access to computers and the cost of education. It has been determined that a favorable climate for online education is formed in Denmark, Austria, Norway, Switzerland and Luxembourg. As a result of a students’ survey, it has been revealed that online education is better than traditional education (39%). However, some respondents believe that online education is inferior to university education (21%), and respondents said they would recommend online education. It has been found that obstacles in online education require immediate solutions, namely: ensuring uninterrupted Internet connection, reducing the process of social isolation, using video conferencing; it also requires the implementation of measures to ensure high-quality online education in educational institutions.

scholarly journals The Scale of Online Course Anxiety: Assessing College Students’ Anxiety in Online Courses

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Xinyang Li ◽  
William Lan ◽  
Amanda Williams
Keyword(s):  
Online Education ◽  
Goodness Of Fit ◽  
Online Courses ◽  
High Reliability ◽  
Educational Institution ◽  
Traditional Education ◽  
Online Course ◽  
Future Research ◽  
Confirmatory Factor ◽  
Literature Evidence

The purpose of this study was to develop an instrument to measure student online course anxiety, a factor that detrimentally affects student learning in the online environment. Based on Keegan’s theoretical framework that identified fundamental differences between online education and traditional education, the instrument of Scale of Online Course Anxiety (SOCA) was developed and tested with a sample of 170 students from a 4-year higher educational institution. The total score and the four subscale scores show high reliability. Confirmatory Factor Analysis exhibited solid goodness of fit between SOCA items and the factor structure hypothesized in previous literature. Evidence of divergent validity shows SOCA differentiates the state anxiety and trait anxiety as expected. Limitations and possible topics for future research are also discussed. 

LEARNERS PREFERENCE TOWARDS ONLINE COURSES- A STUDY

2021 ◽  
pp. 43-45
Author(s):  
G. Anuradha ◽  
G. A. Hema
Keyword(s):  
Online Education ◽  
Formal Education ◽  
Online Courses ◽  
Weighted Average ◽  
Vital Role ◽  
Educational Institutions ◽  
Average Score ◽  
Web Browser ◽  
Brick And Mortar

Online courses are revolutionizing formal education and have opened a new genre of outreach on cultural and scientic topics. These courses deliver a series of lessons to a web browser or mobile device, to be conveniently accessed anytime, any place. Nowadays People are interested in enriching their knowledge with the help of growing technologies, like e-books, mobile library etc. Among them online courses play a vital role. It helps people with authorized certications, employment etc. without age barrier. For the purpose of study 200 respondents were taken from Coimbatore city. The tools used for the research are simple percentage analysis, and weighted average score. From the study it is found that majority of the respondents have indicated their priority for course cost as highly satised feature of the online course when compared to others. The study suggests that an online education is preferred by individuals who may not be able to make it for classes in a traditional brick and mortar kind of college due to various reasons, one can gain more professional knowledge in these online courses if they use it effectively. The educational institutions can also motivate the learners by waving atleast the part of the fees so that more number of students can be enrolled. The study concluded that, the quality of education has improved by online courses and even it has become easy for students to refer the content as per their leisure. In the era of digitalization the scope of online education increases even more and will be benecial for students, professionals and also institutions.

Designing Effective Online Instructor Training and Professional Development

2012 ◽  
pp. 1-25 ◽  
Author(s):  
Jennifer R. Banas ◽  
Angela Velez-Solic
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Instructor Training ◽  
Online Instructors ◽  
Effective Training ◽  
Instructional Design Principles ◽  
Online Instructor

There are many ways to deliver engaging, effective, and efficient online instruction, but most higher education instructors do not know how. So while the demand for online learning has drastically increased, the efficacious training of instructors into how to deliver online courses lags far behind. In this chapter, the authors demonstrate how adult learning and instructional design principles, coupled with known best practices for online teaching, can facilitate the design of effective training and professional development for online instructors. Case study examples are used to illustrate key concepts, and a sample outline for training is offered. Administrators and trainers of online instructors will form the primary audience; other stake holders in online education will benefit as well.

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