Emotional Presence in Online Learning

2022 ◽  
pp. 330-351
Author(s):  
Esra Telli ◽  
Fırat Sarsar ◽  
Martha Cleveland-Innes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Assessment Process ◽  
Theoretical Understanding ◽  
Social And Emotional ◽  
Emotional Process ◽  
Process Learning ◽  
Research Findings ◽  
Learning Research

This chapter presents a theoretical understanding of emotional presence in online learning. Research findings show that emotions have a crucial influence on successful online learning. The increasing rate of online courses, especially in higher education, makes us reconsider how necessary emotional presence is to participate in the learning process. Learning is not only a teaching or assessment process, but also a social and emotional process. It is therefore crucial to understand how students engage in online learning, and how lecturers and students perceive their emotional presence. This chapter also highlights the importance of emotions expressed by both students and lecturers in online learning.

scholarly journals Online Courses in the Higher Education System of Iran: A Stakeholder-Based Investigation of Pre-Service Teachers’ Acceptance, Learning Achievement, and Satisfaction

2020 ◽  
Vol 21 (4) ◽  
pp. 117-142
Author(s):  
Reza Dashtestani
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Human Interaction ◽  
Structured Interviews ◽  
Learning Achievement ◽  
Technical Problems ◽  
Higher Education System ◽  
Significant Difference ◽  
University Instructors

This study focused on the acceptance level of higher education stakeholders of teaching English as a foreign language (TEFL) of online courses in Iran and pre-service teachers’ learning achievement in online courses. Three cohorts of participants who were teaching or learning in online courses included pre-service teachers of TEFL (n=104), TEFL university instructors (n=23), and heads of TEFL departments (n=10). A questionnaire was designed. The Kruskal Wallis test was used to detect differences among the perspectives of the participants. Semi-structured interviews were also utilized. Results indicated that there were significant differences among the perspectives of the three groups of participants about online courses. The pre-service teachers appeared to be relatively positive about online learning, while the university instructors and heads of departments showed a lower level of satisfaction. The participants pointed out several challenges, including the lack of rigor of online courses, the incredibility of the certificates, the lack of technological infrastructures, technical problems, the impractical content of the lessons, the lack of human interaction, the low competence levels of online learning students, and employers’ lack of interest in employing graduates of online courses. The participants also mentioned that pedagogical and technological training was required for both university instructors and pre-service teachers of TEFL. The comparison of pre-service teachers’ mid-term and final scores in the online courses showed a significant difference and improvement of students’ learning achievement in online courses with medium to large effect sizes. In the interviews, the participants also confirmed that online courses could improve student learning.

Current and Future Trends in Higher Education Learning

2015 ◽  
pp. 277-292 ◽  
Author(s):  
Mary Holz-Clause ◽  
Dileepkumar Guntuku ◽  
Vikram Koundinya ◽  
Reginald Clause ◽  
Kanika Singh
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Information And Communication Technologies ◽  
Curriculum Design ◽  
Online Courses ◽  
Future Trend ◽  
Future Trends ◽  
Information And Communication ◽  
Methods Of Learning ◽  
Teaching Learning

Emerging educational practices and growing demand from education researchers and learners appear to be driving a shift toward the learner and context-centered teaching approach. Higher education is transitioning delivery from a predominantly teacher-centered mode to a non-traditional learner-oriented one. This change is being primarily facilitated by the advent of Information and Communication Technologies (ICTs) in curriculum design and delivery ushering online learning. In this chapter, we discuss the current and future trends in higher education for curriculum design and delivery using online learning. We present Massive Open Online Courses (MOOCs) as an online teaching-learning future trend that can help provide educational access to millions of students geographically situated all over the world. We share a case study from India, highlighting the initiatives in the field of higher education and course delivery with the use of ICTs and the changes in methods of learning-content delivery. The advantages and challenges associated with MOOCs are also discussed.

The Same but Different

2019 ◽  
pp. 1-32
Author(s):  
Maria Northcote
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Future Research ◽  
Technological Innovations ◽  
Research Directions ◽  
Learning Programs ◽  
History Of ◽  
Future Research Directions ◽  
Practical Recommendations

The field of online learning, like many other technological innovations, has not burgeoned without controversy. Despite the debates about the role and value of online learning, it has continued to grow in many sectors, especially in higher education. Alongside the growth of online learning, discussions about its benefits and limitations have also flourished, and many studies have investigated the quality and integrity of online courses. This chapter offers an investigation of some of the history of online learning, concluding with a collection of practical recommendations and suggestions for future research directions to guide institutions embarking on online learning programs.

The Impact of Online Learning on Global Intellectual Property Issues

2017 ◽  
pp. 279-311
Author(s):  
Pamela A. Lemoine ◽  
P. Thomas Hackett ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Intellectual Property ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Economic Value ◽  
The United States ◽  
Global Context ◽  
Course Materials ◽  
Income Dispersion

Intellectual Property (IP) has long been an issue of debate among higher education institutions in the United States and other countries. However, determining ownership and the income dispersion of creative works is still a relatively new phenomenon which compounds delivery of education in a virtual world that knows no boundaries. Intellectual Property (IP) issues are numerous and often complex in higher education because colleges and universities are major suppliers and consumers of online learning, particularly in a global context. Many higher education institutions claim ownership of the materials created by faculty for online courses, and often the courses themselves; many more are plagiarized or used without the author's permission as a result of teaching in an online environment. In addition, global copyright laws are very unclear regarding the ownership of works created in an electronic environment. In the past, instructors created materials have been considered the intellectual property of the creator. The potential economic value of multimedia and online course materials has raised the stakes for higher education institutions and prompted them to critically examine how online learning has opened old wounds regarding the ownership of intellectual property.

Engage Online Learners

2018 ◽  
pp. 96-118
Author(s):  
Sang Chan ◽  
Devshikha Bose
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Flow Theory ◽  
Learning Needs ◽  
Online Learners ◽  
Course Content ◽  
Design Considerations ◽  
Student Instructor

Online learning will continue to be one of the popular modes of instruction offered by higher education institutions to accommodate different learning needs. Student engagement is critical to the success of online learning. Students should be engaged cognitively, emotionally, and behaviorally. This chapter discusses design considerations for online courses to promote student-instructor, student-student, and student-content interactions to engage students cognitively, emotionally, and behaviorally. The chapter also discusses the application of flow theory, specifically, in the design of instruction to engage students during their interaction with course content.

Understanding the Online Learner

2009 ◽  
pp. 482-494 ◽  
Author(s):  
Steven W. Schmidt
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Drop Out ◽  
Traditional Classrooms ◽  
Education Programs ◽  
Online Learners ◽  
The People ◽  
Learning Programs

The expansion of distance education programs has allowed institutions of higher education to be successful in their collective mission to make educational programs more accessible to adults who normally would not have that access. Indeed, online learning has brought education to the people. Access to school is now as simple as logging on to the Internet in the privacy of one’s own home. Who are these students taking courses online? Why are they in online courses versus traditional classrooms? What is different about them, about their situations, and their expectations? Why are some online learners successful and others not? Why do some online learners continue to work through programs while others drop out? For online learning programs to be successful in the long term, it is important to have a thorough understanding of the online learner. This chapter examines the adult online learner in higher education.

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.

Effective Online Learning - Both a Utilization of Technology and Methods

2003 ◽  
pp. 179-194 ◽  
Author(s):  
Jan Frick ◽  
Michael Sautter ◽  
Svend Ovrebekk
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Models ◽  
Research Project ◽  
Online Learning Environments ◽  
Utilization Of Technology ◽  
Modeling Techniques ◽  
Learning Research ◽  
Good Learning

The authors have used modeling techniques to gain understanding of causes and relationships in online learning environments. The cases that the modeling relates to have their origin in the large Norwegian research project NettLæR, which runs online courses on various topics and levels. The modeling work seems to indicate that good learning models from earlier learning research may still be of relevance, but the conditions to make them work, and the context they operate in, are more limited and more critical than before.

scholarly journals Factors that Influence the Adoption of Postgraduate Online Courses

2018 ◽  
Vol 13 (12) ◽  
pp. 123 ◽  
Author(s):  
Domingos Santos Martinho ◽  
Eulália Maria Santos ◽  
Maria Isabel Miguel ◽  
Dina Sousa Cordeiro
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Technology Acceptance ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Structural Equations ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use

A research about factors that lead students to choose online courses, as well as the acceptance of these courses, can provide very relevant information for higher education institutions’ decision makers to amend these offers to students’ interests and needs. An investigation through questionnaire was developed involving students who attended online post-graduate courses. It was intended to know which factors affect students' decision to opt for postgraduate online courses. A model, based on the TAM (Technology Acceptance Model), was tested to find out what factors determine the intention to use online learning. The results shows that most respondents favour online courses and that their decision, when choosing this type of course, is mainly influenced by time management flexibility, avoiding going to school and the course curriculum interest. The test of the model, with structural equations, shows that attitude regarding online courses and perceived usefulness are factors that predict the intention to use. It was also concluded that the perceived ease of use induces a direct and indirect effect on the intention to use. The most significant results are consistent with published studies and can help the higher education institutions to define offer and communication strategies to reach a greater number of candidates for online learning.

scholarly journals DEVELOPMENT A CONTENT MODEL OF TEACHING ARABIC IN MASSIVE OPEN ONLINE COURSES (MOOC) AT HIGHER EDUCATION INSTITUTIONS

2021 ◽  
Vol 6 (44) ◽  
pp. 68-80
Author(s):  
Noraina, I Sofia ◽  
Z Ghazali ◽  
Mahazir, I Irwan ◽  
M.H Norfaezah
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Arabic Language ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning And Teaching ◽  
Teaching Platform ◽  
Content Model

Online learning systems are viewed as a potentially significant platform for learning and teaching (T&L) process during the Covid-19 pandemic that has spread worldwide since December 2019. Massive Open Online Courses (MOOC) is one of popular online learning platforms used around the world and has gain attention among lecturers nowadays in higher education institutions (HEIs). Due to its features, many institutions as well as in Malaysia started to develop MOOC as learning and teaching platform especially for Arabic language. However, problems that are often faced by Arabic language lecturers are less confident in producing aspects of multimedia teaching content. Hence, the purpose of this paper is to develop the content model of teaching Arabic in MOOC using Interpretive Structural Modelling (ISM) technique. A total of 14 elements identified by the agreement of 7 experts for the content model of Arabic MOOC which was generated through ISM software. Based on the findings, there are two most important elements; the element of determine topics, objectives, and learning outcomes for students to understand better the purpose of learning and element of ensure course materials use the appropriate type of writing for students' understanding while this model ends with the element of providing comment space to encouraged interaction among learners and lecturers. It is hoped that the study could be a reference and suggestion to Arabic lecturers in using the MOOC as a teaching platform while increase the effectiveness of MOOC implementation in Malaysian higher education institutions.

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