The Power of the Human Face in Online Education

2019 ◽  
Vol 10 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Dale Patterson
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Course ◽  
Human Face ◽  
Online Delivery ◽  
Course Materials ◽  
Personal Level ◽  
Education Courses

The modern student exists in a highly technical and digitally driven educational world. Online delivery of courses and interactions, with the primary purpose of enhancing learning, and access to learning opportunities is becoming almost mainstream. Yet, despite the broad availability of online education courses and systems, the completion rates and levels of student satisfaction with online courses remains comparatively low. Studies have indicated that online students are seeking personal engagement to drive their learning. This project looked at the importance of having a human face at the heart of the online course materials to help develop a more personal level of engagement. The project, carried out between 2016 and 2018, involved a randomized control trial of 84 students, and compared two sets of course materials, for a common course topic, one with human face-based resources, and one without. The results clearly showed a significant increase in student engagement with the human face-based resources, but the learning outcomes, for those who completed, were not significantly different between the two groups.

Faculty Actions that Result in Student Satisfaction in Online Courses

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Lana C Jackson ◽  
Stephanie J Jones ◽  
Roy C Rodriguez
Keyword(s):  
Community College ◽  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Descriptive Statistics ◽  
College Level ◽  
Online Classroom ◽  
Web Based ◽  
Faculty Behaviors ◽  
Education Courses

This study identified faculty actions which positively influenced student satisfaction in the online classroom at the community college level. The escalating demand for Internet-based, distance education courses has been met by an increased inventory of them. However, while online education has been in existence for over a decade, standardized practices in the online classroom have not been fully identified, developed, and implemented. Data was collected from student evaluations of web-based courses at two Texas community colleges. Descriptive statistics, bivariate correlations and multiple regressions were used to identify faculty behaviors which affected the satisfaction of students enrolled in these courses. The results of the study indicated that faculty actions within online courses appeared to impact student satisfaction. The identification of faculty actions which impact student satisfaction in online courses will greatly assist colleges and universities in strengthening their abilities to provide quality online experiences for their students.

An Empirical Analysis Of Student Satisfaction Influential Factors In Online Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Alina Payne ◽  
Reza G. Hamzaee
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Course Evaluation ◽  
Instructional Effectiveness ◽  
Influential Factors ◽  
Online Course ◽  
Course Effectiveness

There exists the need to better understand the effectiveness of online education.  In recent years, academic institutions (of higher education) have increased the number of online courses offered to students.  The purpose of this study is to identify the factors that are most influential in determining student satisfaction of overall course effectiveness and overall instructor effectiveness in online higher education.  The main research question is: What factors influence student satisfaction of overall course effectiveness and instructional effectiveness?  Through an application of step-wise regression procedure, hypotheses will be tested to determine any influential factors for students’ satisfaction with course and instructional effectiveness. The data source will be online course evaluation results at colleges in the state of Connecticut.  The results of the study will allow higher education administrators and instructors to make more effective decisions regarding online students, online course offerings, the distribution of funds within online education. Furthermore, the results will allow instructors to more effectively manage online courses, and allow students to increase personal effectiveness with respect to the online learning process.

Immersive Learning Environments at Scale: Constraints and Opportunities

2020 ◽  
Vol 64 (1) ◽  
pp. 1165-1169
Author(s):  
Robert F. Siegle ◽  
Rod D. Roscoe ◽  
Noah L. Schroeder ◽  
Scotty D. Craig
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Classroom ◽  
Educational Systems ◽  
Virtual Reality Technology ◽  
Immersive Learning ◽  
Potential Benefits ◽  
Theoretical Paper

The expansion of online education into massive open online courses (MOOCs) and equipment have created a unique opportunity for delivering immersive learning experiences at scale. However, although the inclusivity of the MOOC ecosystem can be commended, many online courses lack key benefits associated with traditional classroom environments: immersive, engaging, and team-driven learning opportunities. Immersive learning environments (ILEs) address these educational gaps but has not been able to operate at the broad scale that MOOCs offer. Importantly, ILEs address opportunities missing from MOOC systems, they add unique learning opportunities that would also be missing in a traditional classroom. The inclusion of this virtual reality technology is pivotal topic for educational research. This theoretical paper will briefly define immersive learning environments and the potential benefits of incorporating immersive learning environments into scalable educational systems. We will also consider developers constraints on creating these online ecosystem and suggested strategies for overcoming them.

scholarly journals ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Karen Swan ◽  
Li Fang Shih
Keyword(s):  
Student Satisfaction ◽  
Social Presence ◽  
Course Design ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Influential Factor ◽  
Online Course ◽  
Mediated Communication ◽  
Quantitative Results

“Social presence,” the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and success in online courses. This mixed methods study built on previous research to explore in greater depth the nature of social presence and how it develops in online course discussions. The study combined quantitative analyses of survey results from students enrolled in four online graduate courses, and qualitative comparisons of students with the highest and lowest perceptions of social presence. Quantitative results revealed significant correlations between perceived social presence and satisfaction with online discussions, and teased apart the respective influences of the perceived presence of instructors and peers. The findings indicate that the perceived presence of instructors may be a more influential factor in determining student satisfaction than the perceived presence of peers. Correlations with other course and learner characteristics suggest that course design may also significantly affect the development of social presence. Qualitative findings support the quantitative results. In addition, they provide evidence that students perceiving the highest social presence also projected themselves more into online discussions,and reveal meaningful differences in perceptions of the usefulness and purpose of online discussion between students perceiving high and low social presence.

Meeting Emerging Needs of Online Coaching in Teacher Education

2014 ◽  
pp. 56-71 ◽  
Author(s):  
Kim H. Song
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Online Courses ◽  
Online Course ◽  
Virtual Coaching ◽  
Online Coaching ◽  
Online Course Development ◽  
Research Findings ◽  
Future Direction ◽  
Education Courses

The chapter examines emerging priorities and trends in virtual or online teacher education courses using empirical research findings on online courses. The benefits and challenges of the online practicum course are explored, as well as the efficacy of online coaching if it impacts on participants' teaching practice. The uniqueness of this online course is that it uses synchronous one-on-one coaching as an innovative way of leading them to the next level of inquiry. This virtual course facilitates mutual and progressive improvement through synchronous and asynchronous communication tools. The results include the procedure of the interactive and effective online course development, benefits and challenges of taking well-designed online courses, and impact of guided and reflective virtual coaching as well as future direction.

The Human Element MOOC

2015 ◽  
pp. 373-391 ◽  
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

Universal Design for Online Education

2004 ◽  
pp. 67-115 ◽  
Author(s):  
Rosangela K. Boyd ◽  
Bonnie Moulton
Keyword(s):  
Online Education ◽  
Students With Disabilities ◽  
Functional Ability ◽  
Universal Design ◽  
Online Courses ◽  
Potential Barriers ◽  
Course Materials ◽  
Full Participation ◽  
Accessibility Issues ◽  
Different Levels

This chapter will discuss accessibility issues related to online education. It will provide rationale for designing online courses that cater to different levels of functional ability. It will also present an overview of the challenges faced by students with disabilities in accessing and interacting with online course materials and activities. In order to address the potential barriers to full participation, national and international guidelines will be examined, with particular emphasis on their implications for specific course components. In addition, mechanisms for validation of web accessibility will be suggested and resources will be listed for those interested in obtaining further information on the topic.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

The Human Element MOOC

2016 ◽  
pp. 1736-1755
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

Universal Design for Online Education

2011 ◽  
pp. 1219-1251
Author(s):  
Rosangela K. Boyd ◽  
Bonnie Moulton
Keyword(s):  
Online Education ◽  
Students With Disabilities ◽  
Functional Ability ◽  
Universal Design ◽  
Online Courses ◽  
Potential Barriers ◽  
Course Materials ◽  
Full Participation ◽  
Accessibility Issues ◽  
Different Levels

This chapter will discuss accessibility issues related to online education. It will provide rationale for designing online courses that cater to different levels of functional ability. It will also present an overview of the challenges faced by students with disabilities in accessing and interacting with online course materials and activities. In order to address the potential barriers to full participation, national and international guidelines will be examined, with particular emphasis on their implications for specific course components. In addition, mechanisms for validation of web accessibility will be suggested and resources will be listed for those interested in obtaining further information on the topic.

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