Past, Future and Presents

2015 ◽  
Vol 5 (2) ◽  
pp. 19-33
Author(s):  
Ruth Gannon Cook ◽  
Kathryn Ley
Keyword(s):  
Student Retention ◽  
Online Courses ◽  
Life Experiences ◽  
Customer Relationships ◽  
Instructional Designers ◽  
Education Student ◽  
Educational Marketing ◽  
Design Development ◽  
Instructor Interaction

This study approaches educational marketing from the perspective of the customers, the students. Instructors and instructional designers have designed online learning using a process that revolves around delivery. The process addresses meeting the needs of administrators and aligns well with the growing demands of the educational marketplace. But the growing failure of students to successfully complete online courses warrants further exploration than simply adding more interactivities or instructor interaction. The authors pose that advertising and marketing have addressed complex consumer relationships for almost a century and have created long term successful customer relationships which could provide insights to help with higher education student retention issues. A look at design development research and marketing semiotics could provide greater understanding and student involvement to help marketing semiotics provide a deeper understanding of the importance of inclusion of students' life experiences and cultural histories.

Past, Future and Presents

2016 ◽  
pp. 2010-2024 ◽  
Author(s):  
Ruth Gannon Cook ◽  
Kathryn Ley
Keyword(s):  
Student Retention ◽  
Online Courses ◽  
Life Experiences ◽  
Customer Relationships ◽  
Instructional Designers ◽  
Education Student ◽  
Educational Marketing ◽  
Design Development ◽  
Instructor Interaction

This study approaches educational marketing from the perspective of the customers, the students. Instructors and instructional designers have designed online learning using a process that revolves around delivery. The process addresses meeting the needs of administrators and aligns well with the growing demands of the educational marketplace. But the growing failure of students to successfully complete online courses warrants further exploration than simply adding more interactivities or instructor interaction. The authors pose that advertising and marketing have addressed complex consumer relationships for almost a century and have created long term successful customer relationships which could provide insights to help with higher education student retention issues. A look at design development research and marketing semiotics could provide greater understanding and student involvement to help marketing semiotics provide a deeper understanding of the importance of inclusion of students' life experiences and cultural histories.

Building Quality Online Courses

2018 ◽  
pp. 309-331
Author(s):  
Veronica Outlaw ◽  
Margaret L. Rice ◽  
Vivian H. Wright
Keyword(s):  
Learning Styles ◽  
Online Courses ◽  
Online Course ◽  
Course Development ◽  
Instructional Designers ◽  
Design Development ◽  
Proposed Model ◽  
Online Course Development ◽  
And Training

The authors have personally experienced the burdens of creating online courses without the assistance of trained instructional designers. Many faculty are employed in conditions where they develop online courses without the proper knowledge and training of many essential aspects that should accompany the development of an online course (e.g., design, development, learning styles, copyright, design principles, accessibility, incorporating technology, and technical skills) (Singleton et al., 2013; Speck, 2000; Wickersham et al., 2007). The authors propose and describe the use of a detailed online course development and delivery model (Outlaw & Rice, 2015) that was created to provide distance education units with a systematic approach to course development. The proposed model nourishes the partnerships between faculty and designers to improve the quality of online courses, while providing the support faculty need to successfully create online courses. The authors discuss a model that provides consistency in efforts to create efficient workflows to develop online courses.

The Quality Matters Program

2011 ◽  
pp. 1723-1727 ◽  
Author(s):  
Ronald Legon
Keyword(s):  
Distance Education ◽  
Student Retention ◽  
Course Design ◽  
Online Courses ◽  
Peer Review Process ◽  
Instructional Designers ◽  
College Level ◽  
Quality Matters ◽  
Online Teachers ◽  
Blended Courses

The Quality Matters™ Program (www.qualitymatters. org) is a set of standards (or rubric) for the design of online college-level courses and the online components of hybrid/blended courses, and a peer review process for applying these standards. The Quality Matters Rubric is based on recognized best practices, built on the expertise of instructional designers and experienced online teachers, and supported by distance education literature and research. The goals of the program are to increase student retention, learning and satisfaction in online courses by implementing better course design.

Building Quality Online Courses

2017 ◽  
pp. 301-323
Author(s):  
Veronica Outlaw ◽  
Margaret L. Rice ◽  
Vivian H. Wright
Keyword(s):  
Learning Styles ◽  
Online Courses ◽  
Online Course ◽  
Course Development ◽  
Instructional Designers ◽  
Design Development ◽  
Proposed Model ◽  
Online Course Development ◽  
And Training

The authors have personally experienced the burdens of creating online courses without the assistance of trained instructional designers. Many faculty are employed in conditions where they develop online courses without the proper knowledge and training of many essential aspects that should accompany the development of an online course (e.g., design, development, learning styles, copyright, design principles, accessibility, incorporating technology, and technical skills) (Singleton et al., 2013; Speck, 2000; Wickersham et al., 2007). The authors propose and describe the use of a detailed online course development and delivery model (Outlaw & Rice, 2015) that was created to provide distance education units with a systematic approach to course development. The proposed model nourishes the partnerships between faculty and designers to improve the quality of online courses, while providing the support faculty need to successfully create online courses. The authors discuss a model that provides consistency in efforts to create efficient workflows to develop online courses.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

EVENT MARKETING AS AN EFFECTIVE TOOL FOR BUILDING LONG-TERM CUSTOMER RELATIONSHIPS

2019 ◽  
Vol 9 (10) ◽  
pp. 1584-1591
Author(s):  
Natalya Sharafutdinova ◽  
◽  
Elena Novikova ◽  
Keyword(s):  
Customer Relationships ◽  
Event Marketing

Spoken content retrieval and understanding using deep learning

Impact ◽  
2021 ◽  
Vol 2021 (1) ◽  
pp. 9-11
Author(s):  
Lin-shan Lee
Keyword(s):  
Deep Learning ◽  
Scientific Community ◽  
Online Courses ◽  
The Internet ◽  
Human Voice ◽  
Content Retrieval ◽  
Youtube Videos ◽  
Access Information ◽  
Teaching Machines

Spoken content refers to all content over the Internet which includes human voice, essentially those in multimedia, such As YouTube videos and online courses. Today such content is retrieved via Google primarily based on human-generated text labels, because Google can only retrieve text over the Internet. The goal of this project is to produce technologies to retrieve accurately and efficiently such spoken content directly based on the included audio sounds instead of text labels, because machines today can listen to human voice just as they can read the text. The long term goal is to create a spoken version of Google, which may revolutionize the ways in which humans access information and improve their knowledge. Professor Lin-shan Lee at National Taiwan University is leading this project. He has been a distinguished leader in the global scientific community for the area of teaching machines to speak and listen to human voice for many years.

The Design, Development and Validation of an Innovative High Strength, Self Monitoring, Composite Pipe Liner for the Restoration of Energy Transmission Pipelines

2006 ◽  
Author(s):  
Kyle Bethel ◽  
Steven C. Catha ◽  
Melvin F. Kanninen ◽  
Randall B. Stonesifer ◽  
Ken Charbonneau ◽  
...  
Keyword(s):  
High Pressures ◽  
Large Diameter ◽  
Cylindrical Tube ◽  
High Strength ◽  
Design Development ◽  
Energy Transmission ◽  
Engineering Research ◽  
Wide Range ◽  
Transmission Pipelines

The research described in this paper centers on a composite of thermoplastic materials that can be inserted in a degraded steel pipe to completely restore its strength. Through the use of fabrics consisting of ultra high strength fibers that are co-helically wrapped over a thin walled thermoplastic cylindrical tube that serves as a core, arbitrarily high pressures can be achieved. This paper first outlines the design, manufacturing and installation procedures developed for this unique material to provide a context for the engineering research. Based on this outline, the technological basis that has been developed for assuring the strength and long term durability of this concept during its insertion, and in its very long term service as a liner in energy transmission pipelines, is presented in detail. The research that is described includes burst testing of the material in stand alone pipe form, load/elongation testing of ultra high strength fabrics, and linear and nonlinear elastic and viscoelastic analysis models. This body of work indicates that the concept is fundamentally feasible for restoring a wide range of large diameter natural gas and liquid transmission pipelines to be able to carry arbitrarily high pressures over very long lifetimes. It also indicates that liners can be safely installed in long lengths even in lines with severe bends in a continuous manner. With further research the concept has the potential for eliminating hydro testing and smart pigging during service, and could possibly be installed in some lines that are currently unpiggable.

scholarly journals Using Learning Analytics to Assess Student Learning in Online Courses

2016 ◽  
Vol 13 (3) ◽  
pp. 110-130 ◽  
Author(s):  
Florence Martin ◽  
◽  
Abdou Ndoye ◽  
Keyword(s):  
Learning Analytics ◽  
Data Analytics ◽  
Qualitative Data ◽  
Online Courses ◽  
Instructional Designers ◽  
Data Sets ◽  
Online Assessments ◽  
Visualization Tools ◽  
And Performance ◽  
Analyze Data

Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and identify data sets that can be collected and analyzed for each of them. Two different data analytics and visualization tools were used: Tableau for quantitative data and Many Eyes for qualitative data. This paper has implications for instructors, instructional designers, administrators, and educational researchers who use online assessments.

scholarly journals The Attitude of the Academic Community towards Distance Learning: A Lesson from a National Lockdown

2021 ◽  
Vol 19 (4) ◽  
pp. pp262-281
Author(s):  
Marta Migocka-Patrzałek ◽  
Magda Dubińska-Magiera ◽  
Dawid Krysiński ◽  
Stefan Nowicki
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Quantitative Analysis ◽  
Large Scale ◽  
Online Courses ◽  
Academic Community ◽  
Teachers And Students ◽  
Willingness To Use ◽  
Academic Year

The number of online courses conducted at universities has been growing steadily worldwide. The demand for this form of education has jumped sharply in the 2019/2020 academic year as a consequence of the COVID-19 pandemic and the national lockdown. The following study uses the case of University of Wrocław and examines how this unprecedented situation would affect the attitude of members of the academic community toward distance learning. The examination, based on quantitative analysis of separated questionnaires distributed among teachers and students, reveals that the previous experience in distance learning strongly correlates with willingness to use it in the future, i.e. after fighting the coronavirus crisis. Thus, the research suggests that the implementation of distance learning may involve the need to put more emphasis on systematic and long-term actions. The results achieved in the study may contribute to improving the ways of implementing distance learning on a large scale in institutions dealing with higher education.  

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