Evaluating an Online Programming Instructional Process Organized Through Elaboration Theory

2018 ◽  
Vol 13 (4) ◽  
pp. 1-16
Author(s):  
Ünal Çakıroğlu ◽  
Mücahit Öztürk
Keyword(s):  
Online Courses ◽  
Evaluation Criteria ◽  
Instructional Technologies ◽  
Web Conferencing ◽  
Elaboration Theory ◽  
Course Content ◽  
Instructional Process ◽  
E Learning ◽  
Delivery Platform ◽  
Quality Learning

This article draws on a semester design study to evaluate the quality of an online from the point of e-learning. Adobe Connect web conferencing system was used as a delivery platform in an Introductory Programming course. The course content was specifically sequenced and elaborated in terms of elaboration theory (ET). Thirty pre-service computer teachers enrolled in instructional technologies department online program were participated to the study. The evaluation criteria included dimensions of e-learning in which both qualitative and quantitative data was used. The results indicated that the online course almost met the seven dimensions of e-learning in order to provide high quality learning outcomes. Elaborating the content provided positive contributions to the dimensions of content, interaction, learning and support. Along with the results, some implications were provided for elaborating and evaluating the content for online courses.

scholarly journals Innovative Authoring Tools for Online-Courses with Assignments - Integrating Heterogeneous Tools of e-Learning Platforms into Hybrid Application Solutions

2016 ◽  
Vol 11 (02) ◽  
pp. 12 ◽  
Author(s):  
Matthias Then ◽  
Benjamin Wallenborn ◽  
Birgit R. Ianniello ◽  
Duc Binh Vu ◽  
Michael Fuchs ◽  
...  
Keyword(s):  
Data Exchange ◽  
Online Courses ◽  
Learning Tools ◽  
Course Content ◽  
Integration Architecture ◽  
E Learning ◽  
Learning Platforms ◽  
Methods Of Learning ◽  
Effective Use ◽  
Support Software

This paper is concerned with an essential topic in e-learning - course content authoring. Besides supporting the concept of Competence-Based Learning (CBL) our solution is aiming to make effective use of an open integration architecture fostering the interoperability of hybrid e-learning solutions. Modern scenarios ask for interoperable software solutions to seamlessly integrate existing e-learning infrastructures and legacy tools with innovative technologies while being cognitively efficient to handle. In this way, prospective users are enabled to use them seamlessly without learning overheads. At the same time, methods of Learning Design (LD) in combination with CBL are getting more and more important to produce and maintain easy to facilitate solutions. Our approach of developing a competence-based course-authoring and assignment-support software bridges the gaps between Moodle and established legacy infrastructures by embedding existing legacy tools via Learning Tools Interoperability (LTI). The underlying conceptual architecture for this integration approach and its components will be introduced; furthermore a Moodle plugin will be outlined, which enables Moodle for LD- and CBL-support including corresponding data exchange with our course authoring tool. The paper concludes with an outlook on future plans for our research and development.

Teaching French Phonetics in a Digital Language Lab

2011 ◽  
pp. 81-97
Author(s):  
Evan Bibbee ◽  
Esther Smidt ◽  
Vladimir Lazar
Keyword(s):  
Classroom Technology ◽  
Future Research ◽  
Computer Assisted ◽  
Instructional Technologies ◽  
Course Content ◽  
Instructional Process ◽  
Positive Effects ◽  
University Course ◽  
Digital Language

This chapter evaluates the pedagogical significance of a digital language lab as part of a university course in French phonetics. Based on both quantitative and qualitative evidence, it argues that a computer-assisted context can have positive effects on students’ mastery of phonetic structures, as well as their overall engagement with the instructional process. Using empirical data from a set of controlled readings, the authors demonstrate that measurable progress was made by participants in their use of two targeted phenomena; unstable e and resyllabification. Furthermore, these conclusions are reinforced by feedback from a focus group that explored students’ perceptions about how the learning environment contributed to their mastery of course content and classroom technology. While the intrinsic case study format used does not allow for general conclusions regarding correlations between instructional technologies and learning outcomes, it is hoped that the investigation will serve as a productive framework for future research.

How to Globalize Online Course Content

2011 ◽  
pp. 155-167 ◽  
Author(s):  
Martin Schell
Keyword(s):  
Online Courses ◽  
Online Course ◽  
Cultural Perspective ◽  
Web Content ◽  
Global English ◽  
Course Content ◽  
Course Materials ◽  
E Learning ◽  
Global Language ◽  
Linguistic Backgrounds

Considering that 347 languages have over 1 million speakers each and account for 94% of the world’s population, localization is unsustainable as a strategy for making online courses globally accessible. Writing Web content in Global English is the best way to ensure that people from all linguistic backgrounds have a reasonable chance of comprehending course materials. This chapter shows how to transform native English text into Global English (simpler syntax, less jargon, fewer idioms, no slang). It also discusses e-learning design issues such as cultural perspective and Internet logistics (speed and cost of connection). Finally, it addresses the future of English as a global language, particularly in reference to its supposed “rivalry” with Mandarin.

scholarly journals Perception and Preference of Students towards E-Learning with regard to Web-based Supplemental Courses

2020 ◽  
Vol 8 (6) ◽  
pp. 4021-4025
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Value Added ◽  
User Friendliness ◽  
Learner Engagement ◽  
Online Programs ◽  
Course Content ◽  
Online Mode ◽  
Information And Communication ◽  
E Learning

Online Courses have become the new normal in the higher education landscape. With rapid developments in information and communication technology, higher education institutions are turning their focus towards course offerings in the online mode. It is imperative for institutions to understand the perspective of the learners so that they can offer better service. This paper endeavors to highlight the factors that influence the learners who take up online supplemental courses that are offered along with the conventional degree programs. Learners who took up value added courses were contacted for the purpose of understanding their perception with regard to usability, user friendliness, navigation, assessment, feedback, course content, test friendliness etc. An exploratory factor analysis was carried out. Results show that user friendliness and learner engagement were the focal points to promote online learning. Learner satisfaction with regard to CDROM that was given as supplemental learning tool was measured and learners were found to be satisfied with this. Suggestions for offering user friendly and engaging online programs are given. Students who completed the course felt very optimistic about the program compared to those who did not complete.

The Perfect Blend?

2010 ◽  
pp. 132-144
Author(s):  
Roberto Di Scala
Keyword(s):  
English Language ◽  
Multimedia Learning ◽  
Online Courses ◽  
Active Role ◽  
Theoretical Framework ◽  
Course Content ◽  
E Learning ◽  
On Line ◽  
Basic Features ◽  
The University

This chapter tackles the implementation of the way online courses of English language are structured within the on-line degree courses of the University of Modena and Reggio Emilia in Italy. Moving from a double theoretical framework grounded on the links between e-learning and communication and between e-learning and multimedia learning, The author will outline the basic features of the course the author is currently teaching. Besides the standard tools provided by the university platform (the course portal and forum and the course content slides), he has added some ‘external’ tools to offer students further possibilities to interact and take an active role in the learning environment which thus becomes actually ‘blended.’ By making practice of the language through posting comments on a dedicated blog and by exchanging impressions and making queries at a number of Skype-mediated meetings, instructor and students can further interact and create a stronger ‘studying community.’

scholarly journals Factors Influencing Students’ Decision to Drop Out of Online Courses in Brazil

2020 ◽  
Vol 9 (5) ◽  
pp. 284
Author(s):  
Isabella Moreira Pereira de Vasconcellos ◽  
Diogo Tavares Robaina ◽  
Carole Bonanni
Keyword(s):  
Online Courses ◽  
Dropout Rate ◽  
Drop Out ◽  
Course Content ◽  
Student Dropout ◽  
Educational Professionals ◽  
System Use ◽  
Relevant Variables ◽  
E Learning

In recent years, e-learning has been the fastest growing educational form in students' numbers, and this industry's market revenue (Lee, Choi, &Kim, 2013). Despite this growth, concern about the significantly higher student dropout rate of students in online courses as compared with conventional learning environments has increased. Brazil has also registered a significant increase in the number of students interested in this type of education, but the dropout rate is a considerable concern to institutions. This study’s objective was to identify the relevant variables behind online students’ dropout decision in Brazil. After a literature review that determined the ten most recurrent and relevant variables, we heard professional e-learning experts. They indicated, from their standpoint, what the most pertinent variables influencing dropout would be. Based on this, we conducted a quantitative survey with e-learning students, considering the factors indicated in the literature on this subject and educational professionals’ indications. This study's contribution was to verify that the quality support is extraordinarily relevant and has a high correlation with students' perception of Usefulness, the quality of Course Content, and ease of System Use.

How to Globalize Online Course Content

2011 ◽  
pp. 134-144
Author(s):  
Martin Schell
Keyword(s):  
Online Courses ◽  
Online Course ◽  
Cultural Perspective ◽  
Web Content ◽  
Global English ◽  
Course Content ◽  
Course Materials ◽  
E Learning ◽  
Global Language ◽  
Linguistic Backgrounds

Considering that 347 languages have over 1 million speakers each and account for 94% of the world’s population, localization is unsustainable as a strategy for making online courses globally accessible. Writing Web content in Global English is the best way to ensure that people from all linguistic backgrounds have a reasonable chance of comprehending course materials. This chapter shows how to transform native English text into Global English (simpler syntax, less jargon, fewer idioms, no slang). It also discusses e-learning design issues such as cultural perspective and Internet logistics (speed and cost of connection). Finally, it addresses the future of English as a global language, particularly in reference to its supposed “rivalry” with Mandarin.

How to Globalize Online Course Content

2008 ◽  
pp. 977-987
Author(s):  
Martin Schell
Keyword(s):  
Online Courses ◽  
Online Course ◽  
Cultural Perspective ◽  
Web Content ◽  
Global English ◽  
Course Content ◽  
Course Materials ◽  
E Learning ◽  
Global Language ◽  
Linguistic Backgrounds

Considering that 347 languages have over 1 million speakers each and account for 94% of the world’s population, localization is unsustainable as a strategy for making online courses globally accessible. Writing Web content in Global English is the best way to ensure that people from all linguistic backgrounds have a reasonable chance of comprehending course materials. This chapter shows how to transform native English text into Global English (simpler syntax, less jargon, fewer idioms, no slang). It also discusses e-learning design issues such as cultural perspective and Internet logistics (speed and cost of connection). Finally, it addresses the future of English as a global language, particularly in reference to its supposed “rivalry” with Mandarin.

The Role Of Learners' Academic Background On E-Learning

2014 ◽  
Vol 4 (4) ◽  
pp. 51-64 ◽  
Author(s):  
Kevin K.W. Ho
Keyword(s):  
Course Design ◽  
Online Courses ◽  
Service Providers ◽  
Online Discussion ◽  
Learning Technologies ◽  
Discussion Forum ◽  
Instructional Technologies ◽  
Online Discussion Forum ◽  
E Learning ◽  
Teaching Criteria

Nowadays, instructional technologies are the enabler for educators to have more choices in course planning, course design, and lecturing. These technologies not only strengthen the communication between instructors and learners, but also let the learners get an easily access their course materials at anytime and from anywhere. As a result, many educational institutes, including formal universities and online educational service providers, are now using E-learning technologies to deliver their courses as pure online courses or hybrid courses. In this research, the effectiveness of using online discussion forum in teaching is evaluated based on five teaching criteria related to knowledge construction process: learner's motivation, learner's independence, learner-learner interaction, learner-instructor interaction, and learner's satisfaction. The author's findings indicated that IT majors are more positive towards the use of online discussion forum in E-learning.

A STUDY ON COURSE CONTENT REQUIREMENTS AND DESIGN STRATEGY OF TEA ART E-LEARNING

2019 ◽  
Author(s):  
Biyun Hong ◽  
◽  
Min-Yuan Ma ◽  
Yueshuang Lou ◽  
◽  
...  
Keyword(s):  
Design Strategy ◽  
Course Content ◽  
E Learning
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