The Analysis and Design of Internet Course Teaching System for Operation System

2012 ◽  
Vol 239-240 ◽  
pp. 1637-1640
Author(s):  
Qi Jun Du
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Design Theory ◽  
Course Design ◽  
Online Courses ◽  
Rapid Development ◽  
Practical Significance ◽  
Operation System ◽  
Analysis And Design ◽  
Teaching Learning

Based on the design theory of internet course teaching, combined with the course of operation system, some key technology has been introduced, such as the development process of teaching, network system, the curriculum and various network elements: learners, teaching objective, contents of teaching, learning environment, teaching strategies, evaluation, etc. Some construction of network course building should be noted, which all has strong and practical significance for others. With the rapid development of Internet and the gradual perfection of the modern education technology, the education philosophy and approaches have been keeping innovated. The Internet-based courses have aroused many people’s concern. Compared with traditional courses, it is much more flexible, efficient, interactive, and convenient. It can also meet the need of individual-tailored service. With regards to the target learners, forms of the contents, course arrangement and studying methods, online education is incomparably superior. Thus the application of online teaching is one of the most effective ways to improve the teaching level. Based on the online courses teaching design theories, combined with the course of the computer operation system, the paper introduces the key technologies related to online course design and development, which is suggestive to other online courses studies.

scholarly journals Teacher readiness for online teaching-learning during COVID −19 outbreak: a study of Indian institutions of higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Manisha Paliwal ◽  
Archana Singh
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Time Management ◽  
Structural Equation ◽  
Online Teaching ◽  
Goodness Of Fit ◽  
Course Design ◽  
Equation Modeling ◽  
Content Type ◽  
Teaching Learning

Purpose Coronavirus (COVID-19) outbreak has utterly disrupted the worldwide education system and compelled an emergency immersion of unplanned and rapid online teaching-learning. The online teaching readiness would highly depend on the competencies of teachers and skills to adapt the pedagogy and new roles by the teachers. In this context, this study aims to assess higher education institutions (HEIs) teachers’ readiness to handle online education based on the online teaching readiness competencies model. Design/methodology/approach A structured questionnaire has been adopted to survey and collect data from 296 teachers of HEIs across India. The questionnaire consisted of 29 constructs. The constructs in this section were measured using a five-point Likert scale ranging. In the first step first-order confirmatory factor analysis (CFA) is carried out, by using the software IBM AMOS-26. The initial model is generated for five constructs and outcomes are used to analyze the model’s goodness of fit and construct validity. In the second step structural equation modeling (SEM) is carried out to do the path analysis of the proposed model. Findings The findings connote that the level of course design competencies, communication competencies, time management competencies are not sufficient among the teachers of HEI of India, whereas the technical competencies possessed by the teachers meet the requirements for readiness to handle online education. The research is an attempt to provide possible explanations for establishing relationships between the constructs and discusses the usage of information, which can be further used to enhance the online teaching readiness competencies for the teachers of HEIs of India. Practical implications The research is an attempt to provide possible explanations for establishing relationships between the constructs and discusses the usage of information, which can be further used to enhance the online teaching readiness competencies for the teachers of HEIs of India. Originality/value Teachers’ competencies are a vital part of teaching online which has become the need of the hour in this COVID-19 outbreak. Because of the need for emergency response and strategies to minimize learning disruption at higher education, the study identifies the online teaching readiness competencies possessed by the online teaching communities and provides guidelines to enhance their capacity to build up the longer-term resilience of education systems. The study will be a ready reckoner for online training competencies which can be used as training need analysis to make each teacher highly competent to impart knowledge using online teaching platforms.

scholarly journals Strategies to Increase Online Student Success for Students with Disabilities

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Alex Cohen ◽  
Daniel Veit ◽  
Henry C. Alphin ◽  
Chanel Broadus
Keyword(s):  
Online Education ◽  
Student Success ◽  
Students With Disabilities ◽  
Online Teaching ◽  
Online Courses ◽  
Online Classroom ◽  
Online Programs ◽  
Online Student ◽  
Certificate Programs ◽  
Teaching Learning

Online education provides extensive opportunities for individuals with disabilities to enroll in degree and certificate programs. However, accessibility must be a key component of online program development since this can have a profound affect on student engagement in and outside of the online classroom, academic performance, and completion rates. This article provides a unique perspective on accessibility in online education. One current online student and three alumni of online programs provide video self-introductions, an overview of their online experience., and strategies for increasing student success in online courses and programs for students with disabilities. Strategies are also shared for integrating accessibility as a critical component within faculty development to ensure accessibility goes beyond the Office of Disability Services and becomes an integral part of online teaching, learning, and assessment.

scholarly journals The Lived Experience of Online Educators: Insights from Construction Management

2015 ◽  
Vol 15 (2) ◽  
pp. 49-62
Author(s):  
Willy Sher ◽  
Anthony Williams ◽  
Maria Northcote
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Education ◽  
Lived Experience ◽  
Construction Management ◽  
Online Teaching ◽  
Course Design ◽  
Online Courses ◽  
Research Approach ◽  
Conflicting Demands

Academics in higher education institutions often experience the conflicting demands of teaching, research and administration. With the growth of online education these staff are frequently required to design, develop, teach, facilitate and, in some cases, administer online courses. Cumulatively these additional tasks challenge academics, not only in terms of the personal professional development but also in accommodating the range of tasks expected of them. This paper reports the findings of a study which investigated the lived experience of construction management academics teaching at universities in Australia. The study adopted a lived experience research approach that enabled the lives of construction management academics to be investigated through the collection of a mixture of qualitative and quantitative data. The study provides empirical evidence of a range of challenges facing those delivering online courses. Recommendations for online teachers and online course designers emerged from this study with application to both faculty-based and institution-wide practices. The findings are relevant to those in the higher education sector who are involved in online teaching, course design for online delivery and professional development related to online initiatives.

A MODEL FOR DEVELOPING HIGH-QUALITY ONLINE COURSES: INTEGRATING A SYSTEMS APPROACH WITH LEARNING THEORY

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Maria Jean Puzziferro ◽  
Kaye Shelton
Keyword(s):  
Online Education ◽  
Design Theory ◽  
Systems Approach ◽  
Online Courses ◽  
Process Models ◽  
State University ◽  
High Quality ◽  
Colorado State University ◽  
Online Instructional Design ◽  
Online Course Development

As the demand for online education continues to increase, institutions are faced with developing process models for efficient, high-quality online course development. This paper describes a systems, team-based, approach that centers on an online instructional design theory (Active Mastery Learning) implemented at Colorado State University-Global Campus.

scholarly journals Study on the Attractiveness Factors of Online Courses

2019 ◽  
Vol 9 (2) ◽  
pp. 128 ◽  
Author(s):  
Jia-Xuan Han ◽  
Min-Yuan Ma
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Rapid Development ◽  
Grid Method ◽  
Type I ◽  
Digital Learning ◽  
Key Factors ◽  
Quantification Theory ◽  
Global Trend ◽  
Education Industry

With the rapid development of online courses, digital learning has become a global trend. In this context, this study analyzed the high intake population of online courses for online affective cognition, and explored what the user’s attraction factors for online courses are. The key factors that affect consumers’ usage of online courses and the weights of impact relations are presented, aiming to provide guidance for future improvement of online courses. This study was conducted through the evaluation grid method of Miryoku engineering. In order to make the charm factors more accurate and representative, this study summarized the charm elements using the Kawakita Jiro (KJ) method, and then quantified the factors in the form of a questionnaire. Through the statistical analysis of the questionnaire and quantification theory type I, the correlation between the charm feeling and the online course as well as the weight of each item (original evaluation item) and category (specific evaluation item) were calculated. Through the research and discussion on the charm factors of online teaching, the results analyzed and integrated in this paper could give more substantive suggestions and help to the education industry.

scholarly journals Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

2016 ◽  
Author(s):  
Bibi Eshrat Zamani ◽  
Azam Esfijani ◽  
Sayed Majid Abdellahi Damaneh
Keyword(s):  
Developing Countries ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Influential Factors ◽  
Faculty Members ◽  
Cultural Barriers ◽  
Education Systems ◽  
Body Of Knowledge ◽  
Research Findings

Although higher education systems in developing countries such as Iran have embraced the online education approach, they are confronted with significant challenges in this transition, one of which is lack of instructors' participation in online teaching. Therefore, this research is aimed at exploring barriers and influential factors for this lack of participation. The researchers developed their theoretical framework based on a thorough review of the existing body of knowledge while considering the cultural features of Iran as a developing country. A tailored questionnaire asking about the existence of three groups of barriers, namely personal, attitudinal and contextual inhibitors, was distributed among all faculty members who were candidates for delivering online courses in one of the top universities in the country. Data was analysed using the descriptive and inferential tests of Friedman, <em>t</em>-Test and ANOVA. The results were in line with research findings in other developing countries in which the contextual barriers had the most inhibition effect against faculty members’ participation in online teaching. Certain cultural barriers also are highlighted by participants, pertaining to the context of Iranian online education systems.

scholarly journals Experiencing the shift: How postsecondary contract and continuing faculty moved to online course delivery

2021 ◽  
Vol 30 (2) ◽  
pp. 63
Author(s):  
Patricia Danyluk ◽  
Amy Burns
Keyword(s):  
Online Teaching ◽  
Course Design ◽  
Online Courses ◽  
New Technology ◽  
Course Delivery ◽  
Full Time ◽  
Online Environment ◽  
Faculty Position ◽  
Post Secondary ◽  
Additional Work

The shift to online learning that occurred in March of 2020, created an unprecedented period of intense work for faculty and sessional instructors at the post-secondary level. This shift necessitated courses be adapted under short timelines, new technology be integrated into course design and teaching strategies and assessment methods be adapted for an online environment (Van Nuland et al., 2020). This study examines how sessional instructors, referred to in this chapter as contract faculty, and continuing full-time faculty members delivering the same online courses experienced this shift. While the demands of a continuing faculty position call for balancing of teaching, research and service responsibilities, contract instructors have their own unique stressors (Karram Stephenson et al., 2020). Contract faculty lack job security, are paid by the course and often receive their teaching assignments with short notice. By examining their perspectives on delivering the same courses online, we learn that the shift to online teaching resulted in additional work in order to adapt courses to the online environment, with faculty describing the challenges of balancing the additional work with other responsibilities of their position. Concerns of participants focused on a perceived inability to develop relationships with students in an online environment.

Changes in Content of Online Teaching in pre and during COVID-19 Era: A Comparative Analysis in Private School Setup in India

2020 ◽  
Vol 15 (02) ◽  
pp. 07-10
Author(s):  
Manpreet Kaur
Keyword(s):  
Comparative Analysis ◽  
Online Education ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Teachers ◽  
Content Development ◽  
Teachers And Students ◽  
Set Up ◽  
Teaching Learning

The process of teaching and learning through online or virtual mode has been gradually becoming an important part of the Indian education sector. Teachers and students in higher education have already been effectively using online education mode to optimize the learning process. Schools, too, have been using educational technologies in many ways at all levels and across all grades. But with the unexpected worldwide spread of the COVID-19 pandemic in the year 2020, a sudden exponential boom has come in the online teaching set up. Until now, online teaching was assumed to be an aid to the teaching-learning transactions and was immediately adopted as the only way out, to continue with the pedagogical process in schools and colleges. This research attempts to make a comparative analysis of the changes in various aspects of online teaching before and during the COVID-19 era, including content development and delivery and type of information shared with students in private schools of NCR of India. Data collected by the investigator from school teachers about their usage of online methodologies from 2017 will be compared with school teachers’ data in August 2020, and its educational implications will be discussed.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

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