Nepali High School Students in Massive Open Online Courses (MOOCs)

2019 ◽  
pp. 90-98
Author(s):  
Baman Kumar Ghimire ◽  
Bishwa Raj Gautam
Keyword(s):  
High School ◽  
High School Students ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
School Students

Supporting access to open education resources and massive open online courses for high school students of New Zealand

2017 ◽  
Vol 14 (4) ◽  
pp. 244-253
Author(s):  
Sittara Hakim
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Online Courses ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Massive Open Online Courses ◽  
Open Education ◽  
Massive Open Online ◽  
School Students

Open education promotes an absolute openness in the dissemination of education, eliminating barriers including, but not limited to, cost and access to free and relevant resources. For open education, digital content has provided a means of not just sharing resources, but for promoting an interactive and collaborative culture of pooled Open Educational Resources to help others have the freedom of learning and educating themselves as per their necessity and yearning. Open Educational Resources in higher education have quickly gained a reputation, expanded and evolved with Massive Open Online Courses. In this paper, the significance, approach and implications of open education are extended to secondary education. Recommendations are reported for the development of High School Open Educational Resources in New Zealand, including the establishment of a High School Object Repository.

scholarly journals Gender Differences in Online High School Courses

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Susan Lowes ◽  
Peiyi Lin ◽  
Brian R.C. Kinghorn
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Online Courses ◽  
Course Performance ◽  
School Students ◽  
Online Activity ◽  
Online High School ◽  
Final Grades ◽  
Using Data

Prior research has suggested that there may be differences in the ways that male and female students approach their online courses. Using data for 802 high school students enrolled in 14 online courses, this study explored gender differences in the interrelationships among online behaviors and course performance. The findings show that females were more active than males and that a higher degree of online activity and discussion forum viewing and posting was associated with better final grades, but the correlation was stronger for males than it was for females. Further exploration of posting behaviors revealed that females who received lower final grades were more active than males who received lower grades—they viewed more posts, wrote more posts, and wrote longer posts. These gender differences have implications for researchers, course providers, and course designers.

High School Online Learning

2011 ◽  
pp. 998-1005
Author(s):  
Renee Jesness
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
21St Century ◽  
Online Courses ◽  
Online Course ◽  
School Students ◽  
Working Lives

The question is not whether high school students should be taking online courses. It is whether they should get out of high school without taking one. As students negotiate the 21st century, the skills that students employ in taking an online course are the ones they need to negotiate their productive working lives and 21st century citizenry.

Enabling MOOCs' Usage to Mild and Moderate Intellectual Disabled Users

2016 ◽  
pp. 157-175
Author(s):  
Alfredo Mendoza González ◽  
Francisco Alvarez Rodríguez
Keyword(s):  
Online Learning ◽  
User Experience ◽  
Online Courses ◽  
The Elderly ◽  
Educational Programs ◽  
Massive Open Online Courses ◽  
Disabled People ◽  
Massive Open Online ◽  
School Students ◽  
New Perspective

The intention of Massive Open Online Courses (MOOCs) is to extend online learning worldwide and to the most users as possible. Nowadays MOOCs have been used not only by undergraduate and hig-school students, but also by the elderly and the children. MOOCs have the potential to change the education in a better way to all people, including off course, the cognitive disabled people. From basic mathematics to specialized technical courses, MOOCs may enhance the opportunity to have better educational programs for cognitive disabled users, nevertheless, there are many things to do, about accessibility to guarantee a delightful user experience. This chapter introduces a new perspective to design inclusive MOOCs' interfaces.

scholarly journals Jamaican high school students satisfaction during the COVID-19 lockdown

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paul Golding ◽  
Camille Althea Jackson
Keyword(s):  
High School ◽  
High School Students ◽  
Student Satisfaction ◽  
Positive Emotions ◽  
Online Courses ◽  
Teaching Staff ◽  
Online Classes ◽  
School Students ◽  
Content Type ◽  
Students Satisfaction

Purpose Amid the worldwide lockdown and emergency transition to online classes caused by the COVID-19 pandemic, this paper aims to examine high school students’ satisfaction in this unique learning environment. Design/methodology/approach An exploratory factor analysis (EFA) was first used to extract a set of important factors from a number of variables. A logistic regression was subsequently used to access student satisfaction levels during the COVID-19 lockdown. In addition, a small qualitative study was conducted to gain additional insight into student satisfaction ratings. Findings A study sample of 486 usable responses revealed that students were most satisfied with the responsiveness of teaching staff, which included the provision of assignments and feedback on performance. The study also revealed that students experienced a range of emotions; those who experienced positive emotions (joy, pride, hope) were more satisfied than those who experienced negative emotions (frustration, anxiety, boredom). Research limitations/implications Policymakers and educators in high schools could benefit from these findings when formulating policy recommendations to support the manning of operations during crisis situations and justify the introduction of future offerings of blended or online courses. Originality/value The study was conducted in a real and unprecedented crisis which created a unique environment to examine factors influencing Jamaican high school students’ satisfaction levels during the lockdown.

Delivering Online Asynchronous IT Courses to High School Students

2011 ◽  
pp. 282-294
Author(s):  
Amy B. Woszczynski
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Online Courses ◽  
Lessons Learned ◽  
Asynchronous Learning ◽  
High School Level ◽  
School Students ◽  
Course Content ◽  
The University

As high schools begin to offer more distance learning courses, universities have an opportunity to establish partnerships to deliver online IT courses. Delivering online courses at the high school level, however, means overcoming obstacles that may not be faced at the university level. In particular, establishing partnerships with high schools requires politically savvy navigations of bureaucratic roadblocks while ensuring the integrity of course content and delivery. This chapter provides a primer on establishing relationships with high schools to deliver college-level IT curriculum to high school students in an asynchronous learning environment. We describe the curriculum introduced and discuss some of the challenges faced and the lessons learned.

Trends and Issues of Virtual K–12 Schools

2011 ◽  
pp. 2141-2145
Author(s):  
Belinda Davis Lazarus
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Online Instruction ◽  
Online Courses ◽  
Online Course ◽  
School Students ◽  
Course Content ◽  
Public School Students ◽  
K 12

Increasingly, K-12 schools are delivering instruction via Internet courses that allow students to access course content and complete assignments from home. Although a decade ago, online courses for public school students were not available, a growing number of countries have discovered that online instruction offers schools the opportunity to provide a wider variety of courses and experiences for students with a variety of skills and abilities. In fact, the Governor of Michigan just signed legislation that will require all high school students to take at least one online course prior to graduation (Carnevale, 2006; Moser, 2006). Educators have learned to adapt courses for online instruction and several universities are partnering with public schools to share expertise in the virtual education arena.

scholarly journals Behavioral Engagement Shifts Among At-Risk High School Students Enrolled in Online Courses

AERA Open ◽  
2019 ◽  
Vol 5 (4) ◽  
pp. 233285841988773
Author(s):  
Jennifer Darling-Aduana
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Online Courses ◽  
Spillover Effect ◽  
Online Course ◽  
School Students ◽  
Academic Behaviors ◽  
Face To Face ◽  
School Day

Academic behaviors such as attendance are highly associated with academic outcomes. High schools are also increasingly turning to online courses to educate their most marginalized students. In this study, I explored the extent to which enrollment in an online course improved engagement and allowed students to make course progress online outside the traditional school day by examining within-student changes in academic behaviors. Students completed their online course in fewer class periods than required to complete a comparable course in a traditional, face-to-face instructional setting. At the same time, students attended, on average, three additional days of school when enrolled in an online course as when enrolled in solely face-to-face courses, indicating a potentially positive spillover effect. Results have implications for practitioners and policy makers interested in online learning and understanding what programs might be most effective in reengaging students at risk of course failure or dropping out of high school.

scholarly journals WEB ANALYTICS AS A TOOL FOR MONITORING STUDY PROCESS OF HIGH SCHOOL ONLINE COURSE

2021 ◽  
Vol 11 (1) ◽  
pp. 50-58
Author(s):  
MICHAL ČERNÝ
Keyword(s):  
High School ◽  
High School Students ◽  
Online Courses ◽  
Online Course ◽  
Web Analytics ◽  
Structured Interviews ◽  
School Students ◽  
Monitoring Study ◽  
Literacy Course ◽  
Study Process

The paper analyzes the possibilities of using Google Analytics in the study of students' learning behaviour and for the design of online courses. Specifically, it analyzes data from an information literacy course for high school students. The paper use data from an online course for high school students between 1 February 2020 and 16 September 2020. There are a total of 785 unique visitors whose behavior on the web was the basis for our analysis. We also use information from 7 semi-structured interviews with teachers and from 2 focus groups with students (14 students) to interpret the data.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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