scholarly journals Developing and teaching of a world-class online project management curriculum

2011 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Stephen A Leybourne ◽  
Vijay Kanabar ◽  
Roger D.H. Warburton
Keyword(s):  
Project Management ◽  
Online Education ◽  
Online Teaching ◽  
Best Practice ◽  
Online Courses ◽  
The United States ◽  
Academic Quality ◽  
Face To Face ◽  
The Face ◽  
Faculty Time

  The evolution of the internet and collaboration tools have made it possible to enhance the range of online education, and make it universally accessible and eminently affordable. Around 2000, the faculty at Boston University’s Metropolitan College proposed an online master’s degree in project management, using the emerging learning management systems. The program grew quickly from 40 to 200 students, and was one of the first in the United States to be accredited by the Project Management Institute’s Global Accreditation Committee. This academic model has now been extended to other disciplines and programs.It was expected from the outset that the BU online and classroom academic experiences would be completely equivalent. This presented several challenges, the first of which was developing online equivalents for the face-to-face pedagogical course components. Second, writing online courses, recording videos and developing innovative discussion topics is time-consuming, and we quickly realised that only fulltime faculty had the commitment and motivation to devote the required effort to produce quality courses. Finally, the technological resources associated with course development and course operation required significant investment, beyond the faculty time, currently estimated at around $60,000 per course.We surveyed our students and alumni every two years and now have enough data to describe accurately the evolution in attitudes to online education.As one of the earlier and premier adopters of a rigorous academic online education model, BU has a vested interest to contribute to the growing debate about the academic quality and rigour of online education, the application of high pedagogical standards, and the innovative use of online teaching frameworks and tools. This paper will address and document these issues and assist in raising awareness of emerging “best practice” in the online education domain. 

scholarly journals A Comparison of Students’ Preferences in Online Algebra Instruction Pre- and Post-Covid-19

2021 ◽  
Vol 15 (17) ◽  
pp. 4
Author(s):  
Zeynep Akcay Ozkan ◽  
Sirin Budak
Keyword(s):  
Student Satisfaction ◽  
Online Teaching ◽  
The United States ◽  
Discussion Board ◽  
Online Homework ◽  
Online Classes ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
Virtual Meetings

This study is aimed towards understanding students’ preferences in online learning of College Algebra at a community college in the United States, before and after the Covid-19 pandemic. We analyze the results of Student Satisfaction surveys administered during Fall 19, Spring 20 and Fall 20 semesters. The classes were partially or fully online with synchronous and asynchronous components such as face-to-face and/or virtual meetings, pre-recorded video lessons, assignments through online homework platforms, and discussion board assignments. Our analysis show that students found face-to-face meetings most helpful, when classes were taught partially online. After the transition to online teaching, virtual meetings did not directly replace the face-to-face meetings, instead online homework platforms were preferred. We find that students ultimately started utilizing all components of online classes on an equal basis. Our results reflect students’ adjustment to online teaching, taking more advantage from asynchronous course components and becoming active learners over time.

The State of Online Education in Kinesiology in the United States

2014 ◽  
Vol 3 (4) ◽  
pp. 177-185 ◽  
Author(s):  
Matthew T. Mahar ◽  
Tyler R. Hall ◽  
Michael D. Delp ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
The State ◽  
Administrator Perceptions ◽  
Education Funding ◽  
Academic Rigor ◽  
Online Delivery ◽  
Face To Face

Administrators of kinesiology departments (N = 101) completed a survey that requested information about online education, funding for online courses, and administrator perceptions of the rigor and future of online courses. More master's (n = 18) than undergraduate degree (n = 9) programs were totally online. Forty-nine percent of institutions provide funding to faculty and 37% provide funding to departments for online offerings. Respondents indicated concern about the rigor of online courses. Sixty-one percent indicated that academic rigor is a concern of faculty, 42% did not feel that totally online courses were as rigorous as face-to-face classes, and 65% indicated tests for online courses are not proctored. Despite concerns, 76% indicated they expect to have some or many online courses in the next 5-10 years. Few respondents indicated they expected to have no online courses or almost totally online delivery of courses. Online delivery of instruction is impacting kinesiology, and expansion of online education is likely.

scholarly journals A comparison of student engagement in the online vs. face-to-face environment

2016 ◽  
Vol 8 ◽  
Author(s):  
Jennifer Brielmaier ◽  
Ying-Ying Kuo
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Complete Analysis ◽  
Face To Face ◽  
Significant Difference ◽  
The Face

Enhancing student engagement has been a goal of increasing importance in higher education.  This may be especially valuable in online courses, where face-to-face interactions and synchronous activities are often minimal or nonexistent. Students are thought to be engaged when they view course activities as meaningful, persist in the face of difficulties or obstacles, and wish to learn to achieve mastery of the material (Bomia et al., 1997; Schlecty, 1994). Given the importance of student engagement for effective teaching, it is important for instructors and course designers to understand the factors that foster engagement within the learning environment.The present study sought to measure and compare student satisfaction and engagement in online vs. face-to-face sections of Physiological Psychology taught in Spring and Fall 2015. An end of semester survey, adapted from the literature (Dixson, 2010; Ouimet & Smallwood, 2005), included 18 questions relevant to learner satisfaction, motivation and engagement.  The preliminary data analysis was based on Spring 2015 data collected from 56 students total (22 online, 34 face-to-face).  The findings indicated that there was no statistically significant difference between the online and face-to-face sections for student learning satisfaction and overall engagement levels. Results suggest that online teaching and learning can be comparable to the face-to-face environment on these parameters. More complete analysis of the data from the Spring, Summer, and Fall 2015 semesters, as well as a discussion of implications for course design, will be presented.  Faculty and course designers will learn about strategies for measuring and promoting student engagement within their own courses.

scholarly journals Comparison of E-learning and Classroom Training for Bachelor Students of Traditional Medicine

2021 ◽  
Vol 10 (2) ◽  
pp. 55-64
Author(s):  
Bazarragchaa Sodnom ◽  
Uranchimeg Tudevdagva ◽  
Tserendulam Luvsandorj ◽  
Selenge Erdenechimeg
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Active Role ◽  
Education Development ◽  
Face To Face ◽  
Self Evaluation ◽  
Need To Evaluate ◽  
E Learning ◽  
The Government

This paper describes a test and case study of self-evaluation of online courses during the pandemic time. Due to the Covid-19, the whole world needs to sit on lockdown in different periods. Many things need to be done in all kinds of business including education sector of countries. To sustain the education development, teaching methods had to switch from traditional face-to-face teaching to online courses. The government made decisions quickly, and educational institutions had no time to prepare the materials for online education. All classes of the Mongolian University of Pharmaceutical Sciences switched to online lessons. Challenges were raised before professors and tutors during online teaching. Our university did not have a specific learning management system for online education and e-learning. Therefore, professors used different platforms for their online instructions, such as Zoom and Google meet. Moreover, different social networking platforms played an active role in communication between students and professors. The situation is challenging for professors and students. To measure the quality of online courses and figure out the positive and weak points of online teaching, we need to evaluate e-learning.

The Transformation of an ESL Teacher From the Face-to-Face to the Online Environment

2019 ◽  
pp. 136-155
Author(s):  
Evelyn Doman
Keyword(s):  
Transformative Learning ◽  
Online Teaching ◽  
Online Courses ◽  
Discussion Board ◽  
Research Approach ◽  
Transformative Learning Theory ◽  
Face To Face ◽  
Proper Training ◽  
The Face ◽  
Field Notes

This chapter records the author's transformation as she develops into an online teacher after teaching face-to-face courses for over 20 years. By using autoethnography as the research approach, the phases of the author's transition from face-to-face, to blended, and finally to fully online teaching are documented. Qualitative data is presented in this chapter from field notes, journals, reflections, and discussion board posts in an online certificate course. Transformative learning theory provides the theory behind this study as it creates a context for making judgments about transformed frames of reference. Findings reveal changes in the mindset of the author while redesigning courses to fit the online platform, as well as immediately after teaching blended and then fully online courses. Implications of this research suggest that obstacles to teaching can be opportunities for personal enrichment and growth and that faculty can adjust to new environments if provided with proper training.

scholarly journals Teaching time investment: Does online really take more time than face-to-face?

2012 ◽  
Vol 13 (3) ◽  
pp. 132 ◽  
Author(s):  
Rebecca Van de Vord ◽  
Korolyn Pogue
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Online Instructors ◽  
Online Programs ◽  
Face To Face ◽  
Time Investment ◽  
Research On Teaching ◽  
The Face ◽  
Increasing Demand ◽  
Teaching Time

<span>Enrollments in online programs are growing, increasing demand for online courses. The perception that teaching online takes more time than teaching face-to-face creates concerns related to faculty workload.  To date, the research on teaching time does not provide a clear answer as to the accuracy of this perception. This study was designed to investigate which aspects, if any, are more time consuming for instructors teaching in the online environment.  Time logs were kept by four online instructors (eight classes) and six on-campus instructors (six classes) through six weeks of the 15-week semester. Results indicated that, overall, face-to-face teaching required more time per student, but certain aspects of online teaching take considerably more time per student than in the face-to-face classroom.</span><br /><br />

scholarly journals Beyond Social Presence: Facelessness and the Ethics of Asynchronous Online Education

2017 ◽  
Vol 52 (1) ◽  
pp. 17-32 ◽  
Author(s):  
Ellen Rose
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Nel Noddings ◽  
Face To Face ◽  
Ethical Implications ◽  
The Face ◽  
Education And Society ◽  
Ethical Relations ◽  
Asynchronous Online Education

In this position paper, I argue that a focus on achieving and increasing social presence in online courses tends to derail a consideration of the ethical implications and dimensions of the essential facelessness of asynchronous education. Drawing upon the work of Emmanuel Levinas and Nel Noddings, who contended that the face is the basis of caring, ethical relations, I explore what it means for human relations, education, and society in general that learners increasingly come face-to-face with screens rather than with embodied, different others.

scholarly journals Analysis of Educational Data in the Current State of University Learning for the Transition to a Hybrid Education Model

2021 ◽  
Vol 11 (5) ◽  
pp. 2068
Author(s):  
William Villegas-Ch. ◽  
Xavier Palacios-Pacheco ◽  
Milton Roman-Cañizares ◽  
Sergio Luján-Mora
Keyword(s):  
Online Education ◽  
Educational Model ◽  
Hybrid Education ◽  
Face To Face ◽  
Current State ◽  
Use Of Technology ◽  
Technological Advances ◽  
The World ◽  
The Face ◽  
Education Model

Currently, the 2019 Coronavirus Disease pandemic has caused serious damage to health throughout the world. Its contagious capacity has forced the governments of the world to decree isolation and quarantine to try to control the pandemic. The consequences that it leaves in all sectors of society have been disastrous. However, technological advances have allowed people to continue their different activities to some extent while maintaining isolation. Universities have great penetration in the use of technology, but they have also been severely affected. To give continuity to education, universities have been forced to move to an educational model based on synchronous encounters, but they have maintained the methodology of a face-to-face educational model, what has caused several problems in the learning of students. This work proposes the transition to a hybrid educational model, provided that this transition is supported by data analysis to identify the new needs of students. The knowledge obtained is contrasted with the performance presented by the students in the face-to-face modality and the necessary parameters for the transition to this modality are clearly established. In addition, the guidelines and methodology of online education are considered in order to take advantage of the best of both modalities and guarantee learning.

Epidemic Response: How to evaluate and respond to evolving and conflicting risk information with a focus on education and clinical environments

2020 ◽  
Vol 64 (1) ◽  
pp. 1732-1735
Author(s):  
Alison G. Vredenburgh ◽  
Rodrigo J. Daly Guris ◽  
Kevin G. Welner ◽  
Sreekanth R. Cheruku
Keyword(s):  
The United States ◽  
Face To Face ◽  
The Public ◽  
Conflicting Information ◽  
The Face ◽  
Clinical Environments ◽  
Face To Face Instruction ◽  
Epidemic Response ◽  
Collaborative Implementation ◽  
Modern Era

By October, we will have learned a great deal about responding to an epidemic or pandemic that has proved to have a level of transmission unprecedented in the modern era. The possible and likely responses include many unknowns. Coordinated and collaborative implementation has been complicated by conflicting information from multiple governments and organizations in several languages. What will we learn about how the United States can improve its ability to respond? How do we develop consistent and accurate warnings and messaging to the public in order to increase compliance regarding a new, and not well understood, epidemic? What factors increase or decrease compliance? How are US education policymakers deciding about face-to-face instruction? How have physicians and hospitals adapted their workflows in the face of uncertainty and supply chain inconsistencies? This panel will include a warnings expert, an expert on education law and policy, and two physicians.

scholarly journals Face-to-face to online: PhD academic writing @Maastricht University

2020 ◽  
pp. 13-19
Author(s):  
Neill Wylie
Keyword(s):  
Academic Writing ◽  
Online Courses ◽  
Global Perspective ◽  
Innovative Teaching ◽  
Face To Face ◽  
Strong Focus ◽  
Writing Course ◽  
The Face ◽  
Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

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