scholarly journals Stress and Online Learning Environment Perceptions of Midwifery Students Taking Online Courses During COVID-19 Process: A Descriptive Study

2021 ◽  
Vol 13 (4) ◽  
pp. 833-841
Author(s):  
Ayşe GÜROL ◽  
Serap EJDER APAY
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Courses ◽  
Descriptive Study ◽  
Online Learning Environment

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

scholarly journals Reflection in Learning

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Bo Chang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Courses ◽  
Online Learning Environment ◽  
Depth Of Knowledge ◽  
Content Analysis Method ◽  
Different Types ◽  
Structural Connections ◽  
The Impact ◽  
Analyze Data

This study explored the impact of reflection on learning in an online learning environment. Twenty-five students from four online courses participated in this research project. Reflection was purposefully designed and embedded in various assignments. Data were mainly collected from interviews and students’ different types of reflections. The inductive content analysis method was employed to analyze data. Five themes were generalized in terms of how reflection impacts learning: Increasing the depth of knowledge, identifying the areas which are missing or deficient, personalizing and contextualizing knowledge, providing comparative references in learning, and helping learners build structural connections in knowledge and social connections among learners. This study provides foundational ideas for designing reflective activities to promote students’ learning in an online learning environment.

Social Presence in an Online Learning Environment

2010 ◽  
pp. 656-673 ◽  
Author(s):  
Susan J. Crim ◽  
Thomas G. Reio
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Social Presence ◽  
Online Courses ◽  
Educational Environment ◽  
Online Learning Environment ◽  
Online Environment ◽  
Learning Research ◽  
The Relationship

Limited studies on social presence in online learning do not lend themselves to understanding its effects on student learning. Research indicates a heightened need for examining the relationship between social presence and perceived learning and satisfaction as well as retention in online courses. Incorporating social presence into online courses might promote better learning. Further research on learning in an online environment is necessary to guide educators in delivering the best educational environment.

Supporting Informal Interaction in Online Courses

2004 ◽  
pp. 235-247
Author(s):  
Juan Contreras-Castillo ◽  
Jesús Favela ◽  
Carmen Perez-Fragoso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Courses ◽  
Instant Messaging ◽  
Interpersonal Interaction ◽  
Online Learning Environment ◽  
Educational Environments ◽  
Traditional Courses ◽  
Awareness System

Informal interaction has proven to be useful in supporting collaboration in office and educational environments. Online courses, however, provide limited opportunities for informal interaction, which might put them at a disadvantage when compared with traditional courses. This lack of opportunities could obstruct collaboration among students, a key aspect for successful instruction. To provide students with opportunities for informal interaction, we designed and developed a system named CENTERS. It is an instant messaging and presence awareness system that supports lightweight communications within the group. CENTERS provides awareness of the presence of members of the distributed community and allows them to interact easily and navigate together through the course’s materials, share insights, resolve doubts, and collaborate in course related activities. To evaluate the use of CENTERS in an online learning environment, a study was designed to assess interaction from a socio-academic perspective. Results showed that CENTERS helped reduce the students’ feelings of isolation and facilitated a greater degree of interpersonal interaction within the course participants.

The Evolution of Online Learning and Related Tools and Techniques toward MOOCs

2015 ◽  
pp. 212-221
Author(s):  
Drew Parker ◽  
Kamal Masri
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Postsecondary Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Learning Environment ◽  
Training Design ◽  
Educational Training ◽  
Education Practice ◽  
Tools And Techniques

The latest development in the online learning environment, Massive Open Online Courses, dubbed ‘MOOC,' has garnered considerable attention both within and without the academy. This chapter discusses tools and technologies that can support the development of a MOOC, and concludes with commentary about the potential for such a development to continue into mainstream postsecondary education. This chapter delivers a small yet meaningful contribution to the discussion within the book section ‘RIA and education practice of MOOCs,' aligning to the discussion on the topic of ‘educational training design.'

Arguing for Proactivity

2017 ◽  
pp. 106-122
Author(s):  
Patricia Jenkins
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Online Courses ◽  
Composition Studies ◽  
Online Learning Environment ◽  
Online Writing ◽  
Writing Courses ◽  
Proactive Approach ◽  
Online Writing Instruction

The field of composition studies has come to value online writing instruction's potential because it has matured theoretically. Despite its status as a viable means of instruction, research shows that those who teach it fail to comply with the obligation of accessibility and inclusivity in their online courses. When meeting ideals for accessible and inclusive online writing instruction remains unimportant and difficult to put into practice, instructors fail students with disabilities. The author argues that instructors need to advocate for a proactive approach at their institutions to address the issue of not providing accessible and inclusive online writing courses. A proactive approach supports instructors in attending to the online learning environment before launching a course so that it meets the needs of students with disabilities. This essay offers ideas for framing a conversation to address the issue described above and to encourage establishing a culture of proactivity, and it provides a vision for the features of a proactive culture.

Student Listening Preferences and the Use of Storytelling to Teach About Community Resources

2020 ◽  
Vol 34 (1) ◽  
pp. 46-55
Author(s):  
Derek Malenczak ◽  
Melanie Nascimento
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Digital Storytelling ◽  
Online Courses ◽  
Rehabilitation Counseling ◽  
People With Disabilities ◽  
Learning Task ◽  
Online Learning Environment ◽  
Community Resources ◽  
Community Resource

BackgroundRehabilitation Counseling programs often require that the curriculum include education about basic community resource and entitlement programs for people with disabilities. The fact-based nature of this content can make it challenging for students to engage with in a meaningful way, especially in the online learning environment. Storytelling holds promise as a means to bring this content to life in online courses; however, little is known about how students interact with digital storytelling assignments.ObjectivePodcasts may be a more convenient way to deliver the audio to the students, as use of the technology as well as overall smartphone usage has exploded in recent years.MethodsThis article examines the results a survey of 44 students who reported their listening preferences for a weekly storytelling assignment.FindingsResults confirm previous findings in the literature about how students interact with academic podcasts.ConclusionsDespite their proliferation, students appear to approach podcast assignments similarly to how they would any other online learning task.

Strategies for Establishing and Sustaining Social Presence in the Online Learning Environment

2015 ◽  
pp. 251-265
Author(s):  
Credence Baker ◽  
Sarah Maben ◽  
Jennifer Edwards
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Complicated Task

Establishing a level of comfort in which students feel at ease in an online course is primarily the responsibility of the professor, but fostering this community of inquiry is a complicated task. While research is rich with regard to broad instructional practices that can be used to foster social presence, practical strategies and examples for faculty to use are lacking in the literature. This chapter describes specific social presence-related instructional strategies used to foster an atmosphere of sharing, support, and success for students enrolled in online courses.

It Takes a Village

2013 ◽  
pp. 141-152
Author(s):  
Nicole A. Cooke
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Courses ◽  
Content Delivery ◽  
Degree Program ◽  
Asynchronous Learning ◽  
Online Learning Environment ◽  
Online Classroom ◽  
Curricular Content

Online asynchronous learning is increasingly popular in academia, providing learners with new modes of content delivery and affording new levels of convenience regarding when and how people complete degree program coursework. The same technology that benefits learning can also challenge it, and online courses should strive to be as inclusive, rigorous, interactive, and content-rich as their on-campus counterparts. One method of achieving this parity is to have guest lecturers in the online classroom. Multiple instructor voices add diversity of thought and practical expertise and enrich the standard curricular content. They also contribute to creating the online learning environment and provide a basis for discussion, elaboration, reflection, and long lasting learning.

The Vital Importance of Faculty Presence in an Online Learning Environment

2019 ◽  
pp. 531-543
Author(s):  
Ni Chang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Courses ◽  
Solid Content ◽  
Virtual Learning Environment ◽  
Online Learning Environment ◽  
High Quality ◽  
Online Instructors ◽  
Faculty Presence

One of the instructional methods, which is favored by students and which could arguably provide high quality educational opportunities, is faculty presence, as it makes possible the interaction between instructor and students and between students and students in a virtual learning environment. Online instructors and academic administrators in higher education cannot simply hold an assumption that quality online courses or student learning could largely depend upon good internet connectivity, high quality equipment, solid content knowledge of instructors, and beautifully designed online courses. The presence of an online instructor cannot ever be neglected or marginalized in online students' learning success. Therefore, it is highly significant to address the roles that instructors play in an online learning environment in order to underscore the crucial importance of faculty presence in the success of student learning.

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