Simple Steps towards Equitable Online Courses

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Graciela Vidal
Keyword(s):  
Academic Success ◽  
Learning Environments ◽  
Online Courses ◽  
Lessons Learned ◽  
Academic Life ◽  
Online Course ◽  
Teaching Experiences

It is well-known that academic life can be very stressful for students. We are currently in the middle of a pandemic and living in a time of deep social reflection and transformation, which has brought a new level of stress to our students, who are experiencing it in different ways. This is impacting all learning environments, including online courses. Approaches for making online courses more inclusive have been discussed extensively, but we are still learning how to go about achieving equitable courses. This article will highlight lessons learned from teaching experiences and from listening to students, including the importance of observing and identifying the factors contributing to the increased stress that students in your online course may be facing. It will also discuss simple strategies to help all your students achieve academic success.

Designing Online Courses as a Team

2020 ◽  
Vol 10 (1) ◽  
pp. 61-73
Author(s):  
M'hammed Abdous
Keyword(s):  
Course Design ◽  
Online Courses ◽  
Collective Intelligence ◽  
Learning Experience ◽  
Lessons Learned ◽  
Public Institution ◽  
Online Course ◽  
Degree Programs ◽  
Course Content ◽  
Institutional Experience

Unlike the traditional “lone ranger” method for online course design—a method that hinges on individual faculty efforts, expertise, and knowledge—a team-based approach (TBA) harnesses the collective intelligence of several experts to design effective online learning experiences. Using learning design (LD) as a conceptual framework, this article describes the experience of a public institution in using a team-based approach to produce a large number of online courses for degree programs. After establishing the relevance of a team-based approach, the author discusses the premises that underpin the model, in terms of process, faculty relationship, and quality assurance. Building on these premises, a cyclical backward design process is described which is intended to (1) clarify course-learning outcomes and align course content, (2) determine acceptable evidence of students' learning, and (3) plan the learning experience. The article is concluded with a few insights and lessons learned from the institutional experience.

scholarly journals Creating appropriate online learning environments for female health professionals

2006 ◽  
Vol 32 (1) ◽  
Author(s):  
Marise Pinheiro ◽  
Katy Campbell ◽  
Sandra Hirst ◽  
Eugene Krupa
Keyword(s):  
Learning Environments ◽  
Health Professionals ◽  
Online Courses ◽  
Learning Experience ◽  
Online Course ◽  
Future Research ◽  
Face To Face ◽  
Mentoring Relationship ◽  
Telephone Interviews ◽  
Key Aspects

In this study, the experiences of seven female health professionals learning online are examined and, in this context, the implications for online course designs and future research are discussed. The instruments of data collection include individual telephone interviews, journals written by the participants during online courses, and e-mails exchanged by the participants and researcher. The principles of qualitative research are integrated into the process of collecting and analyzing the data. Participants identified lack of face-to-face interaction and overload of work as major challenges to learning online. Increase in confidence and the opportunity to belong to a community of learners were cited as rewards of learning online. In addition, the participants identified preferences for contextual and experiential learning, and for learning environments that foster collaboration. Participants agree that interacting with other classmates, building local support, and developing a mentoring relationship with instructors are key aspects of a successful learning experience.

scholarly journals Best Practices In Asynchronous Online Course Discussions

2006 ◽  
Vol 3 (7) ◽  
Author(s):  
John T. Thompson
Keyword(s):  
Best Practices ◽  
Learning Environments ◽  
Best Practice ◽  
Online Courses ◽  
Online Discussions ◽  
Online Course ◽  
Online Instructors ◽  
Positive Communication ◽  
What Works ◽  
Personal Experiences

Along with an increasing number of online courses offered via the Internet, online discussions have become a ubiquitous component in such courses. With the increased use of online discussions comes a corresponding need for the discussions to be of high quality. Online discussions need to be structured so that they are positive communication and learning environments. New online instructors often struggle knowing just what the proper “structure” really is. In order to assist instructors realize what works best in online discussions, this study sought to find best practice suggestions regarding discussions in asynchronous online courses. These best practices were culled from the literature and from the author’s personal experiences in teaching some 60 online courses.

MOOCs

2015 ◽  
pp. 1282-1300 ◽  
Author(s):  
Vanessa Camilleri ◽  
Leonard Busuttil ◽  
Matthew Montebello
Keyword(s):  
Social Networks ◽  
Learning Environments ◽  
Best Practice ◽  
Online Courses ◽  
Collective Intelligence ◽  
International Markets ◽  
Lessons Learned ◽  
The Masses ◽  
Social Applications

MOOCs have become a new trend in education, taking the world by storm in 2012. Is this just a fad or is it because of their nature in opening education to the masses? In this chapter, the authors explore how Massive Open Online Courses (MOOCs) use networks that connect people across the globe to foster education that cannot be replicated in any walled classroom. They illustrate case studies, emphasizing best practice strategies employed as well as lessons learned, in an attempt to understand what makes these courses the new cry in higher education. The authors ask whether the local, European, and international markets are ready to accept these massive, open learning environments and how the transfer and transformation of information occurs during exploits of massive collective intelligence. They address learning that is manifested inside social networks and this can be augmented through the sharing of knowledge within the global community. In this digital economy, the authors look at capturing and harvesting “open knowledge” using means that are accessible to all. Is academia ready for all of this? The authors propose an outline of a journey from the birth of MOOCs to their indicative future directions. The scope of this chapter is that of discussing the role of social networks and social applications in these massive courses, as the authors describe why they think this lies at the root of the courses' success.

MOOCs

2014 ◽  
pp. 348-366 ◽  
Author(s):  
Vanessa Camilleri ◽  
Leonard Busuttil ◽  
Matthew Montebello
Keyword(s):  
Social Networks ◽  
Learning Environments ◽  
Best Practice ◽  
Online Courses ◽  
Collective Intelligence ◽  
International Markets ◽  
Lessons Learned ◽  
The Masses ◽  
Social Applications

MOOCs have become a new trend in education, taking the world by storm in 2012. Is this just a fad or is it because of their nature in opening education to the masses? In this chapter, the authors explore how Massive Open Online Courses (MOOCs) use networks that connect people across the globe to foster education that cannot be replicated in any walled classroom. They illustrate case studies, emphasizing best practice strategies employed as well as lessons learned, in an attempt to understand what makes these courses the new cry in higher education. The authors ask whether the local, European, and international markets are ready to accept these massive, open learning environments and how the transfer and transformation of information occurs during exploits of massive collective intelligence. They address learning that is manifested inside social networks and this can be augmented through the sharing of knowledge within the global community. In this digital economy, the authors look at capturing and harvesting “open knowledge” using means that are accessible to all. Is academia ready for all of this? The authors propose an outline of a journey from the birth of MOOCs to their indicative future directions. The scope of this chapter is that of discussing the role of social networks and social applications in these massive courses, as the authors describe why they think this lies at the root of the courses’ success.

Using Video to Foster Presence in an Online Course

2013 ◽  
pp. 166-176
Author(s):  
Sharon Stoerger
Keyword(s):  
Learning Environments ◽  
Social Cognitive ◽  
Online Courses ◽  
Teaching Presence ◽  
Online Course ◽  
Video Content ◽  
Face To Face ◽  
Sense Of Presence ◽  
Rich Media

By definition, presence makes individuals feel connected and part of a community. Yet, creating presence among the students and their instructor does not happen automatically and can be especially challenging to develop in online courses. In these learning environments, interactions are frequently text-based and asynchronous. The visual and auditory cues generally associated with face-to-face interactions are absent. However, easy-to-use, inexpensive technologies to create audio and video content are emerging, and they can foster presence in educational settings. This chapter investigates the use of rich media to promote social, cognitive, and teaching presence. Specifically, instructor-created videos were used to enhance the sense of presence in a fully online course. Responses to surveys, reflections, and unstructured follow-up interviews suggest that students prefer the richer mode of communication, indicating that they felt a greater connection to the instructor as well as their classmates.

Understanding Self-Regulated Learning and Its Importance in Online Learning

2020 ◽  
pp. 24-47
Author(s):  
Dina M. Schwam ◽  
Nannette Commander ◽  
Daphne Greenberg
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Online Courses ◽  
Holistic Approach ◽  
Drop Out ◽  
Online Course ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Many

With the rise in online course offerings, coupled with the growth in online course enrollment, it is surprising that drop-out rates among online courses are higher than in face-to-face courses. This has placed an importance on understanding what contributes to successful learning in online courses and how to address student needs to increase student success. Theories and conceptual models supported by research have explained the complexity of self-regulated learning and the important role metacognition and motivation play in the processes within self-regulated learning. Researchers continue to explore the interconnected relationship within the multiple constructs of self-regulated learning and academic success and its importance in online learning. It is important that instructors have an understanding of the many areas that influence student learning. Through a holistic approach addressing individual difference in supporting students' needs, instructors can encourage the development of self-regulated learning skills through scaffolding different experiences involving instruction.

scholarly journals Teaching Presence in Online Courses: Similar Perceptions but Different Experiences from Multiple Instructor Perspectives

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Murat Turk ◽  
Ali Ceyhun Muftuoglu ◽  
Sinem Toraman
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Teaching ◽  
Online Courses ◽  
Qualitative Inquiry ◽  
Teaching Presence ◽  
Online Course ◽  
Online Learning Environments ◽  
Multiple Case

Online course instructors’ perceptions and perspectives regarding their teaching presence as a key presence in online learning environments significantly influence, if not determine, their online teaching practices, which in turn influence the quality of online students’ learning experiences. Although gaining deeper insights into online course instructors’ perceptions and experiences of teaching presence is quite important and valuable for online education, there is still limited qualitative inquiry into this critical presence across diverse online teaching contexts. The purpose in this qualitative, multiple case study was to explore and understand online course instructors’ perceptions and experiences regarding their own presence in their online courses. We explored the perceptions and experiences of eight course instructors teaching undergraduate and graduate-level online courses at a midwestern U.S. college. Our findings indicated that teaching presence was uniformly considered important and necessary by the instructors although their applications and priorities regarding their teaching presence varied. We discussed our themes that emerged from our interview data and offered several theoretical and practical implications regarding teaching presence in online learning environments.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

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