scholarly journals Adapting Literature Critique Engagement Activities for Online Learning Due to COVID-19: Use of Online Learning Groups to Promote Scientific Literacy Capabilities in Undergraduate Nutrition Education

2021 ◽  
Vol 10 (7) ◽  
pp. 19
Author(s):  
David M. Beauchamp ◽  
Genevieve Newton ◽  
Jennifer M. Monk
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Nutrition Education ◽  
Scientific Literacy ◽  
Scientific Literature ◽  
Skill Development ◽  
Online Course ◽  
Online Learning Environment ◽  
Learning Groups ◽  
Course Format

Maintaining scientific literacy (SL) skill development in undergraduate science education while transitioning courses from the in-person to online learning environment due to the COVID-19 pandemic requires adaptation of some teaching practices. This study assessed the effectiveness of small online learning groups as the active engagement strategy (replacing in-person breakout groups) to promote SL skill development in fourth year undergraduate nutritional science students in the online learning environment (Fall 2020 semester). As a secondary outcome, SL skill development in the online learning environment (Fall 2020, n=178) was compared to that of the in-person course format (Fall 2019, n=144). Students were surveyed at the start and end of the semester to assess their i) scientific literature comprehension, ii) SL skill perceptions, and iii) practical SL skills. The use of online learning groups contributed to improvements in both literature comprehension and SL skill perceptions (P<0.05), however, practical SL skills remained unchanged (P>0.05). There was no difference in the magnitude of improvement in students’ SL skill perceptions or their practical SL skills between course formats (P>0.05). The ability to think critically about the scientific literature was increased in both course formats, with greater improvements observed in the online course format (P=0.02). Additionally, only students in the online course format had improved comprehension of scientific methods versus the in-person format (P=0.05). Collectively, these data demonstrate that the adaptations of an in-person course to an online learning environment using small online learning groups can similarly promote the development of SL in undergraduate nutrition education. 

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 DESIGNING AN ONLINE LEARNING COMMUNITY AMONG TEACHER EDUCATORS

2008 ◽  
Vol 3 (2) ◽  
pp. 71-82 ◽  
Author(s):  
Shironica Karunanayaka
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Teacher Educators ◽  
Community Building ◽  
Online Course ◽  
Educational Technologist ◽  
Online Learning Environment ◽  
Online Learning Community ◽  
The Impact

Online course delivery is rapidly growing among educational institutions all over the world, especially in Open and Distance Learning institutions. The frequent criticisms on distance education for having only limited interactions between teachers and students as opposed to traditional face to face teaching can be significantly minimized with the increased use of online methods, due to its unique instructional capabilities. Online learning provides ample opportunities for students learning at a distance to constantly interact with their teachers as well as peers, sharing experiences and working collaboratively. The creation of a sense of social presence is essential to establish a collaborative online learning environment, as it is a most important factor that helps people actively collaborate, thus increasing a sense of belonging to the learning community. The Faculty of Education of the Open University of Sri Lanka offered the online course, "Teacher Educator as an Educational Technologist" in December 2007, using the learning management system Moodle. The course was designed using a collaborative learning model, allowing adequate opportunities for the distant learners to actively engage in their learning process, engaging in a number of learning and assessment tasks with the support of learning resources and instructor guidance, while collaborating and sharing experiences among each other, mainly through discussion forums. Using the case study approach, an investigation was carried out to find out the specific strategies and techniques adopted by designers, instructors and students in enhancing community building among the participants in the online learning environment. It further explored the impact of community building on the distant learners, who were also novices to online learning. This paper discusses the development process in the building of an online learning community and emphasizes on the roles of designers, teachers, and learners.

Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment

2008 ◽  
pp. 135-156
Author(s):  
Maria H.Z. Kish
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Adult Learners ◽  
Learning Environment ◽  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Online Course ◽  
Online Learning Environment ◽  
Generative Learning

A challenge in teaching and providing any type of instruction in the online learning environment is to ensure that participants are engaged in the process and find meaning in their learning. This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. Vignettes are short and realistic stories that may help bridge participants’ previous experiences to applying course material in relevant situations. The Generative Learning Model, consisting of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. Two outcomes were anticipated using vignettes within the Generative Learning Model in a hybrid online course: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their observations concerning vignettes in reflective learning logs. The adult online learners in this study professionally focused on teaching children and adults. This study’s participants all professionally focused on teaching children and adults. The research findings indicate that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. This article also discusses the methods that have been used to teach adult learners how to respond to and create vignettes for their own teaching and presentation purposes.

scholarly journals Designing an online learning environment for the qualification of teachers: the case of the PAS in the University of Perugia

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Floriana Falcinelli ◽  
Mina De Santis ◽  
Maria Filomia
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Environment ◽  
Blended Learning ◽  
Meaningful Learning ◽  
Online Course ◽  
Online Learning Environment ◽  
Metacognitive Skills ◽  
Training Course ◽  
The University

Abstract The purpose of this paper is to analyse the experience of blended learning conducted in the special Path Enabling Course (PAS: training course reserved for staff working in schools for at least 3 years), at the University of Perugia. The research presented aims to investigate whether, and to what extent, the proposed online course has enabled students to experience different forms of meaningful learning, both individually and in groups; and in which courses they have been stimulated by critical thinking, creativity and metacognitive skills.

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.

Academic Integrity and Student Satisfaction in an Online Environment

2013 ◽  
pp. 1-19 ◽  
Author(s):  
Michele T. Cole ◽  
Daniel J. Shelley ◽  
Louis B. Swartz
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Academic Integrity ◽  
Student Attitudes ◽  
Online Course ◽  
Online Learning Environment ◽  
Level Of Satisfaction ◽  
Ready Access

Universities are experiencing continued growth in the demand for online course offerings. Increasingly, students expect convenience and ready access. In response, institutions are developing policies to support courses that are being designed to maximize learning in an environment that preserves academic integrity. To determine how effectively both goals are being met at one institution, researchers surveyed students in multiple courses over a period of two years. With regard to the level of satisfaction with online learning, students liked the convenience but were not satisfied with the amount and quality of interaction. With regard to student attitudes toward what constitutes acceptable behavior in online learning, results raised concerns about what constitutes academic integrity in the online learning environment.

Facilitating Active Learning and Collaboration in Online Mathematics Content Courses for Secondary Teachers

2018 ◽  
pp. 139-155
Author(s):  
Michelle Homp
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Experiences ◽  
Online Course ◽  
Online Learning Environment ◽  
Teachers Perceptions ◽  
Mathematics Content Courses ◽  
Online Mathematics

This chapter reviews teachers' perceptions of the collaborative learning experiences when enrolled in an online course to determine strategies for engaging teachers in active learning and meaningful collaboration in an online learning environment. A survey was designed to solicit feedback from mathematics teachers of Grades 6-12 who have completed online mathematics content courses at the University of Nebraska – Lincoln (UNL) for professional development or for graduate credit. The survey specifically addresses the teachers' perceptions of the collaborative learning experiences during their online course. Combined with feedback from numerous course evaluations and the experiences of several online mathematics instructors from UNL's Department of Mathematics, results of the survey are utilized to determine strategies for engaging teachers in active learning and meaningful collaboration in an online learning environment.

The 5Ds Model for Planning and Teaching Online Courses

2020 ◽  
pp. 14-34
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Support System ◽  
Online Courses ◽  
Learning Outcome ◽  
Learning Objectives ◽  
Online Course ◽  
Online Learning Environment ◽  
Teaching Online ◽  
Available Resources

This chapter covers the first D of the 5Ds model (define). The define stage is devoted to the online course eight essential definitions, including the need for the course, the overall goal of the course, the learners, the course contents, the course prerequisites, and the course learning objectives. It also describes the online learning environment and identifies the available resources and support system that comes with it. This chapter also includes the author's story that emphasizes the significance of defining the online course contents based on the intended learning outcome and targeted learners' needs.

scholarly journals Perceptions of Social Loafing in Online Learning Groups: A study of Public University and U.S. Naval War College students

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Sherry L Piezon ◽  
William D Ferree
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Public University ◽  
Work Place ◽  
Online Learning Environment ◽  
Social Loafing ◽  
Learning Groups ◽  
Face To Face ◽  
Place Studies ◽  
Fields Of Study

Social loafing research has spanned several decades and fields of study. Research has provided support for both the existence of social loafing and its antecedents within the laboratory, classroom, and work place. Studies regarding the perceptions of social loafing and its effects in the online learning environment, however, are largely non-existent. This study surveyed 227 online learning students who were participating in online learning groups. The study seeks to determine whether the perception of social loafing exists within online learning groups. In addition, several psychosocial factors identified in face-to-face environments are analyzed to determine their impact in online learning groups. Evidence supports both the perception of social loafing in online learning groups as well as similarities between social loafing antecedents in face-to-face groups and those in the online learning environment.

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