scholarly journals Strategies for innovative teaching and learning Part III: Connecting with students from a distance

2021 ◽  
Vol 11 (10) ◽  
pp. 19
Author(s):  
Diana Bantz ◽  
Cynthia M. Thomas ◽  
Constance E. McIntosh
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
Phone Calls ◽  
Isolation Methods ◽  
History Of

The third article in a three-part series discusses ways to enhance communication with students and promote connectedness when delivering a distance online course. Students in distance programs may have feelings of not being connected to the instructor and peers leading to dissatisfaction and isolation. Methods of how the instructor can promote an environment of connectedness through the use of announcements, video conferencing, video updates, scheduled phone calls, and office hours will be discussed. The first paper discussed the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses. The second paper delved into understanding of the learning platform, developing a course model, creating individual assignment rubrics for courses, requiring active participation from both instructor and students, and setting-up quality communication.

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

Using Course Maps for Easy Classroom to Computer Transition

2011 ◽  
pp. 2226-2230
Author(s):  
Stephanie J. Etter ◽  
Lisa T. Byrnes
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
History Of Higher Education ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Learning Programs ◽  
History Of

Online learning is the fastest growing segment in the educational marketplace (Conhaim, 2003). As the number of online courses increases and distance learning programs grow in popularity, questions of quality and comparability of online courses with traditional methods naturally arise (Schulman & Sims, 1999). While online learning is the fastest growing educational segment, partly in thanks to on-campus students who choose to take courses online, there are still debates about not only the quality of the course content, but the quality of the technology used as well. According to Bowman (2003), in “the history of higher education, online classes are relatively new, and it is yet to be determined how to take full advantage of the technology” (p. 73). Traditional face-to-face courses, which may have been proven successful in terms of evaluations and outcomes assessments, are increasingly being converted to online courses. A study by Smith, Ferguson, and Caris (2000) concluded: “Contrary to intuition, current Web-based online college courses are not an alienating, mass-produced product. They are a laborintensive, highly text-based, intellectually challenging forum which elicits deeper thinking on the part of the students” (p. 67). Converting a traditional classroom course that is intellectually challenging and that elicits deeper thinking into an online course that can do the same can be a harrowing task. The process of converting a face-to-face course into an online course without compromising the course’s integrity and quality is a difficult burden to overcome. The burden of the conversion process can be eased, however, through the use of course maps.

scholarly journals Usage of Online Learning Resources among Academic Staff at a Malaysian University

2018 ◽  
Vol 7 (3.30) ◽  
pp. 1
Author(s):  
Kamilah Radin Salim ◽  
Morina Abdullah ◽  
Nor Liza Ali ◽  
Rosmah Ali
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Practical Implication ◽  
Academic Staff ◽  
Learning Resources ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Online Learning Resources ◽  
The University

This paper reports on the awareness and usage of online learning resources in teaching and learning among the academic staff at a public university in Malaysia. In addition, the advantages and disadvantages of online learning resources are also presented. Online learning resources recommended by the management of the university include e-learning modules, Open Courseware (OCW), Massive Open Online Courses (MOOC), BLOSSOMS, Edutainment and Video of Exemplary Professionals. Data were collected using a survey questionnaire with Likert scale items and open-ended questions. The questionnaires were distributed to 160 academic staff of the university. The results show that the most attended training was e-learning and most respondents are currently implementing it in their courses. However, less than 10% of the respondents implemented the OCW, MOOC, BLOSSOMS and Edutainment. About 23.1% of the respondents implemented Video of Exemplary Professionals in their teaching and learning. Some respondents also reported lack of student participation in using e-learning and other resources due to system instability. The practical implication of this study is that more training on new online learning resources should be provided to the academic staff to increase their skills in using the online learning resources in their teaching. Better internet connection is also necessary to boost the use of these resources. 

scholarly journals Usage of Online Learning Resources Among Academic Staff at Malaysian University

2018 ◽  
Vol 7 (3.25) ◽  
pp. 16
Author(s):  
Kamilah Radin Salim ◽  
Morina Abdullah ◽  
Nor Liza Ali ◽  
Rosmah Ali
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Practical Implication ◽  
Academic Staff ◽  
Learning Resources ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Online Learning Resources ◽  
The University

This paper reports on the awareness and usage of online learning resources in teaching and learning among the academic staff at a public university in Malaysia. In addition, the advantages and disadvantages of online learning resources are also presented. Online learning resources recommended by the management of the university include e-learning modules, Open Courseware (OCW), Massive Open Online Courses (MOOC), BLOSSOMS, Edutainment and Video of Exemplary Professionals. Data were collected using a survey questionnaire with Likert scale items and open-ended questions. The questionnaires were distributed to 160 academic staff of the university. The results show that the most attended training was e-learning and most respondents are currently implementing it in their courses. However, less than 10% of the respondents implemented the OCW, MOOC, BLOSSOMS and Edutainment. About 23.1% of the respondents implemented Video of Exemplary Professionals in their teaching and learning. Some respondents also reported lack of student participation in using e-learning and other resources due to system instability. The practical implication of this study is that more training on new online learning resources should be provided to the academic staff to increase their skills in using the online learning resources in their teaching. Better internet connection is also necessary to boost the use of these resources. 

Honest Communication in Online Learning

2009 ◽  
pp. 619-624
Author(s):  
Kellie A. Shumack
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Bottom Line ◽  
Approach To Teaching ◽  
Student Cheating ◽  
Future Of Education

Online learning promises much for the present and the future of education because it bridges the gap of distance and time (Valentine, 2002). Students have doors opened wide because of online courses, and in many ways, these opportunities bring in an equalizing quality for those who want to be educated. The bottom line is that the “convenience of time and space” (Valentine, 2002, p. 2) makes online courses an appealing option. Online courses come under the general heading of “distance education.” Pallof and Pratt (2001, p. 5) define distance education as “an approach to teaching and learning that utilizes Internet technologies to communicate and collaborate in an educational context.” This definition is what online courses are today. Some common modes of delivery include WebCT, Blackboard, Convene, and eCollege. Technology or these authoring tools are “not the ‘be all and end all’ of the online course. [They] are merely the vehicle for course delivery” (Pallof & Pratt, 2001, p. 49). As with many things, there are also some potentially negative aspects possible with online learning. This progressive form of instruction is not impervious to problems with student cheating, and in fact, cheating is often considered easier in online courses (Rowe, 2004). The purpose of this paper is to examine plagiarism within the different elements of online learning courses and investigate what can be done about it. Before examining plagiarism, a case for integrity should be made.

scholarly journals Strategies for innovative teaching and learning Part 1: Foundational discussion of online learning technology

2021 ◽  
Vol 11 (6) ◽  
pp. 67
Author(s):  
Cynthia M. Thomas ◽  
Constance E. McIntosh ◽  
Diana Bantz
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Innovative Teaching ◽  
Online Distance Education ◽  
College Degrees ◽  
Advantages And Disadvantages ◽  
Online Distance

The evolution from traditional on campus education to the current distance education modalities using online learning and technology systems have changed how higher education is delivered to thousands of students and faculty. Technology is changing how faculty teach and how students earn higher education degrees. Many students are seeking the flexibility, and independence online distance education offers to earn college degrees often without leaving home. However, some faculty may not be experienced at developing, delivering, and evaluating online distance courses to meet the needs of student learners. This initial paper will guide faculty through a short history of distance learning, the positives and negatives of online learning vs traditional on campus learning, advantages and disadvantages of distance online learning, and the initial considerations for establishing an online course.

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.

scholarly journals Applying the Matrix Model in an English for Presentation Online Class during COVID-19 Pandemic: A Case Study of an Undergraduate Class in Thailand

2021 ◽  
Vol 14 (9) ◽  
pp. 12
Author(s):  
Prapaporn Sompakdee ◽  
Wichuta Chompurach ◽  
Werachai Thanamaimas ◽  
Siraprapa Kotmungkun
Keyword(s):  
Online Learning ◽  
Matrix Model ◽  
Online Courses ◽  
Private University ◽  
Online Course ◽  
The Matrix ◽  
Online Course Development ◽  
Data Collections ◽  
Class Presentation ◽  
Academic Year

During the COVID-19 pandemic, online learning was an important topic for scholars. A private university in Khon Kaen Province, Thailand followed a policy to create online courses for every subject to ensure that education could proceed effectively. To correspond with the policy, the Matrix Model was integrated with the online course development of an English for Presentation class at this private university. The Matrix Model is also known as SAMR which refers to Substitution, Augmentation, Modification, and Redefinition. The online course was presented in the third semester of the academic year of 2019 with 77 participants who volunteered to participate in this course. The research instruments used in this study were observation, surveying, and interview. The data collections were done at the beginning, during, and after the course to provide a comprehensive study of online learning. The data revealed both positive opinions and obstacles associated with this online learning. The results of using the SAMR model in this study do provide benefits to students and educators and show that 84% of the participants prefer online presentation over in-class presentation.

scholarly journals Impact of Google Classroom as an Online Learning Delivery during COVID-19 Pandemic: The Case of a Secondary School in Nigeria

2020 ◽  
pp. 53-61
Author(s):  
Oyarinde, Oluremi Noah ◽  
Komolafe, Olaide Gbemisola
Keyword(s):  
Online Learning ◽  
Secondary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Attitude Scale ◽  
Structure Interview ◽  
Digital Learning ◽  
Online Questionnaire ◽  
Learning Platform ◽  
Achievement Attitudes

The teaching and learning process is rapidly becoming technology driven with the integration of digital learning using of online learning platforms to facilitate instructional delivery. Google classroom learning platform is one of the effective ways of enhancing student active engagement in an online learning environment. The purpose of this study is to examine the impacts of Google classroom as an online learning delivery platform in secondary school during the COVID-19 pandemic in Nigeria. A mixed method approach was used in the study. Online questionnaire on Google Classroom Attitude Scale (GCAS) was used and online Semi-Structure Interview Guide (SSIG) developed by the researcher for data collection on the students’ perceptions on Google classroom. The researcher used Statistical Package of Social Science programme to calculate and analyse arithmetic mean, standard deviation and t-test. Content analysis was used for analysis of qualitative data. The participants were 140. The results showed that Google classroom platform as an online learning delivery positively affected students' academic achievement, attitudes and their perception during the pandemic in Nigeria’s secondary school. Based on the findings of the study, it was recommended that education stakeholders should effectively prepare students for the use of this platform for their learning activities during the pandemic. The platform is capable of assisting both students and teachers to connect, work together, create assignments, grade students and post learning materials. Likewise, students can also ask questions about the areas they do not understand. Hence, the advantages of the platform can be brought into usage for achieving quality in the teaching and learning process at all levels of education during the pandemic.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

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