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.

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.

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.

scholarly journals Master’s degrees in the Spanish university system: assessing the virtualization of online courses

2020 ◽  
Vol 22 (1) ◽  
pp. 34-56
Author(s):  
Xosé-Mª Mahou-Lago ◽  
Mónica López Viso ◽  
Enrique José Varela-Álvarez
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Online Courses ◽  
State Universities ◽  
University System ◽  
Master's Degrees ◽  
Learning Platform ◽  
Academic Management ◽  
Physical Presence

This paper presents the results of a study on the academic management of online master’s degrees taught at Spanish attendance-based state universities. The study focused on the analysis of the distance learning modality to establish a typology of courses and their degree of virtualization. To gather data, a heuristic test was designed consisting of four fundamental dimensions: type of online learning platform, course description regarding the learning modality, simultaneity with other modalities, and the degree of virtualization. The results show that due to the lack of conceptual clarification, more than 60% of the masters offer a blended modality because they require the physical presence of the student at some point in the learning process.

scholarly journals Online Education Through the Eyes of Students and Lecturers (Based on the Results of a Pedagogical Study in 2019)

2020 ◽  
Vol 24 (2) ◽  
pp. 4-16 ◽  
Author(s):  
A. D. Ivanova ◽  
O. V. Murugova
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Graduate Students ◽  
Online Education ◽  
Online Courses ◽  
Publishing House ◽  
Economic Benefits ◽  
Advantages And Disadvantages ◽  
Second Year ◽  
Winter School

Purpose of the research. The article discusses different views on online education: students, lecturers, politicians. Mass open online courses in the West began to be actively introduced in 2012, but after three years, European and American universities started disappointing in them and began to reduce their importance in training. In Russia, online learning is a popular modern educational trend, which is increasingly being talked about at the highest level and which is promoted by central universities that strive to cover the entire educational space with their digital courses. In October 2019, the Russian Federation President’s special representative for digital and technological development Mr. Dmitry Peskov described key trends for Russian universities in the next five - ten years: the first scenario is “cannibalistic" — several leading universities create online platforms and actually wash the core of regional universities. The second is digital platforms and digitalization, when all universities create their online courses. But behind all this, practically no voices of students are heard — do they want to massively switch to distance education on the Internet? The purpose of this study is to answer this question.Materials and methods. The study of students’ opinions was conducted in 2019 (from May to December) at the Ufa State Aviation Technical University (USATU). The work was carried out as part of the study of the basic course “Psychology and Pedagogy", which is taught to first-year undergraduates and second-year graduate students and during pedagogical practice for second-year undergraduates and third-year graduate students. The main method was a written survey of students about the advantages and disadvantages of online learning, followed by a group discussion in the classroom.The resultswere tested at the “Winter School of the Lecturer - 2020", which was held in January 2020 by the Yurait Publishing House for lecturers from Russia, Kazakhstan, Belarus, Armenia and Ukraine. The research materials were presented at the webinar “Online education through the eyes of students" (speaker — A. Ivanova) and caused wide discussion and multiple feedback from the audience in a group chat. The paper presents the results of a survey of students of USATU and statements from the chat of lecturers.Conclusion. The conclusions obtained as a result of processing the survey of graduate and postgraduate students of the USATU almost completely coincided with the conclusions of the lecturers participating in the “Winter School of Lecturer - 2020": the school and the first post-secondary education (secondary or higher) must be received in the “classical" format. Everyone recognized the best options for applying online education: advanced training; receiving a second education; self-development courses on the latest discoveries and technologies. Distance education must be developed, but only without campaigning: consciously, methodically and technologically thought out. It is necessary to check offline the “qualifications" of people with online diplomas. The main thing is not to rush in the pursuit of ratings and economic benefits with the adoption of ill-conceived and reckless decisions that can lead to intellectual degradation of youth and the correction of which will cost our state a hundred times more.

scholarly journals Pedagogical ethics in distance education

2021 ◽  
Vol 127 ◽  
pp. 01003
Author(s):  
Irina Valerievna Chernova ◽  
Veronika Viktorovna Katermina
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Traditional Education ◽  
Learning Processes ◽  
Educational Process ◽  
Online Classes ◽  
The Relationship

2020 was a truly revolutionary year in terms of education – from the paradigm of predominantly traditional education, we had to rapidly “step” into a distance format, regardless of our desire and readiness. In 2020 two tectonic shifts happened at once: the shift from synchronous offline classes (education) to synchronous online and then from synchronous formats to asynchronous and mixed. In addition to issues related to the technical support of the educational process, the issue related to the development of new professional and pedagogical principles and rules that would contribute to the highly moral behavior and activities of the teacher in creating a comfortable environment for all participants of distance learning process, emphasizing that ethical requirements must reflect the relationship between teachers and learners. We conducted a research aimed at revealing the principles and values the teachers consider crucial to follow when conducting online classes, the skills they think they need master in order to raise the level of their professional expertise, improve the effectiveness of teaching and learning processes, and make their students self-confident and independent. The results of the survey can be used in designing special courses devoted to professional or pedagogical ethics in online learning.

scholarly journals EDUTAINMENT AND INFOTAINMENT IN DISTANCE LEARNING AND TEACHING ENGLISH TO UNIVERSITY STUDENTS AND ADULT LEARNERS

2021 ◽  
pp. 169
Author(s):  
Elena A. Bugreeva
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
University Students ◽  
Online Courses ◽  
Instructional Designers ◽  
Teaching English ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
History Of ◽  
E Learning

The era of digitization and post-literacy has changed many aspects of our life. This paper investigates into edutainment and infotainment as an approach to the instructional design of an English course for university students or adult learners, including distance learning. Apart from a brief history of edutainment and infotainment, the research attempts to realize the nature of edutainment, specify the concept, and point out its advantages and disadvantages. The article describes some instruments of edutainment and infotainment that can improve e-learning English. The findings may be interesting for the faculty engaged in synchronous and asynchronous e-learning and instructional designers creating online courses.

Enhancing Students' Online Engagement: A Study on Online Distance Learning Institutions' Students in Malaysia

2021 ◽  
Vol 12 (1) ◽  
pp. 7-7
Author(s):  
Zahir Osman (Dr) ◽  
Ratna Khuzaimah Mohamad ◽  
Liana Mohamad
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Peer Collaboration ◽  
Learning Attitude ◽  
Online Engagement ◽  
Online Distance Learning ◽  
Online Distance

Online Distance Learning (ODL) settings in higher education institutions assist in allocating resources of education, facilitating instructor-to-student interaction, supporting student learning groups, maintaining the progression of student learning, and allowing students to enroll ODL learning (Islam, 2013). Students' online learning exposures in universities and colleges tend to be combined with academic exposures for the continuous learning progress not because only related to academic accomplishment, but also due to individual success of lifelong learning. The online learning setting tertiary education institutions is a learning environment that puts together the latest digital technology with the practices of teaching and learning as important creativity and innovation through the latest performed-technology platform (Eze, Chinedu-Eze, & Bello, 2018). The advantages of online learning settings for both the students and higher education institutions are significant cost saving of having physical infrastructure of teaching and learning, cause the course materials digitization where it can be shared and retrieved at any time and wherever the students are and embedding into the global educational setting (Pham, Limbu, Bui, Nguyen, & Pham, 2019). Malaysia is aiming to become a developed country and has set a long term vision for that to be realized. This aim can only be achieved by producing high technological skills and a critical thinking workforce. Information communication technology (ICT) will be the main catalyst in leading this transformation. In an online learning environment, engagement has become one of the critical issues for the students. Since the trend today of migrating from the face-to-face classroom to web-based systems, some challenges need to be resolved. In fully online learning, there is 78% of students fail in completing their online courses (Simpson, 2010). Students' failures in online courses were mainly due to their inactive engagement (Kuzilek, Hlosta, Herrmannova, Zdrahal, & Wolff, 2015). Halverson, Graham, Spring, Drysdale, and Henrie (2014) in their thematic analysis have found the term engagement been mentioned in more than fifty per cent of the reviewed publications. Thus, this study aims to assess the direct influence of online learning attitude, online peer collaboration, and psychological motivation on digital readiness and digital readiness influence on online engagement. Keywords: Online Learning Attitude, Online Peer Collaboration, Psychological Motivation, Digital Readiness and Online Engagement.

Preparing for Online and Distance Learning Courses

2018 ◽  
pp. 98-114
Author(s):  
Paul A. Asunda ◽  
Jennifer Calvin ◽  
Rosalie Johanson
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Courses ◽  
Descriptive Study ◽  
Dropout Rates ◽  
Online Course ◽  
Successful Completion ◽  
Course Work

The purpose of this descriptive study is to investigate students' perceptions of online learning courses at a 4 year mid-level mid-western university and whether or not these perceptions influenced their decision to continue taking online courses or not. The findings of this study concur with Lim (2004) in that thorough preparation prior to online course work can help to curb dropout rates and can better prepare learners for successful completion of the course.

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.

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