Brief Report: The Instructor Experience of Fully Online Tertiary Mathematics: A Challenge and an Opportunity

2016 ◽  
Vol 47 (2) ◽  
pp. 147-161 ◽  
Author(s):  
Sven Trenholm ◽  
Lara Alcock ◽  
Carol Robinson
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Tertiary Education ◽  
Research Community ◽  
Human Interaction ◽  
Approaches To Teaching ◽  
Face To Face ◽  
Emergent Theme ◽  
Semistructured Interviews ◽  
Instructor Experience

As part of a dramatic recent shift in tertiary education, many undergraduate students now learn mathematics via fully online courses. At present, the mathematics education research community knows very little about this shift, and in this report, we consider implications of an investigation into the instructor experience of fully online undergraduate mathematics courses. To compare instructor experiences of fully online and face-to-face teaching, we explored assessment schemes, feedback processes, and approaches to teaching using a survey and semistructured interviews. The main emergent theme was instructor concern about the loss of short-cycle face-to-face human interaction. We argue that this concern is serious but should be seen as an opportunity for education researchers to leverage knowledge about effective mathematics teaching to simultaneously alleviate instructors' difficulties and promote and study pedagogical development.

MyLO

2012 ◽  
pp. 129-137
Author(s):  
Si Fan ◽  
Quynh Lê ◽  
Yun Yue
Keyword(s):  
Online Courses ◽  
Tertiary Education ◽  
Communication Services ◽  
Web Based ◽  
Education Management ◽  
Face To Face ◽  
Wide Range ◽  
Face To Face Learning ◽  
Management Students

As one of the key infrastructures within web-based learning, courseware is adopted by schools and universities to enable a systematic learning delivery and education management. Students in both traditional face-to-face learning and online courses can benefit from this technology. The wide range of courseware platforms are supporting course needs by offering great flexibility in information delivery, communication services, and collaboration. This chapter looks at the role of web-based courseware in tertiary education, using MyLO (My Learning Online) as an example. It reveals that courseware systems like MyLO have a great potential in facilitating collaborations and enhance interactions among lecturers and students. To achieve this, potential efforts from all perspective are required; including students, lecturers and faculties.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

scholarly journals Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
Maria Joseph Israel
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Course ◽  
Traditional Classrooms ◽  
Teachers Colleges ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Current Trends ◽  
Conventional Classroom

<p class="BodyA">The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. This paper reviews some recent experiments in the context of current trends in MOOCs by examining methodologies utilized in blended MOOCs in a face-to-face environment. This paper further discusses the preliminary findings related to its effectiveness of learning outcomes and its impact on students and instructors in blended MOOCs format. The review of blended MOOCs in classrooms assists to form the emerging consensus on integrating MOOCs in conventional classroom settings, while highlighting potential opportunities and challenges one might face when implementing MOOCs in similar or entirely different contexts.</p>

scholarly journals ACADEMIC DISHONESTY IN TRADITIONAL AND ONLINE CLASSROOMS: DOES THE “MEDIA EQUATION” HOLD TRUE?

2019 ◽  
Vol 12 (3-4) ◽  
Author(s):  
Erik W. Black ◽  
Joe Greaser ◽  
Kara Dawson
Keyword(s):  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Online Courses ◽  
Future Research ◽  
Online Classroom ◽  
Face To Face ◽  
Traditional Courses ◽  
Online Classrooms ◽  
The Media ◽  
The Relationship

Limited empirical research exists regarding the prevalence of academic dishonesty in the online classroom. This limited evidence supports the notion that factors contributing to academic dishonesty in the traditional classroom also apply to online courses. The purpose of this study is to explore the relationship between factors known to contribute to academic dishonesty in traditional courses with undergraduate students’ perceptions of cheating in online courses. 1068 undergraduates enrolled in online courses completed a survey exploring factors known to contribute to academic dishonesty in face-to-face classes and their perception of their peers’ level of cheating in online courses. Researchers employed bivariate correlations and multiple regression on data obtained from these students. Results suggest factors known to contribute to academic dishonesty in face-to-face classes have little influence in online courses, and results suggest that future research needs to consider whether students who engage in online learning have different ideas about what constitutes cheating.

ACADEMIC DISHONESTY IN TRADITIONAL AND ONLINE CLASSROOMS: DOES THE “MEDIA EQUATION” HOLD TRUE?

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Joe Greaser ◽  
Erik W Black ◽  
Kara Dawson
Keyword(s):  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Face To Face ◽  
Traditional Courses ◽  
Online Classrooms ◽  
The Media ◽  
The Relationship

Limited empirical research exists regarding the prevalence of academic dishonesty in the online classroom. This limited evidence supports the notion that factors contributing to academic dishonesty in the traditional classroom also apply to online courses. The purpose of this study is to explore the relationship between factors known to contribute to academic dishonesty in traditional courses with undergraduate students’ perceptions of cheating in online courses. 1068 undergraduates enrolled in online courses completed a survey exploring factors known to contribute to academic dishonesty in face-to-face classes and their perception of their peers’ level of cheating in online courses. Researchers employed bivariate correlations and multiple regression on data obtained from the sample of 1068 students. Results suggest factors known to contribute to academic dishonesty in face-to-face classes have little influence in online courses and suggest students who engage in online learning may have differing ideals as to what constitutes cheating.

Exploring the Relationship Between Student Behavioral Patterns and Learning Outcomes in a SPOC

2021 ◽  
Vol 19 (1) ◽  
pp. 35-49
Author(s):  
Changsheng Chen ◽  
Xiangzeng Meng
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Online Courses ◽  
Activity Levels ◽  
Behavioral Patterns ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
The University ◽  
Task Oriented

As a supplement to face-to-face teaching, small private online courses (SPOCs) have become increasingly popular in higher education. Nevertheless, there is a lack of research on behavioral patterns in the university SPOC. This empirical study investigates the behavioral patterns of 306 undergraduate students taking a degree course partially taught through a university learning platform. Results suggested that task-oriented behaviors accounted for most of the online learning processes. The login behavior was the most significantly correlated with learning outcomes, followed by student engagement with learning activities. The authors found that students' engagement levels had a statistically significant impact on their learning outcomes. Additionally, the high-achieving group demonstrated higher activity levels in performance- and objective-driven activities. The low-achieving group encountered some difficulties in self-regulated learning.

scholarly journals SERIOUS GAME AGAINST DOPING: EVALUATION OF GAME USABILITY, EASE AND USERS’ ENJOYMENT

2020 ◽  
pp. 496-506
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Main Tool ◽  
Educational Interventions ◽  
Serious Game ◽  
Traditional Teaching ◽  
Face To Face ◽  
Recreational Athletes ◽  
Alternative Approach ◽  
Performance Enhancing Drugs

Doping is a threat to sport worldwide. Doping not only exists in professional sport, but also affects recreational athletes who increasingly use performance-enhancing drugs. As anti-doping authorities largely rely on detection, deterrence, and prevention to tackle doping use, the main tool for prevention is education. So far, educational interventions have largely used traditional teaching approaches such as face-to-face courses and online courses. The present study examines the usability of a serious game against doping (the GAME) as an alternative approach to traditional anti-doping education. In addition, this study will investigate its ease and users’ enjoyment while playing the serious game. Participants in the evaluation were 21 undergraduate students who played the GAME and then were asked to respond to a questionnaire evaluating GAME’s usability, ease and users’ enjoyment. Concerning the usability and ease of GAME, the results demonstrated the high usability and ease of GAME. The findings related to the evaluation of users’ enjoyment were also positive. Overall, players were largely satisfied with their gaming experience, rating the GAME as easy to understand and learn and very satisfying. The next step is to deploy the GAME in greater audiences and evaluate its effectiveness in changing beliefs and knowledge about doping.

Playing Goffman’s Information Game: A Classroom Activity Involving Student Interactions

2017 ◽  
Vol 45 (3) ◽  
pp. 260-268
Author(s):  
Charles Allan McCoy
Keyword(s):  
Undergraduate Students ◽  
Human Interaction ◽  
Classroom Activity ◽  
Presentation Of Self ◽  
Student Interactions ◽  
Student Responses ◽  
Student Activities ◽  
Face To Face ◽  
Public Audience ◽  
Engaging Student

Goffman’s dramaturgical approach is frequently used to introduce undergraduate students to the sociological understanding of human interaction. While a number of scholars have designed engaging student activities that highlight Goffman’s approach, most of these activities tend to involve atypical embarrassing interactions or norm-breaking behaviors that happen in front of a large public audience. In this way, they are unlike the mundane face-to-face interactions that were the focus of much of Goffman’s work. I have used Goffman’s notion of interactions as an “information game,” discussed at the start of The Presentation of Self in Everyday Life, to create a stimulating in-class exercise that involves students having a routine one-on-one interaction with another student. Responses from 170 students in four Introduction to Sociology classes suggest that students found the activity engaging and believed it gave them a richer understanding of Goffman’s approach to human interaction.

scholarly journals Educational strategy in digital environment

2021 ◽  
Vol 296 ◽  
pp. 08030
Author(s):  
Irina Stikhina
Keyword(s):  
Development Strategy ◽  
Undergraduate Students ◽  
Online Courses ◽  
Learning Experience ◽  
Educational Strategy ◽  
Digital Environment ◽  
Digital Platforms ◽  
Face To Face ◽  
Virtual Classes ◽  
Face To Face Learning

The article analyzes educational transformations as viewed by undergraduate students of the 1st and the 4th year as well as aspects of digital transformation based on the conducted survey. Predicated on general trends and collected data, possible development strategy of education in digital environment is introduced. It is assumed that online courses with integrated materials designed on digital platforms will command a larger part in the curricula. At the same time, as the study shows, the traditional education with face-to-face communication is still important to students. Therefore, the educational strategy should emphasize the blended format – face-to-face learning experience on campus complemented by the distance component in the form of synchronous virtual classes, enriched by asynchronous online electronic courses with e-lectures and interactive tasks for students.

scholarly journals Synchronous and Asynchronous Discussions: Effects on Cooperation, Belonging, and Affect

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Amy T Peterson ◽  
Patrick N. Beymer ◽  
Ralph T. Putnam
Keyword(s):  
Cooperative Learning ◽  
Undergraduate Students ◽  
Online Courses ◽  
Theory And Practice ◽  
Group Discussions ◽  
Face To Face ◽  
Asynchronous Interaction ◽  
Small Group Discussions ◽  
The Relationship ◽  
Robust Evidence

Supporting productive peer-to-peer interaction is a central challenge in online courses.  Although cooperative learning research provides robust evidence for the positive outcomes of face-to-face cooperative learning (Johnson & Johnson, 1989), online modes of cooperative learning have provided mixed results. This study examines the effects of synchronous versus asynchronous interaction on students’ sense of cooperation, belonging, and affect in online small-group discussions. Fifty-two undergraduate students were assigned to synchronous and asynchronous interaction conditions.  The findings support prior research that asynchronous communication interferes with the relationship between cooperative goals and the outcomes of cooperation. Results inform theory and practice, by showing that asynchronous cooperative learning may not work as designed because the presence of cooperative goals do not predict cooperative outcomes.

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