WorldWideScience

Sample records for satern online courses

  1. Designing Online Education Courses.

    Science.gov (United States)

    Trentin, Guglielmo

    2001-01-01

    Focuses on the main elements that characterize online course design. Topics include design constraints; analysis of learning needs; defining objectives; course prerequisites; content structuring; course flexibility; learning strategies; evaluation criteria; course activities; course structure; communication architecture; and design evaluation.…

  2. Deep Learning Online Course

    Science.gov (United States)

    2016-11-01

    slides and videos2, detailed course notes were made available online. There were also three homework assignments with starter Python code aimed at...Integration Center (CAMEO/RIC) project. In May, Don Waagen from the Army’s Aviation and Missile Research , Development, and Engineering Center (AMRDEC) shared...Vu Tran, a researcher with Booz Allen Hamilton, presented his work on applications of convolutional neural networks for image and video. There was

  3. Massive Open Online Courses

    Directory of Open Access Journals (Sweden)

    Tharindu Rekha Liyanagunawardena

    2015-01-01

    Full Text Available Massive Open Online Courses (MOOCs are a new addition to the open educational provision. They are offered mainly by prestigious universities on various commercial and non-commercial MOOC platforms allowing anyone who is interested to experience the world class teaching practiced in these universities. MOOCs have attracted wide interest from around the world. However, learner demographics in MOOCs suggest that some demographic groups are underrepresented. At present MOOCs seem to be better serving the continuous professional development sector.

  4. Transforming the Online Course

    Science.gov (United States)

    Horodyskyj, L.; Ben-Naim, D.; Semken, S. C.; Anbar, A. D.

    2013-12-01

    Traditional large lecture classes are fundamentally passive and teacher-centered. Most existing online courses are as well, including massive open online courses (MOOCs). Research tells us that this mode of instruction is not ideal for student learning. However, the unique attributes of the online environment have thus far been mostly underutilized. We hypothesize that new tools and the innovative curricula they enable can foster greater student engagement and enhance learning at large scale. To test this hypothesis, over the past three years, Arizona State University developed and offered "Habitable Worlds", an online-only astrobiology lab course. The course curriculum is based on the Drake Equation, which integrates across disciplines. The course pedagogy is organized around a term-long, individualized, game-inspired project in which each student must find and characterize rare habitable planets in a randomized field of hundreds of stars using concepts learned in the course. The curriculum allows us to meaningfully integrate concepts from Earth, physical, life, and social sciences in order to address questions related to the possibility of extraterrestrial life. The pedagogy motivates students to master concepts, which are taught through interactive and adaptive inquiry-driven tutorials, featuring focused feedback and alternative pathways that adjust to student abilities, built using an intelligent tutoring system (Smart Sparrow's Adaptive eLearning Platform - AeLP). Through the combination of the project and tutorials, students construct knowledge from experience, modeling the authentic practice of science. Because the tutorials are self-grading, the teaching staff is free to dedicate time to more intense learner-teacher interactions (such as tutoring weaker students or guiding advanced students towards broader applications of the concepts), using platforms like Piazza and Adobe Connect. The AeLP and Piazza provide robust data and analysis tools that allow us to

  5. Student views regarding online freshmen physics courses

    Science.gov (United States)

    Ramlo, Susan

    2017-10-01

    Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially freshmen-level science courses perceived to be difficult?

  6. Assuring Quality in Online Course Delivery

    Science.gov (United States)

    Matuga, Julia M.; Wooldridge, Deborah G.; Poirier, Sandra

    2011-01-01

    This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and…

  7. Students Matter: Quality Measurements in Online Courses

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2016-01-01

    Quality Matters (QM) is a peer review process designed to certify the quality of online courses and online components. It has generated widespread interest and received national recognition for its peer-based approach to quality assurance and continuous improvement in online education. While the entire QM online course design process is…

  8. BUSINESS ENGLISH COURSES ONLINE SUPPORT

    Directory of Open Access Journals (Sweden)

    KUČÍRKOVÁ, Lenka

    2011-12-01

    Full Text Available The paper deals with the project called Online Study Support for the Subject of Business English within the Fund of Higher Education Development of the Czech Republic. It will be created in the form of a twelve-module course in the Moodle Learning Management System (LMS on the B1 level of the Common European Framework of References for Languages. Moodle is an open source Virtual Learning Environment which is free, developed by a worldwide community and is used for study purposes. It allows the teachers to create online courses and the students to enrol in them. The course is focused on the development of business and economic terminology, on reading comprehension, listening comprehension and the work with up-to-date authentic audio-visual materials. The course comprises the topics such as business and its basic terms, business letters, business organizations, macroeconomics and microeconomics, personnel management, marketing, email, accounting and finance etc. Single units have the following structure: lead in, key words and definitions, specialist material, various activities such as filling in the gaps, multiple choice, matching, word formation, word order etc. These electronic activities are created in the most famous authoring tool in our field called Hot Potatoes, they can be stored on a central server and accessed from anywhere through the Internet. Online support will be intended for students of all faculties and fields of study at the Czech University of Life Sciences (CULS in Prague, including incoming Erasmus students and academic staff as well as the students of other universities.

  9. Students' Perceptions of Online Courses: The Effect of Online Course Experience

    Science.gov (United States)

    Dobbs, Rhonda R.; Waid-Lindberg, Courtney A.; del Carmen, Alejandro

    2017-01-01

    While online learning is nothing new, research regarding student perceptions of online courses is limited and has generally focused on those who have taken online courses. Data were collected from 180 students taking criminal justice courses on campus at a large 4-year university in the Southwest and 100 students taking criminal justice courses in…

  10. Teaching Dance with Online Course Management Systems

    Science.gov (United States)

    Colombi, Erika; Knosp, Suzanne

    2017-01-01

    As a result of easier access to and functionality of the Internet, online course management systems (CMSs) began to be developed in the mid-1990s. These technological tools were created to fill a need in the growing field of teaching through online courses.Most notable of these course tools are Blackboard (2015) and Desire2Learn (1999). Both of…

  11. Video and Course Context Discussion on Massive Open Online Courses

    DEFF Research Database (Denmark)

    Dubosson, Magali; Emad, Sabine; Broillet, Alexandra

    2014-01-01

    Video and Course Content Discussion on Massive Open Online Courses: An Exploratory Research—Magali Dubosson (HEG Fribourg), Sabine Emad (HEG Genève), Alexandra Broillet (University of Geneva and Webster University Geneva), Constance Kampf (Aarhus University, Denmark)...

  12. Evaluating and Improving Online Intelligence Courses

    Directory of Open Access Journals (Sweden)

    Dr. Alexandra Luce

    2013-08-01

    Full Text Available Civilian, military and government institutions offer a wide range of courses on intelligence and are increasingly doing so online. While evaluation and improvement are critical to ensuring quality training and education, there is little research about how to evaluate and improve online intelligence courses. Based on the author’s experience developing and teaching such courses, this article offers four suggestions to those involved in online intelligence training and education: (1 conduct a key assumptions check; (2 ensure the course presentation embodies the principles of intelligence communication; (3 encourage creative freedom; and (4 build in mechanisms for feedback throughout the course.

  13. Automated Assessment in Massive Open Online Courses

    Science.gov (United States)

    Ivaniushin, Dmitrii A.; Shtennikov, Dmitrii G.; Efimchick, Eugene A.; Lyamin, Andrey V.

    2016-01-01

    This paper describes an approach to use automated assessments in online courses. Open edX platform is used as the online courses platform. The new assessment type uses Scilab as learning and solution validation tool. This approach allows to use automated individual variant generation and automated solution checks without involving the course…

  14. Global road safety online course development.

    Science.gov (United States)

    2017-06-01

    The Global Road Safety Online Curriculum Development project involved the adaptation of in-person classroom materials and development of new materials to be used in an online setting. A short-course format was selected to pilot the course, and four t...

  15. Teaching Accounting Courses Online: One Instructor's Experience

    Science.gov (United States)

    Dusing, Gregory M.; Hosler, Jonathan C.; Ragan, Joseph M.

    2012-01-01

    Accounting programs at colleges and universities across the country are offering more online courses, and in some cases entire degree programs. Given increasing enrollments in online accounting education, it is important that accounting educators become aware of the things that work and the things that don't work when delivering courses over the…

  16. Supporting Academic Honesty in Online Courses

    Directory of Open Access Journals (Sweden)

    Patricia McGee

    2013-01-01

    Full Text Available Ensuring academic honesty is a challenge for traditional classrooms, but more so for online course where technology use is axiomatic to learning and instruction. With the Higher Education Opportunity Act of 2008 (HEOA requirement that online course providers reduce opportunities to cheat and verify student identity, all involved with course delivery must be informed about and involved in issues related to academic dishonesty. This article examines why students cheat and plagiarize, types of dishonesty in online courses, strategies to minimize violations and institutional strategies that have proven to be successful.

  17. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

    OpenAIRE

    Biel, Rachel; Brame, Cynthia J.

    2016-01-01

    Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types ...

  18. What Makes a MOOC? Massive Open Online Courses (MOOCSs) Compared to Mainstream Online University Courses

    Science.gov (United States)

    Johnston, Timothy C.

    2014-01-01

    A Massive Open Online Course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance. The MOOC industry is growing rapidly, fueled by students interested in free higher-education learning, and the universities and venture capitalists willing to fund the courses. This paper…

  19. Building Better Online Courses (Invited Talk)

    OpenAIRE

    Norvig, Peter

    2013-01-01

    We now have many choices in designing a course, whether it is in the classroom, online, or a hybrid. This talk will cover some of the mechanics of running an online course, including the factors involved in building a community. And we will discuss whether building a course is like building software: in the early days, software was crafted by individuals, but over time we established processes that enabled large groups to build much larger systems. Today, courses are still crafted by an in...

  20. Interactive Storytelling: Opportunities for Online Course Design

    Science.gov (United States)

    Baldwin, Sally; Ching, Yu-Hui

    2017-01-01

    Compelling interactive stories can be used to get and keep learners' interest in online courses. Interactive storytelling presents information in a manner that involves learners by allowing them to connect with the content. Incorporating interactive storytelling into online education offers the potential to increase student interest and knowledge…

  1. Evaluation of an Online Study Skills Course

    Science.gov (United States)

    Pryjmachuk, Steven; Gill, Anita; Wood, Patricia; Olleveant, Nicola; Keeley, Philip

    2012-01-01

    This article describes the evaluation of an online study skills course unit designed, using evidence-based principles, to support undergraduate students. A mixed-methods approach was employed to establish the extent to which the unit was (a) fit for purpose and (b) effective. Data were obtained from an online survey (n = 63) conducted on entry to…

  2. Graduate Inquiry: Social Capital in Online Courses

    Science.gov (United States)

    Mays, Thomas

    2016-01-01

    As colleges and universities increase their online course offerings, student social experiences in online learning environments require further examination, specifically for nonresidential students who may already be less integrated into college social networks. A social capital framework was used to guide this qualitative study of 17…

  3. Scaffolding Learner Autonomy in Online University Courses

    Science.gov (United States)

    Ribbe, Elisa; Bezanilla, María José

    2013-01-01

    This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout…

  4. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting.

    Science.gov (United States)

    Biel, Rachel; Brame, Cynthia J

    2016-12-01

    Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students' learning of key biology skills and concepts.

  5. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

    Directory of Open Access Journals (Sweden)

    Rachel Biel

    2016-12-01

    Full Text Available Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students’ learning of key biology skills and concepts.

  6. Online course design for teaching critical thinking.

    Science.gov (United States)

    Schaber, Patricia; Shanedling, Janet

    2012-01-01

    Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the primary design of either classroom or online courses, and is even less frequently measured in student learning. In health professional education, CT along with clinical reasoning skills is essential for the development of clinical practitioners. This study, measuring CT skill development in an online theory course, supports using a cyclical course design to build higher level processes in student thinking. Eighty-six Masters of Occupational Therapy students in four sections of an occupation-based theory course were evaluated on elements in the Paul and Elder CT Model throughout the course and surveyed for their perceptions in their ability to think critically at course completion. Results of this study demonstrated that the online theory course design contributed to improving critical thinking skills and student's perceived CT skill development as applicable to their future professional practice. In a focus group, eight students identified four effective course design features that contributed to their CT skill development: highly structured learning, timely feedback from instructor, repetition of assignments, and active engagement with the material.

  7. An online learning course in Ergonomics.

    Science.gov (United States)

    Weiss, Patrice L Tamar; Schreuer, Naomi; Jermias-Cohen, Tali; Josman, Naomi

    2004-01-01

    For the past two years, the Department of Occupational Therapy at the University of Haifa has offered an online course to third year occupational therapists on the topic of Ergonomics for Health Care Professionals. The development and implementation of this course was funded by the Israeli Ministry of Education. Unique teaching materials, developed and uploaded to the University's server via "High Learn", included interactive and self-directed documents containing graphics, animations, and video clips. Extensive use was made of the discussion forum and survey tools, and students submitted all assignments online. For the final topic, an expert in ergonomics from Boston University delivered a lecture via two-way videoconferencing. The course site included comprehensive library listings in which all bibliographic materials were made available online. Students accessed course materials at the University in a computer classroom and at home via modem. In an accompanying research study, the frequency of student usage of the various online tools was tracked and extensive data were collected via questionnaires documenting students' demographic background, preferred learning style, prior usage of technology, satisfaction with the course and academic achievement. This paper focuses on the results of the research study that examined how the students responded to and coped with teaching material presented and accessed in this format.

  8. Massive Open Online Courses and economic sustainability

    OpenAIRE

    Liyanagunawardena, Tharindu R.; Lundqvist, Karsten O.; Williams, Shirley A.

    2015-01-01

    Millions of users around the world have registered on Massive Open Online Courses (MOOCs) offered by hundreds of universities (and other organizations) worldwide. Creating and offering these courses costs thousands of pounds. However, at present, revenue generated by MOOCs is not sufficient to offset these costs. The sustainability of MOOCs is a pressing concern as they incur not only upfront creation costs but also maintenance costs to keep content relevant, as well as on-going facilitation ...

  9. TEACHING IN ONLINE COURSES: Experiences of Instructional Technology Faculty Members

    Directory of Open Access Journals (Sweden)

    Omur AKDEMIR

    2008-04-01

    Full Text Available The Internet and computer technology have altered the education landscape. Online courses are offered throughout the world. Learning about the experiences of faculty members is important to guide practitioners and administrators. Using qualitative research methodology, this study investigated the experiences of faculty members teaching online courses. A convenience sampling was used to select the instructional technology faculty members to investigate their experiences in online courses. Semi-structured interviews with faculty members teaching online courses were used as the primary source to collect data about the experiences of faculty members in online courses. Results of the study showed that faculty members' interest in using technology and the amount of time available to them for online course design affected the quality of online courses. The findings of this study also indicated that design quality of online courses is affected by the interest of faculty members to use the technology and the time that they can devote to planning, designing, and developing online courses. The poor design of existing online courses, high learning expectations of ndividuals from these courses, and the future of online courses are the concerns of faculty members. Higher education institutions should support workshops and trainings to increase the skills and interests of non-instructional design faculty members to design and develop online courses.

  10. Developing a Collaborative Multidisciplinary Online Design Course

    Directory of Open Access Journals (Sweden)

    Diane M. Bender, Ph.D.

    2005-07-01

    Full Text Available Technology is transforming the practice of architecture and design from the conceptual stages right down to the actual construction. One would assume technology is being readily integrated into current design education. Unfortunately, this is not the case. The purpose of this study is to explore the integration of online education into the curriculum of architecture and design. The three primary obstacles to integrating technology with education in these disciplines are identified as: 1 the limited evidence of online education in the fields of architecture and design (Sagun, Demirkan, & Goktepe, 2001; 2 the reluctance of design educators to teach in an online environment (Bender & Good, 2003; and 3 the lack of multidisciplinary coursework currently available between architecture, design, and other related fields (IIDA Report, 1998. This paper will discuss online education in the context of traditional architecture and design studio instruction. A case study of the development of a collaborative, multidisciplinary online course offered between five major universities will be presented as a catalyst for change. The paper concludes with reflections on the pedagogical advantages and disadvantages of this new educational model and its implications for instructors involved in online education.

  11. 4 Massive Open Online Courses and How They Work

    Science.gov (United States)

    Gose, Ben

    2012-01-01

    Massive open online courses (MOOC's) are the latest development in online education. Over the past decade, millions of students have taken free online versions of existing courses at well-known universities like the Massachusetts Institute of Technology, but such courses often offered little more than reading lists and lecture notes. MOOC's are…

  12. Design an online course of radiological protection

    International Nuclear Information System (INIS)

    Garcia S, R.; Del Sol F, S.; Rivera M, T.; Sanchez G, D.

    2015-10-01

    Currently there is a vast research about the harmful effects of the use of ionizing radiation in medical procedures and in recent years struck by the rapid innovation in imaging equipment, considerably increasing the radiation dose received both patients and professionals in the radiodiagnosis area, service having the greatest demand in our country. The main strategy that has so far is education, that is, to inform all those involved in managing ionizing radiation about the applications and risks associated with them. Generally it requires that all personnel occupationally exposed attesting a course of radiation protection. However, the high demand for this type of medical services and poorly trained staff, makes taking a classroom course for personnel occupationally exposed is complicated. So that in the Instituto Politecnico Nacional (IPN) we are designing a course in radiation protection to be implemented online, through the virtual platform Moodle in a first stage, and a massive open online course as the second stage so that can be carried by anyone interested in the subject, without having to appear in person. This will allows to reach the largest possible number of personnel occupationally exposed to just have a computer with internet access. (Author)

  13. The Economics of Online Dating: A Course in Economic Modeling

    Science.gov (United States)

    Monaco, Andrew J.

    2018-01-01

    The author discusses the development of a unique course, The Economics of Online Dating. The course is an upper-level undergraduate course that combines intensive discussion, peer review, and economic theory to teach modeling skills to undergraduates. The course uses the framework of "online dating," interpreted broadly, as a point of…

  14. Increasing Student Interaction in Technical Writing Courses in Online Environments

    Science.gov (United States)

    Virtue, Drew

    2017-01-01

    This article examines how the levels of student interaction change through the use of small groups and moderators in online writing courses. The study examines three technical and professional online writing courses: one course that employs small groups and group moderators and two courses that have no small groups or moderators. The results of…

  15. Online by design the essentials of creating information literacy courses

    CERN Document Server

    Mery, Yvonne

    2014-01-01

    As online instruction becomes more popular, librarians will want to develop the knowledge and skills needed to create an effective online information literacy course. Online by Design: The Essentials of Creating Information Literacy Courses will guide librarians as they go through the process of designing, developing, and delivering online information literacy courses. Yvonne Mery & Jill Newby offer proven techniques and tips for creating quality online courses that are engaging and effective. This handbook is perfect for instruction librarians who are interesting in developing new courses or

  16. Assessment in Online Courses: How Are Counseling Skills Evaluated?

    Science.gov (United States)

    Cicco, Gina

    2011-01-01

    Online courses are a necessary addition to most graduate education programs. Offering students the option of completing program requirements online makes the program more competitive, convenient, and attractive. Responsible online instructors and program administrators must consider whether or not specific courses that are offered in the…

  17. Searching for Student Success: Implementing Immediacy in Online Courses

    Science.gov (United States)

    Jennings, Amy B.

    2013-01-01

    Growing demand for higher education has contributed to the popularity of online education. While online courses can be effective in terms of student learning and success, and there are many potential benefits, there are also still areas that can be improved. There is evidence that students can experience online courses as impersonal and lacking…

  18. Access Patterns of Online Materials in a Blended Course

    Science.gov (United States)

    Asarta, Carlos J.; Schmidt, James R.

    2013-01-01

    Patterns in student accesses of online materials and their effects upon student performance in a blended course are examined. Our blended course is an introductory business and economic statistics course where lectures are only available online while the traditional class period is used for complementary learning activities. Timing, volumes,…

  19. Student Perceptions of Cheating in Online Business Courses

    Science.gov (United States)

    Watters, Michael P.; Robertson, Paul J.; Clark, Renae K.

    2011-01-01

    Accounting majors enrolled in business courses at two different universities were asked to complete a survey questionnaire pertaining to cheating in online business courses. Specifically, students majoring in Accounting were asked about their awareness of cheating in online business courses as well as their opinions regarding the credibility of…

  20. ABOUT SYSTEM OF DISTANCE LEARNING IN OPEN ONLINE COURSE

    Directory of Open Access Journals (Sweden)

    V.М. Kukharenko

    2012-03-01

    Full Text Available This paper describes the first part of the open online course "E-Learning from A to Z", dedicated to the creation and development of system of distance learning (university or corporation. The results of the learning process and discussion on the workshop at NTU "KPI" in 2012 is shown the interest of teachers in a new form of online course and lack of development of personal learning environment. The open online courses can contribute to society practice.

  1. Massive open online courses are relevant for postgraduate medical training

    DEFF Research Database (Denmark)

    Subhi, Yousif; Andresen, Kristoffer; Rolskov Bojsen, Signe

    2014-01-01

    INTRODUCTION: The CanMEDS framework describes seven roles in postgraduate training, but training and courses relevant to these roles can be limited. Massive open online courses (MOOCs) - free online courses in which anyone can participate, anywhere - may improve course participation. This study...... investigates the relevance of MOOCs for postgraduate medical training within the CanMEDS framework. MATERIAL AND METHODS: We extracted a list of all courses posted by the two largest MOOC providers, Coursera and EdX, and reviewed all course descriptions and categorised each course into one of three categories...

  2. Students' Views About Potentially Offering Physics Courses Online

    Science.gov (United States)

    Ramlo, Susan E.

    2016-06-01

    Nationally, many public universities have started to move into the online course and program market that is most often associated with for-profit institutions of higher education. Administrators in public universities make statements regarding benefits to students' desire for flexibility and profit margins related to online courses. But do students attending a large public university want to take courses online especially science courses perceived to be difficult such as freshmen-level physics courses? This study took place at a large, public, Midwestern university and involved students enrolled in the first semester of a face-to-face, flipped physics course for engineering technology majors. Statements were collected from comments about online courses made by the university's administration and students in the course. Twenty students sorted 45 statements. Two student views emerged with one rejecting online courses in general and the other primarily rejecting online math, science, and technology courses, including physics. Students' descriptions of their previous online course experiences were used to inform the analyses and to assist in describing the two views that emerged in conjunction with the distinguishing statements. Consensus among the two views is also discussed. Overall, the results indicate a potential divergence between student views and what university administrators believe students want.

  3. Exploring the Potential of the Massive, Open, Online Astronomy Course

    Science.gov (United States)

    Austin, Carmen; Impey, C. D.; Wenger, M.

    2014-01-01

    Astronomy: State of the Art is a massive, open, online course (MOOC) in astronomy. Course content was released weekly, over 7 weeks, in the spring of 2013. More than 10 hours of video lectures were produced and deployed along with supplementary readings, podcasts, and realtime Q&A sessions with professor Chris Impey. All content is still available online as a self-paced course. Over 5,000 students have enrolled in the course through the online course platform Udemy. This poster presents student engagement data, and a discussion of lessons learned and opportunities for future improvement.

  4. MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses

    Science.gov (United States)

    Rodriguez, C. Osvaldo

    2012-01-01

    Open online courses (OOC) with a massive number of students have represented an important development for online education in the past years. A course on artificial intelligence, CS221, at the University of Stanford was offered in the fall of 2011 free and online which attracted 160,000 registered students. It was one of three offered as an…

  5. Factors that Influence Students' Decision to Dropout of Online Courses

    Science.gov (United States)

    Willging, Pedro A.; Johnson, Scott D.

    2009-01-01

    Although there are many reasons why students dropout of college courses, those reasons may be unique for students who are enrolled in an online program. Issues of isolation, disconnectedness, and technological problems may be factors that influence a student to leave a course. To understand these factors, an online survey was developed to collect…

  6. Business Student Attitudes, Experience, and Satisfaction with Online Courses

    Science.gov (United States)

    Kuzma, Ann; Kuzma, John; Thiewes, Harold

    2015-01-01

    The purpose of our study is to examine business students' perceptions of their online class experience relative to the traditional in-class experience; specifically, whether a descriptive, theoretical or analytical course would be preferred as an online or traditional course. Two hundred and ninety students enrolled in upper-level business courses…

  7. Building Online Communication into Courses: Possibilities and Cautions

    Science.gov (United States)

    Santhiveeran, Janaki

    2005-01-01

    The main purpose of this article is to discuss possibilities and concerns associated with building online communication into on-campus and online distance education courses. This article presents guidelines related to teaching strategies and procedures that maximize the integration of online communication in higher education. A sample of feedback…

  8. Applying Distributed Learning Theory in Online Business Communication Courses.

    Science.gov (United States)

    Walker, Kristin

    2003-01-01

    Focuses on the critical use of technology in online formats that entail relatively new teaching media. Argues that distributed learning theory is valuable for teachers of online business communication courses for several reasons. Discusses the application of distributed learning theory to the teaching of business communication online. (SG)

  9. Instructor Time Requirements to Develop and Teach Online Courses

    Science.gov (United States)

    Freeman, Lee A.

    2015-01-01

    How much time does it take to teach an online course? Does teaching online take more or less time than teaching face-to-face? Instructors, department chairs, deans, and program administrators have long believed that teaching online is more time-consuming than teaching face-to-face. Many research studies and practitioner articles indicate…

  10. Standards Based Design: Teaching K-12 Educators to Build Quality Online Courses

    Science.gov (United States)

    Quiroz, René E.; Ritter, Nicola L.; Li, Yun; Newton, Rhonda C.; Palkar, Trupti

    2016-01-01

    The number of online courses, programs, and schools are growing exponentially in K-12 education. Given the unique nature of online courses and the distinct skills necessary to create a quality online course, it is essential that effective professional development be provided for teachers designing online courses. Online courses need to be of the…

  11. Preparing for Distance Learning: Designing An Online Student Orientation Course

    Directory of Open Access Journals (Sweden)

    Diane D. Chapman

    2004-01-01

    Full Text Available This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.

  12. Lecture Videos in Online Courses: A Follow-Up

    Science.gov (United States)

    Evans, Heather K.; Cordova, Victoria

    2015-01-01

    In a recent study regarding online lecture videos, Evans (2014) shows that lecture videos are not superior to still slides. Using two Introduction to American Government courses, taught in a 4-week summer session, she shows that students in a non-video course had higher satisfaction with the course and instructor and performed better on exams than…

  13. Online Persistence in Higher Education Web-Supported Courses

    Science.gov (United States)

    Hershkovitz, Arnon; Nachmias, Rafi

    2011-01-01

    This research consists of an empirical study of online persistence in Web-supported courses in higher education, using Data Mining techniques. Log files of 58 Moodle websites accompanying Tel Aviv University courses were drawn, recording the activity of 1189 students in 1897 course enrollments during the academic year 2008/9, and were analyzed…

  14. Quality Assurance in Large Scale Online Course Production

    Science.gov (United States)

    Holsombach-Ebner, Cinda

    2013-01-01

    The course design and development process (often referred to here as the "production process") at Embry-Riddle Aeronautical University (ERAU-Worldwide) aims to produce turnkey style courses to be taught by a highly-qualified pool of over 800 instructors. Given the high number of online courses and tremendous number of live sections…

  15. A Pharmacy Preregistration Course Using Online Teaching and Learning Methods

    Science.gov (United States)

    McDowell, Jenny; Marriott, Jennifer L.; Calandra, Angela; Duncan, Gregory

    2009-01-01

    Objective To design and evaluate a preregistration course utilizing asynchronous online learning as the primary distance education delivery method. Design Online course components including tutorials, quizzes, and moderated small-group asynchronous case-based discussions were implemented. Online delivery was supplemented with self-directed and face-to-face learning. Assessment Pharmacy graduates who had completed the course in 2004 and 2005 were surveyed. The majority felt they had benefited from all components of the course, and that online delivery provided benefits including increased peer support, shared learning, and immediate feedback on performance. A majority of the first cohort reported that the workload associated with asynchronous online discussions was too great. The course was altered in 2005 to reduce the online component. Participant satisfaction improved, and most felt that the balance of online to face-to-face delivery was appropriate. Conclusion A new pharmacy preregistration course was successfully implemented. Online teaching and learning was well accepted and appeared to deliver benefits over traditional distance education methods once workload issues were addressed. PMID:19777092

  16. Social Constructivist Learning Environment in an Online Professional Practice Course

    Science.gov (United States)

    Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-01-01

    Objective To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. Design The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. Assessment The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. Conclusion An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE. PMID:19513147

  17. Social constructivist learning environment in an online professional practice course.

    Science.gov (United States)

    Sthapornnanon, Nunthaluxna; Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-02-19

    To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.

  18. Teaching the Principles of Effective Online Course Design: What Works?

    Directory of Open Access Journals (Sweden)

    Clare Gormley

    2014-06-01

    Full Text Available While much has been written about the pedagogy and challenges of online learning, there is comparatively little research that advises how online course design competencies can be achieved. Certainly a growing range of course design resources is being created and made openly available, but there is a need to evaluate their actual impact on practice. This predominantly qualitative study describes the impact of two learning interventions – open online tutorials and a design and development workshop – aimed at introducing the fundamentals of online course design. Four online course developers at an Irish university were interviewed about their experiences creating multimedia-based online courses. Two of the developers were given access to targeted learning interventions and were subsequently interviewed about their experiences using those interventions. The main findings were that novice online course developers can potentially learn and apply design principles through a dedicated introductory phase, techniques that promote discussion of effective pedagogy, and ongoing collaboration in course design. These strategies could be adapted to specific contexts elsewhere.

  19. Applicability of Online Education to Large Undergraduate Engineering Courses

    Science.gov (United States)

    Bir, Devayan Debashis

    With the increase in undergraduate engineering enrollment, many universities have chosen to teach introductory engineering courses such as Statics of Engineering and Mechanics of Materials in large classes due to budget limitations. With the overwhelming literature against traditionally taught large classes, this study aims to see the effects of the trending online pedagogy. Online courses are the latest trend in education due to the flexibility they provide to students in terms of schedule and pace of learning with the added advantage of being less expensive for the university over a period. In this research, the effects of online lectures on engineering students' course performances and students' attitudes towards online learning were examined. Specifically, the academic performances of students enrolled in a traditionally taught, lecture format Mechanics of Materials course with the performance of students in an online Mechanics of Materials course in summer 2016 were compared. To see the effect of the two different teaching approaches across student types, students were categorized by gender, enrollment status, nationality, and by the grades students obtained for Statics, one of the prerequisite courses for Mechanics of Materials. Student attitudes towards the online course will help to keep the process of continuously improving the online course, specifically, to provide quality education through the online medium in terms of course content and delivery. The findings of the study show that the online pedagogy negatively affects student academic performance when compared to the traditional face-to-face pedagogy across all categories, except for the high scoring students. Student attitudes reveal that while they enjoyed the flexibility schedule and control over their pace of studying, they faced issues with self-regulation and face-to-face interaction.

  20. Professor Created On-line Biology Laboratory Course

    Science.gov (United States)

    Bowman, Arthur W.

    2010-01-01

    This paper will share the creation, implementation, and modification of an online college level general biology laboratory course offered for non-science majors as a part of a General Education Curriculum. The ability of professors to develop quality online laboratories will address a growing need in Higher Education as more institutions combine course sections and look for suitable alternative course delivery formats due to declining departmental budgets requiring reductions in staffing, equipment, and supplies. Also, there is an equal or greater need for more professors to develop the ability to create online laboratory experiences because many of the currently available online laboratory course packages from publishers do not always adequately parallel on-campus laboratory courses, or are not as aligned with the companion lecture sections. From a variety of scientific simulation and animation web sites, professors can easily identify material that closely fit the specific needs of their courses, instructional environment, and students that they serve. All too often, on-campus laboratory courses in the sciences provide what are termed confirmation experiences that do NOT allow students to experience science as would be carried out by scientists. Creatively developed online laboratory experiences can often provide the type of authentic investigative experiences that are not possible on-campus due to the time constraints of a typical two-hour, once-per-week-meeting laboratory course. In addition, online laboratory courses can address issues related to the need for students to more easily complete missing laboratory assignments, and to have opportunities to extend introductory exercises into more advanced undertakings where a greater sense of scientific discovery can be experienced. Professors are strongly encourages to begin creating online laboratory exercises for their courses, and to consider issues regarding assessment, copyrights, and Intellectual Property

  1. Online Calculus: The Course and Survey Results.

    Science.gov (United States)

    Allen, G. Donald

    2001-01-01

    Describes the development and implementation of a Web-based calculus course at Texas A & M University. Discusses the course design, layout of content and the contrast with textbook structure, results of course surveys that included student reactions, and how students learn form Web-based materials. (Author/LRW)

  2. Cooperative online learning: a possible methodological approach to the management of online university courses

    Directory of Open Access Journals (Sweden)

    Guglielmo Trentin

    2005-01-01

    Full Text Available Discussion of a proposal on how to organize, manage and evaluate the interaction online university courses based on collaborative learning. The proposal is illustrated through the description of two online courses on the use of ICT in human resource development.

  3. Predictors of Enrolling in Online Courses: An Exploratory Study of Students in Undergrad Marketing Courses

    Directory of Open Access Journals (Sweden)

    Renée J. Fontenot

    2015-01-01

    Full Text Available An exploratory study of undergraduate students enrolled in marketing courses at a Southeastern regional university was conducted to determine the motivations and characteristics of marketing students who plan to be online learners and examined for differences between those who have taken and those who have not taken online classes. An online survey of Likert scales, open-ended questions and demographic questions was sent via class learning management websites. A total of 165 students of the 438 invited to participate completed the survey. A structural model was developed using SMART-PLS to estimate the relationships of constructs that predict taking online courses. Results of the study showed differences in predictors of those that have taken online courses compared to those who plan on taking online courses. A significant predictor of those planning on taking online courses is quality of learning while a significant predictor of those who have taken online courses is scheduling and timing. The results can be used to examine ways to improve/enhance the student’s educational experience, as well as an institution’s effectiveness in attracting the growing body of online learners.

  4. Cheating in Online Courses: The Student Definition

    Science.gov (United States)

    Raines, Deborah A.; Ricci, Peter; Brown, Susan L.; Eggenberger, Terry; Hindle, Tobin; Schiff, Mara

    2011-01-01

    One of the barriers to faculty acceptance of online teaching and learning is a concern about cheating and the quality of the learning experience. This paper reports the findings of a descriptive survey focused on the students' definition of cheating in the online learning environment.

  5. Student Equity: Discouraging Cheating in Online Courses

    Science.gov (United States)

    Michael, Timothy B.; Williams, Melissa A.

    2013-01-01

    As online programs at conventional universities continue to expand, administrators and faculty face new challenges. Academic dishonesty is nothing new, but an online testing environment requires different strategies and tactics from what we have had to consider in the past. Our university has recently adapted successful face-to-face programs in…

  6. Open courses: one view of the future of online education.

    Science.gov (United States)

    Alemi, Farrokh; Maddox, P J

    2008-01-01

    Open courses provide the entire course (lectures, assignments, syllabus, student's discussions, and student's projects) online without revealing student's personal information. We report on our experience in managing 8 open online courses at http://nhs.georgetown.edu/open. Open courses have several advantages over password protected courses: (1) they are available through search engines and thus reduce the program's marketing cost, (2) continuous feedback from the web enables rapid improvements to the course, (3) customer relationship tools, tied to open courses, radically reduce faculty time spent on one-on-one emails while increasing student/faculty interaction. We provide details of one course. In 15 weeks, 803 emails were received by and 1181 sent by the faculty (all within 6% of a working week and 82% savings of faculty time). We show how open courses can be accessed through search engines, how students questions are answered on the web and how student projects, in popular sites such as You Tube and Face Book, improve course marketing. The paper reports that student satisfaction with three open online courses delivered overall several semesters was high.

  7. Design and Evaluation of an Online Freshmen Course

    Directory of Open Access Journals (Sweden)

    Lewis McAnally Salas

    2000-05-01

    Full Text Available This paper describes the development of a prototype for an undergraduate online course tested with freshmen students taking mathematics for a B.Sc. in Oceanography.  The design of the prototype focuses on the six basic components for the selection and use of technologies in online teaching and learning; namely, a delivery and access, b control, c interaction, d symbolic characteristics of the medium e social presence and f human-machine interface. The results report the degree of satisfaction with the prototype and the course.  These results, obtained through questionnaires and semi-structured interviews, address issues concerning the structure and design of the online course.  The participants’ answers highlighted the easiness of navigation within the course and the effective communication obtained with the use of the course's electronic tools.

  8. Massive Open Online Courses (MOOCs): Current Applications and Future Potential

    Science.gov (United States)

    Milheim, William D.

    2013-01-01

    Massive Open Online Courses (or MOOCs) are the subject of numerous recent articles in "The Chronicle of Higher Education," "The New York Times," and other publications related to their increasing use by a variety of universities to reach large numbers of online students. This article describes the current state of these online…

  9. Multiple Intelligences in Online, Hybrid, and Traditional Business Statistics Courses

    Science.gov (United States)

    Lopez, Salvador; Patron, Hilde

    2012-01-01

    According to Howard Gardner, Professor of Cognition and Education at Harvard University, intelligence of humans cannot be measured with a single factor such as the IQ level. Instead, he and others have suggested that humans have different types of intelligence. This paper examines whether students registered in online or mostly online courses have…

  10. Student-Moderated Discussion Boards in a Graduate Online Course

    Science.gov (United States)

    McRay, Jeni; Goertzen, Brent; Klaus, Kaley

    2016-01-01

    This application brief describes a "Module Discussant" activity assigned in an online graduate-level leadership theory course. The assignment was designed to stimulate higher-level thinking, apply leadership theory to practice, and foster extensive communication among students in the online learning environment using a common learning…

  11. How Do Freshman Engineering Students Reflect an Online Calculus Course?

    Science.gov (United States)

    Boz, Burcak; Adnan, Muge

    2017-01-01

    Improved access to technology has led to an increase in the number of online courses and degree programs in higher education. Despite continuous progress, little attention is paid to "understanding" students prior to implementation of learning and teaching processes. Being a valuable input for design of online learning environments and…

  12. Increasing Student Engagement in Online Educational Leadership Courses

    Science.gov (United States)

    Deschaine, Mark E.; Whale, David E.

    2017-01-01

    Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews nontraditional student engagement in online courses. The goals of the study are to enhance student focus, attention, and interaction. Findings…

  13. How to Go Online with Your CTE Courses

    Science.gov (United States)

    Bogner, Len; Cady, Dorothy

    2010-01-01

    Online learning has changed all levels of education forever; but then again, education has always been in a state of transition. Online learning started in earnest in the mid-1990s. It has now grown to the point that there are thousands of courses being offered from all types of schools; millions of students are enrolled in them all over the…

  14. Online Leader Training Course: Nebraska Equine Extension Leader Certification

    Science.gov (United States)

    Cottle, Lena; D'Angelo, Nicole

    2015-01-01

    The Nebraska Equine Advancement Level Leader Certification Program is an online learning tool that clarifies principles of the Nebraska 4-H Equine Advancement Programs. Through an online Moodle course through eXtension.org, 4-H leaders and Extension educators are able to fulfill the certification requirement from any location before allowing youth…

  15. Teaching Multiple Online Sections/Courses: Tactics and Techniques

    Science.gov (United States)

    Bates, Rodger; LaBrecque, Bryan; Fortner, Emily

    2016-01-01

    The challenge of teaching online increases as the number of sections or courses increase in a semester. The tactics and techniques which enrich online instruction in the tradition of quality matters can be modified and adapted to the demands of multiple instructional needs during a semester. This paper addresses time management and instructional…

  16. Effective Practices for Online Delivery of Quantitative Business Courses

    Science.gov (United States)

    Lam, Helen; Khare, Anshuman

    2010-01-01

    Online delivery of university-level courses has grown exponentially in the last decade and is increasingly being recognised as a viable and effective alternative to face-to-face classroom teaching. Many scholars have already written about the benefits and best practices of online teaching in general. However, not many studies have paid specific…

  17. Community College First-Year Business Student Online Course Motivation

    Science.gov (United States)

    Johnson, Roy

    2012-01-01

    The purpose of this case study was to explore the online learning environment through the experiences of the individual learner and to gain more insight into the elements of Business online courses, as framed by the Keller ARCS Model of Motivation. This study explored the following three Research Questions: 1. How do undergraduate first-year…

  18. Facilitating Interactivity in an Online Business Writing Course.

    Science.gov (United States)

    Mabrito, Mark

    2001-01-01

    Suggests ways of developing an online business writing course that uses technology to simulate features of the face-to-face classroom and that achieves an interactive learning experience for students. Uses the author's online business writing class as an example of one which manages to simulate, through the judicious use of software, the…

  19. Using Learning Analytics to Assess Student Learning in Online Courses

    Science.gov (United States)

    Martin, Florence; Ndoye, Abdou

    2016-01-01

    Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

  20. Auditing the Accessibility of Massive Open Online Courses (MOOCs).

    Science.gov (United States)

    Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey; Coughlan, Tim

    2017-01-01

    The outcome from the research being reported in this paper is the design of an accessibility audit to evaluate Massive Open Online Courses (MOOCs) for accessibility and to arrive at solutions and adaptations that can meet user needs. This accessibility audit includes expert-based heuristic evaluations and user-based evaluations of the MOOC platforms and individual courses.

  1. Interpersonal Skills Training: Online versus Instructor-Led Courses.

    Science.gov (United States)

    Gilmore, Erika R.; Fritsch, Paula J.

    2001-01-01

    Compares instructional methods used in interpersonal skills training courses delivered online to the methods used in similar courses delivered in a traditional instructor-led classroom. Discusses implications for performance improvement professionals who are responsible for selecting and designing interpersonal skills training interventions.…

  2. Collaborative Calibrated Peer Assessment in Massive Open Online Courses

    Science.gov (United States)

    Boudria, Asma; Lafifi, Yacine; Bordjiba, Yamina

    2018-01-01

    The free nature and open access courses in the Massive Open Online Courses (MOOC) allow the facilities of disseminating information for a large number of participants. However, the "massive" propriety can generate many pedagogical problems, such as the assessment of learners, which is considered as the major difficulty facing in the…

  3. Designing for Enhanced Conceptual Understanding in an Online Physics Course

    Science.gov (United States)

    Dunlap, Joanna C.; Furtak, Thomas E.; Tucker, Susan A.

    2009-01-01

    The calculus-based, introductory physics course is the port of entry for any student interested in pursuing a college degree in the sciences, mathematics, or engineering. There is increasing demand for online delivery options that make the course more widely available, especially those that use best practices in student engagement. However,…

  4. Research to Go: Taking an Information Literacy Credit Course Online

    Science.gov (United States)

    Long, Jessica; Burke, John J.; Tumbleson, Beth

    2012-01-01

    Adapting an existing face-to-face information literacy course that teaches undergraduates how to successfully conduct research and creating an online or hybrid version is a multi-step process. It begins with a desire to reach more students and help them achieve academic success. The primary learning outcomes for any information literacy course are…

  5. Interaction in Online Courses: More Is NOT Always Better

    Science.gov (United States)

    Grandzol, Christian J.; Grandzol, John R.

    2010-01-01

    Cognitive theory suggests more interaction in learning environments leads to improved learning outcomes and increased student satisfaction, two indicators of success useful to program administrators. Using a sample of 359 lower-level online, undergraduate business courses, we investigated course enrollments, student and faculty time spent in…

  6. FROM TRADITIONAL DISTANCE LEARNING TO MASS ONLINE OPEN COURSES

    Directory of Open Access Journals (Sweden)

    V. N. Vasilev

    2014-01-01

    Full Text Available The issue of transition for higher education institutions of Russia from traditional distance learning to mass electronic education on the basis of the online open courses is considered, its relevance is proved. Analysis of the major prerequisites for transition success is carried out (a demand for the educational Internet resources from mobile devices; existence of a large number of various electronic resources which are successfully used in practice by higher education institutions in remote educational technologies; maintaining experience for electronic magazines of students’ progress for planning and estimation of training results; essential growth of material costs in the world online training market. Key issues of transition are defined and the basic principles of electronic online courses development are formulated. A technique for electronic online course development aimed at the result is given. The technique contains the following four stages: planning of expected training results, course electronic content structuring and training scenarios creation, development of the tests plan and electronic estimated means for automatic control of the planned training results; course realization by means of game mechanics and technologies of network communication between students. Requirements to various forms of control planned in the course of learning results are defined. Two kinds of electronic online courses are assigned (knowledge-intensive and technological courses. Examples of their realization in the authors’ online courses "Wave Optics", "Theory of Graphs ", "Development of Web Interfaces on the Basis of HTML and CSS" created and practically used in NRU ITMO in 2013 are given. Finally, the actual tasks of mass open education development in the leading higher education institutions of Russia are set forth.

  7. Advanced Mathematics Online: Assessing Particularities in the Online Delivery of a Second Linear Algebra Course

    Science.gov (United States)

    Montiel, Mariana; Bhatti, Uzma

    2010-01-01

    This article presents an overview of some issues that were confronted when delivering an online second Linear Algebra course (assuming a previous Introductory Linear Algebra course) to graduate students enrolled in a Secondary Mathematics Education program. The focus is on performance in one particular aspect of the course: "change of basis" and…

  8. An Online Graduate Requirements Engineering Course

    Science.gov (United States)

    Kilicay-Ergin, N.; Laplante, P. A.

    2013-01-01

    Requirements engineering is one of the fundamental knowledge areas in software and systems engineering graduate curricula. Recent changes in educational delivery and student demographics have created new challenges for requirements engineering education. In particular, there is an increasing demand for online education for working professionals.…

  9. Preparing Students for an Online Accounting Course

    Science.gov (United States)

    Scofield, Barbara W.; Walsh, Robert J.

    2009-01-01

    Accounting education has been under intense examination for at least the past 20 years (American Accounting Association, 1986; Big Eight Accounting Firms, 1989; AECC, 1990). Similarly, the value of an MBA education has been scrutinized (Leonhardt, 2000 and Mintzberg and Lampel, 2001). Over the past 10 years, online education has grown…

  10. Faculty, Copyright Law and Online Course Materials

    Science.gov (United States)

    Sweeney, Phyllis C.

    2006-01-01

    Copyright and fair use laws that regulate educational materials seem to be fairly well understood by the U.S. courts and educators for use in face-to-face (f2f) classrooms (Post and Trempus, 1998). Ever-changing revisions to these laws blur the distinction between tangible and intangible materials shared with students in f2f, online and hybrid…

  11. The Effectiveness of an Online Fitness Course

    Science.gov (United States)

    Dennis, Karen Kae

    2011-01-01

    Given the current trends of physical inactivity, overweight and obesity rates, and chronic disease prevalence, understanding appropriate levels of physical activity, healthful nutrition, and risk reduction for chronic-disease is crucial. The purpose of this study was to identify perceptions of the effectiveness of an online personal health and…

  12. THE PERFECT ONLINE COURSE: Best Practices for Designing and Teaching

    Directory of Open Access Journals (Sweden)

    Reviewed by Cengiz Hakan AYDIN

    2010-07-01

    Full Text Available The growth of online learning all over the world arise new challenges. One of the major challenges is the issue of quality. What should an online course look like? What kinds of instructional strategies should be provided? To what extent various kinds of interactions must be required? What are the effective learning activities? For what functions should different technologies be used? How can learning be assessed? And similar and more questions have yet no standardized answers although they have been around since early implementations of online learning. Each provider uses different standards developed by either themselves or some institutions or some researchers. Sloan-C: Pillars of Quality, Robley and Wince’s Rubric for Quality Interactions, Concord Model, Schrum’s Qualities of Successful Students, Quality Matters, and E-excellence: Quality Manual for E-learning in Higher Education are among many of these standards.The book, entitled as The Perfect Online Course: Best Practices for Designing and Teaching is also trying to establish a list of standards about how to design and implement an effective online course.The main goal of the book is to create a framework of quality educational guidelines that can be used to offer “perfect” online course.

  13. Programming for physicians: A free online course.

    Science.gov (United States)

    Kubben, Pieter L

    2016-01-01

    This article is an introduction for clinical readers into programming and computational thinking using the programming language Python. Exercises can be done completely online without any need for installation of software. Participants will be taught the fundamentals of programming, which are necessarily independent of the sort of application (stand-alone, web, mobile, engineering, and statistical/machine learning) that is to be developed afterward.

  14. Predictors of Enrolling in Online Courses: An Exploratory Study of Students in Undergraduate Marketing Courses

    Science.gov (United States)

    Fontenot, Renée J.; Mathisen, Richard E.; Carley, Susan S.; Stuart, Randy S.

    2015-01-01

    An exploratory study of undergraduate students enrolled in marketing courses at a Southeastern regional university was conducted to determine the motivations and characteristics of marketing students who plan to be online learners and examined for differences between those who have taken and those who have not taken online classes. An online…

  15. Chinese National Optical Education Small Private Online Course system

    Science.gov (United States)

    Zhang, XiaoJie; Lin, YuanFang; Liu, Xu; Liu, XiangDong; Cen, ZhaoFeng; Li, XiaoTong; Zheng, XiaoDong; Wang, XiaoPing

    2017-08-01

    In order to realize the sharing of high quality course resources and promote the deep integration of `Internet+' higher education and talent training, a new on-line to off-line specialized courses teaching mode was explored in Chinese colleges and universities, which emphasized different teaching places, being organized asynchronously and localized. The latest progress of the Chinese National Optical Education Small Private On-line Course (CNOESPOC) system set up by Zhejiang University and other colleges and universities having disciplines in the field of optics and photonics under the guidance of the Chinese National Steering Committee of Optics and Photonics (CNSCOP) was introduced in this paper. The On-line to Off-line (O2O) optical education teaching resource sharing practice offers a new good example for higher education in China under the background of Internet +.

  16. MOOCs 101: an introduction to massive open online courses.

    Science.gov (United States)

    Hoy, Matthew B

    2014-01-01

    Massive Open Online Courses (MOOCs) are a new type of online class that allow anyone, anywhere, to participate via video lectures, computer graded tests, and discussion forums. This article will give a basic overview of what MOOCs are, how they work, and some of their inherent advantages and disadvantages. It will also explore what MOOCs mean for medical education and libraries. A list of MOOC-related resources is also included.

  17. Successful online course design: Virtual frameworks for discourse construction

    Directory of Open Access Journals (Sweden)

    Anita Pincas

    1998-10-01

    Full Text Available A mental representation of the virtual context is a necessary basis of successful online conversations. Such a representation is impossible to create without a method of reference back to previous parts of the discussion in order to develop cohesive discourse. The paper surveys the way two different groups of students in recent online courses handled referencing conventions in asynchronous discourse and suggests a way of providing the scaffolding for virtual discourse construction.

  18. MASSIVE OPEN ONLINE COURSES IN EDUCATION OF ROBOTICS

    Directory of Open Access Journals (Sweden)

    Gyula Mester

    2016-03-01

    Full Text Available Recently, the requirement for learning is constantly increasing. MOOC – massive open online courses represent educational revolution of the century. A MOOC is an online course accessible to unlimited number of participation and is an open access via the web. Mayor participants in the MOOCS are: Coursera, Udacity (Stanford, since 2012 and edX (Harvard, MIT, since 2012. In this paper two MOOCs are considered: Introduction for Robotics and Robotics Vision, both from the Queensland University of Technology, Brisbane, Australia.

  19. Online discussion forums with embedded streamed videos on distance courses

    Directory of Open Access Journals (Sweden)

    Vicenc Fernandez

    2014-03-01

    Full Text Available Existing literature on education and technology has frequently highlighted the usefulness of online discussion forums for distance courses; however, the majority of such investigations have focused their attention only on text-based forums. The objective of this paper is to determine if the embedding of streamed videos in online discussion forums generates educational dialogue and consequently the feedback that students need in a Management Accounting Course. The findings suggest some interesting issues, such as: students prefer text answers except in complex questions, and videos never replace text commentaries and explanations, but rather complement them.

  20. NEW APPROACHES TO EFFICIENCY OF MASSIVE ONLINE COURSE

    Directory of Open Access Journals (Sweden)

    Liubov S. Lysitsina

    2014-09-01

    Full Text Available This paper is focused on efficiency of e-learning, in general, and massive online course in programming and information technology, in particular. Several innovative approaches and scenarios have been proposed, developed, implemented and verified by the authors, including 1 a new approach to organize and use automatic immediate feedback that significantly helps a learner to verify developed code and increases an efficiency of learning, 2 a new approach to construct learning interfaces – it is based on “develop a code – get a result – validate a code” technique, 3 three scenarios of visualization and verification of developed code, 4 a new multi-stage approach to solve complex programming assignments, 5 a new implementation of “perfectionism” game mechanics in a massive online course. Overall, due to implementation of proposed and developed approaches, the efficiency of massive online course has been considerably increased, particularly 1 the additional 27.9 % of students were able to complete successfully “Web design and development using HTML5 and CSS3” massive online course at ITMO University, and 2 based on feedback from 5588 students a “perfectionism” game mechanics noticeably improves students’ involvement into course activities and retention factor.

  1. Toward Emotionally Accessible Massive Open Online Courses (MOOCs).

    Science.gov (United States)

    Hillaire, Garron; Iniesto, Francisco; Rienties, Bart

    2017-01-01

    This paper outlines an approach to evaluating the emotional content of three Massive Open Online Courses (MOOCs) using the affective computing approach of prosody detection on two different text-to-speech voices in conjunction with human raters judging the emotional content of course text. The intent of this work is to establish the potential variation on the emotional delivery of MOOC material through synthetic voice.

  2. Integrating E-Learning 2.0 into Online Courses

    Science.gov (United States)

    Yuen, Steve Chi-Yin

    2014-01-01

    This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students' learning experience are examined. In addition, students'…

  3. The role of the trainer in online courses

    OpenAIRE

    Dias, Ana Augusta

    2001-01-01

    This article describes the main challenges faced by teachers and trainers when guiding or "tutoring" online courses. The focus is on their emerging role as e-tutors or e-trainers. The challenges are related with the processes of orientation, guidance and monitoring e-learners within an e-course. European Union DGXXII - Education and Training, Leoardo da VINCI Programme "Trainers Training for Virtual Learning Communities" ( ttVLC)

  4. Using Online Tools for Communication and Collaboration: Understanding Educators' Experiences in an Online Course

    Science.gov (United States)

    Boling, Erica C.; Holan, Erica; Horbatt, Brent; Hough, Mary; Jean-Louis, Jennifer; Khurana, Chesta; Krinsky, Hindi; Spiezio, Christina

    2011-01-01

    This designed-based research study explored educators' experiences in an online course to better understand how course design and pedagogical delivery can best support student learning. Using the Cognitive Apprenticeship Model (Collins et al., 1987) as a theoretical lens, researchers investigated the following: 1) What methods of instruction, as…

  5. Using a Web-Based System to Estimate the Cost of Online Course Production

    Science.gov (United States)

    Gordon, Stuart; He, Wu; Abdous, M'hammed

    2009-01-01

    The increasing demand for online courses requires efficient and low cost production. Since the decision to develop online courses is often affected by financial factors, it is becoming increasingly important to determine, upfront, the cost of online course production. Many of the programs and educators interested in developing online courses…

  6. A New Framework for Massive Open Online Courses (MOOCs)

    Science.gov (United States)

    Schoenack, Lindsie

    2013-01-01

    The challenges that massive open online courses (MOOCs) bring to the learning arena spur adult educators to improve delivery. A framework for a new type of MOOC is presented to address some of the challenges presented by earlier models. This new MOOC, called a mesoMOOC, can bridge several challenges that hinder current effective delivery of MOOCs…

  7. Are Massive Open Online Courses (MOOCs) Pedagogically Innovative?

    Science.gov (United States)

    Armellini, Alejandro; Padilla Rodriguez, Brenda Cecilia

    2016-01-01

    While claims about pedagogic innovation in Massive Open Online Courses (MOOCs) are common, most reports provide no evidence to justify those claims. This paper reports on a survey aimed at exploring how different stakeholders describe MOOCs, focusing on whether they would consider them pedagogically innovative, and if so, why. Respondents (n =…

  8. Massive Open Online Courses: Disruptive Innovations or Disturbing Inventions?

    Science.gov (United States)

    de Langen, Frank; van den Bosch, Herman

    2013-01-01

    According to Christensen and Horn, Massive Open Online Courses (MOOCs) are serving non-consumers. Although they are limited in the services they provide compared with traditional colleges, they offer free and accessible education to a broader audience, who cannot afford the traditional provision. However, this is a characteristic of online…

  9. A Conceptual Framework for Evaluating Attrition in Online Courses

    Science.gov (United States)

    Laing, C. Linda; Laing, Gregory K.

    2015-01-01

    The purpose of this paper is to develop a conceptual framework that considers the role that the sense of isolation and alienation play in contributing to attrition in online courses in the higher education sector. The approach adopted in this paper is a theoretical study aimed at synthesizing existing theories. The ultimate contribution of this…

  10. Critical Success Factors for On-Line Course Resources.

    Science.gov (United States)

    Soong, M. H. Benson; Chan, Hock Chuan; Chua, Boon Chai; Loh, Koah Fong

    2001-01-01

    Describes a multiple case study that was used to evaluate hypotheses on the critical success factors for online course resources in a Singapore tertiary setting. Discusses educational media; human factors pertaining to instructors; technical competency of students and instructors; mindsets about learning; collaboration; and information technology…

  11. Massive Open Online Courses for Africa by Africa

    Science.gov (United States)

    Oyo, Benedict; Kalema, Billy Mathias

    2014-01-01

    Africa is known for inadequate access to all sorts of human needs including health, education, food, shelter, transport, security, and energy. Before the emergence of massive open online courses (MOOCs), open access to higher education (HE) was exclusive of Africa. However, as a generally affordable method of post-secondary education delivery,…

  12. Cyber Mentoring in an Online Introductory Statistics Course

    Science.gov (United States)

    Rashid, Mamunur; Sarkar, Jyotirmoy

    2018-01-01

    Students in an online statistics course were prone to become increasingly disengaged as the semester progressed. In Spring 2015, we took a proactive measure to retain student engagement by introducing a cyber mentoring session. We describe the framework, operation and effectiveness of cyber mentoring in improving students' learning experience and…

  13. Exploring Engaging Gamification Mechanics in Massive Online Open Courses

    Science.gov (United States)

    Chang, Jen-Wei; Wei, Hung-Yu

    2016-01-01

    Massive open online courses (MOOCs) have developed rapidly and become tremendously popular because of their plentiful gamification designs, such as reputation points, rewards, and goal setting. Although previous studies have mentioned a broad range of gamification designs that might influence MOOC learner engagement, most gamified MOOCs fail to…

  14. MOOCocracy: The Learning Culture of Massive Open Online Courses

    Science.gov (United States)

    Loizzo, Jamie; Ertmer, Peggy A.

    2016-01-01

    Massive open online courses (MOOCs) are often examined and evaluated in terms of institutional cost, instructor prestige, number of students enrolled, and completion rates. MOOCs, which are connecting thousands of adult learners from diverse backgrounds, have yet to be viewed from a learning culture perspective. This research used virtual…

  15. Implementation of New Communication Tools to an Online Chemistry Course

    Science.gov (United States)

    Ng, Karno

    2018-01-01

    Online courses provide flexibility and convenience for students and have become very popular in recent years. With the advance of technology and change of habits for the uses of traditional communication tools among students, there is a need for educators to explore effective ways to communicate with students that fit their social-media life…

  16. Determining the Drivers of Student Performance in Online Business Courses

    Science.gov (United States)

    Estelami, Hooman

    2014-01-01

    An emerging question in business education is whether all students would benefit from distance learning and if student performance can be predicted prior to enrollment in an online course based on student characteristics. In this paper, the role of student characteristics on academic performance is examined in the context two different online…

  17. Peer Evaluation of Teaching in an Online Information Literacy Course

    Science.gov (United States)

    Vega García, Susan A.; Stacy-Bates, Kristine K.; Alger, Jeff; Marupova, Rano

    2017-01-01

    This paper reports on the development and implementation of a process of peer evaluation of teaching to assess librarian instruction in a high-enrollment online information literacy course for undergraduates. This paper also traces a shift within libraries from peer coaching to peer evaluation models. One common model for peer evaluation, using…

  18. Supporting Professional Learning in a Massive Open Online Course

    Science.gov (United States)

    Milligan, Colin; Littlejohn, Allison

    2014-01-01

    Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs),…

  19. Experience with a Massive Open Online Course in Rural Rwanda

    Science.gov (United States)

    Warugaba, Christine; Naughton, Brienna; Hedt-Gauthier, Bethany; Muhirwa, Ernest; Amoroso, Cheryl L.

    2016-01-01

    The growing utilization of massive open online courses (MOOCs) is opening opportunities for students worldwide, but the completion rate for MOOCs is low (Liyanagunawardena, Adams, & Williams, 2013). Partners In Health (PIH) implemented a "flipped" MOOC in Rwanda that incorporated in-class sessions to facilitate participant…

  20. Students' and Teachers' Perceptions of after School Online Course

    Science.gov (United States)

    Yalavaç, Gamze; Samur, Yavuz

    2016-01-01

    This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other…

  1. Integrating Online Discussion in an Australian Intensive English Language Course.

    Science.gov (United States)

    Sutherland-Smith, Wendy

    2002-01-01

    Describes how the Internet was used for online interaction in a 10-week English-as-a-Second-Language course. Students were highly motivated and seeking eventual admittance to undergraduate programs through successful completion of International English language Testing System (IELTS) examinations. (Author/VWL)

  2. Developing a constructivist learning environment in online postsecondary science courses

    Science.gov (United States)

    Hackworth, Sylvester N.

    This Delphi study addressed the concerns of postsecondary educators regarding the quality of education received by postsecondary science students who receive their instruction online. This study was framed with the constructivist learning theory and Piaget's and Dewey's cognitive development theories. The overarching question addressed a gap in research literature surrounding the pedagogical practices that could be successfully applied to future postsecondary online science education. The panel consisted of 30 experts in the area of online postsecondary education. Qualitative data from the initial seed questions were used to create a Likert-type survey to seek consensus of the themes derived from participant responses. Participants reached agreement on six items: apply constructivism to science curricula, identify strengths and challenges of online collegiate students, explicate students' consequences due to lack of participation in discussion forums, ensure that online course content is relevant to students' lives, reinforce academic integrity, and identify qualities face-to-face collegiate science instructors need when transitioning to online science instructors. The majority of participants agreed that gender is not an important factor in determining the success of an online collegiate science student. There was no consensus on the efficacy of virtual labs in an online science classroom. This study contributes to positive social change by providing information to new and struggling postsecondary science teachers to help them successfully align their instruction with students' needs and, as a result, increase students' success.

  3. Writing Across the Curriculum -- An Online Course in Computer Security

    Directory of Open Access Journals (Sweden)

    Neelu Sinha, Ph.D.

    2006-07-01

    Full Text Available Writing fosters both critical thinking and student learning, serving as one of the most effective ways to understand a topic. Writing across the Curriculum (WAC began in the late 1970’s, as a pedagogical reform movement in response to a perceived deficiency in literacy among college students. Over the past two decades universities have worked to broaden the scope of student writing from composition classes to classes in the students’ major. This paper chronicles the application of WAC into the discipline of Computer Science. The purpose of this study is to develop an online Computer Security course (for sophomores and juniors in Computer Science, under the umbrella of WAC, to help improve the students’ writing overall and focus on skills students require in upper level courses in the major. Developing this course as an online course (rather than a traditional face-to-face course offers flexible configurability and scalability, features that are useful to prepare students for constantly changing real world security challenges. This paper includes all aspects of course design and insight into lessons learned. Results indicate that both the faculty and students benefit from such a writing intensive course. Reading and responding to the students’ writing enables faculty to gain valuable insights into the students’ thoughts, ideas, problems, and other issues. Students reported increased knowledge and comprehension of the subject material, deeper understanding of the conventions within Computer Science, improved analysis and reporting skills, ability to understand and present abstract concepts effectively, and skill in producing professional documents.

  4. Online Scholarly Conversations in General Education Astronomy Courses

    Science.gov (United States)

    Cai, Qijie; Wong, Ka-Wah

    2018-01-01

    In general education astronomy courses, many students are struggling with understanding the foundational concepts and theories in astronomy. One of the possible reasons is that, due the large class size, many of the courses are taught using a lecture mode, where human interactions and active learning are limited (Freeman et al., 2014). To address this challenge, we have applied the knowledge building framework (Scardamalia & Bereiter, 2006) to design an online collaborative learning component, called Scholarly Conversations, to be integrated into a general education astronomy course at a public, comprehensive university.During Scholarly Conversations, students are treated as scholars to advance knowledge frontiers (Scardamalia & Bereiter, 2006). The whole process involves the creation of new ideas and requires discourse and collective work for the advancement and creation of artifacts, such as theories and models (van Aalst, 2009). Based on the knowledge building principles (Scardamalia, 2002; Zhang, Scardamalia, Reeve, & Messina, 2009), several features have been built into Scholarly Conversations so that students are guided to deepen understanding of the astronomy concepts through three phases: knowledge sharing, knowledge construction and knowledge building, and reflections on learning growth (van Aalst, 2009; Cai, 2017). The online Scholarly Conversation is an extension of the lecture component of the general education astronomy course. It promotes student interactions and collaborative learning, and provides scaffolds for students to construct meanings of the essential concepts in astronomy through social learning and online technology. In this presentation, we will explain the specific design principles of the online Scholarly Conversation, and share the artifacts created to facilitate the online conversations in an general education astronomy course.Note: This project has been supported by the College of Education Research Grant Program at Minnesota State

  5. Retention of community college students in online courses

    Science.gov (United States)

    Krajewski, Sarah

    The issue of attrition in online courses at higher learning institutions remains a high priority in the United States. A recent rapid growth of online courses at community colleges has been instigated by student demand, as they meet the time constraints many nontraditional community college students have as a result of the need to work and care for dependents. Failure in an online course can cause students to become frustrated with the college experience, financially burdened, or to even give up and leave college. Attrition could be avoided by proper guidance of who is best suited for online courses. This study examined factors related to retention (i.e., course completion) and success (i.e., receiving a C or better) in an online biology course at a community college in the Midwest by operationalizing student characteristics (age, race, gender), student skills (whether or not the student met the criteria to be placed in an AFP course), and external factors (Pell recipient, full/part time status, first term) from the persistence model developed by Rovai. Internal factors from this model were not included in this study. Both univariate analyses and multivariate logistic regression were used to analyze the variables. Results suggest that race and Pell recipient were both predictive of course completion on univariate analyses. However, multivariate analyses showed that age, race, academic load and first term were predictive of completion and Pell recipient was no longer predictive. The univariate results for the C or better showed that age, race, Pell recipient, academic load, and meeting AFP criteria were predictive of success. Multivariate analyses showed that only age, race, and Pell recipient were significant predictors of success. Both regression models explained very little (<15%) of the variability within the outcome variables of retention and success. Therefore, although significant predictors were identified for course completion and retention, there are still

  6. Online Course Model that Fosters Interdisciplinary Collaboration Among Graduate Students

    Science.gov (United States)

    deCharon, A.; Repa, J. T.; Companion, C. J.; Taylor, L.

    2016-02-01

    First piloted in Fall 2014, "Broaden the Impacts of Your Research" is a fully asynchronous (i.e., no live or scheduled sessions) online graduate course. This two-credit offering was designed in response to evaluation data from 73 graduate students who participated in four National Science Foundation-funded workshops (deCharon et al., 2013). As a community of practice, students from various scientific disciplines learn about communication and collaboration skills, practice these skills by developing a portfolio of products, and provide feedback on their classmates' products. The course is organized into four sections during the 14-week semester, each with its own set of objectives including: assessing and reducing jargon; engaging in interdisciplinary collaboration; understanding non-scientist audiences' needs; and deconstructing science and connecting to society. The course's quality was assessed through a review of its design by an external evaluator who also gauged its overall efficacy by comparing students' weekly blog posts with the course's goals and objectives. Effectiveness was also evaluated based on students' data from post-semester surveys. Based on these analyses, it has been determined that the course is most appropriate for students who have conducted their initial research and are preparing to communicate it to others and seek additional funding. It exposes students to communications experts through video guest lectures, and it fosters interdisciplinary online collaboration. Participants benefit from employing a variety of online tools to examine and clarify thinking about their own research. Given that the course is online and 100% asynchronous, it is highly flexible and could potentially serve students worldwide. This presentation will focus on the design of "Broaden the Impacts of Your Research," provide evaluation results from both cohorts (i.e., Fall 2014, Fall 2015), and discuss its transferability to other universities or professional societies.

  7. Improving the K-12 Online Course Design Review Process: Experts Weigh in on iNACOL National Standards for Quality Online Courses

    Science.gov (United States)

    Adelstein, David; Barbour, Michael K.

    2017-01-01

    Within the K-12 online learning environment there are a variety of standards that designers can utilize when creating online courses. To date, the only research-based standards available are proprietary in manner. As such, many jurisdictions have begun adopting online course design standards from the leading advocacy organization, which that have…

  8. Most Courses Are Not Born Digital: An Overview of the Quality Matters Peer Review Process for Online Course Design

    Science.gov (United States)

    Varonis, Evageline Marlos

    2014-01-01

    Purpose: The purpose of this paper is to discuss benefits of and barriers to online learning and describe utilization of the Quality Matters (QM) peer review process as a method to assure the quality of online courses. It outlines the QM higher education rubric, explains how the collaborative QM peer review process facilitates online course design…

  9. Course-embedded student support for online English language learners

    Directory of Open Access Journals (Sweden)

    Maureen Andrade

    2014-02-01

    Full Text Available This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.http://dx.doi.org/10.5944/openpraxis.6.1.90

  10. Lost in Translation: Adapting a Face-to-Face Course Into an Online Learning Experience.

    Science.gov (United States)

    Kenzig, Melissa J

    2015-09-01

    Online education has grown dramatically over the past decade. Instructors who teach face-to-face courses are being called on to adapt their courses to the online environment. Many instructors do not have sufficient training to be able to effectively move courses to an online format. This commentary discusses the growth of online learning, common challenges faced by instructors adapting courses from face-to-face to online, and best practices for translating face-to-face courses into online learning opportunities. © 2015 Society for Public Health Education.

  11. Preparation for an online asynchronous university doctoral course. Lessons learned.

    Science.gov (United States)

    Milstead, J A; Nelson, R

    1998-01-01

    This article addresses the development of the initial course in the first completely online doctoral program in nursing. Synchronous and asynchronous methods of distance education were assessed. Planning focused at the university, school, and course levels. University planning involved the technical infrastructure, registration, student services, and library services. School planning examined administrative commitment and faculty commitment and willingness. Course planning focused on marketing, precourse information, time frame, modular design, planned interaction, and professor availability and support. Implementation issues centered on getting students connected, learning the software, changing instructional methods, and managing chats. Traditional methods of evaluating student learning and course evaluation were supplemented with the development of qualitative and quantitative tools to gather data for making administrative decisions. The Dean and faculty agreed that the internet was an effective method of delivering content in the initial Health Policy course. The Dean and faculty agreed to continue the PhD program online for one cohort and continue to evaluate student progress and faculty and student satisfaction.

  12. Strategies for Assessing Learning Outcomes in an Online Oceanography Course

    Science.gov (United States)

    Reed, D. L.

    2003-12-01

    All general education courses at the San Jose State University, including those in the sciences, must present a detailed assessment plan of student learning, prior to certification for offering. The assessment plan must state a clear methodology for acquiring data on student achievement of the learning outcomes for the specific course category, as well as demonstrate how students fulfill a strong writing requirement. For example, an online course in oceanography falls into the Area R category, the Earth and Environment, through which a student should be able to demonstrate an understanding of the methods and limits of scientific investigation; distinguish science from pseudo-science; and apply a scientific approach to answer questions about the Earth and environment. The desired learning outcomes are shared with students at the beginning of the course and subsequent assessments on achieving each outcome are embedded in the graded assignments, which include a critical thinking essay, mid-term exam, poster presentation in a symposium-style format, portfolio of web-based work, weekly discussions on an electronic bulletin board, and a take-home final exam, consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a variety of perspectives, such as quantitative, qualitative, and analytical. Formative assessment is also leveraged into learning opportunities, which students use to identify the acquisition of knowledge. For example, pre-tests are used to highlight preconceptions at the beginning of specific field studies and post-testing encourages students to present the results of small research projects. On a broader scale, the assessment results contradict common misperceptions of online and hybrid courses. Student demand for online courses is very high due to the self-paced nature of learning. Rates of enrollment attrition match those of classroom sections, if students

  13. Reflective Pedagogy: Making Meaning in Experiential Based Online Courses

    Directory of Open Access Journals (Sweden)

    Kathy L. Guthrie

    2010-07-01

    Full Text Available The use of reflective pedagogies has long been considered critical to facilitating meaningful learning through experientially based curricula; however, the use of such methods has not been extensively explored as implemented in virtual environments. The study reviewed utilizes a combination of survey research and individual interviews to examine student perceptions of the meaningful learning which occurred as a result of their participation in two Web-based courses that utilized reflective pedagogies. One course focuses on topics related to service-learning and the second on placement-based internships. Both were instructed using online coursework based in reflective pedagogies to compliment on-site placements within local communities.

  14. Faculty Transitions in Online Delivery: Make or Buy? Tips for Developing a "New to You" Online Course

    Science.gov (United States)

    Delaney-Klinger, Kelly; Vanevenhoven, Jeff; Wagner, Richard; Chenoweth, John

    2014-01-01

    In the last few decades, teaching courses online has become a standard practice at many colleges and universities. Although technologies and pedagogies have changed rapidly during this time, developing an online course is still a labor and time-intensive undertaking. With changes in staffing and course offerings, faculty are often faced with…

  15. Massive open online courses in foreign and Russian education system

    Directory of Open Access Journals (Sweden)

    Сергей Дмитриевич Каракозов

    2014-12-01

    Full Text Available The article discusses the phenomenon of MOOC (Massive Open Online Courses, which opened up new opportunities for the distance learning. Shows the advantages and disadvantages of the MOOC, the prospects of their use in the education system of Russia and in particular in the sector of teacher education. Research is executed within the State task Ministry of Education and Science of the Russian Federation, number of the state registration - 01201153724.

  16. An Online Social Constructivist Course: Toward a Framework for Usability Evaluations

    Science.gov (United States)

    Phillips, Alana S.; Sheffield, Anneliese; Moore, Michelle; Robinson, Heather A.

    2016-01-01

    There is a need for a holistic usability evaluation framework that accommodates social constructivist online courses. Social knowledge construction may not be adequately evaluated using current frameworks. This qualitative research study examined the usability needs of a social constructivist online course. Data from an online course were analyzed…

  17. Online vs. On-Campus: An Analysis of Course Prices of U.S. Educational Institutions

    Science.gov (United States)

    Wang, Shouhong

    2015-01-01

    Pricing online courses is an important issue for managing online education. This research note reports a statistical analysis of price differences between online courses and on-campus courses at 103 US educational institutions based on the data available on the Internet. The finding indicates that educational institutions set significantly lower…

  18. Influence of Motivational Design on Completion Rates in Online Self-Study Pharmacy-Content Courses

    Science.gov (United States)

    Pittenger, Amy; Doering, Aaron

    2010-01-01

    Student retention rates are a constant concern in higher education, but this concern has become especially challenging as online courses become more common and there are widespread reports of low completion rates for online, self-study courses. We evaluated four self-study online pharmacy courses with a history of very high completion rates for…

  19. Correlates of Perceived Favorability of Online Courses for Quantitative versus Qualitative Undergraduate Business Majors

    Science.gov (United States)

    Blau, Gary; Pred, Robert; Drennan, Rob B., Jr.; Kapanjie, Darin

    2016-01-01

    An online survey tested the association among background, technological, and course-related variables with perceived favorability of online courses for two independent samples of fall 2015 and spring 2016 business undergraduates taking at least one online or hybrid course. Results showed that perceived learning was a consistent positive correlate…

  20. Experiences as an embedded librarian in online courses.

    Science.gov (United States)

    Konieczny, Alison

    2010-01-01

    Embedded librarianship gives librarians a prime opportunity to have a direct, positive impact in a clinical setting, classroom setting, or within a working group by providing integrated services that cater to the group's needs. Extending embedded librarian services beyond the various physical settings and into online classrooms is an exceptional way for librarians to engage online learners. This group of students is growing rapidly in numbers and could benefit greatly from having library services and resources incorporated into their classes. The author's services as an embedded librarian in fully online courses at a medium-sized university will be discussed, as will strategies, lessons learned, and opportunities for engaging in this realm. To develop a foundation of knowledge on embedded librarianship, an overview of this topic is provided.

  1. A Decade of Change: Motivating and Discouraging Factors Affecting Faculty Participation in Online Business Education Courses

    Science.gov (United States)

    Hurt, Ransom Todd

    2014-01-01

    The number of college students enrolled in online courses increased more than 22 percent between 2002 and 2011. Despite this rapid rise in online course enrollment, only a two-percent gain in faculty acceptance of online learning occurred during this same time period. The majority of teaching faculty remain resistant to online instruction with…

  2. Design And Delivery Of Online Courses In YCMOU

    Directory of Open Access Journals (Sweden)

    Chetana H. KAMLASKAR

    2015-04-01

    Full Text Available The School of Science and Technology of ‘Yashwantrao Chavan Maharashtra Open University (YCMOU’ has proposed to offer ‘Web Based Live Teaching Learning Support’ from 'real' teacher, with ‘Live Virtual Online Class (LVOC’ integrated with ‘Learning Management System (LMS’ for all courses of all programmes on offer. In the first phase, school has started LVOC for total ten courses in from Feb 2014. This web-based system is designed to provide an opportunity to: Ø maximize interaction, discussion and spontaneous exchanges with ‘real’ teacher during live virtual class Ø present quality learning material to individual to suit his/her learning styles, interests, needs, and at their own pace. Further, LVOC is integrated with LMSs to present a set of features designed to provide an effective continuous assessment. The strategies adopted to provide learning support with guidance at every step of the way is elaborated here. In the next phase, school is planning to launch ‘Online Certificate Course’ for which all planned LVOC are already developed. As Learning is a collaborative process, authors have suggested additional strategies to be incorporated by ‘real teacher’ to offer ‘Online Course’. This will help to ensure better quality and to develop confidence, comfort, and experience in online teaching.

  3. Climate Change and Health as Massive Open Online Courses.

    Science.gov (United States)

    Barteit, Sandra; Sié, Ali; Yé, Maurice; Depoux, Anneliese; Sauerborn, Reiner

    2018-01-01

    To teach the basics of climate change and health - such as the nature of health impacts, best practices in adoption strategies and promotion in health co-benefits, mitigation and adaptation strategies - we have developed three massive open online courses (MOOCs). We analysed the three MOOCs with regards to different factors such as course content, student motivation, instructor behaviour, co-learner effects, design and implementation effects. We conducted online surveys for all three MOOCs based on the research model of Hone et al., extended with regards to student's motivation and course outcomes. In total, we evaluated 6898 students, of which 101 students took part in the online survey. We found differences in completion rates and country of origin for the three MOOCs. The francophone MOOC was found to have a high number of participants from lower-income- and low-and-middle-income countries. The majority of participants were aged between 22 and 40 years of age and had mainly a graduate educational background. The primary motivation to join the MOOC was the knowledge and skills gained as a result of taking the course. The three MOOCs on climate change and health had a reach of almost 7000 students worldwide, as compared to the scope of a face-to-face course on the same topic of 30 students, including students from resource-low environments that are already vulnerable to current changes in climate. The evaluation of the MOOCs outlined the current impact. However, further research has to be conducted to be able to get insights into the impact over time.

  4. Performance Outcomes of an Online First Aid and CPR Course for Laypersons

    Science.gov (United States)

    Cason, Carolyn L.; Stiller, Janeth

    2011-01-01

    Objective: The study evaluated the effectiveness of an online first aid course by comparing it with the traditional instructor-led course. An effective online course increases course accessibility and mitigates the major deterrent to widespread layperson training. Design: A comparison group design evaluated performances among 25 laypersons…

  5. Streamlining the Online Course Development Process by Using Project Management Tools

    Science.gov (United States)

    Abdous, M'hammed; He, Wu

    2008-01-01

    Managing the design and production of online courses is challenging. Insufficient instructional design and inefficient management often lead to issues such as poor course quality and course delivery delays. In an effort to facilitate, streamline, and improve the overall design and production of online courses, this article discusses how we…

  6. Assessment Worlds Colliding? Negotiating between Discourses of Assessment on an Online Open Course

    Science.gov (United States)

    Hills, Laura; Hughes, Jonathan

    2016-01-01

    Using the badged open course, "Taking your first steps into Higher Education", this case study examines how assessment on online open courses draws on concepts of assessment used within formal and informal learning. Our experience was that assessment used within open courses, such as massive open online courses, is primarily determined…

  7. Promoting Continuing Computer Science Education through a Massively Open Online Course

    Science.gov (United States)

    Oliver, Kevin

    2016-01-01

    This paper presents the results of a comparison study between graduate students taking a software security course at an American university and international working professionals taking a version of the same course online through a free massive open online course (MOOC) created in the Google CourseBuilder learning environment. A goal of the study…

  8. Facilitating interaction, communication and collaboration in online courses

    Science.gov (United States)

    McNeil, Sara G.; Robin, Bernard R.; Miller, Robert M.

    2000-07-01

    As the Internet evolves into a truly world wide communications medium, the roles of faculty and students at institutions of higher learning are changing. Traditional face-to-face classes are being converted to an online setting, where materials from syllabi to lectures to assignments are available at the click of a mouse. New technological options are challenging and changing the very nature of teaching as faculty migrate from being deliverers of information to facilitators and mentors. Students are also undergoing a transformation from passive recipients to participants in an active learning environment. Interactions are at the heart of this revolution as students and faculty create new methodologies for the online classroom. New types of interactions are emerging between faculty and students, between students and other students and between students and the educational resources they are exploring. As the online teaching and learning environment expands and matures, new social and instructional interactions are replacing the traditional occurrences in face-to-face classrooms. New communication options are also evolving as a critical component of the online classroom. The shift from a synchronous to an asynchronous communication structure has also had a significant impact on the way students and faculty interact. The use of e-mail, listservs and web-based conferencing has given teachers and learners new flexibility and has fostered a climate where learning takes place wherever and whenever it is convenient. HyperGroups, a communication tool that was developed at the University of Houston, allows students and faculty to seamlessly participate in course-related discussions and easily share multimedia resources. This article explores the many issues associated with facilitating interaction, communication and collaboration in online courses.

  9. Assessing Student Attitudes Towards Science in an Adaptive Online Astrobiology Course: Comparing Online and On-Campus Undergraduates

    Science.gov (United States)

    Buxner, S.; Perera, V.; Mead, C.; Horodyskyj, L.; Semken, S. C.; Lopatto, D.; Anbar, A. D.

    2016-12-01

    General-education Science, Technology, Engineering, and Mathematics (STEM) courses are considered essential to a college education, in part, to train students to think critically and to make informed decisions about complex scientific issues such as climate change and public health. Therefore, the goals of these STEM courses go beyond content knowledge to include generating positive attitudes towards science, developing competence in evaluating scientific information in everyday life, and understanding the nature of science. The Classroom Undergraduate Research Experience (CURE) survey is frequently used to measure these attitudes, but it has not previously been used in an online, general education course. In this work, we administered the CURE survey for three semesters (N = 774) before and after completion of an online astrobiology course called Habitable Worlds. We compare students taking this course as part of fully-online degree programs (o-course) with those taking it as part of traditional undergraduate programs (i-course). More females and older students were among the o-course group, while overall the course had more white students than the Arizona State University average. Mean course grades were similar between the two groups but attitudes toward science differred significantly. O-course students began the course with more positive attitudes than i-course students, and o-course students also showed more positive changes at the end of the course. These differences suggest lesser intrinsic motivation among the i-course students. Additionally, pre-course attitudes correlated with final course grade for o-course students, but not for i-course students, which implies that success among o-course students is influenced by different factors than i-course students. Thus, effective student support strategies may differ for online-only students. Future work will include student interviews to better calibrate the CURE survey to online science courses.

  10. Construction and evaluation of an online microbiology course for nonscience majors.

    Science.gov (United States)

    Hughes, Lee

    2008-01-01

    The development of web-based technologies provides a new method for course delivery. As with any new technique, evaluation is a necessary tool to determine if the method is consistent with expectations. This study describes the conversion of a nonscience majors' microbiology lecture course to online delivery and evaluates the hypothesis that the online course can be as effective as the traditional course. Course examination scores are compared between the face-to-face and online sections over a 3-year period. On all but one of the course examinations, no significant difference is found for those students in these two distinctly different course types. The success rate, as defined by those students earning grades of C or better, is high for both course types, although the traditional course success rate is slightly higher. Student evaluations of the courses are also positive, though some differences are noted. Overall, student performance in the online course is equivalent to that in the traditional course.

  11. A Comparative Analysis of MOOC (Massive Open Online Course Platforms

    Directory of Open Access Journals (Sweden)

    Maria CONACHE

    2016-01-01

    Full Text Available The MOOC platforms have known a considerable development in recent years due to the enlargement of online space and the shifting between traditional to virtual activities. These plat-forms made it possible for people almost everywhere to take online academic courses offered by top universities via open access to web and with unlimited participation. Thus, it came naturally to us to address the question what makes them so successful? The purpose of this paper is to report comparatively MOOC platforms in terms of features, based on the user’s implication and demands. First, we chose four relevant lifelong learning platforms and then we structured three main categories for the platforms' qualification, depending on which we built our theory regarding the comparison between them. Our analysis consists of three sets of criteria: business model, course design and popularity among online users. Starting from this perspective, we built a range of representative factors for which we highlighted the major aspects for each plat-form in our comparative research

  12. Influence of Nursing Faculty Discussion Presence on Student Learning and Satisfaction in Online Courses.

    Science.gov (United States)

    Claywell, Lora; Wallace, Cara; Price, Jill; Reneau, Margaret; Carlson, Kathleen

    2016-01-01

    This study determined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN-BSN and MSN courses. Analysis of faculty participation in online courses (n = 280) demonstrated a relationship between faculty participation and student satisfaction and perceived learning. The results of this study offer guidance on the minimal faculty participation necessary in online discussions in nursing courses.

  13. Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses

    Directory of Open Access Journals (Sweden)

    Fred Rovai and Hope Jordan

    2004-08-01

    Full Text Available Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

  14. Peer Assessment for Massive Open Online Courses (MOOCs

    Directory of Open Access Journals (Sweden)

    Hoi K. Suen

    2014-07-01

    Full Text Available The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC. Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.

  15. Massive Open Online Courses for Africa by Africa

    Directory of Open Access Journals (Sweden)

    Benedict Oyo

    2014-12-01

    Full Text Available Africa is known for inadequate access to all sorts of human needs including health, education, food, shelter, transport, security, and energy. Before the emergence of massive open online courses (MOOCs, open access to higher education (HE was exclusive of Africa. However, as a generally affordable method of post-secondary education delivery, MOOCs place the developing countries at the centre of universal access to HE. This paper provides the strategy for MOOC implementation in the context of limited resources in Africa. The strategy is clustered under five baseline requirements: national accredited MOOC curriculum, electronic content development, development of an online and offline eLearning platform, establishment and funding of MOOC coordination units at public HEIs, and establishment of MOOC access hubs at strategic locations. Emerging from this paper is the insight that a new era of universal access to HE in Africa is achievable through MOOCs only if initial requirements are met by the respective governments.

  16. Perceptions of authority in a Massive Open Online Course

    DEFF Research Database (Denmark)

    Andersen, Bjarke Lindsø; Hasse, Cathrine; Na-songkhla, Jaitip

    2018-01-01

    perceptions of how, when and why we experience a presence of authority emerge as a consistent theme in our data. Through the analysis of our data, we distinguish between the MOOC as an assemblage consisting of the online interface, the design and hardware we inhabit and the lifeworld as our local and situated......, different cultures. We argue that in the run of the course, lifeworld and assemblage collide and enact a cultural authority. This authority sets the bar for what can be deemed proper practice within a MOOC and it gives preferential treatment to some rather than others....

  17. A grounded theory of faculty's use of humanization to create online course climate.

    Science.gov (United States)

    Cox-Davenport, Rebecca A

    2014-03-01

    The purpose of this research was to study the way faculty establish course social presence in an online course. The community of inquiry model by Garrison, Anderson, and Archer distinguished the area of social presence as an important component of online learning, and this study sought to understand how faculty perceive and create social presence in their online classroom. By employing a grounded theory approach, a substantive theory was developed to explain the way in which faculty create and maintain an online course climate. The sample consisted of 10 nursing faculty teaching various master's in nursing courses. Through a rigorous qualitative process using nursing faculty interviews and online course analysis, humanization was found to be the core category in setting online course climate. Faculty's efforts to humanize the climate lead each member of the community to view the other members as real, thereby enabling the establishment of online social presence.

  18. Effects of Online Interaction and Instructor Presence on Students' Satisfaction and Success with Online Undergraduate Public Relations Courses

    Science.gov (United States)

    Moore, Jensen

    2014-01-01

    This study examined student success, failure, withdrawal, and satisfaction in online public relations courses based on instructor-student interaction, student-student interaction, and instructor presence. Student passing rates, D/F rates, withdrawal rates, and evaluations of instruction were compiled from fifty-one online PR courses run over the…

  19. Massive Open Online Courses (MOOCs) for Physics - and for You?

    Science.gov (United States)

    Pritchard, David E.

    2014-03-01

    We will describe several of the currently available Massive Open Online Courses in Physics-the topics, level, author, and special features of each. Then we will discuss the interesting demographics of the students taking them, presenting evidence showing that students of widely different initial skills and students of all major demographic groups learn at least as much conceptual knowledge as students in a traditional classroom. We will present MOOC research on student habits, use of eTexts and other resources, and indicate what resources impart measured learning. We'll describe a collectivistic MOOC where you can help develop instructional and assessment resources that will be in a library for future use by you and other teachers. Many of these resources are designed for blending with on-campus introductory courses in college or Advanced Placement courses in High School. They will ultimately be displayed in a searchable library with lots of useful information from which you can assemble your own course in the free and open edX.org platform (or simply download them for in-class use). We Acknowledge support from NSF, a Google Faculty Award, and MIT.

  20. Options for Online Undergraduate Courses in Biology at American Colleges and Universities

    Science.gov (United States)

    Varty, Alison K.

    2016-01-01

    I aimed to document the online undergraduate course supply in biology to evaluate how well biology educators are serving the diverse and growing population of online students. I documented online biology course offerings in the 2015-2016 academic year at 96 American colleges and universities. I quantified differences in variety, extent, and…

  1. Benchmarks and Quality Assurance for Online Course Development in Higher Education

    Science.gov (United States)

    Wang, Hong

    2008-01-01

    As online education has entered the main stream of the U.S. higher education, quality assurance in online course development has become a critical topic in distance education. This short article summarizes the major benchmarks related to online course development, listing and comparing the benchmarks of the National Education Association (NEA),…

  2. College Students' Choice Modeling of Taking On-Line International Business Courses

    Science.gov (United States)

    Yeh, Robert S.

    2006-01-01

    To understand students' choice behavior of taking on-line international business courses, a survey study is conducted to collect information regarding students' actual choices of taking on-line courses and potential factors that may have impacts on students' choices of online learning. Potential factors such as enrollment status, demographic…

  3. Communication Barriers: A Study of Eastern Mediterranean University Students' and Teachers' of Online Program and Courses

    Science.gov (United States)

    Isman, Aytekin; Altinay, Fahriye

    2005-01-01

    This research study defines communication barriers in online programs and courses by determining the perceptions of students and teachers at Eastern Mediterranean University. It aims to get the answers to the questions of what sorts of problems students and teachers face while being involved in online courses and online programs. Distance…

  4. Experiential learning online - experiences from designing and running a nordic course in agroecology

    DEFF Research Database (Denmark)

    Sriskandarajah, Nadarajah; Christensen, Dorthe; Lieblein, Geir

    2005-01-01

    The paper reports experiences from designing and running the Nordic online course "Ecology of Farming and Food Systems". The aim was two-fold: 1) to design an online course which uses an explicit experiential learning approach and 2) to design a structure for online faculty collaboration across...

  5. Faculty Perceptions of the Online Course Review Process: Does It Improve Quality?

    Science.gov (United States)

    Yowe, Benita

    2016-01-01

    From 2009 to 2010, online college enrollment grew by one million students (Allen & Seaman, 2010.) To address this growth, the number of online courses and programs has increased as well (Windes & Lesht, 2014). Online programs and courses that are well developed can provide a rewarding educational experience for students. However, the…

  6. Issues and Challenges for Teaching Successful Online Courses in Higher Education: A Literature Review

    Science.gov (United States)

    Kebritchi, Mansureh; Lipschuetz, Angie; Santiague, Lilia

    2017-01-01

    Online education changes all components of teaching and learning in higher education. Many empirical studies have been conducted to examine issues in delivering online courses; however, few have synthesized prior studies and provided an overview on issues in online courses. A review of literature using Cooper's framework was conducted to identify…

  7. Over two decades of blended and online physics courses at Michigan State University

    Directory of Open Access Journals (Sweden)

    Gerd Kortemeyer

    2014-12-01

    Full Text Available In Fall 1992, our first physics course offered online homework. Over two decades later, we have seven physics courses online, spanning the whole range of introductory course offerings, with a total of over 1600 students in 2014. We found that several of the the purely online courses had better learning success than traditional lecture courses, as measured by exam scores. Particularly successful were online materials with embedded assessment. This result can be interpreted in different ways, but may serve as an indicator that during in-class lectures, we are oftentimes not taking advantage of the fact that we have the students on-site.

  8. How to Involve Students in an Online Course: A Redesigned Online Pedagogy of Collaborative Learning and Self-Regulated Learning

    Science.gov (United States)

    Tsai, Chia-Wen

    2013-01-01

    In an online course, students learn independently in the virtual environment without teacher's on-the-spot support. However, many students are addicted to the Internet which is filled with a plethora of shopping websites, online games, and social networks (e.g. Facebook). To help keep students focused on and involved in online or blended…

  9. Predicting Successful Completion Using Student Delay Indicators in Undergraduate Self-Paced Online Courses

    Science.gov (United States)

    Lim, Janine M.

    2016-01-01

    Self-paced online courses meet flexibility and learning needs of many students, but skepticism persists regarding the quality and the tendency for students to procrastinate in self-paced courses. Research is needed to understand procrastination and delay patterns of students in online self-paced courses to predict successful completion and…

  10. Development and Application of a Systems Engineering Framework to Support Online Course Design and Delivery

    Science.gov (United States)

    Bozkurt, Ipek; Helm, James

    2013-01-01

    This paper develops a systems engineering-based framework to assist in the design of an online engineering course. Specifically, the purpose of the framework is to provide a structured methodology for the design, development and delivery of a fully online course, either brand new or modified from an existing face-to-face course. The main strength…

  11. Perceived Learning and Timely Graduation for Business Undergraduates Taking an Online or Hybrid Course

    Science.gov (United States)

    Blau, Gary; Drennan, Rob B.; Hochner, Arthur; Kapanjie, Darin

    2016-01-01

    An online survey tested the impact of background, technological, and course-related variables on perceived learning and timely graduation for a complete data sample of 263 business undergraduates taking at least one online or hybrid course in the fall of 2015. Hierarchical regression results showed that course-related variables (instructor…

  12. Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students.

    Science.gov (United States)

    Attardi, Stefanie M; Barbeau, Michele L; Rogers, Kem A

    2018-03-01

    An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

  13. Massive open online course for health informatics education.

    Science.gov (United States)

    Paton, Chris

    2014-04-01

    This paper outlines a new method of teaching health informatics to large numbers of students from around the world through a Massive Open Online Course (MOOC). The Health Informatics Forum is a social networking site for educating health informatics students and professionals [corrected]. It is running a MOOC for students from around the world that uses creative commons licenced content funded by the US government and developed by five US universities. The content is delivered through narrated lectures with slides that can be viewed online with discussion threads on the forum for class interactions. Students can maintain a professional profile, upload photos and files, write their own blog posts and post discussion threads on the forum. The Health Informatics Forum MOOC has been accessed by 11,316 unique users from 127 countries from August 2, 2012 to January 24, 2014. Most users accessed the MOOC via a desktop computer, followed by tablets and mobile devices and 55% of users were female. Over 400,000 unique users have now accessed the wider Health Informatics Forum since it was established in 2008. Advances in health informatics and educational technology have both created a demand for online learning material in health informatics and a solution for providing it. By using a MOOC delivered through a social networking platform it is hoped that high quality health informatics education will be able to be delivered to a large global audience of future health informaticians without cost.

  14. Assessing Attitudes Towards Science During an Adaptive Online Astrobiology Course: Comparing Online and On-Campus Undergraduates

    Science.gov (United States)

    Perera, Viranga; Mead, Chris; Buxner, Sanlyn; Horodyskyj, Lev; Semken, Steven; Lopatto, David; Anbar, Ariel

    2016-10-01

    General-education Science, Technology, Engineering, and Mathematics (STEM) courses are accepted as essential to a college education. An often cited reason is to train a scientifically literate populace who can think critically and make informed decisions about complex issues such as climate change, health care, and atomic energy. Goals of these STEM courses, therefore, go beyond content knowledge to include generating positive attitudes towards science, developing competence in evaluating scientific information in everyday life and understanding the nature of science. To gauge if such non-content learning outcomes are being met in our course, an online astrobiology course called Habitable Worlds, we administered the Classroom Undergraduate Research Experience (CURE) survey to students. The survey was administered before and after completion of the course for three semesters starting with the Fall 2014 semester and ending with the Fall 2015 semester (N = 774). A factor analysis indicated three factors on attitudes: toward science education, toward the interconnectedness of science with non-science fields, and toward the nature of science. Here we present some differences between students enrolled in online degree programs (o-course) and those enrolled in traditional undergraduate programs (i-course). While mean course grades were similar, changes in attitudes toward science differ significantly between o-course and i-course students. The o-course students began the course with more positive attitudes across all three factors than the i-course students. Their attitudes toward science education improved during the course, while the i-course students showed no change. Attitudes toward the other two factors declined in both populations during the course, but declines were smaller among o-course students. These differences may indicate lesser intrinsic motivation among the i-course students. The CURE survey has not been used before in an online course; therefore, we will

  15. Elderly Learners and Massive Open Online Courses: A Review.

    Science.gov (United States)

    Liyanagunawardena, Tharindu Rekha; Williams, Shirley Ann

    2016-01-07

    Massive open online courses (MOOCs) have become commonplace in the e-learning landscape. Thousands of elderly learners are participating in courses offered by various institutions on a multitude of platforms in many different languages. However, there is very little research into understanding elderly learners in MOOCs. We aim to show that a considerable proportion of elderly learners are participating in MOOCs and that there is a lack of research in this area. We hope this assertion of the wide gap in research on elderly learners in MOOCs will pave the way for more research in this area. Pre-course survey data for 10 University of Reading courses on the FutureLearn platform were analyzed to show the level of participation of elderly learners in MOOCs. Two MOOC aggregator sites (Class Central and MOOC List) were consulted to gather data on MOOC offerings that include topics relating to aging. In parallel, a selected set of MOOC platform catalogues, along with a recently published review on health and medicine-related MOOCs, were searched to find courses relating to aging. A systematic literature search was then employed to identify research articles on elderly learners in MOOCs. The 10 courses reviewed had a considerable proportion of elderly learners participating in them. For the over-66 age group, this varied from 0.5% (on the course "Managing people") to 16.3% (on the course "Our changing climate"), while for the over-56 age group it ranged from 3.0% (on "A beginners guide to writing in English") to 39.5% (on "Heart health"). Only six MOOCs were found to include topics related to aging: three were on the Coursera platform, two on the FutureLearn platform, and one on the Open2Study platform. Just three scholarly articles relating to MOOCs and elderly learners were retrieved from the literature search. This review presents evidence to suggest that elderly learners are already participating in MOOCs. Despite this, there has been very little research into their

  16. Course Design and Student Responses to an Online PBL Course in 3D Modelling for Mining Engineers

    Science.gov (United States)

    McAlpine, Iain; Stothard, Phillip

    2005-01-01

    To enhance a course in 3D Virtual Reality (3D VR) modelling for mining engineers, and to create the potential for off campus students to fully engage with the course, a problem based learning (PBL) approach was applied to the course design and all materials and learning activities were provided online. This paper outlines some of the theoretical…

  17. Do Technological and Course-Related Variables Impact Undergraduates' Perceived Favorability and Willingness to Recommend Online/Hybrid Business Courses?

    Science.gov (United States)

    Blau, Gary; Drennan, Rob B., Jr.; Karnik, Satyajit; Kapanjie, Darin

    2017-01-01

    Lower teaching evaluations can affect students' willingness to recommend an online course. To maintain online course quality, it is important to keep the "integrity" of a course, that is, offer to the extent possible, the same content and learning outcomes in an online course as the face-to-face (F2F) equivalent. This study explored the…

  18. PDF Lecture Materials for Online and ``Flipped'' Format Astronomy Courses

    Science.gov (United States)

    Kary, D. M.; Eisberg, J.

    2013-04-01

    Online astronomy courses typically rely on students reading the textbook and/or a set of text-based lecture notes to replace the “lecture” material. However, many of our students report that this is much less engaging than in-person lectures, especially given the amount of interactive work such as “think-pair-share” problems done in many astronomy classes. Students have similarly criticized direct lecture-capture. To address this, we have developed a set of PowerPoint-style presentations with embedded lecture audio combined with prompts for student interaction including think-pair-share questions. These are formatted PDF packages that can be used on a range of different computers using free software. The presentations are first developed using Microsoft PowerPoint software. Audio recordings of scripted lectures are then synchronized with the presentations and the entire package is converted to PDF using Adobe Presenter. This approach combines the ease of editing that PowerPoint provides along with the platform-independence of PDF. It's easy to add, remove, or edit individual slides as needed, and PowerPoint supports internal links so that think-pair-share questions can be inserted with links to feedback based on the answers selected. Modern PDF files support animated visuals with synchronized audio and they can be read using widely available free software. Using these files students in an online course can get many of the benefits of seeing and hearing the course material presented in an in-person lecture format. Students needing extra help in traditional lecture classes can use these presentations to help review the materials covered in lecture. Finally, the presentations can be used in a “flipped” format in which students work through the presentations outside of class time while spending the “lecture” time on in-class interaction.

  19. Implementation of a Quality Assurance Review System for the Scalable Development of Online Courses

    Science.gov (United States)

    Ozdemir, Devrim; Loose, Rich

    2014-01-01

    With the growing demand for quality online education in the US, developing quality online courses and online programs, and more importantly maintaining this quality, have been an inevitable concern for higher education institutes. Current literature on quality assurance in online education mostly focuses on the development of review models and…

  20. An Exploratory Study of the Drivers of Student Satisfaction and Learning Experience in Hybrid-Online and Purely Online Marketing Courses

    Science.gov (United States)

    Estelami, Hooman

    2012-01-01

    Much of the existing research in distance education has focused on contrasting the outcomes between traditional face-to-face teaching and purely online courses, in which the entire course content is delivered online. However, research has not examined the effectiveness of hybrid-online courses, in which a combination of online delivery and…

  1. Developing an Online Course Profile Builder to Promote Pedagogical Change

    Directory of Open Access Journals (Sweden)

    Josh Humphries

    2004-02-01

    Full Text Available This paper discusses the development of an online databasedriven electronic tool for building profiles for university courses (or subjects. We take the view that any technology, including a pedagogic one, needs to be designed for, understood as and evaluated within its place in a complex socio-technic system of human-to-human as well as human-to-tool relationships. Many academics are reluctant to make changes to their practice either because of change fatigue or insufficient commitment to or understanding of the new requirements for transparency and accountability. In our institution, adoption of a new policy for the production of standardised course profiles gave us the opportunity to draw all of the school staff into the new processes. We designed an electronic tool which embodies both the course profile policy and the explicit identification of and planning for graduate attributes and which seeks to pay attention to the socio-technic system within which it operates. Intended as a tool to aid academics meet requirements, it has had the benefit of encouraging users to reconsider their understanding of such educational issues as objectives and criteria and reconsider their educational aims. This paper describes the design of the tool from both technological and social viewpoints. This paper also addresses the relationship between the technical design of the tool, university policy and good pedagogical practice, the mapping of learning objectives to assessment and the mapping of graduate attributes to programs.

  2. Comparing On-Line to In-Person Course Delivery: An Empirical Study

    OpenAIRE

    Jammie Price; Leslie Hossfeld

    2007-01-01

    Web-based technologies have been used in the classroom for over 15 years, including websites, email, listserves, library reserves, and text books. Among these options, social scientists range widely in their web usage – from simply posting syllabi on-line to delivering a course fully on-line in asynchronous learning networks. Use of web-based technology for instructional purposes is increasing, as is enrollment in distance education courses and on-line course offerings. Many administrators ...

  3. Online versus Face-to-Face: Students’ Preferences for College Course Attributes

    OpenAIRE

    Mann, John T.; Henneberry, Shida R.

    2014-01-01

    The objectives of this article were to determine: 1) students’ preferences for college course attributes; and 2) how the amount of course attribute information impacts enrollment. Results indicate students had the highest preferences for face-to-face (F2F) courses offered late morning and early afternoon and two to three days per week. Students selected online over F2F courses depending on course makeup; for example, course topic, online course design technology, and when the F2F version wa...

  4. Development and Implementation of an Electric Circuits On-Line Course

    Directory of Open Access Journals (Sweden)

    Ahmed Hussain

    2009-02-01

    Full Text Available An electric circuit on-line course has been developed at KFUPM to support student centered learning. The course has been used in the first stage to supplement the class room face-to-face instruction. This paper describes the development stages of the on-line course and highlights its fundamental features that are not available in the traditional methods of instruction. The paper also includes the results of a survey conducted among students who have utilized the on-line material to supplement their traditional study of the electric circuits’ course. The results of the survey showed a general satisfaction with the course content and the instructional effectiveness.

  5. The Predictive Relationship among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students' Course Grades in Online Synchronous and Asynchronous Courses

    Science.gov (United States)

    Rockinson-Szapkiw, Amanda J.; Wendt, Jillian; Wighting, Mervyn; Nisbet, Deanna

    2016-01-01

    The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student…

  6. At-Risk High School Students Recovering Course Credits Online: What We Know and Need to Know

    Science.gov (United States)

    Viano, Samantha L.

    2018-01-01

    The majority of American high school students enrolling in online education are doing so in credit recovery courses. These are online courses specifically for students who previously failed a face-to-face version of the course. Despite the popularity of credit recovery courses, the literature on online learning largely ignores credit recovery…

  7. A Blended Model: Simultaneously Teaching a Quantitative Course Traditionally, Online, and Remotely

    Science.gov (United States)

    Lightner, Constance A.; Lightner-Laws, Carin A.

    2016-01-01

    As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes.…

  8. Can We Use Facebook Groups to Establish Social Presence in Online Courses?

    Science.gov (United States)

    Izmirli, Serkan

    2017-01-01

    In this research, the potential of Facebook groups used in an online course in order to establish social presence was examined. Qualitative research methodology was used in this study. The participants of the study were 12 senior undergraduate students taking the School Experience course online over a period of 12 weeks. A Facebook group where…

  9. Korean Student's Online Learning Preferences and Issues: Cultural Sensitivity for Western Course Designers

    Science.gov (United States)

    Washburn, Earlene

    2012-01-01

    Scope and Method of Study: While online courses offer educational solutions, they are not academically suited for everyone. International students find distractions in online courses constructed with American philosophy, epistemology, values, and cultures as compared to experiences in their home country. Learner's culture, value system, learning…

  10. Applying a Model of Communicative Influence in Education in Closed Online and Offline Courses

    Science.gov (United States)

    Carr, Caleb T.

    2014-01-01

    This research explores communicative influences on cognitive learning and educational affect in online and offline courses limited to only enrolled students. A survey was conducted of students (N = 147) enrolled in online and offline courses within a single department during Summer, 2013. Respondents were asked about their classroom communication…

  11. Active Learning: Engaging Students to Maximize Learning in an Online Course

    Science.gov (United States)

    Khan, Arshia; Egbue, Ona; Palkie, Brooke; Madden, Janna

    2017-01-01

    Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty…

  12. Publishers See Online Mega-Courses as Opportunity to Sell Textbooks

    Science.gov (United States)

    Howard, Jennifer

    2012-01-01

    Colleges are not the only enterprises interested in the possibilities of free, online courses. Publishers have begun to investigate whether so-called MOOC's, or massive open online courses, can help them reach new readers and sell more books. For the moment, providers of the classes encourage professors not to require students to buy texts, in…

  13. Machine Beats Experts: Automatic Discovery of Skill Models for Data-Driven Online Course Refinement

    Science.gov (United States)

    Matsuda, Noboru; Furukawa, Tadanobu; Bier, Norman; Faloutsos, Christos

    2015-01-01

    How can we automatically determine which skills must be mastered for the successful completion of an online course? Large-scale online courses (e.g., MOOCs) often contain a broad range of contents frequently intended to be a semester's worth of materials; this breadth often makes it difficult to articulate an accurate set of skills and knowledge…

  14. Strategies for securing participant motivation and engagement in a 19 week online course

    DEFF Research Database (Denmark)

    Lüders, Bo; Hansen, Pernille Stenkil; Kjær, Christopher

    Presentation of results from an exit survey exploring participant experiences in an online course aimed at teachers from higher education institutions in southern Denmark and northern Germany.......Presentation of results from an exit survey exploring participant experiences in an online course aimed at teachers from higher education institutions in southern Denmark and northern Germany....

  15. Designing Online Management Education Courses Using the Community of Inquiry Framework

    Science.gov (United States)

    Weyant, Lee E.

    2013-01-01

    Online learning has grown as a program delivery option for many colleges and programs of business. The Community of Inquiry (CoI) framework consisting of three interrelated elements--social presence, cognitive presence, and teaching presences--provides a model to guide business faculty in their online course design. The course design of an online…

  16. Lessons Learned from Migrating to an Online Electronic Business Management Course

    Science.gov (United States)

    Walstrom, Kent A.

    2014-01-01

    This article describes the lessons learned while migrating an Electronic Business Management course from traditional face-to-face delivery to online delivery across a six and a half year time frame. The course under review teaches students how to develop and construct a working information-based online business using free versions of online…

  17. Online Course Delivery: An Empirical Investigation of Factors Affecting Student Satisfaction

    Science.gov (United States)

    Beqiri, Mirjeta S.; Chase, Nancy M.; Bishka, Atena

    2010-01-01

    The authors investigated potential factors impacting students' satisfaction with online course delivery using business students as participants. The findings suggest that the student who would be more satisfied with the delivery of online courses fits the following profile: graduate, married, resides more than 1 mile away from campus, and male.…

  18. Digital Learning in Higher Education: A Training Course for Teaching Online--Universidade Aberta, Portugal

    Science.gov (United States)

    Moreira, José António; José António, Susana; Goulão, Maria de Fátima; Barros, Daniela

    2017-01-01

    This paper uses qualitative evidence to describe, explore and discuss the progress of the online teaching training course taught at the Universidade Aberta to Portuguese and foreign professors of higher education institutions. As this is an entirely online course, its pedagogical design results from the combination of the basics of open distance…

  19. Online and Paper Evaluations of Courses: A Literature Review and Case Study

    Science.gov (United States)

    Morrison, Keith

    2013-01-01

    This paper reviews the literature on comparing online and paper course evaluations in higher education and provides a case study of a very large randomised trial on the topic. It presents a mixed but generally optimistic picture of online course evaluations with respect to response rates, what they indicate, and how to increase them. The paper…

  20. Massive open online courses on health and medicine: review.

    Science.gov (United States)

    Liyanagunawardena, Tharindu Rekha; Williams, Shirley Ann

    2014-08-14

    Massive open online courses (MOOCs) have become immensely popular in a short span of time. However, there is very little research exploring MOOCs in the discipline of health and medicine. We aim to provide a review of MOOCs related to health and medicine offered by various MOOC platforms in 2013, by analyzing and comparing the various offerings, their target audience, typical length of course, and credentials offered. We also discuss opportunities and challenges presented by MOOCs in health and medicine. Health and medicine-related MOOCs were gathered using several methods to ensure the richness and completeness of data. Identified MOOC platform websites were used to gather the lists of offerings. In parallel, these MOOC platforms were contacted to access official data on their offerings. Two MOOC aggregator sites (Class Central and MOOC List) were also consulted to gather data on MOOC offerings. Eligibility criteria were defined to concentrate on the courses that were offered in 2013 and primarily on the subject of health and medicine. All language translations in this paper were done using Google Translate. The search identified 225 courses, of which 98 were eligible for the review. Over half (58%, 57/98) of the MOOCs considered were offered on the Coursera platform, and 94% (92/98) of all the MOOCs were offered in English. Universities offered 90 MOOCs, and the John Hopkins University offered the largest number of MOOCs (12/90). Only three MOOCs were offered by developing countries (China, West Indies, and Saudi Arabia). The duration of MOOCs varied from 3-20 weeks with an average length of 6.7 weeks. On average, MOOCs expected a participant to work on the material for 4.2 hours a week. Verified certificates were offered by 14 MOOCs, while three others offered other professional recognition. The review presents evidence to suggest that MOOCs can be used as a way to provide continuous medical education. It also shows the potential of MOOCs as a means of

  1. Massive Open Online Courses on Health and Medicine: Review

    Science.gov (United States)

    2014-01-01

    Background Massive open online courses (MOOCs) have become immensely popular in a short span of time. However, there is very little research exploring MOOCs in the discipline of health and medicine. Objective We aim to provide a review of MOOCs related to health and medicine offered by various MOOC platforms in 2013, by analyzing and comparing the various offerings, their target audience, typical length of course, and credentials offered. We also discuss opportunities and challenges presented by MOOCs in health and medicine. Methods Health and medicine–related MOOCs were gathered using several methods to ensure the richness and completeness of data. Identified MOOC platform websites were used to gather the lists of offerings. In parallel, these MOOC platforms were contacted to access official data on their offerings. Two MOOC aggregator sites (Class Central and MOOC List) were also consulted to gather data on MOOC offerings. Eligibility criteria were defined to concentrate on the courses that were offered in 2013 and primarily on the subject of health and medicine. All language translations in this paper were done using Google Translate. Results The search identified 225 courses, of which 98 were eligible for the review. Over half (58%, 57/98) of the MOOCs considered were offered on the Coursera platform, and 94% (92/98) of all the MOOCs were offered in English. Universities offered 90 MOOCs, and the John Hopkins University offered the largest number of MOOCs (12/90). Only three MOOCs were offered by developing countries (China, West Indies, and Saudi Arabia). The duration of MOOCs varied from 3-20 weeks with an average length of 6.7 weeks. On average, MOOCs expected a participant to work on the material for 4.2 hours a week. Verified certificates were offered by 14 MOOCs, while three others offered other professional recognition. Conclusions The review presents evidence to suggest that MOOCs can be used as a way to provide continuous medical education. It also

  2. Determinants of Perceived Learning and Satisfaction in Online Business Courses: An Extension to Evaluate Differences between Qualitative and Quantitative Courses

    Science.gov (United States)

    Eastman, Jacqueline K.; Aviles, Maria; Hanna, Mark D.

    2017-01-01

    This study examined the determinants of perceived learning and satisfaction in online courses and the moderating effect of course type. For perceived learning outcomes, those students who perceive a higher level of interaction and those students who are satisfied will report higher levels of learning outcomes. There were significant differences…

  3. An Application of the Seven Principles of Good Practice to Online Courses

    Science.gov (United States)

    Hathaway, Karen L.

    2014-01-01

    Online learning has become a more common way to earn a college degree during the past ten years. Therefore, curriculum designers must evaluate the best ways in which to deliver information and assess student knowledge in an online forum. One way in which online courses can be designed is by using transition into the associate dean position (1996).…

  4. Maps and the Geospatial Revolution: Teaching a Massive Open Online Course (MOOC) in Geography

    Science.gov (United States)

    Robinson, Anthony C.; Kerski, Joseph; Long, Erin C.; Luo, Heng; DiBiase, David; Lee, Angela

    2015-01-01

    The massive open online course (MOOC) is a new approach for teaching online. MOOCs stand apart from traditional online classes in that they support thousands of learners through content and assessment mechanisms that can scale. A reason for their size is that MOOCs are free for anyone to take. Here we describe the design, development, and teaching…

  5. Evaluating the Quality of Interaction in Asynchronous Discussion Forums in Fully Online Courses

    Science.gov (United States)

    Nandi, Dip; Hamilton, Margaret; Harland, James

    2012-01-01

    Fully online courses are becoming progressively more popular because of their "anytime anywhere" learning flexibility. One of the ways students interact with each other and with the instructors within fully online learning environments is via asynchronous discussion forums. However, student engagement in online discussion forums does not…

  6. Commercially Available or Home-Grown: A Cost-Effectiveness Analysis of K-12 Online Courses

    Science.gov (United States)

    Proffitt, Susan

    2014-01-01

    Online learning in K-12 education is becoming a familiar option for students. By the end of 2011, all 50 states and the District of Columbia offered some form of online learning as an option for some students (Watson, Murin, Vashaw, Gemin, & Rapp, 2011). Online courses are appealing to students for a variety of reasons. The five most common…

  7. The Journalism Writing Course: Evaluation of Hybrid versus Online Grammar Instruction

    Science.gov (United States)

    Moore, Jensen; Jones, Khristen

    2015-01-01

    This study examined introductory journalism writing courses and compared hybrid (part online/part classroom) versus online grammar instruction. The hybrid structure allowed for grammar topics to be taught online, with a pretest following, and then reviewing missed/difficult pretest concepts in class prior to a posttest. The quasi-experimental…

  8. Mixed Methods Student Evaluation of an Online Systemic Human Anatomy Course with Laboratory

    Science.gov (United States)

    Attardi, Stefanie M.; Choi, Suwhan; Barnett, John; Rogers, Kem A.

    2016-01-01

    A fully online section of an existing face-to-face (F2F) systemic human anatomy course with a prosection laboratory was offered for the first time in 2012-2013. Lectures for F2F students (N = 365) were broadcast in both live and archived format to online students (N = 40) using virtual classroom software. Laboratories were delivered online by a…

  9. Factors Affecting Quality Discourse and Knowledge Construction in an Online University Course

    Science.gov (United States)

    Sutton, Lourdes M.

    2012-01-01

    Asynchronous discussion boards are an important element of online courses in higher education settings. Currently, questions persist about the quality of online interaction and discussions in which students are engaged. In addition, online instructors may not be utilizing instructional strategies that are appropriate for web-based learning…

  10. Using Biographical Prompts to Build Community in an Online Graduate Course: An Adult Learning Perspective

    Science.gov (United States)

    Lohr, Kathy D.; Haley, Karen J.

    2018-01-01

    Adult learners are taking advantage of the availability and convenience of online education. Mature learners in online higher education classrooms bring a wealth of experience filtered through cultural, generational, and socioeconomical differences. The purpose of this research was to explore community building in an online graduate course by…

  11. Online Doctor of Pharmacy Program for Pharmacy Practitioners: Development and Evaluation of Six Pilot Courses.

    Science.gov (United States)

    O'Neil, Christine K.; Poirier, Therese I.

    2000-01-01

    The first six courses of this online program successfully increased participants' knowledge and perceived preparedness to provide pharmaceutical care. This success provided the stimulus for the development of the entire online Doctor of Pharmacy program. Participants felt that the online program facilitated more active and enhanced learning and…

  12. The Mapping of On-Line Learning to Flipped Classroom: Small Private Online Course

    Directory of Open Access Journals (Sweden)

    Muqiang Zheng

    2018-03-01

    Full Text Available This study uses an integrated pedagogical tool for knowledge learning as an on-line tool for flipped classroom activities and as an off-line capability training tool. Theoretically, the Experiential Learning Cycle (ELC plays a critical role in promoting students learning effectiveness and performance. However, a dearth of research has applied M-learning and flipped classroom in combination with the ELC stages such as concrete experience, reflective observation, abstract conceptualization, and active experimentation to examine the knowledge and ability learning outcomes for students. This study integrates the On line to Off line (O2O classroom development and usage derived from the four stages of ELC based on on-line knowledge learning and off-line ability training in Microeconomics courses. The results revealed significant improvements in students learning outcomes after O2O mode was implemented. In comparison with traditional teaching methods, not only does O2O teaching significantly improve the students’ learning result of professional knowledge, but O2O teaching also significantly enhanced the capabilities of the students. Furthermore, this study reports the findings from major activities of each ELC stage in O2O classroom practice along with the mapping of on-line learning and off-line training included in the aforementioned stages. Finally, the study provides pedagogical implications and future research directions.

  13. Using Course-Level Factors as Predictors of Online Course Outcomes: A Multi-Level Analysis at a US Urban Community College

    Science.gov (United States)

    Wladis, Claire; Conway, Katherine; Hachey, Alyse C.

    2017-01-01

    Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the…

  14. A CONSTRUCTIVIST APPROACH TO THE DESIGN AND DELIVERY OF AN ONLINE PROFESSIONAL DEVELOPMENT COURSE: A CASE OF THE iEARN ONLINE COURSE

    Directory of Open Access Journals (Sweden)

    Lockias Chitanana

    2012-01-01

    Full Text Available This study examined the International Education and Resource Network Science Technology and Math (iEARN-STM online professional development course. The study used the constructivist framework as the conceptual model to examine the way in which the constructivist theory has shaped the design and implementation of the course, as reflected by the interactions of a cohort of participants in the course. The participants were 28 educators enrolled in the course, who were either teacher educators or teachers, working in different educational institutions in different countries throughout the world. The purpose of the study was to understand how the iEARN online professional development course supported teachers’ learning through effective discourse in an online environment and to identify the constructivist learning principles that were behind the success of the course. The design of the course appeared to have a positive impact on participants’ collaboration with peers. Results of the study confirms earlier research findings that the constructivist approach to course design and delivery provides a powerful structure for creating learning environments conducive to the development of professional skills among educators. Results of this study can be used to assist professional development coordinators and administrators to plan effective professional development. The results of the study are also expected to contribute to improvements in the design of professional development course content, instruction, delivery and administration, focusing on factors such as program model, delivery, contextual factors or best practices.

  15. Using Mimio Boardcast in an Online Principles of Macroeconomics Course to Improve Student Performance

    OpenAIRE

    FINLAY, Nikki McIntyre; DEIS, Michael H.

    2004-01-01

    The emergence of the speedily evolving world of technology has given many universities an interactive medium to facilitate teaching and learning. One such medium has been online courses, which have provided greater access to both traditional and non-traditional students. In quantitative courses such as economics, however, there are often concerns about whether students in online and on-campus sections of the same course receive equivalent educational experiences. This paper will compare stude...

  16. Student Engagement in Pharmacology Courses Using Online Learning Tools

    Science.gov (United States)

    Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S. Niru

    2013-01-01

    Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (pstudent engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation. PMID:23966728

  17. Student engagement in pharmacology courses using online learning tools.

    Science.gov (United States)

    Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S Niru; Davey, Andrew K

    2013-08-12

    To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (ponline teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.

  18. Guest Editorial ~ Converting to Online Course and Program Delivery: Global perspectives

    Directory of Open Access Journals (Sweden)

    Dominique A.M.X. Abrioux

    2001-01-01

    Full Text Available As former practitioners and advocates for classroom instruction seek to compare the relative advantages and disadvantages of face-to-face and online teaching by reporting on their primarily one-off experiences with developing and delivering online courses within a more traditional university culture, forays by more traditional universities into online education have begun to dominate the distance education and online literature.

  19. On-Line Resources for Teaching an Introductory Social Justice Course

    OpenAIRE

    Jacqueline Keil

    2007-01-01

    It is often difficult to interest students in a course in social justice using just textbooks. It is now possible to use free, on-line resources that positively affect student interest, comprehension, and participation in a course. Such a course is described. Links to suggested materials are provided.

  20. On-Line Resources for Teaching an Introductory Social Justice Course

    Directory of Open Access Journals (Sweden)

    Jacqueline Keil

    2007-05-01

    Full Text Available It is often difficult to interest students in a course in social justice using just textbooks. It is now possible to use free, on-line resources that positively affect student interest, comprehension, and participation in a course. Such a course is described. Links to suggested materials are provided.

  1. On the Integrity of Online Testing for Introductory Statistics Courses: A Latent Variable Approach

    Science.gov (United States)

    Fask, Alan; Englander, Fred; Wang, Zhaobo

    2015-01-01

    There has been a remarkable growth in distance learning courses in higher education. Despite indications that distance learning courses are more vulnerable to cheating behavior than traditional courses, there has been little research studying whether online exams facilitate a relatively greater level of cheating. This article examines this issue…

  2. Student Interactions with Online Videos in a Large Hybrid Mechanics of Materials Course

    Science.gov (United States)

    Ahn, Benjamin; Bir, Devayan D.

    2018-01-01

    The hybrid course format has gained popularity in the engineering education community over the past few years. Although studies have examined student outcomes and attitudes toward hybrid courses, a limited number of studies have examined how students interact with online videos in hybrid courses. This study examined the video-viewing behaviors of…

  3. Construction and Evaluation of an Online Microbiology Course for Nonscience Majors

    Directory of Open Access Journals (Sweden)

    Lee Hughes

    2009-12-01

    Full Text Available The development of web-based technologies provides a new method for course delivery. As with any new technique, evaluation is a necessary tool to determine if the method is consistent with expectations. This study describes the conversion of a nonscience majors’ microbiology lecture course to online delivery and evaluates the hypothesis that the online course can be as effective as the traditional course. Course examination scores are compared between the face-to-face and online sections over a 3-year period. On all but one of the course examinations, no significant difference is found for those students in these two distinctly different course types. The success rate, as defined by those students earning grades of C or better, is high for both course types, although the traditional course success rate is slightly higher. Student evaluations of the courses are also positive, though some differences are noted. Overall, student performance in the online course is equivalent to that in the traditional course.

  4. Online Student Evaluation Improves Course Experience Questionnaire Results in a Physiotherapy Program

    Science.gov (United States)

    Tucker, Beatrice; Jones, Sue; Straker, Leon

    2008-01-01

    This paper reports the use of an online student evaluation system, Course Experience on the Web (CEW), in a physiotherapy program to improve their Course Experience Questionnaire (CEQ) results. CEW comprises a course survey instrument modeled on the CEQ and a tailored unit survey instrument. Closure of the feedback loop is integral in the CEW…

  5. Study of the Index System for Assessing Learner-Centered Online Courses

    Science.gov (United States)

    Li, Mei

    2015-01-01

    With the development of e-learning, the quality of web-based courses attracts extensive interest. This paper draws upon the results conducted amongst students enrolled in an online language course at a northern Chinese university. The design of the course aims to create the learner-centered environment: personalized learning environment,…

  6. Applying XML-Based Technologies to Developing Online Courses: The Case of a Prototype Learning Environment

    Science.gov (United States)

    Jedrzejowicz, Joanna; Neumann, Jakub

    2007-01-01

    Purpose: This paper seeks to describe XML technologies and to show how they can be applied for developing web-based courses and supporting authors who do not have much experience with the preparation of web-based courses. Design/methodology/approach: When developing online courses the academic staff has to address the following problem--how to…

  7. Comparison of Instructors' and Students' Perceptions of the Effectiveness of Online Courses

    Science.gov (United States)

    Seok, Soonhwa; DaCosta, Boaventura; Kinsell, Carolyn; Tung, Chan K.

    2010-01-01

    This study used an extensive online course evaluation inventory to analyze the subjects' perceptions of course effectiveness in the following subscales: flexibility, user interface, navigation, getting started, technical assistance, course management, universal design, communications, instructional design, and content. Survey results compared…

  8. Extra Credit Micro-Incentives and Response Rates for Online Course Evaluations: Two Quasi-Experiments

    Science.gov (United States)

    Sundstrom, Eric D.; Hardin, Erin E.; Shaffer, Matthew J.

    2016-01-01

    To extend prior findings on the motivational value of tiny, nonfinancial incentives, we conducted two quasi-experiments on the relationship of extra credit micro-incentives (ECMIs, worth =1% of course grade) and response rates for online course evaluations. Study 1 involved two advanced undergraduate psychology courses taught by the same…

  9. Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

    Science.gov (United States)

    Pitterle, Michael E.; Hayney, Mary S.

    2014-01-01

    Objective. To compare performance and preferences of students who were randomly allocated to classroom or online sections of an elective course on immunization. Methods. Students were randomly assigned to either the classroom or online section. All course activities (lectures, quizzes, case discussions, vaccine administration, and final examination) were the same for both sections, except for the delivery of lecture material. Assessment. Students were surveyed on their preferences at the beginning and end of the semester. At the end of the semester, the majority of students in the classroom group preferred classroom or blended delivery while the majority of students in the online group preferred blended or online delivery (pcompared at the end of the semester. There was no significant difference for any of the grades in the course between the 2 sections. Conclusion. There was no difference in student performance between the classroom and online sections, suggesting that online delivery is an effective way to teach students about immunization. PMID:24954936

  10. Comparison of Live Versus Online Instruction of a Novel Soft Skills Course in Mongolia.

    Science.gov (United States)

    Mahadevan, Aditya; Strehlow, Matthew C; Dorjsuren, Khandregzen; Newberry, Jennifer A

    2017-11-30

    Background Soft skills are essential for employee success in the global marketplace; however, many developing countries lack content experts to provide the requisite instruction to an emerging workforce. One possible solution is to use an online, open-access curriculum. To date, no studies on soft skills curricula using an online learning platform have been undertaken in Mongolia. Objective To evaluate the efficacy of an online versus classroom platform to deliver a novel soft skills course in Mongolia. Methods A series of eight lectures along with corresponding surveys and multiple choice question tests were developed and translated into the Mongolian language. Two different delivery modalities, online and traditional classroom lectures, were then compared for knowledge gain, comfort level, and satisfaction. Knowledge gain and comfort level were assessed pre- and post-course, while satisfaction was assessed only post-course. Results Enrollment in the online and classroom courses was 89 students and 291 students, respectively. Sixty-two online students (68% female) and 114 classroom students (77% female) completed the entire course and took the post-test. The online cohort had higher pre-test scores than the classroom cohort (46.4% and 37.3%, respectively, p soft skills topics (p soft skills course, and it was found that knowledge gain was significantly higher for the classroom group, while comfort and satisfaction with individual course topics was comparable.

  11. Nursing Librarians Cultivating Evidence-Based Practice Through an Asynchronous Online Course.

    Science.gov (United States)

    Mears, Kim; Blake, Lindsay

    2017-09-01

    In response to a request from the Nursing Shared Governance Evidence-Based Practice Council, librarians created an online evidence-based practice (EBP) continuing education course for clinical nurses. The curriculum was adapted from a previously created face-to-face course and was offered online through a learning management system. Although many nurses registered for the course, only a small sample was able to complete all modules. Feedback revealed that nurses appreciated the ease of online use, but they experienced technical barriers. Overall, nurses completing the course agreed that all learning objectives were met. An online asynchronous course for nurses is a viable option for teaching EBP, but hospital computer limitations must be taken into account to allow for participants' full immersion into the material. J Contin Educ Nurs. 2017;48(9):420-424. Copyright 2017, SLACK Incorporated.

  12. The motivations and experiences of students enrolled in online science courses at the community college

    Science.gov (United States)

    Ghosh, Urbi

    An important question in online learning involves how to effectively motivate and retain students in science online courses. There is a dearth of research and knowledge about the experiences of students enrolled in online science courses in community colleges which has impeded the proper development and implementation of online courses and retention of students in the online environment. This study sought to provide an understanding of the relationships among each of the following variables: self-efficacy, task value, negative-achievement emotions, self-regulation learning strategies (metacognition), learning strategy (elaboration), and course satisfaction to student's performance (course final grade). Bandura's social-cognitive theory was used as a framework to describe the relationships among students' motivational beliefs (perceived task value, self-efficacy, and self-regulation) and emotions (frustration and boredom) with the dependent variables (elaboration and overall course satisfaction). A mixed-method design was used with a survey instrumentation and student interviews. A variety of science online courses in biology, genetics, astronomy, nutrition, and chemistry were surveyed in two community colleges. Community colleges students (N = 107) completed a questionnaire during enrollment in a variety of online science online courses. Upon course completion, 12 respondents were randomly selected for follow-up in-depth interviews. Multiple regression results from the study indicate perceived task value and self-regulatory learning strategies (metacognition) were as important predictors for students' use of elaboration, while self-efficacy and the number of prior online courses was not significant predictors for students' elaboration when all four predictors were included. Frustration was a significant negative predictor of overall course satisfaction, and boredom unexpectedly emerged as a positive predictor when frustration was also in the model. In addition, the

  13. Feedback in online course for non-native English-speaking students

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    Olesova, Larisa

    2013-01-01

    Feedback in Online Course for Non-Native English-Speaking Students is an investigation of the effectiveness of audio and text feedback provided in English in an online course for non-native English-speaking students. The study presents results showing how audio and text feedback can impact on non-native English-speaking students' higher-order learning as they participate in an asynchronous online course. It also discusses the results of how students perceive both types of the feedback provided. In addition, the study examines how the impact and perceptions differ when the instructor giving the

  14. Online to offline teaching model in optics education: resource sharing course and flipped class

    Science.gov (United States)

    Li, Xiaotong; Cen, Zhaofeng; Liu, Xiangdong; Zheng, Zhenrong

    2016-09-01

    Since the platform "Coursera" is created by the professors of Stanford University Andrew Ng and Daphne Koller, more and more universities have joined in it. From the very beginning, online education is not only about education itself, but also connected with social equality. This is especially significant for the economic transformation in China. In this paper the research and practice on informatization of optical education are described. Online to offline (O2O) education activities, such as online learning and offline meeting, online homework and online to offline discussion, online tests and online to offline evaluation, are combined into our teaching model in the course of Applied Optics. These various O2O strategies were implemented respectively in the autumn-winter small class and the spring-summer middle class according to the constructivism and the idea of open education. We have developed optical education resources such as videos of lectures, light transmission or ray trace animations, online tests, etc. We also divide the learning procedure into 4 steps: First, instead of being given a course offline, students will learn the course online; Second, once a week or two weeks, students will have a discussion in their study groups; Third, students will submit their homework and study reports; Fourth, they will do online and offline tests. The online optical education resources have been shared in some universities in China, together with new challenges to teachers and students when facing the revolution in the e-learning future.

  15. Massive Open Online Courses in Dental Education: Two Viewpoints: Viewpoint 1: Massive Open Online Courses Offer Transformative Technology for Dental Education and Viewpoint 2: Massive Open Online Courses Are Not Ready for Primetime.

    Science.gov (United States)

    Kearney, Rachel C; Premaraj, Sundaralingam; Smith, Becky M; Olson, Gregory W; Williamson, Anne E; Romanos, Georgios

    2016-02-01

    This point/counterpoint article discusses the strengths and weaknesses of incorporating Massive Open Online Courses (MOOCs) into dental education, focusing on whether this relatively new educational modality could impact traditional dental curricula. Viewpoint 1 asserts that MOOCs can be useful in dental education because they offer an opportunity for students to learn through content and assessment that is delivered online. While specific research on MOOCs is limited, some evidence shows that online courses may produce similar learning outcomes to those in face-to-face courses. Given that MOOCs are intended to be open source, there could be opportunities for dental schools with faculty shortages and financial constraints to incorporate these courses into their curricula. In addition to saving money, dental schools could use MOOCs as revenue sources in areas such as continuing education. Viewpoint 2 argues that the hype over MOOCs is subsiding due in part to weaker than expected evidence about their value. Because direct contact between students, instructors, and patients is essential to the dental curriculum, MOOCs have yet to demonstrate their usefulness in replacing more than a subset of didactic courses. Additionally, learning professionalism, a key component of health professions education, is best supported by mentorship that provides significant interpersonal interaction. In spite of the potential of early MOOC ideology, MOOCs in their current form require either further development or altered expectations to significantly impact dental education.

  16. Massive Open Online Courses (MOOCs, embedded systems, blended courses, sentiment analysis.

    Directory of Open Access Journals (Sweden)

    Ciprian Bogdan Chirila

    2017-04-01

    Full Text Available Nowadays, regional IT industry lacks human resources because of the pressure created on the labor market by the high-value economic projects. Tutors tend to be more and more loaded with teaching, research, and administrative tasks. Students tend to use more and more electronically devices like laptops, tablets, and mobile phones in their learning sessions. In this context, universities should rely more on technologies like: LMSs (Learning Management Systems, MOOCs (Massive Open Online Courses, and why not GLOs (Generative Learning Objects or evenAGLOs (Auto-generative Learning Objects. Auto-generative learning objects are reusable pedagogical patterns to be instantiated with generated content based on random numbers to fulfill the learning objectives. Many online e-learning resources are available containing interactive presentations, gamifications of several learning objectives. Such e-learning resources are hard to reuse and even harder to modify and adapt to; each discipline needs this because it needs access to the source code, programming knowledge to change, test and deploy etc. In this paper, we will focus on computer science disciplines needed in the regional IT industry, namely data structures and algorithms. We will show how a tutor can build several auto-generative learning objects in order to assess the knowledge of a class of students. We will start with the design of the generic models, then we will assess the generated content created with the help of a tool based on meta-programming, afterwards, we will deploy the content to a webserver to be consumed by the students. Finally, we will evaluate the assessed results and discuss the approach both from the student’s and the tutor’s perspective.

  17. MOOCs are dead! Open Education and the Quality of Online Courses Towards a Common QRF

    NARCIS (Netherlands)

    Stracke, Christian M.

    2016-01-01

    Paper Presentation at the 25th EDEN Annual Conference 2016, Budapest, Hungary, by Stracke, C. M. (2016, 16 June): "MOOCs are dead! Open Education and the Quality of Online Courses Towards a Common QRF"

  18. Information Literacy: An Online Course for Student Library Assistants

    Science.gov (United States)

    Lincoln, Margaret

    2009-01-01

    As technology advances continue to impact K-12 schools, online education options offer alternative choices for both teaching and learning. Library media specialists, long committed to providing physical and intellectual access to instructional materials, have responded to changing needs in this online world. They had previously created a virtual…

  19. Accommodating student learning styles and preferences in an online occupational therapy course.

    Science.gov (United States)

    Doyle, Nancy Wolcott; Jacobs, Karen

    2013-01-01

    Occupational therapy's online education must be research-based and inclusive. One way to provide a more inclusive online learning experience is to attend to individual learning styles and preferences. This study uses the best available evidence on learning styles and online education to develop, implement, and study occupational therapy students' experiences with an online learning module and related assignment. Eight students consented to take an online survey after completing a learning module and related assignment in an online post-professional graduate course in occupational therapy. The survey explored their learning experience and its applicability to clinical work. Data gathered from multiple-choice, Likert-scale, and open-ended questions were descriptively analyzed. Results from this study suggest that students find the study of learning styles and preferences enjoyable and applicable to their clinical work, but are often motivated by factors such as time and technology when selecting the format of a course assignment.

  20. Open Access!: Review of Online Statistics: An Interactive Multimedia Course of Study by David Lane

    Directory of Open Access Journals (Sweden)

    Samuel L. Tunstall

    2016-01-01

    Full Text Available David M. Lane (project leader. Online Statistics Education: An Interactive Multimedia Course of Study (http://onlinestatbook.com/ Also: David M. Lane (primary author and editor, with David Scott, Mikki Hebl, Rudy Guerra, Dan Osherson, and Heidi Zimmer. Introduction to Statistics. Online edition (http://onlinestatbook.com/Online_Statistics_Education.pdf, 694 pp. It is rare that students receive high-quality textbooks for free, but David Lane's Online Statistics: An Interactive Multimedia Course of Study permits precisely that. This review gives an overview of the many features in Lane's online textbook, including the Java Applets, the textbook itself, and the resources available for instructors. A discussion of uses of the site, as well as a comparison of the text to alternative online statistics textbooks, is included.

  1. Comparing On-Line to In-Person Course Delivery: An Empirical Study

    Directory of Open Access Journals (Sweden)

    Jammie Price

    2007-05-01

    Full Text Available Web-based technologies have been used in the classroom for over 15 years, including websites, email, listserves, library reserves, and text books. Among these options, social scientists range widely in their web usage – from simply posting syllabi on-line to delivering a course fully on-line in asynchronous learning networks. Use of web-based technology for instructional purposes is increasing, as is enrollment in distance education courses and on-line course offerings. Many administrators and faculty promote on-line instruction as the solution to managing increased college enrollments, particularly among non-traditional students. However, are the academic outcomes of on-line instruction similar to traditional in-person instruction? Few empirical studies have been done. This is unfortunate. The results of an experiment to evaluate the relative effectiveness of on-line verses an in-person course on sociological research are presented. Unfortunately the on-line participants did much worse than the in-person course.

  2. SOAR Online Course Increases Capacity for Assisting Individuals with Disabilities in the US

    Directory of Open Access Journals (Sweden)

    Kristin eLupfer

    2016-05-01

    Full Text Available For adults with disabilities who are experiencing homelessness, chances of being approved for Social Security disability benefits are very low without assistance. Assisting with the SSI/SSDI application process can be challenging for case managers who lack capacity and expertise. Training caseworkers to document disability and submit complete, high-quality applications using the SSI/SSDI Outreach, Access and Recovery (SOAR model improves efficiency and outcomes. Nationally, 65% of applications using the SOAR model are approved, with decisions received in an average of 81 days in 2015. The SOAR Online Course was created to expand training opportunities for individuals to learn how to effectively assist with SSI/SSDI applications for individuals experiencing or at risk for homelessness. From October 1, 2014 to September 30, 2015, 1049 individuals from 49 states, Washington, D.C., and Puerto Rico successfully completed the SOAR online course. The course is a unique public health training model, in that it incorporates a realistic and multimodal practice SSI/SSDI application with comprehensive feedback provided by experts. Local SOAR leaders around the county are trained to facilitate and guide groups through the course. This study evaluated data on online course usage, user experience, and the translation from learning to practice for online course trainees. We found that successful course completions were most concentrated in areas that had local SOAR Leaders, trainees through the online course had higher data entry rates about case outcomes in the SOAR Online Application Tracking (OAT system, and that trainees reported a high satisfaction rate with the course and comprehensive feedback. The evaluation found that key success factors for online training models include the integration of a practice case component (or other generative learning activity, support from local facilitators, and feedback and technical assistance for trainees.

  3. Benefits and Limitations of Online Instruction in Natural Science Undergraduate Liberal Arts Courses

    Science.gov (United States)

    Liddicoat, Joseph; Roberts, Godfrey; Liddicoat, Kendra; Porzecanski, Ana Luz; Mendez, Martin; McMullen, David

    2013-04-01

    Online courses in the Natural Sciences are taught three ways at New York University to undergraduate students majoring in the liberal arts and professional programs - synchronous courses in which students communicate online with the instructor and classmates in real time, asynchronous courses when faculty present course material for students to access and learn at their leisure, and hybrid or blended courses when part is taught asynchronously and part is taught face-to-face in a classroom with all students present. We have done online courses each way - Global Ecology (synchronous); Stars, Planets, and Life (synchronous and asynchronous); Darwin to DNA: An Overview of Evolution (asynchronous); Biodiversity Conservation (asynchronous); and Biology of Hunger and Population (blended). We will present the advantages and challenges we experienced teaching courses online in this fashion. Besides the advantages listed in the description for this session, another can be programmed learning that allows a set of sequential steps or a more complex branching of steps that allows students to repeat lessons multiple times to master the material. And from an academic standpoint, course content and assessment can be standardized, making it possible for each student to learn the same material. Challenges include resistance to online learning by a host of stakeholders who might be educators, students, parents, and the community. Equally challenging might be the readiness of instructors and students to teach and learn online. Student integrity issues such as plagiarism and cheating are a concern in a course taught online (Thormann and Zimmerman, 2012), so we will discuss our strategies to mitigate them.

  4. Culture, Role and Group Work: A Social Network Analysis Perspective on an Online Collaborative Course

    Science.gov (United States)

    Stepanyan, Karen; Mather, Richard; Dalrymple, Roger

    2014-01-01

    This paper discusses the patterns of network dynamics within a multicultural online collaborative learning environment. It analyses the interaction of participants (both students and facilitators) within a discussion board that was established as part of a 3-month online collaborative course. The study employs longitudinal probabilistic social…

  5. Critical Discussions on the Massive Open Online Course (MOOC) in India and China

    Science.gov (United States)

    Trehan, Sangeeta; Sanzgiri, Janesh; Li, Chenxi; Wang, Rongsheng; Joshi, Rakesh Mohan

    2017-01-01

    Massive Open Online Courses (MOOCs) have been a relatively recent entrant in the field of online learning, yet with their "massiveness" and "openness" were posited to have the potential to transform learning and development in developing countries by providing willing learners with ready access to knowledge and Higher Education…

  6. Factors Predicting the Choice of an Online versus a Traditional Course

    Science.gov (United States)

    Robinson, Ryan P.; Doverspike, Dennis

    2006-01-01

    Universities sometimes offer students the choice of an online course as an alternative to the traditional classroom. We employed the theory of planned behavior (Azjen, 1991) to examine an individual's intention to enroll in an online experimental psychology class versus a traditional class. General attitudes and subjective norms significantly…

  7. Preparing Students for 21st Century Teamwork: Effective Collaboration in the Online Group Communication Course

    Science.gov (United States)

    Messersmith, Amber S.

    2015-01-01

    Facilitating meaningful interaction among students is a significant challenge of teaching in the online environment. This paper presents a semester-long approach that enables quality interaction among group members within undergraduate online group communication courses while experiencing the challenges of working with geographically dispersed…

  8. An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online

    Science.gov (United States)

    Scarabottolo, Nello

    2016-01-01

    This paper analyzes the main characteristics of the students enrolled to a three-years undergraduate course on Security of Computer Systems and Networks, offered in traditional, classroom based fashion as well as online at the University of Milan (Italy). This allows to compare classroom and online students from several points of view, and gives…

  9. Evaluating Two Models of Collaborative Tests in an Online Introductory Statistics Course

    Science.gov (United States)

    Björnsdóttir, Auðbjörg; Garfield, Joan; Everson, Michelle

    2015-01-01

    This study explored the use of two different types of collaborative tests in an online introductory statistics course. A study was designed and carried out to investigate three research questions: (1) What is the difference in students' learning between using consensus and non-consensus collaborative tests in the online environment?, (2) What is…

  10. Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning

    Science.gov (United States)

    Wang, Chih-Hsuan; Shannon, David M.; Ross, Margaret E.

    2013-01-01

    The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified…

  11. Facebook as an Online Teaching Tool: Effects on Student Participation, Learning, and Overall Course Performance

    Science.gov (United States)

    Camus, Melinda; Hurt, Nicole E.; Larson, Lincoln R.; Prevost, Luanna

    2016-01-01

    Online discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as…

  12. Self-Assessment Quiz Taking Behaviour Analysis in an Online Course

    Science.gov (United States)

    Ozarslan, Yasin; Ozan, Ozlem

    2016-01-01

    Self-assessment is vital for online learning since it is one of the most essential skills of distance learners. In this respect, the purpose of this study was to understand learners' self-assessment quiz taking behaviours in an undergraduate level online course. We tried to figure out whether there is a relation between self-assessment quiz taking…

  13. Assessing Faculty Perceptions and Techniques to Combat Academic Dishonesty in Online Courses

    Science.gov (United States)

    Paullet, Karen; Chawdhry, Adnan A.; Douglas, David M.; Pinchot, Jamie

    2016-01-01

    Online Education is growing as it provides an added convenience to students, especially ones who have life circumstances that prevent them from attending traditional classes. With this growing trend, faculty and universities are facing increased risks with validating student identities in online courses and combatting unethical student behavior.…

  14. The Relationship between Faculty's Pedagogical Content Knowledge and Students' Knowledge about Diversity in Online Courses

    Science.gov (United States)

    Chaudhery, Mitali

    2012-01-01

    The purpose of this proposed study will be to examine the relationship between faculty's pedagogical content knowledge and the design of online curriculum to teach students about diversity in a higher education environment. One hundred twenty-seven faculty teaching online courses at a Midwestern state will be selected on non-random sampling to…

  15. The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course

    Science.gov (United States)

    Inan, Fethi; Yukselturk, Erman; Kurucay, Murat; Flores, Raymond

    2017-01-01

    The purpose of this study was to examine whether students' self-regulation skills impact their success and satisfaction in an online learning environment. Data was collected from one hundred and fifty-five students taking an online introductory programming course offered as a part of certification curriculum in a public university in Turkey. The…

  16. Changing Course: Ten Years of Tracking Online Education in the United States

    Science.gov (United States)

    Allen, I. Elaine; Seaman, Jeff

    2013-01-01

    "Changing Course: Ten Years of Tracking Online Education" in the United States is the tenth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group. Data collection is conducted in partnership with the College Board. This year's study, like those…

  17. Predicting Success in an Online Course Using Expectancies, Values, and Typical Mode of Instruction

    Science.gov (United States)

    Zimmerman, Whitney Alicia

    2017-01-01

    Expectancies of success and values were used to predict success in an online undergraduate-level introductory statistics course. Students who identified as primarily face-to-face learners were compared to students who identified as primarily online learners. Expectancy value theory served as a model. Expectancies of success were operationalized as…

  18. Activity Systems and Conflict Resolution in an Online Professional Communication Course

    Science.gov (United States)

    Walker, Kristin

    2004-01-01

    Conflicts often arise in online professional communication class discussions as students discuss sensitive ethical issues relating to the workplace. When conflicts arise in an online class, the activity system of the class has to be kept in balance for the course to continue functioning effectively. Activity theory and distributed learning theory…

  19. Predictive Modeling to Forecast Student Outcomes and Drive Effective Interventions in Online Community College Courses

    Science.gov (United States)

    Smith, Vernon C.; Lange, Adam; Huston, Daniel R.

    2012-01-01

    Community colleges continue to experience growth in online courses. This growth reflects the need to increase the numbers of students who complete certificates or degrees. Retaining online students, not to mention assuring their success, is a challenge that must be addressed through practical institutional responses. By leveraging existing student…

  20. How Does Early Feedback in an Online Programming Course Change Problem Solving?

    Science.gov (United States)

    Ebrahimi, Alireza

    2012-01-01

    How does early feedback change the programming problem solving in an online environment and help students choose correct approaches? This study was conducted in a sample of students learning programming in an online course entitled Introduction to C++ and OOP (Object Oriented Programming) using the ANGEL learning management system platform. My…

  1. Adapting Peer Review to an Online Course: An Exploratory Case Study

    Science.gov (United States)

    Knight, Linda V.; Steinbach, Theresa A.

    2011-01-01

    With demonstrated benefits to higher level learning, peer review in the classroom has been well researched and popular since at least the 1990s. However, little or no prior studies exist into the peer review process for online courses. Further, we found no prior research specifically addressing the operational aspects of online peer review. This…

  2. Instructional design in the development of an online course on Basic Life Support.

    Science.gov (United States)

    Tobase, Lucia; Peres, Heloisa Helena Ciqueto; Almeida, Denise Maria de; Tomazini, Edenir Aparecida Sartorelli; Ramos, Meire Bruna; Polastri, Thatiane Facholi

    2018-03-26

    To develop and evaluate an online course on Basic Life Support. Technological production research of online course guided by the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design model based on Andragogy and the Meaningful Learning Theory. The online course was constructed in the platform Moodle, previously assessed by a group of experts, and then presented to the students of the Nursing School of the University of São Paulo, who assessed it at the end of the course. The course was evaluated by the experts and obtained a mean score of 0.92 (SD 0.15), considered as good quality (between 0.90-0.94), and by the students, with a mean score of 0.95 (SD 0.03), considered as high quality (0.95-1.00). The instructional design used was found to be appropriate to the development of the online course. As an active educational strategy, it contributed to the learning on Basic Life Support during cardiac arrest-related procedures in adults. In view of the need for technological innovations in education and systematization of care in cardiopulmonary resuscitation, the online course allows the establishment of continuous improvement processes in the quality of resuscitation in the care provided by students and professionals.

  3. Instructional design in the development of an online course on Basic Life Support

    Directory of Open Access Journals (Sweden)

    Lucia Tobase

    2018-03-01

    Full Text Available ABSTRACT Objective To develop and evaluate an online course on Basic Life Support. Method Technological production research of online course guided by the ADDIE (Analysis, Design, Development, Implementation, Evaluation instructional design model based on Andragogy and the Meaningful Learning Theory. The online course was constructed in the platform Moodle, previously assessed by a group of experts, and then presented to the students of the Nursing School of the University of São Paulo, who assessed it at the end of the course. Results The course was evaluated by the experts and obtained a mean score of 0.92 (SD 0.15, considered as good quality (between 0.90-0.94, and by the students, with a mean score of 0.95 (SD 0.03, considered as high quality (0.95-1.00. Conclusion The instructional design used was found to be appropriate to the development of the online course. As an active educational strategy, it contributed to the learning on Basic Life Support during cardiac arrest-related procedures in adults. In view of the need for technological innovations in education and systematization of care in cardiopulmonary resuscitation, the online course allows the establishment of continuous improvement processes in the quality of resuscitation in the care provided by students and professionals.

  4. Leaving the Nest: Evaluating the First National Flight of the Online Ethics Course CHRPP (Course of Human Participant Protection)

    Science.gov (United States)

    Stockley, Denise; Balkwill, Laura-Lee; Hoessler, Carolyn

    2016-01-01

    In 2008, Queen's University launched an online tutorial called CHRPP, the Course in Human Research Participant Protection, and published a paper about its purpose, design, and usability in Balkwill, Stevenson, Stockley, and Marlin (2009). CHRPP was originally created to raise awareness among research students about the federal policy regarding…

  5. Implementation of an Online Climate Science Course at San Antonio College

    Science.gov (United States)

    Reyes, R.; Strybos, J.

    2016-12-01

    San Antonio College (SAC) plans to incorporate an online climate science class into the curriculum with a focus on local weather conditions and data. SAC is part of a network of five community colleges based around San Antonio, Texas, has over 20,000 students enrolled, and its student population reflects the diversity in ethnicity, age and gender of the San Antonio community. The college understands the importance of educating San Antonio residents on climate science and its complexities. San Antonio residents are familiar with weather changes and extreme conditions. The region has experienced an extreme drought, including water rationing in the city. Then, this year's El Niño intensified expected annual rainfalls and flash floods. The proposed climate science course will uniquely prepare students to understand weather data and the evidence of climate change impacting San Antonio at a local level. This paper will discuss the importance and challenges of introducing the new climate science course into the curriculum, and the desired class format that will increase the course's success. Two of the most significant challenges are informing students about the value of this class and identifying the best teaching format. Additionally, measuring and monitoring enrollment will be essential to determine the course performance and success. At the same time, Alamo Colleges is modifying the process of teaching online classes and is officially working to establish an online college. Around 23% of students enrolled in SAC offered courses are currently enrolled in online courses only, representing an opportunity to incorporate the climate science class as an online course. Since the proposed course will be using electronic textbooks and online applications to access hyperlocal weather data, the class is uniquely suited for online students.

  6. Anxiety and Attitude of Graduate Students in On-Campus vs. Online Statistics Courses

    Science.gov (United States)

    DeVaney, Thomas A.

    2010-01-01

    This study compared levels of statistics anxiety and attitude toward statistics for graduate students in on-campus and online statistics courses. The Survey of Attitudes Toward Statistics and three subscales of the Statistics Anxiety Rating Scale were administered at the beginning and end of graduate level educational statistic courses.…

  7. Using Narrative Case Studies in an Online World Religions Course to Stimulate Deep Learning about Islam

    Science.gov (United States)

    Elliott, Sherman Lee

    2010-01-01

    The purpose of this action research was to examine how a narrative case study in an online asynchronous world religions course affected learners' understandings, appreciation, and respect for the beliefs and values of others. The world religions course examined a variety of religions including Islam. Ten participants received information about the…

  8. Effective Online Interaction: Mapping Course Design to Bridge from Research to Practice

    Science.gov (United States)

    Thorpe, Mary

    2008-01-01

    Quantitative and qualitative research of a case study course confirmed that the course achieved a highly interactive learning experience, associated with more effective student support and high student retention. Computer conferencing achieved high participation from the beginning and evidence of dialogue and argumentation within online tutor…

  9. Learning to Teach Mathematics Specialists in a Synchronous Online Course: A Self-Study

    Science.gov (United States)

    Hjalmarson, Margret A.

    2017-01-01

    This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the…

  10. Fostering Experiential Learning and Service through Client Projects in Graduate Business Courses Offered Online

    Science.gov (United States)

    Hagan, Linda M.

    2012-01-01

    Undergraduate marketing and public relations capstone courses utilize client projects to allow students to apply their knowledge and encourage collaboration. Yet, at the graduate level, especially with courses offered in an online modality, experiential service learning in the form of client project assignments presents unique challenges. However,…

  11. Evaluation Comparison of Online and Classroom Instruction for HEPE 129--Fitness and Lifestyle Management Course.

    Science.gov (United States)

    Davies, Randall S.; Mendenhall, Robert

    This evaluation compared online (i.e., World Wide Web-based) and classroom instructional delivery methods for the Health Education/Physical Education course, "Fitness and Lifestyle Management," at Brigham Young University (Utah). The results of the study were intended to add to the discussion on the value of web-based courses as a means…

  12. Using a Balance Scorecard Approach to Evaluate the Value of Service Learning Projects in Online Courses

    Science.gov (United States)

    Schwieger, Dana

    2015-01-01

    Service learning projects serve as a valuable tool for applying course concepts in a way to benefit both the students and community. However, they often require a significant amount of additional effort beyond that required of assigning conventional homework problems. When the projects take place in an online course setting, the level of…

  13. An Online Course in Multicultural Materials for LIS Graduate Students at the University of South Florida

    Science.gov (United States)

    Alexander, Linda B.

    2008-01-01

    The author discusses the content included in an online course on "Multicultural Materials for Young Adults and Children." This graduate course (LIS 5937) for Library and information Science students at the University of South Florida, is a very popular offering for those who plan to work with youth in libraries. The class teaches…

  14. Exploring the Potential of Online Courses to Develop Capacity for Sustainable Development

    Science.gov (United States)

    Mercier, Jean-Roger

    2014-01-01

    A small team of independent entrepreneurs developed two Massive Open Online Courses (MOOCs) on sustainable development that attracted over 400 participants. This article describes the original intentions and formats of the MOOCs as well as their actual performance. With little publicity, the courses revealed strong buy-in by the participants and…

  15. The Added Value of Conducting Learning Design Meeting to the Online Course Development Process

    Science.gov (United States)

    Shaver, Denise

    2017-01-01

    Do you find it challenging to have discussions with instructors about designing online courses and best practices in teaching? This article will highlight key components to conducting effective Learning Design meetings. It outlines techniques used by this institution that inspires faculty to design coherent courses that lead to meaningful learning…

  16. Enhancing Motivation in Online Courses with Mobile Communication Tool Support: A Comparative Study

    Science.gov (United States)

    Chaiprasurt, Chantorn; Esichaikul, Vatcharaporn

    2013-01-01

    Mobile technologies have helped establish new channels of communication among learners and instructors, potentially providing greater access to course information, and promoting easier access to course activities and learner motivation in online learning environments. The paper compares motivation between groups of learners being taught through an…

  17. Using Mimio Boardcast in an Online Principles of Macroeconomics Course to Improve Student Performance

    Science.gov (United States)

    Finlay, Nikki McIntyre; Deis, Michael H.

    2005-01-01

    The emergence of the speedily evolving world of technology has given many universities an interactive medium to facilitate teaching and learning. One such medium has been online courses, which have provided greater access to both traditional and non-traditional students. In quantitative courses such as economics, however, there are often concerns…

  18. Applying the Interaction Equivalency Theorem to Online Courses in a Large Organization

    Science.gov (United States)

    Rodriguez, Brenda Cecilia Padilla; Armellini, Alejandro

    2014-01-01

    Finding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of three types of interactions (learner-content, learner-teacher or learner-learner). This study aimed to…

  19. Communication and Security Issues in Online Education: Student Self-Disclosure in Course Introductions

    Science.gov (United States)

    McMillion, Tonya; Tucker King, Carie S.

    2017-01-01

    In designing online and hybrid courses, instructors should consider structure, student motivation, and interaction (per Moore's 1993 Theory of Transactional Distance). To motivate students to interact and to build course community, instructors may assign student introductions. However, after examining students' introductions in a hybrid…

  20. Developing Fully Online Pre-Service Music and Arts Education Courses

    Science.gov (United States)

    Lierse, Sharon

    2015-01-01

    Charles Darwin University (CDU) offers education courses for students who want to teach in Australian schools. The university is unique due to its geographic location, proximity to Asia and its high Indigenous population compared to the rest of the country. Many courses are offered fully online including music education for pre-service teachers.…

  1. Nursing student evaluation of NIOSH workplace violence prevention for nurses online course.

    Science.gov (United States)

    Brann, Maria; Hartley, Dan

    2017-02-01

    As primary targets of workplace violence in health care settings, nurses may suffer negative physical and psychological consequences. NIOSH created an online course to educate nurses about violence prevention techniques. A mixed-methods approach assessed workplace violence awareness and knowledge among nursing students. A pre/post/post-test survey and focus group discussions evaluated participant awareness and knowledge, assessed course design, and solicited recommendations for increasing participation and strategies for improving message retention. The mean awareness scores differed significantly between pre-course and both post-course time points (Wilk's λ=0.319, F(2, 46)=49.01, pviolence from pre-course scores (M=0.75, SD=0.438) to immediate post-course (M=2.13, SD=0.789) and four-week post-course (M=1.96, SD=0.771) scores on a 3-item measure. Similarly, mean knowledge scores increased between pre-course and both post-course time points (Wilk's λ=0.495, F(1.57, 73.66)=37.26, pviolence from pre-course scores (M=6.65, SD=1.45) to immediate post-course (M=8.56, SD=1.32) and four-week post-course (M=8.19, SD=1.42) scores on a 10-item measure. Qualitative data from the focus groups reinforced the quantitative findings. Participants citing benefits from the content strongly recommended including the course in nursing curriculums. Incorporating the course early in the nursing educational experience will better prepare students to deal with workplace violence when they enter health care professions. The results indicate that NIOSH and its partners created an effective online workplace violence awareness and prevention course. Practical applications: Nursing students and professionals can be effectively educated about workplace violence using an online format. Copyright © 2016 National Safety Council and Elsevier Ltd. All rights reserved.

  2. Student perceptions: Importance of and satisfaction with aspects of an online biology course

    Science.gov (United States)

    Hendry, Sheila R.

    Research of student satisfaction with various facets of an online biology course, as well as the perceived importance of these aspects, was conducted during the summer and fall 2004 semesters within a course, History of Biology, at a university in the southeastern United States. This research is based on the theory of transactional distance, which involves dialogue between the teacher and student, the physical environments of both the student and teacher, and the emotional environments of each. Student ratings of importance and satisfaction regarding aspects of convenience, grade earned/knowledge learned, emotional health, communication, and student support were collected toward the end of each semester, via the online course, using the researcher-designed Student Perceptions Survey. Statistics with repeated measures ANOVA, using an alpha of 0.05, determined differences between importance and satisfaction ratings for each of these aspects. Students perceived grade earned/knowledge learned to be the most important aspect of learning online, although it is not an aspect unique to online courses. All of the aspects included in the study were found to be at least somewhat important. Convenience was the aspect with which students were most satisfied, with students at least somewhat satisfied with the other aspects. Although convenience is an inherent strength of the online course format, instructors should be aware of how important it is to design requirements of the online class to help students acquire knowledge while allowing them to do so at their own pace. Well-structured content, prompt feedback, encouragement of quality student-instructor communication, and student support are all parts of a positive online course experience. The Student Perceptions Survey, created specifically for this research, can have substantial value both in the creation of new online courses and in the evaluation of pre-existing courses. It can provide important information that can be

  3. Developing and providing an online (web-based) clinical research design course in Japan: lessons learned.

    Science.gov (United States)

    Clark, Glenn T; Mulligan, Roseann; Baba, Kazuyoshi

    2011-04-01

    This article reports on the lessons learned while teaching an 8-week-long online course about the principles of clinical research design in Japan. Student activity data and how it relates to performance in the course are presented. As prolog, this article focuses on the barriers and solutions to creating and delivering a web-based course and it lists and discusses the most common concerns that educators often have about this process, namely, cost of the system and time requirement of the faculty. Options that must be considered when selecting the support software and hardware needed to conduct live streaming lecture, online video-based conference course are presented. The ancillary role of e-mail based distribution lists as an essential instruction tool within an interactive, instructor-supervised online course is discussed. This article then discusses the inclusion of active learning elements within an online course as well as the pros and cons regarding open-book versus closed book, proctored testing. Lastly, copyright issues the online instructor should know about are discussed. The student tracking data show that as the course progresses, students will reduce the number for page viewings. We speculate that this reduction is due to a combination of conflicting priorities plus increasing efficiency of the students at extracting the critical information. The article also concludes that software and hardware costs to deliver an online course are relatively minor but the faculty's time requirement is initially substantially higher than teaching in a conventional face-to-face course. Copyright © 2011 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

  4. The Importance of Interaction for Academic Success in Online Courses with Hearing, Deaf, and Hard-of-Hearing Students

    Directory of Open Access Journals (Sweden)

    Gary Long

    2011-10-01

    Full Text Available This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of students in the online and face-to-face (F2F sections of multiple courses. In the second study, an online survey was used to obtain student perceptions of course satisfaction, learning, and communication. These factors were then related, using binary logistic regression analysis, to the amount of interaction that occurred in the students’ respective online courses; information from the myCourses course management system was used to quantify the amount of interaction that occurred in online courses. In the final study, both datasets were used to examine the academic achievement of students in online courses based upon the amount of interaction that had actually occurred. Whenever possible, a subgroup of deaf and hard-of-hearing students was included in the study to increase our understanding of the role that communication plays in the teaching-learning process. Our findings indicate that students enrolled in online courses, especially those designed with high levels of online interaction, receive higher grades and report greater learning than students in comparable F2F courses. In addition, online courses appear to provide deaf and hard-of-hearing students with special benefits in terms of academic achievement through online discussion. Overall, the studies illuminate how the quantity of interaction in online discussions relates to important success factors. Students in online courses with more interaction outperformed students in online courses with less interaction.

  5. Community building and cross-border collaboration through online courses in wind energy

    DEFF Research Database (Denmark)

    Badger, Merete; Monty, A.; Badger, Jake

    2013-01-01

    A new online course in wind energy has been developed by the Technical University of Denmark (DTU) as part of the EU-funded project Virtual Campus Hub (FP7 RI-283746, www.virtualcampushub.eu). The course builds upon a successful physical course, which has been offered to the wind energy industry ...... of the course. The course is then placed in the larger context of project Virtual Campus Hub where participants from four technical universities in Europe collaborate in a virtual framework utilizing state-of-the-art European E-infrastructure....

  6. Promoting Numeracy in an Online College Algebra Course through Projects and Discussions

    Directory of Open Access Journals (Sweden)

    Samuel L. Tunstall

    2015-07-01

    Full Text Available This research stems from efforts to infuse quantitative literacy (QL in an online version of college algebra. College algebra fulfills a QL requirement at many universities, and it is a terminal course for most who take it. In light of the course’s traditional content and teaching methods, students often leave with little gained in QL. An online platform provides a unique means of engaging students in quantitative discussions and research, yet little research exists on online courses in the context of QL. The course studied included weekly news discussions as well as “messy” projects requiring data analysis. Students in online and face-to-face sections of the course took the Quantitative Literacy and Reasoning Assessment ( QLRA; developed by members of the National Numeracy Network during the first and final weeks of the fall 2014 semester. There were significant statistical gains in the online students’ QLRA performance and mathematical affect but none for the face-to-face students. Notwithstanding limitations of the study, the results support the notion that project-based learning in an online environment is a promising strategy for promoting QL in terminal math courses.

  7. Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

    Directory of Open Access Journals (Sweden)

    Suzanne C. Makarem

    2015-07-01

    Full Text Available University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost, and technical competence requirements to make this transition, in addition to the lack of beliefs in the legitimacy of online education. This article demonstrates the use of online video lectures to adapt traditional university courses to a blended format. The study is implemented for a School of Business Marketing course. We illustrate a cost-effective and timeefficient way for faculty members to record and share online video lectures with limited training and technical support. Using a student sample from two sections of the same marketing course, the study findings support the use of online video lectures as an effective way to free class time for learner-centred activities, without sacrificing student performance outcomes or course satisfaction.

  8. Adult Learner’s Motivation for the Use of Micro-blogging during Online Training Courses

    Directory of Open Access Journals (Sweden)

    Anastasia Sfiri

    2010-03-01

    Full Text Available In this article we discuss our key idea that informal exchange in twitter contributes to the motivation of participants in online courses. Micro-blogging (via twitter was introduced to groups of educators that participated in three online courses on the use of Web2.0 technologies and Online Didactics in educational settings. We used qualitative as well as quantitative methods to investigate their use of twitter and found out that informal exchange in twitter contributed to the motivation of learners during their participation in the online course. The participants extended their relatedness within the group, reflected their personal growth and supported others via acknowledging their inputs in a certain extent.

  9. Peer-Review Writing Workshops in College Courses: Students’ Perspectives about Online and Classroom Based Workshops

    Directory of Open Access Journals (Sweden)

    Erin B. Jensen

    2016-11-01

    Full Text Available Peer-review workshops are commonly used in writing courses as a way for students to give their peers feedback as well as help their own writing. Most of the research on peer-review workshops focuses on workshops held in traditional in-person courses, with less research on peer-review workshops held online. Students in a freshman writing course experienced both a classroom based writing workshop and an online workshop and then took a survey about their experiences. The majority of the students preferred the online writing workshop because of the convenience of the workshop and being able to post anonymous reviews. Students whom preferred the traditional in-person writing workshop liked being able to talk with their peers about their papers. This research article focuses on the students’ responses and experiences with traditional and online peer-reviews.

  10. In-Service Physical Educators' Experiences of Online Adapted Physical Education Endorsement Courses.

    Science.gov (United States)

    Sato, Takahiro; Haegele, Justin A; Foot, Rachel

    2017-04-01

    The purpose of this study was to investigate in-service physical education (PE) teachers' experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants' narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants' perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

  11. On-line Peer Review in Teaching Design-oriented Courses

    Directory of Open Access Journals (Sweden)

    Hai Ning

    2004-02-01

    Full Text Available Peer review has been one of the very important designfacilitating processes practiced in education field, particularly in design-oriented courses such as MIT's 2.007 Robot Design. Typically students exchange ideas sketched on a piece of paper and critique on each other's design within a small team. We designed PREP web application backed up by a range of web services that handle the peer-review process on-line, and we argue that this is a significant step towards supporting designoriented course on-line. We believe that the lessons learned could be applied to other interested institutes that offer designoriented courses.

  12. The International Society for Extracellular Vesicles launches the first massive open online course on extracellular vesicles

    OpenAIRE

    L?sser, Cecilia; Th?ry, Clotilde; Buz?s, Edit I.; Mathivanan, Suresh; Zhao, Weian; Gho, Yong Song; L?tvall, Jan

    2016-01-01

    The International Society for Extracellular Vesicles (ISEV) has organised its first educational online course for students and beginners in the field of extracellular vesicles (EVs). This course, “Basics of Extracellular Vesicles,” uses recorded lectures from experts in the field and will be open for an unlimited number of participants. The course is divided into 5 modules and can be accessed at www.coursera.org/learn/extracellular-vesicles. The first module is an introduction to the field co...

  13. TESTING OF ONLINE ESP COURSE FOR STUDENTS OF ECONOMIC SCHOOLS. FIRST FINDINGS ANALYSIS

    Directory of Open Access Journals (Sweden)

    Nina V. Vasilchenko

    2013-01-01

    Full Text Available The article provides a detailed analysis of the Russian course-books for students of Economic Schools. The authoress exposes the discrepancies along with proposing the solutions. In the second part, the article possesses a brief description as well as highlights the advantages of the new online ESP course on Economics, Banking and Insurance for colleges. In conclusion, the authoress contemplates over the first findings the course appraisal suggests. 

  14. Feasibility study into the use of online instrumentation courses for medical radiation scientists

    International Nuclear Information System (INIS)

    MacDonald-Hill, J.L.; Warren-Forward, H.M.

    2015-01-01

    A Medical Radiation Science (diagnostic radiography) instrumentation course historically taught face-to-face was taught fully online. The purpose of this study was to assess differences in academic achievement as well as gather feedback on student experiences. An anonymous online survey relating to student engagement and directions for future course development was distributed to all students who completed the course. The results clearly supports online delivery as students appreciated the ability to pause and rewind (94%) course content and work at their own pace (88%) whilst maintaining almost identical course results (p = 0.96). Future improvements would see the inclusion of interactive on-line modules and the re-introduction of face–face tutorials, appealing to students' desire for more support and human contact (27%) therefore reflecting the flipped classroom approach. - Highlights: • 85% of students accessing lecture capture reported them to be very or mostly useful. • 94% students reported the ability to “pause and rewind” as the most useful aspect. • 43% of students indicated that they lacked motivation to watch lecture captures. • The tutorials were where I learned the most as it is more interactive than a lecture. • Online format of the course was the best thing

  15. Relationship Between Age, Experience, and Student Preference for Types of Learning Activities in Online Courses

    Directory of Open Access Journals (Sweden)

    Thomas A. Simonds

    2017-10-01

    Full Text Available In this study, two researchers explored student learning preferences in online courses. They used the scholarship of teaching and learning process as a research model, and embedded a web-based survey and online focus groups in the online courses they were teaching. After collecting data, the researchers conducted multiple logistic regression analyses to test their hypothesis that a relationship existed between some student factors and student preferences for types of online learning activities. The results of the data analysis revealed a statistically significant relationship between student age and student preference for certain types of online learning activities. Older students in the study indicated a much stronger preference for videos of the professor lecturing, while younger students tended to prefer more interactive learning strategies. Focus group comments from the older students provide insights into some of the reasons why they found watching video lectures to be helpful for their learning, and comments from younger students illustrate how they learn best in online courses. The researchers offer suggestions for online instructors based on the findings of this study, and they explain why online instructors may find the scholarship of teaching and learning research process especially helpful for both teaching and research efforts.

  16. A Required Online Course with a Public Health Focus for Third Professional Year Pharmacy Students.

    Science.gov (United States)

    King, Amber E; Egras, Amy M

    2015-06-25

    To design, deliver, and evaluate the impact of a required course on student knowledge acquisition and ability to evaluate contemporary public health issues. A 2-credit course was implemented using asynchronous, online delivery. Learning activities included literature retrieval and assessment, analytic writing, quizzes, and creation of a group wiki evaluating a current public health issue. Course topics included health care reform, social determinants of health, health disparities, evidence-based medicine, end-of-life care, patient safety, and research ethics. Strong student performance on assessments indicated an ability to use higher-order cognitive domains. Online delivery provided students with the flexibility to complete assignments at their convenience, allowed participation by all students, and encouraged self-directed learning. Completion of a required, online, asynchronous course with a public health focus allowed pharmacy students to increase their knowledge of and ability to evaluate contemporary ethical, social, cultural, and governmental issues affecting pharmacy practice.

  17. Predictors of Improvement in Critical Thinking Skills among Nursing Students in an Online Graduate Nursing Research Course

    Science.gov (United States)

    Riccio, Patricia A.

    2015-01-01

    The purpose of this pilot study was to examine predictors of improvement in critical thinking skills among online graduate nursing students in a graduate nursing research course. Thirty-five students who had taken an online Nursing research course within the prior 12 months and who were currently enrolled in the online graduate Nursing program at…

  18. The relationship between student engagement with online content and achievement in a blended learning anatomy course.

    Science.gov (United States)

    Green, Rodney A; Whitburn, Laura Y; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L

    2017-12-13

    Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  19. Effectiveness of an Online Social Constructivist Mathematical Problem Solving Course for Malaysian Pre-Service Teachers

    Directory of Open Access Journals (Sweden)

    Kim-Leong Lai

    2009-07-01

    Full Text Available This study assessed the effectiveness of an online mathematical problem solving course designed using a social constructivist approach for pre-service teachers. Thirty-seven pre-service teachers at the Batu Lintang Teacher Institute, Sarawak, Malaysia were randomly selected to participate in the study. The participants were required to complete the course online without the typical face-to-face classes and they were also required to solve authentic mathematical problems in small groups of 4-5 participants based on the Polya’s Problem Solving Model via asynchronous online discussions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning course. Findings showed that a majority of the participants were satisfied with their learning experiences in the course. There were no significant changes in the participants’ attitudes toward mathematics, while the participants’ skills in problem solving for “understand the problem” and “devise a plan” steps based on the Polya Model were significantly enhanced, though no improvement was apparent for “carry out the plan” and “review”. The results also showed that there were significant improvements in the participants’ critical thinking skills. Furthermore, participants with higher initial computer skills were also found to show higher performance in mathematical problem solving as compared to those with lower computer skills. However, there were no significant differences in the participants’ achievements in the course based on gender. Generally, the online social constructivist mathematical problem solving course is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes. Nonetheless, careful considerations need to be made in the designing and implementing of online courses to minimize problems that participants might encounter while

  20. Quality in Online Courses: Technical Production Regarding Clinical Biochemistry Online Course Performed by Students in Advanced Learning in Scientific Education Discipline

    Directory of Open Access Journals (Sweden)

    W.B. Maia

    2011-04-01

    Full Text Available It is important to consider quality and efficacy concerning online courses. This study was accomplished with Master’s students in order to promote technical production regardingClinical Biochemistry online course. In web, www.bioq.educacao.biz, it was accessible strategic and organizational management training in distance learning course. Enrolled students(7, monitors (3 and the manager (1 have made use of thevirtual environment asa channel of communication as well as to construct the extension course (80 hours. Some strategies were discussed and planned for the purpose of a significant apprenticeship. In all, there were 173 standard contents available, which were 4 audiovisual presentations, 13 debating forums, 1 chat, 10 classes,77 scientific articles, 30 tests, 3 glossaries, 1 mini-library, 18 links, 3 texts and 13 folders. Although the managerwas not responsible for the construction ofthe contents, system reports have shown that the manager’s attendance and permanence online were three times superior to other users. It once more revealed that new Information and Communication Technologies(ICTs requires from the manager to plan an efficient pedagogical orientation.

  1. An Analysis of Learners in Introductory Astronomy Massive Open Online Courses

    Science.gov (United States)

    Buxner, Sanlyn; Formanek, Martin; Impey, Chris David; Wenger, Matthew

    2016-06-01

    We describe learners enrolled in three iterations of introductory astronomy massive open online courses (MOOCs). These courses are offered through commercial providers and facilitated by an instructional team at the University of Arizona. We describe an ongoing study of those who enroll, engage in, and complete these courses. The course has undergone several revisions, including integrating pedagogical techniques, found to be effective for in-person courses, to increase engagement including peer review, online discussions, and the use of cohorts. In its current version, learners enroll on a continual basis and complete 11 weeks of course content; they watch videos, complete content quizzes, submit writing assignments, complete peer review of other students’ work, and complete online citizen science projects. Tens of thousands of students has signed up for these courses but completion rates are much lower, around 10%. We have collected survey data from over 8,500 of these learners to assess their basic science knowledge, attitudes towards science and technology, motivations for taking the courses, and information about other ways they engage in science related activities. We present information about these learners, including their demographics, motivations, how they use the courses, and what factors lead to increased engagement and completion. Additionally, we present how survey data from these learners compare to 26 years of data we have collected from parallel group of undergraduate non-science major students enrolled in astronomy courses at the University of Arizona. Overall, we find that learners who enroll in the MOOCs have more interest in science and higher basic science knowledge that undergraduates who pay tuition for a similar course. Our work is helping us understand how to better serve learners in MOOCs and bridge more traditional courses with these types of courses.

  2. A Comparison of Learning Outcomes in Skills-Based Courses: Online versus Face-to-Face Formats

    Science.gov (United States)

    Callister, Ronda Roberts; Love, Mary Sue

    2016-01-01

    In comparing the learning outcomes of online versus face-to-face courses, skills-based forms of instruction have received little attention. This study asks the question "Can skills-based courses taught online achieve the same outcomes as face-to-face courses in which the instructor and students interacting in real time may have higher levels…

  3. MVP and Instructional Systems Design in Online Courses

    Science.gov (United States)

    Franklin, Jennifer L.

    2017-01-01

    This chapter is based on three premises. The first premise is that the use of instructional systems design (ISD) methods is important in online as well as traditional classroom settings. A second premise is that improving the motivational design of instruction brings benefits to teachers and learners alike. The third premise, specific to this…

  4. OJPOT: Online Judge & Practice Oriented Teaching Idea in Programming Courses

    Science.gov (United States)

    Wang, Gui Ping; Chen, Shu Yu; Yang, Xin; Feng, Rui

    2016-01-01

    Practical abilities are important for students from majors including Computer Science and Engineering, and Electrical Engineering. Along with the popularity of ACM International Collegiate Programming Contest (ACM/ICPC) and other programming contests, online judge (OJ) websites achieve rapid development, thus providing a new kind of programming…

  5. Supporting Students' Motivation in College Online Courses

    Science.gov (United States)

    Russell, Jae-eun Lee

    2013-01-01

    Students' motivation has been identified as a critical factor for meaningful engagement and positive academic achievement in various educational settings. In particular, self-regulation strategies have been identified as important skills in online learning environments. However, applying self-regulation strategies, such as goal setting,…

  6. Developing Online Courses: A Human-Centered Approach.

    Science.gov (United States)

    Branon, Rovy; Beatty, Brian; Wilson, Jack

    Companies and universities are increasingly moving to online delivery for much of their training and education needs, and designing and building quality distance education is a challenge facing many organizations. Option Six is an independent company that is building customized e-learning solutions. Over the last 2 years, the instructional…

  7. Design Recommendations for Self-Paced Online Faculty Development Courses

    Science.gov (United States)

    Rizzuto, Melissa

    2017-01-01

    An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of the examination of the design and evaluation of a self-paced…

  8. Exploring Asynchronous and Synchronous Tool Use in Online Courses

    Science.gov (United States)

    Oztok, Murat; Zingaro, Daniel; Brett, Clare; Hewitt, Jim

    2013-01-01

    While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages…

  9. Online Finance and Economics Courses: A Comparative Study of Course Satisfaction and Outcomes across Learning Models

    Science.gov (United States)

    Wiechowski, Linda; Washburn, Terri L.

    2014-01-01

    Student learning outcomes and course satisfaction scores are two key considerations when assessing the success of any degree program. This empirical study was based upon more than 3,000 end-of-semester course evaluations collected from 171 courses in the 2010-2011 academic year. The study, conducted at a Midwestern business college, considered the…

  10. Taking a Case Method Capstone Course Online: A Comparative Case Study

    Directory of Open Access Journals (Sweden)

    Grandon Gill

    2015-06-01

    The results of the conversion proved to be consistent with some of our expectations and surprising in other ways. Consistent with expectations, the online tools that we employed allowed us to create an online design that was relatively faithful to the original version in terms of meeting learning objectives. Also consistent with our expectations, student perceptions of the course—while quite positive overall—were more mixed for the online course than for its face-to-face predecessor. The course offering produced two surprises, however. First, the online approach to the project component of the course actually seemed to result in higher quality project presentations than the face-to-face version. Second, when results were compared from the instrument we used to evaluate student learning gains, the classroom and online versions of the class proved to be nearly indistinguishable. Given the very different delivery mechanisms employed, we had anticipated far more differences in student perceptions of what they had learned over the course of the semester. Given the challenges of taking a highly interactive class online, we viewed this surprise to be a very pleasant one.

  11. COURSERA ONLINE COURSE: A PLATFORM FOR ENGLISH TEACHERS’ MEANINGFUL AND VIBRANT PROFESSIONAL DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Arnis Silvia

    2015-07-01

    Full Text Available This article reports on English teachers‘ attitudes towards a professional development program run by Coursera (coursera.org. These teachers were participants of Foundation of Teaching for Learning 1: Introduction online course. Using a survey case study, the findings reveal that most of the participants perceive the course as a well-organized and effective platform to engage in professional learning. Coursera is an online learning platform offering various courses for teacher educators which are meaningful (closely related to their daily teaching practice and vibrant (involves active collaboration among peer participants to review and assess their projects. Albeit this nature, another finding shows that the participants lament that their institutions do not provide professional development (PD support. In fact, PD programs are not constrained to face-to-face encounters, since it can be designed using online platforms such as Coursera, a massive open online course (MOOC. Accordingly, the contribution of the article is to show how online platforms make meaningful and vibrant teacher professional development (TPD possible. The implication of the study is that school administrators and policy makers should provide support for their teachers to take online PD programs. This professional learning should contribute to the best teaching practice and student learning attainment.

  12. Learning in an Online Distance Education Course: Experiences of Three International Students

    Directory of Open Access Journals (Sweden)

    Zuochen Zhang

    2010-03-01

    Full Text Available This case study explores the learning experiences of three international students who were enrolled in an online master’s program offered by a large university in Canada. The aim of the study was to understand the international students’ experiences with, and perspectives on, the online learning environment. Findings indicate that previous education and especially language proficiency strongly impacted the learning of these students in this environment. Non-native English speakers required considerably more time to process readings and postings and to make postings themselves. Their lack of familiarity with the details of North American culture and colloquial language made it difficult to follow much of the course discussion. They also tended to avoid socializing in the course, which left them at the periphery of course activities. Based on these findings, the authors make the following recommendations for designers and instructors of online courses: 1 Raise the English language proficiency requirement for graduate admissions into online programs because the text-based communication in a CMC space requires interpreting messages without non-verbal cues; 2 Ensure that online distance education course designers are aware of the needs and expectations of international students; and 3 Combine the design principles from both traditional and constructivism theories.

  13. Design and implementation of an online systemic human anatomy course with laboratory.

    Science.gov (United States)

    Attardi, Stefanie M; Rogers, Kem A

    2015-01-01

    Systemic Human Anatomy is a full credit, upper year undergraduate course with a (prosection) laboratory component at Western University Canada. To meet enrollment demands beyond the physical space of the laboratory facility, a fully online section was developed to run concurrently with the traditional face to face (F2F) course. Lectures given to F2F students are simultaneously broadcasted to online students using collaborative software (Blackboard Collaborate). The same collaborative software is used by a teaching assistant to deliver laboratory demonstrations in which three-dimensional (3D) virtual anatomical models are manipulated. Ten commercial software programs were reviewed to determine their suitability for demonstrating the virtual models, resulting in the selection of Netter's 3D Interactive Anatomy. Supplementary online materials for the central nervous system were developed by creating 360° images of plastinated prosected brain specimens and a website through which they could be accessed. This is the first description of a fully online undergraduate anatomy course with a live, interactive laboratory component. Preliminary data comparing the online and F2F student grades suggest that previous student academic performance, and not course delivery format, predicts performance in anatomy. Future qualitative studies will reveal student perceptions about their learning experiences in both of the course delivery formats. © 2014 American Association of Anatomists.

  14. Impact of online lecture-capture on student outcomes in a therapeutics course.

    Science.gov (United States)

    Bollmeier, Suzanne G; Wenger, Philip J; Forinash, Alicia B

    2010-09-10

    To examine the correlation between students accessing recorded lecture files (audio and slides) online and course grades and class attendance. Second professional year (of 6-year program) students in a therapeutics course had access to recorded online lectures for 72 hours following live lectures. The number and duration of lecture accessions were compared to final course grades and class attendance. Course grades were compared to those of a historical control group. At the end of the semester, students completed a brief survey instrument regarding their use and perceptions of online lectures. No correlation was found between final course grades and the number of lecture accessions (r = 0.0014) or total number of minutes lectures were viewed (r = 0.033), nor between class attendance and minutes viewed (r = 0.2158). Students with access to recorded lectures outperformed the historical control group on the final examination (p students reported no influence of online files on class attendance. Posting lectures online did not affect student outcomes, but students did score higher on the final examination.

  15. An Assessment of Student Learning in an Online Oceanography Course: Five Years After Implementation

    Science.gov (United States)

    Reed, D. L.

    2002-12-01

    The results of assessing student learning in an online oceanography class offered over the past five years are compiled to reveal several general trends. In order to understand the context of these trends, it is important to first note that SJSU has a two-tiered general education program consisting of a category of core courses for frosh and sophomores and an advanced category for juniors and seniors, most of whom are community college transfers. The course described in this study is in the latter category and therefore composed largely of seniors. Enrollments in the course have exploded from 6 students in a pilot section offered during the 1998 fall semester to over 170 students in the summer semester of 2002. The course is now offered in both semesters of the academic year with four sections offered during 2002 summer session as part of a system-wide conversion to year-round operation. No other course, be it classroom, hybrid or online, in the general education category has experienced the level of student demand as this online course. All sections of the online course reach enrollment limits in the first days of registration with an equal or greater number of students turned away each semester. More female, students of color, returning students and K-12 in-service teachers enroll in the online sections than in the equivalent classroom sections of the course. Students enroll in the online section for the convenience of self-paced learning since attending a classroom section is not a viable option. Enrollments in concurrent classroom sections have not been negatively impacted by the addition of online sections. Enrollment attrition is higher in the first few days of the online course, but similar to that experienced in the classroom sections, once the class is underway. However, student requests for incompletes tend to be somewhat higher in the online course, especially during the summer offerings. Learning outcomes are reviewed at the beginning of the course and

  16. Health care professionals from developing countries report educational benefits after an online diabetes course

    DEFF Research Database (Denmark)

    Wewer Albrechtsen, Nicolai J; Poulsen, Kristina W; Svensson, Lærke Ø

    2017-01-01

    , millions of people have participated in evidence-based MOOCs, however educational and professional benefit(s) for course participants of such initiatives have not been addressed sufficiently. We therefore investigated if participation in a 6 week open online course in the prevention and treatment...... educational benefits, improved knowledge about the prevention and treatment therapies of diabetes and furthermore improved professional life and practice. Over 40% reported that their professional network expanded after course participation. Study participants who did not complete all modules of the course......-reports from course participants, MOOC based medical education seems promising with respect to providing accessible and free research-based education to health professionals in both developing and developed countries. Course participants from developing countries report more benefits from course participation...

  17. Students’ Opinions on Administering Optional Online Quizzes in a two-year College Mathematics Course

    Directory of Open Access Journals (Sweden)

    Harun ÇİĞDEM

    2014-12-01

    Full Text Available The aim of this study is to determine students’ opinions about optional online quiz used under the content of blended instruction. Blended instruction has been created using a combination of face-to-face instruction with web-based learning management system. This is a descriptive study. This study was conducted on students of Mathematics-I course at a military vocational college. Courses have been conducted in the classroom setting and MS Power Point presentations, lecture notes, and quizzes were presented to the students via the intranet. Optional online quizzes based unit with multiple-choice question item pool was provided for the benefit of students. In the end of the semester Online Quiz Evaluation Form was applied to students to determine their opinions on online quizzes. 103 students have filled out the form. Data was analyzed using frequency, mean and t-test. In general it has been found that students are undecided about online quizzes. According to findings of this study, students who have a computer, internet connection in their home, and the web-based exam experience were more positive than students who have not own a computer, internet connection in their home, and the web-based exam experience about online quizzes. The online quiz applications and question bank creation especially for Mathematics were quite time consuming. The most important advantages of online quiz applications are the reduction in the time required for to read the students’ quiz and effective use of resources.

  18. Wherefore Art Thou MOOC?: Defining Massive Open Online Courses

    Science.gov (United States)

    Blackmon, Stephanie J.; Major, Claire H.

    2017-01-01

    Although MOOCs are a much-discussed topic in higher education, conversations about MOOCs do not often include details regarding the nuanced nature of these courses. What do people mean when they use the term MOOC? In the current work, we delve into the variations of MOOCs, and we put a typology we previously created into practice. Our goal with…

  19. MIT Orients Course Materials Online to K-12

    Science.gov (United States)

    Cavanagh, Sean

    2008-01-01

    Many science and mathematics educators across the country are taking advantage of a Web site created by the Massachusetts Institute of Technology (MIT), the famed research university located in Cambridge, Massachusetts, which offers free video, audio, and print lectures and course material taken straight from the school's classes. Those resources…

  20. A Study on the Pedagogical Components of Massive Online Courses

    Science.gov (United States)

    Raposo-Rivas, Manuela; Martínez-Figueira, Esther; Campos, Jose Antonio Sarmiento

    2015-01-01

    At the end of the first decade of the 21st century, the rapid growth in the MOOCs offering brought about a new educational landscape, posing new challenges to teaching and learning, mainly due to massive participation, ubiquity and free enrollment. These courses embody a confluence of technological and pedagogical mediations yet to be fully…

  1. Course Management Systems: Traveling Beyond Powerpoint Slides Online

    Science.gov (United States)

    Gauthier, A. J.; Impey, C. D.

    2004-12-01

    Course management systems (CMS) like WebCT, Blackboard, Astronomica, etc., have reached and surpassed their tipping point in higher education. They are no longer a technology-trendy item to use in a course, but rather an expected supplement to undergraduate courses. There is a well known disconnect between the student population of ''digital natives'' (1) and higher education instructors, the ''digital immigrants'' (1). What expectations and technology skills do the new generations of undergraduates have? How can instructors easily meet their students' needs? What needs do instructors have and what resources are available to meet those needs? In the past, instructors would create their own HTML web pages to post class materials like PowerPoint slides, homework, and announcements. How does an instructor-created web resource differ from a secure university run CMS? How can you make your university or college's CMS system into a productive learning tool and not just a repository for class materials and grades? How can the astronomy instructor benefit from integrating a CMS into their course? What are common student attitudes regarding CMS usage in a course? How are instructors using CMSs in innovative ways? Where on your campus can you get free help designing and implementing a CMS resource for your students? This presentation aims to answer these questions. Extensive literature reviews, formal surveys, case study reports, and educational research from the instructional technology community inform our astronomy teaching community of the answers. Highlights from innovative systems and uses of CMSs in undergraduate Astro 101 classrooms will be presented. Resources and further references will be made available as handouts. (1) M. Prensky. ''Digital Natives, Digital Immigrants,'' On The Horizon, Vol.9, 2001.

  2. Online college laboratory courses: Can they be done and will they affect graduation and retention rates?

    Directory of Open Access Journals (Sweden)

    Eddy van Hunnik

    2015-12-01

    Full Text Available Online education has been steadily growing during the last decade. This growth has mainly taken place in the non-laboratory science fields. This essay describes some of the best practices to increase and maintain student retention, increase student engagement and increase graduation rates for college running online laboratory science courses. This article further discusses how to run successful, hands-on laboratory courses for your online students. The most common issues are being discussed and what can be done to provide the students with the same hands-on experience online as what they would experience in a more traditional classroom setting. DOI: 10.18870/hlrc.v5i4.289

  3. Social Presence and Interactivity in Online Courses: Enhancing the Online Learning Environment through Discussion and Writing

    Science.gov (United States)

    Harrigan, Anne M.

    2010-01-01

    This study explored social presence and interactivity in an online undergraduate program designed for adult students. Although social presence and interactivity have been shown to be important contributors to student satisfaction, and therefore essential to student recruitment and retention in online programs, the ultimate goal for the examination…

  4. Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE)

    Science.gov (United States)

    Dixson, Marcia D.

    2015-01-01

    Student engagement is critical to student learning, especially in the online environment, where students can often feel isolated and disconnected. Therefore, teachers and researchers need to be able to measure student engagement. This study provides validation of the Online Student Engagement scale (OSE) by correlating student self-reports of…

  5. Gender Differences in Online Participation: Examining a History and a Mathematics Open Foundation Online Course

    Science.gov (United States)

    Morante, Annette; Djenidi, Valerie; Clark, Helene; West, Susan

    2017-01-01

    With enrolment and completion rates in the University of Newcastle's online Open Foundation enabling program being considerably higher for women than for men, this case study investigates the engagement of male and female students in two different subject areas. History and Mathematics students' online behaviour is examined to identify whether…

  6. Learning experience of Chinese nursing students in an online clinical English course: qualitative study.

    Science.gov (United States)

    Tang, Anson C Y; Wong, Nick; Wong, Thomas K S

    2015-02-01

    The low English proficiency of Chinese nurse/nursing students affects their performance when they work in English-speaking countries. However, limited resources are available to help them improve their workplace English, i.e. English used in a clinical setting. To this end, it is essential to look for an appropriate and effective means to assist them in improving their clinical English. The objective of this study is to evaluate the learning experience of Chinese nursing students after they have completed an online clinical English course. Focus group interview was used to explore their learning experience. 100 students in nursing programs at Tung Wah College were recruited. The inclusion criteria were: (1) currently enrolled in a nursing program; and (2) having clinical experience. Eligible participants self-registered for the online English course, and were required to complete the course within 3 months. After that, semi-structured interviews were conducted on students whom completed the whole and less than half of the course. One of the researchers joined each of the interviews as a facilitator and an observer. Thematic analysis was used to analyze the data. Finally, 7 themes emerged from the interviews: technical issues, adequacy of support, time requirement, motivation, clarity of course instruction, course design, and relevancy of the course. Participants had varied opinions on the 2 themes: motivation and relevancy of the course. Overall, results of this study suggest that the online English course helped students improve their English. Factors which support their learning are interactive course design, no time constraint, and relevancy to their work/study. Factors which detracted from their learning are poor accessibility, poor technical and learning support and no peer support throughout the course. Copyright © 2014. Published by Elsevier Ltd.

  7. Online Graphing Activity for Principles of Economics Courses

    OpenAIRE

    Oskar R. Harmon; James Lambrinos

    2010-01-01

    This paper describes how an online drawing program and bulletin board are used to create active learning activities for a principles of economics class. In the activity the student downloads an initial diagram that sets up a textbook principles scenario. The student uses an image-editing program to complete the diagram, so that it represents the outcome predicted in the textbook and posts it to a bulletin board. The tools for the activity: SumoPaint.com, and WikiSpaces.com; are free and avail...

  8. Quality indicators for the analysis of communication in an online course

    Directory of Open Access Journals (Sweden)

    Antonella Pezzotti

    2012-08-01

    Full Text Available This study describes the development and validation of quality indicators for analyzing forums interactions in an online course in biology teaching. The aim is to evaluate the quality of communication so as to strengthen the tutor’s role and help students learn fundamental biology concepts while enhancing their collaboration competencies. The indicators are used to analyze cognitive, metacognitive and relational aspects, drawing on a content analysis methodology. The model appears to have a wide range of possible applications in other online courses.

  9. Boosting Higher Education in Africa through Shared Massive Open Online Courses (MOOCs

    Directory of Open Access Journals (Sweden)

    Gérard Escher

    2014-11-01

    Full Text Available Massive open online courses (MOOCs have taken the world of higher education by storm. Ubiquitous use of tablets and smartphones, rapid increase of broadband penetration, and the coming-of-college-age of the ‘digital native’ generation have led many top universities to offer some of their courses to a wider audience online, free of charge. Millions of students are actively engaging. We present lessons learned after two years of experience with these new educational platforms and explore the opportunities and challenges of delivering MOOCs to students in Africa (and other developing regions through a North-South partnership involving universities and teaching staff.

  10. Online and Certifiable Spectroscopy Courses Using Information and Communication Tools. a Model for Classrooms and Beyond

    Science.gov (United States)

    Krishnan, Mangala Sunder

    2015-06-01

    Online education tools and flipped (reverse) class models for teaching and learning and pedagogic and andragogic approaches to self-learning have become quite mature in the last few years because of the revolution in video, interactive software and social learning tools. Open Educational resources of dependable quality and variety are also becoming available throughout the world making the current era truly a renaissance period for higher education using Internet. In my presentation, I shall highlight structured course content preparation online in several areas of spectroscopy and also the design and development of virtual lab tools and kits for studying optical spectroscopy. Both elementary and advanced courses on molecular spectroscopy are currently under development jointly with researchers in other institutions in India. I would like to explore participation from teachers throughout the world in the teaching-learning process using flipped class methods for topics such as experimental and theoretical microwave spectroscopy of semi-rigid and non-rigid molecules, molecular complexes and aggregates. In addition, courses in Raman, Infrared spectroscopy experimentation and advanced electronic spectroscopy courses are also envisaged for free, online access. The National Programme on Technology Enhanced Learning (NPTEL) and the National Mission on Education through Information and Communication Technology (NMEICT) are two large Government of India funded initiatives for producing certified and self-learning courses with financial support for moderated discussion forums. The learning tools and interactive presentations so developed can be used in classrooms throughout the world using flipped mode of teaching. They are very much sought after by learners and researchers who are in other areas of learning but want to contribute to research and development through inter-disciplinary learning. NPTEL is currently is experimenting with Massive Open Online Course (MOOC

  11. Peer Grading in Astronomy Massive Open Online Course

    Science.gov (United States)

    Formanek, Martin; Wenger, Matthew; Impey, Christopher; Buxner, Sanlyn

    In this work we thoroughly investigate the peer grading process as it happened in the University of Arizona session based MOOC ``Astronomy: Exploring Time and Space'' offered during Spring 2015 through Coursera. Overall, 25400 learners from over 100 countries registered for this course. Of those, 14900 accessed at least one part of the course and 1332 users engaged in the peer grading. First of all we provide description of the peer graded assignments and we identify trends in behavior of people who participated in these exercises. E.g. time they spent on grading, number of assignments graded and patterns arising from comparing all three assignments. Furthermore, for the second assignment, we graded random sample of 300 essays by a group of trained undergraduate students and a group consisting of one of the course instructors together with graduate TAs and we compared results with grades from the peer grading. Specifically we look on Intraclass Correlation Coefficients for all three groups of graders to determine reliability of each group and correlations between final grades. Finally we assess factors influencing reliability of the peer graders participating in the MOOC based on the difference from our grades. This research was supported by Howard Hughes Medical Institute Grant No. 415580.

  12. Interaction, Critical Thinking, and Social Network Analysis (SNA in Online Courses

    Directory of Open Access Journals (Sweden)

    Joan Thormann

    2013-07-01

    Full Text Available This study tried to ascertain a possible relationship between the number of student moderators (1, 2, and 3, online interactions, and critical thinking of K-12 educators enrolled in an online course that was taught from a constructivist approach. The course topic was use of technology in special education. Social network analysis (SNA and measures of critical thinking (Newman, Webb, & Cochrane, 1995 were used to research and assess if there was a difference in interaction and critical thinking between 1, 2, or 3 student moderators who facilitated a forum discussion of an assignment in an online course. The same course was repeated over three years. Each year either 1, 2, or 3 students moderated. The analysis indicated more discussion per non-moderating student with the three student moderated group. Using SNA we found that there was only one noticeable difference among the three groups which was in the value of network centralization. Using critical thinking measures the three student moderator group scored higher in five of the eight critical thinking categories. Variations in instructor presence in the online courses may have influenced these findings.

  13. Preventing Chronic Pain: A Human Systems Approach-Results From a Massive Open Online Course.

    Science.gov (United States)

    Fricton, James; Anderson, Kathleen; Clavel, Alfred; Fricton, Regina; Hathaway, Kate; Kang, Wenjun; Jaeger, Bernadette; Maixner, William; Pesut, Daniel; Russell, Jon; Weisberg, Mark B; Whitebird, Robin

    2015-09-01

    Chronic pain conditions are the top reason patients seek care, the most common reason for disability and addiction, and the biggest driver of healthcare costs; their treatment costs more than cancer, heart disease, dementia, and diabetes care. The personal impact in terms of suffering, disability, depression, suicide, and other problems is incalculable. There has been much effort to prevent many medical and dental conditions, but little effort has been directed toward preventing chronic pain. To address this deficit, a massive open online course (MOOC) was developed for students and healthcare professionals. "Preventing Chronic Pain: A Human Systems Approach" was offered by the University of Minnesota through the online platform Coursera. The first offering of this free open course was in the spring of 2014 and had 23 650 participants; 53% were patients or consumers interested in pain. This article describes the course concepts in preventing chronic pain, the analytic data from course participants, and postcourse evaluation forms.

  14. Exploring Co-studied Massive Open Online Course Subjects via Social Network Analysis

    Directory of Open Access Journals (Sweden)

    Katy Jordan

    2014-06-01

    Full Text Available Massive Open Online Courses (MOOCs allow students to study online courses without requiring previous experience or qualifications. This offers students the freedom to study a wide variety of topics, freed from the curriculum of a degree programme for example; however, it also poses a challenge for students in terms of making connections between individual courses. This paper examines the subjects which students at one MOOC platform (Coursera choose to study. It uses a social network analysis based approach to create a network graph of co-studied subjects. The resulting network demonstrates a good deal of overlap between different disciplinary areas. Communities are identified within the graph and characterised. The results suggests that MOOC students may not be seeking to replicate degree-style courses in one specialist area, which may have implications for the future moves toward ‘MOOCs for credit’.

  15. ESSEA On-Line Courses and the WestEd Eisenhower Regional Consortium (WERC)

    Science.gov (United States)

    Rognier, E.

    2001-12-01

    The WestEd Eisenhower Regional Consortium (WERC) is in its second year of offering two Earth Systems Science On-line Graduate courses from IGES - one for High School teachers, and one for Middle School teachers. These high-quality courses support WERC's commitment to "supporting increased scientific and mathematical literacy among our nation's youth through services and other support aimed at enhancing the efforts of those who provide K-12 science and mathematics education." WERC has been able to use its EdGateway online community network to offer these courses to environmental education and science teachers nationwide. Through partnerships with the North American Association for Environmental Education (NAAEE), the National Environmental Education Advancement Project (NEEAP), and other regional, state and local science and environmental education organizations, WERC has a broad reach in connecting with science educators nationwide. WERC manages several state and national listservs, which enable us to reach thousands of educators with information about the courses. EdGateway also provides a private online community in which we offer the courses. WERC partners with two Master Teachers from Utah, who facilitate the courses, and with the Center for Science and Mathematics Education at Weber State University, who provides low-cost graduate credit for the courses. Our students have included classroom teachers from upper elementary through high school, community college science teachers, and environmental science center staff who provide inservice for teachers. Educators from Hawaii to New Jersey have provided diverse personal experiences of Earth Systems Science events, and add richness to the online discussions. Two Earth Science Experts, Dr. Rick Ford from Weber State University, and Dr. Art Sussman from WestEd also contribute to the high caliber of learning the students experience in the courses. (Dr. Sussman's book, Dr. Art's Guide to Planet Earth, is used as one of

  16. Massive Open Online Courses (MOOC) for Teaching Portuguese for Foreigners: A Case Study

    OpenAIRE

    ZANCANARO, Airton; DOMINGUES, Maria Jose Carvalho de Souza

    2018-01-01

    Education is experiencing a period of change and the traditional models of education adopted by universities need to go through innovative processes to democratize knowledge, attract new learners and optimize resources. The use of Open Educational Resources (OERs) and Massive Open Online Courses (MOOC) can contribute to such changes. However, studies on the reuse of OERs and language courses in the MOOC format are still scarce. To this end, the aims of this study are (a) to verify whether the...

  17. Predicting success for college students enrolled in an online, lab-based, biology course for non-majors

    Science.gov (United States)

    Foster, Regina

    Online education has exploded in popularity. While there is ample research on predictors of traditional college student success, little research has been done on effective methods of predicting student success in online education. In this study, a number of demographic variables including GPA, ACT, gender, age and others were examined to determine what, if any, role they play in successfully predicting student success in an online, lab-based biology for non-majors course. Within course variables such as participation in specific categories of assignment and frequency of online visits were also examined. Groups of students including Native American/Non-Native American and Digital Immigrants and Digital Natives and others were also examined to determine if overall course success differed significantly. Good predictors of online success were found to be GPA, ACT, previous course experience and frequency of online visits with the course materials. Additionally, students who completed more of the online assignments within the course were more successful. Native American and Non-Native American students were found to differ in overall course success significantly as well. Findings indicate student academic background, previous college experience and time spent with course materials are the most important factors in course success. Recommendations include encouraging enrollment advisors to advise students about the importance of maintaining high academic levels, previous course experience and spending time with course materials may impact students' choices for online courses. A need for additional research in several areas is indicated, including Native American and Non-Native American differences. A more detailed examination of students' previous coursework would also be valuable. A study involving more courses, a larger number of students and surveys from faculty who teach online courses would help improve the generalizability of the conclusions.

  18. Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course.

    Science.gov (United States)

    Banna, Jinan; Grace Lin, Meng-Fen; Stewart, Maria; Fialkowski, Marie K

    2015-06-01

    Fostering interaction in the online classroom is an important consideration in ensuring that students actively create their own knowledge and reach a high level of achievement in science courses. This study focuses on fostering interaction in an online introductory nutrition course offered in a public institution of higher education in Hawai'i, USA. Interactive features included synchronous discussions and polls in scheduled sessions, and social media tools for sharing of information and resources. Qualitative student feedback was solicited regarding the new course features. Findings indicated that students who attended monthly synchronous sessions valued live interaction with peers and the instructor. Issues identified included technical difficulties during synchronous sessions, lack of participation on the part of fellow students in discussion and inability to attend synchronous sessions due to scheduling conflicts. In addition, few students made use of the opportunity to interact via social media. While students indicated that the interactive components of the course were valuable, several areas in which improvement may be made remain. Future studies may explore potential solutions to issues identified with new features to further promote interaction and foster learning in the course. Recommendations for instructors who are interested in offering online science courses in higher education are provided.

  19. A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course

    Science.gov (United States)

    Faulconer, E. K.; Griffith, J.; Wood, B.; Acharyya, S.; Roberts, D.

    2018-05-01

    While the equivalence between online and traditional classrooms has been well-researched, very little of this includes college-level introductory Physics. Only one study explored Physics at the whole-class level rather than specific course components such as a single lab or a homework platform. In this work, we compared the failure rate, grade distribution, and withdrawal rates in an introductory undergraduate Physics course across several learning modes including traditional face-to-face instruction, synchronous video instruction, and online classes. Statistically significant differences were found for student failure rates, grade distribution, and withdrawal rates but yielded small effect sizes. Post-hoc pair-wise test was run to determine differences between learning modes. Online students had a significantly lower failure rate than students who took the class via synchronous video classroom. While statistically significant differences were found for grade distributions, the pair-wise comparison yielded no statistically significance differences between learning modes when using the more conservative Bonferroni correction in post-hoc testing. Finally, in this study, student withdrawal rates were lowest for students who took the class in person (in-person classroom and synchronous video classroom) than online. Students that persist in an online introductory Physics class are more likely to achieve an A than in other modes. However, the withdrawal rate is higher from online Physics courses. Further research is warranted to better understand the reasons for higher withdrawal rates in online courses. Finding the root cause to help eliminate differences in student performance across learning modes should remain a high priority for education researchers and the education community as a whole.

  20. The effects of an online basic life support course on undergraduate nursing students' learning.

    Science.gov (United States)

    Tobase, Lucia; Peres, Heloisa H C; Gianotto-Oliveira, Renan; Smith, Nicole; Polastri, Thatiane F; Timerman, Sergio

    2017-08-25

    To describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS). An online BLS course was developed and administered to 94 nursing students. Pre- and post-tests were used to assess theoretical learning. Checklist simulations and feedback devices were used to assess the cardiopulmonary resuscitation (CPR) skills of the 62 students who completed the course. A paired t-test revealed a significant increase in learning [pre-test (6.4 ± 1.61), post-test (9.3 ± 0.82), p online course was significant (plearning differences (p=0.475) had been observed between 1st and 2nd year (9.20 ± 1.60), and between 3rd and 4th year (9.67 ± 0.61) students. A CPR simulation was performed after completing the course: students checked for a response (90%), exposed the chest (98%), checked for breathing (97%), called emergency services (76%), requested for a defibrillator (92%), checked for a pulse (77%), positioned their hands properly (87%), performed 30 compressions/cycle (95%), performed compressions of at least 5 cm depth (89%), released the chest (90%), applied two breaths (97%), used the automated external defibrillator (97%), and positioned the pads (100%). The online course was an effective method for teaching and learning key BLS skills wherein students were able to accurately apply BLS procedures during the CPR simulation. This short-term online training, which likely improves learning and self-efficacy in BLS providers, can be used for the continuing education of health professionals.

  1. MOOC - MASSIVE OPEN ONLINE COURSE: INSTALAÇÃO DO ANDROID STUDIO MOOC - Massive Open Online Course: Android Studio Installation

    OpenAIRE

    Moreira, Bernardo; Reguinga, Bernardo; Samartinho, João

    2017-01-01

    As tecnologias estão cada vez mais presentes no dia a dia. É crucial que os professores e alunos se sintam preparados para este novo universo tecnológico, onde as tecnologias assumem um papel preponderante no processo de ensino-aprendizagem.Este poster apresenta um projeto em que a partir de um MOOC (Massive Open Online Couse) disponibilizamos um módulo de instalação do Android Studio na plataforma eRaízes. A adesão a esta modalidade de aprendizagem (MOOC) e a crescente utilização do Android,...

  2. Facilitation of the ESSEA On-Line Course for Middle School Teachers: A Key to Retention and Learning

    Science.gov (United States)

    Slattery, W.

    2001-12-01

    There are fundamental differences between an on-line course and a traditional face to face classroom course offering. On-line courses are front-loaded, that is, students taking on-line courses first have to navigate an unfamiliar website as they become familiar with the organization of the course. In addition, students in an on-line course in many cases have the stress of having to relate with an instructor and collaborate with colleagues that they may never meet. Many may be unfamiliar with the use of telecommunications technology. These forces can combine to produce students that become disillusioned with the on-line learning process, and consequently drop the course. The stress associated with an on-line course can be significantly reduced by the methods used by the facilitator of the course. Therefore, facilitation of an on-line course can be a key to student retention in on-line courses, and strengthen learning experiences for all students. The Earth System Science Education Alliance on-line course for practicing middle school teachers begins with a three week non-graded module designed to permit the facilitator and students to introduce themselves, provides opportunities to participants to explore the website, and allows participants to practice working with each other to develop Earth systems interactions. These group products are evaluated by the facilitator, and returned with detailed comments to the participants. Once graded work begins during the fourth week of the on-line course, it is guided by rubrics that assign higher value to products that contain multiple examples of supporting evidence of scientific assertions, are accurate, and express depth of reasoning. The facilitator guides participant learning through group threaded discussions, providing feedback for individual journal entries, and on-line comments and suggestions regarding classroom activities developed by the participants. Post-course evaluations suggest that K-12 teacher participants in

  3. Peer-led team learning in an online course on controversial medication issues and the US healthcare system.

    Science.gov (United States)

    Pittenger, Amy L; LimBybliw, Amy L

    2013-09-12

    To implement peer-led team learning in an online course on controversial issues surrounding medications and the US healthcare system. The course was delivered completely online using a learning management system. Students participated in weekly small-group discussions in online forums, completed 3 reflective writing assignments, and collaborated on a peer-reviewed grant proposal project. In a post-course survey, students reported that the course was challenging but meaningful. Final projects and peer-reviewed assignments demonstrated that primary learning goals for the course were achieved and students were empowered to engage in the healthcare debate. A peer-led team-learning is an effective strategy for an online course offered to a wide variety of student learners. By shifting some of the learning and grading responsibility to students, the instructor workload for the course was rendered more manageable.

  4. On the Integrity of Online Testing for Introductory Statistics Courses: A Latent Variable Approach

    Directory of Open Access Journals (Sweden)

    Alan Fask

    2015-04-01

    Full Text Available There has been a remarkable growth in distance learning courses in higher education. Despite indications that distance learning courses are more vulnerable to cheating behavior than traditional courses, there has been little research studying whether online exams facilitate a relatively greater level of cheating. This article examines this issue by developing an approach using a latent variable to measure student cheating. This latent variable is linked to both known student mastery related variables and variables unrelated to student mastery. Grade scores from a proctored final exam and an unproctored final exam are used to test for increased cheating behavior in the unproctored exam

  5. Encouraging Development of a Global Mindset among Students in Online International Management Courses

    Science.gov (United States)

    Pathak, Seemantini

    2018-01-01

    This research explores how a multiple intelligences approach can be used to build a global mindset among students in online international management courses. It draws upon research in the areas of global mindset, education, cognition and learning, and neuroscience to discuss how pedagogical tools and strategies relevant to each specific…

  6. Physical Computing for STEAM Education: Maker-Educators' Experiences in an Online Graduate Course

    Science.gov (United States)

    Hsu, Yu-Chang; Ching, Yu-Hui; Baldwin, Sally

    2018-01-01

    This research explored how K-16 educators learned physical computing, and developed as maker-educators in an online graduate course. With peer support and instructor guidance, these educators designed maker projects using Scratch and Makey Makey, and developed educational maker proposals with plans of teaching the topics of their choice in STEAM…

  7. An Online Course of Business Statistics: The Proportion of Successful Students

    Science.gov (United States)

    Pena-Sanchez, Rolando

    2009-01-01

    This article describes the students' academic progress in an online course of business statistics through interactive software assignments and diverse educational homework, which helps these students to build their own e-learning through basic competences; i.e. interpreting results and solving problems. Cross-tables were built for the categorical…

  8. Anatomy of an Established Massive Open Online Course (MOOC) about Statistics

    Science.gov (United States)

    Rieber, Lloyd

    2017-01-01

    The short history of massive open online courses (MOOCs) has been turbulent. Initial hype has quickly disappeared. MOOCs appear to be experiencing their first stage of maturation offering an opportunity to consider the design of established MOOCs that have been offered on a continual basis. This paper describes a MOOC designed to provide an…

  9. Theories and Applications of Massive Online Open Courses (MOOCs): The Case for Hybrid Design

    Science.gov (United States)

    Anders, Abram

    2015-01-01

    Initial studies of learning in massive open online courses (MOOCs) primarily focused on participation patterns and participant experiences. More recently, research has addressed learning theories and offered case studies of different pedagogical designs for MOOCs. Based on a meta-analysis and synthesis of the research literature, this study…

  10. Participation Patterns in a Massive Open Online Course (MOOC) about Statistics

    Science.gov (United States)

    Rieber, Lloyd P.

    2017-01-01

    A massive open online course (MOOC) was designed to provide an introduction to statistics used in educational research and evaluation. The purpose of this research was to explore people's motivations for joining and participating in a MOOC and their behaviors and patterns of participation within the MOOC. Also studied were factors that the…

  11. Sentiments and Perspectives of Academics about Massive Open Online Courses (MOOCs)

    Science.gov (United States)

    Fong, Jack

    2017-01-01

    Massive open online courses (MOOCs) have made a dramatic entry into higher education. Promising to provide an affordable, if not free, education, MOOCs are celebrated for promoting learning in lieu of the physical classroom. This exploratory study employs content analysis to make visible how MOOCs are viewed by academically oriented observers.…

  12. Massive Open Online Courses (MOOCs): Insights and Challenges from a Psychological Perspective

    Science.gov (United States)

    Terras, Melody M.; Ramsay, Judith

    2015-01-01

    Massive open online courses (MOOCs) offer an exciting range of opportunities to widen access and participation in education. The massive and open nature of MOOCs places the control of learning at the discretion of the learner. Therefore, it is essential to understand learner behaviour. This paper examines the psychological considerations inherent…

  13. How MOOC Instructors View the Pedagogy and Purposes of Massive Open Online Courses

    Science.gov (United States)

    Evans, Suzannah; Myrick, Jessica Gall

    2015-01-01

    Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the current study surveys professors who have taught MOOCs (n = 162) in order to better understand how MOOCs are perceived by…

  14. Motivational Regulatory Styles of Graduate Students Enrolled in Online Prescribed and Elective Courses

    Science.gov (United States)

    Wasmanski, Stephanie Lynn

    2018-01-01

    The purpose of this study was to explore the regulatory styles, as identified in Ryan and Deci's Self-Determination Theory, of graduate students enrolled in prescribed and elective courses, in a fully online Master of Education degree program. A sample consisting of 53 participants, enrolled in a master's degree program in education at a state…

  15. Animal Agriculture in a Changing Climate Online Course: An Effective Tool for Creating Extension Competency

    Science.gov (United States)

    Whitefield, Elizabeth; Schmidt, David; Witt-Swanson, Lindsay; Smith, David; Pronto, Jennifer; Knox, Pam; Powers, Crystal

    2016-01-01

    There is a need to create competency among Extension professionals on the topic of climate change adaptation and mitigation in animal agriculture. The Animal Agriculture in a Changing Climate online course provides an easily accessible, user-friendly, free, and interactive experience for learning science-based information on a national and…

  16. Building Effective Supervisory Relationships in the Online Counseling Course: Faculty and Student Responsibilities

    Science.gov (United States)

    Cicco, Gina

    2014-01-01

    This article will provide an outline for counselor educators and their students on how to develop and maintain solid supervisory relationships in the online classroom. Counselors-in-training are required to complete practicum and internship experiences during their graduate academic preparation. These field experience courses typically involve 100…

  17. Growth Patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course

    Science.gov (United States)

    Ghadirian, Hajar; Ayub, Ahmad Fauzi Mohd; Bakar, Kamariah Binti Abu; Hassanzadeh, Maryam

    2016-01-01

    This study presents a case study of asynchronous online discussions' (AOD) growth patterns in an undergraduate blended course to address the gap in our current understanding of how threads are developed in peer-moderated AODs. Building on a taxonomy of thread pattern proposed by Chan, Hew and Cheung (2009), growth patterns of thirty-six forums…

  18. Preservice Teachers' Perceptions of Quality in Online Education Courses: A Mixed Methods Examination

    Science.gov (United States)

    McCormick Myers, Myrell Denice

    2012-01-01

    The purpose of this mixed methods study was to examine preservice teacher education candidates' perceptions of quality in online education courses within a regional comprehensive university located in Texas. The research questions also addressed students' perceived efficacy in their level of preparedness to: engage in field experiences;…

  19. The Incorporation of Quality Attributes into Online Course Design in Higher Education

    Science.gov (United States)

    Lenert, Kathleen Anne; Diane P. Janes

    2017-01-01

    A survey was designed incorporating questions on 28 attributes (compiled through a literature review) and considered to be quality features in online academic courses in higher education. This study sought to investigate the ongoing practice of instructional designers and instructors in the United States with respect to their incorporation of…

  20. Findings from an Independent Evaluation of the AMNH's Online Seminars on Science Course: "The Solar System"

    Science.gov (United States)

    Inverness Research, 2009

    2009-01-01

    Inverness Research studied the American Museum of Natural History (AMNH) Seminars on Science program for eight years, from its inception in 1998 to 2006. In 2009, Inverness Research conducted additional studies of the AMNH's new online course, The Solar System. This paper presents teacher survey ratings for The Solar System, along with profiles of…

  1. Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave

    Science.gov (United States)

    Bozkurt, Aras; Keskin, Nilgun Ozdamar; de Waard, Inge

    2016-01-01

    Massive Open Online Courses (MOOCs) have attracted a great deal of attention by higher education and private enterprises. MOOCs have evolved considerably since their emergence in 2008, all the while given rise to academic discussions on MOOC impact, design and reach. In an effort to understand MOOCs more comprehensively, this study analyzes theses…

  2. The Design, Implementation, and Evaluation of Online Credit Nutrition Courses: A Systematic Review

    Science.gov (United States)

    Cohen, Nancy L.; Carbone, Elena T.; Beffa-Negrini, Patricia A.

    2011-01-01

    Objective: To assess how postsecondary online nutrition education courses (ONEC) are delivered, determine ONEC effectiveness, identify theoretical models used, and identify future research needs. Design: Systematic search of database literature. Setting: Postsecondary education. Participants: Nine research articles evaluating postsecondary ONEC.…

  3. Massive Open Online Courses (MOOC) for Teaching Portuguese for Foreigners: A Case Study

    Science.gov (United States)

    Zancanaro, Airton; Domingues, Maria Jose Carvalho de Souza

    2018-01-01

    Education is experiencing a period of change and the traditional models of education adopted by universities need to go through innovative processes to democratize knowledge, attract new learners and optimize resources. The use of Open Educational Resources (OERs) and Massive Open Online Courses (MOOC) can contribute to such changes. However,…

  4. Developing an Online Learning Media Using Smartphone for the Electrical Machinery Course

    Science.gov (United States)

    Muchlas

    2018-01-01

    This research is aimed to prepare a desktop-based learning media that can be used to support an online lab activities using android smartphones in Electrical Machinery Course at the Department of Electrical Engineering for the undergraduate level. This work uses a conceptual development model which integrates some sub systems of internet…

  5. The Structure of Discussions in an Online Communication Course: What Do Students Find Most Effective?

    Science.gov (United States)

    Jacobi, Laura

    2017-01-01

    The purpose of this study was to explore the perspectives of students regarding what was effective about the way in which the asynchronous discussions were structured in an upper level online organizational communication course. Surveys from 27 student participants were used, with questions focused upon the structure of discussions in the online…

  6. Using Television Sitcoms to Facilitate Asynchronous Discussions in the Online Communication Course

    Science.gov (United States)

    Tolman, Elizabeth; Asbury, Bryan

    2012-01-01

    Asynchronous discussions are a useful instructional resource in the online communication course. In discussion groups students have the opportunity to actively participate and interact with students and the instructor. Asynchronous communication allows for flexibility because "participants can interact with significant amounts of time between…

  7. The READI Assessment as a Possible Predictor of Student Success in Online Communication Courses

    Science.gov (United States)

    Fair, Brandy; Wickersham, Leah E.

    2012-01-01

    The problem under investigation for this study was to identify a method for determining a student's potential for success in an online communication course using the Readiness for Education At a Distance Indicator (READI) assessment instrument as a predictor. The READI tool focuses on six areas that students should score well on in order to be…

  8. Hot for Teacher: Using Digital Music to Enhance Students' Experience in Online Courses

    Science.gov (United States)

    Dunlap, Joanna C.; Lowenthal, Patrick R.

    2010-01-01

    This article provides a review of the instructional potential of digital music to enhance postsecondary students' experience in online courses by involving them in music-driven instructional activities. The authors describe how music-driven instructional activities, when used appropriately, can (a) humanize, personalize, and energize online…

  9. Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study

    Science.gov (United States)

    Bayazit, Nermin; Clarke, Pier Angeli Junor; Vidakovic, Draga

    2018-01-01

    The authors report on three students' argumentative knowledge construction in an asynchronous online graduate level geometry course designed for in-service secondary mathematics (ISM) teachers. Using Weinberger and Fischer's framework, they analyzed the ISM teachers' (a) geometry autobiography and (b) discussion board posts (both comments and…

  10. The Advance of the MOOCs (Massive Open Online Courses): The Impending Globalisation of Business Education?

    Science.gov (United States)

    Clarke, Thomas

    2013-01-01

    Purpose: The purpose of this paper is to analyse the rapid development of the massive open online courses (MOOCs) and the implications for business education, to critically examine the educational and business models of the MOOCs, to assess their present scale and scalability, and to explore the responses of the universities to this challenge.…

  11. The Effects of Online Syllabus Interactivity on Students' Perception of the Course and Instructor.

    Science.gov (United States)

    Grigorovici, Dan; Nam, Siho; Russill, Chris

    2003-01-01

    Examines whether level of interactivity in an online syllabus influences students' first impressions of course and instructor. Participants viewed identical syllabi, differing only in number and relationship of hyperlinks. The independent variable, interactivity, had three ordinal levels: website with no links (low interactivity), website with…

  12. Developing Self-Efficacy through a Massive Open Online Course on Study Skills

    Science.gov (United States)

    Padilla Rodriguez, Brenda Cecilia; Armellini, Alejandro

    2017-01-01

    Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing self-efficacy. Participants (n = 32) were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the…

  13. The Inequivalence of an Online and Classroom Based General Psychology Course

    Science.gov (United States)

    Edmonds, Christopher L.

    2006-01-01

    One-hundred seventy-five students enrolled in either a traditional classroom lecture section of General Psychology or in an online section of the same course were compared on exam performance. When covariates of high school grade point average and SAT composite scores were entered into the analysis, students enrolled in the classroom based lecture…

  14. Fixing Higher Education through Technology: Canadian Media Coverage of Massive Open Online Courses

    Science.gov (United States)

    Dumitrica, Delia

    2017-01-01

    The popularization of massive open online courses (MOOCs) has been shrouded in promises of disruption and radical change in education. In Canada, official partnerships struck by higher education institutions with platform providers such as "Coursera", "Udacity" and "edX" were publicized by dailies and professional…

  15. Learning Online: A Case Study Exploring Student Perceptions and Experience of a Course in Economic Evaluation

    Science.gov (United States)

    Skordis-Worrall, Jolene; Haghparast-Bidgoli, Hassan; Batura, Neha; Hughes, Jane

    2015-01-01

    This study explored the perceptions and experiences of a group of students enrolled in an online course in Economic Evaluation. A mixed methods approach was adopted for the data collection, and thematic analysis was used to synthesize the data collected and highlight key findings. The participants identified several positive and negative perceived…

  16. Assessing the effect of an online HIV/AIDS course on 1st-year ...

    African Journals Online (AJOL)

    Background. More international HIV/AIDS intervention initiatives targeting young adults are needed to help reach targets set by the Joint United Nations Programme on HIV and AIDS (UNAIDS). Objectives. To determine the effect of an online HIV/AIDS course on 1st-year pharmacy students' knowledge of HIV prevention and ...

  17. Learning Specialised Vocabulary through Facebook in a Massive Open Online Course

    Science.gov (United States)

    Ventura, Patricia; Martín-Monje, Elena

    2016-01-01

    This paper explores how the incorporation of a social network such as Facebook can enhance the acquisition of specialised vocabulary in the context of a Massive Open Online Course (MOOC). Such initiative took place in the second edition of the MOOC Professional English, the first ever English for Specific Purposes (ESP) MOOC to be launched in…

  18. Employing Self-Assessment, Journaling, and Peer Sharing to Enhance Learning from an Online Course

    Science.gov (United States)

    Hwang, Wu-Yuin; Hsu, Jung-Lung; Shadiev, Rustam; Chang, Chia-Ling; Huang, Yueh-Min

    2015-01-01

    This study explored the use of self-assessments, journaling, and peer sharing in an online computer programming course. We conducted an experiment using a pretest-intervention-posttest design in which 64 undergraduate first-year students participated. We aimed to investigate whether self-assessment, journaling, and peer sharing can facilitate…

  19. Implications of Massive Open Online Courses for Higher Education: Mitigating or Reifying Educational Inequities?

    Science.gov (United States)

    Literat, Ioana

    2015-01-01

    The proliferation of massive open online courses (MOOCs) has stirred a fervent debate about global access to higher education. While some commentators praise MOOCs for expanding educational opportunities in a more open and accessible fashion, others criticize this trend as a threat to current models of higher education and a low-quality substitute…

  20. Activity-Based Costing Models for Alternative Modes of Delivering On-Line Courses

    Science.gov (United States)

    Garbett, Chris

    2011-01-01

    In recent years there has been growth in online distance learning courses. This has been prompted by; new technology such as the Internet, mobile learning, video and audio conferencing: the explosion in student numbers in Higher Education, and the need for outreach to a world wide market. Web-based distance learning is seen as a solution to…

  1. Online Statistics Labs in MSW Research Methods Courses: Reducing Reluctance toward Statistics

    Science.gov (United States)

    Elliott, William; Choi, Eunhee; Friedline, Terri

    2013-01-01

    This article presents results from an evaluation of an online statistics lab as part of a foundations research methods course for master's-level social work students. The article discusses factors that contribute to an environment in social work that fosters attitudes of reluctance toward learning and teaching statistics in research methods…

  2. Navigating Turn-Taking and Conversational Repair in an Online Synchronous Course

    Science.gov (United States)

    Earnshaw, Yvonne

    2017-01-01

    In face-to-face conversations, speaker transitions (or hand-offs) are typically seamless. In computer-mediated communication settings, speaker hand-offs can be a bit more challenging. This paper presents the results of a study of audio communication problems that occur in an online synchronous course, and how, and by whom, those problems are…

  3. Plagiarism: using a collaborative approach in an online allied health professions course.

    Science.gov (United States)

    Pence, Patricia L

    2012-01-01

    The purpose of the study was to evaluate the effectiveness of interventions to increase the awareness and understanding of plagiarism among undergraduate students enrolled in an online allied health professions course in a community college in the Midwestern United States. The results suggested that the interventions were effective in educating students about how to avoid plagiarism.

  4. Improving General Chemistry Course Performance through Online Homework-Based Metacognitive Training

    Science.gov (United States)

    Casselman, Brock L.; Atwood, Charles H.

    2017-01-01

    In a first-semester general chemistry course, metacognitive training was implemented as part of an online homework system. Students completed weekly quizzes and multiple practice tests to regularly assess their abilities on the chemistry principles. Before taking these assessments, students predicted their score, receiving feedback after…

  5. Exploring the Effect of Student Confusion in Massive Open Online Courses

    Science.gov (United States)

    Yang, Diyi; Kraut, Robert E.; Rose, Carolyn P.

    2016-01-01

    Although thousands of students enroll in Massive Open Online Courses (MOOCs) for learning and self-improvement, many get confused, harming learning and increasing dropout rates. In this paper, we quantify these effects in two large MOOCs. We first describe how we automatically estimate students' confusion by looking at their clicking behavior on…

  6. Discriminating Factors between Completers of and Dropouts from Online Learning Courses

    Science.gov (United States)

    Lee, Youngju; Choi, Jaeho; Kim, Taehyun

    2013-01-01

    This study examined the differences between persistent and dropout students enrolled in an online course with five factors: support from family and work, academic locus of control, academic self-efficacy, time and environment management skills, and metacognitive self-regulation skills. Moreover, this study investigated the most significant factors…

  7. The Use of Deep Learning Strategies in Online Business Courses to Impact Student Retention

    Science.gov (United States)

    DeLotell, Pam Jones; Millam, Loretta A.; Reinhardt, Michelle M.

    2010-01-01

    Interest, application and understanding--these are key elements in successful online classroom experiences and all part of what is commonly referred to as deep learning. Deep learning occurs when students are able to connect with course topics, find value in them and see how to apply them to real-world situations. Asynchronous discussion forums in…

  8. Evaluating the Impact of Social Media Marketing on Online Course Registration

    Science.gov (United States)

    Spackman, Jonathan S.; Larsen, Ross

    2017-01-01

    This article validated one possible method, found in the luxury fashion industry, for evaluating the effectiveness of Facebook marketing activities on increasing enrollments in continuing higher education online courses. A survey assessing the qualities of social media marketing, value equity, relationship equity, brand equity, and purchase…

  9. Fixing higher education through technology: Canadian media coverage of massive open online courses

    NARCIS (Netherlands)

    D. Dumitrica (Delia)

    2017-01-01

    textabstractThe popularization of massive open online courses (MOOCs) has been shrouded in promises of disruption and radical change in education. In Canada, official partnerships struck by higher education institutions with platform providers such as Coursera, Udacity and edX were publicized by

  10. A Comparison of the Educational Effectiveness of Online versus In-Class Computer Literacy Courses

    Science.gov (United States)

    Heithecker, Julia Ann

    2013-01-01

    The purpose of this quantitative study was to compare the educational effectiveness of online versus in-class computer literacy courses, and examine the impact, if any, of student demographics (delimited to gender, age, work status, father and mother education, and enrollment status). Institutions are seeking ways to produce technologically…

  11. Perceptions of Lakota Native American Students Taking Online Business Course at Oglala Lakota College (OLC)

    Science.gov (United States)

    Al-Asfour, Ahmed; Bryant, Carol

    2011-01-01

    This research examined the perceptions of Lakota Native American students taking a Business online course at the Oglala Lakota College on the Pine Ridge Reservation. The study was conducted in the fall of 2010 and spring of 2011. The themes found in this study were flexibility, transportation, communication, and technical support. Furthermore, the…

  12. Asynchronous Knowledge Sharing and Conversation Interaction Impact on Grade in an Online Business Course

    Science.gov (United States)

    Strang, Kenneth David

    2011-01-01

    Student knowledge sharing and conversation theory interactions were coded from asynchronous discussion forums to measure the effect of learning-oriented utterances on academic performance. The sample was 3 terms of an online business course (in an accredited MBA program) at a U.S.-based university. Correlation, stepwise regression, and multiple…

  13. Utilizing Twitter and #Hashtags toward Enhancing Student Learning in an Online Course Environment

    Science.gov (United States)

    Bledsoe, T. Scott; Harmeyer, Dave; Wu, Shuang Frances

    2014-01-01

    The authors offer an answer to the research question, To what extent and in what ways is Twitter helpful to student learning when group hashtags are created and used in collaborative educational environments? Sixty-two students in a spring 2012 graduate online Research Methodology course worked individually and in groups to create discussions on…

  14. Developing a Cross-Platform Web Application for Online EFL Vocabulary Learning Courses

    Science.gov (United States)

    Enokida, Kazumichi; Sakaue, Tatsuya; Morita, Mitsuhiro; Kida, Shusaku; Ohnishi, Akio

    2017-01-01

    In this paper, the development of a web application for self-access English vocabulary courses at a national university in Japan will be reported upon. Whilst the basic concepts are inherited from an old Flash-based online vocabulary learning system that had been long used at the university, the new HTML5-based app comes with several new features…

  15. Learning by Doing: Using an Online Simulation Game in an International Relations Course

    Science.gov (United States)

    Epley, Jennifer

    2016-01-01

    Integrating interactive learning activities into undergraduate courses is one method for increasing student interest, engagement, and skills development. Online simulation games in particular offer students the unique applied opportunity to "learn by doing" in a virtual space to further their overall knowledge base and critical thinking…

  16. Influence of Geographic Affiliation on Student Performance in Online Geology and Meteorology Courses

    Science.gov (United States)

    Sumrall, Jeanne L.; Clary, Renee M.; Larson, Erik B.

    2017-01-01

    The online learning environment can add substantial advantages to learning such as continuous access to material and the ability to foster learning through additional visual supplemental materials, but it can also add further challenges that may not be as evident when teaching traditional, face-to-face courses. An individual's place affiliation…

  17. Mobile App Design for Teaching and Learning: Educators' Experiences in an Online Graduate Course

    Science.gov (United States)

    Hsu, Yu-Chang; Ching, Yu-Hui

    2013-01-01

    This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning…

  18. The Relationship between Teaching Presence and Student Course Outcomes in an Online International Population

    Science.gov (United States)

    Wendt, Jillian; Courduff, Jennifer

    2018-01-01

    A causal comparative research design was utilized in this study to examine the relationship between international students' perceptions of teacher presence in the online learning environment and students' achievement as measured by end of course grades. Spearman's analysis indicated no statistically significant correlation between the composite…

  19. Beyond the "c" and the "x": Learning with Algorithms in Massive Open Online Courses (MOOCs)

    Science.gov (United States)

    Knox, Jeremy

    2018-01-01

    This article examines how algorithms are shaping student learning in massive open online courses (MOOCs). Following the dramatic rise of MOOC platform organisations in 2012, over 4,500 MOOCs have been offered to date, in increasingly diverse languages, and with a growing requirement for fees. However, discussions of "learning" in MOOCs…

  20. Facilitating Cooperative Learning in Online and Blended Courses: An Example from an Integrated Marketing Communications Course

    Science.gov (United States)

    Johnson, Katryna

    2013-01-01

    Employers today expect that students will be able to work in teams. Cooperative learning theory addresses how skills such as decision making, problem solving and communication can be learned by individuals in group settings. This paper discusses how cooperative learning can be used in an online and blended environment to increase active learning…

  1. The development and implementation of an online applied biochemistry bridge course for a dental hygiene curriculum.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C; Overman, Pamela R; Crain, Geralyn

    2009-01-01

    This article describes a curricular change project designed to improve instruction in biochemistry. After years of unsatisfactory outcomes from a dental hygiene biochemistry course, a decision was made to change the traditional lecture-based course to an online format. Using online technology and principles of educational pedagogy, a course was developed that fosters application of biomaterials principles to dental hygiene practice and provides a bridge between prerequisite chemistry coursework and biochemistry in a health professions program. Members of the dental hygiene graduating Classes of 2007 and 2008 participated in the revised course. The outcome measures used to assess the effectiveness of the revised course were student end-of-semester course evaluations, graduating senior survey results, student course performance, and National Board examination performance. While the results are based on only two classes, the positive outcomes suggest that the revision was a worthwhile endeavor. The use of technology in teaching holds the potential for solving many of the curriculum and instruction issues currently under discussion: overcrowding of the curriculum, lack of active learning methods, and basic sciences taught in isolation from the rest of the curriculum. It is hoped that the results of this change will be helpful to other faculty members seeking curricular change and innovation.

  2. A Comparison of Student Academic Performance with Traditional, Online, and Flipped Instructional Approaches in a C# Programming Course

    Science.gov (United States)

    Sharp, Jason H.; Sharp, Laurie A.

    2017-01-01

    Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question--When compared to the online and traditional instructional approaches, does the flipped instructional approach…

  3. The design, implementation, and evaluation of online credit nutrition courses: a systematic review.

    Science.gov (United States)

    Cohen, Nancy L; Carbone, Elena T; Beffa-Negrini, Patricia A

    2011-01-01

    To assess how postsecondary online nutrition education courses (ONEC) are delivered, determine ONEC effectiveness, identify theoretical models used, and identify future research needs. Systematic search of database literature. Postsecondary education. Nine research articles evaluating postsecondary ONEC. Knowledge/performance outcomes and student satisfaction, motivation, or perceptions. Systematic search of 922 articles and review of 9 articles meeting search criteria. Little research regarding ONEC marketing/management existed. Studies primarily evaluated introductory courses using email/websites (before 2000), or course management systems (after 2002). None used true experimental designs; just 3 addressed validity or reliability of measures or pilot-tested instruments. Three articles used theoretical models in course design; few used theories to guide evaluations. Four quasi-experimental studies indicated no differences in nutrition knowledge/performance between online and face-to-face learners. Results were inconclusive regarding student satisfaction, motivation, or perceptions. Students can gain knowledge in online as well as in face-to-face nutrition courses, but satisfaction was mixed. More up-to-date investigations on effective practices are warranted, using theories to identify factors that enhance student outcomes, addressing emerging technologies, and documenting ONEC marketing, management, and delivery. Adequate training/support for faculty is needed to improve student experiences and faculty time management. Copyright © 2011 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

  4. Development of an Online Exoplanet Course for In-Service Teachers

    Science.gov (United States)

    Barringer, Daniel; Palma, Christopher

    2016-01-01

    The Earth and Space Science Partnership (ESSP) is a collaboration among Penn State scientists, science educators and seven school districts across Pennsylvania. Penn State also offers through its fully online World Campus the opportunity for In-Service science teachers to earn an M.Ed. degree in Earth Science, and we currently offer a required online astronomy course for that program. We have previously presented descriptions of how have incorporated research-based pedagogical practices into ESSP-sponsored workshops for in-service teachers (Palma et al. 2013) and into a pilot section of introductory astronomy for non-science majors (Palma et al. 2014). In this presentation, we detail the design and development of a new online astronomy course to be offered through the M.Ed. Earth Science degree program. This course also uses a coherent content storyline approach (Roth et al. 2011), and will engage the teachers in investigations using authentic data within the Claims Evidence Reasoning framework (McNeill & Krajcik 2012). The course theme will be exploring exoplanets in order to show how these objects have forced us to reconsider some ideas in our model for the formation of the Solar System, which is a disciplinary core idea identified in the Next Generation Science Standards (citation). Course materials will be made available through Penn State's open courseware initiative and will be promoted to teachers throughout PA through the Pennsylvania Earth Science Teachers' Association (PAESTA). We gratefully acknowledge support from the NSF MSP program award DUE#0962792.

  5. Exploring Learner’s Patterns of Using the Online Course Tool in University Classes

    Directory of Open Access Journals (Sweden)

    Yoshihiko Yamamoto

    2015-09-01

    Full Text Available Online course tools such as WebCT or Manaba+R are popularly used in university classes and enhance learners’ understanding of their course contents. In addition, teachers try to utilize these online course tools for their students such as giving their students online discussions, providing students with additional materials and so forth. However, based on the authors’ observation of students, students often do not see these additional materials and messages on Manaba+R. The authors encourage their students to use it and, in fact, they put a lot of additional materials of the course or useful messages for their students on Manaba+R. The aims of this study are here. Firstly, this study investigates what extent students actually use Manaba+R through the semester. Secondly, it tries to find suggestions of how teachers can promote their students to maximize making use of Manaba+R. To collect the data, coding actual access to Manaba+R by students and questionnaires were used. The total of 335 responses of questionnaires were collected and total of 380 were coded for actual access to Manaba+R. The questionnaire results show that many students showed positive attitudes towards using Manaba+R. The results of coding numbers of access reveal that using Manaba+R was part of their assessment of their course, students tended to use it.

  6. Crossing Borders: An Online Interdisciplinary Course in Health Informatics for Students From Two Countries.

    Science.gov (United States)

    Fossum, Mariann; Fruhling, Ann; Moe, Carl Erik; Thompson, Cheryl Bagley

    2017-04-01

    A cross-countries and interprofessional novel approach for delivering an international interdisciplinary graduate health informatics course online is presented. Included in this discussion are the challenges, lessons learned, and pedagogical recommendations from the experiences of teaching the course. Four professors from three different fields and from three universities collaborated in offering an international health informatics course for an interdisciplinary group of 18 US and seven Norwegian students. Highly motivated students and professors, an online technology infrastructure that supported asynchronously communication and course delivery, the ability to adapt the curriculum to meet the pedagogy requirements at all universities, and the support of higher administration for international collaboration were enablers for success. This project demonstrated the feasibility and advantages of an interdisciplinary, interprofessional, and cross-countries approach in teaching health informatics online. Students were able to establish relationships and conduct professional conversations across disciplines and international boundaries using content management software. This graduate course can be used as a part of informatics, computer science, and/or health science programs.

  7. Democratizing education? Examining access and usage patterns in massive open online courses.

    Science.gov (United States)

    Hansen, John D; Reich, Justin

    2015-12-04

    Massive open online courses (MOOCs) are often characterized as remedies to educational disparities related to social class. Using data from 68 MOOCs offered by Harvard and MIT between 2012 and 2014, we found that course participants from the United States tended to live in more-affluent and better-educated neighborhoods than the average U.S. resident. Among those who did register for courses, students with greater socioeconomic resources were more likely to earn a certificate. Furthermore, these differences in MOOC access and completion were larger for adolescents and young adults, the traditional ages where people find on-ramps into science, technology, engineering, and mathematics (STEM) coursework and careers. Our findings raise concerns that MOOCs and similar approaches to online learning can exacerbate rather than reduce disparities in educational outcomes related to socioeconomic status. Copyright © 2015, American Association for the Advancement of Science.

  8. Twelve tips for developing and delivering a massive open online course in medical education.

    Science.gov (United States)

    Pickering, James D; Henningsohn, Lars; DeRuiter, Marco C; de Jong, Peter G M; Reinders, Marlies E J

    2017-07-01

    Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended readings and discussion fora, alongside automated assessments. Within medical education the role of MOOCs remains unclear, with recent proposals including continuing professional development, interprofessional education or integration into campus-based blended learning curricula. In this twelve tips article, we aim to provide a framework for readers to use when developing, delivering and evaluating a MOOC within medical education based on the literature and our own experience. Practical advice is provided on how to design the appropriate curriculum, engage with learners on the platform, select suitable assessments, and comprehensively evaluate the impact of your course.

  9. Enriching Student Learning of Astronomy in Online Courses via Hybrid Texts

    Science.gov (United States)

    Montgomery, M.

    2016-01-01

    Hybrid texts such as Horizons: Exploring the Universe, Hybrid (with CengageNOW) and Universe, Hybrid (with CengageNOW) are designed for higher education learning of astronomy in undergraduate online courses. In these hybrid texts, quiz and test bank questions have been revised to minimize easy look-up of answers by students via the Internet and discussion threads have been re-designed to allow for student selection of learning and for personalized learning, for example. By establishing connections between the student and the course content, student learning is enriched, students spend more time learning the material, student copying of answers is minimized, and student social engagement on the subject matter is increased. In this presentation, we discuss how Hybrid texts in Astronomy can increase student learning in online courses.

  10. Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

    Science.gov (United States)

    Chung, Liang-Yi

    2015-01-01

    Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their…

  11. Redesign of a pilot international online course on accelerator driven systems for nuclear transmutation to implement a massive open online course

    Energy Technology Data Exchange (ETDEWEB)

    Alonso-Ramos, M.; Fernandez-Luna, A. J.; Gonzalez-Romero, E. M.; Sanchez-Elvira, A.; Castro, M.; Ogando, F.; Sanz, J.; Martin, S.

    2014-07-01

    In April 2013, a full-distance international pilot course on ADS (Accelerator Driven Systems) for advanced nuclear waste transmutation was taught by UNED-CIEMAT within FP7 ENEN-III project. The experience ran with 10 trainees from the project, using UNED virtual learning platform a LF. Video classes, web-conferences and recorded simulations of case studies were the main learning materials. Asynchronous and synchronous communication tools were used for tutoring purposes, and a final examination for online submission and a final survey were included. (Author)

  12. Redesign of a pilot international online course on accelerator driven systems for nuclear transmutation to implement a massive open online course

    International Nuclear Information System (INIS)

    Alonso-Ramos, M.; Fernandez-Luna, A. J.; Gonzalez-Romero, E. M.; Sanchez-Elvira, A.; Castro, M.; Ogando, F.; Sanz, J.; Martin, S.

    2014-01-01

    In April 2013, a full-distance international pilot course on ADS (Accelerator Driven Systems) for advanced nuclear waste transmutation was taught by UNED-CIEMAT within FP7 ENEN-III project. The experience ran with 10 trainees from the project, using UNED virtual learning platform a LF. Video classes, web-conferences and recorded simulations of case studies were the main learning materials. Asynchronous and synchronous communication tools were used for tutoring purposes, and a final examination for online submission and a final survey were included. (Author)

  13. Discover Dentistry: encouraging wider participation in dentistry using a massive open online course (MOOC).

    Science.gov (United States)

    Stokes, C W; Towers, A C; Jinks, P V; Symington, A

    2015-07-24

    This paper describes how a relatively new style of online learning, a massive open online course (MOOC), may be used to raise aspirations and widen participation in dental professions. A MOOC was designed and run with the aim of engaging prospective students of dental professions in learning and discussion. Over 4,200 learners signed up, and 450 students fully completed this first run of the course. The course attracted a significantly younger demographic than is typical for MOOCs, and nearly a third who responded to the pre-course survey reported they were doing the course specifically as preparation for a dental degree. The approach also provided a platform for public engagement on the subject of dentistry with participants, both dental professionals and members of the public, contributing to discussion around the learning materials from around the world, providing a unique, internationalised perspective of oral healthcare for learners. This study shows that there is genuine potential for MOOCs to involve people from disadvantaged backgrounds in higher education by offering free, accessible, enjoyable and engaging educational experiences. The data gives us cautious optimism that these courses can play a significant role within a platform of other WP interventions.

  14. The impact of an online interprofessional course in disaster management competency and attitude towards interprofessional learning.

    Science.gov (United States)

    Atack, Lynda; Parker, Kathryn; Rocchi, Marie; Maher, Janet; Dryden, Trish

    2009-11-01

    A recent national assessment of emergency planning in Canada suggests that health care professionals are not properly prepared for disasters. In response to this gap, an interprofessional course in disaster management was developed, implemented and evaluated in Toronto, Canada from 2007 to 2008. Undergraduate students from five educational institutions in nursing, medicine, paramedicine, police, media and health administration programs took an eight-week online course. The course was highly interactive and included video, a discussion forum, an online board game and opportunity to participate in a high fidelity disaster simulation with professional staff. Curriculum developers set interprofessional competency as a major course outcome and this concept guided every aspect of content and activity development. A study was conducted to examine change in students' perceptions of disaster management competency and interprofessional attitudes after the course was completed. Results indicate that the course helped students master basic disaster management content and raised their awareness of, and appreciation for, other members of the interdisciplinary team. The undergraduate curriculum must support the development of collaborative competencies and ensure learners are prepared to work in collaborative practice.

  15. What's in a Name? Impact of marketing different course titles on enrollment for online classes.

    Science.gov (United States)

    Kemper, Kathi J; Woods, Charles; McBride, Allison

    2008-12-01

    Little is known about the impact of different marketing strategies on enrollment of online courses for health professionals. The authors compared one aspect of marketing, course titles, for online classes about herbs and dietary supplements (HDS). The authors marketed two titles-one knowledge-oriented, the other behavior-oriented-for each of seven online HDS classes. The two titles were (1) "Introduction to topic" (Knowledge) and (2) "Talking with patients about topic" (Behavior). The seven classes were two general (introduction and safety) and five specialty (women, children, the elderly, depression, and gastrointestinal) topics. The Area Health Education Center in northwest North Carolina marketed the classes. Altogether, 195 clinicians enrolled in an average of 7.6 classes per enrollee (1,487 total). For every class, enrollment was higher for knowledge-oriented than behavior-oriented titled classes (average of 124 versus 89 enrollees per class, P online classes on an unfamiliar topic. Additional marketing research is needed to inform efforts to enroll clinicians into courses on more familiar topics.

  16. A urinary incontinence continuing education online course for community health nurses in South Korea.

    Science.gov (United States)

    De Gagne, Jennie C; Park, Sunah; So, Aeyoung; Wu, Bei; Palmer, Mary H; McConnell, Eleanor S

    2015-04-01

    Although urinary incontinence is prevalent among older women living in rural Korea, a lack of awareness and education exists in this population and among health professionals. Geographic isolation and limited resources also contribute to having few educational offerings for rural nurses. The authors' aim was to develop an online continuing education course on continence care for community health nurses and to examine its effectiveness. A one-group, pretest-posttest design was used to detect changes in knowledge and attitudes after taking the online education course. Participant satisfaction was also measured at the end of the training. A significant improvement in knowledge and attitudes toward continence care was noted. More than 95% of participants responded that they would recommend the online program to other health care providers and indicated the program would be helpful regarding continence care in their practice. The continuing education online course is a feasible strategy to support rural community health nurses' learning to improve knowledge and attitudes toward urinary incontinence management and care. Copyright 2015, SLACK Incorporated.

  17. A massive open online course for teaching physiotherapy students and physiotherapists about spinal cord injuries.

    Science.gov (United States)

    Harvey, L A; Glinsky, J V; Lowe, R; Lowe, T

    2014-12-01

    A descriptive audit. To audit the participation and satisfaction in a Massive Open Online Course (MOOC) for teaching physiotherapy students and physiotherapists about spinal cord injuries. Global and online. A 5-week MOOC about the physiotherapy management of spinal cord injuries was hosted by Physiopedia and run in partnership with the International Spinal Cord Society. The MOOC was based on the physiotherapy-specific module of www.elearnSCI.org, and also involved extra readings, activities and online discussion through a closed Facebook group. Participation and satisfaction was quantified through a pre- and post-MOOC knowledge assessment and an online course evaluation. Participation was also gauged through Facebook activity and internet-based usage statistics. Three thousand five hundred and twenty-three people from 108 countries registered for the MOOC and 2527 joined the Facebook group. One thousand one hundred and twenty-one completed the pre- and post-MOOC knowledge assessments, with more completing one or the other. The median (interquartile range) results for those who completed the pre and post-MOOC knowledge assessments were 70% (60-80%) and 90% (80-95%), respectively. One thousand and twenty-nine completed the online course evaluation, with more than 80% agreeing or strongly agreeing with 12 of the 13 positive statements posed to them about the course. Most participants who completed the MOOC performed well on the post-MOOC knowledge assessment and enjoyed the learning experience. However, these results may be biased if those who did not complete the MOOC were dissatisfied and/or did not sit the post-MOOC knowledge assessment.

  18. Using Infiniscope Exploratory Activities in an Online Astronomy Lab Course for Non-Science Majors

    Science.gov (United States)

    Knierman, Karen; Anbar, Ariel; Tamer, A. Joseph; Hunsley, Diana; Young, Patrick A.; Center for Education Through eXploration

    2018-01-01

    With the growth of online astronomy courses, it has become necessary to design different strategies for students to engage meaningfully with astronomy content. In contrast to some of the previously designed “cookbook”-style lab exercises, the strategy of these Infiniscope activities is to provide an experience where the students explore and discover the content for themselves. The Infiniscope project was created by ASU’s School of Earth and Space Exploration and NASA’s Science Mission Directorate as part of the NASA Exploration Connection project. As part of this project, online activities on topics such as asteroids and Kuiper Belt objects, eclipses, and Kepler’s Laws were designed and created for middle school (grades 6-8) and informal education settings. This poster discusses adapting these activities to the undergraduate non-science major setting. In fall 2017, the Infiniscope activities, such as Small Worlds and Kepler’s Laws, will be incorporated into an Arizona State University online astronomy course, AST 113, which is the laboratory component for the Introduction to Solar System Astronomy course sequence. This course typically enrolls about 800-900 students per semester with a combination of students who are online only as well as those who also take in person classes. In this type of class, we cannot have any in-person required sessions and all content must be delivered online asynchronously. The use of the Infiniscope exploratory exercises will provide students with the ability to use NASA data in a hands-on manner to discover the solar system for themselves.

  19. DESIGNING AI TEACHER ASSISTANT ON ONLINE-COURSE BASED ON WORD2VEC TECHNOLOGY

    Directory of Open Access Journals (Sweden)

    Pavel Aleksandrovich Rozhkin

    2018-05-01

    Full Text Available The purpose of this work is to develop an AI teacher assistant, who can find answers to online course participants questions among answers previously published at the training forum. Currently, there are already successful experiments on the use of artificial intelligence systems (IBM WATSON in online training. In this paper, we investigate the possibility of constructing such a system using word2vec technology. A two-stage method for finding an answer to a question is constructed. Method use word2vec technology for vector representation of questions and answers. At the first stage, the subject matter of the issue is determined and, if it corresponds to the theme of the forum, then the articles most relevant to the question are searched. A real situation was simulated with 16 themes and 80 answers to possible questions within the section of the online course “Linear Algebra and Geometry”. The question-answer system was designed and its performance was evaluated. The parameters have been chosen to achieve the best result. In 83% of the cases, the relevant answer to the formulated question was contained among the top 3 responses that the system offered. The issues of further development of applied approaches and increasing utility of the constructed question-answer system are considered. Purpose: developing an AI teacher assistant, who can find answers to online course participants questions among answers previously published at the training forum. Methodology: vectorization of questions and answers, neural network classification of the subject matter, construction of the answers rating. Results: acceptable accuracy in finding a relevant answer to a question are received. Practical implications: The results of the research can be used as a basis for designing an AI teacher assistant in online courses.

  20. Online learning: the brave new world of massive open online courses and the role of the health librarian.

    Science.gov (United States)

    Spring, Hannah

    2016-03-01

    In a wired, virtual and information rich society, MOOCs (Massive Open Online Courses) are leading us into a brave new world in which their key role is to support lifelong networked learning. This feature looks at the broad role of MOOCs and considers them within the context of health, and health librarianship. In particular, it provides examples of where health librarians have developed MOOCs and what opportunities there are in the future for health librarians to collaborate in the development and delivery of health MOOCs. H.S. © 2016 Health Libraries Group.

  1. Relevancy of the Massive Open Online Course (MOOC about Sustainable Energy for Adolescents

    Directory of Open Access Journals (Sweden)

    Maija Aksela

    2016-12-01

    Full Text Available Sustainable energy is one of the biggest global challenges today. This paper discusses how we can promote adolescents’ learning of sustainable energy with the help of an international massive open online course (MOOC. The aim of this case study is to understand: (i What do the adolescents find relevant in the MOOC course about sustainable energy? and (ii What are the opportunities and challenges of the MOOC for the adolescents to learn sustainable energy? In our study, 80 voluntary adolescents around the world, who were at least 15 year old, took part in two surveys. The themes of our MOOC course were, e.g., sustainable growth, solar power, wind power, biofuel production and smart power generation. This 38 work-hour, free of charge, online course includes an introduction video, interviews of specialists, lecture videos, reading materials of the newest research and multiple choice questions on the topics. Research data was classified by using content analysis. The study indicates that adolescents feel that both the MOOC course and sustainable energy as a subject are relevant to them. Their decision to take part in an online course was mostly influenced by individual relevance and partly influenced by both societal and vocational relevance, according to the relevancy theory used. The MOOC was experienced to be relevant for the three following reasons: (i good content (e.g., energy production and implementation of the course; (ii the course makes it possible to study in a new way; and (iii the course is personally useful. The characteristics of the MOOC, such as being available anywhere and anytime, free access, and online learning, bringing out a flexible, new way of learning and thus promoting Education for Sustainable Development (ESD in the context of sustainable energy at school level around the world. This MOOC provided the school students with choice-based learning and expanded their learning opportunities in understanding sustainable

  2. Using Team-based Learning to teach a Large-enrollment Environmental Science Course Online

    Science.gov (United States)

    Harder, V.

    2013-12-01

    Student enrollment in many online courses is usually limited to small classes, ranging from 20-25 students. Over two summers Environmental Science 1301, with an enrollment of 50, has been piloted online using team-based learning (TBL) methods. Teams, consisting of 7 members, were assigned randomly using the group manager tool found in the learning management system. The course was organized around Learning Modules, which consisted of a quiz (individual) over the reading, a team assignment, which covered a topic from one of the chapters was completed for each learning module, and a class/group discussion. The discussion usually entailed a presentation of findings to the class by each team. This allowed teams to interact with one another and was also designed to encourage competition among the teams. Over the course of the class it was observed that as the students became comfortable with the course procedures they developed a commitment to the goals and welfare of their team. They found that as a team they could accomplish much more than an individual; they discovered strengths in their team mates that they, themselves, lacked, and they helped those team mates who struggled with the material. The teams tackled problems that would be overwhelming to an individual in the time allotted, such as running multiple scenarios with the simulations and tackling a large amount of data. Using TBL shifted the majority of responsibility of learning the material to the student with the instructor functioning as a facilitator instead of dispenser of knowledge. Dividing the class into teams made the course load manageable for the instructor while at the same time created a small-class environment for the students. In comparing this course to other, nonTBL-based online courses taught, the work load was very manageable. There were only 7-10 items to be graded per Learning Module and only 7-10 teams to monitor and provide guidance to instead of 50 individuals. Retention rates (86

  3. Beginning the Dialogue on the e-Transformation: Behavior Analysis' First Massive Open Online Course (MOOC).

    Science.gov (United States)

    Rehfeldt, Ruth Anne; Jung, Heidi L; Aguirre, Angelica; Nichols, Jane L; Root, William B

    2016-03-01

    The e-Transformation in higher education, in which Massive Open Online Courses (MOOCs) are playing a pivotal role, has had an impact on the modality in which behavior analysis is taught. In this paper, we survey the history and implications of online education including MOOCs and describe the implementation and results for the discipline's first MOOC, delivered at Southern Illinois University in spring 2015. Implications for the globalization and free access of higher education are discussed, as well as the parallel between MOOCs and Skinner's teaching machines.

  4. Innovationen in der Hochschulbildung: Massive Open Online Courses an den deutschen Hochschulen

    OpenAIRE

    Jungermann, Imke; Wannemacher, Klaus

    2015-01-01

    Seit die Informatiker Sebastian Thrun und Peter Norvig an der Stanford University 2011 begannen, kostenlose, videobasierte Online-Kurse samt Tests, Prüfungen und Kommunikation in Foren ohne Teilnehmerbeschränkung anzubieten, die außergewöhnlich hohe Teilnehmerzahlen erreichten, ist in der Öffentlichkeit und an Hochschulen über Massive Open Online Courses (MOOCs) als ein neues Lehr- und Lernarrangement und eine Innovation in der Hochschulbildung diskutiert worden, die nicht nur gängige Formen ...

  5. Using wikis to stimulate collaborative learning in two online health sciences courses.

    Science.gov (United States)

    Zitzelsberger, Hilde; Campbell, Karen A; Service, Dorothea; Sanchez, Otto

    2015-06-01

    The use of wiki technology fits well in courses that encourage constructive knowledge building and social learning by a community of learners. Pedagogically, wikis have attracted interest in higher education environments because they facilitate the collaborative processes required for developing student group assignments. This article describes a pilot project to assess the implementation of wikis in two online small- and mid-sized elective courses comprising nursing students in third- or fourth-year undergraduate levels within interdisciplinary health sciences courses. The need exists to further develop the pedagogical use of wiki environments before they can be expected to support collaboration among undergraduate nursing students. Adapting wiki implementation to suitable well-matched courses will make adaptation of wikis into nursing curricula more effective and may increase the chances that nursing students will hone the collaborative abilities that are essential in their future professional roles in communities of practice. Copyright 2015, SLACK Incorporated.

  6. Student Video Viewing Habits in an Online Mechanics of Materials Engineering Course

    Directory of Open Access Journals (Sweden)

    Jordan Dale Hildebrand

    2018-05-01

    Full Text Available This paper investigated the video viewing habits of students in a sophomore-level, online Mechanics of Materials (MoM course offered in Spring 2017 and how those habits affected student course grades. Data on student engagement and viewership were collected from a MoM course through a learning management system. This data was compared with length of videos, video content, and video types. With viewership being the focus of the study, it was determined that student engagement decreased over the semester, the content of a video affected its viewership, and viewing rates fluctuated depending on the exam. The other finding was that an increase in viewership tended to indicate an improvement in students’ grades. While the videos are an effective means of improving students’ course grade, changes could be made to improve the videos and increase engagement.

  7. Development of an online nursing management course: successful experience between Brazil and Portugal.

    Science.gov (United States)

    Tronchin, Daisy Maria Rizatto; Peres, Heloisa Helena Ciqueto; Lima, Antônio Fernandes Costa; Alavarce, Débora Cristina; Prata, Ana Paula; Santos, Margarida Reis; Aroldi, Juscilynne Barros da Costa

    2015-12-01

    Objective To describe the experience of planning and developing online refresher courses in nursing management for nurses in the contexts of Brazil and Portugal. Method The instructional design was based on meaningful learning theory, andragogy, and dialectical methodology, so it valued interaction between the actors, emphasizing the scenarios of practice and applying the concepts covered. The course structure is divided into nine theoretical units, four case studies, and an essay exam. Results The course was positively evaluated by the participants, who reported opportunities for acquisition of new knowledge, interaction and exchange of experiences, motivation to study the topics, and self-learning. Conclusion It is expected that description of this experience will stimulate proposals for new courses and programs in distance education modalities, improving the processes of teaching and learning so as to give support to future analyses of their impact on the development and enhancement of management skills in nursing.

  8. SYSTEM EXPERTISE TRAINING COURSES IN PRIVATE SECTOR: Can They Be Given Online?

    Directory of Open Access Journals (Sweden)

    Birim BALCI DEMIRCI

    2014-04-01

    Full Text Available It is widely known that there are many schools in the private sector offering courses in Computer Technology, Computer Engineering, Information Systems and similar disciplines in addition to Universities presenting such courses. The private sector programs are extremely popular with students already studying at university as well as being of great interest to previously graduated university students. The first purpose of this study is to determine the percentage of university students who attend theses education programs. Both previously graduated and presently studying students have been included. Secondly it aims to understand the reasons behind the attendance of such courses by students who are already studying a similar curriculum or have previously studied and graduated in similar and related fields. In the light of this information, some suggestions have been made about giving these courses as online.

  9. Evaluating the Validity and Applicability of Automated Essay Scoring in Two Massive Open Online Courses

    Directory of Open Access Journals (Sweden)

    Erin Dawna Reilly

    2014-11-01

    Full Text Available The use of massive open online courses (MOOCs to expand students’ access to higher education has raised questions regarding the extent to which this course model can provide and assess authentic, higher level student learning. In response to this need, MOOC platforms have begun utilizing automated essay scoring (AES systems that allow students to engage in critical writing and free-response activities. However, there is a lack of research investigating the validity of such systems in MOOCs. This research examined the effectiveness of an AES tool to score writing assignments in two MOOCs. Results indicated that some significant differences existed between Instructor grading, AES-Holistic scores, and AES-Rubric Total scores within two MOOC courses. However, use of the AES system may still be useful given instructors’ assessment needs and intent. Findings from this research have implications for instructional technology administrators, educational designers, and instructors implementing AES learning activities in MOOC courses.

  10. Online Learning Perceptions and Effectiveness of Research Methods Courses in a Hispanic-Serving Higher Education Institute

    Science.gov (United States)

    Lu, Ming-Tsan Pierre; Cavazos Vela, Javier

    2015-01-01

    In this article, the authors first reviewed related literature on possible factors that influence learning between an online learning (OL) course format and a face-to-face (F2F) course format. The authors investigated OL and F2F learning perceptions and effectiveness of a graduate-level research methods course at a Hispanic-serving institution…

  11. Health care professionals from developing countries report educational benefits after an online diabetes course.

    Science.gov (United States)

    Wewer Albrechtsen, Nicolai J; Poulsen, Kristina W; Svensson, Lærke Ø; Jensen, Lasse; Holst, Jens J; Torekov, Signe S

    2017-05-31

    Medical education is a cornerstone in the global combat against diseases such as diabetes and obesity which together affect more than 500 million humans. Massive Open Online Courses (MOOCs) are educational tools for institutions to teach and share their research worldwide. Currently, millions of people have participated in evidence-based MOOCs, however educational and professional benefit(s) for course participants of such initiatives have not been addressed sufficiently. We therefore investigated if participation in a 6 week open online course in the prevention and treatment of diabetes and obesity had any impact on the knowledge, skills, and career of health care professionals contrasting participants from developing countries versus developed countries. 52.006 participants signed up and 29.469 participants were active in one of the three sessions (2014-2015) of Diabetes - a Global Challenge. Using an online based questionnaire (nine sections) software (Survey Monkey), email invitations were send out using a Coursera based database to the 29.469 course participants. Responses were analyzed and stratified, according to the United Nations stratification method, by developing and developed countries. 1.303 (4.4%) of the 29.469 completed the questionnaire. 845 of the 1303 were defined as health care professionals, including medical doctors (34%), researchers (15%), nurses (11%) and medical students (8%). Over 80% of the health care participants report educational benefits, improved knowledge about the prevention and treatment therapies of diabetes and furthermore improved professional life and practice. Over 40% reported that their professional network expanded after course participation. Study participants who did not complete all modules of the course reported similar impact as the ones that completed the entire course(P = 0.9). Participants from developing countries gained more impact on their clinical practice (94%) compared to health care professionals from

  12. Online group course for parents with mental illness: development and pilot study.

    Science.gov (United States)

    van der Zanden, Rianne A P; Speetjens, Paula A M; Arntz, Karlijn S E; Onrust, Simone A

    2010-12-19

    Children of parents with mental illness (COPMI) are at greater risk of developing mental disorders themselves. Since impaired parenting skills appear to be a crucial factor, we developed a facilitated 8-session preventative group course called KopOpOuders (Chin Up, Parents) delivered via the Internet to Dutch parents with psychiatric problems. The goal was to promote children's well-being by strengthening children's protective factors via their parents. To reach parents at an early stage of their parenting difficulties, the course is easily accessible online. The course is delivered in a secure chat room, and participation is anonymous. This paper reports on (1) the design and method of this online the group course and (2) the results of a pilot study that assessed parenting skills, parental sense of competence, child well-being, and course satisfaction. The pilot study had a pre/post design. Parenting skills were assessed using Laxness and Overreactivity subscales of the Parenting Scale (PS). Sense of parenting competence was measured with the Ouderlijke Opvattingen over Opvoeding (OOO) questionnaire, a Dutch scale assessing parental perceptions of parenting using the Feelings of Incompetence and Feelings of Competence subscales. Child well-being was assessed with the total problem score, Emotional Problems, and Hyperactivity subscales of the Strengths and Difficulties Questionnaire (SDQ). Paired samples t tests were performed, and Cohen's d was used to determine effect sizes. Intention-to-treat analyses and analyses of completers only were both performed. Course satisfaction was evaluated using custom-designed questionnaires. The sample comprised 48 parents with mental illness. The response rate was 100% (48/48) at pretest and 58% (28/48) at posttest. Significant improvements were found on PS Laxness and Overreactivity subscales (P children were not in the clinical range at both pretest and posttest. The mean course satisfaction score was 7.8 on a 10-point scale

  13. EVALUATION OF FREE PLATFORMS FOR DELIVERY OF MASSIVE OPEN ONLINE COURSES (MOOCS

    Directory of Open Access Journals (Sweden)

    Airton ZANCANARO

    2017-01-01

    Full Text Available For the hosting, management and delivery of Massive Open Online Courses (MOOC it is necessary a technological infrastructure that supports it. Various educational institutions do not have or do not wish to invest in such a structure, possibly because MOOCs are not yet part of official programs of universities, but initiatives by a particular teacher or a research group. Focusing on this problem, this study seeks to identify platforms that make it possible to create, host and provide courses free of charges for the offeror; find in the respective literature, the basic requirements for MOOC platforms and to evaluate the platforms based on the raised requirements. In order to identify the platforms, information was sought in scientific articles and websites dealing with the comparison of platforms and listing the existing MOOC providers. For the definition of evaluation requirements, there was a search in the Web of Science and Scopus databases, looking for the term "Massive Open Online Courses". After applying some filters, 62 works that address platforms and technology were selected for analysis. As a result there is the identification of six platforms that allow the free supply of courses, the proposal for 14 requirements for reviewing them and a frame containing the evaluation of the identified platforms. This assessment is important since it brings knowledge as a basis for selecting a platform that is the most suitable one in terms of the chosen structure and method to store, manage and deliver courses in MOOC format.

  14. Delivering a medical school elective with massive open online course (MOOC) technology.

    Science.gov (United States)

    Robinson, Robert

    2016-01-01

    The educational technology of massive open online courses (MOOCs) has been successfully applied in a wide variety of disciplines and are an intense focus of educational research at this time. Educators are now looking to MOOC technology as a means to improve professional medical education, but very little is known about how medical MOOCs compare with traditional content delivery. A retrospective analysis of the course evaluations for the Medicine as a Business elective by fourth-year medical students at Southern Illinois University School of Medicine (SIU-SOM) for the 2012-2015 academic years was conducted. This course was delivered by small group flipped classroom discussions for 2012-2014 and delivered via MOOC technology in 2015. Learner ratings were compared between the two course delivery methods using routinely collected course evaluations. Course enrollment has ranged from 6-19 students per year in the 2012-2015 academic years. Student evaluations of the course are favorable in the areas of effective teaching, accurate course objectives, meeting personal learning objectives, recommending the course to other students, and overall when rated on a 5-point Likert scale. The majority of all student ratings (76-95%) of this elective course are for the highest possible choice (Strongly agree or Excellent) for any criteria, regardless if the course was delivered via a traditional or MOOC format. Statistical analysis of these ratings suggests that the Effective Teacher and Overall Evaluations did not statistically differ between the two delivery formats. Student ratings of this elective course were highly similar when delivered in a flipped classroom format or by using MOOC technology. The primary advantage of this new course format is flexibility of time and place for learners, allowing them to complete the course objectives when convenient for them. The course evaluations suggest this is a change that is acceptable to the target audience. This study suggests that

  15. Canine theriogenology for dog enthusiasts: teaching methodology and outcomes in a massive open online course (MOOC).

    Science.gov (United States)

    Root Kustritz, Margaret V

    2014-01-01

    A massive open online course (MOOC) in canine theriogenology was offered for dog owners and breeders and for veterinary professionals as a partnership between the University of Minnesota and Coursera. The six-week course was composed of short video lectures, multiple-choice quizzes with instant feedback to assess understanding, weekly case studies with peer evaluation to promote integration of course materials, and discussion forums to promote participant interaction. Peak enrollment was 8,796 students. The grading policy for completion was strict and was upheld; completion rate for all participants was 7.5%. About 12% of participants achieved a grade of over 90% in the course, with those who had any deficiency mostly missing one quiz or assignment. Ninety-nine individuals were enrolled in a for-cost, credentialed pathway, and 50% of those individuals completed all required course components. Pre- and postcourse surveys were used to demonstrate that learning objectives were met by the participants and to identify that lack of time to commit to study was the biggest impediment to completion. Positive aspects of the course were active engagement by participants from all over the world and the ability of this university and instructor to reach those learners. Negative aspects concerned technical support and negative feedback from some participants who were unable to meet course requirements for reasons beyond the control of the instructor.

  16. Sustainability Education in Massive Open Online Courses: A Content Analysis Approach

    Directory of Open Access Journals (Sweden)

    Zehui Zhan

    2015-02-01

    Full Text Available The purpose of this study was to investigate the current status of sustainability education in Massive Open Online Courses (MOOCs. Sample MOOCs were searched for from seven popular platforms and three search engines. After screening, 51 courses were identified as the final sample. Course description, content outlines, reading materials, recommended textbooks and discussion threads were coded to obtain insights into sustainability education learning contents, pedagogical methods, and interaction situations. Results indicated that: (1 Edx and Coursera are platforms that incorporated the most sustainability-related courses, and most instructors were senior academics with the title of professor. American and European countries outperformed other English speaking countries as early birds in sustainability education using MOOCs. The average course length of our MOOC samples is 7.6 weeks, which is much shorter than a typical face-to-face college course; (2 Current MOOCs provided mainly introductory-level courses without prerequisites. Fourteen sustainability-related hot topics and five most popular textbooks were identified; (3 The pedagogical means used most frequently were discussion forums and lecture videos, while pedagogies such as team-based learning were not used to a large extent; (4 Learner interaction flourished in MOOCs, and sub-forums regarding Lecture Reflection, Welcome and Introduction were posted with most threads, replies, and votes. Our findings suggest that the MOOC is an innovative method in sustainability education and research. A variety of information and strategies could be used when preparing sustainability-related MOOCs.

  17. Experience of e-learning implementation through massive open online courses

    Science.gov (United States)

    Ivleva, N. V.; Fibikh, E. V.

    2016-04-01

    E-learning is considered to be one of the most prospective directions in education development worldwide. To have a competitive advantage over other institutions offering a wide variety of educational services it is important to introduce information and communication technologies into the educational process to develop e-learning on the whole. The aim of the research is to reveal problems which prevent from full implementation of e-learning at the Reshetnev Siberian State Aerospace University (SibSAU) and to suggest ways on solving those problems through optimization of e-learning introduction process at the university by motivating students and teaching staff to participate in massive open online courses and formation of tailored platforms with the view to arrange similar courses at the premises of the university. The paper considers the introduction and development level of e-learning in Russia and at SibSAU particularly. It substantiates necessity to accelerate e-learning introduction process at an aerospace university as a base for training of highly-qualified specialists in the area of aviation, machine building, physics, info-communication technologies and also in other scientific areas within which university training is carried out. The paper covers SibSAU’s experience in e-learning implementation in the educational process through students and teaching staff participation in massive open online courses and mastering other up-to-date and trendy educational platforms and their usage in the educational process. Key words. E-learning, distance learning, online learning, massive open online course.

  18. Being in the Users' Shoes: Anticipating Experience while Designing Online Courses

    Science.gov (United States)

    Rapanta, Chrysi; Cantoni, Lorenzo

    2014-01-01

    While user-centred design and user experience are given much attention in the e-learning design field, no research has been found on how users are actually represented in the discussions during the design of online courses. In this paper we identify how and when end-users' experience--be they students or tutors--emerges in designers'…

  19. The NKI Internet College: A review of 15 years delivery of 10,000 online courses

    Directory of Open Access Journals (Sweden)

    Morten Paulsen

    2001-01-01

    Full Text Available This article presents NKI's experiences with online education from the time the idea was conceived in 1985 to the point when the total number of course enrolments exceeded 10,000 in June 2000. The 15 year period covers three generations. The first generation (1985-1994 was characterised by system development and experimentation with emerging technology. The second generation (1994-96 was a period of transition from the EKKO computer conferencing system, which NKI developed for online education, to Internet systems with text-based user interfaces. The third generation, 1996 to the present, began with the introduction of graphic user interfaces and the World Wide Web (WWW and is characterised by a vigorous expansion and the introduction of large-scale online education.

  20. IMPLEMENTATION OF INNOVATIVE EDUCATIONAL SYSTEM THROUGH ENGAGING YOUTH TO MASSIVE OPEN ON-LINE COURSES

    Directory of Open Access Journals (Sweden)

    Larisa Savyuk

    2016-03-01

    Full Text Available Analysis of demographics and migrations on the example of Prykarpattia region demonstrates a worsening of the active and talented youth migration abroad problem. The solution may be to attract young people to receive a free education on the basis of domestic and foreign massive open online courses with a professional focus on the needs of the regіonal labor market. The main obstacle is the poor awareness of modern Ukrainian youth about opportunities for such educational services. At the moment, counseling youth on massive open online courses is practically non-existent. In this paper we propose an approach, that should help to solve this problem. The proposed approach is based on the establishment of a regional data bank of domestic and foreign massive open online courses structured by a professional orientation. The focus is on the needs of young people in rural and mountain regions. Tutoring support from the social organization to choose the directions and learning strategies may increase the motivation of young people to obtain professional competencies and finding opportunities for the rational use of their human capital on the regional labor market

  1. Environmental Literacy Development: A Comparison between Online and Traditional Campus Courses

    Science.gov (United States)

    Taylor, James Young

    As traditional educational efforts expand into the online environment, academic research is needed to determine if effective environmental education could be replicated in the virtual classroom in higher education. Although previous research showed that the online course delivery could be an effective means of teaching environmental facts, what had yet to be determined is if there was a significance difference in the development of an environmental literacy, represented by attitudes and behaviors between online and traditional campus students, at a university within the Western United States. To determine if there was a measured statistical difference in environmental literacy following course completion this causal comparative quantitative study built on the theoretical foundations of environmental literacy development and used the Measures of Ecological Attitudes and Knowledge Scale and New Ecological Paradigm. From a sample of 205 undergraduate environmental science students it was determined, through the use of two tailed t tests at the 0.05 significance level, that no statistical difference in environmental knowledge, actual commitment, and global environmental awareness were evident. However, statistical differences existed in verbal commitment and emotional connection to the environment. Both the online and the traditional campus classroom are shown to be effective in the development of environmental literacy. As technology continues to be incorporated in higher education, environmental educators should see technology as an additional tool in environmental literacy development. However, the identified differences in emotional and verbal commitment should be further investigated.

  2. Exploring Lifelong Learners Engaged in an Astronomy-Related Massively Open Online Course

    Science.gov (United States)

    Buxner, Sanlyn; Impey, Chris David; Wenger, Matthew; Formanek, Martin; Romine, James M.

    2016-01-01

    Massively open online courses (MOOCs) are becoming increasingly popular ways to reach diverse lifelong learners all over the world. Although MOOCs resemble more formal classes (e.g. videos of content, quizzes, activities), they are often used by informal audiences from home. Recently, MOOCs have become more utilized by universities to conduct outreach as they explore how to use MOOCs to reach new potential learners. Despite the rapid adaption of MOOCs, little is known about individuals who choose to take a MOOC, how they interact with the course materials, and what motivates them to finish the course.We present results of a study of lifelong learners engaged in an astronomy "101" MOOC. Through analysis of registered learners' behaviors as well as self-reported responses to a survey about science, we were able to characterize a subset of the learners engaged in the MOOC during its first offering. Overall, 25363 learners from over 100 countries registered for the MOOC. Of those, 14900 accessed at least one part of the course. Learners were recruited to complete a survey of their knowledge and attitudes towards science. Of the learner group who opened the course, 2889 individuals completed the survey, 2465 of those were able to be linked to their usage of the MOOC through a unique identifier.Learners represented a wide-range of ages, professions, and previous science experience. The best predictors for MOOC completion were engagement in the first activity and first writing assignment and engagement in the online forum. Learners were very interested in science prior to their registration, had higher basic science knowledge that most undergraduate students enrolled in a parallel astronomy course, and used online searches and science sites to get their information about science. As we reach out to a worldwide audience to learners in these massively open online courses, understanding their motivations and behaviors will be essential. This work is helping us understand and

  3. Architectural education online and in-class synergies: reshaping the course and the learner

    Directory of Open Access Journals (Sweden)

    Olga Ioannou

    2015-10-01

    Full Text Available Architectural courses have been traditionally planned in the context of a physical classroom where the direct rapport of the students with the instructor is an unswerving condition for learning. This model was formed, however, at a time when learning was not impacted by technology. Although digital media have infiltrated architectural practice, they still elude architectural design education. The author argues that the integration of online educational practices in architectural curricula can benefit design education immensely by raising interaction and making students assume responsibility for their learning. To demonstrate the gains of online and in-class synergy in architectural education a blended course was set up at the postgraduate program of the National Technical University of Athens, School of Architecture. Current trends of online learning were carefully examined in regard to their compatibility with the architectural design culture of “learning by doing”. The course was eventually founded on the core principles of the connectivist model where learning consists of the ability to construct and traverse networks of connections (Downes, 2012. This approach was chosen because of its affinity to the design praxis where similarly students are required to make critical connections in order to map spatial phenomena and reconstruct the real. Course content was redesigned to comply with its new medium. Students were offered multiple channels of communication. They were also asked to contribute to the content material. Course data analysis demonstrated an unprecedented level of participation, exchange and student satisfaction as expressed in the surveys that followed the course’s completion.

  4. Transition of a traditional pharmacology course for dental students to an online delivery format: a pilot project.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C; Brockman, William G

    2011-05-01

    The purpose of this report is to describe the rationale and subsequent transition of a pharmacology course for dental students from a traditional face-to-face lecture format to online delivery using a course management system (CMS). A dental school faculty member with dental and pharmacology degrees and a Ph.D. was asked to serve as course director and to develop and implement a nontraditional course using the Blackboard CMS technology, which houses asynchronous course content materials, study guides, and online resource materials. Respondus software was used to create, manage, and administer weekly online quizzes. A comprehensive midterm and final examination were conducted in a traditional face-to-face setting. A survey was used to capture student satisfaction with this self-directed introductory pharmacology course. Participants were second-year dental students (Classes of 2011 and 2012). There was a survey response rate of 91 percent (179/197). The Likert-style survey questions produced ordinal data from which the median and interquartile range were calculated. On a scale in which 1=Poor, 5=Excellent, the median evaluation for the instructor was 4 (IQR=1.5). On a global question that asked how students rate the course overall, the median score was 4 (IQR=1.0). Results show that a majority of students were positive about the online delivery of the introductory pharmacology course and for many students this was their first online course experience. Resistance to self-directed learning was a theme with those students who rated the course poorly. In a comparison of overall course grades from the previous year, student performance in this course was much stronger. As a result of student feedback seeking more interaction with the course director, it was determined that the next time the course is offered there will be additional opportunities for greater face-to-face time with the instructor. Ongoing evaluation will be important as new teaching technologies emerge

  5. The International Society for Extracellular Vesicles launches the first massive open online course on extracellular vesicles.

    Science.gov (United States)

    Lässer, Cecilia; Théry, Clotilde; Buzás, Edit I; Mathivanan, Suresh; Zhao, Weian; Gho, Yong Song; Lötvall, Jan

    2016-01-01

    The International Society for Extracellular Vesicles (ISEV) has organised its first educational online course for students and beginners in the field of extracellular vesicles (EVs). This course, "Basics of Extracellular Vesicles," uses recorded lectures from experts in the field and will be open for an unlimited number of participants. The course is divided into 5 modules and can be accessed at www.coursera.org/learn/extracellular-vesicles. The first module is an introduction to the field covering the nomenclature and history of EVs. Module 2 focuses on the biogenesis and uptake mechanisms of EVs, as well as their RNA, protein and lipid cargo. Module 3 covers the collection and processing of cell culture media and body fluids such as blood, breast milk, cerebrospinal fluid and urine prior to isolation of EVs. Modules 4 and 5 present different isolation methods and characterisation techniques utilised in the EV field. Here, differential ultracentrifugation, size-exclusion chromatography, density gradient centrifugation, kit-based precipitation, electron microscopy, cryo-electron microscopy, flow cytometry, atomic-force microscopy and nanoparticle-tracking analysis are covered. This first massive open online course (MOOC) on EVs was launched on 15 August 2016 at the platform "Coursera" and is free of charge.

  6. Design an online course of radiological protection; Diseno de un curso en linea de proteccion radiologica

    Energy Technology Data Exchange (ETDEWEB)

    Garcia S, R.; Del Sol F, S.; Rivera M, T.; Sanchez G, D., E-mail: rigarcias@ipn.mx [IPN, Centro de Investigacion en Ciencia Aplicada y Tecnologia Avanzada, Av. Legaria No. 694, Col. Irrigacion, 11500 Mexico D. F. (Mexico)

    2015-10-15

    Currently there is a vast research about the harmful effects of the use of ionizing radiation in medical procedures and in recent years struck by the rapid innovation in imaging equipment, considerably increasing the radiation dose received both patients and professionals in the radiodiagnosis area, service having the greatest demand in our country. The main strategy that has so far is education, that is, to inform all those involved in managing ionizing radiation about the applications and risks associated with them. Generally it requires that all personnel occupationally exposed attesting a course of radiation protection. However, the high demand for this type of medical services and poorly trained staff, makes taking a classroom course for personnel occupationally exposed is complicated. So that in the Instituto Politecnico Nacional (IPN) we are designing a course in radiation protection to be implemented online, through the virtual platform Moodle in a first stage, and a massive open online course as the second stage so that can be carried by anyone interested in the subject, without having to appear in person. This will allows to reach the largest possible number of personnel occupationally exposed to just have a computer with internet access. (Author)

  7. The International Society for Extracellular Vesicles launches the first massive open online course on extracellular vesicles

    Directory of Open Access Journals (Sweden)

    Cecilia Lässer

    2016-12-01

    Full Text Available The International Society for Extracellular Vesicles (ISEV has organised its first educational online course for students and beginners in the field of extracellular vesicles (EVs. This course, “Basics of Extracellular Vesicles,” uses recorded lectures from experts in the field and will be open for an unlimited number of participants. The course is divided into 5 modules and can be accessed at www.coursera.org/learn/extracellular-vesicles. The first module is an introduction to the field covering the nomenclature and history of EVs. Module 2 focuses on the biogenesis and uptake mechanisms of EVs, as well as their RNA, protein and lipid cargo. Module 3 covers the collection and processing of cell culture media and body fluids such as blood, breast milk, cerebrospinal fluid and urine prior to isolation of EVs. Modules 4 and 5 present different isolation methods and characterisation techniques utilised in the EV field. Here, differential ultracentrifugation, size-exclusion chromatography, density gradient centrifugation, kit-based precipitation, electron microscopy, cryo-electron microscopy, flow cytometry, atomic-force microscopy and nanoparticle-tracking analysis are covered. This first massive open online course (MOOC on EVs was launched on 15 August 2016 at the platform “Coursera” and is free of charge.

  8. Design and Implementation of an Online Course on Nuclear Knowledge Management in Spanish

    International Nuclear Information System (INIS)

    Alonso-Ramos, M.; Sánchez-Elvira Paniagua, Á.; Merino Moreno, C.; González Aure, N.

    2016-01-01

    Full text: This course aims the development of competencies in Nuclear Knowledge Management, both from the view of strategy and from that of the specific operation, within the organizations of the nuclear sector. It is an online course in Spanish, including didactic multimedia material specifically developed for the objectives of the course, having virtual tutoring activities in each thematic module. Active and collaborative learning is encouraged by means of forums for the interchange of opinions and experiences, as well as an exercise of converting the learning experience into initiatives that may be implemented within the organizations of the participants. A final questionnaire allows the evaluation of the main facts of the contents of the course. The experience has run very successfully in this first edition, and mechanisms for the evaluation of this initiative have been implemented, using learning analytics philosophy and retrieving data from activities proposed as surveys. We can highlight in this case the impressive networking achieved by the interaction of participants from different nuclear stakeholders, and the learning experience that sharing personal experiences in each course member organization has enabled. Lessons learned are also explained in order to implement them in next editions of the course. (author

  9. An Exploratory Study of Effective Online Learning: Assessing Satisfaction Levels of Graduate Students of Mathematics Education Associated with Human and Design Factors of an Online Course

    Directory of Open Access Journals (Sweden)

    Joohi Lee

    2014-02-01

    Full Text Available This exploratory research project investigated graduate students’ satisfaction levels with online learning associated with human (professor/instructor and instructional associate and design factors (course structure and technical aspects using a survey study. A total of 81 graduate students (master’s students who majored in math and science education enrolled in an online math methods course (Conceptual Geometry participated in this study. According to the results of this study, student satisfaction level is closely associated with clear guidelines on assignment, rubrics, and constructive feedback. In addition, student satisfaction level is related to professor’s (or course instructor’s knowledge of materials.

  10. An analysis of interactions and outcomes associated with an online professional development course for science teachers

    Science.gov (United States)

    Randle, David Edward

    This mixed-methods study examined the interactions and learning outcomes of science teachers in an online graduate-level course on evolutionary biology intended to improve their content knowledge and science lesson planning. Discussion posts made by the teachers in this seven-week course were analyzed for cognitive presence using the Community of Inquiry framework. Compared to other studies examining cognitive presence, high levels of Integration level cognitive activity were observed (47% of total posts). This was most likely due to the design of the discussion prompts and expectations used to frame student participation. The questions were open-ended, and students were expected to use reference materials to construct their responses. During the course, 395 student posts contained statements that could be coded for scientific accuracy. Of these, 85% were coded as scientifically accurate. This reinforces reports from previous literature that the online environment is conducive to reflective and careful contributions by participants. As the course progressed, the number of faculty posts per discussion declined, while the number of student posts remained relatively constant. Student-to-student posts increased in frequency as faculty participation dropped. The number of student posts increased towards the end of each two-week discussion period, however the frequencies of posts with scientifically accurate statements and Integration level cognitive activity remained relatively constant over this same period. The increase in total posts was due to the increase in other types of communication in the discussions. Case study analysis was used to examine patterns of online behavior in three participants who achieved different course grades. A low-performing student had a pattern of intermittent activity, made low numbers of posts in each discussion, and had low percentages of posts that contained scientific statements or indicators of Integration level cognitive activity

  11. Assessment of an On-Line Earth System Science Course for Teachers

    Science.gov (United States)

    Shuster, R. D.; Grandgenett, N.

    2009-12-01

    The University of Nebraska at Omaha (UNO) has been offering on-line Earth System Science coursework to in-service teachers in Nebraska since 2002 through the Earth Systems Science Education Alliance (ESSEA). The goal of this course is to increase teacher content knowledge in Earth Science, introduce them to Earth System Science, and have them experience cooperative learning. We have offered three different ESSEA courses, with nearly 200 students having taken ESSEA courses at UNO for graduate credit. This effort represents a close collaboration between faculty and students from the Colleges of Arts & Sciences and Education, with periodic assistance of the local schools. In a follow-up study related to ESSEA coursework, UNO examined the perceptions of teachers who have taken the course and the potential benefits of the ESSEA courses for their own educational settings. The study was descriptive in design and included an online survey and a focus group. The results of these assessments indicated that the teachers felt very positive about what they learned in these courses, and in particular, how they could incorporate cooperative learning, inquiry based activities, and Earth System Science interconnections in their own classrooms. Problems identified by the teachers included a perceived lack of time to be able to integrate the learned material into their science curriculua and a lack of computer and/or technological resources in their educational settings. In addition, this Fall, we will conduct two teacher case studies, where we will interview two teachers, visit their classrooms, acquire work samples and talk with students. All of the results of our survey and focus group will be presented.

  12. Delivery of a urology online course using Moodle versus didactic lectures methods.

    Science.gov (United States)

    Reis, Leonardo Oliveira; Ikari, Osamu; Taha-Neto, Khaled A; Gugliotta, Antonio; Denardi, Fernandes

    2015-02-01

    To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  13. Pedagogical Utilization and Assessment of the Statistic Online Computational Resource in Introductory Probability and Statistics Courses.

    Science.gov (United States)

    Dinov, Ivo D; Sanchez, Juana; Christou, Nicolas

    2008-01-01

    Technology-based instruction represents a new recent pedagogical paradigm that is rooted in the realization that new generations are much more comfortable with, and excited about, new technologies. The rapid technological advancement over the past decade has fueled an enormous demand for the integration of modern networking, informational and computational tools with classical pedagogical instruments. Consequently, teaching with technology typically involves utilizing a variety of IT and multimedia resources for online learning, course management, electronic course materials, and novel tools of communication, engagement, experimental, critical thinking and assessment.The NSF-funded Statistics Online Computational Resource (SOCR) provides a number of interactive tools for enhancing instruction in various undergraduate and graduate courses in probability and statistics. These resources include online instructional materials, statistical calculators, interactive graphical user interfaces, computational and simulation applets, tools for data analysis and visualization. The tools provided as part of SOCR include conceptual simulations and statistical computing interfaces, which are designed to bridge between the introductory and the more advanced computational and applied probability and statistics courses. In this manuscript, we describe our designs for utilizing SOCR technology in instruction in a recent study. In addition, present the results of the effectiveness of using SOCR tools at two different course intensity levels on three outcome measures: exam scores, student satisfaction and choice of technology to complete assignments. Learning styles assessment was completed at baseline. We have used three very different designs for three different undergraduate classes. Each course included a treatment group, using the SOCR resources, and a control group, using classical instruction techniques. Our findings include marginal effects of the SOCR treatment per individual

  14. Information Specialist and ICT Lecturer Co-Teach an Online Course: A New Way and What Students Think About It

    Directory of Open Access Journals (Sweden)

    Kaisa Puttonen

    2014-07-01

    Full Text Available The purpose of this paper is to share a multidisciplinary approach to teaching information literacy (IL in Laurea University of Applied Sciences in Finland. The paper describes a practical case about the execution of a course ‘Information management and communication’. It focuses on how the information specialist and ICT lecturer collaborate from the planning stage of the course to the evaluation phase, and how the implementation is evaluated. The course combines asynchronous learning in an online learning environment and synchronous online real time co-teaching in a virtual classroom. The described course is the first one the distance learning students attend as they complete their Bachelor’s degree online. The overall objective of the implementation of the presented course was to ensure that students achieve basic computer and IL skills for further studies. Other important objectives were enhancing online socialization, creating a sense of belonging together as a group, building confidence in studying online and using the library’s web services. The objectives were reached with co-teaching and interactive tools during online lessons. Laurea Library has experience from co-teaching with lecturers, and this practical case shows how multidisciplinary collaboration, which benefits all involved, can also be carried out in online learning environments.

  15. Applying the Seven Principles of Good Practice: Technology as a Lever--In an Online Research Course

    Science.gov (United States)

    Johnson, Sherryl

    2014-01-01

    This article provides an overview of the seven principles of good practice with emphasis on the implementation of technology in an online healthcare research class in a southwest Georgia (United States) university. The seven principles are outlined using various elements of the online course. Historical and philosophical reasoning are applied to…

  16. An Eight-Year Study of Online Lecture Use in a Medical Gross Anatomy and Embryology Course

    Science.gov (United States)

    Nieder, Gary L.; Borges, Nicole J.

    2012-01-01

    Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs.…

  17. Learner Characteristics, Learner Achievement and Time Investment in Online Courses for Dutch L2 in Adult Education

    Science.gov (United States)

    De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

    2018-01-01

    For the growing group of adult migrants, flexible solutions for second language (L2) acquisition are increasingly important, while concerns about the efficacy of online language learning abound. This study on the L2 situation in Flanders has 4 key aims: analyzing adult learner profiles in fully online Dutch beginners' courses; comparing learner…

  18. Assessment approaches in massive open online courses: Possibilities, challenges and future directions

    Science.gov (United States)

    Xiong, Yao; Suen, Hoi K.

    2018-03-01

    The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating exciting potentials for lifelong learning in formal and informal ways, the implementation of efficient and effective assessment is still problematic. To ensure that genuine learning occurs, both assessments for learning (formative assessments), which evaluate students' current progress, and assessments of learning (summative assessments), which record students' cumulative progress, are needed. Providers' more recent shift towards the granting of certificates and digital badges for course accomplishments also indicates the need for proper, secure and accurate assessment results to ensure accountability. This article examines possible assessment approaches that fit open online education from formative and summative assessment perspectives. The authors discuss the importance of, and challenges to, implementing assessments of MOOC learners' progress for both purposes. Various formative and summative assessment approaches are then identified. The authors examine and analyse their respective advantages and disadvantages. They conclude that peer assessment is quite possibly the only universally applicable approach in massive open online education. They discuss the promises, practical and technical challenges, current developments in and recommendations for implementing peer assessment. They also suggest some possible future research directions.

  19. FACEBOOK AS AN ACTOR - A CASE OF STUDENTS NEGOTIATING THEIR SOCIAL PRESENCE IN AN ONLINE COURSE

    Directory of Open Access Journals (Sweden)

    Monica Johannesen

    2016-11-01

    Full Text Available This article reports on a study of a higher education online course based on asynchronous communication. The selection of technology for online discussions aimed at creating a sense of togetherness among the teachers and the students. This choice proved to be a source of insights into the differences of agency of a virtual learning environment (VLE compared to social media when it comes to social presence. We discuss the agency of Fronter, our formal VLE, and Facebook, when it comes to their effect on the relevant social networks at hand. Important issues identified are related to the quality and nature of the professional and social relations between teachers and students as well as their technology practices in the online course. The discussions are based on the concepts of immediacy and intimacy, as these issues kept appearing in the interviews with the students. The article suggests that the differences of materiality between VLEs and social media, exemplified here by Fronter and Facebook, matter in several respects: how social relations are established and sustained, the agency of the technology in respect to social presence and control and how the technologies affect the quality of dialogic pedagogy.

  20. A massive open online course (MOOC) can be used to teach physiotherapy students about spinal cord injuries: a randomised trial

    OpenAIRE

    Hossain, Mohammad S; Shofiqul Islam, Md.; Glinsky, Joanne V; Lowe, Rachael; Lowe, Tony; Harvey, Lisa A

    2015-01-01

    Question: Does a massive open online course (MOOC) based around an online learning module about spinal cord injuries improve knowledge or confidence among physiotherapy students more than if physiotherapy students are left to work through the online learning module at their own pace. Which method of presenting the content leads to greater satisfaction among the students? Study design: Randomised controlled trial with concealed allocation and intention-to-treat analysis. Participants: Forty-ei...

  1. Opportunities for learning about animal welfare from online courses to graduate degrees.

    Science.gov (United States)

    Siegford, Janice M; Cottee, Stephanie Yue; Widowski, Tina M

    2010-01-01

    Knowledge of animal welfare has become essential for veterinarians. However, there is no clear consensus about how to provide veterinarians and students with this critical information. The challenges associated with finding qualified instructors and fitting additional courses into an already full curriculum mean that options for learning about animal welfare beyond the veterinary school classroom must be explored. Online courses can be excellent ways for veterinary students and graduate veterinarians to become familiar with current animal-welfare science, assessment schemes, and regulations while removing geographical barriers and scheduling difficulties. Faculty at Michigan State University have created an online animal-welfare course with lecture material from experts in welfare-related social and scientific fields that provides an overview of the underlying concepts as well as opportunities to practice assessing welfare. However, to develop expertise in animal welfare, veterinarians need more than a single course. Graduate degrees can be a way of obtaining additional knowledge and scientific expertise. Traditional thesis-based graduate programs in animal-welfare science are available in animal-science departments and veterinary colleges throughout North America and offer students in-depth research experience in specific areas or species of interest. Alternatively, the University of Guelph offers a year-long Master of Science degree in which students complete a series of courses with a specialization in animal behavior and welfare along with a focused research project and paper. In summary, a range of options exist that can be tailored to provide graduate veterinarians and veterinary students with credible education regarding animal welfare beyond the veterinary curriculum.

  2. Online general pre-laboratory training course for facilitating first year chemical laboratory use

    Directory of Open Access Journals (Sweden)

    Maria Limniou

    2010-03-01

    Full Text Available In Chemistry, practical work is a highly demanding process in which students should be well-prepared before and alert during,laboratory sessions. Various general difficulties such as the limited laboratory time and the lack of connections between theoryand practicals often do not allow students to actively participate in the learning process. The aim of this investigation is to studyhow an online general pre-laboratory training course inspired by cognitive load theory influenced the teaching of first yearchemistry students engaged in laboratory work. Two different groups of chemistry students (experimental group (EG andcontrol group (CG from the University of Manchester participated in this investigation. The EG group participated in the onlinepre-laboratory course before entering the laboratory, while the CG group performed the experiments following the traditionalteaching procedure. The comparison of students’ responses to the same assessments of fundamental chemical and basiclaboratory knowledge showed that overall the performance of the EG group of students was higher than that of the CGstudents. Overall, the EG students valued the opportunity to have an online training course. By creating a flexible learningenvironment which included animations, simulations and self-assessments, the general laboratory difficulties were overcome.These interactive learning features gave students the opportunity to engage in independent study, by which restrictions of timeand place were overcome.

  3. Pattern of online communication in teaching a blended oral surgery course.

    Science.gov (United States)

    Marei, H F; Al-Khalifa, K S

    2016-11-01

    To explore the factors that might affect the patterns of interaction amongst dental students that can be found in asynchronous online discussion fora. It is a qualitative study that involved the participation of 71 dental students (42 male and 29 female) who belong to one academic year. Students were participated in asynchronous online discussion fora as a part of a blended oral surgery course that involved both face-to-face lecture and an online learning environment using the Blackboard learning management system. Qualitative analysis of students' pattern of discussion was performed using Transcript Analysis Tool. The total number of postings was 410. Sixty-seven of 71 students participated in the discussion by writing posts, whereas all of the students had accessed all of the postings. A positive correlation between imposing vertical questions and the number of non-referential and referential statements was observed. Regarding horizontal questions, a positive correlation was observed with the number of referential statements, whilst there was a negative correlation with the number of non-referential statements. Asynchronous online discussion fora that are integrated as a part of a whole pedagogical practice may provide an opportunity for promoting learning, especially when consideration is given to the structure of problems, timely feedback by tutors and supportive strategies within the discussion threads. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  4. Development and impact of a massive open online course (MOOC) for antimicrobial stewardship.

    Science.gov (United States)

    Sneddon, Jacqueline; Barlow, Gavin; Bradley, Sally; Brink, Adrian; Chandy, Sujith J; Nathwani, Dilip

    2018-04-01

    The University of Dundee and the BSAC developed a massive open online course (MOOC) to address the global need for education to support antimicrobial stewardship in low- and middle-income countries. An interactive course, Antimicrobial Stewardship: Managing Antibiotic Resistance, was developed and delivered via the FutureLearn© platform. The course ran over four 6 week periods during 2015 and 2016 supported by educators and was evaluated via data on uptake and feedback from learners on impact on clinical practice. In total, 32 944 people, 70% of them healthcare professionals, from 163 countries joined the course from Europe (49%), Asia (16%), Africa (13%), North America (9%), Australia (8%) and South America (5%). Between 33% and 37% of joiners in each run completed at least one step in any week of the course and 219 participants responded to a post-course survey. The course was rated good or excellent by 208 (95%) of the participants, and 83 (38%) intended to implement stewardship interventions in their own setting. A follow-up survey 6 months later suggested that 49% had implemented such interventions. The MOOC has addressed a global learning need by providing education free at the point of access, and learning from its development will help others embarking upon similar educational solutions. Initial quantitative and qualitative feedback suggests it has engaged participants and complements traditional educational methods. Measuring its real impact on clinical practice remains a challenge. The FutureLearn© platform offers flexibility for MOOCs to be sustainable through modification to remove educator facilitation but maintain active participant discussion.

  5. Teaching and Learning Social Justice through Online Service-Learning Courses

    Directory of Open Access Journals (Sweden)

    Kathy L. Guthrie

    2010-10-01

    Full Text Available Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.

  6. Athabasca University: Conversion from Traditional Distance Education to Online Courses, Programs and Services

    Directory of Open Access Journals (Sweden)

    Alan Davis

    2001-01-01

    Full Text Available In its 30 years of operation, Athabasca University has witnessed the full impact of the growth of online distance education. Its conversion from mixed media course production and telephone/ mail tutoring to a variety of electronic information and communication technologies has been heterogeneous across disciplines and programs. Undergraduate programs in business, computing, and some social science programs have largely led the conversion, and all graduate programs have, since their inception, employed various features of online delivery. The parallel conversion of student services has been equally important to the effectiveness of these processes. The implications of this approach for the quality of offerings, support systems, costing, and the primary mandate of the University (which is to remove barriers, not create them are discussed.

  7. Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry

    Directory of Open Access Journals (Sweden)

    Luz Edith Herrera Díaz

    2017-01-01

    Full Text Available Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online course, uncovering the relationship between the community of inquiry framework (with its three forms of presence: teaching, cognitive, and social and some indicators of the oral skill. Findings, based on learners’ perceptions, confirmed the existence of such framework and suggest that the teaching presence fosters grammar, accuracy, and vocabulary. Discussion of findings, limitations of the study and future possible research actions conclude this report.

  8. Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course

    Directory of Open Access Journals (Sweden)

    Jo Boaler

    2018-04-01

    Full Text Available This study reports on the impact of a “massive, open, online course” (MOOC designed to change students' ideas about mathematics and their own potential and improve their mathematics achievement. Many students hold damaging fixed mindsets, believing that their intelligence is unchangeable. When students shift to a growth mindset (believing that their intelligence is malleable, their achievement increases. This study of a MOOC intervention differs from previous mindset research in three ways (1 the intervention was delivered through a free online course with the advantage of being scalable nationwide (2 the intervention infused mindset messages into mathematics, specifically targeting students' beliefs about mathematics (3 the research was conducted with a teacher randomized controlled design to estimate its effects. Results show that the treatment group who took the MOOC reported more positive beliefs about math, engaged more deeply in math in class, and achieved at significantly higher levels on standardized mathematics assessments.

  9. Exploring Differences in Preference for On-Line versus Traditional Classroom Delivery of a Freshmen Introduction to Global Business Course

    Science.gov (United States)

    Levine, Mark; Guy, Paul; Straus, Peter; Levine, H. T.

    2009-01-01

    The present study investigates whether pre-business students, after having completed a traditional in class freshmen introduction to global business course, express a difference in preference for such a course to be delivered online versus classroom or no preference at all. The study further explores whether four variables: 1) number of units of…

  10. Improving Distance Education for Students with Special Needs: A Qualitative Study of Students' Experiences with an Online Library Research Course

    Science.gov (United States)

    Catalano, Amy

    2014-01-01

    This article describes a study in which seven students with diverse disabilities participated in a one-credit online library research course which had been adapted to be accessible using the best practices literature on distance education for students with special needs. Students provided feedback on the design of the course and participated in…

  11. Clustering Patterns of Engagement in Massive Open Online Courses (MOOCs): The Use of Learning Analytics to Reveal Student Categories

    Science.gov (United States)

    Khalil, Mohammad; Ebner, Martin

    2017-01-01

    Massive Open Online Courses (MOOCs) are remote courses that excel in their students' heterogeneity and quantity. Due to the peculiarity of being massiveness, the large datasets generated by MOOC platforms require advanced tools and techniques to reveal hidden patterns for purposes of enhancing learning and educational behaviors. This publication…

  12. Online Course Increases Nutrition Professionals' Knowledge, Skills, and Self-Efficacy in Using an Ecological Approach to Prevent Childhood Obesity

    Science.gov (United States)

    Stark, Christina M.; Graham-Kiefer, Meredith L.; Devine, Carol M.; Dollahite, Jamie S.; Olson, Christine M.

    2011-01-01

    Objective: To assess the impact of an online continuing education course on the knowledge, skills, and self-efficacy of nutrition professionals to use an ecological approach to prevent childhood obesity. Design: Quasi-experimental design using intervention and delayed intervention comparison groups with pre/post-course assessments. Setting: Online…

  13. Students' Perception of a Flipped Classroom Approach to Facilitating Online Project-Based Learning in Marketing Research Courses

    Science.gov (United States)

    Shih, Wen-Ling; Tsai, Chun-Yen

    2017-01-01

    This study investigated students' perception of a flipped classroom approach to facilitating online project-based learning (FC-OPBL) in a marketing research course at a technical university. This combined strategy was aimed at improving teaching quality and learning efficiency. Sixty-seven students taking a marketing research course were surveyed.…

  14. A Multi-Year Study of Teaching an Online Computer Literacy Course in a Medical University: A Lesson Learnt

    Science.gov (United States)

    Wan, Hsu-Tien; Hsu, Kuang-Yang; Sheu, Shiow-Yunn

    2016-01-01

    In this research, we aim to understand the effectiveness of adopting educational technologies in a computer literacy course to students in a medical university. The course was organized with three core components: Open Education Resources (OER) reading, a book club, and online game competition. These components were delivered by a learning…

  15. Framing Interculturality: A Corpus-Based Analysis of Online Promotional Discourse of Higher Education Intercultural Communication Courses

    Science.gov (United States)

    Hua, Zhu; Handford, Michael; Young, Tony Johnstone

    2017-01-01

    This paper examines how intercultural communication (ICC) and the notion of culture are framed in on-line promotional discourse of higher education (HE) ICC courses. It analyses a specialised corpus comprised of 14,842 words from 43 course websites of master's programmes in ICC in the UK and the US--internationally, the two largest providers of…

  16. The concept of openness behind c and x-MOOCs (Massive Open Online Courses

    Directory of Open Access Journals (Sweden)

    Osvaldo Rodriguez

    2013-01-01

    Full Text Available The last five years have witnessed a hype about MOOCs (Massive Open Online Courses presaging a revolution in higher education. Although all MOOCs have in common their scale and free access, they have already bifurcated in two very distinct types of courses when compared in terms of their underpinning theory, format and structure, known as c-MOOCs and x-MOOCs. The concept of openness behind each of the formats is also very different. Previous studies have shown that c-and x-MOOCs share some common features but that they clearly differ on the learning theory and pedagogical model on which they stand. In this paper we extend earlier findings and concentrate on the concept of “openness” behind each format showing important differences.

  17. Successful Massive Open Online Climate Course on Climate Science and Psychology

    Science.gov (United States)

    Nuccitelli, D. A.; Cook, J.

    2015-12-01

    In 2015, the University of Queensland and edX launched a Massive Open Online Course (MOOC), 'Making Sense of Climate Science Denial.' The MOOC debunked approximately 50 common climate myths using elements of both physical science and psychology. Students learned how to recognise the social and psychological drivers of climate science denial, how to better understand climate change, how to identify the techniques and fallacies that climate myths employ to distort climate science, and how to effectively debunk climate misinformation. Contributors to the website Skeptical Science delivered the lectures, which were reinforced via interviews with climate science and psychology experts. Over 15,000 students from 167 countries enrolled in the course, and student feedback was overwhelmingly positive. This MOOC provides a model for effective climate science education.

  18. Analysis of learners’ behaviors and learning outcomes in a massive open online course

    Directory of Open Access Journals (Sweden)

    Dong Liang

    2014-09-01

    Full Text Available This paper introduces a massive open online course (MOOC on educational technology, and studies the factors that may influence learners’ participation and performance in the MOOC. Students’ learning records captured in the course management system and students’ feedback collected from a questionnaire survey are explored. Regression analysis is adopted to examine the correlation among perceived learning experience, learning activities and learning outcomes; data mining is applied to optimize the correlation models. The findings suggest that learners’ perceived usefulness rather than perceived ease of use of the MOOC, positively influences learners’ use of the system, and consequentially, the learning outcome. In addition, learners’ previous MOOC experience is not found to have a significant impact on their learning behavior and learning outcome in general. However, the performance of less active learners is found to be influenced by their prior MOOC experience.

  19. Learning potentials and educational challenges of massive open online courses (MOOCs) in lifelong learning

    DEFF Research Database (Denmark)

    Buhl, Mie; Andreasen, Lars Birch

    2018-01-01

    The MOOC phenomenon contains the potential to draw a large and diverse audience with varying demands of learning possibilities. The characteristics of MOOCs are of interest from a lifelong learning perspective because they offer a possible solution to a rapid and increasing need for education...... worldwide. The very first MOOCs were not originally referred to as such; they were only labelled ‘‘massive open online courses’’ (MOOCs) in retrospect, in an attempt to describe what was distinctive and new about the ones which had already been held (Cormier 2008). These new types of courses explored new...... and interaction among participants of a course. These first MOOCs opened up new discussions of pedagogy and didactics and were potentially challenging formerly established ways of organising education and competence development....

  20. Course design via Equivalency Theory supports equivalent student grades and satisfaction in online and face-to-face psychology classes

    Directory of Open Access Journals (Sweden)

    David eGarratt-Reed

    2016-05-01

    Full Text Available There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association (APA has highlighted the importance of ensuring the effectiveness of online psychology courses. Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a case study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting online students with an equivalent learning experience, we recommend that future research investigates means of successfully facilitating collaborative group-work assessment

  1. Perceptions of authority in a massive open online course: An intercultural study

    Science.gov (United States)

    Andersen, Bjarke Lindsø; Na-songkhla, Jaitip; Hasse, Cathrine; Nordin, Norazah; Norman, Helmi

    2018-02-01

    Spurred on by rapid advances of technology, massive open online courses (MOOCs) have proliferated over the past decade. They pride themselves on making (higher) education available to more people at reduced (or no) cost compared to traditional university schemes and on being inclusive in terms of admitting vast numbers of students from all over the world. However, MOOCs tend to be tacitly based on the course designers' lifeworlds, which results in the sidelining of participants whose lifeworlds are different. The authors of this article highlight culture as an important but often overlooked aspect in the research on, and the design and running of MOOCs. They begin with a review of the role of culture in MOOCs research and find that it has been somewhat ignored. Next, they present a methodological framework - the culture contrast method - with which to approach the decisive role culture plays in MOOCs. Third, coming from differing cultural backgrounds, they apply the culture contrast method in a case study, contrasting experiences, interpretations and perceptions of a particular MOOC. Their varying perceptions of how, when and why they experienced a presence of authority emerge as a consistent theme in their data. Through the analysis of their data, they distinguish between the MOOC as an assemblage, consisting of the online interface, the design and hardware they inhabit as course participants, and their respective lifeworlds as their local and situated different cultures. They argue that during the run of the course, lifeworld and assemblage collide and enact a cultural authority. This authority sets the benchmark for what is deemed proper practice within a particular MOOC and it gives preferential treatment to some participants rather than others, thus actually undermining the professed inclusiveness of the MOOC format.

  2. Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University

    Directory of Open Access Journals (Sweden)

    Benino D

    2011-12-01

    Full Text Available Objectives: To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University.Methods: The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Results: Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. Conclusion: This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically.

  3. Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University.

    Science.gov (United States)

    Benino, Diana; Girardi, Antonia; Czarniak, Petra

    2011-10-01

    To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically.

  4. [Development of a French-language online health policy course: an international collaboration].

    Science.gov (United States)

    Hébert, Réjean; Coppieters, Yves; Pradier, Christian; Williams-Jones, Bryn; Brahimi, Cora; Farley, Céline

    2017-01-01

    To present the process and challenges of developing an online competency-based course on public health policy using a collaborative international approach. Five public health experts, supported by an expert in educational technology, adopted a rigorous approach to the development of the course: a needs analysis, identification of objectives and competencies, development of a pedagogical scenario for each module and target, choice of teaching methods and learning activities, material to be identified or developed, and the responsibilities and tasks involved. The 2-credit (90-hour) graduate course consists of six modules including an integration module. The modules start with a variety of case studies: tobacco law (neutral packaging), supervised injection sites, housing, integrated services for the frail elderly, a prevention programme for mothers from disadvantaged backgrounds, and the obligatory use of bicycle helmets. In modules 1, 3, 4 and 5, students learn about different stages of the public policy development process: emergence, formulation and adoption, implementation and evaluation. Module 2 focuses on the importance of values and ideologies in public policy. The integration module allows the students to apply the knowledge learned and addresses the role of experts in public policy and ethical considerations. The course has been integrated into the graduate programmes of the participating universities and allows students to follow, at a distance, an innovative training programme.

  5. Online nutrition and T2DM continuing medical education course launched on state-level medical association.

    Science.gov (United States)

    Hicks, Kristen K; Murano, Peter S

    2017-01-01

    The purpose of this research study was to determine whether a 1-hour online continuing medical education (CME) course focused on nutrition for type 2 diabetes would result in a gain in nutrition knowledge by practicing physicians. A practicing physician and dietitian collaborated to develop an online CME course (both webinar and self-study versions) on type 2 diabetes. This 1-hour accredited course was launched through the state-level medical association's education library, available to all physicians. Physicians (n=43) registered for the course, and of those, 31 completed the course in its entirety. A gain in knowledge was found when comparing pre- versus post-test scores related to the online nutrition CME ( P Online CME courses launched via state-level medical associations offer convenient continuing education to assist practicing physicians in addressing patient nutrition and lifestyle concerns related to chronic disease. The present diabetes CME one-credit course allowed physicians to develop basic nutrition care concepts on this topic to assist patients in a better way.

  6. Creating an Instructor Presence in an Online Course at the Expense of Your TA's Life (A Small Price to Pay)

    Science.gov (United States)

    Miller, Scott; Redman, S.

    2009-01-01

    Swan and Shih (2005) reported that the perceived presence of an instructor in an online course is influential in determining the satisfaction, if not the performance, of students in the course. To address this issue, we developed a series of 19 videos which not only demonstrate various astronomy concepts, but also provide the students with a voice, face and personality associated with the instructor and teaching assistant. To keep the students' attention throughout the videos, we also included humorous elements which involve the assistant (S. Redman) being injured in every video. These videos were first used during the Spring 2008 semester, when we taught an online course in introductory astronomy to almost 400 non-science majors at Penn State University. In order to assess the educational value of these videos, we presented identical questions to students of both the online course and a traditional face-to-face course which included Active-Collaborative Learning (ACL) taught by one of us (S. Miller), and received feedback from the online students via questionnaires. Students ranked our videos as moderately effective at explaining astronomical concepts as well as creating an instructor presence within the course. Compared to the ACL students, the online students performed equally well on questions related to topics covered in the videos. We also found a positive correlation between the effectiveness of the videos in creating an instructor presence and student attitudes towards the course. We discuss our approach to creating these videos, how they were used within an online course, students’ perception of the effectiveness of the videos, and their impact on student learning. You can find them by Googling "Astronomy 001" at video.google.com. We thank Digital Commons of Penn State for their assistance in producing the videos.

  7. Problem-based learning in an on-line biotechnology course

    Science.gov (United States)

    Cheaney, James Daniel

    Problem-based learning (PBL) is a pedagogical tool that uses a "real world" problem or situation as a context for learning. PBL encourages student development of critical thinking skills, a high professional competency, problem-solving ability, knowledge acquisition, the ability to work productively as a team member and make decisions in unfamiliar situations, and the acquisition of skills that support self-directed life-long learning, metacognition, and adaptation to change. However, little research has focused on the use of PBL in on-line "virtual" classes. We conducted two studies exploring the use of PBL in an on-line biotechnology course. In the first study, ethical, legal, social, and human issues were used as a motivation for learning about DNA testing technologies, applications, and bioethical issues. In the second study, we combined PBL pedagogy with a rich multimedia environment of streaming video interviews, physical artifacts, and extensive links to articles and databases to create a multidimensional immersive PBL environment called "Robert's World". In "Robert's World", a man is determining whether to undergo a pre-symptomatic DNA test for an untreatable, incurable, fatal genetic disease for which he has a family history. In both studies, design and implementation issues of the on-line PBL environment are discussed, as are differences between on-line PBL and face-to-face PBL. Both studies provide evidence to suggest that PBL stimulates higher-order learning in students. However, in both studies, student performance on an exam testing acquisition of lower-order factual learning was lower for PBL students than for students who learned the same material through a traditional lecture-based approach. Possible reasons for this lower level of performance are explored. Student feedback expressed engagement with the issues and material covered, with reservations about some aspects of the PBL format, such as the lack of flexibility provided in cooperative

  8. [Backstage of a massive open online course (MOOC) on cancer diagnosis].

    Science.gov (United States)

    Gardair, Charlotte; Bousquet, Guilhem; Lehmann-Che, Jacqueline; de Bazelaire, Cédric; de Cremoux, Patricia; Tran Van Nhieu, Jeanne; Sockeel, Marie; Battistella, Maxime; Calvani, Julien; Gervais, Jocelyne; Pottier, Yohann; Prévaut, Laurent; Sekri, Karima; Bertheau, Philippe

    2016-10-01

    Massive open online course (or MOOC) is a new online and open access teaching approach aimed at unlimited participation and providing interactions among students and teaching staff. These academic courses, often still free, lead to the delivery of a certificate of attendance and could soon also deliver a diploma. The MOOC "Stratégies diagnostiques des cancers" will be hosted in autumn 2016 on the platform "France Université Numérique" and will have two levels of learners: students in the field of health and biology and the general public. This MOOC will also be integrated into the teaching program of medical students of Paris Diderot University and Paris 13 University. The educational objective of this MOOC is to convey to all participants an overview of the diagnostic steps of cancers and of the various medical specialties involved in this diagnosis. The second week of the MOOC, entitled "tumor samples, macroscopic and microscopic analysis", presents the pathology specialty with the technical treatment of tissue or cell samples and the basic elements of the tissue section analysis to get a diagnosis of benign or malignant tumor. After this MOOC, it is planned to assess the impact of this new modality of teaching the pathology specialty or pathology, especially by the general public. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

  9. Nutrition Information to the Desktop: A Pilot Online Nutrition Course on Saturated Fat for Public Librarians Increases Knowledge, Expectancies, and Self-Efficacy

    Science.gov (United States)

    Turner-McGrievy, Gabrielle M.; Campbell, Marci K.

    2009-01-01

    Objective: To assess the effectiveness of an online course for public librarians on helping patrons reduce saturated fat. Design: Pre- and posttest design along with a 6-month follow-up survey. Setting: Online nutrition course. Participants: 100 (8 males, 92 females) completed the course, and 29 completed the follow-up survey. Intervention:…

  10. An analysis of learning in an online biology course for teachers and teacher candidates: A mixed methods approach

    Science.gov (United States)

    Lebec, Michael Thomas

    Due to discipline specific shortages, web-based learning has been proposed as a convenient way to upgrade the content knowledge of instructors interested in learning to teach science. Despite quantitative evidence that web-based instruction is equivalent to traditional methods, questions remain regarding its use. The efficiency and practicality of this approach with teachers in particular has not been extensively studied. This investigation examines learning in an online biology course designed to help teachers prepare for science certification exams. Research questions concern flow teachers learn biology in the online environment and how this setting influences the learning process. Quantitative and qualitative methodologies are employed in an attempt to provide a more complete perspective than typical studies of online learning. Concept maps, tests, and online discussion transcripts are compared as measures of assimilated knowledge, while interviews reflect participants' views on the course. Findings indicate that participants experienced gains in declarative knowledge, but little improvement with respect to conditional knowledge. Qualitative examination of concept maps demonstrates gaps in participants' understandings of key course ideas. Engagement in the use of online resources varied according to participants' attitudes towards online learning. Subjects also reported a lack of motivation to fully engage in the course due to busy teaching schedules and the absence of accountability.

  11. The integration of an anatomy massive open online course (MOOC) into a medical anatomy curriculum.

    Science.gov (United States)

    Swinnerton, Bronwen J; Morris, Neil P; Hotchkiss, Stephanie; Pickering, James D

    2017-01-01

    Massive open online courses (MOOCs) are designed as stand-alone courses which can be accessed by any learner around the globe with only an internet-enabled electronic device required. Although much research has focused on the enrolment and demographics of MOOCs, their impact on undergraduate campus-based students is still unclear. This article explores the impact of integrating an anatomy MOOC in to the anatomy curriculum of a year 1 medical degree program at the University of Leeds, United Kingdom. The course did not replace any teaching that was already being delivered, and was used to supplement this teaching to support the students' consolidation and revision. Analysis of student feedback indicates a high level of usage, with evidence to suggest that female learners may have approached the course in a more personalized manner. Although the video based resources and quizzes were greatly appreciated as learning tools, significant evidence suggests the students did not engage, or were inclined to engage, with the discussion fora. Furthermore, a significant majority of students did not want the MOOC to replace the existing teaching they received. Given the feedback provided, this research suggests that although the student population believe there to be value in having access to MOOC material, their role as replacements to campus-based teaching is not supported. Details regarding the enrolment and engagement of the general public with the MOOC during the two runs are also documented, with the suggestion that graduates employed in the healthcare sector were the primary users of the course. Anat Sci Educ 10: 53-67. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  12. Teaching with technology: learning outcomes for a combined dental and dental hygiene online hybrid oral histology course.

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    Gadbury-Amyot, Cynthia C; Singh, Amul H; Overman, Pamela R

    2013-06-01

    Among the challenges leaders in dental and allied dental education have faced in recent years is a shortage of well-qualified faculty members, especially in some specialty areas of dentistry. One proposed solution has been the use of technology. At the University of Missouri-Kansas City School of Dentistry, the departure of a faculty member who taught the highly specialized content in oral histology and embryology provided the opportunity to implement distance delivery of that course. The course is taught once a year to a combined group of dental and dental hygiene students. Previous to spring semester of 2009, the course was taught using traditional face-to-face, in-class lectures and multiple-choice examinations. During the spring semesters of 2009, 2010, and 2011, the course was taught using synchronous and asynchronous distance delivery technology. Outcomes for these courses (including course grades and performance on the National Board Dental Examination Part I) were compared to those from the 2006, 2007, and 2008 courses. Students participating in the online hybrid course were also given an author-designed survey, and the perceptions of the faculty member who made the transition from teaching the course in a traditional face-to-face format to teaching in an online hybrid format were solicited. Overall, student and faculty perceptions and student outcomes and course reviews have been positive. The results of this study can provide guidance to those seeking to use technology as one method of curricular delivery.

  13. Implementing the First Cross-border Professional Development Online Course through International E-mentoring: Reflections and Perspectives

    Directory of Open Access Journals (Sweden)

    Buddhini Gayathri Jayatilleke

    2017-03-01

    Full Text Available This research paper discusses the accomplishments, issues, and challenges experienced by Open University of Sri Lanka (OUSL academics when offering the first cross-border professional development online course to train online tutors and mentors. The course was delivered exclusively online and facilitated by OUSL academics and e-mentors from the USA. The course was comprised of 30 participants: 9 from Pakistan, 10 from Mauritius and 11 from Sri Lanka. This qualitative study is based on reflections of both faculty and participants. Data were collected using reflections and informal anecdotal records of the three OUSL academics and self-reflection instruments (pre, mid and final administered to participants, and reflective journal entries made by participants. Participants’ views were triangulated with the reflections of the OUSL academics to validate the results. While there were many accomplishments in the design and delivery of the course, the findings revealed that there were many challenges in implementing the course: pedagogical, organizational and technological aspects in particular. The paper provides recommendations to address such challenges when offering cross-border online courses in the future.

  14. Using a Global Climate Model in an On-line Climate Change Course

    Science.gov (United States)

    Randle, D. E.; Chandler, M. A.; Sohl, L. E.

    2012-12-01

    Seminars on Science: Climate Change is an on-line, graduate-level teacher professional development course offered by the American Museum of Natural History. It is an intensive 6-week course covering a broad range of global climate topics, from the fundamentals of the climate system, to the causes of climate change, the role of paleoclimate investigations, and a discussion of potential consequences and risks. The instructional method blends essays, videos, textbooks, and linked websites, with required participation in electronic discussion forums that are moderated by an experienced educator and a course scientist. Most weeks include additional assignments. Three of these assignments employ computer models, including two weeks spent working with a full-fledged 3D global climate model (GCM). The global climate modeling environment is supplied through a partnership with Columbia University's Educational Global Climate Modeling Project (EdGCM). The objective is to have participants gain hands-on experience with one of the most important, yet misunderstood, aspects of climate change research. Participants in the course are supplied with a USB drive that includes installers for the software and sample data. The EdGCM software includes a version of NASA's global climate model fitted with a graphical user interface and pre-loaded with several climate change simulations. Step-by-step assignments and video tutorials help walk people through these challenging exercises and the course incorporates a special assignment discussion forum to help with technical problems and questions about the NASA GCM. There are several takeaways from our first year and a half of offering this course, which has become one of the most popular out of the twelve courses offered by the Museum. Participants report a high level of satisfaction in using EdGCM. Some report frustration at the initial steps, but overwhelmingly claim that the assignments are worth the effort. Many of the difficulties that

  15. Advances in medical education and practice: role of massive open online courses

    Directory of Open Access Journals (Sweden)

    Goldberg LR

    2017-08-01

    Full Text Available Lynette R Goldberg,1 Leonard A Crocombe2 1Wicking Dementia Research and Education Centre, Faculty of Health, 2Centre for Rural Health, Faculty of Health Sciences, University of Tasmania, Hobart, TAS, Australia Abstract: Massive open online courses (MOOCs are increasingly available in the area of health and medicine. These MOOCs are offered through various commercial and noncommercial online platforms. When offered through reputable institutions, they can provide valuable access to reliable information without the constraints of time, geographical location, or level of education. Most current courses appear introductory in nature. In its drive for quality health care, the National Academy of Medicine has prioritized a focus on known chronic care conditions. Many of these conditions are shared internationally. Among its initiatives, the academy encourages consumer and professional groups, patients, clinicians, health care organizations, and universities to work together to identify evidence-based care processes consistent with best practices, organize major prevention programs to target key associated health risk behaviors, and develop systems to measure and evaluate improvements in the provision of patient- and family-centered health care. Carefully designed and collaboratively developed MOOCs would appear a valuable resource to contribute to these initiatives. Such MOOCs can, 1 increase the health literacy of the public with regard to the prevention and treatment of known chronic care conditions, 2 provide ready access to continuing professional, and interprofessional, education, and 3 explore innovative teaching models for student learning focused on patient- and family-centered care. MOOCs would also appear helpful to facilitate effective communication among international communities of patients and clinicians, including student clinicians, with shared interests. Further, the accumulation of MOOC data through large-scale measurement and

  16. VOCATIONAL COLLEGE STUDENTS’ PERCEPTIONS OF A NEWLY IMPLEMENTED ONLINE COURSE OF TEACHING ENGLISH AS A FOREIGN LANGUAGE

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    Abdullah YÖRDEM

    2015-08-01

    Full Text Available This study aims to investigate the student satisfaction with the Online English Language courses piloted for the first time at a Vocational College in a remote town located in the north-west of Turkey in 2014-2015 educational year. These courses were designed with a format of face-to-face testing and online delivery of course materials. Data were collected from students both quantitatively and qualitatively using a survey which included seven likert scale attitude questions and two open-ended questions where they had to express their opinions about either face-to-face or online courses of which they thought was more advantageous and relevant for them. Twenty three female and a hundred and eighty four male students attending ten different departments, aged mostly eighteen and nineteen years participated in our study. Quantitative data from the students indicate that while 52% of the whole participants thought that online teaching of English as a foreign language was not useful for them at all, just 6% of the students declared that the online teaching system was very useful. To the question whether they preferred online or face-to-face learning, quite surprisingly, 82% of the participants declared that they preferred face-to-face learning. As to why they preferred the particular kind of teaching; the online course proponents cited mostly “comfortness” and “no-attendance obligation”; on the other hand, the face-to-face advocates mostly cited “effectiveness of learning from a live instructor” and “possibility of asking questions when something is not clear” and “lacking of technical equipment “or “internet access”.

  17. The impact of asynchronous online course design for professional development on science-teacher self-efficacy

    Science.gov (United States)

    Long, Caryn L. Smith

    This dissertation examines how various designs of asynchronous online courses for teacher professional development may impact science-teacher self-efficacy. Mayer's studies, providing the cognitive theory of multimedia learning, targeted designs of asynchronous online learning and the point where contributions of written, auditory, and visual information on these sites could cause cognitive overload (Mayer, 2005). With increasing usage of online resources for educators to gain teaching credits, understanding how to construct these professional development offerings is critical. Teacher self-efficacy can affect how well information from these courses relays to students in their classroom. This research explored the connection between online asynchronous professional development design and teacher self-efficacy through analysis of a physics-based course in three distinct course-design offerings, while collecting content-acquisition data and self-efficacy effects before and after participation. Results from this research showed teacher self-efficacy had improved in all online treatments which included a text-only, text and audio and text, audio and animation version of the same physics content. Content knowledge was most effected by the text-only and text and audio treatments with significan growth occurring in the remember, apply, and analyze levels of bloom's taxonomy. Due to the small number of participants, it cannot be said that these results are conclusive.

  18. How the Use of Second Life Affects E-Learners' Perceptions of Social Interaction in Online Courses

    Directory of Open Access Journals (Sweden)

    Samah Mansour

    2009-04-01

    Full Text Available Educators, researchers, and online courses designers are increasingly investigating the use of 3-D shared virtual worlds for online education. This paper discusses the importance of social interaction in e-learning. We present the idea of using Second Life, a 3-D shared virtual world, in online courses. The researchers investigated the impact of using Second Life as a learning environment and a communication medium in online courses. We measured the extent to which the completion of a learning task and the communication in Second Life can enhance the elearners' perceptions of social interaction via a self-report questionnaire. A prototype application called The Village of Belknap was developed by the Delphi Center of Teaching and Learning at the University of Louisville. The study compared the perception of social interaction of e-learners who participated in Second Life sessions with the perception of social interaction of e-learners who did not participate in the Second Life sessions. The results indicated that the use of Second Life has a positive impact on experiencing a high perception of social interaction in online courses.

  19. Exploring physics students' engagement with online instructional videos in an introductory mechanics course

    Science.gov (United States)

    Lin, Shih-Yin; Aiken, John M.; Seaton, Daniel T.; Douglas, Scott S.; Greco, Edwin F.; Thoms, Brian D.; Schatz, Michael F.

    2017-12-01

    The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were more engaged with videos that supported laboratory activities than with videos that presented lecture content. In particular, the percentage of students accessing laboratory videos was consistently greater than 80% throughout the semester. On the other hand, the percentage of students accessing lecture videos dropped to less than 40% by the end of the term. Moreover, the fraction of students accessing the entirety of a video decreases when videos become longer in length, and this trend is more prominent for the lecture videos than the laboratory videos. The results suggest that students may access videos based on perceived value: students appear to consider the laboratory videos as essential for successfully completing the laboratories while they appear to consider the lecture videos as something more akin to supplemental material. In this study, we also found that there was little correlation between student engagement with the videos and their incoming background. There was also little correlation found between student engagement with the videos and their performance in the course. An examination of the in-video content suggests that students engaged more with concrete information that is explicitly required for assignment completion (e.g., actions required to complete laboratory work, or formulas or mathematical expressions needed to solve particular problems) and less with content that is considered more conceptual in nature. It was also found that students' in-video accesses usually increased toward the embedded interaction points. However, students did not necessarily access the follow-up discussion of these

  20. Self-assessed learning style correlates to use of supplemental learning materials in an online course management system.

    Science.gov (United States)

    Halbert, Caitlin; Kriebel, Richard; Cuzzolino, Robert; Coughlin, Patrick; Fresa-Dillon, Kerin

    2011-01-01

    The benefit of online learning materials in medical education is not well defined. The study correlated certain self-identified learning styles with the use of self-selected online learning materials. First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.