WorldWideScience

Sample records for students online learning

  1. Dental students' perceptions of an online learning.

    Science.gov (United States)

    Asiry, Moshabab A

    2017-10-01

    To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

  2. Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

    Science.gov (United States)

    Demir Kaymak, Zeliha; Horzum, Mehmet Baris

    2013-01-01

    Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

  3. Online Learning Self-Efficacy in Students with and without Online Learning Experience

    Science.gov (United States)

    Zimmerman, Whitney Alicia; Kulikowich, Jonna M.

    2016-01-01

    A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the…

  4. Medical students' online learning technology needs.

    Science.gov (United States)

    Han, Heeyoung; Nelson, Erica; Wetter, Nathan

    2014-02-01

    This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.

  5. Student-Teacher Interaction in Online Learning Environments

    Science.gov (United States)

    Wright, Robert D., Ed.

    2015-01-01

    As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

  6. Is Online Learning Suitable for All English Language Students?

    Science.gov (United States)

    Kuama, Settha; Intharaksa, Usa

    2016-01-01

    This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

  7. Accommodating Students' Sensory Learning Modalities in Online Formats

    Science.gov (United States)

    Allison, Barbara N.; Rehm, Marsha L.

    2016-01-01

    Online classes have become a popular and viable method of educating students in both K-12 settings and higher education, including in family and consumer sciences (FCS) programs. Online learning dramatically affects the way students learn. This article addresses how online learning can accommodate the sensory learning modalities (sight, hearing,…

  8. Students' Media Preferences in Online Learning

    Science.gov (United States)

    Kobayashi, Michiko

    2017-01-01

    This study examined students' preferred media in online learning and its relationship with learner characteristics and online technology self-efficacy. One hundred six college students in a mid-size U.S. university responded to a survey. The frequency analysis showed that students did not necessarily favor rich media over lean media in online…

  9. Online Support Service Quality, Online Learning Acceptance, and Student Satisfaction

    Science.gov (United States)

    Lee, Jung-Wan

    2010-01-01

    This paper examines potential differences between Korean and American students in terms of their perception levels regarding online education support service quality, online learning acceptance, and satisfaction. Eight hundred and seventy-two samples, which were collected from students in online classes in the United States and Korea, were…

  10. 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…

  11. Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students

    Directory of Open Access Journals (Sweden)

    Miri Shonfeld

    2015-09-01

    Full Text Available The perceived contribution of science education online course to pre-service students (N=121 from diverse backgrounds - students with learning disabilities (25 LD students, 28 excellent students and 68 average students is presented in this five years research. During the online course students were asked to choose a scientific subject; to map it and to plan teaching activities; to carry out the proposed activities with students in a classroom experience; and to reflect the process. The assumption was that adapting the online course by using information and communication technology following formative assessment will improve students' self-learning ability as well as broaden their science knowledge, their lab performance and teaching skills. Data were collected using quantitative and qualitative tools including: pre and post questionnaires and nine (three students from each group depth interviews upon completion of the course. Findings, based on students` perceived evaluation, pinpointed on the advantages of the online course for students of the three groups. LD students’ achievements were not inferior to those of their peers, excellent students and average students. Yet, it carefully reports on a slight but explicitly marginal perceived evaluation of the LD students in comparison to excellent students and average students regarding: forum participation, authentic task and water lab performance. The article discusses the affordance of the online course via additional features that can be grouped into two categories: knowledge construction and flexibility in time, interaction and knowledge. Further research is suggested to extend the current study by examine the effect of other courses and different contents and by considering various evaluation methods of online courses, such as: observation, the think aloud, text and tasks analysis, and reflection.

  12. 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…

  13. Using Online Learning for At-Risk Students and Credit Recovery. Promising Practices in Online Learning

    Science.gov (United States)

    Watson, John; Gemin, Butch

    2008-01-01

    Online learning programs are designed to expand high-quality educational opportunities and to meet the needs of diverse students. While the primary reason online courses are offered in school districts is to expand offerings to courses that would otherwise be unavailable, the second most commonly cited reason for offering online learning is to…

  14. Perceptions of Online Learning in an Australian University: Malaysian Students? Perspectives - Usability of the Online Learning Tools

    OpenAIRE

    Renee Chew Shiun Yee

    2013-01-01

    This study set out to investigate the kinds of learning difficulties encountered by the Malaysian students and how they actually coped with online learning. The modified Online Learning Environment Survey (OLES) instrument was used to collect data from the sample of 40 Malaysian students at a university in Brisbane, Australia. A controlled group of 35 Australian students was also included for comparison purposes. Contrary to assumptions from previous researches, the findings revealed that the...

  15. Research on Model of Student Engagement in Online Learning

    Science.gov (United States)

    Peng, Wang

    2017-01-01

    In this study, online learning refers students under the guidance of teachers through the online learning platform for organized learning. Based on the analysis of related research results, considering the existing problems, the main contents of this paper include the following aspects: (1) Analyze and study the current student engagement model.…

  16. 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.

  17. 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.

  18. Using Visualization to Motivate Student Participation in Collaborative Online Learning Environments

    Science.gov (United States)

    Jin, Sung-Hee

    2017-01-01

    Online participation in collaborative online learning environments is instrumental in motivating students to learn and promoting their learning satisfaction, but there has been little research on the technical supports for motivating students' online participation. The purpose of this study was to develop a visualization tool to motivate learners…

  19. 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.

  20. Student perceptions on learning with online resources in a flipped mathematics classroom

    DEFF Research Database (Denmark)

    Triantafyllou, Eva; Timcenko, Olga

    2015-01-01

    This article discusses student perceptions of if and how online resources contribute to mathematics learning and motivation. It includes results from an online survey we conducted at the Media Technology department of Aalborg University, Copenhagen, Denmark. For this study, students were given...... links to various online resources (screencasts, online readings and quizzes, and lecture notes) for out-of-class preparation in a flipped classroom in mathematics. The survey results show support for student perceptions that online resources enhance learning, by providing visual and in depth...... explanations, and they can motivate students. However, students stated that they miss just-in-time explanations when learning with online resources and they questioned the quality and validity of some of them....

  1. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

    Science.gov (United States)

    Gray, Julie A.; DiLoreto, Melanie

    2016-01-01

    Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

  2. Online learning in speech and language therapy: Student performance and attitudes.

    Science.gov (United States)

    Upton, Dominic

    2006-03-01

    Behavioural studies form an essential component of the Speech and Language Therapy (SLT) undergraduate degree. This study aimed to produce online teaching material in behavioural studies suitable for undergraduate SLT students, explore students' views on the online material, record their performance when taught through this innovative method and compare their performance to a group taught through the traditional lecture based method. Finally, it aimed to explore the relationship between engagement with the module and performance. SLT students completed an online health psychology/sociology module and their performance was compared to students who completed a traditional lecture based course. Student evaluations of the online course were also recorded as was their engagement with the online module. Results suggested that there was no significant difference between students taught through an online medium compared to those taught through "traditional lectures". An evaluation survey suggested that students appeared to enjoy the material although there was some reluctance to develop an independent learning style. Online learning has a great deal to offer SLT education. However, material has to be developed that can both engage and motivate learners, thereby enhancing student independent learning.

  3. E-Learning: Investigating Students' Acceptance of Online Learning in Hospitality Programs

    Science.gov (United States)

    Song, Sung Mi

    2010-01-01

    Students' perceptions and satisfaction with online learning courses have drawn a lot of attention from educational practitioners and researchers. However, an empirical study of perception and satisfaction with online learning is yet to be found in the hospitality area. Thus, this study addresses gaps in previous studies. This study was…

  4. Learning or Lurking?: Tracking the "Invisible" Online Student.

    Science.gov (United States)

    Beaudoin, Michael F.

    2002-01-01

    This case study of inactive, or invisible, students enrolled in an online graduate course identifies how much time is spent in course-related activity, what the reasons are for students' invisibility, and if their preferred learning styles influence online behavior. Preliminary analysis of grades indicate that grades are better for high-visibility…

  5. How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

    Science.gov (United States)

    Choi, Beomkyu

    2016-01-01

    The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

  6. Potential Students' Perceptions on Online Learning as Innovation ...

    African Journals Online (AJOL)

    The study was conducted in consideration of increasing African education institutions' interest to offer online learning. The interest has been triggered by the great opportunities available with online education provision and contemporary global trends in such provision. An understanding of potential online students' ...

  7. A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

    Science.gov (United States)

    Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

    Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

  8. Preferred Methods of Learning for Nursing Students in an On-Line Degree Program.

    Science.gov (United States)

    Hampton, Debra; Pearce, Patricia F; Moser, Debra K

    Investigators have demonstrated that on-line courses result in effective learning outcomes, but limited information has been published related to preferred teaching strategies. Delivery of on-line courses requires various teaching methods to facilitate interaction between students, content, and technology. The purposes of this study were to understand student teaching/learning preferences in on-line courses to include (a) differences in preferred teaching/learning methods for on-line nursing students across generations and (b) which teaching strategies students found to be most engaging and effective. Participants were recruited from 2 accredited, private school nursing programs (N=944) that admit students from across the United States and deliver courses on-line. Participants provided implied consent, and 217 (23%) students completed the on-line survey. Thirty-two percent of the students were from the Baby Boomer generation (1946-1964), 48% from Generation X (1965-1980), and 20% from the Millennial Generation (born after 1980). The preferred teaching/learning methods for students were videos or narrated PowerPoint presentations, followed by synchronous Adobe Connect educations sessions, assigned journal article reading, and e-mail dialog with the instructor. The top 2 methods identified by participants as the most energizing/engaging and most effective for learning were videos or narrated PowerPoint presentations and case studies. The teaching/learning method least preferred by participants and that was the least energizing/engaging was group collaborative projects with other students; the method that was the least effective for learning was wikis. Baby Boomers and Generation X participants had a significantly greater preference for discussion board (PBaby Boomer and Generation X students and rated on-line games as significantly more energizing/engaging and more effective for learning (PBaby Boomer and Generation X students. In conclusion, the results of this

  9. 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.

  10. 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.

  11. An online clinical governance learning package for student radiographers

    International Nuclear Information System (INIS)

    Messer, Simon; Griffiths, Marc

    2007-01-01

    Purpose: Clinical governance is a key element of the Government's plan for reform in the National Health Service. As such, it is an essential element for final year undergraduate radiography studies. With Ciris becoming a standard web-based solution for clinical governance within the NHS, a need has been identified for it to be introduced at university to undergraduate radiographers. Methods: A distance learning package for Ciris has therefore been developed that was trialed by third year radiography students whilst on their final clinical placement. The package includes a specifically designed online virtual hospital which the students engaged with interactively using a workbook. The students undertook detailed individual and group exercises aimed at delivering practical experience of the Ciris program and its role in clinical governance. Results: The package was evaluated by the students in terms of their experiential learning and their perceived learning needs for clinical governance. Technical and support issues associated with the delivery of this package online were identified. Conclusion: The combination of a distance online learning environment, supported by a workbook, is an effective method of engaging students and is beneficial in terms of helping achieve learning outcomes in clinical governance for final year radiography studies

  12. 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…

  13. 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…

  14. Scaffolding student engagement via online peer learning

    International Nuclear Information System (INIS)

    Casey, M M; Bates, S P; Galloway, K W; Galloway, R K; Hardy, J A; Kay, A E; Kirsop, P; McQueen, H A

    2014-01-01

    We describe one aspect of a UK inter-institutional project wherein an online tool was used to support student generation of multiple choice questions. Across three universities and in five modules in physics, chemistry and biology, we introduced the PeerWise online system as a summative assessment tool in our classes, the desire being to increase student engagement, academic attainment and level of cognitive challenge. Engagement with the system was high with many students exceeding the minimum requirements set out in the assessment criteria. We explore the nature of student engagement and describe a working model to enable high-impact student-learning and academic gain with minimal instructor intervention. (paper)

  15. Learning Styles and the Online Classroom: Implications for Business Students

    Science.gov (United States)

    Nastanski, Michael; Slick, Thomas

    2008-01-01

    This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when…

  16. Learning design thinking online : studying students' learning experience in shared virtual reality

    OpenAIRE

    Lau, Kung Wong

    2010-01-01

    Learning Design Thinking Online: Studying Students' Learning Experience in Shared Virtual Reality My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1...

  17. Project-Based Learning and Student Knowledge Construction during Asynchronous Online Discussion

    Science.gov (United States)

    Koh, Joyce Hwee Ling; Herring, Susan C.; Hew, Khe Foon

    2010-01-01

    Project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between…

  18. 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.

  19. Academic integrity in the online learning environment for health sciences students.

    Science.gov (United States)

    Azulay Chertok, Ilana R; Barnes, Emily R; Gilleland, Diana

    2014-10-01

    The online learning environment not only affords accessibility to education for health sciences students, but also poses challenges to academic integrity. Technological advances contribute to new modes of academic dishonesty, although there may be a lack of clarity regarding behaviors that constitute academic dishonesty in the online learning environment. To evaluate an educational intervention aimed at increasing knowledge and improving attitudes about academic integrity in the online learning environment among health sciences students. A quasi-experimental study was conducted using a survey of online learning knowledge and attitudes with strong reliability that was developed based on a modified version of a previously developed information technology attitudes rating tool with an added knowledge section based on the academic integrity statement. Blended-learning courses in a university health sciences center. 355 health sciences students from various disciplines, including nursing, pre-medical, and exercise physiology students, 161 in the control group and 194 in the intervention group. The survey of online learning knowledge and attitudes (SOLKA) was used in a pre-post test study to evaluate the differences in scores between the control group who received the standard course introduction and the intervention group who received an enhanced educational intervention about academic integrity during the course introduction. Post-intervention attitude scores were significantly improved compared to baseline scores for the control and intervention groups, indicating a positive relationship with exposure to the information, with a greater improvement among intervention group participants (pacademic integrity in the online environment. Emphasis should be made about the importance of academic integrity in the online learning environment in preparation for professional behavior in the technologically advancing health sciences arena. Copyright © 2013 Elsevier Ltd. All

  20. ONLINE EDUCATION, ACTIVE LEARNING, AND ANDRAGOGY: An approach for Student Engagement

    OpenAIRE

    CARUTH, Gail D.

    2015-01-01

    Online learning opportunities have become essential for today’s colleges and universities. Online technology can support active learning approaches to learning. The purpose of the paper was to investigate why active learning in online classes has a positive effect on student engagement. A review of the literature revealed that research studies have been conducted to investigate the benefits of active learning. There exists extensive evidence to support the notion that active learning enhances...

  1. Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity

    Directory of Open Access Journals (Sweden)

    Ching Chang

    2014-03-01

    Full Text Available The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2. The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs. Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction.

  2. Describing the on-line graduate science student: An examination of learning style, learning strategy, and motivation

    Science.gov (United States)

    Spevak, Arlene J.

    Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although

  3. BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS

    Directory of Open Access Journals (Sweden)

    Brenda M. Wright

    2017-05-01

    Full Text Available With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions and quantitative (open-ended questions approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

  4. Online Learning in a South African Higher Education Institution: Determining the Right Connections for the Student

    Science.gov (United States)

    Queiros, Dorothy R.; de Villiers, M. R.

    2016-01-01

    Online learning is a means of reaching marginalised and disadvantaged students within South Africa. Nevertheless, these students encounter obstacles in online learning. This research investigates South African students' opinions regarding online learning, culminating in a model of important connections (facets that connect students to their…

  5. Online Behavior Analysis-Based Student Profile for Intelligent E-Learning

    Directory of Open Access Journals (Sweden)

    Kun Liang

    2017-01-01

    Full Text Available With the development of mobile platform, such as smart cellphone and pad, the E-Learning model has been rapidly developed. However, due to the low completion rate for E-Learning platform, it is very necessary to analyze the behavior characteristics of online learners to intelligently adjust online education strategy and enhance the quality of learning. In this paper, we analyzed the relation indicators of E-Learning to build the student profile and gave countermeasures. Adopting the similarity computation and Jaccard coefficient algorithm, we designed a system model to clean and dig into the educational data and also the students’ learning attitude and the duration of learning behavior to establish student profile. According to the E-Learning resources and learner behaviors, we also present the intelligent guide model to guide both E-Learning platform and learners to improve learning things. The study on student profile can help the E-Learning platform to meet and guide the students’ learning behavior deeply and also to provide personalized learning situation and promote the optimization of the E-Learning.

  6. Parental Role and Support for Online Learning of Students with Disabilities: A Paradigm Shift

    Science.gov (United States)

    Smith, Sean J.; Burdette, Paula J.; Cheatham, Gregory A.; Harvey, Susan P.

    2016-01-01

    This study, conducted by researchers at the Center on Online Learning and Students With Disabilities, investigated parent perceptions and experiences regarding fully online learning for their children with disabilities. Results suggest that with the growth in K-12 fully online learning experiences, the parent (or adult member) in students'…

  7. Student Perceptions of Online Homework Use for Formative Assessment of Learning in Organic Chemistry.

    Science.gov (United States)

    Richards-Babb, Michelle; Curtis, Reagan; Georgieva, Zomitsa; Penn, John H

    2015-11-10

    Use of online homework as a formative assessment tool for organic chemistry coursework was examined. Student perceptions of online homework in terms of (i) its ranking relative to other course aspects, (ii) their learning of organic chemistry, and (iii) whether it improved their study habits and how students used it as a learning tool were investigated. Our students perceived the online homework as one of the more useful course aspects for learning organic chemistry content. We found a moderate and statistically significant correlation between online homework performance and final grade. Gender as a variable was ruled out since significant gender differences in overall attitude toward online homework use and course success rates were not found. Our students expressed relatively positive attitudes toward use of online homework with a majority indicating improved study habits (e.g., study in a more consistent manner). Our students used a variety of resources to remediate incorrect responses (e.g., class materials, general online materials, and help from others). However, 39% of our students admitted to guessing at times, instead of working to remediate incorrect responses. In large enrollment organic chemistry courses, online homework may act to bridge the student-instructor gap by providing students with a supportive mechanism for regulated learning of content.

  8. An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources.

    Science.gov (United States)

    Gledhill, Laura; Dale, Vicki H M; Powney, Sonya; Gaitskell-Phillips, Gemma H L; Short, Nick R M

    Today's veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world.

  9. Online Collaborative Learning Activities: The Perceptions of Culturally Diverse Graduate Students

    Science.gov (United States)

    Kumi-Yeboah, Alex; Yuan, Guangji; Dogbey, James

    2017-01-01

    This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities. The participants were 20 minority graduate students from diverse cultural backgrounds (10 African Americans, 5 Hispanics, and 5 international students from Africa) enrolled in online graduate instructional technology and…

  10. Cultural Differences in Online Learning: International Student Perceptions

    Science.gov (United States)

    Liu, Xiaojing; Liu, Shijuan; Lee, Seung-hee; Magjuka, Richard J.

    2010-01-01

    This article reports the findings of a case study that investigated the perceptions of international students regarding the impact of cultural differences on their learning experiences in an online MBA program. The study also revealed that online instructors need to design courses in such a way as to remove potential cultural barriers, including…

  11. An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

    Science.gov (United States)

    Yu, Taeho; Richardson, Jennifer C.

    2015-01-01

    The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using exploratory factor…

  12. Online Learning for Master Students and Their Organisation of Employment in Proactive Review

    DEFF Research Database (Denmark)

    Kolbæk, Ditte; Lundh Snis, Ulrika

    2016-01-01

    This paper analyses an online community of master’s students taking a course in ICT and organisational learning. One assignment for the students was to initiate and facilitate an educational design for organisational learning called Proactive Review in the organisations where they were employed....... The study explores the interplay between the students’ learning activities at work and in their master study. By using an online discussion forum on Google groups, they reflected on their experimentation with Proactive Review in their professional organisation in order to learn from the experience and find...... solutions to the problems they identified. Our research question is: How do students learn from experience in two contexts, namely as master students and professionals at work? We used netnography to select qualitative postings from the online community. Our contribution to research shows how students...

  13. Fostering High-School Students' Self-Regulated Learning Online and across Academic Domains

    Science.gov (United States)

    Greene, Jeffrey Alan; Bolick, Cheryl Mason; Caprino, A. Michael; Deekens, Victor M.; McVea, Megan; Yu, Seung; Jackson, William P.

    2015-01-01

    The proliferation of online information has not come with a commensurate growth in students' ability to learn from that information. Today's students may be digitally native online communicators, but many lack the knowledge and skills necessary to navigate, find, and integrate online information into coherent understanding. Students who are able…

  14. Beyond Engagement Analytics: Which Online Mixed-Data Factors Predict Student Learning Outcomes?

    Science.gov (United States)

    Strang, Kenneth David

    2017-01-01

    This mixed-method study focuses on online learning analytics, a research area of importance. Several important student attributes and their online activities are examined to identify what seems to work best to predict higher grades. The purpose is to explore the relationships between student grade and key learning engagement factors using a large…

  15. Online Behavior Analysis-Based Student Profile for Intelligent E-Learning

    OpenAIRE

    Liang, Kun; Zhang, Yiying; He, Yeshen; Zhou, Yilin; Tan, Wei; Li, Xiaoxia

    2017-01-01

    With the development of mobile platform, such as smart cellphone and pad, the E-Learning model has been rapidly developed. However, due to the low completion rate for E-Learning platform, it is very necessary to analyze the behavior characteristics of online learners to intelligently adjust online education strategy and enhance the quality of learning. In this paper, we analyzed the relation indicators of E-Learning to build the student profile and gave countermeasures. Adopting the similarit...

  16. Online Video Modules for Improvement in Student Learning

    Science.gov (United States)

    Lancellotti, Matthew; Thomas, Sunil; Kohli, Chiranjeev

    2016-01-01

    The objective of this teaching innovation was to incorporate a comprehensive set of short online video modules covering key topics from the undergraduate principles of marketing class, and to evaluate its effectiveness in improving student learning. A quasiexperimental design was used to compare students who had access to video modules with a…

  17. The Effects of Student Question-Generation with Online Prompts on Learning

    Science.gov (United States)

    Yu, Fu-Yun; Pan, Kuan-Jung

    2014-01-01

    The focus of this study was to investigate the effects of student-question generation with online prompts on student academic achievement, question-generation performance, learning satisfaction and learning anxiety. This study adopted a quasi-experimental research design. Two classes of eighth grade students (N = 64) from one middle school…

  18. Student Response to Remote-Online Case-Based Learning: A Qualitative Study.

    Science.gov (United States)

    Nicklen, Peter; Keating, Jennifer L; Maloney, Stephen

    2016-03-22

    Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. Most students (68/73) completed the postintervention survey (nonparticipation rate 8%). RO-CBL was generally well received by participants, with 59% (40/68) of participates stating that they'd like RO-CBL to be used in the future and 78% (53/68) of participants believing they could meet the CBL's learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL's learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes.

  19. Social Support for Online Learning: Perspectives of Nursing Students

    Science.gov (United States)

    Munich, Kim

    2014-01-01

    The purpose of this study was to identify supports beyond the educator that contributed to undergraduate and graduate nursing students' ability and motivation to learn online. Case study methodology similar to Stake (2000) was bounded or contained by undergraduate and graduate online courses. Twenty-nine undergraduate and graduate nursing…

  20. Digital Cadavers: Online 2D Learning Resources Enhance Student Learning in Practical Head and Neck Anatomy within Dental Programs

    Directory of Open Access Journals (Sweden)

    Mahmoud M. Bakr

    2016-01-01

    Full Text Available Head and neck anatomy provides core concepts within preclinical dental curricula. Increased student numbers, reduced curricula time, and restricted access to laboratory-based human resources have increased technology enhanced learning approaches to support student learning. Potential advantages include cost-effectiveness, off-campus access, and self-directed review or mastery opportunities for students. This study investigated successful student learning within a first-year head and neck anatomy course at the School of Dentistry and Oral Health, Griffith University, Australia, taught by the same teaching team, between 2010 and 2015. Student learning success was compared, for cohorts before and after implementation of a supplementary, purpose-designed online digital library and quiz bank. Success of these online resources was confirmed using overall students’ performance within the course assessment tasks and Student Evaluation of Course surveys and online access data. Engagement with these supplementary 2D online resources, targeted at improving laboratory study, was positively evaluated by students (mean 85% and significantly increased their laboratory grades (mean difference 6%, P<0.027, despite being assessed using cadaveric resources. Written assessments in final exams were not significantly improved. Expanded use of supplementary online resources is planned to support student learning and success in head and neck anatomy, given the success of this intervention.

  1. Supporting Students' Learning: The Use of Formative Online Assessments

    Science.gov (United States)

    Einig, Sandra

    2013-01-01

    This paper investigates the impact of online multiple choice questions (MCQs) on students' learning in an undergraduate Accounting module at a British university. The impact is considered from three perspectives: an analysis of how students use the MCQs; students' perceptions expressed in a questionnaire survey; and an investigation of the…

  2. Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs

    Science.gov (United States)

    Li, Lung-Yu; Lee, Long-Yuan

    2016-01-01

    The purpose of this study was to explore graduate students' competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of…

  3. 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.

  4. Improving Web-Based Student Learning Through Online Video Demonstrations

    Science.gov (United States)

    Miller, Scott; Redman, S.

    2010-01-01

    Students in online courses continue to lag their peers in comparable face-to-face (F2F) courses (Ury 2004, Slater & Jones 2004). A meta-study of web-based vs. classroom instruction by Sitzmann et al (2006) discovered that the degree of learner control positively influences the effectiveness of instruction: students do better when they are in control of their own learning. In particular, web-based courses are more effective when they incorporate a larger variety of instructional methods. To address this need, we developed a series of online videos to demonstrate various astronomical concepts and provided them to students enrolled in an online introductory astronomy course at Penn State University. We found that the online students performed worse than the F2F students on questions unrelated to the videos (t = -2.84), but that the online students who watched the videos performed better than the F2F students on related examination questions (t = 2.11). We also found that the online students who watched the videos performed significantly better than those who did not (t = 3.43). While the videos in general proved helpful, some videos were more helpful than others. We will discuss our thoughts on why this might be, and future plans to improve upon this study. These videos are freely available on iTunesU, YouTube, and Google Video.

  5. BOOK REVIEW STUDENT-TEACHER INTERACTION IN ONLINE LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Harun SERPIL

    2017-04-01

    Full Text Available As online learning environments do not lend themselves to face-to-face interaction between teachers and students, it is essential to understand how to ensure healthy social presence in online learning. This book provides a useful selection of both commonly used and recently developed theories by discussing current research and giving examples of social presence in latest Online Learning Environments (OLEs. The book examines how the appropriate use of technological tools can relate instructors, peers, and course content. The reports on successful implementations are reinforced with research involving pre-service teachers. Both experienced and inexperienced educators will benefit by being informed about the effective use of many valuable tools exemplified here. The last six chapters present an array of new models that support social presence, and demonstrate how traditional paradigms can be used to create online social presence.

  6. Students as active co-designers in an online learning environment

    DEFF Research Database (Denmark)

    Nielsen, Jørgen Lerche

    group members and other participating students. Drawing on theories of dialogic digital communication and collaborative learning, the paper will analyze students´ participation in dialogically organized online seminars and reflect on the challenges for students as independent and interconnected learners...

  7. Factors Impacting Students' Online Learning Experience in a Learner-Centred Course

    Science.gov (United States)

    Wu, Y.

    2016-01-01

    Technologies bring a new era of content presentation for online teaching and learning. With more instructors adopting new tools to design online teaching materials, students are often put into learning contexts with certain new design components. Assessing learner experience and outcome in these contexts is challenging because of the complexity…

  8. Student performance in computing education: an empirical analysis of online learning in programming education environments

    Science.gov (United States)

    Xia, Belle Selene; Liitiäinen, Elia

    2017-11-01

    The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate to these online exercises is not positively correlated with the exercise points. Yet, our results confirm that doing exercises along supports student learning and skill accumulation equipping them with the knowledge of programming. While the student performance in programming courses is affected by factors such as prior background in programming, cognitive skills and the quality of teaching, completing the course exercises via learning-by-doing is an indispensable part of teaching. Based on the student feedback from the course survey, the students are highly satisfied with using online technologies as part of learning.

  9. Development and Validation of the Perception of Students towards Online Learning (POSTOL)

    Science.gov (United States)

    Bhagat, Kaushal Kumar; Wu, Leon Yufeng; Chang, Chun-Yen

    2016-01-01

    In the twenty-first century, online learning has evolved as a worldwide platform to connect, collaborate and engage users in the learning process. Online learning today is integrated with social network connectivity, which builds an ecosystem for interaction between students, teachers, and professors from every corner of the world, providing them…

  10. Impact of interactive online units on learning science among students with learning disabilities and English learners

    Science.gov (United States)

    Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

    2018-03-01

    The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units.

  11. Effects of Students' Characteristics on Online Learning Readiness: A Vocational College Example

    Science.gov (United States)

    Cigdam, Harun; Yildirim, Osman Gazi

    2014-01-01

    Educational institutions rapidly adopt concepts and practices of online learning systems for students. But many institutions' online learning programs face enormous difficulty in achieving successful strategies. It is essential to evaluate its different aspects and understand factors which influence its effectiveness. Readiness stands out among…

  12. Assuring Student Learning Outcomes Achievement through Faculty Development: An Online University Example

    Science.gov (United States)

    Lewis, Shelia; Ewing, Christopher

    2016-01-01

    Asynchronous discussions in the online teaching and learning environment significantly contributes to the achievement of student learning outcomes, which is dependent upon qualified and engaged faculty members. The discourse within this article addresses how an online university conducted faculty development through its unique Robust Learning…

  13. Student Perceptions of a Successful Online Collaborative Learning Community

    Science.gov (United States)

    Waugh, Michael L.; Su, Jian

    2016-01-01

    This paper shares the perceptions of a group of 11 successful online students regarding the value of the collaborative learning community that developed as part of their participation in the first cohort of the WebIT online Master of Science Degree in Instructional Technology program, at The University of Tennessee at Knoxville during 2008-2010.…

  14. Online feedback assessments in physiology: effects on students' learning experiences and outcomes.

    Science.gov (United States)

    Marden, Nicole Y; Ulman, Lesley G; Wilson, Fiona S; Velan, Gary M

    2013-06-01

    Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which differed in the amount of credit available, the number of attempts permitted, and whether the quizzes were invigilated or unsupervised, timed or untimed, or open or closed book. All quizzes were composed of multiple-choice questions and provided immediate individualized feedback. Summative end-of-course examination marks were analyzed with respect to performance in quizzes and were also compared with examination performance in the year before the quizzes were introduced. Online surveys were conducted to gather students' perceptions regarding the quizzes. The vast majority of students perceived online quizzes as a valuable learning tool. For all quiz models tested, there was a significant relationship between performance in quizzes and end-of-course examination scores. Importantly, students who performed poorly in quizzes were more likely to fail the examination, suggesting that formative online quizzes may be a useful tool to identify students in need of assistance. Of the four quiz models, only one quiz model was associated with a significant increase in mean examination performance. This model had the strongest formative focus, allowing multiple unsupervised and untimed attempts. This study suggests that the format of online formative assessments is critical in achieving the desired impact on student learning. Specifically, such assessments are most effective when they are low stakes.

  15. Use of online interactive tools in an open distance learning context: Health studies students' perspective*

    Directory of Open Access Journals (Sweden)

    Kefiloe A. Maboe

    2017-10-01

    Full Text Available Background: Open distance learning (ODL institutions provide educational challenges with specific reference to the training of nurses. They have adopted online technologies to facilitate teaching and learning. However it is observed that most nurses do not use or minimally use tools such as a discussion forum for online interaction to facilitate teaching and learning. Objective: The purpose of this study was to determine how the discussion forum as an online interactive tool be used in an ODL institution to enhance student-to-student and student-to-lecturer online interactions. Design: Quantitative and descriptive in nature. Method: No sampling was done. An online questionnaire was sent to all 410 second and third years Health Services Management students around the world registered with a specific ODL institution during the second semester. Eighty seven students responded to the questionnaire. Data analysis was done quantitatively and descriptively in the form of diagrams. Results: The findings indicated that 84.9% of students own computers, and 100% own cellular phones, but only 3.8% participated in online discussion forum. Some students indicated that they were technologically challenged. Some lecturers interact minimally online and are not supportive to them. The institution does not give them the support they need to acquire the necessary skills to utilise these technologies. Conclusion: The article suggests that lecturers, active interaction in an online discussion forum as a way of supporting students, are fundamental to effective teaching and learning.The university should consider providing intensive mentoring to students to enable them to utilise the available technologies optimally.

  16. On-line case discussion assessment in ultrasound: The effect on student centred and inter-professional learning

    International Nuclear Information System (INIS)

    Harrison, G.; Mulloy, B.; Harris, A.; Flinton, D.

    2012-01-01

    In 2009 an asynchronous on-line case discussion assessment was introduced, to replace an existing traditional case study assessment, within the Medical Ultrasound Programmes at City University London, to help extend collaborative, inter-professional student-led learning skills. Two clinical modules were used to develop the on-line learning method with associated assessments. Students selected and led a clinical case from their department, uploaded anonymised images and case details with questions, to encourage interaction from other colleagues. Thirty students participated in the on-line case discussions. The assessment was evaluated via informal feedback, end of module feedback and an on-line questionnaire. Some students completed two modules, using the on-line discussion, others were involved in only one module, of which 21 out of 26 students completed end of module feedback for the 1st module and 18 out of 20 students completed feedback from the 2nd module. Twelve students out of 30 completed the on-line questionnaire. Feedback suggested that the on-line case discussions were a good learning tool, providing a wide range of cases for students to participate in or read and learn from each other. All students found the cases interesting, engaging and useful, but time consuming. Despite the small numbers involved, useful feedback was provided to assist further development of the assessment, particularly in relation to the number of cases being assessed and length of availability. On-line case discussions are an innovative, engaging method to encourage self directed, collaborative learning which could be utilised in the health care setting to share interesting cases, promote inter-professional and self-directed learning.

  17. Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students

    Science.gov (United States)

    Lewis, S.; Whiteside, A.; Garrett Dikkers, A.

    2014-01-01

    In this three-year, mixed methods case study, the benefits and challenges of online learning for at-risk high school students were examined. A key finding was that at-risk students identify the benefits and challenges of online learning to be the same. While students appreciate the opportunity to work ahead and study at their own pace, they see it…

  18. Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning

    Directory of Open Access Journals (Sweden)

    Daniah ALABBASI

    2017-07-01

    Full Text Available Teachers and educational institutions are attempting to find an appropriate strategy to motivate as well as engage students in the learning process. Institutions are encouraging the use of gamification in education for the purpose of improving the intrinsic motivation as well as engagement. However, the students’ perspective of the issue is under-investigated. The purpose of this research study was to explore graduate students’ perspectives toward the use of gamification techniques in online learning. The study used exploratory research and survey as the data collection tool. Forty-seven graduate students (n = 47 enrolled in an instructional technology program studied in a learning management system that supports gamification (TalentLMS. The average total percentages were calculated for each survey section to compose the final perspective of the included students. The results showed a positive perception toward the use of gamification tools in online learning among graduate students. Students require effort-demanding, challenging, sophisticated learning systems that increase competency, enhance recall memory, concentration, attentiveness, commitment, and social interaction. Limitations of the study are identified, which highlights the need for further research on the subject matter.

  19. Analisis Intensi Berprestasi Mahasiswa Binus Online Learning

    Directory of Open Access Journals (Sweden)

    Agus Putranto

    2013-12-01

    Full Text Available The utilization of e-learning can improve learning effectiveness and flexibility. Universitas Bina Nusantara (BINUS provides an online learning program called BINUS Online learning. It offers the student to do a study through online activities, where the students are couraged to learn individually. This research was conducted to obtain a perspective of student intention from BINUS Online learning to mark good achievement. Non experimental method with quatitative approached is implemented where the respondents are students of Information System department and Marketing Management Department. The sampling techniques used is non probability purposive sampling. All variables are measured using questionnaire based on Fishbein and Ajzen model. The data of the research are analyzed using descriptive statistics and multiple linier regression analysis. The results show that the intention to mark an achievement of students of BINUS Online learning is very high. It means that BINUS Online learning Program students have strong intention to get good marks and study achievements.

  20. Cultural Influences on Chinese Students' Asynchronous Online Learning in a Canadian University

    Science.gov (United States)

    Zhao, Naxin; McDougall, Douglas

    2008-01-01

    This study explored six Chinese graduate students' asynchronous online learning in a large urban Canadian university. Individual interviews in Mandarin elicited their perceptions of online learning, their participation in it, and the cultural factors that influenced their experiences. In general, the participants had a positive attitude towards…

  1. Barriers to Learning Online Experienced by Students with a Mental Health Disability

    Science.gov (United States)

    McManus, Dean; Dryer, Rachel; Henning, Marcus

    2017-01-01

    Online education is widely regarded as increasing accessibility to higher education to individuals with disadvantage and disability, including those with a mental health disability. However, the learning challenges these students experience within the online learning environment are not well understood. The purpose of this qualitative case study…

  2. Designing Online Instruction for Postsecondary Students with Learning Disabilities

    Science.gov (United States)

    Simoncelli, Andrew; Hinson, Janice

    2010-01-01

    This research details the methodologies that could be used to better deliver online course content to students with learning disabilities. Research has shown how the design of the course affects the students' attitudes and performance. This article details the methodology and pedagogical side of the delivery including instructional methods that…

  3. Teaching pathology via online digital microscopy: positive learning outcomes for rurally based medical students.

    Science.gov (United States)

    Sivamalai, Sundram; Murthy, Shashidhar Venkatesh; Gupta, Tarun Sen; Woolley, Torres

    2011-02-01

    Technology has revolutionised teaching. Teaching pathology via digital microscopy (DM) is needed to overcome increasing student numbers, a shortage of pathology academics in regional medical schools, and difficulties with teaching students on rural clinical placement. To identify whether an online DM approach, combining digital pathology software, Web-based slides and classroom management software, delivers effective, practical pathology teaching sessions to medical students located both on campus and on rural placement. An online survey collected feedback from fourth and fifth year undergraduate James Cook University medical students on the importance of 16 listed benefits and challenges of using online DM to teach pathology, via a structured five-point Likert survey. Fifty-three students returned the survey (response rate = 33%). Benefits of online DM to teach pathology rated as 'very important' or 'extremely important' by over 50% of students included: higher quality images; faster learning; more convenient; better technology; everyone sees the same image; greater accessibility; helpful annotations on slides; cost savings; and more opportunity for self-paced learning out-of-hours and for collaborative learning in class. Challenges of online DM rated as 'very important' or 'extremely important' by over 50% of students included: Internet availability in more remote locations and potential problems using online technology during class. Nearly all medical students welcomed learning pathology via online digital technology. DM should improve the quantity, quality, cost and accessibility of pathology teaching by regional medical schools, and has significant implications for the growing emphasis in Australia for decentralised medical education and rural clinical placements. © 2011 The Authors. Australian Journal of Rural Health © National Rural Health Alliance Inc.

  4. Selection and Use of Online Learning Resources by First-Year Medical Students: Cross-Sectional Study.

    Science.gov (United States)

    Judd, Terry; Elliott, Kristine

    2017-10-02

    Medical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities. The purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use. Study data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event. According to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed

  5. Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course

    Science.gov (United States)

    Cho, Moon-Heum; Heron, Michele L.

    2015-01-01

    Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students'…

  6. Peer learning a pedagogical approach to enhance online learning: A qualitative exploration.

    Science.gov (United States)

    Raymond, Anita; Jacob, Elisabeth; Jacob, Darren; Lyons, Judith

    2016-09-01

    Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. A qualitative study utilising a self-reported questionnaire. A rural campus of an Australian university. Second year nursing students enrolled in a Bachelor of Nursing Program. A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Peer online learning groups' acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience. Copyright © 2016 Elsevier Ltd. All rights reserved.

  7. Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners

    Science.gov (United States)

    Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

    2018-01-01

    The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71…

  8. Cultivating ICT Students' Interpersonal Soft Skills in Online Learning Environments Using Traditional Active Learning Techniques

    Science.gov (United States)

    Myers, Trina S.; Blackman, Anna; Andersen, Trevor; Hay, Rachel; Lee, Ickjai; Gray, Heather

    2014-01-01

    Flexible online delivery of tertiary ICT programs is experiencing rapid growth. Creating an online environment that develops team building and interpersonal skills is difficult due to factors such as student isolation and the individual-centric model of online learning that encourages discrete study rather than teamwork. Incorporating teamwork…

  9. Participation in asynchronous online discussion forums does improve student learning of gross anatomy.

    Science.gov (United States)

    Green, Rodney A; Farchione, Davide; Hughes, Diane L; Chan, Siew-Pang

    2014-01-01

    Asynchronous online discussion forums are common in blended learning models and are popular with students. A previous report has suggested that participation in these forums may assist student learning in a gross anatomy subject but it was unclear as to whether more academically able students post more often or whether participation led to improved learning outcomes. This study used a path model to analyze the contribution of forum participation, previous academic ability, and student campus of enrolment to final marks in a multicampus gross anatomy course for physiotherapy students. The course has a substantial online learning management system (LMS) that incorporates asynchronous forums as a learning tool, particularly to answer learning objectives. Students were encouraged to post new threads and answer queries in threads started by others. The forums were moderated weekly by staff. Discussion forums were the most used feature of the LMS site with 31,920 hits. Forty-eight percent of the students posted at least once with 186 threads initiated by students and a total of 608 posts. The total number of posts made a significant direct contribution to final mark (P = 0.008) as did previous academic ability (P = 0.002). Although campus did not contribute to final mark, there was a trend for students at the campus where the course coordinator was situated to post more often than those at the other campus (P = 0.073). These results indicate that asynchronous online discussion forums can be an effective tool for improving student learning outcomes as evidenced by final marks in gross anatomy teaching. Copyright © 2013 American Association of Anatomists.

  10. Problem Based Learning Online

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2018-01-01

    “How do two online learning designs affect student engagement in the PBL online modules?” The empirical data were collected and analyzed using a netnographic approach. The study finds that concepts such as self-directed learning and active involvement may be perceived very differently from the students...

  11. Student Perceptions of Online Homework Use for Formative Assessment of Learning in Organic Chemistry

    Science.gov (United States)

    Richards-Babb, Michelle; Curtis, Reagan; Georgieva, Zornitsa; Penn, John H.

    2015-01-01

    Use of online homework as a formative assessment tool for organic chemistry coursework was examined. Student perceptions of online homework in terms of (i) its ranking relative to other course aspects, (ii) their learning of organic chemistry, and (iii) whether it improved their study habits and how students used it as a learning tool were…

  12. Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

    Science.gov (United States)

    Lebenicnik, Maja; Pitt, Ian; Istenic Starcic, Andreja

    2015-01-01

    Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources…

  13. Assessing the Impact of Voice-Over Screen-Captured Presentations Delivered Online on Dental Students' Learning.

    Science.gov (United States)

    Schönwetter, Dieter J; Gareau-Wilson, Nicole; Cunha, Rodrigo Sanches; Mello, Isabel

    2016-02-01

    The traditional lecturing method is still one of the most common forms of delivering content to students in dental education, but innovative learning technologies have the potential to improve the effectiveness and quality of teaching dental students. What challenges instructors is the extent to which these learning tools have a direct impact on student learning outcomes. The aim of this study was to assess the impact of a voice-over screen-captured learning tool by identifying a positive, nil, or negative impact on student learning as well as student engagement (affective, behavioral, and cognitive) when compared to the traditional face-to-face lecture. Extraneous variables thought to impact student learning were controlled by the use of baseline measures as well as random assignment of second-year dental students to one of two teaching conditions: voice-over screen-captured presentation delivered online and the traditional classroom lecture. A total of 28 students enrolled in the preclinical course in endodontics at a Canadian dental school participated in the study, 14 in each of the two teaching conditions. The results showed that, in most cases, the students who experienced the online lecture had somewhat higher posttest scores and perceived satisfaction levels than those in the face-to-face lecture group, but the differences did not achieve statistical significance except for their long-term recognition test scores. This study found that the students had comparable learning outcomes whether they experienced the face-to-face or the online lecture, but that the online lecture had a more positive impact on their long-term learning. The controls for extraneous variables used in this study suggest ways to improve research into the comparative impact of traditional and innovative teaching methods on student learning outcomes.

  14. Using Online Video to Support Student Learning and Engagement

    Science.gov (United States)

    Sherer, Pamela; Shea, Timothy

    2011-01-01

    Online videos are used increasingly in higher education teaching as part of the explosion of Web 2.0 tools that are now available. YouTube is one popular example of a video-sharing resource that both faculty and students can use effectively, both inside and outside of the classroom, to engage students in their learning, energize classroom…

  15. Relationship between Students' Emotional Intelligence, Social Bond, and Interactions in Online Learning

    Science.gov (United States)

    Han, Heeyoung; Johnson, Scott D.

    2012-01-01

    The purpose of the study was to investigate the relationship between students' emotional intelligence, social bond, and their interactions in an online learning environment. The research setting in this study was a 100% online master's degree program within a university located in the Midwest of the United States. Eighty-four students participated…

  16. The effects of supplemental online learning aids on student performance and student engagement in Medical Microbiology

    Science.gov (United States)

    Murray, Kimberly

    The purpose of this study was to determine the effects of online learning aids on student performance and engagement. The thirty-five participants of the current study were students enrolled in two sections of a junior level Medical Microbiology laboratory. The experimental section was required to spend ten minutes each week on an online learning aid. The online program, StudyMate(TM), was used to present text and images in the form of flash cards, multiple choice questions, matching, and crossword puzzles. Both groups completed the Index of Learning Style survey, an initial engagement survey at the start of the course, and a final engagement survey at the end of the course. Statistical analysis showed no significant differences between the groups at the start of the course or after the course was completed for learning style, science grade point average, overall grade point average, initial engagement or final engagement. A moderate correlation was found between microbiology course and laboratory grades and a reflective learning style.

  17. Promoting Students' Motivation and Use of SRL Strategies in Online Mathematics Learning

    Science.gov (United States)

    Gu, Peidi

    2017-01-01

    Computer and information technologies have brought revolutions to many aspects of our lives. Online learning is one of the new learning methods that have emerged with the development of new technologies. Even though the advantages of online learning are very attractive to students and educators, when they are applied in real educational settings,…

  18. 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.

  19. 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

  20. Learning to Learn Online: Using Locus of Control to Help Students Become Successful Online Learners

    Science.gov (United States)

    Lowes, Susan; Lin, Peiyi

    2015-01-01

    In this study, approximately 600 online high school students were asked to take Rotter's locus of control questionnaire and then reflect on the results, with the goal of helping them think about their ability to regulate their learning in this new environment. In addition, it was hoped that the results could provide a diagnostic for teachers who…

  1. 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.

  2. Students' Groupwork Management in Online Collaborative Learning Environments

    Science.gov (United States)

    Xu, Jianzhong; Du, Jianxia; Fan, Xitao

    2015-01-01

    The present study investigates empirical models of groupwork management in online collaborative learning environments, based on the data from 298 students (86 groups) in United States. Data revealed that, at the group level, groupwork management was positively associated with feedback and help seeking. Data further revealed that, at the individual…

  3. 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…

  4. Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

    Directory of Open Access Journals (Sweden)

    Maja Lebeničnik

    2015-06-01

    Full Text Available Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources (learning content and learning tools facilitates informed use and enables students to create the learning environment that is most appropriate for their personal learning needs and preferences. In contemporary society, the creation of an inclusive learning environment supported by ICT is pervasive. The model of Universal Design for Learning is becoming increasingly significant in responding to the need for inclusive learning environments. In this article, we categorize different online learning activities into the principles of Universal Design for Learning. This study examines ICT use among university students (N = 138, comparing student teachers with students in other study programs. The findings indicate that among all students, activities with lower demands for engagement are most common. Some differences were observed between student teachers and students from other programs. Student teachers were more likely than their peers to perform certain activities aimed at meeting diverse learner needs, but the percentage of students performing more advanced activities was higher for students in other study programs than for student teachers. The categorization of activities revealed that student teachers are less likely to undertake activities that involve interaction with others. Among the sample of student teachers, we found that personal innovativeness is correlated with diversity of activities in only one category. The results show that student teachers should be encouraged to perform more advanced activities, especially activities involving interaction with others, collaborative learning and use of ICT to

  5. Student Satisfaction with Online Learning: Is It a Psychological Contract?

    Science.gov (United States)

    Dziuban, Charles; Moskal, Patsy; Thompson, Jessica; Kramer, Lauren; DeCantis, Genevieve; Hermsdorfer, Andrea

    2015-01-01

    The authors explore the possible relationship between student satisfaction with online learning and the theory of psychological contracts. The study incorporates latent trait models using the image analysis procedure and computation of Anderson and Rubin factors scores with contrasts for students who are satisfied, ambivalent, or dissatisfied with…

  6. How online learning modules can improve the representational fluency and conceptual understanding of university physics students

    Science.gov (United States)

    Hill, M.; Sharma, M. D.; Johnston, H.

    2015-07-01

    The use of online learning resources as core components of university science courses is increasing. Learning resources range from summaries, videos, and simulations, to question banks. Our study set out to develop, implement, and evaluate research-based online learning resources in the form of pre-lecture online learning modules (OLMs). The aim of this paper is to share our experiences with those using, or considering implementing, online learning resources. Our first task was to identify student learning issues in physics to base the learning resources on. One issue with substantial research is conceptual understanding, the other with comparatively less research is scientific representations (graphs, words, equations, and diagrams). We developed learning resources on both these issues and measured their impact. We created weekly OLMs which were delivered to first year physics students at The University of Sydney prior to their first lecture of the week. Students were randomly allocated to either a concepts stream or a representations stream of online modules. The programme was first implemented in 2013 to trial module content, gain experience and process logistical matters and repeated in 2014 with approximately 400 students. Two validated surveys, the Force and Motion Concept Evaluation (FMCE) and the Representational Fluency Survey (RFS) were used as pre-tests and post-tests to measure learning gains while surveys and interviews provided further insights. While both streams of OLMs produced similar positive learning gains on the FMCE, the representations-focussed OLMs produced higher gains on the RFS. Conclusions were triangulated with student responses which indicated that they have recognized the benefit of the OLMs for their learning of physics. Our study shows that carefully designed online resources used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware

  7. Graduate Students' Knowledge Construction and Attitudes toward Online Synchronous Videoconferencing Collaborative Learning Environments

    Science.gov (United States)

    Akarasriworn, Chatchada; Ku, Heng-Yu

    2013-01-01

    This study investigated 28 graduate students' knowledge construction and attitudes toward online synchronous videoconferencing collaborative learning environments. These students took an online course, self-selected 3 or 4 group members to form groups, and worked on projects across 16 weeks. Each group utilized Elluminate "Live!" for the…

  8. Effects of Online College Student's Internet Self-Efficacy on Learning Motivation and Performance

    Science.gov (United States)

    Chang, Chiung-Sui; Liu, Eric Zhi-Feng; Sung, Hung-Yen; Lin, Chun-Hung; Chen, Nian-Shing; Cheng, Shan-Shan

    2014-01-01

    This study investigates how Internet self-efficacy helps students to transform motivation into learning action, and its influence on learning performance. In this study, the effects of Internet self-efficacy on motivation and the learning performance of online college students were examined using social cognitive theory. The subjects of this study…

  9. The Impact of Online Autonomous Learning on EFL Students' Reading Skills

    Science.gov (United States)

    Shang, Hui-Fang; Chen, Yen-Yu

    2018-01-01

    With the rapid growth of technology, many language acquisition approaches have been added to computer-assisted language learning applications. Thus, this study investigated the impact of online autonomous learning on English as a Foreign Language (EFL) students' reading ability. Sixty-five students from two reading classes at One University in…

  10. Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning

    Directory of Open Access Journals (Sweden)

    J. Lynn McBrien

    2009-06-01

    Full Text Available This research study is a collaborative project between faculty in social foundations, special education, and instructional technology in which we analyze student data from six undergraduate and graduate courses related to the use of a virtual classroom space. Transactional distance theory (Moore & Kearsley, 1996 operates as our theoretical framework as we explore the role of a virtual classroom in distance education and analyze the ways in which a synchronous learning environment affects students’ learning experiences. Elluminate Live! was the software employed in the virtual classroom. In this analysis, particular themes emerged related to dialogue, structure, and learner autonomy. In addition, students rated convenience, technical issues, and pedagogical preferences as important elements in their learning experiences. The article discusses these themes as a contribution to reducing the “distance” that students experience in online learning and to developing quality distance education experiences for students in higher education.

  11. Online Embryology teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students.

    Science.gov (United States)

    Al-Neklawy, Ahmed Farid

    2017-11-01

    Although the traditional didactic lecture is considered to be efficient for presenting information and providing explanations, it usually does not provide adequate time for deeper learning activities. So, traditional lecture is one of the most widely criticized educational methods. Virtual learning environment (VLE) is a specially designed environment that facilitates teachers' management of educational courses for their students, using computer hardware and software, which involves distance learning. In this study, we evaluated the experiment of online teaching of General Embryology for Egyptian undergraduate medical students using WizIQ learning management system. A total of 100 students were invited to submit an online survey at the end of the course to evaluate delivery of instruction, creation of an environment that supported learning, and administrative issues. Most of the students reported that they were strongly satisfied with the efficacy of the instructional methods and were strongly satisfied with the degree of clarity of the course material. They strongly accepted the page format and design of the virtual classroom and strongly agreed that the learning environment supported the learning procedure. The item of easy logging into the virtual classroom had aberrant variable responses; it recorded the lowest mean response; this variation in responses was due to technical factors as the students used different devices with different speeds of internet connections. Ninety percent of students have strongly recommended the course attendance for their fellow students. These results demonstrate that online Anatomy teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students. Copyright © 2017 Elsevier GmbH. All rights reserved.

  12. 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.

  13. An online app platform enhances collaborative medical student group learning and classroom management.

    Science.gov (United States)

    Peacock, Justin G; Grande, Joseph P

    2016-01-01

    The authors presented their results in effectively using a free and widely-accessible online app platform to manage and teach a first-year pathology course at Mayo Medical School. The authors utilized the Google "Blogger", "Forms", "Flubaroo", "Sheets", "Docs", and "Slides" apps to effectively build a collaborative classroom teaching and management system. Students were surveyed on the use of the app platform in the classroom, and 44 (94%) students responded. Thirty-two (73%) of the students reported that "Blogger" was an effective place for online discussion of pathology topics and questions. 43 (98%) of the students reported that the "Forms/Flubaroo" grade-reporting system was helpful. 40 (91%) of the students used the remote, collaborative features of "Slides" to create team-based learning presentations, and 39 (89%) of the students found those collaborative features helpful. "Docs" helped teaching assistants to collaboratively create study guides or grading rubrics. Overall, 41 (93%) of the students found that the app platform was helpful in establishing a collaborative, online classroom environment. The online app platform allowed faculty to build an efficient and effective classroom teaching and management system. The ease of accessibility and opportunity for collaboration allowed for collaborative learning, grading, and teaching.

  14. Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning

    Science.gov (United States)

    Flynn, Kathleen

    2014-01-01

    As a pedagogical approach, problem-based learning (PBL) has shown success for average and gifted students (HmeloSiver, 2004) and there are numerous incentives for its implementation in online learning environments (Savid-Baden, 2007; Chernobilsky, Nagarajan, & Hmelo-Silver, 2005). However, little research has been conducted regarding the…

  15. Effects of team-based learning on self-regulated online learning.

    Science.gov (United States)

    Whittaker, Alice A

    2015-04-10

    Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

  16. Increasing medical students' engagement in public health: case studies illustrating the potential role of online learning.

    Science.gov (United States)

    Sheringham, J; Lyon, A; Jones, A; Strobl, J; Barratt, H

    2016-09-01

    The value of e-learning in medical education is widely recognized but there is little evidence of its value in teaching medical students about public health. Such evidence is needed because medical students' engagement with public health has been low. We present three recent case studies from UK medical schools to illustrate diverse ways in which online approaches can increase medical students' engagement with learning public health. A comparative case study approach was used applying quantitative and qualitative data to examine engagement in terms of uptake/use amongst eligible students, acceptability and perceived effectiveness using an analytic framework based on Seven Principles of Effective Teaching. Across the three case studies, most (67-85%) eligible students accessed online materials, and rated them more favourably than live lectures. Students particularly valued opportunities to use e-learning flexibly in terms of time and place. Online technologies offered new ways to consolidate learning of key public health concepts. Although students found contributing to online discussions challenging, it provided opportunities for students to explore concepts in depth and enabled students that were uncomfortable speaking in face-to-face discussions to participate. E-learning can be applied in diverse ways that increase medical student engagement with public health teaching. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  17. Student Perspectives on Intercultural Learning from an Online Teacher Education Partnership

    Science.gov (United States)

    Sauro, Shannon

    2016-01-01

    This study reports on intercultural learning during telecollaboration from the perspective of student participants in a five-country online teacher education partnership. The student perspectives reported here were drawn from one intact class in the partnership, five students who completed this partnership as part of a sociolinguistics course in a…

  18. Predicting Student Success from the "LASSI for Learning Online" (LLO)

    Science.gov (United States)

    Carson, Andrew D.

    2011-01-01

    This study tested the degree to which subscales of the "LASSI for Learning Online" (LLO) (Weinstein & Palmer, 2006), a measure of learning strategies and study skills, predict student success in the form of passing grades, using a combination of large training (N = 4,409) and cross-validation (N = 3,203) samples. Discriminant function analysis…

  19. Examining Culture's Impact on the Learning Behaviors of International Students from Confucius Culture Studying in Western Online Learning Context

    Science.gov (United States)

    Kang, Haijun; Chang, Bo

    2016-01-01

    There is a lack of shared understanding of how culture impacts learning in online environment. Utilizing document analysis, the authors in this research study culture's impact on the learning behaviors of student sojourners from Confucius culture studying in Western online learning context. The shared understandings of Confucius culture and…

  20. Analysis of Students' Online Learning Readiness Based on Their Emotional Intelligence Level

    Science.gov (United States)

    Engin, Melih

    2017-01-01

    The objective of the present study is to determine whether there is a significant relationship between the students' readiness in online learning and their emotional intelligence levels. Correlational research method was used in the study. Online Learning Readiness Scale which was developed by Hung et al. (2010) has been used and Trait Emotional…

  1. Student Directed Learning: An Online Exhibition for a Historic Costume Collection

    Science.gov (United States)

    Saiki, Diana; Nam, Jinhee; Beck, Jessica

    2012-01-01

    This article highlights the structure, procedures, and outcomes of a course organized using a student-directed learning approach to develop an online exhibition website as an outcome for a client. The teaching strategy required students to work in teams and carefully plan assignments to build on the development of the exhibition. Students said…

  2. A Review of Predictive Factors of Student Success in and Satisfaction with Online Learning

    Science.gov (United States)

    Kauffman, Heather

    2015-01-01

    Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined…

  3. 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.

  4. Applying the Scholarship of Teaching and Learning: Student Perceptions, Behaviours and Success Online and Face-to-Face

    Science.gov (United States)

    Horspool, Agi; Lange, Carsten

    2012-01-01

    This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course…

  5. Thinking about online sources: Exploring students' epistemic cognition in internet-based chemistry learning

    Science.gov (United States)

    Dai, Ting

    This dissertation investigated the relation between epistemic cognition---epistemic aims and source beliefs---and learning outcome in an Internet--based research context. Based on a framework of epistemic cognition (Chinn, Buckland, & Samarapungavan, 2011), a context--specific epistemic aims and source beliefs questionnaire (CEASBQ) was developed and administered to 354 students from college--level introductory chemistry courses. A series of multitrait--multimethod model comparisons provided evidence for construct convergent and discriminant validity for three epistemic aims--- true beliefs, justified beliefs, explanatory connection, which were all distinguished from, yet correlated with, mastery goals. Students' epistemic aims were specific to the chemistry topics in research. Multidimensional scaling results indicated that students' source evaluation was based on two dimensions--- professional expertise and first--hand knowledge, suggesting a multidimensional structure of source beliefs. Most importantly, online learning outcome was found to be significantly associated with two epistemic aims---justified beliefs and explanatory connection: The more students sought justifications in the online research, the lower they tended to score on the learning outcome measure, whereas the more students sought explanatory connections between information, the higher they scored on the outcome measure. There was a significant but small positive association between source beliefs and learning outcome. The influences of epistemic aims and source beliefs on learning outcome were found to be above and beyond the effects of a number of covariates, including prior knowledge and perceived ability with online sources.

  6. External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study.

    Science.gov (United States)

    Hammarlund, Catharina Sjödahl; Nilsson, Maria H; Gummesson, Christina

    2015-01-01

    Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students' learning processes and their adaptation to self-directed learning online. Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students' self-reflections, written during a five week self-directed, problem-oriented online course. Two categories emerged: 'the influence of the structured framework' and 'communication and interaction with teachers and peers.' The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.

  7. Online Teacher Work to Support Self-Regulation of Learning in Students with Disabilities at a Fully Online State Virtual School

    Science.gov (United States)

    Rice, Mary F.; Carter, Richard Allen, Jr.

    2016-01-01

    Students with disabilities represent a growing number of learners receiving education in K-12 fully online learning programs. They are, unfortunately, also a large segment of the online learning population who are not experiencing success in these environments. In response, scholars have recommended increasing instruction in self-regulation skills…

  8. Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students

    Science.gov (United States)

    Kumi-Yeboah, Alex; Dogbey, James; Yuan, Guangji

    2018-01-01

    The rapid growth of online education at the K-12 level in recent years presents the need to explore issues that influence the academic experiences of students choosing this method of learning. In this study, we examined factors that promote/hinder the learning experiences and academic self-concept of minority students attending an online high…

  9. Fostering postgraduate student engagement: online resources supporting self-directed learning in a diverse cohort

    Directory of Open Access Journals (Sweden)

    Luciane V. Mello

    2016-03-01

    Full Text Available The research question for this study was: ‘Can the provision of online resources help to engage and motivate students to become self-directed learners?’ This study presents the results of an action research project to answer this question for a postgraduate module at a research-intensive university in the United Kingdom. The analysis of results from the study was conducted dividing the students according to their programme degree – Masters or PhD – and according to their language skills. The study indicated that the online resources embedded in the module were consistently used, and that the measures put in place to support self-directed learning (SDL were both perceived and valued by the students, irrespective of their programme or native language. Nevertheless, a difference was observed in how students viewed SDL: doctoral students seemed to prefer the approach and were more receptive to it than students pursuing their Masters degree. Some students reported that the SDL activity helped them to achieve more independence than did traditional approaches to teaching. Students who engaged with the online resources were rewarded with higher marks and claimed that they were all the more motivated within the module. Despite the different learning experiences of the diverse cohort, the study found that the blended nature of the course and its resources in support of SDL created a learning environment which positively affected student learning.

  10. What Is the Impact of Online Resource Materials on Student Self-Learning Strategies?

    Science.gov (United States)

    Dowell, David John; Small, Felicity A.

    2011-01-01

    The purpose of this article is to examine how students are incorporating online resources into their self-regulated learning strategies. The process of developing these learning strategies and the importance of these strategies has been widely researched, but there has been little empirical research into how the students are affected by online…

  11. SOS: Observation, Intervention, and Scaffolding towards Successful Online Students

    Science.gov (United States)

    Ainsa, Trisha

    2017-01-01

    Research, reflection, and evaluation of online classes indicated a need for graduated scaffolding for first time students experiencing distance learning. In order to promote student engagement in the online learning process, I designed SOS for beginning online students. Sixty-three online students were offered an opportunity to participate in a…

  12. Effectiveness of interactive, online games in learning neuroscience and students' perception of the games as learning tools. A pre-experimental study.

    Science.gov (United States)

    Thompson, Marilyn E; Ford, Ruth; Webster, Andrew

    2011-01-01

    Neurological concepts applicable to a doctorate in occupational therapy are often challenging to comprehend, and students are required to demonstrate critical reasoning skills beyond simply recalling the information. To achieve this, various learning and teaching strategies are used, including the use of technology in the classroom. The availability of technology in academic settings has allowed for diverse and active teaching approaches. This includes videos, web-based instruction, and interactive online games. In this quantitative pre-experimental analysis, the learning and retention of neuroscience concepts by 30 occupational therapy doctoral students, who participated in an interactive online learning experience, were assessed. The results suggest that student use of these tools may enhance their learning of neuroscience. Furthermore, the students felt that the sites were appropriate, beneficial to them, and easy to use. Thus, the use of online, interactive neuroscience games may be effective in reinforcing lecture materials. This needs to be further assessed in a larger sample size.

  13. Self-Perception of Readiness to Learn and Self-Efficacy among Nursing Students in an Online Baccalaureate (BSN) Program

    Science.gov (United States)

    Cadet, Myriam Jean

    2016-01-01

    This study investigated the relationship between readiness to learn and self-efficacy among newly enrolled BSN students in an online program. A sample of 27 students completed the 45-item Test of Online Learning Success (ToOLS) and 10-item General Self Efficacy (GSE) scales via Survey Monkey. Knowles' (1980) adult learning theory and Bandura's…

  14. Evolution of Various Library Instruction Strategies: Using Student Feedback to Create and Enhance Online Active Learning Assignments

    Directory of Open Access Journals (Sweden)

    Marcie Lynne Jacklin

    2013-06-01

    Full Text Available This case study traces the evolution of library assignments for biological science students from paper-based workbooks in a blended (hands-on workshop to blended learning workshops using online assignments to online active learning modules which are stand-alone without any face-to-face instruction. As the assignments evolved to adapt to online learning supporting materials in the form of PDFs (portable document format, screen captures and screencasting were embedded into the questions as teaching moments to replace face-to-face instruction. Many aspects of the evolution of the assignment were based on student feedback from evaluations, input from senior lab demonstrators and teaching assistants, and statistical analysis of the students’ performance on the assignment. Advantages and disadvantages of paper-based and online assignments are discussed. An important factor for successful online learning may be the ability to get assistance.

  15. Examining the Effectiveness of Student Authentication and Authenticity in Online Learning at Community Colleges

    Science.gov (United States)

    Hoshiar, Mitra; Dunlap, Jody; Li, Jinyi; Friedel, Janice Nahra

    2014-01-01

    Online learning is rapidly becoming one of the most prevalent delivery methods of learning in institutions of higher education. It provides college students, especially adult students, an alternative, convenient, and cost-efficient method to earn their credentials, upgrade their skills and knowledge, and keep or upgrade their employment. But at…

  16. Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

    Science.gov (United States)

    Westberry, Nicola; Franken, Margaret

    2015-01-01

    This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

  17. Blending Online Asynchronous and Synchronous Learning

    Directory of Open Access Journals (Sweden)

    Lisa C. Yamagata-Lynch

    2014-04-01

    Full Text Available In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning. Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space.

  18. 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

  19. Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment

    Directory of Open Access Journals (Sweden)

    Jennie Winter

    2010-12-01

    Full Text Available This paper reports the findings of a small-scale study that documented the use of information technology for learning by a small group of postgraduate students. Our findings support current knowledge about characteristics displayed by effective e-learners, but also highlight a less researched but potentially important issue in developing e-learning expertise: the ability of students to manage the combination of learning and non-learning activities online. Although multi-tasking has been routinely observed amongst students and is often cited as a beneficial attribute of the e-learner, there is evidence that many students found switching between competing activities highly distracting. There is little empirical work that explores the ways in which students mitigate the impact of non-learning activities on learning, but the evidence from our study suggests that students employ a range of ‘boundary management' techniques, including separating activities by application and by technology. The paper suggests that this may have implications for students' and tutors' appropriation of Web 2.0 technologies for educational purposes and that further research into online boundary management may enhance understanding of the e-learning experience.

  20. Cyber-bullying and incivility in an online learning environment, part 2: promoting student success in the virtual classroom.

    Science.gov (United States)

    Clark, Cynthia M; Ahten, Sara; Werth, Loredana

    2012-01-01

    The appeal of online learning has increased dramatically among nurses who are pursuing higher-education opportunities. However, online learning has created potential avenues for uncivil behaviors that can affect student satisfaction, performance, and retention. This is the second of 2 articles detailing a study to empirically measure nursing faculty and student perceptions of an online learning environment (OLE). Part 1, in the July/August 2012 issue, described the quantitative results including the types and frequency of uncivil behaviors and the extent to which they are perceived to be a problem in online courses. In this portion of the study, the authors discuss the qualitative findings, including the challenges and advantages of the OLE, specific ways to foster civility, and strategies to promote student success and retention.

  1. Online Teaching and Learning at the Graduate School Level: Student Perceptions on Discussion Boards v. Synchronous Communication

    Directory of Open Access Journals (Sweden)

    Christopher N. Amos Sr.

    2014-06-01

    Full Text Available This paper examines a group of graduate students and their previous experiences with online education, various teaching and learning online tools, and their perceptions on the effectiveness of these tools as it relates to their learning, interpersonal skills and communication. This paper presents the graduate student's self-reported educational experience at a regional state university in the southeast United States in a 100% online Master's Degree program. The data was collected through the use of a 28 open-ended question survey, which was completed by a group of 127 graduate students and the findings produced six main findings, which were: 1 The respondents indicated at a high percentage (85% a high level (level 4, 5 and 6 of technology use and understanding. 2 The majority of the respondents (97% indicated they preferred live synchronous sessions rather than discussion boards for learning content and communication. 3 The majority of the respondents (72% indicated that when choosing future courses, the inclusion of discussion boards in a course was not important (34% or somewhat unimportant (38%. 4 100% of the respondents indicated that Live Elluminate Sessions were Highly Effective (65% or Somewhat Effective (35%, as it pertained to understanding the content. 5 Respondents indicated that 59% (12% Highly Effective, 47% Somewhat Effective of the respondents indicated discussion boards as an impactful way of learning content at the graduate level. It also shows that 41% (22% Somewhat Ineffective, 19% Not Effective. This study helps universities identify the importance of synchronous learning in a digital format when delivering online teaching and learning. There is a clear change in the needs of students enrolled in 100% online courses, which will force university faculty to increase the synchronous interaction between them and their students and between the students and their peers. Keywords: Synchronous learning, discussion boards, Blackboard

  2. Being Nontraditional and Learning Online: Assessing the Psychosocial Learning Environments, Self-Efficacy, and Affective Outcomes among College Student Groups

    Science.gov (United States)

    Ashford, Roslyn La'Toya

    2014-01-01

    The study compared traditional and nontraditional students' attitudes about the psychosocial learning environment and their influence on self-efficacy, enjoyment of online learning, and student satisfaction by using Moos' (1979) Model of Environmental and Personal Variables and the three dimensions of social climate as its theoretical framework.…

  3. Developing Students' Listening Metacognitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity

    Science.gov (United States)

    Chang, Ching; Chang, Chih-Kai

    2014-01-01

    The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote…

  4. Effectiveness of Student's Note-Taking Activities and Characteristics of Their Learning Performance in Two Types of Online Learning

    Science.gov (United States)

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2017-01-01

    Aspects of learning behavior during two types of university courses, a blended learning course and a fully online course, were examined using note-taking activity. The contribution of students' characteristics and styles of learning to note-taking activity and learning performance were analyzed, and the relationships between the two types of…

  5. Student Performance in Computing Education: An Empirical Analysis of Online Learning in Programming Education Environments

    Science.gov (United States)

    Xia, Belle Selene; Liitiäinen, Elia

    2017-01-01

    The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate…

  6. Structured academic discussions through an online education-specific platform to improve Pharm.D. students learning outcomes.

    Science.gov (United States)

    Kolluru, Srikanth; Varughese, James T

    To facilitate active academic discussions using an online, education-centered platform and reinforce concepts, in order to improve overall course outcomes. A third year integrated pharmacotherapy course was enrolled on an online searchable platform, Piazza®, to facilitate academic discussions. Students could ask, answer, and explore content, and build on submitted answers in wiki style in collaboration. Instructor posted learning objectives, endorsed student responses with correct answers and led follow-up discussions. Review sessions were conducted on this platform before all major exams. A student t-test was used to compare class performance with those of previous years. In a post-activity qualitative survey, most students appreciated the less stressful, online interaction with peers and faculty. For 15 medicinal chemistry course hours, there were 83 posts on Piazza® with 303 total contributions, 107 student responses, and 546min of group discussion time. 94% of questions received student responses and 89% of those were endorsed by the instructor. Students enjoyed pre-exam discussions, organization of the page, and reinforcing material on complex learning objectives. This discussion forum fostered personal exploration of content by the students, which led to better performance on examinations. Involving the use of an online, education-centered platform for student discussions was an effective means of increasing class engagement with the course material. Student performance on exams was significantly improved in both cohorts that utilized active learning compared to the cohort without active learning (p=0.001 and p= 0.002 respectively). Piazza® can be utilized for any course and across disciplines. Copyright © 2017 Elsevier Inc. All rights reserved.

  7. Adding Value: Online Student Engagement

    Science.gov (United States)

    Everett, Donna R.

    2015-01-01

    This paper seeks to add to the emerging literature related to online student engagement with additional suggestions for instructional strategies. Student engagement is one of the tenets of effective online instruction; as such, particular attention to how it adds value to student learning is crucial and worth the time and effort to enhance…

  8. Physiotherapy students' perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study.

    Science.gov (United States)

    Gardner, Peter; Slater, Helen; Jordan, Joanne E; Fary, Robyn E; Chua, Jason; Briggs, Andrew M

    2016-02-16

    To qualitatively explore physiotherapy students' perceptions of online e-learning for chronic disease management using a previously developed, innovative and interactive, evidence-based, e-learning package: Rheumatoid Arthritis for Physiotherapists e-Learning (RAP-eL). Physiotherapy students participated in three focus groups in Perth, Western Australia. Purposive sampling was employed to ensure maximum heterogeneity across age, gender and educational background. To explore students' perspectives on the advantages and disadvantages of online e-learning, ways to enhance e-learning, and information/learning gaps in relation to interdisciplinary management of chronic health conditions, a semi-structured interview schedule was developed. Verbatim transcripts were analysed using inductive methods within a grounded theory approach to derive key themes. Twenty-three students (78 % female; 39 % with previous tertiary qualification) of mean (SD) age 23 (3.6) years participated. Students expressed a preference for a combination of both online e-learning and lecture-style learning formats for chronic disease management, citing flexibility to work at one's own pace and time, and access to comprehensive information as advantages of e-learning learning. Personal interaction and ability to clarify information immediately were considered advantages of lecture-style formats. Perceived knowledge gaps included practical application of interdisciplinary approaches to chronic disease management and developing and implementing physiotherapy management plans for people with chronic health conditions. Physiotherapy students preferred multi-modal and blended formats for learning about chronic disease management. This study highlights the need for further development of practically-oriented knowledge and skills related to interdisciplinary care for people with chronic conditions among physiotherapy students. While RAP-eL focuses on rheumatoid arthritis, the principles of learning apply to

  9. Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning

    Science.gov (United States)

    Horzum, Mehmet Baris; Kaymak, Zeliha Demir; Gungoren, Ozlem Canan

    2015-01-01

    The relationship between online learning readiness, academic motivations, and perceived learning was investigated via structural equation modeling in the research. The population of the research consisted of 750 students who studied using the online learning programs of Sakarya University. 420 of the students who volunteered for the research and…

  10. Online Experiential Learning: Effective Applications for Geoscience Education

    Science.gov (United States)

    Matias, A.; Eriksson, S. C.

    2015-12-01

    Students today are rarely satisfied with a one-size-fits-all educational experience. The rapid changing landscape of the web and other technologies are breaking down communicationand geographic barries. More students are increasingly turning to the web for quality education that fits into their lives. As a result, higher education institutions are expanding their offerings through online courses. Nonetheless, online learning brings challenges as well as a fresh opportunityfor exploring practices not present in traditional higher education programs, particularly in the sciences. We are in a unique position to empower students to make strategic academic and professional decisions in global terms. Online learning, supportedwith hands-on and minds-on activities, actively engages student with critical thinking skills and higher level learning. This presentation will showcase examples from a series of geoscience and environmental science courses currently offered fully online at SUNY Empire State College (ESC). Taking advantage of the proliferation of tools currently available for online learning management systems, we will explore how we approach course developent to create an interactive learning environment. Students learn through case studies, group projects and understanding real-world issues while learning concepts. Particular focus will be given to an international collaboration with the Tecnologico de Monterrey, Chihuahua Campus. This collaboration took place during the Spring of 2015 with students from the fully-online, lower-level Geology and the Environment course at ESC and the upper-level, face-to-face Mobile Programming course in Mexico. Ultimately, the goal of this presentation is to show faculty members and afministrators the pedagogical principles and approach used with the expectation that it could help support development of online learning opportunities at their institutions.

  11. External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study

    Directory of Open Access Journals (Sweden)

    Catharina Sjödahl Hammarlund

    2015-06-01

    Full Text Available Purpose: Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students’ learning processes and their adaptation to self-directed learning online. Methods: Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years participated. Qualitative content analysis and triangulation was used when investigating the students’ self-reflections, written during a five week self-directed, problem-oriented online course. Results: Two categories emerged: ‘the influence of the structured framework’ and ‘communication and interaction with teachers and peers.’ The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. Conclusion: The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.

  12. A Case Study of American and Chinese College Students' Motivation Differences in Online Learning Environment

    Science.gov (United States)

    Zhao, Chunjuan; Mei, Zongxiang

    2016-01-01

    Motivating students has been a key challenge facing instructors in non-face-to-face instructional contexts. Existing researches into motivation in online learning environment have revealed that there are learning motivation differences among students from different cultural backgrounds. The purpose of this study is to identify whether American and…

  13. A Survey on Chinese Students' Online English Language Learning Experience through Synchronous Web Conferencing Classrooms

    Science.gov (United States)

    Li, Chenxi

    2016-01-01

    The online education industry has had a rapid economic development in China since 2013, but this area received little attention in research. This study investigates Chinese undergraduate students' online English learning experiences and online teacher-learner interaction in synchronous web conferencing classes. This article reports the findings…

  14. 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.

  15. Student Effort, Consistency and Online Performance

    Directory of Open Access Journals (Sweden)

    Hilde Patron

    2011-07-01

    Full Text Available This paper examines how student effort, consistency, motivation, and marginal learning, influence student grades in an online course. We use data from eleven Microeconomics courses taught online for a total of 212 students. Our findings show that consistency, or less time variation, is a statistically significant explanatory variable, whereas effort, or total minutes spent online, is not. Other independent variables include GPA and the difference between a pre-test and a post-test. The GPA is used as a measure of motivation, and the difference between a post-test and pre-test as marginal learning. As expected, the level of motivation is found statistically significant at a 99% confidence level, and marginal learning is also significant at a 95% level.

  16. Penggunaan Tablet di Binus Online Learning

    OpenAIRE

    Agus Putranto; Wawan Saputra

    2014-01-01

    Utilization of e-learning can improve learning effectiveness and flexibility. Features of e-learning that are important in teaching and learning activities are tasks features, discussion forums and discussion face to face in a video conference. BINUS Online Learning is a program that offers students to conduct online lectures. Online BINUS need to think about software and hardware that must be provided in a tablet. Therefore, this study will analyze the use of the tablet which will be used fo...

  17. Emotional Intelligence as a Determinant of Readiness for Online Learning

    Science.gov (United States)

    Buzdar, Muhammad Ayub; Ali, Akhtar; Tariq, Riaz Ul Haq

    2016-01-01

    Students' performance in online learning environments is associated with their readiness to adopt a digital learning approach. Traditional concept of readiness for online learning is connected with students' competencies of using technology for learning purposes. We in this research, however, investigated psychometric aspects of students'…

  18. The Effects of Prior-Knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

    Science.gov (United States)

    Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

    2015-01-01

    This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students…

  19. Designscholar: Examining Creative Thinking in an Online Learning Community for Interior Design Graduate Students

    Science.gov (United States)

    Ransdell, Marlo Evelyn

    2009-01-01

    This study examined the creative thinking of interior design graduate students in an online learning community. This study considered potential changes in creative thinking (fluency, flexibility, originality, and elaboration) about design research resulting from peer-led online discussions. It further studied the learner characteristics of…

  20. Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial.

    Science.gov (United States)

    McCutcheon, Karen; O'Halloran, Peter; Lohan, Maria

    2018-06-01

    The World Health Organisation amongst others recognises the need for the introduction of clinical supervision education in health professional education as a central strategy for improving patient safety and patient care. Online and blended learning methods are growing exponentially in use in higher education and the systematic evaluation of these methods will aid understanding of how best to teach clinical supervision. The purpose of this study was to test whether undergraduate nursing students who received clinical supervisee skills training via a blended learning approach would score higher in terms of motivation and attitudes towards clinical supervision, knowledge of clinical supervision and satisfaction of learning method, when compared to those students who received an online only teaching approach. A post-test-only randomised controlled trial. Participants were a total of 122 pre-registration nurses enrolled at one United Kingdom university, randomly assigned to the online learning control group (n = 60) or the blended learning intervention group (n = 62). The blended learning intervention group participated in a face-to-face tutorial and the online clinical supervisee skills training app. The online learning control group participated in an online discussion forum and the same online clinical supervisee skills training app. The outcome measures were motivation and attitudes using the modified Manchester Clinical Supervision Scale, knowledge using a 10 point Multiple Choice Questionnaire and satisfaction using a university training evaluation tool. Statistical analysis was performed using independent t-tests to compare the differences between the means of the control group and the intervention group. Thematic analysis was used to analyse responses to open-ended questions. All three of our study hypotheses were confirmed. Participants who received clinical supervisee skills training via a blended learning approach scored higher in terms of motivation

  1. Understanding Disabilities & Online Student Success

    Science.gov (United States)

    Betts, Kristen; Welsh, Bill; Pruitt, Cheryl; Hermann, Kelly; Dietrich, Gaeir; Trevino, Jorge G.; Watson, Terry L.; Brooks, Michael L.; Cohen, Alex H.; Coombs, Norman

    2013-01-01

    Online learning has been growing at an exponential rate over the past decade, providing new opportunities for students seeking quality courses and programs offered through flexible formats. However, as higher education continues to expand online offerings, services must be expanded simultaneously to support all students. This article focuses on…

  2. Learning PDA skills online is feasible and acceptable to clerkship students.

    Science.gov (United States)

    Strayer, Scott M; Williams, Pamela M; Stephens, Mark B; Yew, Kenneth S

    2008-01-01

    The feasibility and acceptability of teaching medical students to use PDA clinical decision support tools via a Web-based course have not been previously evaluated. A total of 119 third-year family medicine clerkship students completed a baseline survey on PDA use, attended an introductory PDA lecture, and were invited to voluntarily access a Web-based course through Blackboard. All students had been previously issued with PDAs in their second year. At baseline, 95% of students reported having removed their PDA from its box, 59% reported using it weekly, and 71% had loaded medical applications. From August 2006--March 2007, 36 students accessed the course 610 times (range 8-54). The PDA cases comprised 63% of hits, course resources 30% of hits, and course information 6% of hits. Students evaluated the course equally to other clerkship didactics. It is feasible and acceptable to students to teach PDA decision support tools in an online course. In our setting, for the minority of students who chose to learn online, the format was successful and met their needs.

  3. 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…

  4. Investigating the Predictive Power of TAM: A Case Study of CEGEP Students' Intentions to Use Online Learning Technologies

    Science.gov (United States)

    Bazelais, Paul; Doleck, Tenzin; Lemay, David John

    2018-01-01

    The purpose of this research is to investigate pre-university science "Collège d'enseignement général et professionnel" (CEGEP) students' behavioral intentions towards using online learning technologies. Heretofore, CEGEP students' use of technology has received scant attention, yet online learning technologies are found to play an…

  5. Going Online to Make Learning Count

    Directory of Open Access Journals (Sweden)

    Cathy Brigham

    2011-01-01

    Full Text Available Adult students often come to higher education with college-level learning that they have acquired outside of the classroom – from the workplace, military service, self-study, or hobbies. For decades, many forward-thinking colleges and universities have been offering services to evaluate that learning and award it college credit that counts towards a degree. However, for a range of reasons, not every institution can offer prior learning assessment (PLA in every discipline or for every student. With funding from several U.S. philanthropic organizations, the Council for Adult and Experiential Learning (CAEL is launching Learning Counts, a national online service that will offer students a range of opportunities to have their learning evaluated for college credit. This online service will expand the capacity of institutions offering PLA to students and provide an efficient and scalable delivery mechanism for the awarding of credit through PLA.

  6. Students’ Media Preferences in Online Learning

    Directory of Open Access Journals (Sweden)

    Michiko KOBAYASHI

    2017-07-01

    Full Text Available This study examined students’ preferred media in online learning and its relationship with learner characteristics and online technology self-efficacy. One hundred six college students in a mid-size U.S. university responded to a survey. The frequency analysis showed that students did not necessarily favor rich media over lean media in online learning. They preferred recorded online slide presentations with audio to Internet-based live video lectures in two-way video and audio interactions. Online discussion boards and chat groups were less favored than other types of media. As expected, online technology self-efficacy was correlated with a type of media requiring a relatively higher level of technology skills. The paper presents the results and discusses their implications of the study.

  7. An Examination of Relationships between Psychosocial Satisfaction Scales in an Online Student Learning Environment

    Science.gov (United States)

    Bookout, James Marshall, Jr.

    2010-01-01

    Research suggests that students who are satisfied with their learning experiences are typically successful and there is a fundamental theory that suggests if the expectations of students are achieved they will be return customers. This study examined the relationships between the psychosocial satisfaction scales in an online student learning…

  8. Student Effort, Consistency, and Online Performance

    Science.gov (United States)

    Patron, Hilde; Lopez, Salvador

    2011-01-01

    This paper examines how student effort, consistency, motivation, and marginal learning, influence student grades in an online course. We use data from eleven Microeconomics courses taught online for a total of 212 students. Our findings show that consistency, or less time variation, is a statistically significant explanatory variable, whereas…

  9. Online Debating to Encourage Student Participation in Online Learning Environments: A Qualitative Case Study at a South African University

    Science.gov (United States)

    Hodgkinson-Williams, Cheryl; Mostert, Markus

    2005-01-01

    The use of computer-mediated communication in higher education presents opportunities for students to be part of an online learning community irrespective of their geographical location. However, students do not always avail themselves of this opportunity and pedagogic strategies for encouraging participation are therefore constantly being…

  10. Online Learning Room for ”Flipped Classroom”

    DEFF Research Database (Denmark)

    Bugge, Ellen Margrethe; Nielsen, Linda Susanna Hauschildt

    2014-01-01

    working actively and innovatively to create a didactic design in our online learning rooms in our LMS that satisfy the demands for flipped learning and at the same time adapted to the special needs of each learning module at the nursing education programme. Keywords: Online learning, flipped classroom......Abstract The “flipped classroom” learning concept is an alternative way of teaching & learning. The fundamental idea of the "flipped classroom" is to change the way students prepare for classes and the work that takes place when the students are together in the classroom. This integrates online...... learning with learning in the classroom. The learning room must support the students’ unassisted learning, their preparation for class and their preparation for supervision in both a motivating and clear way. At the Nursing Education Programme at University College Lillebaelt in Denmark, we have been...

  11. The Impact of an Online Collaborative Learning Program on Students' Attitude towards Technology

    Science.gov (United States)

    Magen-Nagar, Noga; Shonfeld, Miri

    2018-01-01

    This quantitative research examined the contribution of an Online Collaborative Learning (OCL) program on attitudes towards technology in terms of technological anxiety, self-confidence and technology orientation among M.Ed. students. The advanced online collaborative program was implemented at two teacher training colleges in Israel for a period…

  12. On-line interprofessional learning: introducing constructivism through enquiry-based learning and peer review.

    Science.gov (United States)

    Hughes, Matthew; Ventura, Susie; Dando, Mark

    2004-08-01

    Interest in on-line methods of learning has accelerated in recent years. There has also been an interest in developing student-centred approaches to learning and interprofessional education. This paper illustrates the issues in designing a large (more than 700 students), on-line, inter-professional module for third year, undergraduate students drawn from nine professional healthcare courses and from four campus sites. It uses an enquiry-based learning approach. The learning theories of Piaget, Vygotsky and Schön are integrated with the on-line frameworks of Salmon and Collis et al., together with conclusions drawn from the literature and our own experiences, to produce a design that encourages students to learn through participation, re-iteration, peer-review and reflection. Consideration is given to improving student motivation and attitudes towards change, both in the design and the delivery of the module.

  13. 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.

  14. Characteristics Leading to Student Success: A Study of Online Learning Environments

    Science.gov (United States)

    Crawford, Deborah L.

    2006-01-01

    Background: Virtual learning has exploded with the growth in broadband connectivity. The challenge for today's educational leaders is to integrate the research indicating cognitive changes in today's students with online K-12 offerings in order to fully maximize technological advances and close access and academic gaps. Purpose: To inform both…

  15. Comparing Online Learning Perceptions of Adult Students: An Application of the Community of Inquiry Framework

    Science.gov (United States)

    Place, Margaret A.

    2017-01-01

    The number of courses and entire programs in higher education offered online has grown steadily over the past two decades, and scholars have conducted a number of studies aimed at addressing quality of online education. Gathering feedback from both instructors and students has been one of the main approaches to assessing online learning. The…

  16. Taiwan College Students' Self-Efficacy and Motivation of Learning in Online Peer Assessment Environments

    Science.gov (United States)

    Tseng, Sheng-Chau; Tsai, Chin-Chung

    2010-01-01

    Online peer assessment is an innovative evaluation method that has caught both educators' and practitioners' attention in recent years. The purpose of this study was to develop relevant questionnaires for teachers to understand student self-efficacy and motivation in online peer assessment learning environments. A total of 205 college students…

  17. Learning Groups in MOOCs: Lessons for Online Learning in Higher Education

    Directory of Open Access Journals (Sweden)

    Godfrey Mayende

    2017-06-01

    Full Text Available when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC run in 2015 and 2016. Qualitative (interaction on the platform and quantitative (survey methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.

  18. Attitudes toward Learning Oral Communication Skills Online: The Importance of Intrinsic Interest and Student-Instructor Differences

    Science.gov (United States)

    Harris, Keith M.; Phelan, Liam; McBain, Bonnie; Archer, Jennifer; Drew, Antony J.; James, Carole

    2016-01-01

    This study examined and compared attitudes of both students and instructors, motivated by an interest in improving the development and delivery of online oral communication learning (OOCL). Few studies have compared student and instructor attitudes toward learning technologies, and no known studies have conducted item response theory (IRT)…

  19. Mathematics Self-Related Beliefs and Online Learning

    Science.gov (United States)

    Ichinose, Cherie; Bonsangue, Martin

    2016-01-01

    This study examined students' mathematical self-related beliefs in an online mathematics course. Mathematical self-related beliefs of a sample of high school students learning mathematics online were compared with student response data from the 2012 Programme for International Student Assessment (PISA). The treatment group reported higher levels…

  20. From a Distance: Student Empowerment and Constructing Teacher Identities Online

    Directory of Open Access Journals (Sweden)

    Ayshe TALAY-ONGAN

    2004-07-01

    Full Text Available ABSTRACT Online learning has infiltrated tertiary learning and teaching applications and offers enrichment in the construction of student learning through opportunities unfathomable for most university teachers when they were students. While all students benefit from online learning components that are supplemental to more traditional modes of teaching, it is the distance education students who are the most significant beneficiaries of these applications. This paper presents a framework developed towards ongoing dynamic evaluations of undergraduate units that are fully online on the WebCT platform in one of Australia's leading early childhood teacher education programs. It also describes a journey in which online learning and teaching experiences harnessed technology to better suit pedagogically-driven innovations and initiatives through unit content, instructional design and the emotionally supportive and empowering 'community spirit' created through online communications for distance education students. These experiences helped shape a platform of social discourse in constructing complex professional identities of pre-service early childhood teachers, and one of their teachers.

  1. A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree.

    Science.gov (United States)

    de Jong, N; Verstegen, D M L; Tan, F E S; O'Connor, S J

    2013-05-01

    This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in Public Health at Maastricht University. Students were allocated to one of the two study variants on the basis of their enrolment status as full-time or part-time students. Full-time students (n = 11) followed the classroom-based variant and part-time students (n = 12) followed the online asynchronous variant which included video recorded lectures and a series of asynchronous online group or individual SPSS activities with synchronous tutor feedback. A validated student motivation questionnaire was administered to both groups of students at the start of the study and a second questionnaire was administered at the end of the module. This elicited data about student satisfaction with the module content, teaching and learning methods, and tutor feedback. The module coordinator and problem-based learning tutor were also interviewed about their experience of delivering the experimental online variant and asked to evaluate its success in relation to student attainment of the module's learning outcomes. Student examination results were also compared between the two groups. Asynchronous online teaching and learning methods proved to be an acceptable alternative to classroom-based teaching for both students and staff. Educational outcomes were similar for both groups, but importantly, there was no evidence that the asynchronous online delivery of module content disadvantaged part-time students in comparison to their full-time counterparts.

  2. "I Did Think It Was a Bit Strange Taking Outdoor Education Online": Exploration of Initial Teacher Education Students' Online Learning Experiences in a Tertiary Outdoor Education Unit

    Science.gov (United States)

    Dyment, Janet; Downing, Jillian; Hill, Allen; Smith, Heidi

    2018-01-01

    With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly wide-spread across the higher education sector. This research reports on the experiences of eight initial teacher education students who studied an outdoor education unit in the online space. Using a…

  3. IT’S NOT THAT TOUGH: Students Speak About Their Online Learning Experiences

    Directory of Open Access Journals (Sweden)

    Michael K. BARBOUR

    2012-04-01

    Full Text Available K-12 online learning is growing in Canada and elsewhere in the world. However, the vast majority of literature is focused on practitioners and not on systematic inquiry. Even the limited published research has largely excluded the perspectives of students engaged in virtual schooling. This study examines secondary student perceptions of components of virtual schooling that were beneficial and challenging. Students largely enjoyed their virtual school courses and found the synchronous classes, the technology, and the ability to control their own learning as positive aspects of their experience. Students also found the lack of a sense of community, working during their asynchronous class time, and the asynchronous course content to be challenging; and made suggestions for improvement to each, along with advice to future virtual school students.

  4. The Construction of an Online Competitive Game-Based Learning System for Junior High School Students

    Science.gov (United States)

    Cheng, Yuh-Ming; Kuo, Sheng-Huang; Lou, Shi-Jer; Shih, Ru-Chu

    2012-01-01

    The purpose of this study aimed to construct an online competitive game-based learning system by using freeware for junior high school students and to assess its effectiveness. From the learning standpoints, game mechanisms including learning points, competition mechanism, training room mechanism, questioning & answering mechanism, tips, and…

  5. Developing academic literacy through self-regulated online learning

    Directory of Open Access Journals (Sweden)

    Emmaline Lear

    2016-03-01

    Full Text Available This study explores the self-regulated learning (SRL experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.

  6. 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.

  7. Using Social Media Technologies to Enhance Online Learning

    Directory of Open Access Journals (Sweden)

    Hershey H. Friedman

    2013-01-01

    Full Text Available Models of distance education have evolved over decades, just in time to collide with modern pedagogies in which communication, interaction, student engagement, and active learning are of critical importance. The number of college students taking online classes continues to grow. Today, nearly 30% of college students are taking at least one online class. The social media technologies encompass a wide variety of Web-based technologies such as blogs, wikis, online social networking, and virtual worlds. This paper examines the relevant published literature, looking at online learning activities through the prism of the defining characteristics of today’s new communication technologies.

  8. 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…

  9. A Relationship Study of Student Satisfaction with Learning Online and Cognitive Load: Initial Results

    Science.gov (United States)

    Bradford, George R.

    2011-01-01

    This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., "learning") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that…

  10. Assessing learning outcomes and cost effectiveness of an online sleep curriculum for medical students.

    Science.gov (United States)

    Bandla, Hari; Franco, Rose A; Simpson, Deborah; Brennan, Kimberly; McKanry, Jennifer; Bragg, Dawn

    2012-08-15

    Sleep disorders are highly prevalent across all age groups but often remain undiagnosed and untreated, resulting in significant health consequences. To overcome an inadequacy of available curricula and learner and instructor time constraints, this study sought to determine if an online sleep medicine curriculum would achieve equivalent learner outcomes when compared with traditional, classroom-based, face-to-face instruction at equivalent costs. Medical students rotating on a required clinical clerkship received instruction in 4 core clinical sleep-medicine competency domains in 1 of 2 delivery formats: a single 2.5-hour face-to-face workshop or 4 asynchronous e-learning modules. Immediate learning outcomes were assessed in a subsequent clerkship using a multiple-choice examination and standardized patient station, with long-term outcomes assessed through analysis of students' patient write-ups for inclusion of sleep complaints and diagnoses before and after the intervention. Instructional costs by delivery format were tracked. Descriptive and inferential statistical analyses compared learning outcomes and costs by instructional delivery method (face-to-face versus e-learning). Face-to-face learners, compared with online learners, were more satisfied with instruction. Learning outcomes (i.e., multiple-choice examination, standardized patient encounter, patient write-up), as measured by short-term and long-term assessments, were roughly equivalent. Design, delivery, and learner-assessment costs by format were equivalent at the end of 1 year, due to higher ongoing teaching costs associated with face-to-face learning offsetting online development and delivery costs. Because short-term and long-term learner performance outcomes were roughly equivalent, based on delivery method, the cost effectiveness of online learning is an economically and educationally viable instruction platform for clinical clerkships.

  11. Using Collaborative Filtering to Support College Students' Use of Online Forum for English Learning

    Science.gov (United States)

    Wang, Pei-Yu; Yang, Hui-Chun

    2012-01-01

    This study examined the impact of collaborative filtering (the so-called recommender) on college students' use of an online forum for English learning. The forum was created with an open-source software, Drupal, and its extended recommender module. This study was guided by three main questions: 1) Is there any difference in online behaviors…

  12. Project Management Approaches for Online Learning Design

    Science.gov (United States)

    Eby, Gulsun; Yuzer, T. Volkan

    2013-01-01

    Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. "Project Management Approaches for Online Learning Design"…

  13. Teamwork Orientation, Group Cohesiveness, and Student Learning: A Study of the Use of Teams in Online Distance Education

    Science.gov (United States)

    Williams, Ethlyn A.; Duray, Rebecca; Reddy, Venkateshwar

    2006-01-01

    This research examines computer-supported collaborative learning. Master's of business administration (MBA) students in an online program were surveyed to examine the extent to which an orientation toward teamwork and the development of group cohesiveness affect overall student learning and the learning that results specifically from team…

  14. How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

    Science.gov (United States)

    Margaliot, Adva; Gorev, Dvora; Vaisman, Tami

    2018-01-01

    This study examined student teachers' attitudes toward online collaborative learning (OCL) as related to their satisfaction, learning experience, contribution to personal knowledge, and future teaching. One hundred and four students participated in a program that retrains university graduates to become K-12 teachers. The study combines both…

  15. 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…

  16. Blended Learning: The Student Viewpoint

    African Journals Online (AJOL)

    Student perceptions were assessed using Mann–Whitney. U‑test and ... Keywords: Blended learning, Online learning, Students' perceptions. Access this article online ..... performance, EC: Educational counseling, MIB: Medical insurance billing, MT: .... distance in education at the harvard business school. Educ. Technol ...

  17. Online self-assessment materials: do these make a difference to student learning?

    Directory of Open Access Journals (Sweden)

    Mary Peat

    2000-12-01

    Full Text Available In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995, found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998. A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope with

  18. Web 2.0 Technologies and Building Online Learning Communities: Students' Perspectives

    Science.gov (United States)

    Abdelmalak, Mariam Mousa Matta

    2015-01-01

    The purpose of this action research was to explore students' perspectives regarding using Web 2.0 technologies to develop a community of learners. The course described in this study was a fully online course in an Educational Learning Technologies master's program at a medium-sized university in the U.S. Southwest. A variety of Web 2.0 tools…

  19. Cyber-bullying and incivility in the online learning environment, Part 1: Addressing faculty and student perceptions.

    Science.gov (United States)

    Clark, Cynthia M; Werth, Loredana; Ahten, Sara

    2012-01-01

    Online learning has created another potential avenue for incivility. Cyber-bullying, a form of incivility that occurs in an electronic environment, includes posting rumors or misinformation, gossiping, or publishing materials that defame and humiliate others. This is the first of 2 articles detailing a study to empirically measure nursing faculty and student perceptions of incivility in an online learning environment (OLE). In this article, the authors discuss the quantitative results including the types and frequency of uncivil behaviors and the extent to which they are perceived to be a problem in online courses. Part 2 in the September/October issue will describe challenges and advantages of the OLE, discuss specific ways to foster civility, and present strategies to promote student success and retention.

  20. ONLINE SCIENCE LEARNING:Best Practices and Technologies

    Directory of Open Access Journals (Sweden)

    TOJDE

    2009-04-01

    Full Text Available This essential publication is for all research and academic libraries, especially those institutions with online and distance education courses available in their science education programs. This book will also benefit audiences within the science education community of practice and others interested in STEM education, virtual schools, e-learning, m-learning, natural sciences, physical sciences, biological sciences, geosciences, online learning models, virtual laboratories, virtual field trips, cyberinfrastructure, neurological learning and the neuro-cognitive model. The continued growth in general studies and liberal arts and science programs online has led to a rise in the number of students whose science learning experiences are partially or exclusively online. character and quality of online science instruction.

  1. A Phenomenological Study of Online Learning for Deaf Students in Postsecondary Education: A Deaf Perspective

    Science.gov (United States)

    Wooten, Patricia Michelle

    2014-01-01

    This qualitative phenomenological study investigated the effects of online learning for deaf college students as opposed to the mainstream classroom setting. This study specifically analyzed the writing and reading skills of deaf students in general and the development of English literacy of prelingually deaf students and those from non-English…

  2. 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

  3. Online learning in a dermatology clerkship: piloting the new American Academy of Dermatology Medical Student Core Curriculum.

    Science.gov (United States)

    Cipriano, Sarah D; Dybbro, Eric; Boscardin, Christy K; Shinkai, Kanade; Berger, Timothy G

    2013-08-01

    Multiple studies have shown that both current and future primary care providers have insufficient education and training in dermatology. To address the limitations and wide variability in medical student dermatology instruction, the American Academy of Dermatology (AAD) created a standardized, online curriculum for both dermatology learners and educators. We sought to determine the impact of the integration of the AAD online curriculum into a 2-week introductory dermatology clerkship for fourth-year medical students. In addition to their clinical duties, we assigned 18 online modules at a rate of 1 to 3 per day. We evaluated knowledge acquisition using a 50-item, multiple-choice pretest and posttest. Postmodule and end-of-course questionnaires contained both closed and open-ended items soliciting students' perceptions about usability and satisfaction. All 51 participants significantly improved in their dermatology knowledge (P dermatology clerkship. Without a control group who did not experience the online curriculum, we are unable to isolate the specific impact of the online modules on students' learning. This study demonstrates the successful integration of this educational resource into a 2-week, university-based dermatology clerkship. Students' perceptions regarding usability and satisfaction were overwhelmingly positive, suggesting that the online curriculum is highly acceptable to learners. Widespread use of this curriculum may be a significant advancement in standardized dermatology learning for medical students. Copyright © 2013 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

  4. Students' Use of Self-Regulatory Tool and Critical Inquiry in Online Discussions

    Science.gov (United States)

    Bai, Hua

    2012-01-01

    Facilitating students' critical thinking in asynchronous discussions is important in online learning environments. Since students need to be self-regulated in online learning, the instructors are expected to scaffold students by providing structure and guidance. This paper discusses critical inquiry in two groups of students' online discussions.…

  5. Validity Evidence for a Chinese Version of the Online Self-Regulated Learning Questionnaire with Average Students and Mathematically Talented Students

    Science.gov (United States)

    Fung, Joyce J. Y.; Yuen, Mantak; Yuen, Allan H. K.

    2018-01-01

    A Chinese version of the Online Self-Regulated Learning Questionnaire (OLSQ) was administered to 412 Hong Kong students of average ability and 374 students talented in mathematics (Grades 4-9, age 9-15 years). Data indicated that the Chinese OLSQ provides valid and reliable scores when used with these students.

  6. Distribution of Feedback among Teacher and Students in Online Collaborative Learning in Small Groups

    Science.gov (United States)

    Coll, Cesar; Rochera, Maria Jose; de Gispert, Ines; Diaz-Barriga, Frida

    2013-01-01

    This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1 = 629 & N2 = 224) involved in the collaborative…

  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. Blending Formal and Informal Learning Networks for Online Learning

    Science.gov (United States)

    Czerkawski, Betül C.

    2016-01-01

    With the emergence of social software and the advance of web-based technologies, online learning networks provide invaluable opportunities for learning, whether formal or informal. Unlike top-down, instructor-centered, and carefully planned formal learning settings, informal learning networks offer more bottom-up, student-centered participatory…

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

    Directory of Open Access Journals (Sweden)

    William D. Ferree

    2008-06-01

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

  10. 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.

  11. Using Online Presence to Improve Online Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Zoran Jeremic

    2012-02-01

    Full Text Available Social software tools have become an integral part of students’ personal lives and their primary communication medium. Likewise, these tools are increasingly entering the enterprise world (within the recent trend known as Enterprise 2.0 and becoming a part of everyday work routines. Aiming to keep the pace with the job requirements and also to position learning as an integral part of students’ life, the field of education is challenged to embrace social software. Personal Learning Environments (PLEs emerged as a concept that makes use of social software to facilitate collaboration, knowledge sharing, group formation around common interests, active participation and reflective thinking in online learning settings. Furthermore, social software allows for establishing and maintaining one’s presence in the online world. By being aware of a student's online presence, a PLE is better able to personalize the learning settings, e.g., through recommendation of content to use or people to collaborate with. Aiming to explore the potentials of online presence for the provision of recommendations in PLEs, in the scope of the OP4L project, we have develop a software solution that is based on a synergy of Semantic Web technologies, online presence and socially-oriented learning theories. In this paper we present the current results of this research work.

  12. The Effects of Online Interactive Games on High School Students' Achievement and Motivation in History Learning

    Science.gov (United States)

    Lin, Kuan-Cheng; Wei, Yu Che; Hung, Jason C.

    2012-01-01

    Many studies demonstrate that Digital Game Based Learning (DGBL) can foster learning effect. The purpose of this study is to survey whether the online game in junior high school students can encourage learning effect in Taiwan's History. So, the research applied Interactive Game-based Learning System (IGLS) to junior high history teaching as an…

  13. Mobilizing Learning: Using Moodle and Online Tools via Smartphones

    Directory of Open Access Journals (Sweden)

    Salim Said Al-Kindi

    2017-09-01

    Full Text Available The emergence of smart devices such as smartphones (e.g., iPhone and tablets (e.g., iPad may enhance e-learning by increasing communication and collaborative learning outside the classroom. These devices also facilitate the use of online technologies such as Facebook. However, the adaptation of Learning Management System (LMS services to mobile devices took longer than social networks or online tools such as Facebook and Twitter have already been long used via smartphone. The main purposes of this study are to explore students’ skill levels of LMS (Moodle and their knowledge of online tools or technologies and then examine if there is a correlation between smartphone use and using of online tools and Moodle in learning. The study conducted among 173 students in the Department of Information Studies (DIS in Oman, using online survey. The study found that most students demonstrated high levels of accessing course/subject materials and regularly engaging with studies of using LMSs. YouTube, Wikipedia and Facebook were clearly recorded as the most popular sites among students while LinkedIn and Academia.edu were two online tools that had never been heard of by over half of the 142 participants. Emailing and searching are recorded the most popular online learning activities among students. The study concluded that students prefer to use smartphone for accessing these tools rather than using it to access LMSs, while a positive correlation was found between the use of these tools and smartphones, but there was no correlation between smartphones and using LMSs.

  14. Learners' perceived information overload in online learning via computer-mediated communication

    Directory of Open Access Journals (Sweden)

    Karen L. Murphy

    2011-12-01

    Full Text Available Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning. Participants were 12 graduate students from two online courses in the United States. Their learning experiences in both online discussions and on the course website were explored through semi-structured interviews. They also completed a background questionnaire that assessed three constructs that limit learner readiness and are likely to lead to online students' perceived information overload: inadequate prior knowledge, inadequate English proficiency, and lack of technical skills for participating in computer-mediated communications. The findings suggest that varied learner characteristics led some students to be more susceptible than others to information overload. Emerging data-driven risk factors were: lack of efficiency in reading from computer screens, visual and auditory learning preferences, and time constraints. Difficulties associated with students' perceptions of information overload are addressed and implications for course design are offered.

  15. Digital Communication Applications in the Online Learning Environment

    Science.gov (United States)

    Lambeth, Krista Jill

    2011-01-01

    Scope and method of study. The purpose of this study was for the researcher to obtain a better understanding of the online learning environment, to explore the various ways online class instructors have incorporated digital communication applications to try and provide learner-centered online learning environments, and to examine students'…

  16. Role Playing in Online Education: A Teaching Tool to Enhance Student Engagement and Sustained Learning

    Science.gov (United States)

    Bender, Tisha

    2005-01-01

    As online education escalates, it is important for instructors to explore teaching techniques that engage students and enhance learning at a profound level. To achieve this goal, instructors must look at the primarily text-based environment of the online class not as a limitation, but as an opportunity. Attentive and highly personal teaching that…

  17. An Investigation of Students’ Attitudes and Motivations Toward Online Learning

    Directory of Open Access Journals (Sweden)

    Dennis Kerkman

    2007-01-01

    Full Text Available This study investigated students’ attitudes and motivations toward online learning. Students in the online course, Introduction to the Visual Arts, were asked to complete questionnaires administered during the first and last week of the online course. A group of questions on Attitude was asked on both surveys. Questions on Interest, Self-management, and Locus of Control were asked only at the beginning of the course. The end of class survey included questions on Study Process Approach. Students in the study were found to have a strong internal Locus of Control. A significant correlation was found between a more internal locus of control and relying on surface strategies for learning. Another significant result was found on the Attitude pre- and post-course comparison regarding missing interaction with other students and getting more information through an online course. Generally, students’ attitude toward online learning was more positive during the last week of the course than in the first week. The study showed that this online course provided a sufficient amount of student to instructor interaction, a high amount of student to material interaction, and a low amount of student to student interaction.

  18. Two-Year Community: Human Anatomy Software Use in Traditional and Online Anatomy Laboratory Classes: Student-Perceived Learning Benefits

    Science.gov (United States)

    Kuyatt, Brian L.; Baker, Jason D.

    2014-01-01

    This study evaluates the effectiveness of human anatomy software in face-to-face and online anatomy laboratory classes. Cognitive, affective, and psychomotor perceived learning was measured for students using Pearson Education's Practice Anatomy Laboratory 2.0 software. This study determined that student-perceived learning was significantly…

  19. Regulation of Motivation: Students' Motivation Management in Online Collaborative Groupwork

    Science.gov (United States)

    Xu, Jianzhong; Du, Jianxia

    2013-01-01

    Background: Online learning is becoming a global phenomenon and has a steadily growing influence on how learning is delivered at universities worldwide. Motivation of students, however, has become one of the most serious problems in one important aspect of online learning--online collaborative groupwork or online group homework. It is surprising…

  20. An examination of online learning effectiveness using data mining

    NARCIS (Netherlands)

    Shukor, N.B.A.; Tasir, Z.; Meijden, H.A.T. van der

    2015-01-01

    Online learning has become increasingly popular due to technology advancement that allows discussion to occur at distance. Most studies report on students' learning achievement as a result of effective online learning while assessment on the learning process is also necessary. It is possible by

  1. What Role Does Knowledge Quality Play in Online Students' Satisfaction, Learning and Loyalty? An Empirical Investigation in an eLearning Context

    Science.gov (United States)

    Waheed, M.; Kaur, K.; Kumar, S.

    2016-01-01

    Quality knowledge has an impact on online students learning outcomes and loyalty. A framework that delineates the perceived eLearning knowledge quality (KQ) and its relationship with learning outcomes and loyalty is currently absent. Grounded in the KQ and information system success framework--this study presents the indicators of perceived…

  2. 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.

  3. The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

    Science.gov (United States)

    Van Doorn, Judy R.; Van Doorn, John D.

    2014-01-01

    The pedagogical paradigm shift in higher education to 24-h learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus. PMID

  4. The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

    Directory of Open Access Journals (Sweden)

    Judy Rouse Van Doorn

    2014-04-01

    Full Text Available The pedagogical paradigm shift in higher education to 24-hour learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2,800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs (e.g. online rubric assessments for scoring APA style critical thinking essays on selected New York Times books. Efficacious knowledge transfer to diverse, 21st century students should be the

  5. The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students.

    Science.gov (United States)

    Van Doorn, Judy R; Van Doorn, John D

    2014-01-01

    The pedagogical paradigm shift in higher education to 24-h learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus.

  6. Supporting online learning with games

    Science.gov (United States)

    Yao, JingTao; Kim, DongWon; Herbert, Joseph P.

    2007-04-01

    This paper presents a study on Web-based learning support systems that is enhanced with two major subsystems: a Web-based learning game and a learning-oriented Web search. The Internet and theWeb may be considered as a first resource for students seeking for information and help. However, much of the information available online is not related to the course contents or is wrong in the worse case. The search subsystem aims to provide students with precise, relative and adaptable documents about certain courses or classes. Therefore, students do not have to spend time to verify the relationship of documents to the class. The learning game subsystem stimulates students to study, enables students to review their studies and to perform self-evaluation through a Web-based learning game such as a treasure hunt game. During the challenge and entertaining learning and evaluation process, it is hoped that students will eventually understand and master the course concepts easily. The goal of developing such a system is to provide students with an efficient and effective learning environment.

  7. Online, Blended and Technology-Enhanced Learning: Tools to Facilitate Community College Student Success in the Digitally-Driven Workplace

    Science.gov (United States)

    Levy, Dawn

    2017-01-01

    Community colleges have embraced distance education as a means to provide increased flexibility and access to their large numbers of non-traditional students. Retention rates and student achievement measures alone may not reflect all of the benefits and opportunities that online learning, blended or hybrid learning, and technology enhanced…

  8. Best practices for learning physiology: combining classroom and online methods.

    Science.gov (United States)

    Anderson, Lisa C; Krichbaum, Kathleen E

    2017-09-01

    Physiology is a requisite course for many professional allied health programs and is a foundational science for learning pathophysiology, health assessment, and pharmacology. Given the demand for online learning in the health sciences, it is important to evaluate the efficacy of online and in-class teaching methods, especially as they are combined to form hybrid courses. The purpose of this study was to compare two hybrid physiology sections in which one section was offered mostly in-class (85% in-class), and the other section was offered mostly online (85% online). The two sections in 2 yr ( year 1 and year 2 ) were compared in terms of knowledge of physiology measured in exam scores and pretest-posttest improvement, and in measures of student satisfaction with teaching. In year 1 , there were some differences on individual exam scores between the two sections, but no significant differences in mean exam scores or in pretest-posttest improvements. However, in terms of student satisfaction, the mostly in-class students in year 1 rated the instructor significantly higher than did the mostly online students. Comparisons between in-class and online students in the year 2 cohort yielded data that showed that mean exam scores were not statistically different, but pre-post changes were significantly greater in the mostly online section; student satisfaction among mostly online students also improved significantly. Education researchers must investigate effective combinations of in-class and online methods for student learning outcomes, while maintaining the flexibility and convenience that online methods provide. Copyright © 2017 the American Physiological Society.

  9. How the study of online collaborative learning can guide teachers and predict students' performance in a medical course.

    Science.gov (United States)

    Saqr, Mohammed; Fors, Uno; Tedre, Matti

    2018-02-06

    Collaborative learning facilitates reflection, diversifies understanding and stimulates skills of critical and higher-order thinking. Although the benefits of collaborative learning have long been recognized, it is still rarely studied by social network analysis (SNA) in medical education, and the relationship of parameters that can be obtained via SNA with students' performance remains largely unknown. The aim of this work was to assess the potential of SNA for studying online collaborative clinical case discussions in a medical course and to find out which activities correlate with better performance and help predict final grade or explain variance in performance. Interaction data were extracted from the learning management system (LMS) forum module of the Surgery course in Qassim University, College of Medicine. The data were analyzed using social network analysis. The analysis included visual as well as a statistical analysis. Correlation with students' performance was calculated, and automatic linear regression was used to predict students' performance. By using social network analysis, we were able to analyze a large number of interactions in online collaborative discussions and gain an overall insight of the course social structure, track the knowledge flow and the interaction patterns, as well as identify the active participants and the prominent discussion moderators. When augmented with calculated network parameters, SNA offered an accurate view of the course network, each user's position, and level of connectedness. Results from correlation coefficients, linear regression, and logistic regression indicated that a student's position and role in information relay in online case discussions, combined with the strength of that student's network (social capital), can be used as predictors of performance in relevant settings. By using social network analysis, researchers can analyze the social structure of an online course and reveal important information

  10. Student Performance and Success Factors in Learning Business Statistics in Online vs. On-Ground Classes Using a Web-Based Assessment Platform

    Science.gov (United States)

    Shotwell, Mary; Apigian, Charles H.

    2015-01-01

    This study aimed to quantify the influence of student attributes, coursework resources, and online assessments on student learning in business statistics. Surveys were administered to students at the completion of both online and on-ground classes, covering student perception and utilization of internal and external academic resources, as well as…

  11. Asynchronous interaction, online technologies self-efficacy and self-regulated learning as predictors of academic achievement in an online class

    Science.gov (United States)

    McGhee, Rosie M. Hector

    This research is a correlational study of the relationship among the independent variables: asynchronous interaction, online technologies self-efficacy, and self-regulated learning, and the dependent variable; academic achievement. This study involves an online computer literacy course at a local community college. Very little research exists on the relationship among asynchronous interaction, online technologies self-efficacy and self-regulated learning on predicting academic achievement in an online class. Liu (2008), in his study on student interaction in online courses, concluded that student interaction is a complex issue that needs more research to increase our understanding as it relates to distance education. The purpose of this study was to examine the relationships between asynchronous interaction, online technologies self-efficacy, self-regulated learning and academic achievement in an online computer literacy class at a community college. The researcher used quantitative methods to obtain and analyze data on the relationships among the variables during the summer 2010 semester. Forty-five community college students completed three web-based self-reporting instruments: (a) the GVU 10th WWW User Survey Questionnaire, (b) the Online Technologies Self-Efficacy Survey, and (c) selected items from the Motivated Strategies for Learning Questionnaire. Additional data was obtained from asynchronous discussions posted on Blackboard(TM) Learning Management System. The results of this study found that there were statistically significant relationships between asynchronous interaction and academic achievement (r = .55, p online technologies self-efficacy and academic achievement (r = .50, p online instructors, online course designers, faculty, students and others who are concerned about predictors for online students' success. Also, it serves as a foundation for future research and provides valuable information for educators interested in taking online teaching and

  12. The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation

    Science.gov (United States)

    Eom, Sean B.; Wen, H. Joseph; Ashill, Nicholas

    2006-01-01

    In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self-motivation, learning style, interaction, and instructor…

  13. Effects of Using Graphics and Animation Online Problem-Based Learning on Visualization Skills among Students

    Science.gov (United States)

    Ariffin, A.; Samsudin, M. A.; Zain, A. N. Md.; Hamzah, N.; Ismail, M. E.

    2017-05-01

    The Engineering Drawing subject develops skills in geometry drawing becoming more professional. For the concept in Engineering Drawing, students need to have good visualization skills. Visualization is needed to help students get a start before translating into a drawing. So that, Problem Based Learning (PBL) using animation mode (PBL-A) and graphics mode (PBL-G) will be implemented in class. Problem-solving process is repeatedly able to help students interpret engineering drawings step work correctly and accurately. This study examined the effects of PBL-A online and PBL-G online on visualization skills of students in polytechnics. Sixty eight mechanical engineering students have been involved in this study. The visualization test adapted from Bennett, Seashore and Wesman was used in this study. Results showed significant differences in mean scores post-test of visualization skills among the students enrolled in PBL-G with the group of students who attended PBL-A online after effects of pre-test mean score is controlled. Therefore, the effects of animation modes have a positive impact on increasing students’ visualization skills.

  14. 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.…

  15. 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

  16. Program Online Learning Sebagai Faktor Penunjang Keunggulan Kompetitif Binus University

    Directory of Open Access Journals (Sweden)

    Johan Muliadi Kerta

    2011-06-01

    Full Text Available Online learning has become a way to improve efficiency in the learning process without reducing the quality of learning itself. Colleges that run it hope that the program becomes an attraction for prospective students, especially those with limitation to follow the regular program. The goal of this research was to find out whether Binus Online Learning Program has any influence to the competitive advantage of Binus University. Data were compiled by distributing questionnaires to 100 respondents consist of the students and lecturers on Binus Online Learning Program. This thesis is based on a quantitative methodology to gather and analyze the data to find out if they were any correlation between Online Learning Program and the competitive advantage of Binus University. It can be concluded that there are some positive and significant influences of Online Learning Program to the competitive advantage of Binus University. Therefore, promoting and developing Online Learning Program will increase the competitive advantage of Binus University, and cover the target market which regular programs do not. 

  17. 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.

  18. Learners' Perceived Information Overload in Online Learning via Computer-Mediated Communication

    Science.gov (United States)

    Chen, Chun-Ying; Pedersen, Susan; Murphy, Karen L.

    2011-01-01

    Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning. Participants were 12 graduate students…

  19. Massage Therapy Education Online: Student Satisfaction and Achievement, Part I

    Science.gov (United States)

    McQuillan, David James

    2010-01-01

    In recent years, providers of massage therapy education have, in growing numbers, started to use online technologies to support the learning processes of their students. Using a narrative review of the existing online learning literature, this paper aims to provide a solid pedagogical foundation for these early explorations. It identifies five key factors—instructional pedagogy, quality of instruction, interaction and communication, individual learner qualities, and the online interface—that contribute to student satisfaction and achievement in the online context. The relationships between those factors and the experience of the online learner are discussed with reference to maximization of student satisfaction and achievement. PMID:21589705

  20. Formative use of select-and-fill-in concept maps in online instruction: Implications for students of different learning styles

    Science.gov (United States)

    Kaminski, Charles William

    The purpose of this research was to investigate the formative use of Select and Fill-In (SAFI) maps in online instruction and the cognitive, metacognitive, and affective responses of students to their use. In particular, the implications of their use with students of different learning styles was considered. The research question investigated in this qualitative study was: How do students of different learning styles respond to online instruction in which SAFI maps are utilized? This question was explored by using an emergent, collective case study. Each case consisted of community college students who shared a dominant learning style and were enrolled in an online course in environmental studies. Cases in the study were determined using Kolb's Learning Style Inventory (LSI). Seven forms of data were collected during the study. During the first phase of data collection, dominant learning style and background information on student experience with concept mapping and online instruction was determined. In the second phase of data collection, participants completed SAFI maps and quiz items that corresponded to the content of the maps. Achievement data on the map activities and quiz and student responses to a post-SAFI survey and questionnaire were recorded to identify learner cognitive, metacognitive, and affective responses to the tasks. Upon completion of data collection, cases were constructed and compared across learning styles. Cases are presented using the trends, across participants sharing the same dominant learning style, in achievement, behaviors and attitudes as seen in the evidence present in the data. Triangulation of multiple data sources increased reliability and validity, through cross-case analyses, and produced a thick description of the relationship between the cases for each learning style. Evidence suggesting a cognitive response to the SAFI tasks was inconsistent across cases. However, learners with an affinity towards reflective learning

  1. A Citation Analysis of Psychology Students' Use of Sources in Online Distance Learning

    Science.gov (United States)

    Weaver, Nancy Evans; Barnard, Estelle

    2015-01-01

    Reference lists from two assignments of psychology students in university-level online distance learning (ODL) were analyzed for number and type of sources and mark achieved. Most referenced were resources relevant to the assignment and provided by instructors. Use changed across assignments: Instructor sources were used more on the first…

  2. Assessing the Value of Online Learning and Social Media in Pharmacy Education.

    Science.gov (United States)

    Hamilton, Leslie A; Franks, Andrea; Heidel, R Eric; McDonough, Sharon L K; Suda, Katie J

    2016-08-25

    Objective. To assess student preferences regarding online learning and technology and to evaluate student pharmacists' social media use for educational purposes. Methods. An anonymous 36-question online survey was administered to third-year student pharmacists enrolled in the Drug Information and Clinical Literature Evaluation course. Results. Four hundred thirty-one students completed the survey, yielding a 96% response rate. The majority of students used technology for academic activities, with 90% using smart phones and 91% using laptop computers. Fifty-eight percent of students also used social networking websites to communicate with classmates. Conclusion. Pharmacy students frequently use social media and some online learning methods, which could be a valuable avenue for delivering or supplementing pharmacy curricula. The potential role of social media and online learning in pharmacy education needs to be further explored.

  3. Book Study Blogs: Creating Self-Sustaining Online Learning Communities for Graduate Students of Educational Leadership

    Science.gov (United States)

    Stonehouse, Pauline P.; Splichal, Susan

    2015-01-01

    Collaborative online learning has been adopted at all levels of education, in PK-12 public schools and universities, yet studies find student responses to the experience somewhat unpredictable. In this study, the authors draw on the practice of incorporating book study blogs at the University of North Dakota to engage doctoral students in a…

  4. The Effects of Online Interactions on the Relationship between Learning-Related Anxiety and Intention to Persist among E-Learning Students with Visual Impairment

    Science.gov (United States)

    Oh, Yunjin; Lee, Soon Min

    2016-01-01

    This study explored whether learning-related anxiety would negatively affect intention to persist with e-learning among students with visual impairment, and examined the roles of three online interactions in the relationship between learning-related anxiety and intention to persist with e-learning. For this study, a convenience sample of…

  5. Public School Districts Master the Online Learning Game

    Science.gov (United States)

    Horn, Michael

    2010-01-01

    Online learning made its debut in higher education, but now it's changing the face of K-12 education. According to the marketing research firm Ambient Insight, roughly 1.75 million K-12 students in the United States are enrolled in at least one online course. Although much of the online learning growth in K-12 first occurred in virtual charter…

  6. Should Gender Differences Be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?

    Science.gov (United States)

    Harvey, Heather Lea; Parahoo, Sanjai; Santally, Mohammad

    2017-01-01

    The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups,…

  7. Management and Operations of Online Programs: Ensuring Quality and Accountability. Promising Practices in Online Learning

    Science.gov (United States)

    Watson, John; Gemin, Butch

    2009-01-01

    Online learning is growing rapidly as states and districts are creating new online schools, and existing programs are adding new courses and students. The growth reflects the spreading understanding that online courses and programs can serve a wide variety of students and needs. These include: (1) Creating opportunities for small and rural school…

  8. 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'…

  9. On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

    Directory of Open Access Journals (Sweden)

    Miri Barak

    2016-11-01

    Full Text Available Abstract This study was set to identify self-regulation skills required for online learning and to characterize cognitive transfer of on-campus and online students. The study included two groups of undergraduate students who studied the same course, but in different settings: online and on-campus. Data collected via an online survey and semi-structured interviews indicated that cognitive strategies and regulation of cognition are significant for successful online learning. Findings also indicated that the online students were more aware of mastery learning and information processing strategies than the on-campus peers. The online students specified the importance of planning, controlling, and evaluation skills for meaningful learning; whereas the on-campus students asserted lack of self-discipline and limited communication skills as barriers for distance learning. Near- and far-transfer components were identified, showing a significant positive correlation with self-regulation skills for both groups of learners.

  10. Searching for Socrates: How to Engage Online Students

    Directory of Open Access Journals (Sweden)

    William Swart

    2016-08-01

    Full Text Available Our university enrolls over 500 students in its online Master of Business Administration (MBA program. In this paper we present tools that were developed to better engage students with their online learning environment. Over 85% of our students reported that individually and collectively these tools were more effective in helping them to understand the material.

  11. Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

    Science.gov (United States)

    Lin, Jian-Wei; Szu, Yu-Chin; Lai, Ching-Neng

    2016-01-01

    Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous impact of these two variables (group awareness…

  12. Adding the Human Touch to Asynchronous Online Learning

    Science.gov (United States)

    Glenn, Cynthia Wheatley

    2018-01-01

    For learners to actively accept responsibility in a virtual classroom platform, it is necessary to provide special motivation extending across the traditional classroom setting into asynchronous online learning. This article explores specific ways to do this that bridge the gap between ground and online students' learning experiences, and how…

  13. Evaluating Online Resources in Terms of Learning Environment and Student Attitudes in Middle-Grade Mathematics Classes

    Science.gov (United States)

    Earle, James E.; Fraser, Barry J.

    2017-01-01

    The main objective of this research was to use learning environment and attitude scales in evaluating online resource materials for supporting a traditional mathematics curriculum. The sample consisted of 914 middle-school students in 49 classes. A second research focus was the validation of the chosen learning environment questionnaire, the…

  14. Learning Vocabulary through Paper and Online-Based Glossary

    Directory of Open Access Journals (Sweden)

    Ratih Novita Sari

    2017-08-01

    Full Text Available This study examined the effect of teaching glossary and personality traits on vocabulary learning. Two groups of students who had different personality (extroverted and introverted were exposed to two types of glosses: paper and online-based glossary. The two groups underwent two-month treatment. Prior to and after the treatment, each group was given pre and posttest. In calculating the data, two-way ANOVA was used. The results of the study showed that extroverted students learned vocabulary better through paper-based glossary, while introverted students learned vocabulary better through online-based. Further research needs to be conducted to determine whether age influences the use of teaching glossary or not

  15. Web 2.0 and Emerging Technologies in Online Learning

    Science.gov (United States)

    Diaz, Veronica

    2010-01-01

    As online learning continues to grow, so do the free or nearly free Web 2.0 and emerging online learning technologies available to faculty and students. This chapter explores the implementation process and corresponding considerations of adapting such tools for teaching and learning. Issues addressed include copyright, intellectual property,…

  16. Discovering the Motivations of Students when Using an Online Learning Tool

    Directory of Open Access Journals (Sweden)

    Raafat George Saadé

    2015-07-01

    Full Text Available In an educational setting, the use of online learning tools impacts student performance. Motivation and beliefs play an important role in predicting student decisions to use these learning tools. However, IT-personality entailing playfulness on the web, perceived personal innovativeness, and enjoyment may have an impact on motivations. In this study, we investigate the influence of IT-personality traits on motivation and beliefs. The study includes 95 participants. A survey was conducted after using the learning tool for one semester. Assessment of the psychometric properties of the scales proved acceptable and confirmatory factor analysis supported the proposed hypotheses. With the exception of the impact of enjoyment on motivation, all other hypotheses demonstrate behavior different from other contexts: playfulness on the web and perceived personal innovativeness have little to no impact on motivation; motivation in turn has the opposite strong and significant effect on beliefs. Specifically, we found that motivation has a strong impact on students’ attitudes and consequently attitudes were found to determine intentions where the variance explained is 50% (attitude and 28% (intentions. These results give way to interesting interpretations as they relate to learning.

  17. A Model of Successful Adaptation to Online Learning for College-Bound Native American High School Students

    Science.gov (United States)

    Kaler, Collier Butler

    2012-01-01

    Purpose: The purpose of this paper is to examine the conditions for Native American high school students that result in successful adaptation to an online learning environment. Design/methodology/approach: In total, eight Native American students attending high schools located on Montana Indian reservations, and one urban city, were interviewed.…

  18. Experiences of Students with Specific Learning Disorder (Including ADHD) in Online College Degree Programs: A Phenomenological Study

    Science.gov (United States)

    Bunch, Seleta LeAnn

    2016-01-01

    Enrollment in online degree programs is rapidly expanding due to the convenience and affordability offered to students and improvements in technology. The purpose of this hermeneutical phenomenological study was to understand the shared experiences of students with documented specific learning disorders (including Attention-Deficit/Hyperactivity…

  19. 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…

  20. Online Mathematics Homework Increases Student Achievement

    Directory of Open Access Journals (Sweden)

    Jeremy Roschelle

    2016-10-01

    Full Text Available In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework tool with teacher training could increase learning. The online tool ASSISTments (a provides timely feedback and hints to students as they do homework and (b gives teachers timely, organized information about students’ work. To test this prediction, we analyzed data from 43 schools that participated in a random assignment experiment in Maine, a state that provides every seventh-grade student with a laptop to take home. Results showed that the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices. Students with low prior mathematics achievement benefited most. The intervention has potential for wider adoption.

  1. The Impacts of Personal Qualities on Online Learning Readiness at Curtin Sarawak Malaysia (CSM)

    Science.gov (United States)

    Lau, Chun Yun; Shaikh, Junaid M.

    2012-01-01

    Nowadays many educational institutions have embraced online education to cater for flexible and student-centered learning. Through online education, students have an opportunity to gain education at their own convenience, in terms of time and place. However, it is argued that students are less satisfied with online learning than with traditional…

  2. How 'blended' is blended learning?: students' perceptions of issues around the integration of online and face-to-face learning in a Continuing Professional Development (CPD) health care context.

    Science.gov (United States)

    Glogowska, Margaret; Young, Pat; Lockyer, Lesley; Moule, Pam

    2011-11-01

    This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'. Copyright © 2011 Elsevier Ltd. All rights reserved.

  3. Does Digital Scholarship through Online Lectures Affect Student Learning?

    Science.gov (United States)

    Kinash, Shelley; Knight, Diana; McLean, Matthew

    2015-01-01

    University lectures are increasingly recorded or reproduced and made available to students online. This paper aggregates and critically reviews the associated literature, thematically organised in response to four questions. In response to the first question--does student attendance decrease when online content is made available--research…

  4. Online chats: A strategy to enhance learning in large classes ...

    African Journals Online (AJOL)

    Online-supported teaching and learning is a technological innovation in education that integrates face-to-face teaching in plenary lectures, with an online component using a learning management system. This extends opportunities to students to interact with one another via online chats in the process of transacting their ...

  5. The Effects of Digital Storytelling on Student Achievement, Social Presence, and Attitude in Online Collaborative Learning Environments

    Science.gov (United States)

    Nam, Chang Woo

    2017-01-01

    This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The "digital…

  6. Application of Blog For Media Learning of Online Marketing courses/ Penerapan Blog Sebagai Media Pembelajaran Mata Pelajaran Pemasaran Online

    Directory of Open Access Journals (Sweden)

    Doni Erfianto

    2015-07-01

    Full Text Available This study aims to: 1 describe the implementation of blog as a learning medium for online marketing subject; 2 determine students' response on the implementation of blog as a learning medium for online marketing subject; and 3 know the advantages and disadvantages after the implementation the implementation of blog as a learning medium for online marketing subject. This research is a qualitative descriptive research. Data that were taken for this study is based on the observation sheet and questionnaire. In addition, the data sources that are taken are 26 tenth grade students of Marketing 2 at SMKN 1 Probolinggo. The research finding showed that: 1 the implementation of a blog can help students to learn online marketing materials; 2 the results of the questionnaire showed that students responded positively on the implementation of blogs as a learning medium; and 3 the advantages and disadvantages after the implementation of blogs as a learning medium are: a advantages: teachers can operate a blog, students can be more active in the learning activities and creating innovative and creative learning; b dissadvantages: there is one student who did not like the virtual world and if there is a blackout, the teaching and learning activities is disrupted. Abstrak: Penelitian ini bertujuan untuk 1 mendeskripsikan penerapan blog sebagai media pembelajaran mata pelajaran pemasaran online, 2 mengetahui respon siswa terhadap penerapan blog sebagai media pembelajaran mata pelajaran pemasaran online, 3  mengetahui kelebihan dan kekurangan setelah penerapan blog sebagai media pembelajaran mata pelajaran pemasaran online. Jenis penelitian ini adalah deskriptif kualitatif. Data yang diambil untuk penelitian ini berdasarkan pada lembar observasi dan angket. Sedangkan sumber data yang diambil yaitu 26 siswa kelas X PMS 2 di SMKN 1 Probolinggo. Hasil penelitian menunjukkan bahwa 1 penerapan blog dapat membantu siswa dalam belajar materi pemasaran online, 2 hasil

  7. 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…

  8. Impact of Cultural Differences on Students' Participation, Communication, and Learning in an Online Environment

    Science.gov (United States)

    Yang, Dazhi; Olesova, Larissa; Richardson, Jennifer C.

    2010-01-01

    Being aware of cultural differences and knowing how to deal with related differences is critical for the success of online learning and training that involves learners from multiple countries and cultures. This study examines the perceived differences of participants from two different cultures on (1) students' participation behaviors; (2)…

  9. K-12 Online Learning and the Training Needs for School Psychology Practitioners

    Science.gov (United States)

    Tysinger, P. Dawn; Tysinger, Jeff; Diamanduros, Terry; Kennedy, Kathryn

    2013-01-01

    K-12 online learning is growing at an exponential rate in the United States and around the world. Students and teachers are entering and embracing the K-12 online learning environment. Thus, it becomes imperative for school psychologists to follow. In order to offer the most productive learning environment for all students, the services provided…

  10. Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

    Directory of Open Access Journals (Sweden)

    Reza Karimi, RPh, PhD

    2011-01-01

    Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven “closing the loop” feedback discussion. For teambuilding, a set of clue sheets or manufacturer‘s drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams’ impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators’ interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.

  11. Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

    Directory of Open Access Journals (Sweden)

    Reza Karimi

    2011-01-01

    Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven "closing the loop" feedback discussion. For teambuilding, a set of clue sheets or manufacturer's drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams' impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators' interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.   Type: Case Study

  12. MEDICOL: online learning in medicine and dentistry.

    Science.gov (United States)

    Broudo, Marc; Walsh, Charlene

    2002-09-01

    MEDICOL (Medicine and Dentistry Integrated Curriculum Online) provides a variety of Web-based resources that act as important adjuncts to all the teaching components of the medical and dental undergraduate curriculum. It uses WebCT, a course-management system, to provide the following educational functions: (1) track students' progress and present course information such as time-tables, learning objectives, handout materials, images, references, course assignments, and evaluations; (2) promote student-to-student and student-to-instructor interactions (through e-mail and bulletin boards); and (3) deliver self-directed learning components, including weekly self-assessment quizzes that provide immediate feedback and multimedia learning modules (clinical skills, radiology, evidence-based medicine, etc.). The University of British Columbia Faculties of Medicine and Dentistry feature a problem-based learning (PBL) curriculum in which students access many of the same tools they will utilize in their professional practice. In the PBL curriculum, students must access the relevant clinical data and educational resources. A MEDICOL site has also been developed for medical students to use during their rural family practice, a four- to six-week experience in the summer after their second year. This site has been designed to be a supplemental learning environment for not only these students, but also for their physician preceptors. It is intended to foster communication among participants, bring new resources to the rural setting, and allow preceptors to develop their Internet skills with the help of students who are already familiar with the electronic environment. The MEDICOL sites enable the exchange of information about the learning issues between, as well as within, tutorial groups. MEDICOL also provides students with faculty-reviewed resources that are listed online; multimedia presentations; and access to histology, radiology, and pathology images through an online image

  13. Student-Initiated Use of Facebook for Learning Online Journalism

    Science.gov (United States)

    Song, Yang

    2017-01-01

    This article presents a case study of student-initiated use of Facebook Groups in doing a team project for an online journalism course. Drawing upon the concept of affinity space and a theoretical taxonomy of asynchronous online discussion, the present study triangulates classroom observation, semi-structured student interviews, and microanalysis…

  14. Learning Style, Culture and Delivery Mode in Online Distance Education

    Science.gov (United States)

    Speece, Mark

    2012-01-01

    Adaptation to customer needs is a key component of competitiveness in any service industry. In online HE (higher education), which is increasingly worldwide, this adaptation must include consideration of learning styles. Most research shows that learning style has little impact on learning outcomes in online education. Nevertheless, students with…

  15. Does Racism Exist in the Online Classroom Learning Environment? Perceptions of Online Undergraduate Students

    Science.gov (United States)

    Hopson, Anna C.

    2014-01-01

    In U.S. history, racism has existed in traditional brick-and-mortar academic institutions for hundreds of years. With the increase of online learning--a strategic and effective form of education for many academic institutions of higher education--the question being asked is, Does racism exist in the online classroom learning environment? This…

  16. An Exploration into First-Year University Students' Approaches to Inquiry and Online Learning Technologies in Blended Environments

    Science.gov (United States)

    Ellis, Robert A.; Bliuc, Ana-Maria

    2016-01-01

    The use of online learning technologies in experiences of inquiry is increasingly ubiquitous in university contexts. In blended environments, research into university experiences suggests that student approaches to learning are a key determiner of the quality of outcomes. The purpose of this study was to develop relevant measures which help…

  17. The Use of Online Citizen-Science Projects to Provide Experiential Learning Opportunities for Nonmajor Science Students

    Directory of Open Access Journals (Sweden)

    Donna M. Kridelbaugh

    2015-11-01

    Full Text Available Citizen science is becoming even more accessible to the general public through technological advances in the development of mobile applications, facilitating information dissemination and data collection. With the advent of “big data,” many citizen-science projects designed to help researchers sift through piles of research data now exist entirely online, either in the form of playing a game or via other digital avenues. Recent trends in citizen science have also focused on “crowdsourcing” solutions from the general public to help solve societal issues, often requiring nothing more than brainstorming and a computer to submit ideas. Online citizen science thus provides an excellent platform to expand the accessibility of experiential learning opportunities for a broad range of nonmajor science students at institutions with limited resources (e.g., community colleges. I created an activity for a general microbiology lecture to engage students in hands-on experiences via participation in online citizen-science projects. The objectives of the assignment were for students to: 1 understand that everyone can be a scientist; 2 learn to be creative and innovative in designing solutions to health and science challenges; and 3 further practice science communication skills with a written report. This activity is designed for introductory science courses with nonmajor science students who have limited opportunities to participate in undergraduate research experiences.

  18. Building online learning communities in a graduate dental hygiene program.

    Science.gov (United States)

    Rogo, Ellen J; Portillo, Karen M

    2014-08-01

    The literature abounds with research related to building online communities in a single course; however, limited evidence is available on this phenomenon from a program perspective. The intent of this qualitative case study inquiry was to explore student experiences in a graduate dental hygiene program contributing or impeding the development and sustainability of online learning communities. Approval from the IRB was received. A purposive sampling technique was used to recruit participants from a stratification of students and graduates. A total of 17 participants completed semi-structured interviews. Data analysis was completed through 2 rounds - 1 for coding responses and 1 to construct categories of experiences. The participants' collective definition of an online learning community was a complex synergistic network of interconnected people who create positive energy. The findings indicated the development of this network began during the program orientation and was beneficial for building a foundation for the community. Students felt socially connected and supported by the network. Course design was another important category for participation in weekly discussions and group activities. Instructors were viewed as active participants in the community, offering helpful feedback and being a facilitator in discussions. Experiences impeding the development of online learning communities related to the poor performance of peers and instructors. Specific categories of experiences supported and impeded the development of online learning communities related to the program itself, course design, students and faculty. These factors are important to consider in order to maximize student learning potential in this environment. Copyright © 2014 The American Dental Hygienists’ Association.

  19. Blended learning: how can we optimise undergraduate student engagement?

    Science.gov (United States)

    Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria

    2016-08-04

    Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.

  20. LEARNERS’ SATISFACTION LEVEL WITH ONLINE STUDENT PORTAL AS A SUPPORT SYSTEM IN AN OPEN AND DISTANCE eLEARNING ENVIRONMENT (ODeL

    Directory of Open Access Journals (Sweden)

    Percia V. SECRETO

    2015-07-01

    Full Text Available Learner support in an open, distance and online learning is defined as “all activities and elements in education that respond to a known learner or group of learners, and which are designed to assist in the cognitive, affective, and systemic realms of the learning process” (Brindley, et. al, 2004. Teaching and tutoring, advising and counseling, and information and administration are the main institutional systems involved in learner support. The UP Open University functions under an open and distance e-learning (ODeL framework of distance education where most of its academic and non-academic processes are done through the Internet. It has developed an online Academic Information Management System (AIMS which serves as the gateway to the University’s academic operations. The Online Student Portal (OSP is the component of the system for the students. OSP serves such functionalities as online registration, viewing of grades, request for their records, payment of fees, and information hub. The study analyzed the learners’ satisfaction with the portal’s functionality, efficiency, appearance, ease of use, and security. An online survey was conducted of continuing undergraduate and graduate students (n=147 who were admitted prior to the implementation of the portal and thus had experienced both the manual and online processes. The survey was conducted from September 26 to October 3, 2013. In general, about 85 percent of those who participated in the survey were either very satisfied or satisfied with their overall experience of the portal. Ninety percent of the total participants found the portal cost-effective and informative. Overall, the participants identified the portal as a convenient and effective venue for getting accurate and immediate information about their performance, school activities, academic schedules, and other information relevant to their learning transactions. These features had made the portal an important student

  1. Emotional Presence in Online Learning Scale: A Scale Development Study

    Science.gov (United States)

    Sarsar, Firat; Kisla, Tarik

    2016-01-01

    Although emotions are not a new topic in learning environments, the emerging technologies have changed not only the type of learning environments but also the perspectives of emotions in learning environments. This study designed to develop a survey to assist online instructors to understand students' emotional statement in online learning…

  2. Impeding Phenomena Emerging from Students' Constructivist Online Game-Based Learning Process: Implications for the Importance of Teacher Facilitation

    Science.gov (United States)

    Jong, Morris Siu-yung; Shang, Junjie

    2015-01-01

    "Virtual Interactive Student-Oriented Learning Environment" ("VISOLE") is a pedagogical approach to integrating constructivist online game-based learning (COGBLe) into formal teaching in school education. This paper reports a qualitative case study on the implementation of VISOLE (in secondary Geography education) in which we…

  3. Problem solving strategies used by RN-to-BSN students in an online problem-based learning course.

    Science.gov (United States)

    Oldenburg, Nancy L; Hung, Wei-Chen

    2010-04-01

    It is essential that nursing students develop the problem solving and critical thinking skills required in the current health care environment. Problem-based learning has been promoted as a way to help students acquire those skills; however, gaps exist in the knowledge base of the strategies used by learners. The purpose of this case study was to gain insight into the problem solving experience of a group of six RN-to-BSN students in an online problem-based learning course. Data, including discussion transcripts, reflective papers, and interview transcripts, were analyzed using a qualitative approach. Students expanded their use of resources and resolved the cases, identifying relevant facts and clinical applications. They had difficulty communicating their findings, establishing the credibility of sources, and offering challenging feedback. Increased support and direction are needed to facilitate the development of problem solving abilities of students in the problem-based learning environment.

  4. Graduate Student Library Research Skills: Is Online Instruction Effective?

    Science.gov (United States)

    Shaffer, Barbara A.

    2011-01-01

    Graduate students are a significant segment in online instruction programs, yet little is known about how well they learn the necessary library research skills in this increasingly popular mode of distance learning. This pre- and posttest study and citation analysis examined learning and confidence among students in graduate education programs,…

  5. 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.

  6. Giving Back: Exploring Service-Learning in an Online Learning Environment

    Science.gov (United States)

    McWhorter, Rochell R.; Delello, Julie A.; Roberts, Paul B.

    2016-01-01

    Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and…

  7. Supporting student nurses in practice with additional online communication tools.

    Science.gov (United States)

    Morley, Dawn A

    2014-01-01

    Student nurses' potential isolation and difficulties of learning on placement have been well documented and, despite attempts to make placement learning more effective, evidence indicates the continuing schism between formal learning at university and situated learning on placement. First year student nurses, entering placement for the first time, are particularly vulnerable to the vagaries of practice. During 2012 two first year student nurse seminar groups (52 students) were voluntarily recruited for a mixed method study to determine the usage of additional online communication support mechanisms (Facebook, wiki, an email group and traditional methods of support using individual email or phone) while undertaking their first five week clinical placement. The study explores the possibility of strengthening clinical learning and support by promoting the use of Web 2.0 support groups for student nurses. Results indicate a high level of interactivity in both peer and academic support in the use of Facebook and a high level of interactivity in one wiki group. Students' qualitative comments voice an appreciation of being able to access university and peer support whilst working individually on placement. Recommendations from the study challenge universities to use online communication tools already familiar to students to complement the support mechanisms that exist for practice learning. This is tempered by recognition of the responsibility of academics to ensure their students are aware of safe and effective online communication. Copyright © 2013 Elsevier Ltd. All rights reserved.

  8. University Students' Online Information Searching Strategies in Different Search Contexts

    Science.gov (United States)

    Tsai, Meng-Jung; Liang, Jyh-Chong; Hou, Huei-Tse; Tsai, Chin-Chung

    2012-01-01

    This study investigates the role of search context played in university students' online information searching strategies. A total of 304 university students in Taiwan were surveyed with questionnaires in which two search contexts were defined as searching for learning, and searching for daily life information. Students' online search strategies…

  9. 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.

  10. Cooperative Learning Principles Enhance Online Interaction

    Science.gov (United States)

    Jacobs, George; Seow, Peter

    2014-01-01

    This paper describes eight principles that can be used to promote cooperative interactions among students working in online environments. The principles derive from a well-established approach to education, known variously as cooperative learning and collaborative learning. Each principle is explained as to what it means, why it is important and…

  11. A Vertically Integrated Online Radiology Curriculum Developed as a Cognitive Apprenticeship: Impact on Student Performance and Learning.

    Science.gov (United States)

    Lim-Dunham, Jennifer E; Ensminger, David C; McNulty, John A; Hoyt, Amy E; Chandrasekhar, Arcot J

    2016-02-01

    The principles of Collins' cognitive apprenticeship model were used to design a radiology curriculum in which medical students practice radiological skills using online case-based modules. The modules are embedded within clinical third-year clerkships, and students are provided with personalized feedback from the instructors. We describe the development of the vertical online radiology curriculum and evaluate its impact on student achievement and learning process using a mixed method approach. The curriculum was developed over a 2-year period. Student participation was voluntary in the first year and mandatory in the second year. For quantitative curriculum evaluation, student metrics for voluntary versus mandatory groups were assessed using independent sample t tests and variable entry method regression analysis. For qualitative analysis, responses from a survey of students about the value of the curriculum were organized into defined themes using consensus coding. Mandatory participation significantly improved (p = .001) the mean radiology examination score (82 %) compared to the voluntary group (73%), suggesting that mandatory participation had a beneficial effect on student performance. Potential preexisting differences in underlying general academic performance were accounted for by including mean basic science grades as the first variable in the regression model. The significant increase in R(2) from .16 to .28 when number of radiology cases completed was added to the original model, and the greater value of the standardized beta for this variable, suggest that the curriculum made a significant contribution to students' radiology examination scores beyond their baseline academic performance. Five dominant themes about curricular characteristics that enhanced student learning and beneficial outcomes emerged from consensus coding. These themes were (1) self-paced design, (2) receiving feedback from faculty, (3) clinical relevance of cases, (4) gaining

  12. Face-to-Face vs On-Line: An Analysis of Profile, Learning, Performance and Satisfaction among Post Graduate Students

    Science.gov (United States)

    Ortega-Maldonado, Alberto; Llorens, Susana; Acosta, Hedy; Coo, Cristián

    2017-01-01

    The aim of this study is to explore the differences between face-to-face and on-line students in a post graduate education program. The variables considered are Post Graduate Student's profile, competences and learning outcomes, academic performance and satisfaction. The sample was composed by 47 students (64% face-to-face). Analysis of variance…

  13. Exploring Online Students' Self-Regulated Learning with Self-Reported Surveys and Log Files: A Data Mining Approach

    Science.gov (United States)

    Cho, Moon-Heum; Yoo, Jin Soung

    2017-01-01

    Many researchers who are interested in studying students' online self-regulated learning (SRL) have heavily relied on self-reported surveys. Data mining is an alternative technique that can be used to discover students' SRL patterns from large data logs saved on a course management system. The purpose of this study was to identify students' online…

  14. The Essences of Culinary Arts Students' Lived Experience of General Education Online Learning: An Interpretive Phenomenological Analysis

    Science.gov (United States)

    Keovilay, Sisavath

    2015-01-01

    This phenomenological research study explored the lived experiences of culinary arts students learning general education online while enrolled in a face-to-face (f2f) culinary arts class. This research used Interpretative Phenomenological Analysis (IPA) to analyze how culinary arts students, in a not-for-profit Florida University, made sense of…

  15. Designing, implementing and evaluating an online problem-based learning (PBL) environment--a pilot study.

    Science.gov (United States)

    Ng, Manwa L; Bridges, Susan; Law, Sam Po; Whitehill, Tara

    2014-01-01

    Problem-based learning (PBL) has been shown to be effective for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. However, the need for face-to-face interactions at the same place and time severely limits the potential of traditional PBL. The requirements of space and for meeting at a specific location at the same time create timetabling difficulties. Such limitations need to be tackled before all potentials of PBL learning can be realized. The present study aimed at designing and implementing an online PBL environment for undergraduate speech/language pathology students, and assessing the associated pedagogical effectiveness. A group of eight PBL students were randomly selected to participate in the study. They underwent 4 weeks of online PBL using Adobe Connect. Upon completion of the experiment, they were assessed via a self-reported questionnaire and quantitative comparison with traditional PBL students based on the same written assignment. The questionnaire revealed that all participating students enjoyed online PBL, without any perceived negative effects on learning. Online PBL unanimously saved the students travel time to and from school. Statistical analysis indicated no significant difference in assignment grades between the online and traditional PBL groups, indicating that online PBL learning appears to be similarly effective as traditional face-to-face PBL learning.

  16. An online debate series for first-year pharmacy students.

    Science.gov (United States)

    Lin, Swu-Jane; Crawford, Stephanie Y

    2007-02-15

    This article describes an online debate series that was developed as a new component to an introductory core course for first-professional year pharmacy students. Objectives were to facilitate the group process, introduce controversial issues related to the US healthcare system, improve critical thinking and communication skills, enable students' ability to analyze and evaluate evidence, help develop skills in formulating written arguments, and encourage tolerance of diverse points of view. One hundred sixty-two students were assigned to 40 teams (half assigned to argue as "Pros" and half as "Cons") and paired into 20 debating groups. The paired teams posted 3 arguments in an online forum alternatively over a 12-week period. The winning teams were determined by a panel of 3 judges. Feedback from the judges was posted online and summarized in an in-class discussion. Thematic analysis of qualitative data from students and faculty members demonstrated the effectiveness of the online debate component in helping students work together in a group, learn alternative sides of complex issues, and write persuasive arguments. This novel online-debate forum was a feasible teaching and learning strategy, which helped pharmacy students improve their communication skills and critical thinking, expanded their scope of knowledge, and provided a platform for group process.

  17. Analyses of Student Learning in Global Change

    Science.gov (United States)

    Takle, E. S.; Moser, H.; Sorensen, E. K.

    2004-12-01

    The Global Change course at Iowa State University is a senior undergraduate and graduate level course that has been delivered over the internet with online dialog and learning activities since 1995. Students may enroll in the course as a distance education course, but in doing so they engage in dialog with students in the conventional on-campus face-to-face course. Online delivery and student participation offer opportunities for promoting use of critical thinking skills and collaborative learning not available in face-to-face environments. Students are required to research, post, and defend with authoritative information their positions on a variety of global change issues and specifically identify how they have demonstrated use of critical thinking skills in their online postings. Threaded dialog is used for structuring interactions toward promoting collaborative learning. We analyze collaborative learning by use of a rubric based on the theory of language games. By random selection of 1,350 online dialog comments posted over the last 10 years we evaluated student response to requirements for demonstrating critical thinking skills and collaboration in learning. We found that, by itself, the requirement of demonstrating critical thinking skills in online dialog was insufficient in promoting collaborative learned as measured by the standards of language game theory. But we also found that if an online comment clearly defines a situation and makes a clear expectation of a response, the likelihood is high that a game will be created. And if a game is established, there is a high probability that it will be closed, thereby giving evidence that collaborative learning had occurred. We conclude that a key component in collaborative online learning lies in establishing a lead-off comment that provides sufficient background information to clearly define an engaging situation. It also must include a clear expectation that a response is expected that will provide dialog

  18. A Cross-Sectional Descriptive Study of Graduate Students' Perceptions of Learning Effectiveness in Face-to-Face and Online Courses

    Science.gov (United States)

    Evans, Nicole Stayton

    2013-01-01

    The measurement of student perceptions of learning effectiveness is often used as a tool at universities to enhance the quality of course offerings. The recent growth in online course offerings creates new challenges in evaluating learning effectiveness. This study used three principles of adult learning theory, foundation, self-concept, and…

  19. Achieving effective learning effects in the blended course: a combined approach of online self-regulated learning and collaborative learning with initiation.

    Science.gov (United States)

    Tsai, Chia-Wen

    2011-09-01

    In many countries, undergraduates are required to take at least one introductory computer course to enhance their computer literacy and computing skills. However, the application software education in Taiwan can hardly be deemed as effective in developing students' practical computing skills. The author applied online self-regulated learning (SRL) and collaborative learning (CL) with initiation in a blended computing course and examined the effects of different combinations on enhancing students' computing skills. Four classes, comprising 221 students, participated in this study. The online SRL and CL with initiation (G1, n = 53), online CL with initiation (G2, n = 68), and online CL without initiation (G3, n = 68) were experimental groups, and the last class, receiving traditional lecture (G4, n = 32), was the control group. The results of this study show that students who received the intervention of online SRL and CL with initiation attained significantly best grades for practical computing skills, whereas those that received the traditional lectures had statistically poorest grades among the four classes. The implications for schools and educators who plan to provide online or blended learning for their students, particularly in computing courses, are also provided in this study.

  20. Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials

    Science.gov (United States)

    Basham, James D.; Smith, Sean J.; Satter, Allyson L.

    2016-01-01

    In the process of evaluating online learning products for accessibility, researchers in the Center on Online Learning and Students with Disabilities concluded that most often consultation guides and assessment tools were useful in determining sensory accessibility but did not extend to critical aspects of learning within the Universal Design for…

  1. Specialization processes in on-line unsupervised learning

    NARCIS (Netherlands)

    Biehl, M.; Freking, A.; Reents, G.; Schlösser, E.

    1998-01-01

    From the recent analysis of supervised learning by on-line gradient descent in multilayered neural networks it is known that the necessary process of student specialization can be delayed significantly. We demonstrate that this phenomenon also occurs in various models of unsupervised learning. A

  2. Community Colleges and Underappreciated Assets: Using Institutional Data to Promote Success in Online Learning

    Science.gov (United States)

    Hachey, Alyse; Conway, Katherine; Wladis, Claire

    2013-01-01

    Adapting to the 21st century, community colleges are not adding brick and mortar to meet enrollment demands. Instead, they are expanding services through online learning, with at least 61% of all community college students taking online courses today (Pearson, 2011). As online learning is affording alternate pathways to education for students, it…

  3. Teachers' and students' perspectives on teaching and learning through virtual learning environments

    Science.gov (United States)

    Limniou, M.; Smith, M.

    2010-12-01

    The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students' background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers' and students' perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools.

  4. A Distributed System for Learning Programming On-Line

    Science.gov (United States)

    Verdu, Elena; Regueras, Luisa M.; Verdu, Maria J.; Leal, Jose P.; de Castro, Juan P.; Queiros, Ricardo

    2012-01-01

    Several Web-based on-line judges or on-line programming trainers have been developed in order to allow students to train their programming skills. However, their pedagogical functionalities in the learning of programming have not been clearly defined. EduJudge is a project which aims to integrate the "UVA On-line Judge", an existing…

  5. Features Students Really Expect from Learning Analytics

    Science.gov (United States)

    Schumacher, Clara; Ifenthaler, Dirk

    2016-01-01

    In higher education settings more and more learning is facilitated through online learning environments. To support and understand students' learning processes better, learning analytics offers a promising approach. The purpose of this study was to investigate students' expectations toward features of learning analytics systems. In a first…

  6. E-learning program for medical students in dermatology

    Science.gov (United States)

    Silva, Cristiana Silveira; Souza, Murilo Barreto; Filho, Roberto Silveira Silva; de Medeiros, Luciana Molina; Criado, Paulo Ricardo

    2011-01-01

    INTRODUCTION: Dermatological disorders are common in medical practice. In medical school, however, the time devoted to teaching dermatology is usually very limited. Therefore, online educational systems have increasingly been used in medical education settings to enhance exposure to dermatology. OBJECTIVE: The present study was designed to develop an e-learning program for medical students in dermatology and evaluate the impact of this program on learning. METHODS: This prospective study included second year medical students at the University of Technology and Science, Salvador, Brazil. All students attended discussion seminars and practical activities, and half of the students had adjunct online seminars (blended learning). Tests were given to all students before and after the courses, and test scores were evaluated. RESULTS: Students who participated in online discussions associated with face-to-face activities (blended learning) had significantly higher posttest scores (9.0±0.8) than those who only participated in classes (7.75±1.8, p dermatology. PMID:21655756

  7. Exploring the learning context in shifts between online and offline learning

    Directory of Open Access Journals (Sweden)

    Karen Borgnakke

    2015-11-01

    . (References to the E-books (see belowCatarina Player-Koro, of University of Borås and Dennis Beach, of University of Gothenburg takes in the article “ICT-enabled innovation in technology rich schools?” its point of departure from the main findings from research into four upper secondary schools that have implemented digital technology through one-to-one laptop initiatives. The analysis reveals discourses and transformations showing that ICT is less important than what is often taken for granted in the educational change in Swedish upper secondary schooling.Raquel Miño-Puigcercós and Juana M. Sancho-Gil of the University of Barcelona presents in the article “Learning by using digital media in and out of school” a context of schooling for which students increasingly become disengaged and frustrated. The article demonstrates how schooling can capture the lives of young people by using different media and offer students authentic learning experiences.Raymond Kolbæk, of Hospital Central Jutland and Via University College in Denmark, presents his article “Nursing students’ attitudes towards ICT in education and clinic in Denmark”. His point of departure is the consistent scepticism nurses as well as nursing students practice towards the use of ICT in their professional area. His aim is to throw light onto how this reluctance is construed, using insights from Bourdieu and his notion of habitus.Anita Lyngsø, of the University of Copenhagen and Via University College, follows in the article ”At Home with Students – Observing Online and Offline Contexts” the edict of ”following the field”. The article show the needs to enter students homes and observe them in the their own household, as well as observing their learning activities in their online virtual environment. The article discusses the challenges arising from the dicothomy of online and offline contexts, and shades light onto how the two contexts interact in the life of the students.Karen Borgnakke

  8. Teaching and learning community work online: can e-learning promote competences for future practice?

    OpenAIRE

    Larsen, Anne Karin; Visser-Rotgans, Rina; Hole, Grete Oline

    2011-01-01

    This article presents a case study of an online course in Community Work and the learning outcomes for an international group of students participating in the course. Examples from the process of, and results from the development of virtual-learning material are presented. Finally, the students' learning experience and competences achieved by the use of innovative learning material and ICT communication tools are presented.

  9. BOOSTING STUDENT LIFE SATISFACTION AND ENGAGEMENT TO IMPROVE ONLINE STUDENT RETENTION

    OpenAIRE

    Slavensky, Henning; Hansen, Hans Jørgen; Knudsen, Mikael Bergholz

    2017-01-01

    In 2015, the Electronics Engineering degree programme at Aarhus University School of Engineering inHerning decided to offer an online learning option concurrently with providing traditional classroominstruction. Following this initiative, the student intake increased significantly, primarily because theprogramme appealed to a completely new target audience. With the online opportunity, it was decidedto implement the ‘flipped classroom’ approach into both online and on-campus teaching, meaning...

  10. Creating a blended learning module in an online master study programme in oncology.

    Science.gov (United States)

    Mayer, Benjamin; Ring, Christina; Muche, Rainer; Rothenbacher, Dietrich; Schmidt-Strassburger, Uta

    2015-01-01

    The medical faculty of Ulm University has launched the postgraduate master online study programme Advanced Oncology (AO) in 2010. We describe the challenges in developing an e-learning module using the example of a medical biometry course, focusing the implementation of the course material and our single-loop learning experience after the first students have finished and evaluated the lecture. Programme participants are qualified medical doctors and researchers in biomedical areas related to the field of oncology. The study programme provides the majority of lectures online via didactic videos accompanied by one-week attendance seminars. Supplementary learning materials include review articles, supportive reading material, multiple choice questions, and exercises for each unit. Lecture evaluations based on specific questions concerning learning environment and information learned, each measured on a five-point Likert scale. Lecture videos were implemented following the classical triad of the didactic process, using oncological examples from practice to teach. The online tutorial support offered to students was hardly used, thus we enhanced faculty presence during the face-to-face seminars. Lecture evaluations improved after revising the learning material on the basis of the first AO student cohort's comments. Developing and implementing an online study programme is challenging with respect of maximizing the information students learn due to limited opportunities for personal contact between lecturers and students. A more direct interaction of lecturers and students in a blended learning setting outperforms a mere web-based contact in terms of learning advantage and students' satisfaction, especially for complex methodological content.

  11. Empirical evidence of the game-based learning advantages for online students persistence

    OpenAIRE

    A. Imbellone; G. Marinensi; C.M. Medaglia

    2015-01-01

    The paper presents the empirical results obtained from a study conducted on a game-based online course that took place in 2014 with 47 participants. The study evidenced the benefits of the learning games mechanics on learners’ willingness to continue the course. Assuming the interest for the subject of the course as a fundamental condition for student persistence within the course, it is shown how it can be significantly enhanced by the presence of both ludic and narrative game-based elements.

  12. Learner Perspectives of Online Problem-Based Learning and Applications from Cognitive Load Theory

    Science.gov (United States)

    Chen, Ruth

    2016-01-01

    Problem-based learning (PBL) courses have historically been situated in physical classrooms involving in-person interactions. As online learning is embraced in higher education, programs that use PBL can integrate online platforms to support curriculum delivery and facilitate student engagement. This report describes student perspectives of the…

  13. 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

  14. Adult Student Expectations and Experiences in an Online Learning Environment

    Science.gov (United States)

    Bourdeaux, Renee; Schoenack, Lindsie

    2016-01-01

    This study investigated adult student experiences with instructors in online classes. Using expectancy violations theory as a lens, we conducted 22 interviews to understand reasons students enroll in online classes, expectations for instructors, and behaviors instructors employed that may or may not meet expectations. We conducted a thematic…

  15. An Online Debate Series for First-Year Pharmacy Students

    Science.gov (United States)

    Crawford, Stephanie Y.

    2007-01-01

    Objectives This article describes an online debate series that was developed as a new component to an introductory core course for first-professional year pharmacy students. Objectives were to facilitate the group process, introduce controversial issues related to the US healthcare system, improve critical thinking and communication skills, enable students' ability to analyze and evaluate evidence, help develop skills in formulating written arguments, and encourage tolerance of diverse points of view. Design One hundred sixty-two students were assigned to 40 teams (half assigned to argue as “Pros” and half as “Cons”) and paired into 20 debating groups. The paired teams posted 3 arguments in an online forum alternatively over a 12-week period. The winning teams were determined by a panel of 3 judges. Assessment Feedback from the judges was posted online and summarized in an in-class discussion. Thematic analysis of qualitative data from students and faculty members demonstrated the effectiveness of the online debate component in helping students work together in a group, learn alternative sides of complex issues, and write persuasive arguments. Conclusion This novel online-debate forum was a feasible teaching and learning strategy, which helped pharmacy students improve their communication skills and critical thinking, expanded their scope of knowledge, and provided a platform for group process. PMID:17429512

  16. Perceptions of the use of reflective learning journals in online graduate nursing education.

    Science.gov (United States)

    Langley, Malinda E; Brown, Sylvia T

    2010-01-01

    The purpose of this study was to examine the perceptions of graduate nursing students and a small sample of faculty regarding learning outcomes associated with reflective learning journals (RLJ) in online education. Reflective journaling is used extensively in nursing curricula, yet few studies have explored perceptions of learning outcomes with online students, specifically those preparing to become nurse educators.An electronic survey was developed utilizing items associated with four learning outcomes of reflective journaling: professional development, personal growth, empowerment, and facilitation of the learning process. Positive outcomes such as the connection between theory and practice, recognition of strengths and weaknesses, and integration of new ideas and concepts were identified. Obstacles included the amount of time needed for reflection and grading, and the development of trust between students and faculty. The results of this study indicate that graduate students and faculty perceive positive learning outcomes with the use of reflective journals in online education.

  17. Emotion Management in Online Groupwork Reported by Chinese Students

    Science.gov (United States)

    Xu, Jianzhong; Du, Jianxia; Fan, Xitao

    2014-01-01

    Emotion and emotion regulation are increasingly viewed as critical issues in online learning environments. Online collaborative environments in particular create novel challenges for emotion regulation. Few studies, however, have focused on a range of factors that may influence students' efforts to manage their emotion in online collaborative…

  18. Othering in Online Learning: An Examination of Social Presence, Identity, and Sense of Community

    Science.gov (United States)

    Phirangee, Krystle; Malec, Alesia

    2017-01-01

    Fostering a strong sense of community among students in online courses is the goal of many instructors because it is seen as being essential in supporting students' learning experiences. However, high dropout rates in online learning suggest that students feel disconnected and isolated from their course, feelings which have been attributed to the…

  19. Teaching and Learning Communities through Online Annotation

    Science.gov (United States)

    van der Pluijm, B.

    2016-12-01

    What do colleagues do with your assigned textbook? What they say or think about the material? Want students to be more engaged in their learning experience? If so, online materials that complement standard lecture format provide new opportunity through managed, online group annotation that leverages the ubiquity of internet access, while personalizing learning. The concept is illustrated with the new online textbook "Processes in Structural Geology and Tectonics", by Ben van der Pluijm and Stephen Marshak, which offers a platform for sharing of experiences, supplementary materials and approaches, including readings, mathematical applications, exercises, challenge questions, quizzes, alternative explanations, and more. The annotation framework used is Hypothes.is, which offers a free, open platform markup environment for annotation of websites and PDF postings. The annotations can be public, grouped or individualized, as desired, including export access and download of annotations. A teacher group, hosted by a moderator/owner, limits access to members of a user group of teachers, so that its members can use, copy or transcribe annotations for their own lesson material. Likewise, an instructor can host a student group that encourages sharing of observations, questions and answers among students and instructor. Also, the instructor can create one or more closed groups that offers study help and hints to students. Options galore, all of which aim to engage students and to promote greater responsibility for their learning experience. Beyond new capacity, the ability to analyze student annotation supports individual learners and their needs. For example, student notes can be analyzed for key phrases and concepts, and identify misunderstandings, omissions and problems. Also, example annotations can be shared to enhance notetaking skills and to help with studying. Lastly, online annotation allows active application to lecture posted slides, supporting real-time notetaking

  20. Clinical study of student learning using mastery style versus immediate feedback online activities

    OpenAIRE

    Gary Gladding; Brianne Gutmann; Noah Schroeder; Timothy Stelzer

    2015-01-01

    This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first- and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each attempt, until mastery was achieved on each level. This combined elements of formative assessment, the worked example effect, and mastery learning. The ...

  1. Innovation Online Teaching Module Plus Digital Engineering Kit with Proteus Software through Hybrid Learning Method to Improve Student Skills

    Science.gov (United States)

    Kholis, Nur; Syariffuddien Zuhrie, Muhamad; Rahmadian, Reza

    2018-04-01

    Demands the competence (competence) needs of the industry today is a competent workforce to the field of work. However, during this lecture material Digital Engineering (Especially Digital Electronics Basics and Digital Circuit Basics) is limited to the delivery of verbal form of lectures (classical method) is dominated by the Lecturer (Teacher Centered). Though the subject of Digital Engineering requires learning tools and is required understanding of electronic circuits, digital electronics and high logic circuits so that learners can apply in the world of work. One effort to make it happen is by creating an online teaching module and educational aids (Kit) with the help of Proteus software that can improve the skills of learners. This study aims to innovate online teaching modules plus kits in Proteus-assisted digital engineering courses through hybrid learning approaches to improve the skills of learners. The process of innovation is done by considering the skills and mastery of the technology of students (students) Department of Electrical Engineering - Faculty of Engineering – Universitas Negeri Surabaya to produce quality graduates Use of online module plus Proteus software assisted kit through hybrid learning approach. In general, aims to obtain adequate results with affordable cost of investment, user friendly, attractive and interactive (easily adapted to the development of Information and Communication Technology). With the right design, implementation and operation, both in the form of software both in the form of Online Teaching Module, offline teaching module, Kit (Educational Viewer), and e-learning learning content (both online and off line), the use of the three tools of the expenditure will be able to adjust the standard needs of Information and Communication Technology world, both nationally and internationally.

  2. Effectiveness of an Asynchronous Online Module on University Students' Understanding of the Bohr Model of the Hydrogen Atom

    Science.gov (United States)

    Farina, William J.; Bodzin, Alec M.

    2017-12-01

    Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified metaprinciples of science learning: making science accessible, making thinking visible, and promoting autonomy. Students in an introductory chemistry course at a large east coast university completed either an online module or traditional classroom instruction. Data from 99 students were analyzed and results showed significant knowledge growth in both online and traditional formats. For the online learning group, findings revealed positive student perceptions of their learning experiences, highly positive feedback for online science learning, and an interest amongst students to learn chemistry within an online environment.

  3. 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

  4. Role of Social Presence and Cognitive Absorption in Online Learning Environments

    Science.gov (United States)

    Leong, Peter

    2011-01-01

    This article investigates the relationships between social presence, cognitive absorption, interest, and student satisfaction in online learning. A hypothesized structural equation model was developed to study these critical variables that may influence interaction in online learning environments. Contrary to expectations, the study determined…

  5. 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 ...

  6. Summary of Research on Online and Blended Learning Programs That Offer Differentiated Learning Options. REL 2017-228

    Science.gov (United States)

    Brodersen, R. Marc; Melluzzo, Daniel

    2017-01-01

    This report summarizes the methodology, measures, and findings of research on the influence on student achievement outcomes of K-12 online and blended face-to-face and online learning programs that offer differentiated learning options. The report also describes the characteristics of the learning programs. Most of the examined programs used…

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

    CERN Document Server

    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

  8. The Perception Of English Literature Students On 
E-Xamination And Online (Web- Based Learning

    Directory of Open Access Journals (Sweden)

    Onyeka IWUCHUKWU

    2014-01-01

    Full Text Available The purpose of this study is to investigate the perception of students on the implementation of e-examination and their preparedness for facilitation through a web-based learning platform at the National Open University of Nigeria. Information gathered from the year three and year four students who registered for courses in English Literature in the undergraduate English Programme and Law at the Lagos Study Centre of the university was evaluated. This group of students has participated in the e-examination as well as the pen on paper (POP examinations so are in a better position to evaluate the e-examination. The investigation was carried out through interviews, focus discussions and questionnaires and the result indicated that the students’ perceptions of online examination were generally positive and that they were enthusiastic about online facilitation but skeptical about its workability at this stage of our nation’s technological development.

  9. 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…

  10. Empirical evidence of the game-based learning advantages for online students persistence

    Directory of Open Access Journals (Sweden)

    A. Imbellone

    2015-07-01

    Full Text Available The paper presents the empirical results obtained from a study conducted on a game-based online course that took place in 2014 with 47 participants. The study evidenced the benefits of the learning games mechanics on learners’ willingness to continue the course. Assuming the interest for the subject of the course as a fundamental condition for student persistence within the course, it is shown how it can be significantly enhanced by the presence of both ludic and narrative game-based elements.

  11. Integration of Traditional and E-Learning Methods to Improve Learning Outcomes for Dental Students in Histopathology.

    Science.gov (United States)

    Ariana, Armin; Amin, Moein; Pakneshan, Sahar; Dolan-Evans, Elliot; Lam, Alfred K

    2016-09-01

    Dental students require a basic ability to explain and apply general principles of pathology to systemic, dental, and oral pathology. Although there have been recent advances in electronic and online resources, the academic effectiveness of using self-directed e-learning tools in pathology courses for dental students is unclear. The aim of this study was to determine if blended learning combining e-learning with traditional learning methods of lectures and tutorials would improve students' scores and satisfaction over those who experienced traditional learning alone. Two consecutive cohorts of Bachelor of Dentistry and Oral Health students taking the general pathology course at Griffith University in Australia were compared. The control cohort experienced traditional methods only, while members of the study cohort were also offered self-directed learning materials including online resources and online microscopy classes. Final assessments for the course were used to compare the differences in effectiveness of the intervention, and students' satisfaction with the teaching format was evaluated using questionnaires. On the final course assessments, students in the study cohort had significantly higher scores than students in the control cohort (plearning tools such as virtual microscopy and interactive online resources for delivering pathology instruction can be an effective supplement for developing dental students' competence, confidence, and satisfaction.

  12. A PEDAGOGICAL CRITICAL REVIEW OF ONLINE LEARNING SYSTEM

    Directory of Open Access Journals (Sweden)

    Dwi SULISWORO

    2016-08-01

    Full Text Available E-learning which have various shapes such as blog, classroom learning which is facilitated the World Wide Web; a mix of online instruction and meeting the class known as additional models or hybrid; or the full online experience, where all assessment and instruction is done electronically. Object relationship of learning and constructivist educational philosophy and confirmed that online learning has the orientation which is basically a constructivist ideology, where the combination of some of the knowledge is an inquiry-oriented activities and authentic and also promote the progress of the construction of new knowledge. Description of the online learning system in theory and practice can be illustrated in a few examples that have been found in the research that has been done and found new discoveries obtained in the study, but not everything can be done because of several factors. Please note that the components in the online learning system can serve as a learning system which is very strong influence on learning in the class. The objective of this research is to a pedagogical critical review of online learning system in theory and practice that can be applied by teachers in the teaching process in the classroom. The results obtained in this study were teachers and students need extra effort to make online classes and virtual. Further research is needed on appropriate strategies in order to determine the next result is more useful. There some advices for any studies that discuss online learning system are done in certain areas, namely the use of electricity and other disciplines such as social and humanities.

  13. Remote-online case-based learning: A comparison of remote-online and face-to-face, case-based learning - a randomized controlled trial.

    Science.gov (United States)

    Nicklen, Peter; Keating, Jenny L; Paynter, Sophie; Storr, Michael; Maloney, Stephen

    2016-01-01

    Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Computer assisted learning (CAL) is the implementation of computer technology in education. The purpose of this study was to compare the effects of a remote-online CBL (RO-CBL) with traditional face-to-face CBL on learning the outcomes of undergraduate physiotherapy students. Participants were randomized to either the control (face-to-face CBL) or to the CAL intervention (RO-CBL). The entire 3rd year physiotherapy cohort (n = 41) at Monash University, Victoria, Australia, were invited to participate in the randomized controlled trial. Outcomes included a postintervention multiple-choice test evaluating the knowledge gained from the CBL, a self-assessment of learning based on examinable learning objectives and student satisfaction with the CBL. In addition, a focus group was conducted investigating perceptions and responses to the online format. Thirty-eight students (control n = 19, intervention n = 19) participated in two CBL sessions and completed the outcome assessments. CBL median scores for the postintervention multiple-choice test were comparable (Wilcoxon rank sum P = 0.61) (median/10 [range] intervention group: 9 [8-10] control group: 10 [7-10]). Of the 15 examinable learning objectives, eight were significantly in favor of the control group, suggesting a greater perceived depth of learning. Eighty-four percent of students (16/19) disagreed with the statement "I enjoyed the method of CBL delivery." Key themes identified from the focus group included risks associated with the implementation of, challenges of communicating in, and flexibility offered, by web-based programs. RO-CBL appears to provide students with a comparable learning experience to traditional CBL. Procedural and infrastructure factors need to be addressed in future studies to counter student dissatisfaction and decreased perceived depth of learning.

  14. Global Learning Communities: A Comparison of Online Domestic and International Science Class Partnerships

    Science.gov (United States)

    Kerlin, Steven C.; Carlsen, William S.; Kelly, Gregory J.; Goehring, Elizabeth

    2013-08-01

    The conception of Global Learning Communities (GLCs) was researched to discover potential benefits of the use of online technologies that facilitated communication and scientific data sharing outside of the normal classroom setting. 1,419 students in 635 student groups began the instructional unit. Students represented the classrooms of 33 teachers from the USA, 6 from Thailand, 7 from Australia, and 4 from Germany. Data from an international environmental education project were analyzed to describe grades 7-9 student scientific writing in domestic US versus international-US classroom online partnerships. The development of an argument analytic and a research model of exploratory data analysis followed by statistical testing were used to discover and highlight different ways students used evidence to support their scientific claims about temperature variation at school sites and deep-sea hydrothermal vents. Findings show modest gains in the use of some evidentiary discourse components by US students in international online class partnerships compared to their US counterparts in domestic US partnerships. The analytic, research model, and online collaborative learning tools may be used in other large-scale studies and learning communities. Results provide insights about the benefits of using online technologies and promote the establishment of GLCs.

  15. How Do Learning Outcomes, Assessments and Student Engagement in a Fully Online Geoscience Laboratory Compare to Those Of The Original Hands-on Exercise?

    Science.gov (United States)

    Jones, F. M.

    2015-12-01

    In a third year geoscience elective for BSc majors, we adapted several active f2f learning strategies for an equivalent fully online version of the course. In particular, we converted a hands-on laboratory including analysis and interpretation of hand-specimens, sketching results and peer-to-peer discussion of scientific implications. This study compares learning outcomes in both formats and describes resources that make engaging, effective and efficient learning experiences for large classes in an asynchronous online environment. Our two hypotheses are: 1) a hands-on geology lab exercise can be converted for efficient fully online use without sacrificing feedback and assessment opportunities; 2) students find either the f2f or DE versions equally effective and enjoyable as learning experiences. Key components are an authentic context, interactive resources including sketching, strategies that enable efficient assessment and feedback on solo and group work, and asynchronous yet productive interaction with peers. Students in the f2f class handle real rock and fossil specimens, work with peers in the lab and classroom, and deliver most results including annotated figures on paper. DE students complete identical tasks using interactive high resolution figures and videos of specimens. Solo work is first delivered for automated assessment and feedback, then students engage asynchronously in small groups to improve results and discuss implications. Chronostratigraphy and other interpretations are sketched on prepared template images using a simple open-source sketching app that ensures equal access and consistent results that are efficient to assess by peers and instructors. Learning outcomes based on subsequent quizzes, sketches, and lab results (paper for f2f students and automated data entry for DE students), show that f2f and online students demonstrate knowledge and scientific interpretations of comparable quality. Effective engagement and group work are

  16. Virtually Stress Free: Keeping Online Graduate Management Students Healthy from Afar

    Science.gov (United States)

    Martinak, M. Linda

    2012-01-01

    This article examines stress experienced by graduate management students in an online learning environment. I use qualitative methodology to examine data collected from 32 students in 2 sections of a graduate online course. Findings identify 6 categories of stressors experienced by the students as well as 6 categories of stress relief agents.…

  17. From Tech Skills to Life Skills: Google Online Marketing Challenge and Experiential Learning

    Science.gov (United States)

    Croes, Jo-Anne V.; Visser, Melina M.

    2015-01-01

    The Google Online Marketing Challenge (GOMC) is a global, online student competition sponsored by Google. It is a prime example of an experiential learning activity that includes using real money ($250 sponsored by Google) with a real client. The GOMC has yielded compelling results in student engagement and learning objectives related to the…

  18. Lessons Learned by Comparing On-line Education Strategies Across Disciplines

    Directory of Open Access Journals (Sweden)

    Stephen H. Edwards

    2004-12-01

    Full Text Available When choosing how best to employ educational technologies for on-line learning, there is much to be gained by examining the experience of educators in other disciplines. This paper presents four brief case studies in the disciplines of computer science and social work. Lessons learned by comparing these diverse experiences are discussed, including creating a community of learners, supporting asynchronous student communication, using synchronous on-line meetings, and providing social support. In addition, the experiences presented indicate that stereotypes of student capabilities and expectations may often be inaccurate, and revising one's views may be helpful in achieving better results in on-line education.

  19. Stimulating Collaboration and Discussion in Online Learning Environments.

    Science.gov (United States)

    Clark, Jim

    2001-01-01

    Discussion of the advantages of online learning environments (OLEs) for distance education focuses on the importance of collaboration and discussion to make the students feel more central to the learning process. Presents methods to stimulate collaboration and discussion in OLEs. (Author/LRW)

  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. Theoretical and practical considerations for the development of online international collaborative learning for dental hygiene students.

    Science.gov (United States)

    Gussy, M G; Knevel, R J M; Sigurdson, V; Karlberg, G

    2006-08-01

    Globalization and concurrent development in computer and communication technology has increased interest in collaborative online teaching and learning for students in higher education institutions. Many institutions and teachers have introduced computer-supported programmes in areas including dental hygiene. The potential for the use of this technology is exciting; however, its introduction should be careful and considered. We suggest that educators wanting to introduce computer-supported programmes make explicit their pedagogical principles and then select technologies that support and exploit these principles. This paper describes this process as it was applied to the development of an international web-based collaborative learning programme for dental hygiene students.

  2. Applying Learning Analytics to Explore the Effects of Motivation on Online Students' Reading Behavioral Patterns

    Science.gov (United States)

    Sun, Jerry Chih-Yuan; Lin, Che-Tsun; Chou, Chien

    2018-01-01

    This study aims to apply a sequential analysis to explore the effect of learning motivation on online reading behavioral patterns. The study's participants consisted of 160 graduate students who were classified into three group types: low reading duration with low motivation, low reading duration with high motivation, and high reading duration…

  3. Using online learning in a traditional face-to-face environment.

    Science.gov (United States)

    Kozlowski, Dawn

    2002-01-01

    A model for designing online learning was developed and implemented in a Registered Nurse-to-Bachelor of Science in Nursing course using online and face-to-face methodologies. The combination of online and face-to-face learning modalities may help the student who is a novice Internet explorer or seasoned Web navigator by offering technological support as well as providing constant in-person feedback regarding course requirements. The face-to-face component facilitates a sense of community and peer support that sometimes is lacking in an entirely online course. During the 2 semesters this model was used, students expressed satisfaction with having the course facilitator/professor physically available for consultation and advisement. Evaluation of this online/on-site course is ongoing and uses computer-administered qualitative questionnaires, a facilitator-moderated focus group, and Likert-type course evaluations.

  4. A qualitative study of physicians' experiences with online learning in a masters degree program: benefits, challenges, and proposed solutions.

    Science.gov (United States)

    Dyrbye, Liselotte; Cumyn, Annabelle; Day, Hollis; Heflin, Mitchell

    2009-02-01

    In response to challenges to faculty development (e.g. time away from clinical, teaching, and other responsibilities; lack of mentors; and limited resources) online learning has become an important venue to provide education for physicians in curriculum development, instruction, assessment, evaluation, educational leadership, and education scholarship. Online learning however has its own unique challenges. Little is known about clinician-educators' experiences while participating in online programs and few studies have focused on their approaches to facilitate online learning. To explore the experiences of physicians pursuing a degree in higher education with online learning, including motivations for choosing this format, barriers encountered, and ideas for facilitating learning in the online environment. All students (n = 71) enrolled in online courses in the University of Illinois at Chicago Masters of Health Profession Education Program were surveyed in the spring of 2006. Responses were analysed using a qualitative approach. Of the 48 students who completed the survey (response rate 68%) 45 (94%) were physicians. The online format is convenient, flexible, and may be beneficial for learning. Students' responses raise issues inherent to online learning that must be addressed to optimize student-centered learning. These issues relate to: clarity of communication; difficulties in negotiating team work and in building relationships; technical demands; learning style preferences, and time commitment. Students provided recommendations for strategies to address these issues such as how to communicate clearly, facilitate teamwork, and optimize time management. Member checking supported the analysis. Online education programs meet the needs of physicians but have associated challenges. Further research is needed to explore the potential value of student suggested ways to optimize the online learning experience.

  5. Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

    Directory of Open Access Journals (Sweden)

    Vilhelmina Vaičiūnienė

    2014-03-01

    Full Text Available Purpose – this research is aimed to identify the metacognitive online reading strategies employed by MRU students and assess the interrelation between online reading strategies and metacognitive awareness.Design/methodology/approach – the authors present and evaluate the findings obtained by using Online Survey of Reading Strategies (OSORS, the survey, which helped to identify MRU students’ metacognitive online reading strategies in a foreign language learning context. The methods applied in the research were the following ones: literature review and descriptive analysis of the obtained quantitative data. The quantitative research and descriptive analysis of the data received from the survey was applied. The target group of the study conducted at MRU consisted of 89 full-time students having different online reading experience. The sample was composed of students from five Bachelor study programmes studying in the academic year of 2012-2013. The instrument of the research (OSORS was composed of 38 items.Findings – the findings obtained through the survey revealed that readers work directly with the text to solve problems while reading online. However, a low score on any of the subscales of the inventory (i.e. Support strategies use indicates that there may be strategies in these parts that students might want to learn about and consider using them when reading online. By focusing students’ attention on the metacognitive reading strategies identified in the OSORS language, teachers could help students improve their online reading ability. Teachers should include strategy awareness as training component in their students’ online learning tasks.Research limitations/implications – the research sample is rather limited (89 participants.Practical implications – seeking to develop students’ online reading capacity, it is valuable for teachers to discover students’ preferences for online reading strategies and identify encountered

  6. Online testable concept maps: benefits for learning about the pathogenesis of disease.

    Science.gov (United States)

    Ho, Veronica; Kumar, Rakesh K; Velan, Gary

    2014-07-01

    Concept maps have been used to promote meaningful learning and critical thinking. Although these are crucially important in all disciplines, evidence for the benefits of concept mapping for learning in medicine is limited. We performed a randomised crossover study to assess the benefits of online testable concept maps for learning in pathology by volunteer junior medical students. Participants (n = 65) were randomly allocated to either of two groups with equivalent mean prior academic performance, in which they were given access to either online maps or existing online resources for a 2-week block on renal disease. Groups then crossed over for a 2-week block on hepatic disease. Outcomes were assessed using timed online quizzes, which included questions unrelated to topics in the pathogenesis maps as an internal control. Questionnaires were administered to evaluate students' acceptance of the maps. In both blocks, the group with access to pathogenesis maps achieved significantly higher average scores than the control group on quiz questions related to topics covered by the maps (Block 1: p online testable pathogenesis maps are well accepted and can improve learning of concepts in pathology by medical students. © 2014 John Wiley & Sons Ltd.

  7. Open source learning streams in online discussions in e-learning

    DEFF Research Database (Denmark)

    Kjærgaard, Thomas; Sorensen, Elsebeth Korsgaard

    2014-01-01

    The wish for a more engaging e-learning design and better utilization of the technology at hand has led to the pedagogic design in this study. We wanted to make a strong alternative to face-to-face teaching that was just as likely to facilitate learning as face to face teacher presentations...... and class discussions. The study investigates how online discussions in connection with teacher produced video presentations can generate an ‘open source learning stream’ in an e-learning course for teachers. We look at how an ‘open source learning stream’ can encourage students to give and receive peer...... feedback. We propose the idea that if learning in an online community is set up to follow the lines of identity building in social media (Larsen 2007) then we might get a natural momentum in the ‘open source learning stream’. We try to identify demographic factors that could influence the success...

  8. Global Contexts for Learning: Exploring the Relationship between Low-Context Online Learning and High-Context Learners

    Science.gov (United States)

    Westbrook, Timothy Paul

    2014-01-01

    Current research on culture and distance education suggests that cultural variables influence student success online. When online courses are writing-based, they may provide easy information dissemination; however, the low-context medium may restrict the learning experience and class dynamic due to the lack of nonverbal communication. Students who…

  9. 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.

  10. Learning from Student Data

    Science.gov (United States)

    Pruitt, Kobie

    2016-01-01

    Just as adults' personal lives and data are increasingly inhabiting online spaces, so are students. While this shift brings many benefits and the possibility of learning tailored to individual students' needs, it is also brings new challenges. Students create an electronic trail of information that creates an obvious concern: How can they enjoy…

  11. One University Making a Difference in Graduate Education: Caring in the Online Learning Environment.

    Science.gov (United States)

    Brown, Cynthia J; Wilson, Carol B

    2016-12-01

    As online education gains momentum, strategies to promote student engagement, develop social presence, and create a virtual community are essential for students' successful learning. A university with a philosophy grounded in caring developed two strategies for the graduate online education setting. These two strategies intentionally promote caring for self and others as a means to foster engagement, social presence, and a vibrant online community. One strategy was online Caring Groups, that is, small groups of four to five nursing students created each semester in one of the students' required courses in the online setting. The second strategy was the creation of two Caring Connections online sites, one for master of science in nursing students and one for doctorate in education nursing students. The sites were developed external to required courses to provide support for the online students throughout the graduate programs. Each site provides an ongoing space for students and faculty to post and discuss inspirational quotes, self-care tips, music, and photographs. The online Caring Groups and Caring Connections sites will be described, including how they were created, how they are used by students, how faculty support students, lessons learned, and how Caring Groups are integrated into the curriculum. © The Author(s) 2016.

  12. The Cambodian Experience: Exploring University Students' Perspectives for Online Learning

    Science.gov (United States)

    Crews, Julie; Parker, Jenni

    2017-01-01

    Over the past few years there has been a rapid growth in online learning in higher education institutions in most developed countries around the world. However, many developing countries have not yet embraced this educational approach. In this paper, we discuss some of the benefits and challenges for implementing online learning in developing…

  13. Fostering Environmental Knowledge and Action through Online Learning Resources

    DEFF Research Database (Denmark)

    Maier, Carmen Daniela

    2010-01-01

    In order to secure correct understanding of environmental issues, to promote behavioral change and to encourage environmental action, more and more educational practices support and provide environmental programs. This article explores the design of online learning resources created for teachers...... and students by the GreenLearning environmental education program. The topic is approached from a social semiotic perspective. I conduct a multimodal analysis of the knowledge processes and the knowledge selection types that characterize the GreenLearning environmental education program and its online...

  14. Using Social Media Technologies to Enhance Online Learning

    Science.gov (United States)

    Friedman, Linda Weiser; Friedman, Hershey H.

    2013-01-01

    Models of distance education have evolved over decades, just in time to collide with modern pedagogies in which communication, interaction, student engagement, and active learning are of critical importance. The number of college students taking online classes continues to grow. Today, nearly 30% of college students are taking at least one online…

  15. Involvement of Students in E-Learning

    Science.gov (United States)

    Al Ya, Marwa; Aziz, Sheikha A.; Mohyuddin, Muhammad Raheel; Al Balushi, Nabila

    2017-01-01

    The involvement of E-learning activities for students in the classroom play an important role in the teaching and learning process. In this paper, the authors describe how we collected information from 3-different Colleges/Universities in Oman forming an online study with regard to the use of internet, e-library, online book access, and…

  16. A pilot project of an online cross-age tutoring program: crescent school virtual learning (vLearning).

    Science.gov (United States)

    Chow, Ronald

    2016-11-01

    Traditional classroom teaching is the standard of education. However, there may be some students who feel uncomfortable approaching their teachers and may feel more at ease if they ask for assistance from their peers. There are two types of student-to-student tutoring methods that are supplements to classroom learning: peer tutoring between same-age students and cross-age tutoring between different-age children. Cross-age tutoring programs in which the tutor is 2-3 years older than the tutee have been reported to be more effective than those between same-age students in promoting student responsibility, empowerment and academic performance. A pilot online cross-age tutoring program was launched in September 2014 at Crescent School. A new website was designed, created and implemented with the permission and regular monitoring of the Student Services faculty for the online program - Crescent School Virtual Learning (vLearning). The program was well received and will undergo evaluation in the future.

  17. Peer Feedback to Facilitate Project-Based Learning in an Online Environment

    Science.gov (United States)

    Ching, Yu-Hui; Hsu, Yu-Chang

    2013-01-01

    There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students' participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design…

  18. Online and Offline Gaming Social Preferences of Students

    Science.gov (United States)

    Shaffer, Jeannette R.

    2012-01-01

    The objective of this study was to examine the relationship between the self-reported demographic characteristics of high school students that play games online and their social preferences when playing offline and online. Adolescents are using communication tools while playing games to meet new people, learn new strategies, and maintain…

  19. Effects of Motivation, Academic Stress and Age in Predicting Self-Directed Learning Readiness (SDLR): Focused on Online College Students

    Science.gov (United States)

    Heo, JeongChul; Han, Sumi

    2018-01-01

    The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who…

  20. The Development of an Instrument to Measure the Project Competences of College Students in Online Project-Based Learning

    Science.gov (United States)

    Lin, Chien-Liang

    2018-02-01

    This study sought to develop a self-report instrument to be used in the assessment of the project competences of college students engaged in online project-based learning. Three scales of the KIPSSE instrument developed for this study, namely, the knowledge integration, project skills, and self-efficacy scales, were based on related theories and the analysis results of three project advisor interviews. Those items of knowledge integration and project skill scales focused on the integration of different disciplines and technological skills separately. Two samples of data were collected from information technology-related courses taught with an online project-based learning strategy over different semesters at a college in southern Taiwan. The validity and reliability of the KIPSSE instrument were confirmed through item analysis and confirmatory factor analysis using structural equation modeling of two samples of students' online response sets separately. The Cronbach's alpha reliability coefficient for the entire instrument was 0.931; for each scale, the alpha ranged from 0.832 to 0.907. There was also a significant correlation ( r = 0.55, p < 0.01) between the KIPSSE instrument results and the students' product evaluation scores. The findings of this study confirmed the validity and reliability of the KIPSSE instrument. The confirmation process and related implications are also discussed.

  1. Learning from Online Modules in Diverse Instructional Contexts

    Directory of Open Access Journals (Sweden)

    Gwen Nugent

    2016-06-01

    Full Text Available Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach was used, examining learning impacts across a variety of course subjects, course levels (introductory and advanced undergraduate, student levels (undergraduate and graduate, and instructional goals (i.e., replacement for lecture, remediation. A repeated measures design was used, with learning data collected prior to viewing the online module, after completion of the module, and at the end of the semester. The study provided a broad examination of ways that online modules are typically used in a college classroom, as well as measured learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases, the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.

  2. Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory

    Science.gov (United States)

    Garratt-Reed, David; Roberts, Lynne D.; Heritage, Brody

    2016-01-01

    There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences 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 students with an equivalent learning experience, we

  3. 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.

  4. Higher Education: The Online Teaching and Learning Experience

    Science.gov (United States)

    Barr, Betty A.; Miller, Sonya F.

    2013-01-01

    Globally, higher education, as well as K-12, utilizes online teaching to ensure that a wide array of learning opportunities are available for students in a highly competitive technological arena. The most significant influence in education in recent years is the increase and recognition of private for-profit adult distance and online education…

  5. Invisible Motivation of Online Adult Learners During Contract Learning

    Directory of Open Access Journals (Sweden)

    Seung Youn (Yonnie Chyung, Ed.D.

    2007-07-01

    Full Text Available In a face-to-face classroom, the instructor can easily diagnose students’ motivational status by observing their facial expressions and postures, but such cues are absent in an online classroom. Therefore, online instructors often estimate students’ motivational level based on their online behavior such as the number of messages they post, and look for effective strategies to help them actively participate in online dialogues. One such strategy is contract learning which facilitates self-directed behaviors through structuring an agreed learning process. This study reports a contract learning strategy in a graduate-level online class, examining whether a sample of 28 students’ motivation could indeed be predicted by their online behavior. Results from the study found that the students’ online behavior was not a predictor for their motivational status, though there were age and gender differences in their online behavior. The students felt more self-directed and motivated during contract learning, but what they really liked was being able to select assignments that were relevant to their interests and needs. This paper concludes by discussing practical implications of the findings at the end.

  6. A Predictive Study of Student Satisfaction in Online Education Programs

    Directory of Open Access Journals (Sweden)

    Yu-Chun Kuo

    2013-03-01

    Full Text Available This paper is intended to investigate the degree to which interaction and other predictors contribute to student satisfaction in online learning settings. This was a preliminary study towards a dissertation work which involved the establishment of interaction and satisfaction scales through a content validity survey. Regression analysis was performed to determine the contribution of predictor variables to student satisfaction. The effects of student background variables on predictors were explored. The results showed that learner-instructor interaction, learner-content interaction, and Internet self-efficacy were good predictors of student satisfaction while interactions among students and self-regulated learning did not contribute to student satisfaction. Learner-content interaction explained the largest unique variance in student satisfaction. Additionally, gender, class level, and time spent online per week seemed to have influence on learner-learner interaction, Internet self-efficacy, and self-regulation.

  7. 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.

  8. Investigating Factors That Influence Students' Management of Study Environment in Online Collaborative Groupwork

    Science.gov (United States)

    Du, Jianxia; Xu, Jianzhong; Fan, Xitao

    2015-01-01

    The present study examines empirical models of students' management of the learning environment in the context of online collaborative groupwork. Such environment management is an important component of students' overall self-regulated learning strategy for effective learning. Student- and group-level predictors for study environment management in…

  9. Influence of Learning Styles on Social Structures in Online Learning Environments

    Science.gov (United States)

    Cela, Karina; Sicilia, Miguel-Ángel; Sánchez-Alonso, Salvador

    2016-01-01

    In e-learning settings, the interactions of students with one another, with the course content and with the instructors generate a considerable amount of information that may be useful for understanding how people learn online. The objective of the present research was to use social network analysis to explore the social structure of an e-learning…

  10. Community College Students' Perceptions of Effective Communication in Online Learning

    Science.gov (United States)

    Parker, Donna Alice Hill

    2012-01-01

    This quantitative research project analyzed the application of instructional communication tools and techniques used by community college students to determine how they perceive communication in their online classes. Online students from a community college participated in this study by completing an electronic survey. Data analysis revealed that…

  11. 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

  12. Examining the role of technology in learning: an evaluation of online clinical conferencing.

    Science.gov (United States)

    Cooper, Cathy; Taft, Lois B; Thelen, Mary

    2004-01-01

    The rapidly expanding use of instructional technology requires faculty openness to new teaching and learning situations. This study compared two instructional methods of conducting clinical conferences for baccalaureate nursing students: online versus face-to-face. Quantitative and qualitative data were collected from 77 students in 10 clinical sections of a senior capstone nursing course. Mean scores for all 11 items on the clinical evaluation tool were higher for students who had conferences online than those in face-to-face conferences. Four of the 11 items were statistically significant, reflecting greater participation and convenience for online participants. Online students also reported greater opportunities to reflect on ethical issues. There were no significant differences in quiz scores between the groups when students were tested on content covered in their clinical conferences. Students identified advantages including opportunities for flexibility and equal participation. Barriers included unfamiliarity with technology and lack of face-to-face-contact. The findings suggest that students can successfully achieve the intended purpose of clinical conferences through an online instructional technique. Ongoing research in the use of technology is necessary to meet student needs, enhance student learning, and support evidence-based practice in nursing education.

  13. The effect of online quizzes on student achievement in high school chemistry

    Science.gov (United States)

    Deeter, Christopher L.

    The idea of student engagement has come to the forefront of the United States educational system over the past decade. Student engagement requires learners to be actively involved in all stages of the learning process. This study focuses on the use of online quizzes in the chemistry classroom as a means to help students become more engaged in their learning outside of the classroom. Students were given three different types of online quizzes over the course of a chemistry chapter. Student scores on end of the chapter examinations was used to determine whether there was a significant difference in the amount of learning that occurred when a student took each of the three types of online quizzes. Students in a private parochial high school chemistry class completed online quizzes over the course of a semester. The quizzes were taken after completing assigned readings from the chemistry text. After each reading, a third of the students took online multiple-choice quizzes, a third took a paragraph quiz, and a third took no quiz. Scores received from end of chapter tests were evaluated to determine if the impact each of the quiz types had on the learning. All statistical analysis was done using SPSS using two-way split plot ANOVA with condition (paragraph, multiple-choice, nothing) as the within subject factor and group (A, B, C) as between subject factor. The data indicates that there was no significance within the condition F (1.877, 90.087) =.996, p>.05, or the interaction results. F (3.754, 90.087) =.509, p>.05. The data indicated that the effect of group was not significant either. F (2, 48) =.981, p>.05. Interviews undertaken to explain this outcome discovered that students did not become engaged with the content until the night before each test. When they did so, they used a teacher-provided study guide as their primary learning tool.

  14. El aprendizaje on-line: oportunidades y retos en instituciones politécnicas Apprenticeship Students Learning On-line: Opportunities and Challenges for Polytechnic Institutions

    Directory of Open Access Journals (Sweden)

    Martha Burkle

    2011-10-01

    challenges and opportunities of delivering on-line and virtual content to apprentices in a Polytechnic institution. Due to the current financial recession, apprentices are going back to academia in order to update their skills, but these potential students are not willing to leave their workplace or their personal lives behind to study. In this context on-line delivery represents an opportunity to provide access to content without leaving the work environment. However, in order to be successful in providing on-line materials for apprentices, polytechnics around the world are facing two challenges: How to transform hands-on Learning skills to online Learning material, and how to provide a rich-engaging environment for this group of learners. But not only the learner expectations should be taken when designing on-line learning. Instructors play also a crucial role in this endeavor, as Web 2.0 technologies offer the instructor an entirely new role in teaching: that of a facilitator. In order to analyze apprenticeship students’ on-line learning, 57 on-line surveys were distributed among a group of students registered for on-line apprenticeship programs. The paper presents research findings and a comparison of these with a what the literature states regarding the new generation of learners and their use of technologies, and the behavior (learning preferences, learning styles, use of IT presented by the research sample. Innovative opportunities for learning at the workplace (such as recommendations and future areas of research are suggested.

  15. Nurse Educator Perceptions of the Importance of Relationship in Online Teaching and Learning.

    Science.gov (United States)

    Smith, Yvonne M; Crowe, Alicia R

    The purpose of this study was to understand the perceptions of teaching nursing students in online environments as experienced by nursing educators who have been teaching online for a minimum of 2 years. The study used an interview-based qualitative descriptive design. Semistructured interviews with 10 full-time nurse educators were conducted. The participants represented a range of ranks and teaching experience. Analysis involved a constant comparative process of initial and focused coding. Relationships were important to these nurse educators, and there was an interconnected nature among (a) student engagement and learning, (b) "knowing students," and (c) helping students meet their needs. Although different in how they experienced these elements, they seemed to share a sense that you have to know your students to help them meet their needs, and that you have to help them meet their needs so that they can learn, and building relationships within the online environment is key to all if this. Relationships are the heart of nursing and, for these nurse educators, a key aspect of nursing education. Having a strong relationship between nurse educators and nursing students supports student engagement in learning online. With continually increasing online nurse education, understanding these relationships is important to improve nursing education and consequently improve nursing practice. Copyright © 2016 Elsevier Inc. All rights reserved.

  16. Exploring the Digital Library: A Guide for Online Teaching and Learning

    Science.gov (United States)

    Johnson, Kay; Magusin, Elaine

    2005-01-01

    This book, which is a volume in The Jossey-Bass Online Teaching and Learning series, addresses the key issue of library services for faculty and their students in the online learning environment. Written by librarians at Athabasca University, a leading institution in distance education, this book shows how faculty can effectively use digital…

  17. Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

    Science.gov (United States)

    Lu, Owen H. T.; Huang, Anna Y. Q.; Huang, Jeff C. H.; Lin, Albert J. Q.; Ogata, Hiroaki; Yang, Stephen J. H.

    2018-01-01

    Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and is a part of our Precision education used to analyze…

  18. Examining Social Presence Influence on Students' Satisfaction with Online Learning Environments

    Science.gov (United States)

    Dajani, Fadi Khalil

    2014-01-01

    In recent years, many individuals started pursuing higher education to increase their marketability. The growth in the online market was significant and due to full-time workers, the fastest growing segment of the student population. Evidence indicates that many students become frustrated after their initial online experience and fail to pursue…

  19. 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…

  20. Perceptions of Online Tutorials for Distance Learning in Mathematics and Computing

    OpenAIRE

    Lowe, Tim; Mestel, Ben; Wiliams, Gareth

    2016-01-01

    We report on student and staff perceptions of synchronous online teaching and learning sessions in mathematics and computing. The study is based on two surveys of students and tutors conducted 5 years apart, and focusses on the educational experience as well as societal and accessibility dimensions. Key conclusions are that both staff and students value online sessions, to supplement face-to-face sessions, mainly for their convenience, but interaction within the sessions is limited. Students ...

  1. Student Activity and Learning Outcomes in a Virtual Learning Environment

    Science.gov (United States)

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  2. University Student Online Plagiarism

    Science.gov (United States)

    Wang, Yu-mei

    2008-01-01

    This article reports a study investigating university student online plagiarism. The following questions are investigated: (a) What is the incidence of student online plagiarism? (b) What are student perceptions regarding online plagiarism? (c) Are there any differences in terms of student perceptions of online plagiarism and print plagiarism? (d)…

  3. The Temporal Perspective in Higher Education Learners: Comparisons between Online and Onsite Learning

    Science.gov (United States)

    Romero, Margarida; Usart, Mireia

    2014-01-01

    Higher Education increases flexibility with online learning solutions. Nevertheless, dropout rates in online university are large. Among the reasons, one aspect deserving further study is students' Time Perspective (TP), which has been studied in onsite HE. It is necessary to know the TP profile of the growing population of online students, and…

  4. Factors Affecting Nontraditional African American Students' Participation in Online World Literature Classes

    Science.gov (United States)

    Merrills, J. Maria Sweeney

    2010-01-01

    The purpose of this qualitative study was to examine how communication preferences, learning preferences, and perceptions about online learning affect nontraditional African American students' participation in online world literature courses at a historically Black university (HBCU) in the southeastern United States. An instrumental case study was…

  5. E-Model for Online Learning Communities.

    Science.gov (United States)

    Rogo, Ellen J; Portillo, Karen M

    2015-10-01

    The purpose of this study was to explore the students' perspectives on the phenomenon of online learning communities while enrolled in a graduate dental hygiene program. A qualitative case study method was designed to investigate the learners' experiences with communities in an online environment. A cross-sectional purposive sampling method was used. Interviews were the data collection method. As the original data were being analyzed, the researchers noted a pattern evolved indicating the phenomenon developed in stages. The data were re-analyzed and validated by 2 member checks. The participants' experiences revealed an e-model consisting of 3 stages of formal learning community development as core courses in the curriculum were completed and 1 stage related to transmuting the community to an informal entity as students experienced the independent coursework in the program. The development of the formal learning communities followed 3 stages: Building a Foundation for the Learning Community, Building a Supportive Network within the Learning Community and Investing in the Community to Enhance Learning. The last stage, Transforming the Learning Community, signaled a transition to an informal network of learners. The e-model was represented by 3 key elements: metamorphosis of relationships, metamorphosis through the affective domain and metamorphosis through the cognitive domain, with the most influential element being the affective development. The e-model describes a 4 stage process through which learners experience a metamorphosis in their affective, relationship and cognitive development. Synergistic learning was possible based on the interaction between synergistic relationships and affective actions. Copyright © 2015 The American Dental Hygienists’ Association.

  6. Effects of Online Note Taking Formats and Self-Monitoring Prompts on Learning from Online Text: Using Technology to Enhance Self-Regulated Learning

    Science.gov (United States)

    Kauffman, Douglas F.; Zhao, Ruomeng; Yang, Ya-Shu

    2011-01-01

    This study explored conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning environment. In experiment 1 30 students collected notes from a website using an online conventional, outline, or matrix note taking tool. In experiment 2 119…

  7. Discovering online learning barriers: survey of health educational stakeholders in dentistry.

    Science.gov (United States)

    Schönwetter, D; Reynolds, P

    2013-02-01

    Given the exponential explosion of online learning tools and the challenge to harness their influence in dental education, there is a need to determine the current status of online learning tools being adopted at dental schools, the barriers that thwart the potential of adopting these and to capture this information from each of the various stakeholders involved in dental online learning (administrators, instructors, students and software/hardware technicians). The aims of this exploratory study are threefold: first, to understand which online learning tools are currently being adopted at dental schools; second, to determine the barriers in adopting online learning in dental education; and third, to identify a way of better preparing stakeholders in their quest to encourage others at their institutions to adopt online learning tools. Seventy-two participants representing eight countries and 13 stakeholder groups in dentistry were invited to complete the online Survey of Barriers in Online Learning Education in Health Professional Schools. The survey was created for this study but generic to all healthcare education domains. Twenty participants completed the survey. demonstrated that many online learning tools are being successfully adopted at dental schools, but computer-based assessment tools are the least successful. Added to this are challenges of support and resources for online learning tools. Participants offered suggestions of creating a blended (online and face-to-face) tutorial aimed at assisting stakeholders to help their dental schools in adopting online learning tools The information from this study is essential in helping us to better prepare the next generation of dental providers in terms of adopting online learning tools. This paper will not only provide strategies of how best to proceed, but also inspire participants with the necessary tools to move forward as they assist their clients with adopting and sustaining online learning tools and models

  8. Leading Online: An Autoethnography Focused on Leading an Instructional Focus on Student Learning in an Online School

    Science.gov (United States)

    Lancaster, Sally Ann

    2012-01-01

    The purpose in writing this autoethnography was to describe, analyze and interpret one leader's experience in leading a group of online teachers. I specifically wanted to identify the characteristics of an online learning environment that triggered teachers to focus on management issues rather than instructional learning issues; that is what…

  9. The Effectiveness of Collaborative Academic Online Based Learning through Students’ Self-Regulated Learning

    Directory of Open Access Journals (Sweden)

    Erfan Priyambodo

    2016-11-01

    Full Text Available Nowdays, learning through e-learning is going rapidly, including the application BeSmart UNY. This application is providing collaborative method in teaching and learning. The aim of this study was to determine the effectiveness of the Collaborative Academic Online Based Learning method in teaching and learning toward students’ Self-Regulated Learning (SRL on Vocational School Chemistry courses. This study was quasi-experimental research method with one group pretest posttest design. Instruments used in this study were lesson plan and questionnaire of students’ SRL. This questionnaire is filled by students through BeSmart UNY.  In determining the differences SRL before and after teaching and learning processes, the data was analized by stastitical method.  The results showed that the implementation of the Collaborative Academic Online Based Learning method in teaching and learning was effective for improving students’ SRL.

  10. Greeting You Online: Selecting Web-Based Conferencing Tools for Instruction in E-Learning Mode

    Science.gov (United States)

    Li, Judy

    2014-01-01

    Academic distance learning programs have gained popularity and added to the demand for online library services. Librarians are now conducting instruction for distance learning students beyond their traditional work. Technology advancements have enhanced the delivery mode in distance learning across academic disciplines. Online conference tools…

  11. Student Perceptions of an Online Medical Dosimetry Program

    International Nuclear Information System (INIS)

    Lenards, Nishele

    2011-01-01

    The University of Wisconsin-La Crosse offers the first online medical dosimetry program in the nation. There is no data to research a program of this type. This research consisted of the evaluation of other distance education programs including health profession programs in addition to face-to-face medical dosimetry programs. There was a need to collect and analyze student perceptions of online learning in medical dosimetry. This research provided a guide for future implementation by other programs as well as validated the University of Wisconsin-La Crosse program. Methodology used consisted of an electronic survey sent to all previous and currently enrolled students in the University of Wisconsin-La Crosse medical dosimetry program. The survey was both quantitative and qualitative in demonstrating attitudinal perceptions of students in the program. Quantitative data was collected and analyzed using a 5-point Likert scale. Qualitative data was gathered based on the open-ended responses and the identifying themes from the responses. The results demonstrated an overall satisfaction with this program, the instructor, and the online courses. Students felt a sense of belonging to the courses and the program. Considering that a majority of the students had never taken an online course previously, the students felt there were no technology issues. Future research should include an evaluation of board exam statistics for students enrolled in the online and face-to-face medical dosimetry programs.

  12. Customization of Education through Online Learning

    Science.gov (United States)

    Rayburn, Kalim

    2011-01-01

    The educational opportunities provided through connectivity to the internet that did not previously exist make way for many opportunities to expand curricular options. Through the use of technology and the internet students are able to receive education through a tailored learning approach delivered via online resources. The purpose of this study…

  13. 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…

  14. Is Your Gifted Child Ready for Online Learning?

    Science.gov (United States)

    Potts, Jessica Alison; Potts, Skip

    2017-01-01

    Virtual classrooms, which have grown at an unprecedented rate in recent years, represent a unique opportunity for gifted students who do not have appropriate educational options in their brick-and-mortar schools. Students who are engaged in online learning have access to flexible, high quality curricula and can be grouped with their intellectual…

  15. 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.

  16. Can Online Learning Bend the Higher Education Cost Curve?

    OpenAIRE

    David J. Deming; Claudia Goldin; Lawrence F. Katz; Noam Yuchtman

    2015-01-01

    We examine whether online learning technologies have led to lower prices in higher education. Using data from the Integrated Postsecondary Education Data System, we show that online education is concentrated in large for-profit chains and less-selective public institutions. We find that colleges with a higher share of online students charge lower tuition prices. We present evidence of declining real and relative prices for full-time undergraduate online education from 2006 to 2013. Although t...

  17. Asynchronous learning: student utilization out of sync with their preference

    Directory of Open Access Journals (Sweden)

    Edward K. Lew

    2016-06-01

    Full Text Available Background: Asynchronous learning is gaining popularity. Data are limited regarding this learning method in medical students rotating in emergency medicine (EM. In EM, faculty time is limited to give in-person lectures. The authors sought to create an online curriculum that students could utilize as an additional learning modality. Objective: The goal was to evaluate effectiveness, participation, and preference for this mode of learning. Methods: We developed five online, narrated PowerPoint presentations. After orientation, access to the online curriculum was provided to the students, which they could review at their leisure. Results: One hundred and seven fourth-year medical students participated. They reported the curriculum to be of high quality. Pretest scores were similar for those that viewed all lectures – compliant group (CG (9.5 [CI 4.8–14.1] and those that did not view any – non-compliant group (NCG (9.6 [CI 5.9–13.4]. There was no statistical significant difference in posttest scores between the groups although there was improvement overall: CG 14.6 (CI 6.9–22.1; NCG 11.4 (CI 5.7–17.1. A majority (69.2% favored inclusion of asynchronous learning, but less than a quarter (22.4% reported viewing all five modules and more than a third (36.4% viewed none. Conclusion: Despite student-expressed preference for an online curriculum, they used the online resource less than expected. This should give pause to educators looking to convert core EM topics to an online format. However, when high-quality online lectures are utilized as a learning tool, this study demonstrates that they had neither a positive nor a negative impact on test scores.

  18. The Role of Beliefs and Motivation in Asynchronous Online Learning in College-Level Classes

    Science.gov (United States)

    Xie, Kui; Huang, Kun

    2014-01-01

    Epistemic and learning beliefs were found to affect college students' cognitive engagement and study strategies, as well as motivation in classroom settings. However, the relationships between epistemic and learning beliefs, motivation, learning perception, and students' actual learning participation in asynchronous online settings have been…

  19. Effects of online games on student performance in undergraduate physics

    Science.gov (United States)

    Sadiq, Irfan

    The present state of physics teaching and learning is a reflection of the difficulty of the subject matter which has resulted in students' low motivation toward physics as well as lack of meaningful and deeper learning experiences. In light of an overall decline in interest in physics, an investigation of alternate teaching and learning methods and tools was appropriate. The research posed the following question: To what extent do online games about kinematics and two-dimensional motion impact student performance in undergraduate general physics as measured by a unit posttest? Two intact classes of 20 students each were randomly assigned to either the experimental group or the control group. Only the experimental group received the treatment of using online games. The duration of topics covered in the game content was identical to the lecture on kinematics and two-dimensional motion. Instructors for the experimental group incorporated online games in their regular classroom teaching, whereas those in the control group continued with their previously used curriculum without games. This study was conducted in three weekly sessions. Although students were not selected using random sampling, existing classes were randomly assigned to either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The independent samples t test was conducted to compare the means of two independently sampled experimental and control groups. Analysis of covariance (ANCOVA) was used to determine if the two groups were significantly different with regard to their general physics performance on the posttest while controlling for the pretest scores. Analysis of posttest and pretest scores revealed that game-based learning did not significantly impact student performance.

  20. Online Learning of Safe Patient Transfers in Occupational Therapy Education

    Directory of Open Access Journals (Sweden)

    Cynthia L. Hayden D. H. Ed., OTR/L, CHT

    2013-02-01

    Full Text Available Online higher education is steadily increasing. For programs in allied health to be offered effectively in an elearning format, clinical psychomotor skills need to be addressed. The aim of this research was to design, implement, and evaluate an online safe patient transfers module for occupational therapy assistant (OTAstudents. The efficacy of teaching safe patient transfers in an e-learning environment was appraised using both quantitative and qualitative analysis. The applied research project was completed at a Tennessee community college. A convenience sample of eighteen students participated in the pilot study. Twenty-five studentsparticipated in the subsequent study. The instructional design of the course was based on Mager’s CriterionReferenced Instruction model. Streaming video was used as the delivery method for course material. A pretest/posttest evaluated the students’ cognitive knowledge of safe patient transfers. A behavioral transferscompetency checklist was used to rate videotapes of students’ performance of assisted stand pivot and dependent sliding board transfers. Research findings indicated students were able to learn this psychomotor clinical skill online with beginning proficiency. A paired t-test showed marked improvement of cognitive knowledge. A student learning survey revealed the majority of students preferred at least one hands-on classroom session where instructor feedback and interaction with classmates confirmed safe and effectiveclinical technique.

  1. Emerging Online Learning Environments and Student Learning: An Analysis of Faculty Perceptions

    Directory of Open Access Journals (Sweden)

    Gary Brown

    2004-01-01

    Full Text Available New educational technologies and online learning environments (OLEs are infiltrating today’s college classes and campuses. While research has examined many aspects of this permeation, one research gap exists. How do faculty perceive the learning experience in courses that use OLEs compared to courses that do not? One important factor that may influence faculty perceptions are their reasons for teaching with OLEs. This paper seeks to understand how faculty perceive OLEs as a function of their reasons for teaching with this educational technology. This paper also investigates whether faculty evaluations of OLEs differ based on gender and by years teaching. The results of the analysis reveal several noteworthy patterns. First, it appears that favorable opinions about the learning experiences in online learning environments are not because faculty are motivated to learn about new technologies per se, but because they want to update their vitas and teaching skills. Second, the results suggest that it may be harder to convince older and more experienced faculty to use new technologies compared to younger and less experienced faculty. These results apply to both male and female faculty and provide practical implications for universities and support services on how to recruit and then support faculty who implement educational technologies.

  2. Teachers' Concerns about Adopting Constructivist Online Game-Based Learning in Formal Curriculum Teaching: The VISOLE Experience

    Science.gov (United States)

    Jong, Morris S. Y.

    2016-01-01

    Our work is set against the backdrop of the pervasive discussion of harnessing online games to provide students with new constructivist learning opportunities. Upon the theoretical foundation, we have developed Virtual Interactive Student-Oriented Learning Environment (VISOLE), a teaching framework for implementing constructivist online game-based…

  3. Adoption of Online Network Tools by Minority Students: The Case of Students of Ethiopian Origin in Israel

    Directory of Open Access Journals (Sweden)

    Meital Amzalag

    2015-12-01

    Full Text Available Students of Ethiopian origin belong to one of the weakest sectors in the Jewish population of Israel. During their studies they have to deal with social alienation, cultural gaps, economic hardships, and racial stereotypes which reduce their chances to successfully complete their academic degree. In this respect, the present research asks whether online social media could provide those youngsters with tools and resources for their better social integration and adaptation to the academic life. For this purpose, the study was conducted in one of Israel’s largest academic colleges while adopting a design-based research approach, which advanced gradually on a continuum between ‘ambient’ and ‘designed’ technology-enhanced learning communities. The interventions applied for this study aimed at examining how they may encourage students of Ethiopian origin to expand their activities in the online social learning groups. The findings indicate that the main pattern of students of Ethiopian origin online participation was peripheral and limited to viewing only. Nevertheless, the level of their online activity has been improved after a series of two interventions, which also led to a slight improvement in indicators of their social integration and in a change in their usage of online learning groups from social to academic uses.

  4. Online Quiz Time Limits and Learning Outcomes in Economics

    Science.gov (United States)

    Evans, Brent; Culp, Robert

    2015-01-01

    In an effort to better understand the impact of timing limits, the authors compare the learning outcomes of students who completed timed quizzes with students who took untimed quizzes in economics principles courses. Students were assigned two online quizzes--one timed and one untimed--and re-tested on the material the following class day. Our…

  5. Technology Transience and Learner Data: Shifting Notions of Privacy in Online Learning

    Science.gov (United States)

    Dennen, Vanessa P.

    2015-01-01

    The technologies that support online learning are continuously evolving, providing instructors and students with a continuous stream of new tools, features, and functionalities for existing tools. During an online course, instructors and students generate and share a tremendous amount of data using these tools. These data are often created in…

  6. eTeacher: Providing Personalized Assistance to E-Learning Students

    Science.gov (United States)

    Schiaffino, Silvia; Garcia, Patricio; Amandi, Analia

    2008-01-01

    In this paper we present eTeacher, an intelligent agent that provides personalized assistance to e-learning students. eTeacher observes a student's behavior while he/she is taking online courses and automatically builds the student's profile. This profile comprises the student's learning style and information about the student's performance, such…

  7. Are Mash-Ups the Future for Online Learning Platforms? Psychology A-Level Students' Judgements about VLE and MUPPLE Interfaces

    OpenAIRE

    Jarvis, M.; Gauntlett, L.; Collins, H.

    2011-01-01

    Virtual Learning Environments (VLEs) have become ubiquitous in colleges and universities but have failed to consistently improve learning (Machin, 2007). An alternative interface can be provided in the form of a mashed-up personal learning environment (MUPPLE). The aim of this study was to investigate student perceptions of its desirability and utility in comparison to their existing VLE. A psychology-oriented MUPPLE was constructed using a free online mash-up platform. A focus group of psych...

  8. Assessing Online Asynchronous Communication Strategies Designed to Enhance Large Student Cohort Engagement and Foster a Community of Learning

    Science.gov (United States)

    Kebble, Paul G.

    2017-01-01

    With the increasing diversity of pedagogic models of delivery in higher education, universities are continually exploring practises of learning and teaching designed to enhance student experience and retention. The number of courses provided online continues to grow through, among other reasons, an escalation of higher education (HE) students…

  9. Using Online Lectures to Make Time for Active Learning

    Science.gov (United States)

    Prunuske, Amy J.; Batzli, Janet; Howell, Evelyn; Miller, Sarah

    2012-01-01

    To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students’ understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material. PMID:22714412

  10. 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.

  11. Monitoring of Students' Interaction in Online Learning Settings by Structural Network Analysis and Indicators.

    Science.gov (United States)

    Ammenwerth, Elske; Hackl, Werner O

    2017-01-01

    Learning as a constructive process works best in interaction with other learners. Support of social interaction processes is a particular challenge within online learning settings due to the spatial and temporal distribution of participants. It should thus be carefully monitored. We present structural network analysis and related indicators to analyse and visualize interaction patterns of participants in online learning settings. We validate this approach in two online courses and show how the visualization helps to monitor interaction and to identify activity profiles of learners. Structural network analysis is a feasible approach for an analysis of the intensity and direction of interaction in online learning settings.

  12. Which Are the Determinants of Online Students' Efficiency in Higher Education?

    Science.gov (United States)

    Castillo-Merino, David; Serradell-Lopez, Enric; González-González, Inés

    International literature shows that the positive effect on students performance from the adoption of innovations in the technology of teaching and learning do not affect all teaching methods and learning styles equally, as it depends on university strategy and policy towards Information and Communication Technologies (ICT) adoption, students abilities, technology uses in the educational process by teachers and students, or the selection of a methodology that matches with digital uses. This paper provides empirical answers to these questions with data from online students at the Open University of Catalonia (UOC). An empirical model based on structural equations has been defined to explain complex relationships between variables. Our results show that motivation is the main variable affecting online students' performance. It appears as a latent variable influenced by students' perception of efficiency, a driver for indirect positive and significant effect on students' performance from students' ability in ICT uses.

  13. A window into learning: case studies of online group communication and collaboration

    Directory of Open Access Journals (Sweden)

    Richard E. Jones

    2006-12-01

    Full Text Available The two case studies presented explore the potential offered by in-depth qualitative analysis of students' online discussion to enhance our understanding of how students learn. Both cases are used to illustrate how the monitoring and moderation of online student group communication can open up a ‘window into learning', providing us with new insights into complex problem-solving and thinking processes. The cases offer examples of students' ‘thinking aloud' while problem-solving, showing how and why they arrived at particular outcomes and the underlying thought processes involved. It is argued that these insights into students' learning processes can in turn offer us the opportunity to adapt our own teaching practice in order to achieve a better pedagogical ‘fit' with the learning needs of our students; for example, through a more precise or more timely intervention. It is also suggested that looking through this ‘window' enables us to concentrate our assessment more closely on the process of task completion, rather than focusing solely on the end product.

  14. Differences in Characteristics of Online versus Traditional Students: Implications for Target Marketing

    Science.gov (United States)

    Pentina, Iryna; Neeley, Concha

    2007-01-01

    This study provides insight for educators and administrators into differences between students enrolled in Web-based and traditional classes as online learning enters the growth stage of its product life cycle. We identify characteristics that differentiate online students from those who prefer traditional education methods in order to offer more…

  15. Online Leadership and Learning: How Online Leaders May Learn From Their Working Experience

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2018-01-01

    Online working environments develop and change continuously, meaning that online leaders and online team members must learn to adapt to change and should utilize emerging possibilities for doing their jobs. The purpose of this chapter is to explore how online leaders learn from experiences develo...

  16. The Effect on Learning, Communication, and Assessment when Student-Created Youtubes of Microteaching Were Used in an Online Teacher-Education Course

    Science.gov (United States)

    O'Connor, Eileen A.

    2011-01-01

    This pilot study within an online teacher-education course required pre-service teachers to develop self-videotaped microteaching lessons which were posted in a private YouTube. Analysis of the students' YouTube lessons, course postings, and peer interactions found that students learned the technology requirements quickly, were able to develop…

  17. Analysis of ensemble learning using simple perceptrons based on online learning theory

    Science.gov (United States)

    Miyoshi, Seiji; Hara, Kazuyuki; Okada, Masato

    2005-03-01

    Ensemble learning of K nonlinear perceptrons, which determine their outputs by sign functions, is discussed within the framework of online learning and statistical mechanics. One purpose of statistical learning theory is to theoretically obtain the generalization error. This paper shows that ensemble generalization error can be calculated by using two order parameters, that is, the similarity between a teacher and a student, and the similarity among students. The differential equations that describe the dynamical behaviors of these order parameters are derived in the case of general learning rules. The concrete forms of these differential equations are derived analytically in the cases of three well-known rules: Hebbian learning, perceptron learning, and AdaTron (adaptive perceptron) learning. Ensemble generalization errors of these three rules are calculated by using the results determined by solving their differential equations. As a result, these three rules show different characteristics in their affinity for ensemble learning, that is “maintaining variety among students.” Results show that AdaTron learning is superior to the other two rules with respect to that affinity.

  18. Designing Online Teaching and Learning Activities for Higher Education in Hong Kong

    Directory of Open Access Journals (Sweden)

    Kevin Downing

    2008-06-01

    Full Text Available Instruction using the Web as a vehicle for content dissemination has increasingly dominated debates related to online learning (Nash, 2004 and there is little doubt that the exponential growth in the use of the internet and web-based instruction continues to present educators with considerable opportunities and challenges (Boettcher, 1999; McNaught & Lam, 2005. Many teachers and researchers (Wood, 1997; Littlejohn et al., 1999 point out that the organization and reflection necessary to effectively teach online often improves an instructor’s traditional teaching. This is a theme continued by Downing (2001 who identifies the eventual success or failure of online teaching as largely due to the same factors that have always been central to the provision of a quality learning experience. These factors include the energy, commitment and imagination of those responsible for providing the teaching and learning environment, whether it is virtual or actual. It is within this context that the authors of this paper set themselves the task of designing innovative online teaching and learning activities which add value to the student experience and genuinely assist learning traditionally difficult and dynamic concepts. The increasing adoption of outcomes based teaching and learning environments in universities around the world has provided wide-ranging opportunities to reflect on current learning and teaching practice. Whilst outcomes based teaching and learning is not a new idea (Biggs, 1999, many academic colleagues are actively seeking ways to leverage information technology solutions to design constructively aligned online teaching and learning activities which add value to the student learning experience and significantly assist in the understanding of difficult concepts and processes. This paper will describe and demonstrate the innovative development of online teaching and learning activities which adhere to the principles of both outcomes based

  19. Online transfer learning with extreme learning machine

    Science.gov (United States)

    Yin, Haibo; Yang, Yun-an

    2017-05-01

    In this paper, we propose a new transfer learning algorithm for online training. The proposed algorithm, which is called Online Transfer Extreme Learning Machine (OTELM), is based on Online Sequential Extreme Learning Machine (OSELM) while it introduces Semi-Supervised Extreme Learning Machine (SSELM) to transfer knowledge from the source to the target domain. With the manifold regularization, SSELM picks out instances from the source domain that are less relevant to those in the target domain to initialize the online training, so as to improve the classification performance. Experimental results demonstrate that the proposed OTELM can effectively use instances in the source domain to enhance the learning performance.

  20. 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…

  1. Learning to Teach Online: A Systematic Review of the Literature on K-12 Teacher Preparation for Teaching Online

    Science.gov (United States)

    Moore-Adams, Brianne L.; Jones, W. Monty; Cohen, Jonathan

    2016-01-01

    There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to…

  2. 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…

  3. Blended Learning: The Student Viewpoint.

    Science.gov (United States)

    Shantakumari, N; Sajith, P

    2015-01-01

    Blended learning (BL) is defined as "a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning." The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. To determine the students' perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann-Whitney U-test and Kruskal-Wallis test on the basis of gender, age, and course enrollment. The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.

  4. Students' Perceptions of Online Discussions, Participation and E-Moderation Behaviours in Peer-Moderated Asynchronous Online Discussions

    Science.gov (United States)

    Ghadirian, Hajar; Fauzi Mohd Ayub, Ahmad; Salehi, Keyvan

    2018-01-01

    The aim of this study was to investigate the relationships between students' perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions. Using survey data, the learning system's activity log and discussion transcripts, the authors analysed how 84 learners' perceptions of online…

  5. The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

    Science.gov (United States)

    McLaughlin, Jacqueline E; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M; Rodgers, Jo E

    2015-03-25

    To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance.

  6. ATTITUDES TOWARD ONLINE COMMUNICATIONS IN OPEN AND DISTANCE LEARNING

    Directory of Open Access Journals (Sweden)

    Irem ERDEM AYDIN

    2012-08-01

    Full Text Available This article intended to reveal the results of a survey study in which the students’ attitudes toward online communication in open and distance learning were investigated. In the study, affects of the students’ gender and computer experience on their attitudes were also examined. A total of 626 subjects participated in the study and ‘Online Communication Attitude Scale’, developed by Ledbetter, was adapted as the data collection instrument. Mean, standard deviation, independent t-test, one-way analysis of variance and Tukey HSD tests were used to analyze the data gathered. The results of the study indicated that students have in general positive attitudes toward online communication in ODL. Also, it showed that there is a significant difference in ‘miscommunication’, ‘social connection’ and ‘ease’ dimensions of online communication between the males and the female students. The female students see online environments as open to communication errors. On the other hand, the study supported the literature about the affect of the students’ computer experience and their attitudes toward online communication in ODL.

  7. Online Professional Skills Workshops: Perspectives from Distance Education Graduate Students

    Science.gov (United States)

    Gauvreau, Sarah; Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela

    2016-01-01

    While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking,…

  8. Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

    Science.gov (United States)

    Sajid, Muhammad R; Laheji, Abrar F; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

    2016-09-04

    To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.

  9. Exploring the relation between online case-based discussions and learning outcomes in dental education.

    Science.gov (United States)

    Koole, Sebastiaan; Vervaeke, Stijn; Cosyn, Jan; De Bruyn, Hugo

    2014-11-01

    Online case-based discussions, parallel to theoretical dental education, have been highly valued by students and supervisors. This study investigated the relation between variables of online group discussions and learning outcomes. At Ghent University in Belgium, undergraduate dental students (years two and three) are required to participate in online case-based discussion groups (five students/group) in conjunction with two theoretical courses on basic periodontics and related therapy. Each week, a patient case is discussed under supervision of a periodontist, who authored the case and performed the treatment. Each case includes treatment history and demand, intra- and extraoral images, and full diagnostic information with periodontal and radiographic status. For this retrospective study, data were obtained for all 252 students in forty-three discussion groups between 2009 and 2012. Spearman's rank correlations were calculated to investigate the relation among group dynamics (number of group posts and views), individual student contributions (number of individual posts, newly introduced elements, questions, and reactions to other posts), supervisors' interventions (number of posts and posed questions), and learning outcomes (examination result). The results showed that learning outcomes were significantly related to the number of student posts (Spearman's rho (ρ)=0.19), newly introduced elements (ρ=0.21), reactions to other posts (ρ=0.14), number of supervisors' interventions (ρ=0.12), and supervisors' questions (ρ=0.20). These results suggest that individual student contributions during online case-based discussions and the provided supervision were related to learning outcomes.

  10. Clinical study of student learning using mastery style versus immediate feedback online activities

    Directory of Open Access Journals (Sweden)

    Gary Gladding

    2015-06-01

    Full Text Available This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first- and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each attempt, until mastery was achieved on each level. This combined elements of formative assessment, the worked example effect, and mastery learning. The homework group attempted questions with immediate feedback and unlimited tries. The two groups took a similar amount of time to complete the activity. The mastery group significantly outperformed the homework group on a free response post-test that required students to show their work in solving near and far transfer problems.

  11. Unlearning the Past: New Foundations for Online Student Retention

    Directory of Open Access Journals (Sweden)

    Roy Sutton, Ph.D

    2014-07-01

    Full Text Available Many factors affect students selecting a university to attend and almost as many factors that can present challenges once they enroll and begin attending classes. Once they start taking courses, the next challenge is completing them, and this can be particularly taxing for online students. In the case of online universities, quality assessment criteria of the online courses and faculty may vary. Thus, it is important not only to get feedback from students, but also to look at course completion rates. The purpose of this paper is to share lessons learned regarding factors that significantly increased student online course completion rates at one online for-profit university. This study looked at a researcher's search for strategic factors that considerably increase course completion rates and identified assessment strategies to improve those course completion rates. The researcher’s collaboration with researchers from another university led to findings that revealed best practices and assessments factors successfully applied in online courses. Administrative changes at the researcher’s university led to retention efforts that have positively affected student retention. One major factor observed by the researcher included analytical writing assessments and their predictive value for doctoral student retention. Results of the implementation of the changes at the researcher’s university included a 39% increase in retention of first year doctoral candidates, from a low of 39% in 2011 to 75% in 2012.

  12. Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

    Science.gov (United States)

    Schumacher, Christie; Arif, Sally

    2016-01-01

    Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

  13. Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia.

    Science.gov (United States)

    Ambrose, Mark; Murray, Linda; Handoyo, Nicholas E; Tunggal, Deif; Cooling, Nick

    2017-01-13

    There is limited research to inform effective pedagogies for teaching global health to undergraduate medical students. Theoretically, using a combination of teaching pedagogies typically used in 'international classrooms' may prove to be an effective way of learning global health. This pilot study aimed to explore the experiences of medical students in Australia and Indonesia who participated in a reciprocal intercultural participatory peer e-learning activity (RIPPLE) in global health. Seventy-one third year medical students (49 from Australia and 22 from Indonesia) from the University of Tasmania (Australia) and the University of Nusa Cendana (Indonesia) participated in the RIPPLE activity. Participants were randomly distributed into 11 intercultural 'virtual' groups. The groups collaborated online over two weeks to study a global health topic of their choice, and each group produced a structured research abstract. Pre- and post-RIPPLE questionnaires were used to capture students' experiences of the activity. Descriptive quantitative data were analysed with Microsoft Excel and qualitative data were thematically analysed. Students' motivation to volunteer for this activity included: curiosity about the innovative approach to learning; wanting to expand knowledge of global health; hoping to build personal and professional relationships; and a desire to be part of an intercultural experience. Afer completing the RIPPLE program, participants reported on global health knowledge acquisition, the development of peer relationships, and insight into another culture. Barriers to achieving the learning outcomes associated with RIPPLE included problems with establishing consistent online communication, and effectively managing time to simultaneously complete RIPPLE and other curricula activities. Medical students from both countries found benefits in working together in small virtual groups to complement existing teaching in global health. However, our pilot study

  14. Online chats: A strategy to enhance learning in large classes

    African Journals Online (AJOL)

    Muntuwenkosi Mtshali

    2015-11-10

    Nov 10, 2015 ... interact with one another via online chats in the process of ... of learning using online chats in Business Management Education. ... results suggested that students' academic performance as measured ... contact in a way that could essentially 'scaffold' .... at the same time, participants had very little time to.

  15. Measuring Medical Student Preference: A Comparison of Classroom Versus Online Instruction for Teaching Pubmed*EC

    Science.gov (United States)

    Schimming, Laura M.

    2008-01-01

    Objective: The research analyzed evaluation data to assess medical student satisfaction with the learning experience when required PubMed training is offered entirely online. Methods: A retrospective study analyzed skills assessment scores and student feedback forms from 455 first-year medical students who completed PubMed training either through classroom sessions or an online tutorial. The class of 2006 (n = 99) attended traditional librarian-led sessions in a computer classroom. The classes of 2007 (n = 120), 2008 (n = 121), and 2009 (n = 115) completed the training entirely online through a self-paced tutorial. PubMed skills assessment scores and student feedback about the training were compared for all groups. Results: As evidenced by open-ended comments about the training, students who took the online tutorial were equally or more satisfied with the learning experience than students who attended classroom sessions, with the classes of 2008 and 2009 reporting greater satisfaction (PPubMed skills assessment (91%) was the same for all groups of students. Conclusions: Student satisfaction improved and PubMed assessment scores did not change when instruction was offered online to first-year medical students. Comments from the students who received online training suggest that the increased control and individual engagement with the web-based content led to their satisfaction with the online tutorial. PMID:18654658

  16. 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.

  17. EXPLORING THE RELATION OF STUDENTS’ LANGUAGE PROFICIENCY, ONLINE INSTRUCTOR GUIDANCE, AND ONLINE COLLABORATION WITH THEIR LEARNING IN HONG KONG BILINGUAL CYBER EDUCATION

    Directory of Open Access Journals (Sweden)

    Simon Wong

    2015-12-01

    Full Text Available This research study adopted a quantitative approach to explore how the variables, namely student’s English proficiency, online instructor guidance, and online collaboration, influence the learning effectiveness of the students taking an online introductory information technology course in cyber education in a bilingual higher education institution in Hong Kong. This study is important for cyber education administrators, as it investigated the important pedagogical quality of cyber education. Correlation analysis was conducted to identify whether any of these variables collected from the survey could be associated with students’ online learning while multiple regression analysis was used to explore the combined effect of these variables on students’ online learning. Validity and reliability of this study are highlighted in this paper. The major findings in this study revealed that (1 the students’ English proficiency, online instructor guidance, and online collaboration are potential factors contributing to the students’ online learning, and (2 the students’ English proficiency has the largest effect while online instructor guidance and online collaboration have a moderate effect on the students’ online learning.

  18. 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.

  19. Student Experience of Oral Communication Assessment Tasks Online from a Multi-Disciplinary Trial

    Science.gov (United States)

    McBain, Bonnie; Drew, Antony; James, Carole; Phelan, Liam; Harris, Keith M; Archer, Jennifer

    2016-01-01

    Purpose: The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach: The research was designed as a "federation" of trials of diverse online oral communications assessment tasks…

  20. Student Interactions in Online Discussion Forum: Empirical Research from "Media Richness Theory" Perspective

    Science.gov (United States)

    Balaji, M. S.; Chakrabarti, Diganta

    2010-01-01

    The present study contributes to the understanding of the effectiveness of online discussion forum in student learning. A conceptual model based on "theory of online learning" and "media richness theory" was proposed and empirically tested. We extend the current understanding of media richness theory to suggest that use of…

  1. Student Preferences and Experiences in Online Thesis Advising: A Case Study of Universitas Terbuka

    Science.gov (United States)

    Suciati

    2011-01-01

    Online learning and communication requires new perspectives and habits of learning which oftentimes are not readily acquired by students and faculties. The sense of security in the old habits of face-to-face learning may become a hindrance in the development of positive attitude and ease in online communication. This study explored student…

  2. Using Social Media to Improve Student-Instructor Communication in an Online Learning Environment

    Science.gov (United States)

    Guo, Rong; Shen, Yide; Li, Lei

    2018-01-01

    The lack of effective faculty-student interaction has been identified as a main contributor to the high dropout rate in online education. For this paper, the authors conducted an empirical study using a social networking tool, specifically Facebook, to improve student-instructor communication and student performance in an online learning…

  3. Learning Analytics for Online Discussions: Embedded and Extracted Approaches

    Science.gov (United States)

    Wise, Alyssa Friend; Zhao, Yuting; Hausknecht, Simone Nicole

    2014-01-01

    This paper describes an application of learning analytics that builds on an existing research program investigating how students contribute and attend to the messages of others in asynchronous online discussions. We first overview the E-Listening research program and then explain how this work was translated into analytics that students and…

  4. Learning within Incoherent Structures: The Space of Online Discussion Forums.

    Science.gov (United States)

    Thomas, Matthew J. W.

    2002-01-01

    Presents results from a study of undergraduate students' learning outcomes and patterns of interaction within an online discussion forum. Topics include social dynamics of computer-mediated communication versus face-to-face communication; cognitive engagement; critical and reflective thinking; and student interaction. (Author/LRW)

  5. Introducing the ICF: the development of an online resource to support learning, teaching and curriculum design.

    Science.gov (United States)

    Jones, Lester E

    2011-03-01

    The International Classification of Functioning, Disability and Health (ICF) was adopted as one of the key models to support early health professional learning across a suite of new preregistration health science courses. It was decided that an online resource should be developed to enable students, course designers and teaching staff, across all disciplines, to have access to the same definitions, government policies and other supporting information on disability. As part of the comprehensive curriculum review, enquiry-based learning was adopted as the educational approach. Enquiry-based learning promotes deeper learning by encouraging students to engage in authentic challenges. As such, it was important that the online resource was not merely a site for accessing content, but enabled students to make decisions about where else to explore for credible information about the ICF. The selection of a host location that all students and staff could access meant that the resource could not be located in the existing online learning management system. Construction using software being trialled by the library at La Trobe University allowed for the required access, as well as alignment with an enquiry-based learning approach. Consultation for the content of the online resource included formal and informal working groups on curriculum review. The published version included resources from the World Health Organization, examples of research completed within different disciplines, a test of knowledge and a preformatted search page. The format of the online resource allows for updating of information, and feedback on the utilisation of the software has been used to enhance the student experience. The key issues for the development of this online resource were accessibility for students and staff, alignment with the adopted educational approach, consultation with all disciplines, and ease of modification of information and format once published. Copyright © 2010 Chartered

  6. Characteristics of the Web-Based Learning Environment in Distance Education: Students' Perceptions of Their Learning Needs

    Science.gov (United States)

    Atan, Hanafi; Rahman, Zuraidah; Idrus, Rozhan M.

    2004-01-01

    A study was conducted regarding students' perceptions on the characteristics of the learning requirements in a web-based learning environment. Various aspects of on-line learning were studied including the general web-based support system for the students, the learning materials, instructional strategies of the learning materials and the learning…

  7. International Students Using Online Information Resources to Learn: Complex Experience and Learning Needs

    Science.gov (United States)

    Hughes, Hilary

    2013-01-01

    This paper reports the findings of a qualitative study that investigated 25 international students' use of online information resources for study purposes at two Australian universities. Using an expanded critical incident approach, the study viewed international students through an information literacy lens, as information-using learners. The…

  8. "Dear Fresher …"--How Online Questionnaires Can Improve Learning and Teaching Statistics

    Science.gov (United States)

    Bebermeier, Sarah; Nussbeck, Fridtjof W.; Ontrup, Greta

    2015-01-01

    Lecturers teaching statistics are faced with several challenges supporting students' learning in appropriate ways. A variety of methods and tools exist to facilitate students' learning on statistics courses. The online questionnaires presented in this report are a new, slightly different computer-based tool: the central aim was to support students…

  9. Perceptions of online tutorials for distance learning in mathematics and computing

    Directory of Open Access Journals (Sweden)

    Tim Lowe

    2016-07-01

    Full Text Available We report on student and staff perceptions of synchronous online teaching and learning sessions in mathematics and computing. The study is based on two surveys of students and tutors conducted 5 years apart, and focusses on the educational experience as well as societal and accessibility dimensions. Key conclusions are that both staff and students value online sessions, to supplement face-to-face sessions, mainly for their convenience, but interaction within the sessions is limited. Students find the recording of sessions particularly helpful in their studies.

  10. Development and evaluation of online video teaching resources to enhance student knowledge of livestock handling.

    Science.gov (United States)

    Klupiec, C; Pope, S; Taylor, R; Carroll, D; Ward, M H; Celi, P

    2014-07-01

    To evaluate the effectiveness of online audiovisual materials to support the acquisition of animal handling skills by students of veterinary and animal science. A series of video clips (Livestock Handling modules) demonstrating livestock handling procedures was created and delivered online to students enrolled in the Faculty of Veterinary Science, University of Sydney. The effectiveness of these modules for supporting student learning was evaluated via an online survey. The survey also sought feedback on how students could be better prepared for handling livestock. The survey indicated that students found the videos a useful part of their learning experience, particularly by familiarising them with correct handling procedures and emphasising the importance of safety when handling livestock. Students also highlighted that online delivery supported flexible learning. Suggested improvements of the Livestock Handling modules centred around broadening the content of the videos and improving the user-friendliness of online access. Student feedback regarding how the Faculty could better prepare them for livestock handling was dominated by requests for more opportunities to practise animal handling using live animals. The Livestock Handling audiovisual tool is a valuable supplementary resource for developing students' proficiency in safe and effective handling of livestock. However, the results also clearly reveal a perception by students that more hands-on experience is required for acquisition of animal handling skills. These findings will inform future development of the Faculty's animal handling program. © 2014 Australian Veterinary Association.

  11. The Development of an Instrument to Measure the Project Competences of College Students in Online Project-Based Learning

    Science.gov (United States)

    Lin, Chien-Liang

    2018-01-01

    This study sought to develop a self-report instrument to be used in the assessment of the project competences of college students engaged in online project-based learning. Three scales of the KIPSSE instrument developed for this study, namely, the knowledge integration, project skills, and self-efficacy scales, were based on related theories and…

  12. Book Review ~ Advancing Online Learning in Asia. Editors: David Murphy, Namin Shin, and Weiyuan Zhang

    Directory of Open Access Journals (Sweden)

    Insung Jung

    2004-08-01

    Full Text Available The Internet, high-speed electronic communications, and computers have transformed the way we teach and learn. With the development of these new information and communication technologies, the idea of online education has been adopted in many developed, and more recently in developing countries, to bring wider opportunities to people in the form of increased access to flexible and interactive, open and distance learning systems. As stated in the Introduction of “Advancing Online Learning in Asia” edited by Murphy, Shin, and Zhang, online education is now everywhere and it “is changing the ways in which educational institutions interact with their students, for both traditional and distance education universities.” By examining recent developments of online education in Asia from multiple perspectives, this book has a potential to be an invaluable resource to educators. Taking cases from the Asian region in which online learning was introduced, implemented, and experienced, this book presents the cases from a number of perspectives, especially from student perspectives, and addresses pedagogical and technical issues faced by online educators. The breadth of the articles in this book provides a wide range of online learning cases and varied perspectives, which should clearly appeal to educators, researchers, administrators, and policy makers in online education.

  13. 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…

  14. Thinking outside the Box Office: Using Movies to Build Shared Experiences and Student Engagement in Online or Hybrid Learning

    Science.gov (United States)

    Kresse, William; Watland, Kathleen Hanold

    2016-01-01

    Movies and films are widely recognized as valuable pedagogical tools. Motion pictures provide concrete and illustrative examples of important concepts and can improve students' understanding of course material as well as increase their satisfaction with courses. Online learning is becoming an increasing dominant facet of higher education. Online…

  15. A proficient and versatile online student-teacher collaboration platform for large classroom lectures

    Directory of Open Access Journals (Sweden)

    ABM Tariqul Islam

    2017-11-01

    Full Text Available Abstract The popularity of online collaboration on lecture content has been growing steadily over the last few decades because of its potential to enhance the overall learning experience. We propose a didactical approach of online collaboration where the students and the teachers can collaborate seamlessly on the lecture contents. The approach, which we call Multiscript (MS, offers two methods of online learning on one collaboration platform. In MS, we call one method the outside of class Multiscript (OMS and another, the inside of class Multiscript (IMS. OMS is a form of distance online learning where the students can collaborate on the lecture contents while being outside of class, whereas IMS allows online collaboration among the students and the teacher during the lecture. In OMS, the teacher can share the slides along with audio annotations for each lecture slides and/or a single recorded audio for the whole lecture. The students can access the slides and discuss (via text and audio chat with their fellow classmates about the slides and annotate them, post feedback about the slides and ask questions to the teacher directly via MS. In IMS, the students can create annotations for the slides and post feedback to the teacher about the slides. We design MS in such a way that it can be accessed by using just a web browser on any PC, tablet or mobile device.

  16. Language Learning Shifts and Attitudes towards Language Learning in an Online Tandem Program for Beginner Writers

    Science.gov (United States)

    Tolosa, Constanza; Ordóñez, Claudia Lucía; Guevara, Diana Carolina

    2017-01-01

    We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students' learning with a free writing…

  17. E-learning on the road: online learning and social media for continuing professional competency.

    Directory of Open Access Journals (Sweden)

    Alan M Batt

    2016-06-01

    Full Text Available Background The impact of social media and online learning in health professions education has previously shown generally positive results in medical, nursing and pharmacy students. To date there has not been any extensive research into social media and online learning use by prehospital health care professionals such as paramedics. Aim & Methods We sought to identify the extent to which Irish pre-hospital practitioners make use of online learning and social media for continuous professional competency (CPC, and the means by which they do so. A cross-sectional online survey of practitioners was conducted to obtain both quantitative and qualitative data. The release of the survey was in a controlled manner to PHECC registrants via various channels. Participation was voluntary and anonymous. Results A total of 248 respondents completed the survey in full by closing date of 31 March 2015, representing 5.4% of all registrants (n=4,555. 77% of respondents were male, and the majority were registered as Emergency Medical Technicians (49%, followed by Advanced Paramedics (26%. Over 78% of respondents used a mobile device in the course of their clinical duties; the majority used an iOS device. Social media and online learning were considered learning tools by over 75% of respondents, and over 74% agreed they should be further incorporated into prehospital education. The most popular platforms for CPC activities were YouTube and Facebook. The majority of respondents (88% viewed self-directed activities to constitute continuous professional development activity, but 64% felt that an activity that resulted in the awarding of a certificate was better value. Over 90% of respondents had previous experience with online learning, but only 42% indicated they had previously purchased or paid for online learning. Conclusion Prehospital practitioners in Ireland in the population studied consider online learning and social media acceptable for CPC purposes. The main

  18. Engaging diverse student audiences in contemporary blended learning environments in Australian higher business education: Implications for Design and Practice

    Directory of Open Access Journals (Sweden)

    Graeme Pye

    2015-11-01

    Full Text Available This research reports on a student audience engaging in an Australian university’s undergraduate commerce program core unit that is offered across three separate geographic campus locations and online. The research extends upon work undertaken on student engagement in online settings and lies in the domain of blended learning design and practice in the Australian higher education business context. Findings, inter alia, are presented across six major student engagement dimensions as applied to the interplay between online and located/campus learning (i.e. Online Active Learning, Online Social Interaction, Online Collaboration, Online Teaching, Online Assessment, and Online Contact with Staff. Implications for blended learning design, eLearning and practice in such complex environments are examined.

  19. Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience.

    Science.gov (United States)

    Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G; Zafron, Michelle L; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J

    2017-10-01

    The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the in-person session. A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased ( p =0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.

  20. Student Readiness for Online Learning – A case study in rural Bolivia

    OpenAIRE

    Blass, Silvia

    2018-01-01

    The present paper describes the research of the students’ online learning readiness in a rural university in Bolivia. In particular, it examines through a quantitative research the influences of some variables on the students’ attitudes toward online learning. These variables were established based on theoretical fundaments and selected and confirmed through a qualitative research based in semi-structured interviews with lecturers and directors of the university’s rural centers. This study...

  1. How to Improve Learning when Going Online Using POPBL

    DEFF Research Database (Denmark)

    Borch, Ole; Helbo, Jan; Madsen, Per Printz

    2007-01-01

    , Pedagogical and Technological (DPT) methods must be selected and used properly to ensure progress in the learning process. Although it has never been proven that PBL increases learning, there are many observations indicating improved learning, e.g. the students are able to learn more beyond required...... objectives within the defined time slot. The remote online education Master of Industrial Information Technology (MII) at Aalborg University (AAU), Denmark, is using collaborative Project Organized PBL (POPBL) and is using new DPT resulting in very high motivation and in remarkable learning results......It is accepted worldwide; that Problem Based Learning (PBL) is a very fine method to improve learning motivation and to satisfy the students being more innovative and creative. Progress in learning is supported by teaching, individual and team reflections and collaborative project work. On...

  2. Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

    Science.gov (United States)

    Sajid, Muhammad R.; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

    2016-01-01

    Objectives To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. Methods This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. Results A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Conclusions Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention.  PMID:27591930

  3. The Ties that Bind: How Faculty Learning Communities Connect Online Adjuncts to Their Virtual Institutions

    Science.gov (United States)

    Velez, Angela M.

    2009-01-01

    Online learning is in its infancy compared to other types of learning in the history of academe. Because of its limited history, there is much to be discovered about the ontological, axiological, and epistemological aspects of this technology-driven learning environment. While literature is saturated with online student experiences, and the…

  4. Theoretical Foundations for Enhancing Social Connectedness in Online Learning Environments

    Science.gov (United States)

    Slagter van Tryon, Patricia J.; Bishop, M. J.

    2009-01-01

    Group social structure provides a comfortable and predictable context for interaction in learning environments. Students in face-to-face learning environments process social information about others in order to assess traits, predict behaviors, and determine qualifications for assuming particular responsibilities within a group. In online learning…

  5. Narratives from the Online Frontier: A K-12 Student's Experience in an Online Learning Environment

    Science.gov (United States)

    Barbour, Michael; Siko, Jason; Sumara, JaCinda; Simuel-Everage, Kaye

    2012-01-01

    Despite a large increase in the number of students enrolled in online courses, published research on student experiences in these environments is minimal. This article reports the narrative analysis of a series of interviews conducted with a female student at a brick-and-mortar school enrolled in a single virtual school course. Her narratives…

  6. Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement

    Science.gov (United States)

    Keskin, Sinan; Sahin, Muhittin; Ozgur, Adem; Yurdugul, Halil

    2016-01-01

    The aim of this study is to determine navigational patterns of university students in a learning management system (LMS). It also investigates whether online learners' navigational behaviors differ in terms of their academic achievement (pass, fail). The data for the study comes from 65 third grade students enrolled in online Computer Network and…

  7. Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning

    Science.gov (United States)

    Kemp, Nenagh; Grieve, Rachel

    2014-01-01

    As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion. PMID:25429276

  8. Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.

    Science.gov (United States)

    Kemp, Nenagh; Grieve, Rachel

    2014-01-01

    As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion.

  9. Teach them to Fly: Strategies for Encouraging Active Online Learning

    Directory of Open Access Journals (Sweden)

    Karen HARDIN

    2004-04-01

    Full Text Available Teach them to Fly: Strategies for Encouraging Active Online Learning Karen HARDIN Cameron University Lawton, OK, USA PROBLEM One of the hot topics in education in the past 10 years has been the shift of the role of the educator. Whereas, he has traditionally been the owner and deliverer of the knowledge (Sage on the stage, now his role is shifting to a guide and facilitator (guide by the side. The purpose is to give the students ownership in their own learning process. As technology becomes more sophisticated, automation is replacing students’ problem solving skills, critical thinking and sometimes patience. On one of my evaluations in a 1999 online course, a student criticized that, “she’s not doing the teaching, I’m doing the learning.” Of course in my desire to encourage active learning, I took the response as a compliment, but the student meant it as a criticism. I began pondering the reluctance of students to take control of the learning process. I’ve noticed this lack of problem solving, critical thinking and patience with young adults in the workplace. For example, I often visit Sam’s, a warehouse store owned by Wal-Mart. When I check out, I pay with a check. The computerized register will print the check for me, so I allow the cashier to do that. I often ask him or her to add $15 to the total to give me cash back. It’s amazing how long it takes these young adults to add $15 to the total because of their reliance on computers. In another situation, when I was in an outlet shoe store in Texas, I purchased a pair of sandals. After I checked out, I noticed a sign that promoted, “buy one, get a second for one cent.” Of course, I wanted to take advantage of this opportunity, so I told the cashier that I wanted to find another pair of shoes. She replied, “It’s too late, your transaction is complete. I wouldn’t know what to do.” I said, “It’s simple, I owe you one cent.” She said, “I don’t know how to make the computer fix it

  10. E-book about E-learning Online Education and Learning Management Systems-Global E-learning in a Scandinavian Perspective

    Directory of Open Access Journals (Sweden)

    Ugur DEMIRAY

    2004-01-01

    Full Text Available Prior to year 2000 Scandinavian universities offered selected online courses attracting a few pioneering students. Today, even primary schools offer online services to students, teachers and parents. Online education is becoming mainstream education in Scandinavia.A new, comprehensive and innovative book about e-learning is now available in print and online in several electronic formats. The book’s web-site presents tidbits of the content in several electronic formats such as text, audio, speech synthesis and video.Dr. Erwin Wagner, former President of the European Distance Education Network, characterizes the book as interesting, important, innovative, international and impressive. In his foreword, Dr. Wagner states that the “book comprises a rich variety of material,perspectives, insights and assessments. Valid information can be found there for researchers, for students in the field, for teachers, for managers and for politicians who are looking forreliable knowledge”

  11. Gamification in online education: proposal for a participatory learning model

    Directory of Open Access Journals (Sweden)

    Fabiana Bigão Silva

    2017-09-01

    Full Text Available Empirical studies have suggested limitations on the form of application of gamification mechanics in the context of online education. These mechanics have been applied without reference to a theoretical model dedicated to this type of education. The objective of the paper is to propose a model for a gamified platform for online education that contributes to a more participatory learning, taking into account the different student profiles. Based on literature review about approaches to gamification systems design, a set of steps was followed in order to develop a generic model for a framework dedicated to online education. The model proposed is based on the Educational Gamification Design Principles proposed by Dicheva et al. (2015. The model may contribute to the promotion of participatory learning, taking into account the different student profiles. The results of such evaluation will be published in the future.

  12. Enhancing the blended learning experience of Calculus I students

    Directory of Open Access Journals (Sweden)

    A. Al-Ghassani

    2015-08-01

    Full Text Available Blended Learning showed in the last two decades to be one of the effective ways in education and training. We illustrate our initiative experience with blended learning in the course Calculus I. The main goals we want to achieve are improving students understanding of the course concepts, increasing the level of uniformity in this multi-sections course and enhancing students blended learning experience online and offline. Consequently, this affects positively students' academic performance. We describe and discuss the results that we achieved and the challenges we encountered in view of the initiative aims and goals. The blended learning delivery methods were through Learning Management System (LMS as the online medium and through new offline activities inside and outside the classroom. The LMS we used is Moodle. We designed the resources and activities to cater for the learners different needs. The offline activities were chosen and designed to strengthen the weakness in students study skills based in our experience.

  13. Attitudes toward Online Communications in Open and Distance Learning

    Science.gov (United States)

    Erdem Aydin, Irem

    2012-01-01

    This article intended to reveal the results of a survey study in which the students' attitudes toward online communication in open and distance learning were investigated. In the study, affects of the students' gender and computer experience on their attitudes were also examined. A total of 626 subjects participated in the study and "Online…

  14. 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…

  15. The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination

    Science.gov (United States)

    Rakes, Glenda C.; Dunn, Karee E.

    2010-01-01

    With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students' levels of academic procrastination, behavior…

  16. Making It "Authentic": Egyptian EFL Student Teachers' Awareness and Use of Online Authentic Language Materials and Their Learning Motivation

    Science.gov (United States)

    Abdelhafez, Hanan A.; Abdallah, Mahmoud M. S.

    2015-01-01

    This paper reports a research study that sought investigating Assiut University College of Education (AUCOE) EFL student teachers' awareness and use of online authentic materials on the basis of their actual language leaning needs, and how this relates to their language learning motivation. To accomplish this, a mixed-method research methodology…

  17. Comparatively Assessing the Use of Blackboard versus Desire2Learn: Faculty Perceptions of the Online Tools

    Science.gov (United States)

    Chawdhry, Adnan A.; Paullet, Karen; Benjamin, Daniel

    2012-01-01

    Current trends indicate that an increasing number of Universities have been offering online classes without assessing the faculty perspective of the online learning management tools. When a University understands the faculty perception they can implement an online education environment that is both conducive to student learning and faculty…

  18. Patterns of online student enrolment and attrition in Australian open access online education: a preliminary case study

    Directory of Open Access Journals (Sweden)

    Steven J Greenland

    2014-02-01

    Full Text Available Swinburne University of Technology has experienced tremendous growth in open access online learning and as such is typical of the many Australian institutions that have ventured into online tertiary education. While research in online education continues to expand, comparatively little investigates students’ enrolment and attrition.This research examines commencing enrolment and associated student withdrawal data, as well as performance scores from eight units forming a Marketing Major for an open access online undergraduate degree. Since data were collected over a five year period, trends and patterns within a substantial online undergraduate program can be explored.The paper discusses the challenges of analysing enrolment data. Initial findings suggest that retention strategies should be designed according to the stage students are at in their studies. Furthermore, the research informs the prioritisation and development of more effective enrolment and performance datareporting capabilities, which in turn would benefit student management and retention.http://dx.doi.org/10.5944/openpraxis.6.1.95

  19. Learning management system and e-learning tools: an experience of medical students' usage and expectations.

    Science.gov (United States)

    Back, David A; Behringer, Florian; Haberstroh, Nicole; Ehlers, Jan P; Sostmann, Kai; Peters, Harm

    2016-08-20

    To investigate medical students´ utilization of and problems with a learning management system and its e-learning tools as well as their expectations on future developments. A single-center online survey has been carried out to investigate medical students´ (n = 505) usage and perception concerning the learning management system Blackboard, and provided e-learning tools. Data were collected with a standardized questionnaire consisting of 70 items and analyzed by quantitative and qualitative methods. The participants valued lecture notes (73.7%) and Wikipedia (74%) as their most important online sources for knowledge acquisition. Missing integration of e-learning into teaching was seen as the major pitfall (58.7%). The learning management system was mostly used for study information (68.3%), preparation of exams (63.3%) and lessons (54.5%). Clarity (98.3%), teaching-related contexts (92.5%) and easy use of e-learning offers (92.5%) were rated highest. Interactivity was most important in free-text comments (n = 123). It is desired that contents of a learning management system support an efficient learning. Interactivity of tools and their conceptual integration into face-to-face teaching are important for students. The learning management system was especially important for organizational purposes and the provision of learning materials. Teachers should be aware that free online sources such as Wikipedia enjoy a high approval as source of knowledge acquisition. This study provides an empirical basis for medical schools and teachers to improve their offerings in the field of digital learning for their students.

  20. Relationships between Minority Students Online Learning Experiences and Academic Performance

    Science.gov (United States)

    Yeboah, Alex Kumi; Smith, Patriann

    2016-01-01

    The study investigated the relationship between minority students' use of technology, social media, the number of online courses, program of study, satisfaction, and academic performance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels.…

  1. Active Learning through Online Quizzes: Better Learning and Less (Busy) Work

    Science.gov (United States)

    Cook, Brian Robert; Babon, Andrea

    2017-01-01

    Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage…

  2. Learning styles of registered nurses enrolled in an online nursing program.

    Science.gov (United States)

    Smith, Anita

    2010-01-01

    Technological advances assist in the proliferation of online nursing programs which meet the needs of the working nurse. Understanding online learning styles permits universities to adequately address the educational needs of the professional nurse returning for an advanced degree. The purpose of this study was to describe the learning styles of registered nurses (RNs) enrolled in an online master's nursing program or RN-bachelor of science in nursing (BSN) program. A descriptive, cross-sectional design was used. Kolb's learning style inventory (Version 3.1) was completed by 217 RNs enrolled in online courses at a Southeastern university. Descriptive statistical procedures were used for analysis. Thirty-one percent of the nurses were accommodators, 20% were assimilators, 19% were convergers, and 20% were divergers. Accommodators desire hand-on experiences, carrying out plans and tasks and using an intuitive trial-and-error approach to problem solving. The learning styles of the RNs were similar to the BSN students in traditional classroom settings. Despite their learning style, nurses felt that the online program met their needs. Implementing the technological innovations in nursing education requires the understanding of the hands-on learning of the RN so that the development of the online courses will satisfactorily meet the needs of the nurses who have chosen an online program. Copyright 2010 Elsevier Inc. All rights reserved.

  3. The Effects of Digital Learning Material on Students' Mathematics Learning in Vocational Education

    Science.gov (United States)

    Zwart, Diana P.; Van Luit, Johannes E. H.; Noroozi, Omid; Goei, Sui Lin

    2017-01-01

    This study investigates the effects of Digital Learning Material (DLM) including instructional clips, online guidance, structuring of content, and a collaboration tool on students' mathematics learning in Dutch vocational education. A pretest-posttest design was used. Apprenticeship students were asked to complete assignments and to discuss them…

  4. Learning Analytics: Insights into the Natural Learning Behavior of Our Students

    Science.gov (United States)

    Becker, Bernd

    2013-01-01

    The migration from traditional classrooms to online learning environments is in full effect. In the midst of these changes, a new approach to learning analytics needs to be considered. Learning analytics refers to the process of collecting and studying usage data in order to make instructional decisions that will support student success. In…

  5. An online learning space facilitating supervision pedagogies in ...

    African Journals Online (AJOL)

    Quality research supervision leading to timely completion and student satisfaction involves explicit pedagogy and effective communication. This article describes the development within an action research cycle of an online learning space designed to achieve these goals. The research 'spirals' involved interventions in the ...

  6. Distance Adult Students’ Self-Management Strategies of Online Learning Discussion

    Directory of Open Access Journals (Sweden)

    Nur Shaminah binti Mustafa Kamalu

    2013-12-01

    Full Text Available With distance learning getting more attention, the need for self-management strategies of learning becomes more prevalent since online learning is independent of time and place. This study was conducted to explore adult distance online students’ self-management strategies of learning and the importance of computer skill and their level of self-management strategies with regard to age and gender. A quantitative method survey research design was used to carry out the research which used questionnaire as the instrument for data collecting process. Participants involved were a group of first semester distance online learning students who were full time primary school teachers. They had registered for Technology Instruction course. Findings revealed that the level of self-management strategies of learning among these adult learners was moderate. In terms of the difference in selfmanagement strategies of learning between gender and among different categories of age, the results revealed there were no significant differences. Relationship between each component of self-management and computer skill revealed that the highest correlation was between computer skill and evaluation.

  7. Enhancing Student Success in Online Learning Experiences through the Use of Self-Regulation Strategies

    Science.gov (United States)

    Sharp, Laurie A.; Sharp, Jason H.

    2016-01-01

    Online learning experiences have greatly changed the landscape of instruction. Many courses in postsecondary environments incorporate some type of technological enhancement, which holds benefits for both postsecondary institutions and learners. However, online learning experiences require different pedagogical characteristics than traditional…

  8. Implementation of Online Peer Assessment in a Design for Learning and Portfolio (D4L+P) Program to Help Students Complete Science Projects

    Science.gov (United States)

    Wuttisela, Karntarat; Wuttiprom, Sura; Phonchaiya, Sonthi; Saengsuwan, Sayant

    2016-01-01

    Peer assessment was one of the most effective strategies to improve students' understanding, metacognitive skills, and social interaction. An online tool, "Designing for Learning and Portfolio (D4L+P)", was developed solely to support the T5 (tasks, tools, tutorials, topicresources, and teamwork) method of teaching and learning. This…

  9. A longitudinal online interprofessional education experience involving family nurse practitioner students and pharmacy students.

    Science.gov (United States)

    Collins, Andrea; Broeseker, Amy; Cunningham, Jill; Cortes, Cyndi; Beall, Jennifer; Bigham, Amy; Chang, Jongwha

    2017-03-01

    Interprofessional education (IPE) continues to gain traction worldwide. Challenges integrating IPE into health profession programmes include finding convenient times, meeting spaces, and level-appropriate assignments for each profession. This article describes the implementation of a 21-month prospective cohort study pilot programme for the Master of Science in nursing family nurse practitioner (FNP) and doctor of pharmacy (PharmD) students at a private university in the United States. This IPE experience utilised a blended approach for the learning activities; these students had initial and final sessions where they met face-to-face, with asynchronous online activities between these two sessions. The online assignments, discussions, and quizzes during the pilot programme involved topics such as antimicrobial stewardship, hormone replacement therapy, human papilloma virus vaccination, prenatal counselling, emergency contraception, and effects of the Affordable Care Act on practice. The results suggested that the FNP students held more favourable attitudes about online IPE and that the PharmD students reported having a clearer understanding of their own roles and those of the other participating healthcare students. However, the students also reported wanting more face-to-face interaction during their online IPE experience. Implications from this study suggest that effective online IPE can be supported by ensuring educational parity between students regarding the various topics discussed and a consistent approach of the required involvement for all student groups is needed. In addition, given the students desire for more face-to-face interaction, it may be beneficial to offer online IPE activities for a shorter time period. It is anticipated that this study may inform other programmes that are exploring innovative approaches to provide IPE to promote effective collaboration in patient care.

  10. A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction

    Science.gov (United States)

    Goodridge, Wade H.; Lawanto, Oenardi; Santoso, Harry B.

    2017-01-01

    The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum.…

  11. Successful online learning the five Ps

    OpenAIRE

    Jim FLOOD

    2004-01-01

    Successful online learning the five Ps Jim FLOOD E-learning Consultant-UK Key learning points An important aspect of design for online learning is visual ergonomics. Learning theories offer poor predictive power in terms of how learners work and learn. Success at learning is closely related to emotional engagementand learning designers tend to ignore this aspect. Online learning poses a challenging experience for learnersand they need support t...

  12. Data Mining Student Answers with Moodle to Investigate Learning Pathways in an Introductory Geohazards Course

    Science.gov (United States)

    Sit, S. M.; Brudzinski, M. R.; Colella, H. V.

    2012-12-01

    The recent growth of online learning in higher education is primarily motivated by a desire to (a) increase the availability of learning experiences for learners who cannot, or choose not, to attend traditional face-to-face offerings, (b) assemble and disseminate instructional content more cost-efficiently, or (c) enable instructors to handle more students while maintaining a learning outcome quality that is equivalent to that of comparable face-to-face instruction. However, a less recognized incentive is that online learning also provides an opportunity for data mining, or efficient discovery of non-obvious valuable patterns from a large collection of data, that can be used to investigate learning pathways as opposed to focusing solely on assessing student outcomes. Course management systems that enable online courses provide a means to collect a vast amount of information to analyze students' behavior and the learning process in general. One of the most commonly used is Moodle (modular object-oriented developmental learning environment), a free learning management system that enables creation of powerful, flexible, and engaging online courses and experiences. In order to examine student learning pathways, the online learning modules we are constructing take advantage of Moodle capabilities to provide immediate formative feedback, verifying answers as correct or incorrect and elaborating on knowledge components to guide students towards the correct answer. By permitting multiple attempts in which credit is diminished for each incorrect answer, we provide opportunities to use data mining strategies to assess thousands of students' actions for evidence of problem solving strategies and mastery of concepts. We will show preliminary results from application of this approach to a ~90 student introductory geohazard course that is migrating toward online instruction. We hope more continuous assessment of students' performances will help generate cognitive models that can

  13. A Comparison of Traditional and Cooperative Learning Methods in Online Learning

    Science.gov (United States)

    Kupczynski, Lori; Mundy, Marie-Anne; Ruiz, Alberto

    2013-01-01

    The purpose of this study was to examine the effects of the Community of Inquiry framework through an in-depth examination of learning comprised of teaching, social and cognitive presence in traditional versus cooperative online teaching at a community college. A total of 21 students participated in this study, with approximately 45% having taken…

  14. Online Access Patterns and Students

    Directory of Open Access Journals (Sweden)

    Nasir Butrous

    2011-04-01

    Full Text Available The paper follows accessing patterns of five cohorts of postgraduate students enrolled in a core unit within a master of business administration (MBA program. The unit is designed to provide numerous opportunities for student participation in Discussion Boards using Blackboard technology. Discussion Boards create numerous opportunities for interaction amongst online learners to share and exchange their experiences, creating a sense of a virtual community. Relationships between accessing patterns for each week of the semester for each student are explored in relation to their performance using course statistics generated by the Blackboard technology. Close examination of the significant differences in access patterns to the course window and its components of communication, content, and student areas reveal middle of the semester (week 7 as the common critical point that differentiates high achieving students from low achieving students. Identifying critical points provides the faculty staff member an opportunity to introduce intervention strategies in order to improve the learning experience of all the students.

  15. Instructional strategies for online introductory college physics based on learning styles

    Science.gov (United States)

    Ekwue, Eleazer U.

    The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

  16. Designing a Predictive Model of Student Satisfaction in Online Learning

    Science.gov (United States)

    Parahoo, Sanjai K; Santally, Mohammad Issack; Rajabalee, Yousra; Harvey, Heather Lea

    2016-01-01

    Higher education institutions consider student satisfaction to be one of the major elements in determining the quality of their programs. The objective of the study was to develop a model of student satisfaction to identify the influencers that emerged in online higher education settings. The study adopted a mixed method approach to identify…

  17. Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent

    Directory of Open Access Journals (Sweden)

    Maggie Hartnett

    2011-10-01

    Full Text Available Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation. Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment. Using self-determination theory (SDT as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts. In this study, learners were found to be not primarily intrinsically motivated. Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions.

  18. A massive open online course (MOOC) can be used to teach physiotherapy students about spinal cord injuries: a randomised trial.

    Science.gov (United States)

    Hossain, Mohammad S; Shofiqul Islam, Md; Glinsky, Joanne V; Lowe, Rachael; Lowe, Tony; Harvey, Lisa A

    2015-01-01

    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? Randomised controlled trial with concealed allocation and intention-to-treat analysis. Forty-eight physiotherapy students in Bangladesh. Participants randomised to the control group were instructed to work at their own pace over a 5-week period through a physiotherapy-specific online learning module available at www.elearnSCI.org. Experimental participants were enrolled in a 5-week MOOC. The MOOC involved completing the same online learning module but experimental participants' progress through the module was guided each week and they were provided with the opportunity to engage in online discussion through Facebook. The primary outcome was knowledge, and the secondary outcomes were perceived confidence to treat people with spinal cord injuries and satisfaction with the learning experience. The mean between-group difference for knowledge was 0.7 points (95% CI -1.3 to 2.6) on a 0 to 20-point scale. The equivalent results for perceived confidence and satisfaction with the learning experience were 0.4 points (95% CI -1.0 to 1.8) and 0.0 points (95% CI -1.1 to 1.2) on a 0 to 10-point scale. The MOOC was no better for students than working at their own pace through an online learning module for increasing knowledge, confidence or satisfaction. However, students in the MOOC group highlighted positive aspects of the course that were unique to their group, such as interacting with students from other countries through the MOOC Facebook group. ACTRN12614000422628. Copyright © 2014. Published by Elsevier B.V.

  19. Practice makes perfect? The pedagogic value of online independent phonetic transcription practice for speech and language therapy students.

    Science.gov (United States)

    Titterington, Jill; Bates, Sally

    2018-01-01

    Accuracy of phonetic transcription is a core skill for speech and language therapists (SLTs) worldwide (Howard & Heselwood, 2002). The current study investigates the value of weekly independent online phonetic transcription tasks to support development of this skill in year one SLT students. Using a mixed methods observational design, students enrolled in a year one phonetics module completed 10 weekly homework activities in phonetic transcription on a stand-alone tutorial site (WebFon (Bates, Matthews & Eagles, 2010)) and 5 weekly online quizzes (the 'Ulster Set' (Titterington, unpublished)). Student engagement with WebFon was measured in terms of the number of responses made to 'sparks' on the University's Virtual Learning Environment Discussion Board. Measures of phonetic transcription accuracy were obtained for the 'Ulster Set' and for a stand-alone piece of coursework at the end of the module. Qualitative feedback about experience with the online learning was gathered via questionnaire. A positive significant association was found between student engagement with WebFon and performance in the 'Ulster Set', and between performance in the 'Ulster Set' and final coursework. Students valued both online independent learning resources as each supported different learning needs. However, student compliance with WebFon was significantly lower than with the 'Ulster Set'. Motivators and inhibitors to engagement with the online resources were investigated identifying what best maximised engagement. These results indicate that while 'independent' online learning can support development of phonetic transcription skills, the activities must be carefully managed and constructively aligned to assessment providing the level of valance necessary to ensure effective engagement.

  20. Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects.

    Science.gov (United States)

    Page, Janelle; Meehan-Andrews, Terri; Weerakkody, Nivan; Hughes, Diane L; Rathner, Joseph A

    2017-03-01

    Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students' perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject. Copyright © 2017 the American Physiological Society.