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1.
《College Teaching》2013,61(1):190-193
Abstract. The number of online courses being offered by postsecondary institutions has increased dramatically and consequently an increasing number of faculty are faced with teaching online courses. Students demonstrate more positive attitudes and higher levels of performance when online classes are highly interactive, but many faculty about to embark in online teaching are not aware of the techniques available to increase the level of interactivity in online courses. This article describes how to establish an interactive online learning environment and provides strategies for increasing student interactivity.  相似文献   

2.
Increasing MSW students’ information competencies was achieved through a 2-year project in which online video tutorials, in-class exercises, and course assignments were created and integrated into two required foundation courses. Tutorials demonstrated basic and advanced search techniques, online databases, and online course-specific research guides. Tutorials were viewed during and outside of class. In-class exercises and course assignments enabled students to immediately apply what they had learned. Results indicate a significant increase in the adequacy of students’ search for online information and ability to critically examine sources and evidence. Implications for social work education are discussed.  相似文献   

3.
In this quasi-experimental mixed methods study, we examined the effectiveness of a faculty-to-faculty mentoring program to increase student success rates in online courses at an American university. Over one semester, 24 faculty mentees worked with 6 faculty mentors on improving course organization and implementing student engagement techniques. Using methodological triangulation, we found positive results for two of our effectiveness measures (i.e., mentor and mentee feedback and mentors’ ratings of mentees’ courses). However, in terms of our third measure (i.e., student learning data), although institutional data showed that there was a 4.1% aggregate increase in online student success after the intervention, the intervention group made no significantly greater gains than two control groups. Our findings highlight some benefits and shortcomings of these types of university initiatives and also emphasize the importance of using triangulation to integrate participant feedback with formal measures of student success.  相似文献   

4.
The development of Internet technologies stimulates the increase of online technology-supported education in universities. Online learning based on remote experiments is capable of diminishing the scantiness in practical courses. In this paper, we present online practical courses based on remote experiments (OnPReX). These courses consist of online experiments, interactive graphics and an online tutoring-system organised at the Berlin Institute of Technology (TUB). We developed two online practical courses, one focusing on classical and the other on modern physics, for bachelor and intermediate diploma engineering students. Our online practical courses based on remote experiments took place in two test phases during two semesters. These courses were evaluated and the results were used to improve the courses. Our online practical courses on remote experiments have successfully been integrated as electives at the TUB.  相似文献   

5.
Editorial     
This study was conducted to increase our understanding of learners' perceptions about how the first "class" in an online course should be and to further understand how learners' experiences in the first class contribute to their sense of well-being and engagement in online courses. The study revealed that learners' sense of engagement with courses is more dependent on their connection with the learning materials than with instructors or colleagues, that learners are most comfortable with a generous amount of time to prepare in advance for courses, and that the role of instructors at the beginning of courses is very much a functional one. Instructors are judged on the clarity and completeness with which their course details are presented.  相似文献   

6.
This study addresses the problem of designing an appropriate learning space or architecture for distributed online courses using net-based communication technologies. We apply Wenger's criteria to explore, identify and discuss the design architectures of two online courses from two comparable online Master's programmes, developed and delivered in two different educational cultures, Ireland (MIC) and Denmark (OL). The investigation will take the shape of a discussion of the 'walls of the learning spaces' of the two courses, with reference to Wenger's criteria and values for an appropriate learning architecture. In an earlier evaluation study, both courses were deemed to be examples of online learning communities of practice, despite their geographical and cultural diversity in contexts of development. The findings of the present study confirm and document several significant design elements of the two courses, which are stressed in the design criteria suggested by Wenger as being vital for community building.  相似文献   

7.
Fully online courses are becoming progressively more popular because of their “anytime anywhere” learning flexibility. One of the ways students interact with each other and with the instructors within fully online learning environments is via asynchronous discussion forums. However, student engagement in online discussion forums does not always take place automatically and there is a lack of clarity about the ideal role of the instructors in them. In this article, we report on our research on the quality of discussion in fully online courses through analysis of discussion forum activities. We have conducted our research on two large fully online subjects for computing students over two consecutive semesters and used a grounded theoretic approach for data analysis. Our results reveal what students and instructors consider as quality interaction in fully online courses. We also propose two frameworks based on our findings that can be used to ensure effective online interaction.  相似文献   

8.
ABSTRACT

The Water Quality Management Technology department at Red Rocks Community College in Denver, CO received a National Science Foundation grant and converted 24 courses from a face-to-face format to online and hybrid formats. The courses were converted to meet a growing employment need within the water industry. The online and hybrid options gave incumbent industry professionals, who may have a difficult schedule, the ability to keep their certifications current. In the future, the department will continue to evaluate curriculum modalities to ensure optimum student learning and cultivate more partnerships between industry and other colleges to create multiple pathways for students.  相似文献   

9.
Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which online education is best suited. In this paper, students enrolled in two online courses are compared with their peers enrolled in equivalent classroom‐based courses to investigate aspects of the relationship between learning style and mode of delivery. Student satisfaction measures are taken from participants in both modes of delivery and compared with student learning style. Feedback from the ‘Reflector’ learning style demonstrates higher satisfaction levels with the online mode of delivery compared with their matched counterparts following equivalent classroom‐based courses. Therefore, whilst ‘Reflectors’ might be regarded as Introverts in the traditional classroom setting, the additional time for reflection offered by online delivery makes this group more likely to contribute to online discussion, report higher satisfaction levels and generally behave more like online Extraverts.  相似文献   

10.
Social presence is a popular construct used to describe how people socially interact in online courses. Online educators continue to try different ways to establish and maintain social presence in online courses. However, research to date has not identified which strategies, or types of strategies, are best for establishing social presence. We investigated student perceptions of various strategies of establishing and maintaining social presence using a mixed methods case study approach in two different fully online courses. Results suggest that students are more interested in connecting with their instructor than their peers; different students like different social presence strategies; and students have different overall social presence needs. Various strategies and implications for practice are addressed throughout.  相似文献   

11.
Class size has been a popular topic for decades. There is renewed interest in this topic now with the growth of online learning. Online courses can accommodate hundreds, if not thousands, of students in a single course. Very little research, though, has been conducted recently on class size in online courses and the research that has been conducted is mixed. As the demand for online courses increases, so likely will class size. In this exploratory study, we investigated the perceptions and experiences of 37 faculty teaching high-enrollment online courses. In the following article, we report the results of our inquiry, implications for practice, and areas for additional research.  相似文献   

12.
As online education continues to grow, instructors from traditional classrooms are being asked to design online courses. In this study, data from interviews with thirty-three public four-year college and university instructors, who had experience designing online courses, were used to understand the instructor’s perspective on online course design. Using grounded theory, data were analyzed, sorted, and coded to uncover the strategies instructors use to design online courses. Results revealed instructors adapt to the online environment by using strategies to mimic elements of face-to-face courses: in essence, adaption comes through assimilation. Instructors expressed interest in helping students navigate online to encourage active participation in courses. They described using technology and learning management system (LMS) features (e.g., videos, discussion forums) to “hear” and “see” students, as a way to increase interaction and presence, familiar elements from face-to-face education. They spoke of creating authentic assignments to increase student engagement. The implications of this study include effective design and instructional strategies for online courses, as well as understanding the motivation of instructors who design online courses. The study results are relevant to a broad audience including online instructors, instructional designers, LMS organizations, and administrators.  相似文献   

13.
Universities and colleges in the United States are actively searching for new ways to increase student enrollment as one means to offset recent government budget cuts in educational funding. One proposal at a particular institution involves transitioning a commuter university from a traditional semester length calendar to one that offers predominately online and compressed courses. University students responded to a survey, based on a number of variables, regarding their impressions of taking considerably more online and compressed courses in lieu of traditionally taught courses. While the students wanted to keep the traditional semester calendar, findings showed that some of the benefits of online and compressed teaching schedules were appealing.  相似文献   

14.
ABSTRACT

North Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction. Faculty within this learning community completed the Quality Matters (QM) “Applying the Quality Matters Rubric” course. This online training course, coupled with services provided by the NCCU Division of Extended Studies, offered the faculty learning community a variety of pedagogical strategies to meet their instructional needs. All faculty participating in this learning community completed the online training course and all faculty indicated that they implemented changes in their subsequent online course offerings. This article describes the impact of that training and the application of quality course design standards in the Quality Matters Rubric on the design and student outcomes for an Introductory Biology course over four terms. As faculty learning communities are broadly utilized, it is anticipated that this article may present an effective strategy to increase the quality and quantity of online science, technology, engineering and mathematics (STEM) courses at similar institutions.  相似文献   

15.
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16.
Offerings of online courses continue to increase in higher education settings, as institutions attempt to meet students’ (and faculty members’) increasing demands for online access. How do pre-service teachers perceive online education? This paper reports the results of a questionnaire-based survey addressing this issue. The questionnaire focused on the degree to which teacher candidates consider the Internet useful for coursework, and their level of preparedness for taking online courses. The participants were pre-service teachers (N = 237) enrolled in education foundation courses at the University of Guam. This paper discusses educational implications of the results, and makes recommendations for future research. The results from this study may guide teacher education and its efforts to optimise online courses and, at the same time, support the University’s commitment to ensure that teacher education prepares its pre-service teachers to apply and integrate technology in their own future teaching.  相似文献   

17.
ABSTRACT

This study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among dependent learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses.  相似文献   

18.
This article presents the results of a retrospective controlled study conducted in a graduate occupational therapy program. The study examined the effect that an online discussion targeting integration of faith and learning had on student perceptions of instructor effectiveness in relating faith to learning. This study addresses the following question: Does the addition of a single online discussion targeting integration of faith and learning in graduate occupational therapy courses significantly increase student ratings on a course evaluation question addressing faith–learning integration? This study also asked two secondary questions:

1. Do online students and face-to-face students both respond favorably to the addition of an online discussion targeting faith–learning integration?

2. Do students in three different courses all respond favorably to the addition of an online discussion targeting the integration of faith and learning?

Data were collected from three different courses taught by the same professor between Fall 2009 and Fall 2013 (four sections of each course; N = 138). The ordinal data were analyzed using nonparametric tests to determine significant differences and effect sizes. The results indicated that the addition of a single online discussion addressing faith–learning integration can significantly increase student perceptions of instructor effectiveness in such integration within graduate occupational therapy coursework, both in face-to-face and online learning environments. These findings provide support for the use of online discussions to challenge students to integrate Christian faith beliefs with what they are learning in their area of study.  相似文献   

19.
随着慕课回归大学,大学在线课程迅速发展。由于教学对象不同,慕课与大学在线课程的质量目标产生差异———前者需满足消费者需求,而后者则以促进学生发展、实现学校人才培养目标为质量目标。文章从课程本质出发,阐述大学在线课程作为学校课程体系的重要组成,必须有明确目标和有效组织的教学活动。高校应强化管理,通过制定质量标准、对关键质量控制点实施保障和开展审核与评价等举措,确保大学在线课程质量和人才培养质量。  相似文献   

20.
Using effective assessment techniques can improve an instructor’s understanding of student needs and support learner-centered classrooms. Evaluating student learning takes on a new meaning in online classroom environment where students and instructors do not share physical proximity. According to Garrison (2011), the assessment strategies used to determine student learning send “a very strong signal as to what is important and how they should approach learning” (p. 14). This paper describes formative assessment techniques used by two instructors in their respective online courses at the graduate level. The authors give suggestions in designing assessment activities to improve online teaching and learning by making use of student learning data.  相似文献   

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