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1.
This paper considers distance learning at all levels, learning that can occur anywhere. Most education today in schools, universities, and companies is dependent on students being at a particular location, such as a university. The major distance learning institutions today are in Europe, but the potential for this type of learning is great as we reach out to serve greater numbers of students. The following factors are critical in forming a distance learning institute today: the quality of learning provided to each student; whether courses work for very large numbers of students; and the cost per student hour, for both development and delivery. Many delivery technologies are possible today. We examine them from the standpoint of these factors. The conclusion is that highly interactive multimedia learning units, either CD ROMs or (in the near future) broadband networks, provide the best delivery system today for distance learning. The paper concludes with a brief review of strategies for developing the curriculum units needed to support distance learning.  相似文献   

2.
Higher education system has been globally evolving over time with the development of courses that offer distance online models of delivery to meet the changing needs of students in an era of technology-driven transformation. However, one of the biggest challenges of distance online education has been higher attrition rates mostly due to difficulties in engaging the students in the learning process adequately. In this regard, peer-assessment has been recommended in the literature as an interactive method to optimise student engagement and learning in collaborative environments. This study demonstrates how formative peer-assessment was utilised in an online multi-model sport management unit to enhance engaged learning outcomes.  相似文献   

3.
This study explores student perceptions of engagement, transactional distance, and outcomes in online courses. Researchers also investigated linkages between these elements. Data were collected from students enrolled in online courses at three private universities located at different geographical regions in the United States. Six hundred sixty-seven students completed the Revised Scale of Transactional Distance developed by Paul, Swart, Zhang, and MacLeod and a modified version of Dixson’s Online Student Engagement scale during spring 2016 semester. Results indicate students experienced a relatively high level of engagement and a moderate level of transactional distance. Respondents perceived outcomes such as satisfaction, progression, and learning very positively. There were significant differences in responses based on gender and college standing. Student engagement, transactional distance, and outcomes were moderately correlated, and researchers confirmed transactional distance is a valid predictor of student engagement.  相似文献   

4.
A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students.  相似文献   

5.
This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south‐western USA, who completed an online survey assessing their levels of situational interest, computer self‐efficacy, self‐regulation and engagement in distance education. Situational interest and self‐regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self‐efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self‐regulation in distance education environments.  相似文献   

6.
Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor.  相似文献   

7.
Transactional distance has been defined as barriers to students’ engagement with learning in the online environment. This research updates Zhang’s (2003) scale of transactional distance, which quantified the extent of the barriers, in light of the massive changes in today’s web-based learning environment. The resulting revised scale of transactional distance (RSTD) is a parsimonious version with 12 elements (compared to 31 original) that measure the transactional distance between student and teacher, student and student, and student and content. The RSTD has excellent factorial validity and reliability, yields better fit statistics, and is easier and less time-consuming to apply. The transactional distance values are unique predictors of student satisfaction, which is correlated to learning and persistence (a major concern with massive open online courses). This information can form the basis for a systematic approach to improving the design of today’s contemporary open, flexible, distance education courses and thus serve as a valuable tool for researchers and educators alike.  相似文献   

8.
Studies on student engagement in learning have mainly focused on undergraduate degree courses. Limited attempts have been made to examine student engagement on open access enabling courses, which is targeted to underrepresented students in higher education. Students on open access enabling courses are at high risk due to a low academic achievement in high school, the gap between schooling, work and post-secondary education, and different kinds of personal and academic barriers. This paper reports on a pilot quantitative study using a survey method undertaken at an Australian university. The study examined a range of issues related to student engagement, including learning barriers, engagement and experience in learning, skills attained, motivation to complete study, career pathway, and key reasons for selecting a particular pathway. The study found that online students are less engaged in learning and, therefore, efforts need to be made to improve their sense of belonging to the university. The findings of the study are critical due to high attrition on open access enabling courses and it argues the need to improve the engagement, retention, and success of students on such courses.  相似文献   

9.
《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   

10.
《Africa Education Review》2013,10(3):416-433
Abstract

The relevance of short learning programmes as an alternative to full time tertiary degree courses at open and distance learning institutions forms the primary focus of this article. A new kind of student is on the increase in higher education: the mature student who prefers to study part-time in order to combine his or her studies with the advancement of his or her professional life. This kind of student is often interested in short duration, non-degree courses, such as short learning programmes, which have a high degree of specificity in order to update or expand the knowledge needed to enhance their occupational lives. Course applicability and effectiveness, evaluated as student satisfaction with these programmes, are vital in terms of the strategic planning of institutions. This article reports on an analysis of the dimensions that determine satisfaction with short learning programmes at a distance learning institution. Data was obtained by an electronic survey of students who had completed short learning programmes. Findings indicate that teaching staff, teaching methods and course administration are key elements to achieving satisfaction, and students’ loyalty to the institution is expressed in their intention to continue with their studies and to recommend the programmes to other prospective students.  相似文献   

11.
Online discussion plays a unique role in face-to-face and distance teaching and learning. Interaction and student cognitive engagement during the online discussion are critical for constructing new understanding and knowledge. This article analyzes types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion, and explores their effects on and implications for learning and teaching in higher education. By combining methods of social network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction, and learning that take place online, and suggests areas for research in learning and teaching online.  相似文献   

12.
The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

13.
A key capacity for engagement in the emerging field of ecohealth is the ability to work collaboratively. Between 2008 and 2010, the Canadian Community of Practice in Ecosystem Approaches to Health collectively designed and delivered three foundational, intensive, field courses. This paper presents findings derived from both quantitative and qualitative student course evaluation survey data. New insights arise around: the diverse opportunities for learning collaboratively in order to tackle complex socio-ecological issues, the social dynamics of collaborative relationships and learning, and the learning challenges that arise during intensive field courses. The lessons learned from these foundational years have enhanced understanding of the interrelated contributions to collaborative learning and relationship building and their relevance to addressing issues spanning ecosystems, health and society.  相似文献   

14.
Whether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed.  相似文献   

15.
For the past 30?years, beginning with the seminal work of Herbert Marsh in Australia and New Zealand, institutions of higher education have developed internal practices and procedures to collect and analyse student evaluations of teaching and learning. However, the question remains: has this development resulted in the achievement of institutional goals that maximise learning across all teaching contexts? As is the case in many other countries, a recent review of Australian national student evaluation data failed to conclude that student evaluations have improved overall teaching. However, these data have made student perceptions of teaching and learning more salient in the minds of tertiary educators. Certainly, teaching staff are aware of the impacts of student evaluations on informed decision-making, such as the continuation or discontinuation of courses, and on their promotion processes. This paper will review student evaluation practices according to criteria used in change theories, such as the transtheoretical change model (TTM). TTM construes organisational change as a process involving progress through a series of five stages: precontemplation, contemplation, preparation, action and maintenance. This paper will focus on organisational and behavioural outcomes that can be linked to the use of student data. It will recommend strategies for better aligning evaluation results to the stages of change.  相似文献   

16.
Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students’ academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and cognitive engagement. A total of 95 undergraduate and graduate students enrolled in online courses in 4-year universities in the United States participated in this study. A series of hierarchical regression analyses of undergraduate and graduate online students (N = 95) showed that behavioral engagement, emotional engagement, and cognitive engagement are predicted by different motivational regulation strategies after controlling for the academic level. Additionally, students’ academic level was found to be a predictor of cognitive engagement but not a predictor of behavioral engagement or emotional engagement. The results suggest that online course instructors, tutors, and designers should provide students with differentiated motivational scaffolding based on their motivational profile in order to promote different aspects of learning engagement.  相似文献   

17.
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.  相似文献   

18.
ABSTRACT

Umbrella action research projects link together a number of small action research projects under a common organizational and thematic umbrella. This article provides an example of an umbrella action research project, which aimed for teaching quality enhancement. There are two mechanisms by which teaching quality can be enhanced. The first of these is through the improvements initiated in the small projects, which are normally conducted by teachers in the courses they teach. The second mechanism is that of the collective reflective discussions of the whole project team. The collective umbrella that over-arches the individual projects provides a mechanism for participants to collectively transform their understanding of the common thematic issue. There is, therefore, the possibility of an emancipatory transformation, so that the whole achieves more than the sum of the individual projects. This article substantiates the impact of umbrella action research projects by presenting case studies from an overall project that focused on online learning. The cases highlight our reflective discussions on promoting student engagement in online learning. They show how our collective understanding of engagement in online learning was advanced and some of the means tried in the small projects to encourage student engagement. As there is evidence of teaching quality enhancement through the umbrella action research project, we discuss the possibility of redirecting some of the resources currently devoted to quality assurance to quality enhancement through encouraging action research projects.  相似文献   

19.
《Open Learning》2012,27(1):65-80
Not many universities provide both distance and on-campus study options for study. Massey University has been delivering both for more than 50 years. In this time there has been a significant change from paper-based to increasingly online delivery (both on-campus and at a distance). Services provided to students have also changed and adapted to meet the needs of an increasingly diverse student population. The paper outlines changes in service delivery to on-campus and distance students, the development of an online toolset of self-help services and also provides an overview of the underpinning student success framework. This framework informs current and future service delivery and allows evaluation of the usefulness of services for on-campus and distance students.  相似文献   

20.
Distance Learning on the Internet: An Exploratory Study   总被引：1，自引：0，他引：1  
The Internet and Web-based technologies have become a popular platform for the development and delivery of distance learning (DL) programs in an online class setting. While these programs have proven popular with both students and faculty, few research studies have been done to determine the impact of these virtual courses on student learning and/or satisfaction. This article presents the development of a Web-based course model and the results from an exploratory study conducted to determine the effectiveness of this model on student satisfaction. Results from the survey reveal that the students had a positive experience with this Web-based course model. Students were generally satisfied with the online learning environment, appreciated the flexibility of being able to access course material any time and any place, and were satisfied with quality and course content.  相似文献   

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