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The document discusses key aspects of effective online learning. It defines online learning as students completing a program and receiving an education that represents the quality of the institution. The goal is for online interaction to be key, and for online learning to be equivalent to other modalities. Research has shown online learning to be statistically equivalent to in-class learning in terms of grade distribution. There are three types of important interaction: with content, peers, and instructors. For online learning to be effective, it must be an active process that allows students to transfer learning to real situations and use data visualization techniques.
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This document discusses two views of online courses: as a means of reducing costs by distributing materials online, or as a means of improving learning through collaborative online environments. The author presents research from NJIT comparing online courses that emphasized individual work versus collaborative learning in small groups. Results showed higher exam scores, longer written assignments, and greater satisfaction for courses featuring collaborative learning online. Faculty also perceived greater learning when online discussions and group work were central. The author concludes that well-designed online collaborative learning can be as or more effective than traditional classrooms.
MontrealRoxanneNature.ppt
This document discusses two views of online courses: as a means of reducing costs by distributing materials online, or as a means of improving learning through collaborative online environments. The author presents research from NJIT comparing online courses that emphasized individual work versus collaborative learning in small groups. Results showed higher exam scores, longer written assignments, and greater satisfaction for courses featuring collaborative learning online. Faculty also perceived greater learning when online discussions and group work were central. The author concludes that well-designed online collaborative learning can be as or more effective than traditional classrooms.
Interactivity In E-Learning Environment
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
Online Learning in K-12 Schools
This document summarizes online learning in K-12 schools. It discusses how learning management systems can provide collaborative learning opportunities through file sharing, online communication tools, and linking to online content. These systems also allow for online polls, assignments, quizzes and the creation of student portfolios. While some teachers may be apprehensive about the change, online learning prepares students for a digital world and promotes self-directed learning through unlimited access to class resources.
A Synchronous Online Social Work PhD Program Educational Design And Student ...
The authors evaluate a synchronous online PhD program in social work at Baylor University. They analyze student and faculty responses to the program's design and delivery. The program launched in 2013 using web-based virtual classrooms. The authors examine the program's development, design features, and conceptual frameworks guiding its structure and pedagogy. They analyze data from student course evaluations, focus groups, and faculty surveys to identify strengths and limitations across dimensions of the Community of Inquiry model, including teaching, cognitive, and social presence. The evaluations provide lessons for online PhD program design and delivery.
Alone Yet Together
Online learning is growing rapidly and enrolling over 1 million K-12 students in 2007-2008. The document outlines recommended guidelines for effective online learning programs. It suggests addressing different student needs and learning styles. Course design should promote interaction, collaboration, and support while engaging students. Instruction can be improved through teacher professional development and research on online teaching methods. Technological approaches should utilize web-based resources and communication tools. Strong student support services and data management are also important administrative practices.
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...Centre for Distance Education
CDE-funded Teaching and Research Award project "Identifying Effective Formative Assessment Practices and Feedback Processes: Lecturer and Student Experiences", as displayed at RIDE 2010 conference.
Lead researcher Dr. Stylianos Hatzipanagos(stylianos.hatzipanagos@kcl.ac.uk, King's College London).Evaluation Of Evidence Based Practices In Online Learning
This meta-analysis reviewed research on online learning and compared its effectiveness to face-to-face instruction. It found that online learning was slightly more effective than face-to-face (average effect size of +0.14). Blended approaches with both online and face-to-face instruction were more effective than either alone (average effect size of +0.35). Certain practices like more time on task and learner reflection were associated with more effective online learning. The findings were limited by not being able to control for variables across studies.
Comparative and non-comparative evaluation in Educational technology
The document discusses four major categories of evaluation research in educational technology: developmental studies, cost-benefit analysis studies, perception and performance studies, and non-comparative studies. Developmental studies investigate the strengths and weaknesses of educational technology designs, like online learning environments. Cost-benefit analysis studies examine the cost elements of educational technologies and compare costs and effectiveness of different formats like online versus printed materials. Perception and performance studies investigate student perceptions and learning outcomes of educational technologies compared to traditional methods. Non-comparative studies examine factors related to successful learning in educational technologies without direct comparison, like the relationship between student learning styles, strategies, and achievement.
Consistency in virtual learning spaces
Electronic Poster: Sloan-C 6th Annual International Symposium on Emerging Technologies for Online Learning (April 10, 2013 in Las Vegas)
Assessment Of The Effectiveness Of An Online Learning System In Improving Stu...
This study assessed the effectiveness of an online learning system (CLS) in improving student test performance in an organizational behavior course. The study compared test scores on topics covered by CLS homework assignments to scores on topics not covered. It found that students scored higher on test questions pertaining to topics covered by the CLS homework compared to control questions not covered. The study also found higher scores on common test questions administered after CLS implementation compared to before. This provides evidence that the CLS improved student learning and performance on tests.
Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Journal of Interactive Online Learning www.ncolr.orgjiol
Journal of Interactive Online Learning
www.ncolr.org/jiol
Volume 13, Number 3, Spring 2015
ISSN: 1541-4914
112
Student Perspectives of Assessment Strategies in Online Courses
Scott Bailey, Stacy Hendricks, and Stephanie Applewhite
Stephen F. Austin State University
Abstract
Engaging professional adults in an online environment is a common challenge for online
instructors. Often the temptation or commonly used approach is to mirror face-to-face strategies
and practices. One premise of this study is that all strategies used in an online environment are
assessment strategies, and as such should be considered for their value in measuring student
experiences. This research study investigated student responses within a principal preparation
course to the use of twelve assessment strategies that included: work samples, “Twitter”
summaries, audio recordings, traditional papers, screencast/videos using “YouTube”, group
projects, open discussion, paired discussion, response to video, field experiences, quizzes, and
interviews. The redesigned course used in this research allowed the researchers to experiment
with both traditional and innovative strategies within an online environment to determine how
students perceive the value of each assessment strategy. Student experiences were measured in
terms of level of enjoyment, level of engagement, and the extent to which students believed the
assessments would result in the creation of knowledge that could be transferred to future
professional practice. The results indicate that students prefer assignments that are less-
traditional and which fully incorporate the technological tools available.
Online teaching is here to stay. With each passing semester, more college courses—and
even entire degree programs—move online. The question is no longer one of whether teaching
online is effective; the question now rests on how to maximize its effectiveness. Answering that
question, or maximizing the effectiveness of online teaching and learning, requires online
instructors to shift their attention “from the technology tools to the pedagogical practices and use
of the tools” (Redmond, 2011, p. 1058) and “to make a transformational shift in their approach to
teaching from one of disseminating information to one of creating learning environments where
students co-construct knowledge through interactions” (Vaughn, 2010, p. 61). Johnson and
Aragon (2003) addressed the issue head on: “the challenge for instructional designers is to devise
ways to incorporate the most effective and innovative instructional strategies in courses delivered
over the Internet” (p. 33). This study accepted that challenge and examined the experiences of
students engaging in a variety of teaching through assessment strategies embedded in the
redesign of an online educational leadership course.
For years, one regional university supported face-to-face, hybrid, and online delivery o ...
The integration of interaction on distance-learning courses
Interactive media such as email and online conferencing are increasingly used to provide distance learners with opportunities for interaction. These media are not always integrated within courses to meet the needs and objectives of students, staff and institution. In some circumstances they impede learning. This study investigates how students on distance-education courses are affected by the use of interactive media and by the levels of interaction and integration built into the course design.
Data were collected from students on two distance-learning courses at the Open University, using asynchronous email communication over several days or weeks to carry out epistolary interviews. Other sources of data were the open-ended responses from a survey of Open University students which was administered by a related study of the integration of interaction, informally known as the Mellon Project.
My study provides an evidence-based analysis of some effects of the integration of interaction on distance-education courses. It contains grounded accounts of different types of interaction on such courses. These reveal the importance of face-to-face interaction for distance students, showing how they use their daily contacts to supply face-to-face course-related interaction, and how course designers can support these strategies. The accounts also reveal students’ problems with self-presentation when using conferencing software and their exaggerated sense of the negative characteristics of themselves and others online. These accounts challenge previous assumptions that computer-mediated communication commonly results in an idealisation of the other.
The data supports seven strategies for the effective integration of interaction in distance education. Course designers are recommended to incorporate students’ reasons for communication, recognise the role of interaction in motivating students, give students control over their learning, allow time for interaction, encourage students to find mentors, utilise the affordances of the media and create positive social presence.
This material, together with appendices, made up my dissertation for the Open University's U800 course.
A Look at eLearning
The document summarizes three studies on the use of online audio conferencing, comparing online and in-class engineering courses, and the role of community in online learning success. The studies found that students value online audio conferencing in communication courses, online engineering students had higher knowledge increases than in-class students, and positive correlations between students' sense of community, participation, and perceived learning.
A Look at eLearning
The document summarizes three studies on the use of online audio conferencing, comparing online and in-class engineering courses, and the role of community in online learning success. The studies found that students value online audio conferencing in communication courses, online engineering students had higher knowledge increases than in-class students, and positive correlations between students' sense of community, participation, and perceived learning.
A Look at eLearning
The document summarizes three studies on the use of online audio conferencing, comparing online and in-class engineering courses, and the role of community in online learning success. The studies found that students value online audio conferencing in communication courses, online engineering students had higher knowledge increases than in-class students, and positive correlations between students' sense of community, participation, and perceived learning.
Katerina Slipenyuk (ITEA-2013)
"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States"
Presentation at ITEA-2013, IRTC, Kyiv, Ukraine
http://itea-conf.org.ua/2013/
APJCE_17_2_163_174
This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
Blended learning all
The document discusses blended learning and its benefits. It defines blended learning as combining face-to-face learning with online learning. Blended learning provides benefits such as improved education through interactive learning, increased access and flexibility, and cost efficiency. It also discusses different levels of blending from the activity to the institutional level. The optimal blended learning approach intersects the best aspects of in-person and online learning.
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A Synchronous Online Social Work PhD Program Educational Design And Student ...
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Evaluation Of Evidence Based Practices In Online Learning
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Comparative and non-comparative evaluation in Educational technology
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Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses
Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses
Journal of Interactive Online Learning www.ncolr.orgjiol
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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B orenic1
- 1. My Downloadable PPT by Brian Orenic Learning Effectiveness Online Def : Online leaners completing a program and receiving education representing the distinctive quality of the institution (Swan, K. 2003) Goal : Interaction is key and the online learning is at the very least, equivalent to learning through other modalities through the institution