Online Auditing Course Redesign Susan Lulee Slideshare
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The document summarizes the redesign of an online auditing course. An instructor was tasked with developing three new online modules for blended learning courses in auditing for both undergraduate and graduate students. The instructor evaluated existing online modules and developed new modules. Student feedback indicated that multimedia content was appreciated but interactivity in the modules needed improvement. The instructor concluded that online learning is worth exploring further but questions remain around the right balance of online vs in-person learning, connectivity between the two, and engaging students online.
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The research examines Global Business Management students' attitudes towards online courses at Humber College. A survey of 55 students found that while online courses provide flexibility, many students felt the courses lacked organization and detail from professors. Most students preferred traditional classroom courses over online courses. It was recommended that Humber provide more exposure to online learning and consider offering theoretical subjects online before implementing additional mandatory online programs. Overall, the research found students were not satisfied with the effectiveness and clarity of online courses for this program.
Ascele Presentation
The document discusses the creation of a new e-learning environment at Sprott-Shaw Community College. It outlines a vision for blended learning using both in-class and online methods. It also describes designing the new environment, including identifying student and faculty needs, developing prototypes, and constructing the new system with faculty input and updated course designs. The conclusion discusses implementing the changes, including assisting faculty and enhancing online tools to transition from solely in-class teaching to blended learning.
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...
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WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to assess the individual contributions of group members, generating adjusted individual marks. This helps address criticisms of purely group-based assessment. Teachers benefit from WebPA's flexibility and ability to automate individual mark generation. Learners benefit from fair and confidential peer assessment that improves individual performance and team dynamics. Case studies show high student return rates and satisfaction with WebPA's use in higher education institutions.
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The document summarizes an online training course for faculty on building online communities and designing online courses. The goals of the course are for faculty to reflect on learning objectives and assessments, design online assignments, build a course website, and develop materials for their online course. The course takes a reflective approach, discusses creating course content and interactions, and concludes by having faculty reflect on their course design. Feedback indicates faculty value sharing ideas across disciplines and the experience of being online learners themselves during the training.
Dissertation Defense Powerpoint presented Aug. 8th, 2015
OVERCOMING BARRIERS AND CHALLENGES BY CREATING TRAINING TO INCREASE THE USE OF ONLINE EDUCATION TECHNOLOGY AMONG FACULTY: A CASE STUDY DISSERTATION RESEARCH DEFENSE
Dissertation Defense presented August 8th 2015 Dr. Koffajuah Toeque Ed.D
OVERCOMING BARRIERS AND CHALLENGES BY CREATING TRAINING TO INCREASE THE USE OF ONLINE EDUCATION TECHNOLOGY AMONG FACULTY: CASE STUDY
Innovations in assessment: an investigation into the role of blended learning...
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The document investigates using blended learning to support assessment innovations in law modules at the University of Brighton. Pilot studies introduced online revision materials and formative assessments to replace some face-to-face sessions for Criminal Law and Public Law modules assessed by 100% seen examinations and coursework respectively. Student questionnaires found that most appreciated the flexibility of online learning and perceived it developed their understanding, though its ability to directly prepare for summative assessment was less clear. Analysis of examination marks found average scores increased slightly for topics covered through blended learning. The study concluded blended learning enhances learning experiences without extra resources and supports shifts to greater examination-based assessment.009 icemi2014 h00014
The document discusses utilizing cooperative learning strategies for graduate IT studies. It describes using project-based learning approaches where students work in small groups on projects. The strategy aims to increase student engagement and improve the learning process. Students gain benefits like interpreting information from different sources and developing research and presentation skills. The success of implementing cooperative learning groups in IT courses at a Libyan graduate academy encouraged expanding the approach to additional courses.
Studentsonline_by_dr_cleaver_and_ELbasyouni
This study analyzed the online behavior of 22 students who completed interactive online tutorials as part of an introductory circuits class. The researchers found that most students repeated the tutorials multiple times to achieve perfect scores, with the average number of attempts being over 2 per tutorial. This suggests students sought mastery of the material. Total time spent on tutorials was significantly longer than the time spent on the final, graded attempt, further indicating that students repeated tutorials until getting all answers correct. The researchers concluded students used repetition to learn the material and ensure high scores, and that online tutorials can be an effective supplement to traditional education.
Online Student Mentoring System.ppt (1) (1).pptx
The document proposes developing an online student mentoring system to address limitations with conventional mentoring approaches. It discusses poor vocational training and career guidance in colleges. The proposed system would allow administrators to edit student profiles and keep records electronically. A literature review covers existing mentoring systems and their limitations, such as requiring physical proximity between mentors and students. The proposed system aims to bridge gaps by providing an online platform for interaction. It would manage time more effectively and encourage student participation in academic activities. The system would be developed using a client-server model and object-oriented programming techniques.
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This document is a reflection by Su-Tuan Lulee on their course EDDE 804 Leadership & Project Management in Distance Education. Su-Tuan discusses what they learned in four areas - knowledge, methods, purposes, and forms of understanding. In the knowledge dimension, Su-Tuan surveyed various leadership theories and found transformational and complexity leadership theories most applicable. Through assignments like papers and projects, Su-Tuan practiced methodologies. Su-Tuan recognized the importance of leadership for success and how theories can impact student achievement. Finally, Su-Tuan improved communication skills and can now discuss leadership using proper terminology.
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Editor's Notes
- Hi, my project is Online Auditing Course Redesign