Online learning and curriculum
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This document discusses several studies related to online learning and curriculum. It begins with thinking questions about enhancing learning and effective teaching tools. It then summarizes a study by Bangert (2005) that examines an evaluation instrument for online teaching effectiveness based on Chickering and Gamson's seven principles. Another section discusses the importance of learner support based on McLoughlin (2002) and lists 10 dimensions of learner support. It also presents a study by Seok et al. (2010) that compares student and instructor perceptions of online course effectiveness. Questions are provided throughout for peer discussion.
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Theory #1 (Type the theory you choose in the box)
Theory #2 (Type the theory you choose in the box)
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ยฉ 2017. Grand Canyon University. All Rights Reserved.
ISSN 1479-4403 107 ยฉACPIL
Reference this paper as: Khan A et al, โActive Learning: Engaging Students To Maximize Learning In An Online Courseโ The
Electronic Journal of e-Learning Volume 15 Issue 2 2017, (pp107-115) available online at www.ejel.org
Active Learning: Engaging Students To Maximize Learning In An
Online Course
Arshia Khan1, Ona Egbue2, Brooke Palkie3 and Janna Madden4
1Associate Professor, Computer Science Department, University of Minnesota Duluth
2Assistant Professor, Mechanical and Industrial Engineering, University of Minnesota Duluth
3Associate Professor, Health Information management, College of St. Scholastica
4Student, Computer Science Department, University of Minnesota Duluth
[emailย protected]
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This document discusses designing learning opportunities through online and blended learning. It defines blended learning as the blurring of face-to-face and online learning, presenting opportunities for higher education. Blended learning can provide flexibility in time, pace, place and mode of study. The document outlines different forms of blending, from activity-level to institutional-level blending. It also discusses enabling, enhancing and transforming blends through learning designs. Finally, it addresses changing mindsets among teachers, learners and institutions to fully embrace blended learning.
21st Century Standards and Curriculum
The document discusses 21st century standards and curriculum. It begins by providing background on how education has changed from focusing on the "3 R's" with traditional teaching methods to preparing students for college and careers through standards like the Common Core State Standards. The document then examines how the standards and curriculum/instruction can be designed to enable students to satisfy 21st century needs by integrating skills like critical thinking, communication, collaboration and creativity. It provides examples of 21st century instructional approaches like problem-based learning, cooperative learning and integrating multimedia tools. Current research suggests these skills and approaches help students deal with modern challenges and have successful futures.
Blended learning environments the effectiveness in developing concepts and th...
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
The seven principles of online learning: Feedback from faculty and alumni on ...
The seven principles of online learning: Feedback from faculty and alumni on ...eraser Juan Josรฉ Calderรณn
The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Cynthia Janet Tanis,
ABSTRACT
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of facultyโstudent communication and collaboration; studentโstudent communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning.ย
Web-based learning: An overview of factors affecting students\' motivation an...
The document discusses web-based learning, focusing on how student characteristics and behaviors impact their motivation and learning experience. It aims to identify how instruction over the web can motivate students and how students learn in a web environment. Some research has found web-based courses can be as effective as traditional courses, while other studies found students prefer face-to-face learning. Successful web-based learning requires engagement from both instructors and students, with students regulating their own learning and instructors facilitating.
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A collaborative project from the The Elearning Professional module of the MA in Online and Distance Education.
Research proposal
This document provides an overview of a research proposal examining the successful implementation of a blended learning environment. The proposal discusses:
1) The shift to more flexible learning environments that integrate online and face-to-face learning through a learning management system.
2) Research questions that will examine the benefits of blended learning, elements of a thriving blended classroom, pedagogical considerations, and ensuring successful implementation of a new LMS.
3) A review of literature on topics like partnerships between home, school and community; the effectiveness of online versus blended learning; implementing constructivist pedagogy with technology; and critical factors for computer-mediated collaboration and LMS implementation.
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726 Rethinking us education
This document summarizes key aspects of different education systems around the world that were explored, including the US, England, South Korea, China, Japan, Singapore, Italy, Belgium, Finland, Lithuania, India, and Mexico. For each country, the main successes and concerns of the education system are outlined. The document concludes that the US could benefit from ensuring free and funded education for all, balancing academic and well-being factors, and strengthening support for teachers through professional development and competitive salaries.
726 Japan
The document provides an overview of schooling in Japan. It discusses that Japan has a highly successful education system as evidenced by high PISA and TIMSS test scores. The school system is structured with preschool, primary education from ages 6-12, and lower secondary from 12-15 which is compulsory. Upper secondary and higher education are available but not compulsory. Schools emphasize traditional values like cleaning and respect alongside academics. Teachers play an important social role. While the system is successful, challenges include bullying, lack of student interest at higher levels, and high teacher workload. Debates discuss balancing standardized testing with personality development.
721 Poster session
This document proposes examining the relationship between students' motivational beliefs, expectations, goals, and their satisfaction with online learning. Specifically, it will analyze how students' self-efficacy beliefs, outcome expectations, and goals in online courses relate to their satisfaction. A mixed methods approach is proposed, using surveys and interviews of graduate students taking fully online courses. The research aims to understand how students perceive their self-efficacy, expectations, and goals, and how these relate to their satisfaction in online learning environments.
grev721 research propfinal
This document provides an overview of a proposed mixed-methods study examining how students' self-efficacy beliefs, outcome expectations, and goal setting influence satisfaction in online learning environments. The study will survey graduate students enrolled in an online course to collect quantitative data on these factors and interview some students to gain qualitative insights. Interviews will use a phenomenological approach to understand students' experiences from their perspectives. Quantitative data will be analyzed using statistical methods while qualitative data will undergo thematic analysis to identify themes in students' perceptions. The results aim to provide a deeper understanding of the relationship between motivational beliefs, expectancies, goals, and satisfaction in online higher education.
721 research propfinal
This document provides an overview of a proposed mixed-methods study examining how students' self-efficacy beliefs, outcome expectations, and goal setting influence satisfaction in online learning environments. The study will survey graduate students enrolled in an online course to collect quantitative data on these factors and conduct interviews to gain qualitative insights. Interviews will use a phenomenological approach to understand students' experiences from their perspectives. Quantitative data will be analyzed using statistical methods while qualitative data will undergo thematic analysis to identify themes in students' perceptions. The results aim to provide a deeper understanding of the relationship between motivational beliefs, expectancies, goals, and satisfaction in online higher education.
701 group proposal project
This proposal describes a study that will test whether Bring Your Own Device (BYOD) increases student learning in a college classroom. Researchers will compare learning achievement between a class that uses BYOD and one that does not, using a pre-test and measuring scores on activities. The hypothesis is that BYOD does increase student learning. Participants will be 30 students in each of two sections of a Foundations of Education course. The independent variable is BYOD use, and the dependent variable is learning measured by activity scores. Researchers expect BYOD students will score higher due to increased engagement and will recommend further study.
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Emtinan Alqurashi from Duquesne University completed the CITI Program's Social & Behavioral Research course. The course covers topics like the Belmont Report, federal regulations, informed consent, and privacy/confidentiality related to social/behavioral research with human subjects. Alqurashi scored an 81% by completing required modules in October 2014, meeting the minimum passing score of 75%. Alqurashi's transcript shows their most recent quiz scores as of June 2015.
705 Rational
1) The document describes the redesign of a multimedia lesson plan based on feedback and applying principles from effective multimedia instruction. Bloom's Taxonomy was used to develop new educational objectives that evaluate how computer-mediated communication (CMC) can enhance classroom interaction and collaboration.
2) The redesigned lesson plan includes an interactive PowerPoint presentation on collaborative tools, followed by a quiz. A group activity enhances interactivity and collaboration between students. An end-of-module reflection promotes critical thinking.
3) Feedback suggested shortening an included video to avoid overwhelming cognitive load. The PowerPoint was also set to play mode to fully engage learners in the materials.
705 Lesson plan
This document provides an overview of Week 3 of the GILT 501 Communication in Education course, which focuses on computer-mediated communication (CMC). The goal is to evaluate how CMC can be used effectively in classrooms to enhance interaction and collaboration. During the week, students will be introduced to CMC concepts and tools through assigned readings, videos, group discussions, and activities. By the end of the week, students should demonstrate understanding of CMC and how to implement various online communication tools to support interaction and collaboration in educational settings.
Conference paper
This document summarizes a study that investigated in-service English language teachers' knowledge of integrating technology into the classroom. The study examined teachers' levels of knowledge in the areas of technology, pedagogy, content and their intersections (TPACK framework). It found that teachers' technology knowledge was not as strong as their pedagogy and content knowledge. There were significant correlations between most TPACK components, except the relationship between content and technology. Teachers' age and experience levels correlated with some TPACK areas as well. The document provides context on the TPACK framework and reviews several other related studies.
709 final report
This document provides an analysis and plan for training faculty members at Duquesne University on using online communication tools to engage students. It follows the ADDIE model of instructional design, which includes analysis, design, development, formative evaluation, implementation, and summative evaluation. The needs analysis identified a need to train faculty on tools like discussion boards, blogs, wikis and messaging to enhance online interaction. The target audience consists of 13 faculty from various departments who will complete the online training modules in Blackboard. The analysis of learners found they have basic computer skills but varying experience with technology for teaching.
715 Group project
This document outlines the development of an online training course for university instructors on using communication tools in Blackboard. It follows the ADDIE instructional design model, which includes the phases of analysis, design, development, implementation and evaluation. The document focuses on the development phase, providing details on the objectives, standards, strategies and assessment for a sample lesson on creating announcements and voice emails in Blackboard. The goal is to generate and validate learning resources to teach instructors effective online communication skills to enhance student engagement.
706 alqurashi tpck
This document discusses the TPACK framework for integrating technology into teaching. It begins by explaining the PCK framework developed by Shulman and the addition of technological knowledge by Koehler and Mishra to create TPACK. TPACK consists of technological, pedagogical, and content knowledge, as well as their intersections. The document then discusses applying TPACK to teaching English as a second language and reviews related literature on measuring teachers' TPACK. It proposes using a survey to measure ESL teachers' knowledge and address research questions about the model.
726 final product showcase
1. Group work is an important skill, but there are ethical issues when done online. Common problems include students not knowing how to work together, construct knowledge collectively, and difficulties assessing individuals.
2. These issues occur because students lack skills for group work, but teaching collaboration over time through less and more complex activities can help build those skills.
3. Instructors must provide guidelines for self-evaluation and peer assessment to ensure participation and fairness when grading individuals in a group.
726 Group work
- Students face challenges with online group work including unequal contributions, difficulties managing different ideas, and issues with individual assessment. Effective online collaboration tools can help address these challenges if implemented properly.
- Google Docs, Wikis, and video conferencing tools like Google Hangouts allow for real-time collaboration but require careful facilitation to encourage participation and avoid issues like editing other students' work. With the right support, these tools have been shown to improve outcomes for online group work.
705 Pretest
The document asks 3 multiple choice questions about types of computer-mediated communication (CMC), asynchronous communication tools, and problems with CMC. The questions cover video, instant messengers, phone, email, Skype, FaceTime, lying behavior, living remotely, inaccurate impressions, and unhealthy relationships as possible answers.
705 Assessment rubric
The document outlines an assessment rubric for evaluating assignments based on four criteria: learning outcomes, originality, critical thinking, and organization & structure. For each criterion, performance is categorized as either advance, proficient, basic, or below basic, with advance representing full achievement of objectives and below basic representing failure to meet most or all objectives. Timeliness is also included as a criterion, with assignments submitted by the due date considered advance performance.
711 Mooc reports
The document contains reports from a MOOC on educational technology. MOOC Report 1 provides details about a course on the edX platform called "Design and Development of Educational Technology" from MIT. It examines theories influencing educational technologies. MOOC Report 2 describes activities a learner completed in Week 0 and 1, including introductions, videos on the history of edtech, and the Logo programming language. MOOC Report 3 discusses activities from Week 2 focused on learning theories. Reports continue with summaries of videos, readings and activities completed each week of the course.
711 final report-emtinan,elif,vanessa
1) The document summarizes a group project analyzing issues with a MOOC on educational technology and proposing solutions.
2) The group identified three main issues: outdated/lengthy readings, too many/long videos, and lack of specific goals for activities.
3) To address these, the group proposed solutions like updating readings, making videos optional, and including goals for activities. Participants provided feedback that supported solutions like updating readings within 5 years and making goals for activities.
708 ln ln_course
The document proposes a new course titled "Delivery, Design, and Supplementing Instruction through an Online Learning Environment." The 3-credit asynchronous and synchronous online course would teach undergraduate education students how to design, deliver, and supplement K-12 instruction using online formats. Students would read research on multimedia learning and effective online instruction to create an online course in their subject area using Blackboard. The proposal provides details on course objectives, topics, activities, prerequisites, and assessment to justify the course for approval.
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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skeleton System.pdf (skeleton system wow)
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How to Setup Warehouse & Location in Odoo 17 Inventory
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Online learning and curriculum
- 1. Online Learning and Curriculum Emtinan Alqurashi Elif Gokbel
- 2. Thinking question How can we enhance learning? Are teaching tools effective?
- 3. Park, Crocker, and Nussey (2010) Wikis Learning style preferences Learning style Instruments
- 4. Thinking question How can we create effective online learning environments?
- 5. Bangert, (2005) Where the study comes from: -The importance of student evaluations for instructor in a traditional face to face course -Chickering and Gamson's (1987) Seven Principles of Effective Teaching: (1) student faculty contact, (2) cooperation among students, (3) active learning, (4) prompt feedback, (5) time on task, (6) high expectations, and (7) respect for diverse talents and ways of learning. -Inadequate student evaluation instruments for evaluating constructivist-based online teaching effectiveness -The Student Evaluation of Online Teaching Effectiveness (SEOTE)
- 6. RQ & Methods "Does the SEOTE represent seven distinct instructional dimensions as suggested by Chickering and Gamson's principles of effective teaching framework?โ -undergraduate and graduate students (n = 498) enrolled in fully online (70%) and blended classes (30%) across the various disciplines -Student responses were collected from: A six- point likert scale ranging from Strongly Agree (6) to Strongly Disagree (1) and following an open- ended question
- 7. A question to peers: As a higher education scholar, would you suggest Chickering and Gamson's framework as a guide for evaluating the quality of instruction associated with online courses? Why.
- 8. Thinking question How do we support learners?
- 9. McLoughlin (2002) Do we need learning supports? Why do we need learning support? โขConstructivist learning
- 10. Key elements of learning support: โขSocial support โขTask support โขPeer support
- 11. 10 dimensions of learner support 1.Goal orientation 2.Adaptability 3.Accessibility 4.Alignment 5.Experiential value 6.Collaboration 7.Constructivism 8.Learning orientation 9.Multiple supports 10.Granularity
- 12. Thinking question Are online courses effective?
- 13. Seok, DaCosta, Kinsell & Tung (2010) Purpose of the study: -Increased number of online courses in the US -Various delivery methods of instruction -A comparison between instructorsโ and studentsโ perceptions of the effectiveness of online courses
- 14. RQ โ Research Question 1: Are there significant relationships between studentsโ and instructorsโ perceptions of online course effectiveness and studentsโ and instructorsโ demographic characteristics (i.e., gender, age, native language, major, educational level, technology skill, and learning experience)? โ Research Question 2: Are there significant differences between studentsโ perceptions and instructorsโ perceptions of online course effectiveness? The components of course effectiveness: flexibility, user interface, navigation, getting started, technical assistance, course management, universal design, communications, online instructional design, and content Participants: 193 instructors and 141 students
- 15. A question for peers: As students who experience online learning, what would be your perception about the effectiveness of online courses in learning?
- 16. Braun (2008) -Student desire for flexibility -Peer interaction -Adequate satisfaction with online instruction and course content -Possible re-enrollment in online courses