Relevant bibliographies by topics / Online course components

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Online course components'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Online course components"

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Matuga, Julia M., Deborah Wooldridge, and Sandra Poirier. "Assuring Quality in Online Course Delivery." International Journal of Adult Vocational Education and Technology 2, no. 1 (2011): 36–49. http://dx.doi.org/10.4018/javet.2011010104.

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This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and tools for designing high impact online courses that support student learning. Second, in this paper, the authors provide suggestions for faculty teaching online courses to assist in creating high quality online courses that supports teaching and, conseq
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Meinecke, Mary Ann. "Identifying student preferences in online content and language integrated learning courses." DIGILEC. Revista Internacional de Lenguas y Culturas 6 (March 24, 2020): 89–104. http://dx.doi.org/10.17979/digilec.2019.6.0.5944.

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Currently in Mexico, 51% of Mexicans who are studying use online platforms and courses. A study was conducted in the Fall of 2019, 162 students’ perceptions in various online Content and Language Integrated Learning courses offered completely in English in a university in Monterrey, Mexico. The purpose of the study was to determine students’ perceptions of the most important and least important components, as well as students’ greatest challenges in taking online courses in a foreign language. The students’ perceptions were categorized into six areas: course organization, interaction with teac
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Alammary, Ali Saleh. "How to Decide the Proportion of Online to Face-to-Face Components of a Blended Course? A Delphi Study." SAGE Open 12, no. 4 (2022): 215824402211384. http://dx.doi.org/10.1177/21582440221138448.

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Deciding the proportion of online to face-to-face components of a blended learning course is a complex problem that entails many decisions. These decisions are affected by different criteria related to the nature of the course, the educational institution, the teacher, and the students. The impact of these influential criteria on the design process is not always obvious. The aim of this study is to assist academics to design successful blended courses by investigating the impact of criteria that need consideration when deciding the proportion of online components of a blended course. A modifie
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Bedir, Semih. "Overcoming Teaching Challenges in Online Media Production Courses: A Case Study of an Asynchronous Online Media Production Course." International Journal of Information and Education Technology 14, no. 3 (2024): 486–93. http://dx.doi.org/10.18178/ijiet.2024.14.3.2069.

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Traditional media production courses have heavily relied on in-person technical workshops, demanding a hands-on learning experience. Yet, due to the COVID-19 pandemic and a steady rise in online teaching and learning, higher education courses have shifted into online formats. This paper examines how online course design features impact student expectations, course learning objectives, and student performance outcomes. Using thematic analysis, we explore perceptions of graduate students in an asynchronous Graduate Media Production course from a mid-size university in the United States. Key cour
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Al Abri, Maimoona, and Abdelrahman Elhaj. "Quality Criteria for Online Courses Development." International Review of Research in Open and Distributed Learning 26, no. 2 (2025): 205–26. https://doi.org/10.19173/irrodl.v26i2.8035.

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The rapid growth of online education has brought to the forefront the critical need for designing high-quality online courses that effectively engage learners and facilitate their success in the digital realm. This study explored the key components and practical guidelines for designing high-quality online courses. Qualitative research was conducted through a comprehensive literature review to determine a set of quality guidelines and analysis of existing online courses to assess the application of these guidelines. The study underscored the significance of robust and comprehensive course comp
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Ngampornchai, Anchalee, Trudian Trail-Constant, and Nancy Swenson. "How Students Navigate in Online Classrooms: The Link between Usability and Instructional Design Best Practices." International Journal on E-Learning 20, no. 4 (2021): 433–57. https://doi.org/10.70725/151091uinlek.

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The goal of this study is to explore students’ navigational behaviors in online courses in order to find the most effective course usability design. The study utilized observation and one-on-one interviews. The participants were asked to complete course-related tasks in one of the three course versions. Their interactions with the course were screen-recorded. The participants were later interviewed for their opinions on all three course versions and online course components. The findings offer insights to how students utilize course components such as homepage, syllabus, learning objectives, a
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Nazar, M. M. "Components of efficient distance learning course." CTE Workshop Proceedings 4 (March 21, 2017): 114–28. http://dx.doi.org/10.55056/cte.336.

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The purpose of the research is an exposure of the productive distance learning course's components carried out in Internet on the basis of modern information-communicative technologies' application. The tasks of the research are discovery of psychological-pedagogical value of virtual educational space, analysis of basic aspects of the distance learning courses's realization in this space, research of development's and application's role of the distance learning's model of participant, re-erecting of criterion parameters' tracking's technology of changes' objective registration of participants'
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Phanudulkitti, Chamipa, Debra Mattison, Vinoothna Bavireddy, Laura J. Smith, and M. Melissa Gross. "The impact of course design features, gender, and academic level on student attitudes towards “Introduction to IPE” course: Mixed-methods analysis / Der Einfluss von Kursgestaltung, Geschlecht und akademischem Niveau auf die Einstellungen der Studierenden zum Kurs „Einführung in IPE: Mixed-Methods-Analyse”." International Journal of Health Professions 11, no. 1 (2024): 28–37. http://dx.doi.org/10.2478/ijhp-2024-0004.

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Abstract Introduction Interprofessional education (IPE) has been increasingly emphasized as a potential factor in high-quality health care. Despite a rising trend in online IPE courses, less attention has been given to how interactional formats intersect with learner characteristics. This study was to examine the impact of the introductory IPE online course on student attitudes about IPE and identify students’ perceived value of specific instructional course components, such as Student–Student (SS) and Student–Content (SC) aspects, with respect to different academic levels and gender. Methods
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Kanekar, Amar. "Designing an E-Learning Health Promotion Course: Meeting the National Benchmarks." Pedagogy in Health Promotion 4, no. 3 (2017): 184–89. http://dx.doi.org/10.1177/2373379917733752.

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The purpose of this coaching article is to assist health education academicians and specialist practitioners to understand the design of a fully distance learning health program and planning course applying the Quality Matters and Blackboard Exemplary Course rubric frameworks. Quality Matters is a nationally recognized, faculty-centered, peer-review process designed to certify the quality of online and blended courses and online components. The Blackboard Exemplary course framework uses best practices in designing engaging online courses with detailed feedback and course improvement. This arti
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Waugh, Erin. "Teaching Pragmatics and Intercultural Communication Online." TESL Canada Journal 30, no. 7 (2014): 98. http://dx.doi.org/10.18806/tesl.v30i7.1154.

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English in the Workplace (EWP) programs are increasingly surfacing across Can- ada to assist internationally educated professionals (IEPs) with the challenges of integrating into the Canadian workplace. One critical topic of these courses is targeted pragmatics (soft skills) instruction. By learning these skills, IEPs gain valuable tools for communicating effectively and appropriately with their Cana- dian-born colleagues and leaders. The workplace is also becoming increasingly culturally diverse, broadening the required skillsets of IEPs to include intercultural competence—the ability to adap
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Dissertations / Theses on the topic "Online course components"

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Davidson, John Wesley. "The Necessary Components of a Staff Development Program to Prepare Teachers to Teach Secondary Online Classes: a Delphi Study." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27125.

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Educators are faced with the rapid influx of online courses in the K-12 educational setting. The majority of research conducted to date has been in the area of higher education. Research and publications suggest that many factors control the success or failure of students enrolled in online courses. These factors include student characteristics, mentoring, and teacher/student interaction. Other factors affect the implementation of successful online courses and virtual schools. These factors include policies, funding, student support, technology, curriculum, access, equity, staff development, a
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Sandoe, Cheryl. "Measuring Transactional Distance in Online Courses: The Structure Component." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/844.

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Online or web-based courses have become prolific in our educational environment over the past several years. The development of these courses can be guided by systematic design models to ensure quality instructional design. Transactional distance, the theory that claims the distance an online student feels is more of a pedagogical distance than a geographic one, consists of three factors: structure, dialogue, and learner autonomy. Accurate measurement of these three factors is needed in order to substantiate its claims and to best determine the delivery implications. This study produced an ins
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Sandoe, Cheryl. "Measuring transactional distance of online courses the structure component /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001204.

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Chen, Yun-ting, and 陳芸婷. "The effect of class member component on online learning behavior in project-based learning courses." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/30658477676482360622.

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碩士<br>國立臺南大學<br>數位學習科技學系碩士班<br>100<br>The purpose of the thesis is to investigate the online learning behavior in project-based learning courses under different class member components, which either are composed of students who are in one single class or a compound class, which consists of students who are recruited from at least two individual classes. As to the online learning behavior, the study is intended to compare the immersion level, the number of artifacts submitted, interpersonal interaction pursued, and reflection demonstrated between two groups. The subjects of empirical study are
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Gray, Dana Kay Moore. "Uses and perceptions of online learning components in hybrid courses by full-time business instructors at comprehensive and regional public universities in Oklahoma." 2007. http://digital.library.okstate.edu/etd/umi-okstate-2409.pdf.

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Books on the topic "Online course components"

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Hansen, Bethanie L. Teaching Music Appreciation Online. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698379.001.0001.

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In this book, readers will learn practical tips and strategies to teach music appreciation online. As online education is a growing field, an increasing number of teachers trained in traditional/live methods find themselves now teaching online and potentially without mentors to assist them. Students are also changing, seeking highly engaged, relevant, and interactive learning opportunities that connect to their lives. Here, readers will find helpful guidance in planning curriculum; integrating multimedia assets; designing forum discussions; developing assignments; preparing rubrics; engaging i
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Greenberg, Jayne D., Nichole D. Calkins, and Lisa S. Spinosa. Designing and Teaching Fitness Education Courses. Human Kinetics, 2022. http://dx.doi.org/10.5040/9781718222755.

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Fitness education is often overlooked for various reasons: no equipment, no weight room, large class size, or lack of professional development. Designing and Teaching Fitness Education Courses provides real solutions for all these issues. This book offers secondary-level physical educators innovative ideas, practical answers, and guidance in implementing fitness education programming that will meet the needs of all students. Designing and Teaching Fitness Education Courses is packed with highly useful tools and resources: • 211 instructional photos showing exercises and stretches that require
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Speelman, Elizabeth A., Mark Wagstaff, Scott H. Jordan, and Kathy Haras. Aerial Adventure Environments. Human Kinetics, 2021. https://doi.org/10.5040/9781718243866.

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Aerial Adventure Environments: The Theory and Practice of the Challenge Course, Zip Line, and Canopy Tour Industry provides a comprehensive and practical introduction to the aerial adventure industry. The first of its kind, this text combines the key components of high and low ropes challenge courses, zip lines, canopy tours, and aerial adventure parks into one essential guide for students and existing professionals. Written by leading experts with both practical experience and theoretical knowledge in the field and endorsed by the Association for Challenge Course Technology (ACCT), the Profes
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Sepúlveda, Jovanny, ed. Enfoques multidisciplinares en Ingeniería, tecnología e innovación. CUA - Medellin, 2020. http://dx.doi.org/10.52441/ing202002.

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El propósito del presente libro es el de contribuir al desarrollo de la ciencia y la tecnología en países de América Latina desde un enfoque inclusivo y sostenible. Las investigaciones aportan elementos para la sostenibilidad, la repetitividad de la iniciativa científica, así como criterios e indicadores para la medición de resultados y futuros impactos en la aplicación de nuevas tecnologías y herramientas para mejorar procesos en la estructura gubernamental, en la sociedad y la empresa en particular. El libro ha sido estructurado en trece capítulos, uno por cada tema de investigación abordado
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Book chapters on the topic "Online course components"

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Murphy, Elizabeth, and María A. Rodríguez-Manzanares. "Portraits of the Activity Systems of International Higher Education Students in Online Learning." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch036.

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This chapter presents findings of a study of the activity systems of seven international students enrolled in online learning at Memorial University of Newfoundland, in the province of Newfoundland and Labrador, Canada. The seven students were interviewed using questions focused around the components of an activity system. Data were analyzed using a coding protocol designed for the study and based on Activity Theory. Findings are presented as seven individual portraits of the activity system of students. Each portrait is summarized according to the following components: subject, object, tools,
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Stoicovy, Catherine E. "Culturally Responsive Online Learning for Asian/Pacific Islanders in a Pacific Island University." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch054.

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This chapter examines the socio-cultural contexts of Asian/Pacific islanders in a Western Pacific island to identify key components for culturally responsive online course development. A model for constructing an online learning environment is proposed using McLoughlin and Oliver's (2000) principles as design frameworks for designing a culturally inclusive instructional design that will support Asian/Pacific islanders' learning in blended courses.
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Murphy, Elizabeth, and María A. Rodríguez-Manzanares. "The Activity System of Higher Education Students Using Technology." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch096.

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This chapter presents a review of studies and reports of students' use of technology in higher education published primarily in the U.S. and Canada from 2005 to 2012. The review is conducted using an Activity Theory framework that organizes information from the literature according to the components of the activity system—subject, tools, object, norms, community, division of labour, and outcomes. The chapter concludes with a summary of the activity system and limitations of the approach.
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Murphy, Elizabeth, and María A. Rodríguez-Manzanares. "Cross-Analysis of the Activity Systems of Higher Education International Students in Online Learning." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch035.

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This chapter presents the results of a cross-analysis of the seven portraits of the activity systems of higher education international students in online learning. The cross-analysis relies on Activity Theory as a tool to identify and sort patterns in the data, in this instance across seven portraits. The cross-analysis aggregates findings from across all seven portraits into the Activity Theory components of subject, object, tools, norms, community, division of labour, and outcomes. The chapter provides an aggregate portrait of the activity system of the seven students.
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Matuga, Julia M., Deborah Wooldridge, and Sandra Poirier. "Assuring Quality in Online Course Delivery." In Encyclopedia of E-Leadership, Counseling and Training. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch031.

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This chapter focuses upon the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery within this article is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course. First, this chapter will examine and review key components of, and tools for designing high impact online courses that support student learning. Second, this chapter will provide suggestions for faculty teaching online courses to assist in creating high quality onlin
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Magjuka, Richard J., and Xiaojing Liu. "A Case Study of Online MBA Courses." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch045.

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This chapter presents a case study that examines the perceptions of online students and instructors regarding their experiences in a reputable online MBA program. The findings indicate that both the instructors and students exhibited a high level of satisfaction with their online experiences in the program and positive attitude toward online learning in general. This study also explores the in-depth views of the online participants on several key components of online business education, including online learning facilitation and interaction, virtual teamwork, and Case-Based Learning (CBL). The
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Hansen, Bethanie L. "Forum Discussions." In Teaching Music Appreciation Online. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698379.003.0006.

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In the third section, Specifics of Course Components and Samples, course components other than text are introduced. These include multimedia assets—effective tools to deliver content, engage learners, and promote creativity—as well as discussion forums, assignments, announcements, and other tools, illustrated by examples. This section is organized topically and serves as a resource for both novice and veteran online educators. For each area, tips are provided to ensure that these aspects of the online course are successfully developed and presented to students. Specific examples are provided t
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Sessums, Christopher D., Tracy A. Irani, Ricky Telg, and T. Grady Robers. "Case Study." In Online Assessment, Measurement and Evaluation. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-747-8.ch006.

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To enhance quality, faculty and student satisfaction, and learning outcomes, an academic working group comprising University of Florida faculty members proposed a project to develop a valid, reliable course evaluation tool for distance education courses and programs. Components of the project included institutional benchmarking, stakeholder input, instrument development, and instrument testing. The project resulted in a course evaluation tool that is more reflective of the actual course experience than what was previously being used. The chapter concludes with a brief list of recommendations a
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Boyd, Rosangela K., and Bonnie Moulton. "Universal Design for Online Education." In The Distance Education Evolution. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-120-9.ch004.

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This chapter will discuss accessibility issues related to online education. It will provide rationale for designing online courses that cater to different levels of functional ability. It will also present an overview of the challenges faced by students with disabilities in accessing and interacting with online course materials and activities. In order to address the potential barriers to full participation, national and international guidelines will be examined, with particular emphasis on their implications for specific course components. In addition, mechanisms for validation of web accessi
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Kushnir, Lena Paulo, and Kenneth Berry. "Saving Face in Online Learning." In Student Engagement and Participation. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch032.

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Advancements in technology and innovations in education allow universities to entertain new ways of teaching and learning. This chapter presents quasi-experimental data of how various online tools and teaching strategies impact student learning outcomes, satisfaction, and engagement. Specific variables impacting social presence, affect, cognition, etc., were tested to determine their impact on different student outcomes such as grades, feelings of isolation, student engagement, and perceived authenticity of course materials in a second-year Introductory Psychology course. Findings suggest that
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Conference papers on the topic "Online course components"

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Knysh, Inna, Nelia Podlevska, Oleksandr Chernenko, Liudmyla Lysenko, and Tetiana Sarkisian. "FEATURES OF THE FORMATION OF PROJECT CULTURE OF FUTURE TEACHERS WITH THE HELP OF MODERN INFORMATION TECHNOLOGIES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/56.

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The purpose of the article is to study the role and place of modern information technologies in the formation of the project culture of future teachers. Scientific methods are applied: questionnaires and surveys (to collect data from respondents), descriptive (to characterize didactic categories), comparative (to compare methods of forming project culture), experimental (creating conditions for cause-and-effect relationships between objects), grapho-analytical (for graphical interpretation of results), mathematical and statistical (evaluation of experimental results). The essence of the concep
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Buzzetto-More, Nicole. "Student Perceptions of Various E-Learning Components." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3204.

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Learning that is facilitated by electronic technologies, otherwise known as e-Leaming, can be either fully online, mixed mode (also known as hybrid), or web assisted; however, regardless of the delivery method, there are numerous tools and features at the disposal of students and instructors, and it is important for the e-learning community to examine both preferences and usage of these features. This paper presents the findings of a comprehensive study that examined the elearning perceptions and preferences of students enrolled at a historically black university. During this study a series of
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Voicu, Mirelacatrinel. "ONLINE MARKETING STRATEGIES USED TO DEVELOP ONLINE COURSES." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-251.

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In this paper we present a study on some online marketing strategies which can help us in developing online courses. We include components such as: Design &amp; Development, Content marketing, Social Media, Reputation, Affiliate Marketing, Analytics, Email marketing, SEO, PPC, and even E-commerce components.For example, using Google Trends or Keyword Planner tool of Google AdWords, we can find out if there are people interested in the topic that we treat in our courses. At the same time, we can have information about their geographic location, such as countries or cities. With Google Analytics
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Lewis, Barbara, Virginia MacEntee, and Pam Youngs-Maher. "Panel on: Software Compare and Contrast: Blackboard, WebCT and Lotus Notes." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2524.

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With the introduction of the World Wide Web, the learning environment is changing. Online courses allow learners, once bound by place and time constraints in the traditional classroom, new access to education and collaborative learning. Technology enables this method of delivering education. Selection of technology and software needs to be based on the needs and objectives of the online programs and the students. The instructor needs components that will allow him/her to create active learning experiences in the courses. This investigation evaluated three Course Management Software programs ba
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Blaszk, Martin. "THE POSSIBILITY OF MAINTAINING THE INTEGRITY OF A FACE-TO-FACE PERFORMATIVE BASED COURSE WHEN TRANSFERRED TO ONLINE DISTANCE LEARNING." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s13.117.

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The article describes a qualitative inquiry in the form of a case-study which used participatory action research. The study was implemented over a period of two years, 2020 and 2021. It inquired into a face-to-face higher education elective course on creativity and happening in which there was a strong performative element. The aim of the study was to find out how the transfer of the elective to online distance learning would effect the integrity of the course. To do this, the face-to-face course (taught 2017, 2018 and 2019) was taken online and the effects of this determined through the consi
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Lewis, Barbara, Virginia MacEntee, Shirley DeLaCruz, et al. "Learning Management Systems Comparison." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2873.

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The trend toward conversion from traditional classroom to online courses follows the shift of learning theories from the behaviorist orientation that portrays learning as a primarily passive activity to theorist orientation which emphasize the active, reflective and social nature of learning. Learners are increasingly considered to be active constructors rather than passive recipients of knowledge. As this trend increases, questions have surfaced regarding the choice of a learning management system (LMS) to use in developing an online course. The selection of an LMS is critical to student succ
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Savca, Ana-Maria. "Tendințele dezvoltării marketingului online în Republica Moldova." In Simpozion Ştiinţific al Tinerilor Cercetători, Ediţia a 21-a. Academy of Economic Studies of Moldova, 2024. http://dx.doi.org/10.53486/sstc.v1.50.

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Online marketing is a reality that any entity in the Republic of Moldova should take into account, regardless of its size. The application of marketing strategies in this field must be done at the same time as the new possibilities and technologies of online business and, of course, must be continuously developed. The purpose of this paper is to research the definition of the the term marketing and its components, emphasizing the importance and tendencies of online marketing.
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Reeping, David, Rodrigo Villalva, Kishan Bellur, Daniel Cuppoletti, and Prashant Khare. "Lessons Learned From Pandemic-Driven Remote Learning and Sustaining Best Practices in Turbomachinery Laboratory Experiences." In ASME Turbo Expo 2024: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2024. http://dx.doi.org/10.1115/gt2024-126965.

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Abstract As online educational experiences have become more common for students to engage with while earning an engineering degree, instructors must become more attuned to best practices in digital pedagogies for all courses, including those with heavy laboratory components. Despite potential resistance among faculty to the idea that a laboratory course does not require an in-person experience, pandemic-driven remote learning serves as an intrinsic data point in how, under dire circumstances, laboratory courses could be offered through a digital medium. This paper describes a collaborative aut
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Mihaescu, Vlad, and Radu Vasiu. "WRAPPING MOOCS - ANALYSIS FROM A TECHNOLOGICAL PERSPECTIVE." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-037.

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Started in 2002 as an open course policy (named OCW Open CourseWare) and then developed in a global concept, MOOC is one of the most recent concepts in online education. A MOOC (Massive Open Online Course) is an online course with no limit to its number of participants and open access provided you have internet access. While a MOOC might accommodate enrollment in the thousands, some of these courses enroll far fewer--the "massive" part of the name speaks more to the potential to include vast numbers of students than to the actual size of the class. In the last two years millions of users regis
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Bodart, Jean-François, Anne-Frédérique Paul-Antoine, Aline Stevenoot, and Corinne Vézirian. "Moodle-based e-learning courses for introduction to critical thinking in a multidisciplinary perspective." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16133.

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A course design to introduce to critical thinking was built in the context of the need of developing these skills, with aiming at proposing this course beyond disciplinary knowledges. Critical thinking may be considered a process that transcends disciplines, committing students to be actors of their learning. Due to constraints related to the high number, the diversity of students (&amp;lt;500 students/session), this course was proposed as an online learning environment on Moodle. The course contains learning modules including resources and interactive components. We discuss here the strengths
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Reports on the topic "Online course components"

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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ c
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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent ap
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Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk, and Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3868.

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This paper studies the concept related to E-learning and the Virtual Learning Environment (VLE) and their role in organizing future teachers’ terminological work by specialty. It is shown the creation and use of the VLE is a promising approach in qualitative restructuring of future specialists’ vocation training, a suitable complement rather than a complete replacement of traditional learning. The concept of VLE has been disclosed; its structure has been presented as a set of components, such as: the Data-based component, the Communication-based, the Management-and-Guiding ones, and the virtua
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Donnelly, Alan, and Caroline Heaton. A Process and Impact Evaluation of a University’s Module Evaluation Questionnaire (MEQ). Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/steer/meq_evaluation.

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In 2020/21, a review was commissioned by Sheffield Hallam University’s Leadership Team into the Module Evaluation Questionnaire (MEQ) to find out what difference it was making and how the data was being used. A range of evidence was gathered and drawn upon for this mixed-methods evaluation, including: online focus groups and interviews with 60 module leaders across three colleges; an online reflective activity with teaching and learning (T&amp;L) portfolio leads from 10 departments; interviews with 19 student course representatives; monitoring data and other evidence; and findings from literat
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of th
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 p
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&amp;D), academies of science, ministries of science and technology, policies, rec
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