Relevant bibliographies by topics / Teaching on-line courses

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Academic literature on the topic 'Teaching on-line courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Teaching on-line courses"

1

Farrior, E. S., and M. L. Gallagher. "Teaching Graudate Nutrition Courses on Line." Journal of the American Dietetic Association 99, no. 9 (1999): A80. http://dx.doi.org/10.1016/s0002-8223(99)00671-9.

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Smith, Glenn Gordon, David Ferguson, and Mieke Caris. "Teaching on-Line versus Face-to-Face." Journal of Educational Technology Systems 30, no. 4 (2002): 337–64. http://dx.doi.org/10.2190/ffwx-tjje-5afq-gmft.

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This study investigates and describes the current instructor experience of teaching college courses over the Web (versus in face-to-face formats) in terms of the teaching strategies, social issues, and emergent issues such as media effects. We interviewed 22 college instructors who had taught in both formats. Four of the interviews were made by telephone and eighteen by e-mail. Interview fragments were categorized and counted for frequency to highlight emerging trends. Results indicate that Web-based classes have a profoundly different communication style than face-to-face classes. This has far-reaching consequences for on-line classes in terms of greater equality between students and instructors, greater explicitness of written instructions required, greater workloads for instructors and deeper thinking manifested in discussions, initial feelings of anonymity giving way later to emerging on-line identities. Authors propose a model with two competing systems, isolation effects versus community effects.
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Muste, Delia. "Opinions of primary education teachers on the advantages and disadvantages of on-line teaching." Educatia 21, no. 19 (December 19, 2020): 143–47. http://dx.doi.org/10.24193/ed21.2020.19.18.

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"In Romania, schools were closed, courses were suspended on March 11, 2020. The Ministry of Education and Research sent teachers the recommendation to conduct online courses at home. Over the following weeks, this recommendation was supplemented by others, the Ministry recommend that teachers take online courses, without making them compulsory. On March 20, 2020, the Ministry of Education approved the Methodology on the distance continuation of the educational process in quarantine conditions that establishes the way to continue the educational process in primary, secondary and high school institutions in quarantine conditions. The methodology establishes the obligation to conduct distance learning courses through various online platforms (eg Viber, Whatsapp, Facebook, Google Classroom, Zoom, etc.) and allows the assessment of students during this period and the registration of grades in the catalog. The large number of platforms available online for conducting such courses, as well as the lack of a national or local decision on the use of a single platform, has generated quite a bit of confusion among teachers and especially among students. We wanted to find out the opinions of primary school teachers regarding the advantages and disadvantages they perceive regarding online teaching, through interviews with them."
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Marsh, Michael T. "An On-Line Virtual Environment For Teaching Statistical Sampling And Analysis." American Journal of Business Education (AJBE) 2, no. 1 (2009): 79–90. http://dx.doi.org/10.19030/ajbe.v2i1.4024.

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Regardless of the related discipline, students in statistics courses invariably have difficulty understanding the connection between the numerical values calculated for end-of-the-chapter exercises and their usefulness in decision making. This disconnect is, in part, due to the lack of time and opportunity to actually design the experiments and collect the data. The prototypes proposed in this project were developed to allow students to design experiments and collect data in relevant settings without the impediments to real data collection. The virtual environments attempt to replicate real situations of interest in which students can design and run experiments, devise alternative sampling strategies, analyze the results of experiments, and relate the result to the original experiment. The setting and underlying data set detailed in this paper were developed to allow students to experience a wide range of statistical concepts typically found in introductory statistic courses, such as basic descriptive statistics, estimation, hypothesis testing, ANOVA, and regression. Assessments of student knowledge after using this approach have shown marked increases in students understanding of statistical concepts, especially confidence intervals and hypothesis testing. Specific details about the data set are provided as are suggestions for using it in an introductory statistics class. Potential uses and examples for a variety of disciplines are also included.
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Tu, Jui-Che, Xu Zhang, and Xiu-Yue Zhang. "Basic Courses of Design Major Based on the ADDIE Model: Shed Light on Response to Social Trends and Needs." Sustainability 13, no. 8 (2021): 4414. http://dx.doi.org/10.3390/su13084414.

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Social innovation leads to more diverse methods for design education, which helps design education response to social trends and needs. Social change has brought about the transformation of teaching objects for design education courses, which can provide the public with more opportunities to recognise and understand design. Through the introduction of the ADDIE (analysis, design, development, implementation, evaluation) model in teaching design pattern through social innovation, this paper explores the system design construction of a design education course. Using the teaching practice for the course “Three-dimensional Composition” in the product design major at Tianjin University of Technology as an example and relying on a process of analysing, designing, developing, implementing and evaluating, this paper launches a design plan for design education courses. Students’ learning satisfaction is used to measure the course design, and the latest course works of applied research results in 2020 will be displayed to show students’ self-confidence and satisfaction after class. The research described in this paper attempts to construct the teaching design of design courses based on the ADDIE model. It is intended to analyse the multi-dimensional connection of design education: meeting the expectations of college students seeking to acquire design knowledge and social experience, cultivating students’ interest, and enhancing their design achievement and confidence. Moreover, this paper seeks to shed light on ways to reform design course teaching so that the design education results are more in line with the needs and expectations of the times and society.
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Yang, Guang Chun. "Exploration and Practice of Teaching Mode for Mechanism Professional Course Based on the Engineering Process." Advanced Materials Research 926-930 (May 2014): 4693–96. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4693.

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The article analyzes main characteristics of the mechanism specialized courses, and summarizes existing the main problems in the teaching process at present. Combining the personnel training target of the mechanical engineering, what leads based on basic theory and principal line is the main project is put forward to construct the new course teaching mode, to cultivate students' ability of engineering application analysis ability and the team cooperation, and have the clear and reasonable design idea in the curriculum.
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7

McRoy, Jay. "“Click Here”: Teaching Composition through the Creation of on-Line Magazines." Journal of Educational Technology Systems 29, no. 3 (2001): 207–18. http://dx.doi.org/10.2190/57mb-trfq-uyb3-9r0u.

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In recent years, I have taught a number of writing and literature courses in which my students, as part of their final grade in the class, contributed to the creation of on-line magazines. In the process, the students transformed their various compositions into hypertext documents linked to both a main “home” page and a variety of external locations that, in turn, positioned their writing within a community (or network) of electronic texts. Using my experiences of this project as a touchstone, I examine the potential benefits and pitfalls of teaching writing through the creation of on-line magazines. Specifically, I address the ways in which the creation of on-line magazines impacts how instructors envision their curriculum, as well as the extent to which these electronic publications problematize traditional conceptions of what it means to “create,” “read,” and “analyze” a text.
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Oguisso, Taka, and Genival Fernandes de Freitas. "Nursing history: reflections on teaching and research at undergraduate level." Revista Latino-Americana de Enfermagem 15, no. 1 (2007): 174–76. http://dx.doi.org/10.1590/s0104-11692007000100026.

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This study aims to contribute to the discussion on the development of a specific research line on Nursing History. It concludes by addressing the current situation of nursing teaching in undergraduate courses, its persisting difficulties and growing possibilities of this yet so little explored field.
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Rohlíková, Lucie, and Jana Vejvodová. "Blended Learning in Education of Faculty Members." International Journal of Knowledge Society Research 5, no. 3 (2014): 25–34. http://dx.doi.org/10.4018/ijksr.2014070103.

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One of the paths that lead to excellence in teaching in higher education involves training of faculty members in higher education pedagogy. This study gives a summary of individual surveys and hands-on experience acquired through implementation of methodology courses for faculty members. At the University of West Bohemia in Pilsen and at other higher education institutions throughout the Czech Republic, these courses have been taking place since 2004. The paper describes organizational models of faculty training programmes, which were inspired by international trends and proven by application in practice. These models benefit from combining face-to-face and on-line learning techniques (blended learning). In terms of their content, the above courses were devoted to the methodology of distance and on-line education and conceived as courses in higher education pedagogy for beginning teachers in higher education. The paper also provides a description of “Constructivism in a Nutshell” course.
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Qing, Xinfei, Min Tian, and Jie Zhou. "The Construction and Application of the In-class Flipped Teaching Model Based on Micro-classes in Junior High School Information Technology Courses." Lifelong Education 9, no. 6 (2020): 42. http://dx.doi.org/10.18282/le.v9i6.1292.

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the in-class flipped teaching model concentrates the teaching links of flipped class in the classroom, and completes the process of knowledge construction to internalization in class. This restructuring of teaching structure is more in line with the current education situation in China, but compared with the flipped classroom, China has less theoretical research and practical exploration of the flipped teaching model in class. Therefore, through the research on the current situation of flipped classroom teaching models at home and abroad, combined with the characteristics of junior high school information technology courses, a micro-class-based in-class flipped teaching model was constructed and implemented in junior high school information technology courses. The survey results were obtained to assist related theories and practical exploration.
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