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Статті в журналах з теми "Online course components"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

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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4

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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5

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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Анотація:

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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Анотація:

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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Анотація:

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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Jacobsen, Ramune, Anna Birna Almarsdóttir, Lourdes Cantarero-Arevalo, et al. "Online and Blended Learning Courses for Healthcare Professionals and Policymakers on Patients’ Perspectives on Medicine: A Project Report." Pharmacy 10, no. 2 (2022): 39. http://dx.doi.org/10.3390/pharmacy10020039.

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Анотація:

In order for healthcare professionals to better engage with patients, they need to understand and integrate the perspectives of patients into their daily work. In this project, we developed two courses for healthcare professionals on patients’ perspectives on medicine. One course was an online course that introduced the patients’ perspectives on medicine and explained its importance for healthcare and health policy. The second course was a blended learning course, consisting of online modules and face-to-face webinars, which specified how to explore patients’ perspectives in qualitative interv

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Bonney, Kevin M. "An Investigation of the Impact of Online and In-Person Delivery of Undergraduate Biology Instruction." American Biology Teacher 86, no. 5 (2024): 289–97. http://dx.doi.org/10.1525/abt.2024.86.5.289.

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Анотація:

Online learning is a well-established and growing, yet controversial and widely criticized, component of higher education. In this study, in-person and online versions of an undergraduate introductory biology class were compared to determine whether the online version of the course promoted student performance as well as the in-person course. Student survey responses were also analyzed to identify which teaching modality students perceived to be most effective at promoting learning, and to determine which components of the course were perceived by students to be most effective. No statisticall

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El Emrani, Soumaya, Ali El Merzouqi, and Mohamed Khaldi. "Massive Online Open Courses Platforms." International Journal of Smart Education and Urban Society 10, no. 1 (2019): 25–36. http://dx.doi.org/10.4018/ijseus.2019010103.

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Анотація:

This article presents a comparative and analytical study that was carried out for six massive online open course (MOOC) platforms: Coursera, edX, Udacity, Canvas, FutureLearn and Riwaq. The main objective of this article was to analyze the attitudes, perspectives, and different technical and pedagogical characteristics of these platforms. This analysis was achieved by examining a sample of 16 courses from these platforms in the fields of: computing sciences, business, art and humanities. The results show the differences and similarities among these platforms in terms of interface ergonomics an

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Legan, M. V. "Guidelines for the creation of digital educational resources in the field of technosphere safety at NSTU." Interexpo GEO-Siberia 3 (May 18, 2022): 25–29. http://dx.doi.org/10.33764/2618-981x-2022-3-25-29.

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Анотація:

The key challenges for the flagship technical university of NSTU are new formats of open online learning, open mass online courses on external learning platforms (MOOCs), as well as campus private courses hosted on the DiSpace 2.0 platform in the light of digital changes and transformations in education. Various types of digital educational resources are presented, including online courses and courses based on electronic educational and methodological complexes at NSTU. Guidelines for creating online courses on the NSTU LMS “DiSpacе” have been developed. The components of the online course are

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Alkaff, Abdullah, Mochamad Nur Qomarudin, Sylmina Dalily Alkaff, and Yusuf Bilfaqih. "Modelling Online Course Services and Comparison of its Major Providers." International Journal of Emerging Technologies in Learning (iJET) 13, no. 01 (2018): 65. http://dx.doi.org/10.3991/ijet.v13i01.7528.

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Анотація:

Online course has created many success stories since its inceptions. It has opened opportunities for learners, instructors, universities, companies, and other organizations to fulfill their needs in education and even creates new needs which previously are unthinkable possible. Online course providers have central roles in bridging and fulfilling the needs of these many parties. This paper modelled online course services based on identification of the needs for online course in a form of activity flow diagrams. The model also includes the context diagram of stakeholders involved and the entity

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Ball, Daniel R., Joseph B. Mosca, and David P. Paul, III. "Evaluating The Effectiveness Of Audio In Hybrid Courses." American Journal of Business Education (AJBE) 6, no. 1 (2012): 73–84. http://dx.doi.org/10.19030/ajbe.v6i1.7485.

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Анотація:

The prevalence of either completely online or hybrid courses has continued to increase over the past decade, but properly designing the delivery mode of these courses remains a challenge. Whereas fully online institutions of higher education may focus on a purely online delivery format, more traditional colleges and universities have the challenge of balancing online and traditional classroom instruction using the hybrid course format. Whereas basic hybrid courses may have relied more on visual aids of instruction, this paper focuses on the effectiveness of enhancing these hybrid courses with

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Kihato, M., and C. Bednar. "Importance of online course components: a survey of instructors and students." Journal of the American Dietetic Association 104 (August 2004): 40. http://dx.doi.org/10.1016/j.jada.2004.05.110.

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Raposo-Rivas, Manuela, Esther Martínez-Figueira, and José Antonio Sarmiento-Campos. "A Study on the Pedagogical Components of Massive Online Courses." Comunicar 22, no. 44 (2015): 27–35. http://dx.doi.org/10.3916/c44-2015-03.

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At the end of the first decade of the 21st century, the rapid growth in the MOOC offering brought about a new educational landscape, posing new challenges to teaching and learning, mainly due to massive participation, ubiquity and free enrollment. These courses embody a confluence of technological and pedagogical mediations yet to be fully explored. This study, applying an instrument of educational and interactive indicators on a MOOC (INdiMOOC-EdI) designed by the authors, seeks to ascertain the pedagogical components of MOOCs delivered in the Spanish language in order to establish which cour

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Kızılcık, Hale Hatice, and Aylin Selin Dewan Türüdü. "Humanising online teaching through care-centred pedagogies." Australasian Journal of Educational Technology 38, no. 4 (2022): 143–59. http://dx.doi.org/10.14742/ajet.7872.

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Анотація:

One of the main challenges regarding online teaching involves creating spaces in which learners establish and maintain connections with the teacher, other learners and the content. By exploring the concept of care in online learning, we aim to address this challenge. Framed by Noddings' (2013) ethics of care, this qualitative case study explored effective course design elements and instructional behaviours in an online course to identify practices that suggest the presence of care. Data collected through student feedback and peer observations provide insights into effective pedagogical practic

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Iseminger, Shalyse I., Horane A. Diatta-Holgate, and Pamala V. Morris. "Describing Students’ Intercultural Competence after Completing a Cultural Diversity Course Online or Face-to-Face." Teaching & Learning Inquiry 8, no. 2 (2020): 114–27. http://dx.doi.org/10.20343/teachlearninqu.8.2.8.

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This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compared degrees of intercultural competence between a face-to-face course and an equivalent online section of the same course. Analysis of final written reflections from students demonstrated that students gained a deeper awareness of their lack of knowledge related to culture. The analysis also revealed that students in the online version of the course demonstrated higher degrees of intercultural openness and cultural self-awareness than did those in the face-

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Reese, Denice, Mary A. Dolansky, Shirley M. Moore, Heather Bolden, and Mamta K. Singh. "Quality improvement education innovation: evaluation of Coursera MOOC ‘Take the Lead on Healthcare Quality Improvement’." Journal of Research in Nursing 26, no. 1-2 (2021): 62–78. http://dx.doi.org/10.1177/1744987120982644.

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Background Massive open online courses have the potential to enable dissemination of essential components of quality improvement learning. Subsequent to conducting the massive open online course ‘Take the Lead on Healthcare Quality Improvement’, this paper is a report of the evaluation of the course’s effectiveness in increasing healthcare professionals’ quality improvement knowledge, attitudes, self-efficacy and systems thinking. Methods Using the Kirkpatrick model for evaluation, a pretest–posttest design was employed to measure quality improvement knowledge, attitude, self-efficacy and syst

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Charoensuk, Wicha. "An Online Course Recommender System in e-Learning Using Learners’ Profile and Learning Behavior-Based Mechanism." International Journal of Information and Education Technology 14, no. 1 (2024): 161–67. http://dx.doi.org/10.18178/ijiet.2024.14.1.2036.

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Анотація:

The advent of online learning platforms, such as Coursera and Udemy, has facilitated global access to diverse educational opportunities. However, integrating recommender algorithms into these online learning systems presents a notable challenge. To address this challenge, this research paper proposes an architecture for online course recommender systems that leverages learners’ profiles and learning behavior. The proposed architecture comprises six core components: 1) User Management Engine, 2) Online Course Content Management Engine, 3) Learning Behavior Observer and Recorder, 4) Profile and

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Robideau, Kari, and Karyn Santl. "Youth Work Matters: Online Professional Development for Youth Workers." Journal of Youth Development 15, no. 1 (2020): 70–78. http://dx.doi.org/10.5195/jyd.2020.820.

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As the field of youth development becomes more recognized as a profession, it is imperative that youth workers are trained in foundational youth development research and practice. However, accessibility and cost can limit participation in face-to-face workshops and conferences. Online, cohort-based courses are a viable method to offer professional development for youth workers. This program article provides an overview of the online course, Youth Work Matters, which has provided training to youth workers for over 10 years. The authors demonstrate that professional development for youth workers

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Su, Chien-Yuan, Yuqing Guo, and Juncheng Shen. "The Effects of Gamified Components on Learning Motivation, Engagement, and Teamwork in an Online University Course." International Journal of Technology in Education 8, no. 2 (2025): 467–81. https://doi.org/10.46328/ijte.1072.

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The incorporation of gamification into online courses has become an increasingly popular approach to enhance students' learning experience, as it has the potential to increase their engagement, motivation, and interest. In this study, we examined the impact of three gamified components—rewards, role-playing, and competition—on students' learning motivation, engagement, and teamwork in an eight-week online university course. The study surveyed 60 undergraduates from a public university in East China, who completed an eight-week online course and responded to a questionnaire survey, and the data

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Mahadewi, Ida Ayu, I. Made Candiasa, and Dewa Gede Hendra Divayana. "The Evaluation of Online Learning Effectiveness in Economic Course." Jurnal Pendidikan dan Pengajaran 56, no. 3 (2023): 473–80. http://dx.doi.org/10.23887/jpp.v56i3.67710.

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Анотація:

The study was conducted to evaluate the effectiveness of online learning process for economic course during covid-19 pandemic. A quantitative approach was used in this study particularly in the form of evaluation using CIPP model. There were four main components; context, input, process, and product. There were 150 participants were involved in which they were three teachers who taught economic course and 147 students who took social and economic department. They were selected by using random sampling technique. The data were collected through observation, document analysis, and questionnaire

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Mukhina, M. V., Zh V. Smirnova, O. I. Vaganova, E. V. Yashkova, and E. A. Chelnokova. "Stages of Monitoring the Process of Managing the Creation of An Online Course." SHS Web of Conferences 79 (2020): 01006. http://dx.doi.org/10.1051/shsconf/20207901006.

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Management in education is one of the main tools that allow the rational use of various resources in order to achieve the objectives and improve work efficiency. The article shows the opportunities provided by management for the implementation of educational processes. The purpose of the work is to identify the need of using a checklist for placing an open online course on electronic educational platforms. Research methods: analysis of scientific literature, periodicals, publications on the topic of research, analysis of developed online courses and requirements for them. It has been revealed

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Achkan, V. V., K. V. Vlasenko, O. O. Chumak, I. V. Sitak, and D. A. Kovalenko. "A model of learning the online course “Creative Thinking through Learning Elementary Maths”." Journal of Physics: Conference Series 2288, no. 1 (2022): 012020. http://dx.doi.org/10.1088/1742-6596/2288/1/012020.

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Abstract The article considers the development of the online educational model “Creative Thinking through Learning Elementary Maths” and the results of the effciency to implement this course for students of the specialization “Mathematics” while learning Elementary Mathematics. The research represents the development of learning materials for the online course posted in free access on the educational platform “Higher School Mathematics Teacher”. The course components (theoretical, practical, and feedback) are focused on the organization of motivated and consistent students’ activity; open and

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Grechushkina, N. V. "Online Course: Application Models in the Educational Process." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 4 (2021): 120–30. http://dx.doi.org/10.31992/0869-3617-2021-30-4-120-130.

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Digitalization of education and the development of electronic pedagogy as a branch of pedagogical science are the conditions that actualize the analysis of online courses application mo-dels which is the purpose of this study. Based on the analysis of scientific pedagogical literature, the article addresses the typology of online courses integration models implemented in the traditional (face-to face) educational process. The author has studied and summarized the various approaches to selecting integration models of online courses in Russian and foreign scientific and pedagogical literature an

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Lund, Adam, Kenneth Lam, and Paul Parks. "Disaster Medicine Online: evaluation of an online, modular, interactive, asynchronous curriculum." CJEM 4, no. 06 (2002): 408–13. http://dx.doi.org/10.1017/s1481803500007910.

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Анотація:

ABSTRACT Canada has no formal training program in disaster medicine for health care professionals. The University of Alberta’s Division of Emergency Medicine has developed a means to fill the gap. Disaster Medicine Online (DMO) is an Internet-based, interactive, facilitator-guided distance-learning course on the fundamentals of disaster medicine. The 3-week pilot of DMO was offered in March 2002 and taken by a multidisciplinary group of 22 health care professionals, including resident and attending physicians, paramedics and nurses. Evaluation of the learning materials and educational methodol

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Liu, Yu, John Dorocak, Dongman Kim, and Winifred Scott. "Accounting and Finance Students' Perceptions of Online Learning in a Mature Online Teaching Environment." International Journal of Adult Education and Technology 13, no. 2 (2022): 1–19. http://dx.doi.org/10.4018/ijaet.313437.

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Анотація:

The purpose of this study is to investigate accounting and finance students' perceptions of online education in an environment where online course delivery is mature and has been well supported. Undergraduate students majoring in accounting and finance were surveyed to identify what those preferences are. Consistent with literature, there is a preference for face-to-face learning in terms of perceived learning and satisfaction. However, convenience and scheduling issues act as strong countervailing factors propelling students toward online courses, although the impressions of online education

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Rosenbaum, Paul-Erik Lillholm, Øyvind Mikalsen, Henning Lygre, Einar Solheim, and Jan Schjøtt. "A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students." Open Dentistry Journal 6, no. 1 (2012): 182–87. http://dx.doi.org/10.2174/1874210601206010182.

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Анотація:

Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.

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Alshammari, Sultan Hammad, Abdullah Zaid Almankory, and Mohammed Habib Alshammari. "The Effect of Self-efficacy and Course Design Quality on Students’ Satisfaction with Online Courses: A Structural Equation Modeling Approach." International Journal of Technology in Education 6, no. 3 (2023): 475–87. http://dx.doi.org/10.46328/ijte.549.

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Students’ satisfaction with online courses is considered as one of the most critical components in the continued use, as well as, adoption of e-learning applications. The study aimed at determining and analyzing the constructs that affect students’ satisfaction. It examined the effect of students’ self-efficacy and the quality of course design on students’ satisfaction, mediated by their attitudes toward online courses. The study was conducted at University of Ha’il. Responses of 202 students were used for the data analysis. The collected data was analyzed using two steps in AMOS: The proposed

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Flynn, Alison B. "Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French." Chemistry Education Research and Practice 16, no. 2 (2015): 198–211. http://dx.doi.org/10.1039/c4rp00224e.

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Анотація:

Organic chemistry is a traditionally difficult subject with high failure & withdrawal rates and many areas of conceptual difficulty for students. To promote student learning and success, four undergraduate organic chemistry and spectroscopy courses at the first to third year level (17–420 students) were “flipped” in 2013–2014. In the flipped course, content traditionally delivered in lectures is moved online; class time is dedicated to focused learning activities. The three large courses were taught in English, the small one in French. To structure the courses, each course's intended learn

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Morreale, Sherwyn, Janice Thorpe, and Susan Ward. "Teaching Public Speaking Online–Not a Problem but an Opportunity!" Journal of Communication Pedagogy 2 (2019): 76–82. http://dx.doi.org/10.31446/jcp.2019.15.

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This reflection essay focuses on the problems inherent in the design and development of an online public speaking course, which in part result from presuming the course must mirror its face-to-face counterpart. Based on our own experiences and background in designing an online public speaking course, we recommend that instructors and administrators of this course solve such problems by employing design strategies that effectively adapt the course content and pedagogy to a digital context. The essay begins with a description of an integrated course design model (Fink, 2005) that proved useful t

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Holland, Jane, Eric Clarke, and Mark Glynn. "Out of sight, out of mind: Do repeating students overlook online course components?" Anatomical Sciences Education 9, no. 6 (2016): 555–64. http://dx.doi.org/10.1002/ase.1613.

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Faulconer, E. K., J. C. Griffith, B. L. Wood, S. Acharyya, and D. L. Roberts. "A comparison of online and traditional chemistry lecture and lab." Chemistry Education Research and Practice 19, no. 1 (2018): 392–97. http://dx.doi.org/10.1039/c7rp00173h.

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While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as individual topics or exams. Regarding lab courses, only one study is available and it involves moderating variables that are largely uncontrolled. In this work, we compared the student pass rates, withdrawal rates, and grade distributions between asyn

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Galway, Lindsay P., and Erin Cameron. "Flipping Online Learning in Public Health Graduate Education." Pedagogy in Health Promotion 6, no. 3 (2019): 212–21. http://dx.doi.org/10.1177/2373379919859023.

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The flipped classroom approach, used for many years in the humanities and the basic sciences, is becoming increasingly popular in public health education. This article describes the implementation and evaluation of a master’s-level Environmental and Occupational Health course, a required course in a Master of Public Health program at a mid-sized Canadian university. The course was designed using a flipped classroom approach and delivered online using a learning management system and interactive web-conferencing technology. Using a pre- and postsurvey design, we assessed improvements in student

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Miyamoto, Mayu, Jeff Peterson, and Atsushi Fukada. "Implementation and Evaluation of a Curricular Framework for Online Language Courses." EuroCALL Review 30, no. 2 (2024): 55–68. http://dx.doi.org/10.4995/eurocall.2023.16117.

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Constraints caused by the Covid-19 pandemic led to a spike in courses originally designed for in-class instruction being delivered online. As the pandemic wanes many courses will return to in-class instruction while other programs will look to develop post-pandemic long-term online courses, indicating a clear need for an effective curriculum for online foreign language classes. This article describes the implementation and evaluation of a newly developed curricular framework for online language courses at university level. Primarily, this framework is designed to foster oral proficiency. The t

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Martin, Florence, Abdou Ndoye, and Patricia Wilkins. "Using Learning Analytics to Enhance Student Learning in Online Courses Based on Quality Matters Standards." Journal of Educational Technology Systems 45, no. 2 (2016): 165–87. http://dx.doi.org/10.1177/0047239516656369.

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Quality Matters is recognized as a rigorous set of standards that guide the designer or instructor to design quality online courses. We explore how Quality Matters standards guide the identification and analysis of learning analytics data to monitor and improve online learning. Descriptive data were collected for frequency of use, time spent, and performance and analyzed to identify patterns and trends on how students interact with online course components based on the Quality Matters standards. Major findings of this article provide a framework and guidance for instructors on how data might b

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Kim, Hyun Song, and Eunjung Grace Oh. "Scaffolding Argumentation in Asynchronous Online Discussion." International Journal of Online Pedagogy and Course Design 8, no. 2 (2018): 29–43. http://dx.doi.org/10.4018/ijopcd.2018040103.

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Despite its wide usage and pedagogical benefits, asynchronous online discussion in higher education courses does not necessarily lead to students' knowledge-constructing discourse and reflective learning. Integrating argumentation into online discussion can facilitate meaningful learning. In this article, the authors present a framework of Scaffolded Online Dialogic Argumentation (SODA) that they created for designing an asynchronous online discussion. Based on the design framework, the authors developed and implemented an argumentation activity in a graduate-level online course. They then exa

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TLS, Desyarti Safarini, and Yaya S. Kusumah. "Students' Satisfaction and Performance in the Open Educational Resources (OER): Integrated Online Calculus Course." International Journal of Technology in Education and Science 6, no. 1 (2022): 124–44. http://dx.doi.org/10.46328/ijtes.333.

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Delivering an effective online mathematics course at the university level is more challenging than the offline mode because of the method course content's nature. One of the strategies to answer the challenges faced in an online learning environment is the utilization of Open Educational Resources (OER). This descriptive case study research investigates students' satisfaction and performance in the Open Educational Resources (OER)- integrated online calculus course. This study involved eight students who took a calculus course entirely online. The lecturer used various OER, both integrated int

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Keiller, Lianne, Champion N. Nyoni, and Chantel Van Wyk. "Reaching Consensus on the Design of an Online Health Professions Education Faculty Development Course for Sub-Saharan Africa." Scholarship of Teaching and Learning in the South 6, no. 3 (2022): 123–41. http://dx.doi.org/10.36615/sotls.v6i3.272.

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Faculty development practitioners should be encouraged to create a sustainable and accessible environment for capacity building in health professions education (HPE). Nine experts in the sub-Saharan African region followed two rounds of a modified Delphi process to achieve consensus on the components of an online health professions education faculty development programme. As a result, four components to consider in the development, implementation and evaluation of online faculty development programmes were identified: environmental, curricular, activities and research. These components support

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Appel, Christine, and Joan-Tomàs Pujolà. "Designing speaking interaction in LMOOCs: An eTandem approach." ReCALL 33, no. 2 (2021): 161–76. http://dx.doi.org/10.1017/s0958344021000045.

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AbstractPromoting speaking interaction remains a challenge for language massive open online courses (LMOOCs), both from a pedagogical and technological standpoint. This paper describes the design process of the tandemMOOC, which exploits the massive, open and online features of MOOCs in order to offer language learners online speaking interaction practice with native speakers of their target language. The course is based on eTandem language learning principles and equips learners with the necessary competences to be able to cope with online second language (L2) speaking opportunities. Followin

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Tsurutani, Chiharu, and Taeko Imura. "Designing online assignments for Japanese language teaching." JALT CALL Journal 11, no. 3 (2015): 255–70. http://dx.doi.org/10.29140/jaltcall.v11n3.j196.

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An increasing number of language educators are taking a blended approach to their teaching in order to enhance students’ learning experiences and outcomes. During recent years, online tools have become a valuable resource, aiding teachers in course delivery and assessment. Blended learning, which is campus-based learning supported by online components, has steadily grown in popularity in Australian tertiary education institutions (Ellis, Ginns, & Piggott, 2009). This paper reports on a trial program of delivery of online assignments in a first year Japanese language class, the rationale fo

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Rodrigues, Michelle, Alessandra Schneider, Nina Sokolovic, et al. "Development and Evaluation of an Open-Source, Online Training for the Measurement of Adult-Child Responsivity at Home and in Early Childhood Education and Care Settings." International Review of Research in Open and Distributed Learning 22, no. 3 (2021): 1–18. http://dx.doi.org/10.19173/irrodl.v22i3.5472.

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Efforts to monitor and improve responsive caregiving for young children, because of its importance for child development, are part of the United Nations Sustainable Development Goals. Two brief observational measures of responsive caregiving have been developed and validated (Responsive Interactions for Learning—parent [RIFL-P] and educator [RIFL-Ed] versions), with the RIFL-P available in English, Portuguese, and Spanish. The aim of the current study was to present and evaluate two online training programs for the RIFL measures. These distance learning courses were designed as open-source and

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Rovai, Alfred P., Michael K. Ponton, M. Gail Derrick, Nancy Rhea Wiggers, and Jenny Sue Flannagan. "An Exploration of Attitudinal and Situational Factors Related to Intrinsic Motivation and Autonomy in Teacher Education Students." International Journal of Education 12, no. 1 (2020): 99. http://dx.doi.org/10.5296/ije.v12i1.16160.

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Teachers who are autonomous in their learning are able to serve as both role models and facilitators of autonomy in their students. Because the manifestation of autonomy in pursuit of individual learning goals often spurs intrinsic motivation, this study used multiple correlation analysis in order to determine how well attitudinal and situational factors in teacher education students (N = 320) were related to intrinsic motivation as a proxy measure for learner autonomy. The attitudinal factors used were three components of extrinsic motivation, amotivation, classroom community, school communit

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Yuan, Yuan. "Course Design Based on Association Rule Mining in Blended Teaching of College English." Journal of Electrical Systems 20, no. 6s (2024): 1857–69. http://dx.doi.org/10.52783/jes.3102.

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Course design based on association rule mining in blended teaching of college English offers a data-driven approach to curriculum development, enhancing the effectiveness of English language instruction. By analyzing patterns and relationships within student performance data, association rule mining algorithms identify correlations between different learning activities, topics, and assessment outcomes. This information enables instructors to design courses that strategically integrate online and offline learning components, ensuring a cohesive and engaging learning experience. Additionally, as

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Polat, E., S. S. Van Dam, and C. A. Bakker. "SHIFTING FROM BLENDED TO ONLINE LEARNING: STUDENTS’ AND TEACHERS’ PERSPECTIVES." Proceedings of the Design Society 1 (July 27, 2021): 2651–60. http://dx.doi.org/10.1017/pds.2021.526.

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AbstractThe Covid-19 outbreak forced many universities across the world to transition from a traditional or blended format to fully online education. This paper presents a case study on the transition to an online education format for a circular design course. Both quantitative and qualitative data were collected through a survey with 26 students and interviews with six course teachers. The findings revealed that students preferred the on-campus versions over the online course components. They indicated the perceived lack of motivation, lack of sense of community, and a high workload as influe

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Arahamiya, Khatuna E., Marina A. Maznichenko, and Alexandra A. Polyakova. "ONLINE COMMUNITY OPPORTUNITIES FOR TEACHERS’ PROFESSIONAL DEVELOPMENT." Professional Education in Russia and Abroad, no. 4 (2024): 19–27. https://doi.org/10.54509/22203036_2024_4_19.

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The article specifies the components of the professional skill of the university teacher, and highlights basic and alternative components. The potential of professional internet community as forms of improvement of professional competence of university teachers was established. The results of the questionnaire of teachers of pedagogical and technical department, aimed at identifying the attitude to professional skill, motivation for its improvement, assessment of the possibilities of the professional Internet community in improving professional skill, the preferred terms of its organization. T

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Durrington, Vance A., and Jianxia Du. "Learning Tasks, Peer Interaction, and Cognition Process An Online Collaborative Design Model." International Journal of Information and Communication Technology Education 9, no. 1 (2013): 38–50. http://dx.doi.org/10.4018/jicte.2013010104.

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This paper illustrates a model for Online Group Collaborative Learning. The authors based the foundation of the Online Collaborative Design Model upon Piaget’s concepts of assimilation and accommodation, and Vygotsky’s theory of social interaction. The four components of online collaborative learning include: individual processes, the task(s) students work on, group member processes, and communication media. These elements become key components beginning with the theoretical framework, the models used, and implementation of the models. The purpose of this paper is to describe the Online Collab

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