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Students’ Perceptions of the Effect of Flipping Online Classes Using a Synchronous Interactive Online Tool  [PDF]
Lin Carver, Carol Todd, Karen Hahn, Keya Mukherjee
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47A2015

Online instruction is a growing field, but there are concerns about lack of student engagement with mastery of content. Researchers at a small, private, southern university were concerned about increasing student engagement with online course content. A synchronous interactive online tool (SIOT) was added to six sections of online graduate education courses. Data was collected and analyzed from the university administered end of the course survey questions asking students to rate their course learning. Student survey responses were compared from courses without a SIOT, courses where a SIOT was used for office hours, and courses where a SIOT was used for assignments. The differences in the question means from end of the course survey without the SIOT and those where the SIOT was used for office hours were not significant. However, when the SIOT was used to provide instruction related to student assignments, the data from the question responses were significantly more positive. Students 1) became more confident; 2) gained an excellent understanding of the concepts; 3) gained significant knowledge; 4) learned to analyze and critically evaluate; and 5) learned to apply course concepts to solve problems. Consequently it became evident that the implementation of the SIOT did not have a significant effect. The important component that impacted students’ perception of their content understanding was the way in which the SIOT was used within the online course.

Introducing students to patient safety through an online interprofessional course
Amy V Blue, Laurine Charles, David Howell, et al
Advances in Medical Education and Practice , 2010, DOI: http://dx.doi.org/10.2147/AMEP.S13350
Abstract: troducing students to patient safety through an online interprofessional course Perspectives (2503) Total Article Views Authors: Amy V Blue, Laurine Charles, David Howell, et al Published Date December 2010 Volume 2010:1 Pages 107 - 114 DOI: http://dx.doi.org/10.2147/AMEP.S13350 Amy V Blue1,*, Laurine Charles2, David Howell1, Yiannis Koutalos3, Maralynne Mitcham4, Jean Nappi5, James Zoller6 1Office of the Provost, Medical University of South Carolina, Charleston, SC, USA; 2College of Health Professions, Medical University of South Carolina, Charleston, SC, USA; 3Departments of Ophthalmology and Neurosciences, Medical University of South Carolina, Charleston, SC, USA; 4Department of Health Professions, Medical University of South Carolina, Charleston, SC, USA; 5South Carolina College of Pharmacy, Medical University of South Carolina, Charleston, SC, USA; 6Department of Health Sciences and Research, Medical University of South Carolina, Charleston, SC, USA *Authorship is listed alphabetically Abstract: Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students' learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members' assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support t
Using an Online Interactive Game to Enhance the Learning Outcomes for First Year Tertiary Students  [PDF]
Susan Salter, Jane Pittaway, Karen Swabey, Mike Capstick, Tracy Douglas
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.326114
Abstract: Academics acknowledge that students are often unable to link and extend first year, first semester foundation material throughout their undergraduate degree. The use of a pedagogically sound interactive digital game-based learning (DGBL) resource to engage first year biological science students in recalling, linking and applying foundation knowledge and increasing their learning outcomes has been explored. According to the current literature there exists no evidence that DGBL resources have previously been used to address this transfer and linking of knowledge and core skills. Results from our study of student perceptions and student learning outcomes suggest that our creatively designed resource has effectively targeted a mixed cohort of students to retain, link and extend foundation knowledge. Our study also indicates that DGBL resources have a valid role in enabling students, many of whom are classed as “digital natives”, to demonstrate positive learning outcomes by successfully recalling and transferring unit content into new learning domains.
A Hybrid Model for Making Online Assignments Effective In a Traditional Classroom
Ronda Sturgill
Journal of Systemics, Cybernetics and Informatics , 2011,
Abstract: Today’s college student has grown up in a world filled with technology and many current college students routinely utilize the latest and most up to date forms of technology. The result is an ever-changing way of communicating between faculty members and students. Many faculty members, however, are intimidated by the use of the terms “technology”, “online” and “distance education.” This often results in a communication gap between faculty and students where faculty members will “lose” students on the first day of class. Advantages of incorporating online tools into the course structure include freeing up additional class time, enhancing classroom discussions, and allowing students to remain current with information in their field. This hybrid instructional model focuses on the integration of technology tools as a supplement to traditional classroom teaching. This paper will describe how to effectively incorporate and implement technology using online course tools in a traditional classroom setting. Specific examples of online assignments, discussions, and assessments from an allied health education program and class will be discussed. Lessons learned and challenges confronted when adapting to the utilization of specific online course assignments and tools will be discussed.
iiOSProTrain: An Interactive Intelligent Online System for Programming Training  [cached]
Tho Thanh Quan,Phung H Nguyen,Thang H Bui,Thuan Dinh Le
Journal of Advances in Information Technology , 2012, DOI: 10.4304/jait.3.1.10-20
Abstract: Programming is a crucial skill which is required to be mastered for students on all disciplines of the Computer Science field. For novice students, they always desire explanation and help for all errors encountered in their own solutions. With the recent advancement of Internet technologies, online tutoring systems are increasingly considered. Various systems and applications have been introduced for teaching programming. In this paper, we introduce a tutoring system known as iiOSProTrain (interactive intelligent Online System for Programming Training) for teaching students programming. In iiOSProTrain, we employ two popular formal methods, which are theorem proving and model checking, for verifying students’ works and giving them detailed feedback. The usage of formal methods renders our system the following advantages, as compared to similar systems. First, iiOSProTrain can give an absolute confirmation on the correctness of the submitted programs. More importantly, iiOSProTrain adopts the concept of structured error-flow to give students traceable feedbacks on their mistakes, thus allowing them to track and correct the logic errors in a flexible and convenient manner. Currently, iiOSProTrain is deployed at Faculty of Computer Science and Engineering, Ho Chi Minh University of Technology, Vietnam for teaching first year students on programming methodologies.
The Development of Online Interactive Whiteboard for Supporting Collaboration Learning  [cached]
Settachai Chaisanit,Apichai Trangansri,Luddawan Meeanan
Research Journal of Applied Sciences, Engineering and Technology , 2012,
Abstract: Learning innovation was currently considered as the most popular for education among university students. The aim of this study was to investigate if university students consider innovative Internet technology as a useful, meaningful learning environment that could support and enhance their learning. However many students face problems and difficult to learn, practice and time consuming. This is because collaborative time and media are not enough for them. Online learning environment is a one thing for creates a variety of ways to deliver and provide electronic resources for the learner. It’s includes many methods such as using system to deliver text, video chat and activity for learner. Thus, online learning environment is professionals cite benefits to the learner. The learner benefits from the opportunity to prepare them for increase their competitive in a globalization. Therefore the purposes of this research were: (1) to develop online interactive whiteboard for supporting collaboration learning based on PIDP development model, (2) to evaluation online interactive whiteboard for supporting collaboration learning. The samples of this study comprised of 40 students from Sripatum University, Chonburi Campus, Thailand. The sample was obtained by simple random sampling method, used control experimental group evaluation design. The results showed that: the satisfaction of the panel experts, the mean was 4.48 with the standard deviation was 0.36; the satisfaction was in the “High level”. In part of Control/Experimental group evaluation has shown that: the experimental group score higher that control group score. In part of learner’s satisfaction, the mean was 3.99 with the standard deviation was 0.54; the satisfaction was in the “High level”. This can summarized that developed system be successful, various aspects of the online environment should be considered such as application domain knowledge, conceptual theory, user interface design and evaluation about the overall quality of the design environment.
The Multimodal Literacy in the Combination of Online Self Study New Era Interactive English and Oral Class  [cached]
Miaoqing Li
English Language Teaching , 2009, DOI: 10.5539/elt.v2n2p21
Abstract: Adopting multimodal discourse analysis and multimodal literacy theories, this paper discusses the application of Online New Era Interactive English (Viewing, Listening & Speaking) in Guangdong University of Business Studies. It is found out that the combination of online New Era Interactive English and oral English class can stimulate students’ autonomy and passion for learning. It's important for students to improve their ability of using multimodality and multimodal literacy and for teachers to design the pedagogy.
Active Learning in Online Courses: An Examination of Students’ Learning Experience  [PDF]
Alex Koohang,Terry Smith,Johnathan Yerby,Kevin Floyd
International Journal of Management, Knowledge and Learning , 2012,
Abstract: This study examines students’ perception toward their learning experience inan e-learning environment where active learning through regular and routinegraded discussion activities/assignments is expected. Attention was given tothe variables of age; gender; increased experience with online courses; andincreased proficiency with the course management system. Gender was foundto be a significant factor with regard to students’ perception toward theirlearning experience in online courses. Discussion is carried out based on theresults of the study. The discussion then shifts to a focus upon strengtheningactive learning in online courses and common ways in which active learningcan be used effectively in online courses. Conclusions and recommendationsfor future research complete the paper.
Study on Agent-based Intelligent Feedback System in Online Teaching and Interactive Learning  [PDF]
Li Li,Ning Chen
Information Technology Journal , 2013,
Abstract: As a new education pattern, online teaching and interactive learning teaching breaks the constraints of time and space of the traditional teaching mode, but it has an obvious deficiency in personalized teaching which advocates teaching students in according to their aptitude. In order to solve this problem, on the base of the traditional network teaching system, it is necessary to increase an intelligence feedback system which is responsible for the task of such as adaptively pushing and updating the learning content, presenting the personalized home page, intelligently answering questions from the learner and so on. In online teaching and interactive learning practice, using this agent-based intelligent feedback system greatly enhanced the effect of personalized teaching and also promoted the development of the online teaching and interactive learning system.
Online or not? A comparison of students’ experiences of an online and an on-campus class  [cached]
Tennyson Mgutshini
Curationis , 2013,
Abstract: Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.
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