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FACULTY PERCEPTIONS OF COOPERATIVE LEARNING AND TRADITIONAL DISCUSSION STRATEGIES IN ONLINE COURSES
Lori KUPCZYNSKI,Marie-Anne MUNDY,Gerri MAXWELL
The Turkish Online Journal of Distance Education , 2012,
Abstract: Due to the recent developments in technology, distance learning and education questions regarding the best teaching methods for the virtual classroom have emerged. Thus, it becomes increasingly necessary to examine how these methods translate into the virtual classroom. This qualitative case study examined how instructors of online courses perceived the effectiveness of proven traditional teaching methods as well as cooperative learning strategies in the virtual classroom. The five selected faculty members, all of whom held terminal degrees, were selected through purposeful, convenient sampling as well as snowball sampling, or chain sampling. Findings revealed that although all five informants had been working in online learning contexts with their students for two years and more, two of the informants still had not adapted in their own understanding about how to maximize the online learning context and were unable to apply their understanding of traditional instruction to the context of online learning. The two informants who were younger and less experienced than others had adapted well in implementing cooperative learning to maximize online learning. Finally, one informant was able to take her instruction to a more complex level and became the facilitator of learning through employing extensive use of student facilitators.
Strategies for using e-Tools in Teaching, Learning and Supporting of e-Learning Courses: A Selective Study
Dr. Anandhavalli
International Journal of Innovative Technology and Exploring Engineering , 2012,
Abstract: e-Learning, of late, has been witnessing an unprecedented expansion as an opportunity for higher education. This expanding alternative mode calls for ensuring and imparting a sound and qualitative education. It is not sufficient to use online learning and teaching technologies (lecture notes, printed material, PowerPoint, websites, animation) simply for the delivery of content to students in e-learning courses. The present study made an attempt to provide the strategies for using the new set of e-tools such as Blogs, Podcasting, Wikis and YouTube, in teaching, learning and supporting of e-learning courses within the education. The findings of the study further demonstrate that if the concept of using new set of tools in e-learning is imparted with a better approach and perspective, the reach will be phenomenal. This study reiterates the relevance of imparting new tools for qualitative education through e- learning.
Teaching Strategies in Online Discussion Board: A Framework in Higher Education
Paonan Chou
Higher Education Studies , 2012, DOI: 10.5539/hes.v2n2p25
Abstract: In order to promote meaningful learning in the online discussion board, this study attempted to identify key factors that affect the online discussion by a literature review and propose an innovative instructional framework to deal with those factors. Through the literature review, five factors were identified. An innovative instructional framework through web 2.0 tools was proposed. One pilot study which applied the framework into the college-level course showed the evidence for supporting student learning. The school educators and instructors in higher education institutions may adopt the cost-effective framework to improve online education.
TEACHING IN ONLINE COURSES: Experiences of Instructional Technology Faculty Members  [PDF]
Omur AKDEMIR
The Turkish Online Journal of Distance Education , 2008,
Abstract: The Internet and computer technology have altered the education landscape. Online courses are offered throughout the world. Learning about the experiences of faculty members is important to guide practitioners and administrators. Using qualitative research methodology, this study investigated the experiences of faculty members teaching online courses. A convenience sampling was used to select the instructional technology faculty members to investigate their experiences in online courses. Semi-structured interviews with faculty members teaching online courses were used as the primary source to collect data about the experiences of faculty members in online courses. Results of the study showed that faculty members' interest in using technology and the amount of time available to them for online course design affected the quality of online courses. The findings of this study also indicated that design quality of online courses is affected by the interest of faculty members to use the technology and the time that they can devote to planning, designing, and developing online courses. The poor design of existing online courses, high learning expectations of ndividuals from these courses, and the future of online courses are the concerns of faculty members. Higher education institutions should support workshops and trainings to increase the skills and interests of non-instructional design faculty members to design and develop online courses.
The Retention of Experienced Faculty in Online Distance Education Programs: Understanding Factors that Impact their Involvement  [cached]
Tim Green,Jeffery Alejandro,Abbie H. Brown
International Review of Research in Open and Distance Learning , 2009,
Abstract: The study sought to determine factors that affect faculty decisions regarding their involvement in teaching online distance education courses. A survey was administered to online distance education faculty across the United States to determine those factors that encourage or discourage them from continuing to teach online courses. The factors were examined and reported from the standpoint of each of four faculty groups: (1) tenured, (2) tenure-track, (3) full-time non-tenured/fixed term, and (4) part-time/adjunct. From the survey responses (N = 135), a list of retention strategies that university administrators may use for retention of online distance education faculty are offered.
The importance of'goodness of fit' between organizational culture and climate in the management of change: a case study in the development of online learning  [cached]
Donald W. McMurray
Research in Learning Technology , 2001, DOI: 10.3402/rlt.v9i1.12018
Abstract: The National Education Association in the USA in a recently released report entitled 'Quality on the line' (National Education Association, 2000) identified twenty-four quality measures as being essential to ensuring excellence in Internet-based learning. While establishing best practice benchmarks for the provision of quality online distance education, the report does not fully address important policy issues in relation to the role of technology in the selection of appropriate teaching and learning strategies. Furthermore, it does not address the important question of the management of organizational change in today's higher education environment. This paper explores the nexus between organizational culture and organizational climate in the management of change process by presenting a case study of an Australian regional university currently undertaking the development of online courses.
Supporting Academic Honesty in Online Courses  [PDF]
Patricia McGee
Journal of Educators Online , 2013,
Abstract: Ensuring academic honesty is a challenge for traditional classrooms, but more so for online course where technology use is axiomatic to learning and instruction. With the Higher Education Opportunity Act of 2008 (HEOA) requirement that online course providers reduce opportunities to cheat and verify student identity, all involved with course delivery must be informed about and involved in issues related to academic dishonesty. This article examines why students cheat and plagiarize, types of dishonesty in online courses, strategies to minimize violations and institutional strategies that have proven to be successful.
Cooperative Learning Online in Higher Education. Second Experience at Roma Tre University, Italy  [PDF]
Concetta La Rocca
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.34011
Abstract: This study presents the procedures and results of online cooperative learning activities carried out by the students in the a.y. 2013/14 in two academic courses at the Department of Education at Roma Tre University (Italy): “General Didactic” (GD), First-level Degree in Education Sciences and “Educational Strategies and New Communication Processes” (ES), Second-level Degree in Professional Community Educator. It constitutes the continuation of the first pilot study, carried out only in the teaching of GD in the academic year 2012/13 which has already been reported in a previous publication [1]; this second experience is built in a perspective of continuity and difference from the first one. This study is divided into two interventions: a) description and analysis of the data collected following the administration of a questionnaire, said barometer, developed to detect the climate experienced by the students involved in the online working groups; b) investigation of the relapse that collaborative activities produced on the performance. In particular, we observe that the average mark obtained in the exam of “General Didactics” by the students in cooperative is on average higher than others, and that in the first group there is less “sigma” compared to the second group.
Creating Effective Collaborative Learning Groups in an Online Environment  [cached]
Jane E. Brindley,Christine Walti,Lisa M. Blaschke
International Review of Research in Open and Distance Learning , 2009,
Abstract: Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.
TEACHING LAW TO ONLINE LAW STUDENTS AT RMIT UNIVERSITY
an BABACAN
The Turkish Online Journal of Distance Education , 2011,
Abstract: This paper discusses the online Juris Doctor Program (JD Program) at RMIT University. The first part of the paper provides a brief overview of the JD Program, the graduate capabilities of the Program and key principles associated with the teaching of law to online postgraduate students. In line with the literature in the area of online teaching and learning, it is argued that online education needs to facilitate deep learning and needs to be based on principles relating to student engagement and active participation.The second part of the paper showcases some of the courses that are taught on an online basis in the JD Program. A blended approach is adapted to the teaching of the advocacy as well as the Negotiation and Dispute Resolution courses. The Contracts Law course adopts a conversational framework to engage online law students. In discussing the online teaching and assessment practices in this course, the paper demonstrates how the teaching and assessment practices in these courses enhance deep learning and graduate skills and attributes essential for law students through premising the activities on principles relating to active learning and deep learning.
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