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Journal articles on the topic 'Online courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 September 2023

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1

Lyerly, Eric. "Online Courses." Disability Compliance for Higher Education 27, no. 10 (April 8, 2022): 16. http://dx.doi.org/10.1002/dhe.31279.

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2

Xu, Haixia, and Libby V. Morris. "Collaborative Course Development for Online Courses." Innovative Higher Education 32, no. 1 (January 19, 2007): 35–47. http://dx.doi.org/10.1007/s10755-006-9033-5.

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3

Enkin, Elizabeth. "Intensive online foreign language learning at the advanced level." Apples - Journal of Applied Language Studies 11, no. 1 (April 1, 2017): 67–86. http://dx.doi.org/10.17011/apples/urn.201705172388.

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Hybrid and online foreign language courses are becoming increasingly more important for students. However, several gaps in the literature point to needing studies investigating courses taught online, at the advanced level, and during intensive summer timeframes, since these classes can be advantageous for learners. This paper discusses an advanced-level online Spanish grammar course that was taught during the summer, and examines: (1) learning gains from a beginning-ofcourse test to end-of-course test (i.e., a pretest-posttest covering course content), and (2) students’ perceptions of the course gleaned from an end-of-course survey, which collected both quantitative and qualitative data. The pretest-posttest results showed a significant improvement in learners’ scores, and the survey results indicated mixed opinions. Specifically, positive course attributes included the course’s self-paced nature and practical benefits, however the course’s fast-paced nature may have led to several drawbacks. These findings offer insight into these types of courses, and may prove helpful for instructors who want to plan similar classes.
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Mrázek, Michal. "Massive open online courses "MOOC" - how searching courses." e-Pedagogium 19, no. 1 (July 22, 2019): 65–72. http://dx.doi.org/10.5507/epd.2019.007.

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5

Christe, Barbara. "Online University Courses." Journal of Clinical Engineering 27, no. 3 (2002): 178–80. http://dx.doi.org/10.1097/00004669-200202730-00049.

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Meyen, Edward L., Cindy H. T. Lian, and Paul Tangen. "Teaching Online Courses." Focus on Autism and Other Developmental Disabilities 12, no. 3 (August 1997): 166–74. http://dx.doi.org/10.1177/108835769701200305.

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7

Litton, Eric. "Videos in Online Courses." Journal of Effective Teaching in Higher Education 4, no. 3 (January 4, 2022): 94–110. http://dx.doi.org/10.36021/jethe.v4i3.247.

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Many instructors use videos to support their teaching in online courses to convey course content that would normally be taught in a traditional setting. Prior studies have shown some connection between utilizing online videos and student performance but do not always support their finding statistically or consider the nuance of the online videos, such as if the videos are required and how long the videos are. This article uses various quantitative analysis techniques to investigate the relationship between video length, student video viewing patterns, and grades. The findings indicate that videos should stay within a certain length to encourage student engagement with the videos and course assignments. Also, watching online videos is only positively related to grades when students are not required to watch, a result that is consistent across course-level and student-level models. Student viewing patterns also differ for courses that require watching videos versus those that do not. The article concludes by discussing the relevance of these results and how instructors can best utilize online videos in their courses.
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Sharif, Afsaneh. "Quality of Online Courses." Universitas Tarraconensis. Revista de Ciències de l'Educació 1, no. 2 (December 31, 2014): 97. http://dx.doi.org/10.17345/ute.2014.2.461.

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Instructional designers strive to create quality online courses by using different methods and strategies; however, they rarely find the time to reflect on their work and evaluate their final course design. There are three main challenges that instructional designers face while developing online course. First, instructional designers have ambiguity around their roles, and their skills and expertise are often not used as they fulfill their responsibilities.
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Hart, Cassandra M. D., Dan Berger, Brian Jacob, Susanna Loeb, and Michael Hill. "Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance." AERA Open 5, no. 1 (January 2019): 233285841983285. http://dx.doi.org/10.1177/2332858419832852.

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This article uses fixed effects models to estimate differences in contemporaneous and downstream academic outcomes for students who take courses virtually and face-to-face—both for initial attempts and for credit recovery. We find that while contemporaneous outcomes are positive for virtual students in both settings, downstream outcomes vary by attempt type. For first-time course takers, virtual course taking is associated with decreases in the likelihood of taking and passing follow-on courses and in graduation readiness (based on a proxy measure). For credit recovery students, virtual course taking is associated with an increased likelihood of taking and passing follow-on courses and being in line for graduation. Supplemental analyses suggest that selection on unobservables would have to be substantial to render these results null.
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10

Heller, Richard Frederick, Edward Chilolo, Jonny Elliott, Brian Johnson, David Lipman, Victoria Ononeze, and Justin Richards. "Do tutors make a difference in online learning? A comparative study in two Open Online Courses." Open Praxis 11, no. 3 (November 15, 2019): 229. http://dx.doi.org/10.5944/openpraxis.11.3.960.

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Two free fully online courses were offered by Peoples-uni on its Open Online Courses site, both as self-paced courses available any time and as courses run over four weeks with tutor-led discussions. We tested the hypothesis that there are no measurable differences in outcomes between the two delivery methods. Similar numbers attended both versions of each course; students came from multiple countries and backgrounds. Numbers of discussion forum posts were greater in tutor-led than self-paced courses. Measured outcomes of certificates of completion, quiz completion and marks gained were very similar and not statistically significantly different between the tutor-led and the self-paced versions of either course. In light of little discernible difference in outcome between self-paced learning compared with courses including tutor-led discussions, the utility of the time cost to tutors is in question. The findings may be relevant to others designing online courses, including MOOCs.
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11

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 (January 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, consequently, facilitates opportunities for student learning. Quality online course delivery is also contingent on the support of faculty by administration. Lastly, this paper provides suggestions for conducting course evaluation and feedback loops for the continual improvement of online learning and teaching. These four components are essential elements in assuring quality online courses.
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12

Dahal, Niroj, and Shesha Kanta Pangeni. "Workshopping in Online Courses." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (December 26, 2019): 89–110. http://dx.doi.org/10.32674/jimphe.v4i1.1275.

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Designed to explore effective pedagogical uses of the Workshop activity tool, which is native to Moodle learning management system, the study reported in this article was an action research. Using the standard steps of planning, intervening, assessing effectiveness, and information sharing, the study sought to identify the best ways to engage students in the process of learning and peer assessment by using Workshop as a learning and assessment tool. After identifying some challenges against students learning during the submission and peer review process, this article highlights some key strengths of the Workshop activity application, based on our study. Then it discusses the application’s key affordances for conducting peer and self-assessment, for enhanced engagement in learning, and for the development of higher-order skills such as analysis and evaluation. We conclude by noting that effective use of the tool demands teachers' careful attention to issues such as time provided, peer allocation, and students’ skills for effective tool use.
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13

Damjanović, Dragan. "Requirements Quality Online Courses." Intelligent Information Management 06, no. 03 (2014): 89–96. http://dx.doi.org/10.4236/iim.2014.63010.

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Liyanagunawardena, Tharindu. "Massive Open Online Courses." Humanities 4, no. 1 (January 28, 2015): 35–41. http://dx.doi.org/10.3390/h4010035.

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15

Burroughs, Courtney B. "Teaching acoustics courses online." Journal of the Acoustical Society of America 113, no. 4 (April 2003): 2304–5. http://dx.doi.org/10.1121/1.4780697.

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Trentin, Guglielmo. "Designing Online Education Courses." Computers in the Schools 17, no. 3-4 (July 2001): 47–66. http://dx.doi.org/10.1300/j025v17n03_04.

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17

Schell, George P. "Universities marginalize online courses." Communications of the ACM 47, no. 7 (July 2004): 53–56. http://dx.doi.org/10.1145/1005817.1005821.

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18

Rosenkoetter, Leslie E. "Moving toward online courses." Radiography 13, no. 4 (November 2007): 271–75. http://dx.doi.org/10.1016/j.radi.2006.04.005.

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19

Bawa, Papia. "Retention in Online Courses." SAGE Open 6, no. 1 (January 5, 2016): 215824401562177. http://dx.doi.org/10.1177/2158244015621777.

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20

Wulf, Jochen, Ivo Blohm, Jan Marco Leimeister, and Walter Brenner. "Massive Open Online Courses." WIRTSCHAFTSINFORMATIK 56, no. 2 (February 12, 2014): 127–30. http://dx.doi.org/10.1007/s11576-014-0405-7.

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21

Wulf, Jochen, Ivo Blohm, Jan Marco Leimeister, and Walter Brenner. "Massive Open Online Courses." Business & Information Systems Engineering 6, no. 2 (February 12, 2014): 111–14. http://dx.doi.org/10.1007/s12599-014-0313-9.

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22

SEIFERT, Tami. "Students’ Perceptions of Online Teaching and Learning." Malaysian Online Journal of Educational Technology 9, no. 3 (July 30, 2021): 1–12. http://dx.doi.org/10.52380/mojet.2021.9.3.213.

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The instructor in an online course needs online teaching experience and should adapt the course contents to the digital environment. The purpose of the present study is to gain a deeper understanding of students’ perceptions of the pedagogical aspects of online teaching, pointing up characteristics of online courses that extant literature in this field has found reflected in different online and blended courses. Online courses necessitate meticulous planning by the instructor and adaptation through the student's learning. The research reported here related to the attitudes of 216 students, who participated in 52 courses delivered by 36 different instructors. Some of the courses included both face-to-face meetings and online lessons, while other courses were solely presented online. The research findings may be informative for instructors planning online courses and for students contemplating participation in online courses, in order to prepare in an optimal manner for the teaching, learning and evaluation processes.
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23

Dietz-Uhler, Beth, Amy Fisher, and Andrea Han. "Designing Online Courses to Promote Student Retention." Journal of Educational Technology Systems 36, no. 1 (September 2007): 105–12. http://dx.doi.org/10.2190/et.36.1.g.

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Although the issue of student retention is a campus-wide one, it is of special interest in online distance learning courses, where retention rates are reported to be lower than in face-to-face classes. Among the explanations and theories of retention rates in online courses, one that struck us as most useful is a structural one, namely, course design. The question we raise is, can online course designs promote student retention? In this article, we report on how we used Quality Matters to design and revise online courses in psychology and statistics. Quality Matters, a research-based initiative, advocates the use of eight general review standards to review online courses. In our psychology and statistics courses, our retention rate across multiple offerings of both courses is approximately 95%.
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24

Faurer, Judson C. "Grade Validity Of Online Quantitative Courses." Contemporary Issues in Education Research (CIER) 2, no. 1 (January 10, 2011): 71. http://dx.doi.org/10.19030/cier.v2i1.1106.

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Are prospective employers getting “quality” educated degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a student’s acquired knowledge in quantitative online courses need evaluation and thought to arrive at a more circumspect solution. Is the grade earned truly indicative of a student’s competency and level of acquired knowledge and understanding in an online quantitative course or merely an indication that the student somehow just satisfied proscribed evaluative criteria set by the faculty member without adequate measures of assessment?
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Faurer, Judson C. "Grade Validity Of Online Quantitative Courses." Contemporary Issues in Education Research (CIER) 6, no. 1 (January 2, 2013): 93. http://dx.doi.org/10.19030/cier.v6i1.7607.

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Are prospective employers getting quality educated, degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a students acquired knowledge in quantitative online courses need evaluation and thought to arrive at a more circumspect solution. Is the grade earned truly indicative of a students competency and level of acquired knowledge and understanding in an online quantitative course or merely an indication that the student somehow just satisfied proscribed evaluative criteria set by the faculty member without adequate measures of assessment?
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26

Gal-Ezer, Judith. "Online courses: North Carolina business and IT courses." ACM SIGCSE Bulletin 40, no. 2 (June 2008): 18–19. http://dx.doi.org/10.1145/1383602.1383616.

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27

Zhang, Junyi, Yigang Ding, Xinru Yang, Jinping Zhong, XinXin Qiu, Zhishan Zou, Yujie Xu, et al. "COVID-19’s impacts on the scope, effectiveness, and interaction characteristics of online learning: A social network analysis." PLOS ONE 17, no. 8 (August 23, 2022): e0273016. http://dx.doi.org/10.1371/journal.pone.0273016.

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The COVID-19 outbreak brought online learning to the forefront of education. Scholars have conducted many studies on online learning during the pandemic, but only a few have performed quantitative comparative analyses of students’ online learning behavior before and after the outbreak. We collected review data from China’s massive open online course platform called icourse.163 and performed social network analysis on 15 courses to explore courses’ interaction characteristics before, during, and after the COVID-19 pan-demic. Specifically, we focused on the following aspects: (1) variations in the scale of online learning amid COVID-19; (2a) the characteristics of online learning interaction during the pandemic; (2b) the characteristics of online learning interaction after the pandemic; and (3) differences in the interaction characteristics of social science courses and natural science courses. Results revealed that only a small number of courses witnessed an uptick in online interaction, suggesting that the pandemic’s role in promoting the scale of courses was not significant. During the pandemic, online learning interaction became more frequent among course network members whose interaction scale increased. After the pandemic, although the scale of interaction declined, online learning interaction became more effective. The scale and level of interaction in Electrodynamics (a natural science course) and Economics (a social science course) both rose during the pan-demic. However, long after the pandemic, the Economics course sustained online interaction whereas interaction in the Electrodynamics course steadily declined. This discrepancy could be due to the unique characteristics of natural science courses and social science courses.
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Osborne*, Dennis J., Douglas C. Sanders, Leigh Jay Hicks, and Donna Petherbridge. "Using Dreamweaver and WebCT to Support an Online Horticulture Course." HortScience 39, no. 4 (July 2004): 810C—810. http://dx.doi.org/10.21273/hortsci.39.4.810c.

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The software package Macromedia Dreamweaver™ and learning management system WebCT™ are becoming de facto standards used to develop university distance education courses. NC State Univ. adopted these tools as part of its extensive support program for creating new distance courses, transforming existing classroom presentations into distance courses or upgrading existing distance courses. While production tools are becoming standardized, a “standard” course framework does not exist because most faculty believe that “no other course is like mine”. However, initial course placement online and course maintenance thereafter would be facilitated if a standardized course framework could be adopted and widely implemented. We developed such a framework, readily adaptable to many courses, by using the Libraries feature in Dreamweaver™ to create a model for easy navigation and standard course formatting for distance courses. Library items can be easily changed for use in different courses, and the entire framework can then be uploaded into WebCT™ for delivery to students. The model is used for several graduate level horticulture courses at NC State Univ.. Using this framework will allow any faculty member to easily fit his or her course into a replicable framework.
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Pundak, David, Yoav Dvir, and Jordan Valley. "Engineering College Lecturers Reluctance to Adopt Online Courses." European Journal of Open, Distance and E-Learning 17, no. 1 (July 1, 2014): 210–26. http://dx.doi.org/10.2478/eurodl-2014-0014.

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Abstract The paper investigates difficulties involved in integrating online courses in academic colleges. Despite their growing prevalence in Israel and worldwide there are still no online courses offered as part of the learning process in many colleges. In order to identify factors for this phenomenon, a study was conducted to investigate the attitudes of 137 lecturers in an academic college concerning online courses. A questionnaire was employed to examine attitudes in four areas: cognizance of the online courses, willingness to teach these courses, influence of online courses on the college’s reputation and teaching methods in online courses. The study identified four sources of reluctance among college instructors to teach in these courses: lack of knowledge concerning teaching methods, fear of a heavy work burden, concern that students’ achievements might fall and impairment of the college’s reputation. Since there is desire to integrate online courses in academic colleges, it is recommended that an online pedagogy support centre should be opened in these colleges, and that colleges should consider making it mandatory for students to take at least one compulsory online course during their degree course.
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Khurshudian, Aleksandr L., and Aleksandr A. Soloviev. "Legal nature of online courses and issues of their use in educational activities of universities." Vestnik of Saint Petersburg University. Law 11, no. 4 (2020): 903–18. http://dx.doi.org/10.21638/spbu14.2020.405.

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The article examines the legal issues of using online courses by educational institutions of higher education in the implementation of their educational activities. Currently, the application of online courses in the educational process of higher education organizations is connected with a number of legal issues related to the uncertainty in understanding the legal nature of online courses and the nature of the services that students receive when mastering online courses. Further difficulties are related to the practical difficulties in the design, production, support of online courses, as well as accounting for the results of mastering online courses in the framework of students’ training in the main educational program. The resolution of these legal problems requires a comparison of the concepts of “distance learning technologies”, “e-learning” and “online course”. Also, an analysis of other important issues is necessary, such as a procedure for crediting students’ successful completion of the online course; the possibility of using the results in the framework of education; determining the nature the type of services received by the student as educational or informational; approaches to conducting certification which includes issues of confirming student identity. In addition, the problem of introducing online courses affects the analysis of activities of educational institutions of higher education on the use of online courses of other educational organizations in their educational process. Introducing online courses also affects the study of the characteristics of the relationship between educational organizations and their specific scientific and pedagogical employees who were involved in the development, production, and support of online courses in relation to determining the volume of their workload during an online course, and the use of an image of a scientific and pedagogical employee who took part in the production of an online course as the implementor of one’s own product or that of another person.
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31

Wang, Yu Hong, Yan Xia Tang, and Jia Jun Liu. "Adaptive Internet-Based Online Courses Research." Advanced Materials Research 468-471 (February 2012): 34–37. http://dx.doi.org/10.4028/www.scientific.net/amr.468-471.34.

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[Purpose] This paper explores the problems in online courses. It gives suggestions which are self-adaptive courses generation, network concepts, content, learning content and composition of the learning process requirements. [Method] These methods are used, which are theoretical research, systems analysis, functional development and design, environmental testing, experimental control and other methods etc. [Results] The existing online courses follow the traditional mode of teaching and the learning content can not differ from person to person. The course content and network resources can separate from each other, limiting the learner's learning behavior and effects, limiting the learner's effective use of network resources. Therefore, the network self-adaptive courses are the online courses which can meet the requirement of learners who have different cognitive and learning styles. If a learner can learn according to their existing cognitive structures and learning experience, his/her learning effect and probability of success is significantly larger than the external imposition of learning. [Conclusions] Adaptive network is a kind of new course format which is Internet-based content dissemination activities, according to different learners at different levels of cognitive structures generated for different learners to learn the content, to maximize the use of a variety of learning tools to support different learning styles and different learning behavior.
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32

Randazzo, Keith, Suzanne McDonough, and Christopher Washam. "Online Walking- Really? Comparing Online Activity Courses With Traditional Face To Face Courses." Medicine & Science in Sports & Exercise 51, Supplement (June 2019): 825. http://dx.doi.org/10.1249/01.mss.0000562964.10743.2f.

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33

Alsaadoun, Abdulmajid. "Students’ Evaluating of Online Learning Quality at Al Baha University and Their Satisfaction with Online Courses." International Education Studies 16, no. 2 (February 21, 2023): 35. http://dx.doi.org/10.5539/ies.v16n2p35.

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The study aims to explore students’ perceptions of the quality of online courses offered for them at Al-Baha University. The current study mainly explores the quality of online learning courses, students’ satisfaction with online learning courses, and the effect of students’ perceived quality of online learning on their satisfaction with these courses. The quality of online courses was measured based on the following factors: learning outcomes, assessment and measurement, learning resources material, learner interaction, and online course technology. An online survey was used to collect data. Seventy-nine graduate students participated in the study. Findings showed that the overall quality of online education was high, and students were predominantly satisfied with their online courses. Additionally, the study found that gender, learning outcome, learning resources, learner interaction, and online technology were significant predictors of students’ satisfaction. The study includes recommendations for implementing online courses as well as suggestions for future studies.
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Stokes, Thomas A., Douglas J. Gillan, and Jeffery P. Braden. "Establishing the Link Between Usability and Student Satisfaction in Adaptive Online Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 1976–80. http://dx.doi.org/10.1177/1541931213601450.

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Online courses present a new element to learners in college courses. Interfaces (web pages) take the place of an instructor as the primary information delivery system. In other words, a student’s learning experience is now tied to the quality of a course’s human- computer interaction. One emerging method of online course delivery is an adaptive course that tailors to individual students needs, abilities, or preferences. There has been much work done on the algorithms that allow the course to adapt to individual students, but there seems to be a lack of research into the usability of these interfaces and how their quality affects student performance and satisfaction. This paper presents some of the data that was collected in a larger, grant-supported project and establishes relationships between usability metrics (ease of use and perceived usefulness) and student satisfaction and outcome measures in adaptive-online courses.
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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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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 described according to the quality criteria of Quality Matters (QM), an organization that provides a scalable online course quality assurance process. Conclusions are drawn about the use of online courses hosted on the NSTU software platform as mass open courses when placed on learning platforms, as well as when organizing blended learning at NSTU.
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36

Blau, Gary, Sherry Jarrell, Anthony Seeton, Tim Young, Kelly Grace, and Michael Hughes. "Proposing an Expanded Measure for Comparing Online/Hybrid to Face-to-face Courses." Journal of Education and Development 2, no. 2 (June 18, 2018): 1. http://dx.doi.org/10.20849/jed.v2i2.400.

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Online education continues to increase. With increased online offerings, it is important to evaluate the integrity or equivalence of online/hybrid courses relative to face-to-face (F2F) courses. This study used three separate samples of business undergraduates taking both online/hybrid and F2F courses in the same semester (i.e., mixed course delivery format), across summer, fall and spring semesters. Eight items were used to assess students’ perceived favorability of online courses (PFoOC) compared to F2F courses. Across all three samples, two related but distinct sources for course comparison consistently emerged, instructor-related and peer related. An eight-item measure represents a necessary improvement over a previously developed four-item PFoOC measure, because it allows for additional relevant item comparisons between online/hybrid versus F2F courses. It is hoped that this measure can be used to further research evaluating online education.
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37

COOK, Ruth Gannon. "Can Dialogic Narratives and Discourse Engage Online Learners?" Participatory Educational Research 10, no. 5 (August 22, 2023): 1–18. http://dx.doi.org/10.17275/per.23.72.10.5.

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This research gathered data from eight online courses to assess if dialogic narratives improved student interactions and retention in those courses. The framework was based on Bakhtin’s theory of dialogism grounded in the semiotic concepts of dialogic narratives (Bakhtin, 1931, 1985, 1986). Dialogic narratives were encouraged in all eight of the online courses to encourage and enlist discussions and nurture students individually and as communities of learners. The research question posed was: Can dialogic narratives be included in course discussion links of online courses, and if so, could they promote deeper engagement of online learners? The study reviewed eight undergraduate online classes of 113 students at a large university that implemented dialogic narratives over course of two years, through spring of 2019, to see if students could engage, actively participate, and complete these courses. The theoretical context or the study utilized a semiotic theoretical framework to demonstrate if and how dialogic narratives conveyed contextual information, elements of semiotic online course design, and focused on socio-cultural practices, to study how these factors could affect student learning. Using a Bakhtinian analysis, the semiotic enhancements of dialogic narratives were reviewed in each of the eight online courses and learner interactions observed and documented. The results were surprising: in all eight courses the semiotic enhancements were found to be interactive and effective. Dialogic narratives helped students to participate more actively in their online courses than simply responding to assigned discussions. The findings also revealed high completion rates for students enrolled in those online courses.
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38

Wladis, Claire, Alyse C. Hachey, and Katherine M. Conway. "Differences in Academic Resiliency When the Pandemic Forced Courses Online: Was Prior Online Coursetaking Protective?" EDEN Conference Proceedings, no. 1 (September 21, 2021): 312–21. http://dx.doi.org/10.38069/edenconf-2021-ac0030.

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We report results from a dataset consisting of all courses taken by students at the City University of New York [CUNY] in fall 2019 and spring 2020. This time frame covers the semester prior to the wide-spread onset of the COVID-19 pandemic in New York City (i.e., pre-pandemic), and the semester when the coronavirus precipitated a rapid and unprecedented forced shift of all courses within the university system to a fully-online mode of instruction early in the term (i.e., pandemic term). Findings indicate that students at two-year colleges, men, and certain racial/ethnic groups had less resilient course outcomes when comparing their rates of pre-pandemic vs. pandemic course outcomes. However, these differences were observed primarily among those students who had not originally chosen to enrol in any fully online courses that year. In contrast, students who had originally chosen to enrol in fully online courses that year were much more resilient, with differences by institution type, gender, and race/ethnicity by and large not exacerbated by the pandemic.
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Mann, John T., and Shida R. Henneberry. "Online versus Face-to-Face: Students' Preferences for College Course Attributes." Journal of Agricultural and Applied Economics 46, no. 1 (February 2014): 1–19. http://dx.doi.org/10.1017/s1074070800000602.

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The objectives of this article were to determine: 1) students' preferences for college course attributes; and 2) how the amount of course attribute information impacts enrollment. Results indicate students had the highest preferences for face-to-face (F2F) courses offered late morning and early afternoon and two to three days per week. Students selected online over F2F courses depending on course makeup; for example, course topic, online course design technology, and when the F2F version was offered. Additionally, students selected online courses more frequently when additional online course attribute information was available during course selection.
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Liu, Hanxiao, Wanli Ma, Yiming Yang, and Jaime Carbonell. "Learning Concept Graphs from Online Educational Data." Journal of Artificial Intelligence Research 55 (April 24, 2016): 1059–90. http://dx.doi.org/10.1613/jair.5002.

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This paper addresses an open challenge in educational data mining, i.e., the problem of automatically mapping online courses from different providers (universities, MOOCs, etc.) onto a universal space of concepts, and predicting latent prerequisite dependencies (directed links) among both concepts and courses. We propose a novel approach for inference within and across course-level and concept-level directed graphs. In the training phase, our system projects partially observed course-level prerequisite links onto directed concept-level links; in the testing phase, the induced concept-level links are used to infer the unknown course-level prerequisite links. Whereas courses may be specific to one institution, concepts are shared across different providers. The bi-directional mappings enable our system to perform interlingua-style transfer learning, e.g. treating the concept graph as the interlingua and transferring the prerequisite relations across universities via the interlingua. Experiments on our newly collected datasets of courses from MIT, Caltech, Princeton and CMU show promising results.
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Huang, Biyun, and Khe Foon Hew. "Measuring Learners’ Motivation Level in Massive Open Online Courses." International Journal of Information and Education Technology 6, no. 10 (2016): 759–64. http://dx.doi.org/10.7763/ijiet.2016.v6.788.

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Dendir, Seife, and R. Stockton Maxwell. "Cheating in online courses: Evidence from online proctoring." Computers in Human Behavior Reports 2 (August 2020): 100033. http://dx.doi.org/10.1016/j.chbr.2020.100033.

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Aussilova, N. M., D. V. Pleskachev, U. B. Kussainova, and A. A. Daurenova. "Learning strategies and course design for online teaching of engineering sciences." Bulletin of the Innovative University of Eurasia 89, no. 1 (March 28, 2023): 12–19. http://dx.doi.org/10.37788/2023-1/12-19.

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Online learning is not at all like face-to-face learning. Knowledge and skills developed for face-to-face classes are not sufficient preparation for teaching online. It is even more difficult to teach courses in science, technology, engineering and mathematics entirely online, because these courses usually require more hands-on classes and live demonstrations. This article reports on the effectiveness of accepted learning strategies and the design features of online courses in a fully online statistics course from the point of view of students. Online education, including innovative and adaptive online course projects, as well as research on students' ability to interact with online course content, continues to grow in the field of higher education. The widespread use of smartphones and mobile applications makes online courses attractive to students who are on distance learning, promoting the concept of learning anywhere.
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H. Cherif, Abour, Farahnaz Movahedzadeh, Gerald Adams, Margaret Martyn, Jennifer D. Harris, and Stefanos Stefanos. "Faculty Perspectives on Narrowing the Success Gap Between Online and Onsite Learning." Research Journal of Education, no. 58 (August 5, 2019): 128–42. http://dx.doi.org/10.32861/rje.58.128.142.

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With growth in enrollment in online courses at the university level, the quality of those courses is coming under increased scrutiny. This study surveyed faculty with experience in online, onsite, and blended courses to identify factors most likely to impede student success in online courses as well as strategies to improve online courses. The most common responses for why students might find online courses more challenging focus in the areas time management, student-teacher interaction, and motivation. The strategies for improving student success in online courses fall into the categories of assignments, teaching strategies, and training for both faculty and students. Steps for students to take before enrolling in an online course and tips for faculty who want to teach online courses for the first time are also included as appendices.
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E. Klobas, Jane. "Measuring the success of scaleable open online courses." Performance Measurement and Metrics 15, no. 3 (November 4, 2014): 145–62. http://dx.doi.org/10.1108/pmm-10-2014-0036.

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Purpose – The purpose of this paper is to propose measures of online open course success for non-commercial institutional providers of massive open online courses (MOOCs) and other scaleable open online courses (SOOCs). Design/methodology/approach – The measures are derived from the characteristics of open online courses, existing knowledge about open online course providers and users and their motivations, and current practice in MOOC evaluation and data analytics. Findings – Current practices for evaluation of open online courses are dominated by MOOC analytics which provide insights into user demographics and behaviour with some implications for evaluation of reach and course design but leaving many unknowns. Measures for evaluation of success at the institutional level can be derived from institutional goals for open online courses. Success from the point of view of teachers and technical teams involved in design, development and delivery of open online courses can be derived from team members’ expectations, resources and satisfaction as well as measures of cost and effort compared to budget and benchmarks. Users are classified as registrants (information seekers, window shoppers, samplers), downloaders and participants (starters, partial participants and full participants who are further divided into auditing, active and certificate takers); different measures are appropriate for each group. Practical implications – Practitioners and researchers must consider a variety of levels and indicators of success to adequately evaluate open online courses. Tables in the text propose measures, methods, timing and roles. Originality/value – This is the first published paper to take a holistic view of open online course evaluation and propose detailed measures.
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Jenkins, Stephen J., and Elizabeth Downs. "Demographic, Attitude, and Personality Differences Reported by Students Enrolled in Online versus Traditional Courses." Psychological Reports 93, no. 1 (August 2003): 213–21. http://dx.doi.org/10.2466/pr0.2003.93.1.213.

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This study investigated demographic, personality, and attitude differences between students enrolled in online courses and students enrolled in traditional, lecture courses. Subjects were 120 education majors enrolled in required Master's of Education core courses. Students enrolled in either online ( n = 51) or traditional course format ( n = 69) during summer and fall semesters 2001. The two groups of students were compared on an author-designed questionnaire assessing students' demographic characteristics and attitudes toward both online and traditional instruction and the Cattell Sixteen Personality Factor Questionnaire. Analysis indicated high demographic and interpersonal similarity between students enrolled in online course formats and students enrolled in traditional, face-to-face course formats. Significant differences in attitude were found between the two groups; online courses were rated higher by online students but viewed with considerable ambivalence by students enrolled in traditional section courses.
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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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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 learning outcomes (ILOs) were analyzed to decide which course components would be delivered online and which would be addressed in class. Short (2–15 min), specific videos were created to replace lectures. Online and in-class learning activities were created in alignment with the ILOs; assessment was also aligned with the ILOs. A learning evaluation was undertaken to determine the impact of the new course structure, using Guskey's evaluation model. Analysis of students' grades, withdrawal rates, and failure rates were made between courses that had a flipped model and courses taught in previous years in a lecture format. The results showed a statistically significant improvement in students' grades and decreased withdrawal and failure rates, although a causal link to the new flipped class format cannot be concluded. Student surveys and course evaluations revealed high student satisfaction; this author also had a very positive experience teaching in the new model. The courses' overall design and evaluation method could readily be adapted to other chemistry, science and other courses, including the use of learning outcomes, the weekly course structure, online learning management system design, and instructional strategies for large and small classes.
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Hass, Ashley, and Mathew Joseph. "Investigating different options in course delivery – traditional vs online: is there another option?" International Journal of Information and Learning Technology 35, no. 4 (August 6, 2018): 230–39. http://dx.doi.org/10.1108/ijilt-09-2017-0096.

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Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.
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Guitart, Isabel, Jordi Conesa, David Baneres, Joaquim Moré, Jordi Duran, and David Gañan. "Extraction of Relevant Terms and Learning Outcomes from Online Courses." International Journal of Emerging Technologies in Learning (iJET) 11, no. 10 (October 27, 2016): 22. http://dx.doi.org/10.3991/ijet.v11i10.5928.

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Nowadays, universities (on-site and online) have a large competition in order to attract more students. In this panorama, learning analytics can be a very useful tool since it allows instructors (and university managers) to get a more thorough view of their context, to better understand the environment, and to identify potential improvements. In order to perform analytics efficiently, it is necessary to have as much information as possible about the instructional context. The paper proposes a novel approach to gather information from different aspects within courses. In particular, the approach applies natural language processing (NLP) techniques to analyze the course’s materials and discover what concepts are taught, their relevancy in the course and their alignment with the learning outcomes of the course. The contribution of the paper is a semi-automatic system that allows obtaining a better understanding of courses. A validation experiment on a master of the Open University of Catalonia is presented in order to show the quality of the results. The system can be used to analyze the suitability of course’s materials and to enrich and contextualize other analytical processes.
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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 (January 2019): 25–36. http://dx.doi.org/10.4018/ijseus.2019010103.

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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 and interface reliability, computing tools, information systems, costs, course duration, variety of learning activities and pedagogical components, evaluation types, social interaction, and the degree of instructors' participation. This has helped us to finally choose the platform on which our Adaptive Connectivist MOOC (ACM) approach can be applied.
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