scholarly journals Designing and Implementing Experiential Learning through Multimedia-Based Activities and Blogging in Asynchronous Online Courses

2014 ◽  
Vol 6 ◽  
Author(s):  
Larisa Olesova ◽  
David Miller
Keyword(s):  
Experiential Learning ◽  
Online Courses ◽  
Asynchronous Online Courses

scholarly journals Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Sheri Anderson ◽  
Yu-Chang Hsu ◽  
Judy Kinney
Keyword(s):  
Instructional Design ◽  
Performance Analysis ◽  
Experiential Learning ◽  
Empirical Data ◽  
Exploratory Study ◽  
Online Courses ◽  
Learning Activities

Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited research on experiential learning in online courses as well as empirical data to assist with the instructional design of the experiential learning activities. The primary goal of this article is to demonstrate the use of importance- performance analysis to guide the instructional design of experiential learning activities.

scholarly journals Two Open-Ended, Experiential Learning Cases In Accounting

2010 ◽  
Vol 3 (11) ◽  
pp. 23-30 ◽  
Author(s):  
Jayne Fuglister ◽  
Matthew Stegmoyer ◽  
Renee Castrigano
Keyword(s):  
Experiential Learning ◽  
International Business ◽  
Online Courses ◽  
International Accounting ◽  
Changing Environment ◽  
Excellent Opportunity ◽  
Traditional Courses

The rapidly changing environment in international business provides an excellent opportunity for instructors to design timely, adaptable, experiential learning, and open-ended cases. This paper presents and discusses how to prepare and use two such cases in the areas of bank accounting and international accounting.  The cases can be offered and re-offered until the subjects are no longer relevant or interesting.  The structured spreadsheets are easily adapted to other topics for other times and other classes, not just accounting classes.  These two cases have been used in online courses as well as traditional courses. 

scholarly journals Interaction in an Asynchronous Online Course: a Synthesis of Quantitative Predictors

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Daniel Zingaro ◽  
Murat Oztok
Keyword(s):  
Online Courses ◽  
Online Course ◽  
Contradictory Result ◽  
Relative Importance ◽  
Future Directions ◽  
Factors Affecting ◽  
Educational Implications ◽  
Prior Literature ◽  
Asynchronous Online Courses ◽  
The Impact

The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful collaboration. And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted) but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications.

Predicting student success by modeling student interaction in asynchronous online courses

2017 ◽  
Vol 38 (1) ◽  
pp. 59-69 ◽  
Author(s):  
Brett E. Shelton ◽  
Jui-Long Hung ◽  
Patrick R. Lowenthal
Keyword(s):  
Student Success ◽  
Online Courses ◽  
Student Interaction ◽  
Asynchronous Online Courses

scholarly journals Reimaging Experiential Learning in Online Courses for the Digital Economy

2021 ◽  
Author(s):  
Katherine Moreau ◽  
Kaylee Eady ◽  
Ruth Kane ◽  
Peter Milley ◽  
Patrick R. Labelle ◽  
...  
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Online Courses ◽  
Digital Economy ◽  
Work Environments ◽  
Current Evidence ◽  
Future Research ◽  
Community Based ◽  
Policy Makers ◽  
Post Secondary

To continue functioning and adhere to physical/social distancing regulations during COVID-19, post-secondary institutions transitioned courses online, including those with experiential learning components. Experiential learning occurs when students apply course theory and concepts in real-world situations. Types of experiential learning include, for example, eService-learning, co-op, remote co-op, practicums, service-learning, and community-based projects. Experiential learning is a core component of students' education and growth. It allows them to acquire in-demand skills, gain competencies to transition into the workforce, obtain new skills to re-enter the workforce, or prepare for future employment in the digital economy. However, academics, students, employers, and policy-makers report that they do not know how to effectively integrate or do experiential learning in online courses. Both experiential and online learning have established benefits and research foundations and experiential learning is important to retain in online courses and as work environments change. To do so successfully, academics, students, employers, and policy-makers need to reimagine how they can integrate or do quality experiential learning in online courses to ensure that it prepares students for evolving labour demands. Therefore, in this knowledge synthesis project we will conduct a scoping review to: (a) identify the types of available evidence on experiential learning in online courses; (b) identify promising strategies for integrating and doing experiential learning in online courses; (c) identify outcomes of integrating and doing experiential learning in online courses; and (d) identify and analyze gaps in the current evidence on experiential learning in online courses in order to direct future research on the topic.

Online courses and how they change the nature of class

First Monday ◽  
2009 ◽  
Author(s):  
Scott Reid
Keyword(s):  
Qualitative Study ◽  
Rural Areas ◽  
Work Experience ◽  
Online Courses ◽  
Older Students ◽  
University Professors ◽  
Asynchronous Online Courses ◽  
Significant Change ◽  
Insight Into

This paper presents findings related to how the nature of class changes when asynchronous online courses are used rather than classrooms. The qualitative study involved interviews with 32 university professors who have taught both in-class and online courses. The findings provide insight into how when the medium of teaching changes, there is also significant change in the composition and indeed the very nature of class. Such change occurs as the students attracted have more work experience and groups such as those living in rural areas, older students with work experience or those living outside the province are more likely to be included in the composition of class. Also, the medium itself changed the dynamics of class interactions, not only those between students and professor, but also the interaction between students themselves.

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