scholarly journals Learning through teaching: An online setting

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Stanley Zoltek
Keyword(s):  
Poster Session ◽  
Traditional Classroom ◽  
Online Course ◽  
Entire Class ◽  
Instructor Feedback ◽  
Electronic Whiteboard ◽  
Online Setting

A powerful way for students to master a subject is to engage them in teaching it to someone. This is especially true for mastering concepts in mathematics. In a traditional classroom we can give markers to students and send them to the whiteboard to solve problems. In an online course the electronic whiteboard is not quite as friendly. Though recent innovations make it possible to "write mathematics" on the online electronic whiteboard, the process is quite time-consuming. In our online pre-calculus course we supply a student with a PDF file containing the solution to a problem and ask the student to create a YouTube video in which they play the role of instructor. They are required to explain the steps involved in solving the problem and why each particular step "makes sense." We then provide a critique of their video and require them, if needed, to supply a revised video. The revised videos are made available online for the entire class. In our poster session we present three student videos, the corresponding instructor feedback, and the revised videos. 

scholarly journals Blended learning in medical physiology improves nursing students’ study efficiency

2018 ◽  
Vol 42 (4) ◽  
pp. 711-717 ◽  
Author(s):  
Feifei Shang ◽  
Chuan-Yong Liu
Keyword(s):  
Nursing Students ◽  
Student Performance ◽  
Communication Networks ◽  
Rapid Development ◽  
Independent Study ◽  
Traditional Classroom ◽  
Online Course ◽  
University Campuses ◽  
College And University ◽  
Blended Course

The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.

Teaching an Elective Online Course in Gerontology: One BSW Program's Experience

2006 ◽  
Vol 11 (2) ◽  
pp. 51-60 ◽  
Author(s):  
Nancy L. Sidell
Keyword(s):  
Online Learning ◽  
Social Work ◽  
Traditional Classroom ◽  
Online Course ◽  
Course Content ◽  
Rural Social Work

This article describes the experience of one rural social work program's experience in developing and teaching an online elective gerontology course. The junior-level course, originally developed as part of an interdisciplinary minor in gerontology in 2000, was taught twice in the traditional classroom. In an effort to increase interest and enrollment, it was developed into an online learning format. It is now offered annually and boasts substantial enrollment increases. This article describes online, explicates the the experience from having offered the course twice course content, and evaluates the course from both the student and the instructor's experience.

scholarly journals Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
Maria Joseph Israel
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Course ◽  
Traditional Classrooms ◽  
Teachers Colleges ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Current Trends ◽  
Conventional Classroom

<p class="BodyA">The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. This paper reviews some recent experiments in the context of current trends in MOOCs by examining methodologies utilized in blended MOOCs in a face-to-face environment. This paper further discusses the preliminary findings related to its effectiveness of learning outcomes and its impact on students and instructors in blended MOOCs format. The review of blended MOOCs in classrooms assists to form the emerging consensus on integrating MOOCs in conventional classroom settings, while highlighting potential opportunities and challenges one might face when implementing MOOCs in similar or entirely different contexts.</p>

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