scholarly journals Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

e-mentor ◽  
2020 ◽  
Vol 86 (4) ◽  
pp. 62-71
Author(s):  
Dorina Tila ◽  
Keyword(s):  
Student Performance ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Courses ◽  
Face To Face ◽  
Student Academic Performance ◽  
The Face ◽  
Blended Online Learning ◽  
Data Informed

This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.

scholarly journals A comparison of student engagement in the online vs. face-to-face environment

2016 ◽  
Vol 8 ◽  
Author(s):  
Jennifer Brielmaier ◽  
Ying-Ying Kuo
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Complete Analysis ◽  
Face To Face ◽  
Significant Difference ◽  
The Face

Enhancing student engagement has been a goal of increasing importance in higher education.  This may be especially valuable in online courses, where face-to-face interactions and synchronous activities are often minimal or nonexistent. Students are thought to be engaged when they view course activities as meaningful, persist in the face of difficulties or obstacles, and wish to learn to achieve mastery of the material (Bomia et al., 1997; Schlecty, 1994). Given the importance of student engagement for effective teaching, it is important for instructors and course designers to understand the factors that foster engagement within the learning environment.The present study sought to measure and compare student satisfaction and engagement in online vs. face-to-face sections of Physiological Psychology taught in Spring and Fall 2015. An end of semester survey, adapted from the literature (Dixson, 2010; Ouimet & Smallwood, 2005), included 18 questions relevant to learner satisfaction, motivation and engagement.  The preliminary data analysis was based on Spring 2015 data collected from 56 students total (22 online, 34 face-to-face).  The findings indicated that there was no statistically significant difference between the online and face-to-face sections for student learning satisfaction and overall engagement levels. Results suggest that online teaching and learning can be comparable to the face-to-face environment on these parameters. More complete analysis of the data from the Spring, Summer, and Fall 2015 semesters, as well as a discussion of implications for course design, will be presented.  Faculty and course designers will learn about strategies for measuring and promoting student engagement within their own courses.

Evaluating the alliance in videolink teletherapy

1997 ◽  
Vol 3 (1_suppl) ◽  
pp. 33-35 ◽  
Author(s):  
G J Ghosh ◽  
P M Mclaren ◽  
J P Watson
Keyword(s):  
Working Alliance ◽  
Psychological Treatment ◽  
Single Case ◽  
Personality Factors ◽  
Control Group ◽  
Face To Face ◽  
Working Alliance Inventory ◽  
The Face

The use of videoconferencing in psychotherapy remains largely unexplored. Videoconferencing compromises the range and quality of interactional information and thus might be expected to affect the working alliance (WA) between client and therapist, and consequently the process and outcome of therapy. A single case study exploring the effect of videoconferencing on the development of the WA in the psychological treatment of a female–male transsexual is described. The self-rated Working Alliance Inventory (WAI) was used to measure client and therapist perceptions of the WA after each session over 10 sessions of eclectic therapy conducted over a videolink. The serial WAI measurements charting the development of the WA in 4 cases of 10-session, face-to-face therapy by Horvath and Marx1 were used as a quasi-control. Therapist and client impressions of teletherapy are described. WAI scores were essentially similar to the face-to-face control group except for lower client-rated bond subscale scores. It is suggested that client personality factors accounted for this difference and that videoconferencing did not impair the development of an adequate working alliance or successful therapeutic outcome.

Developing and Implementing an Online Chinese Program

2013 ◽  
pp. 160-187 ◽  
Author(s):  
Mingyu Sun ◽  
Yea-Fen Chen ◽  
Andrew Olson
Keyword(s):  
Online Instruction ◽  
Language Instruction ◽  
Face To Face ◽  
Entry Level ◽  
Language Classes ◽  
Language Classroom ◽  
Language Courses ◽  
The Face ◽  
Guidelines And Recommendations

The virtual language classroom is becoming more commonplace, and for many instructors it is even a requirement. This chapter aims to present a virtual language classroom case study and to propose a prototype for instructors to develop and implement fully online entry-level language classes, as well as to provide guidelines and recommendations for their reference as they redesign traditional face-to-face language courses to fit the online modality. As the case study progressed, the authors discovered that this new modality of online language instruction poses many challenges. Their research aims to answer questions, such as: 1) is the online instruction in the case study comparable to the face-to-face class? and 2) how can one best balance synchronous and asynchronous components in an entry-level online language (Chinese in specific) course?

Creating a Culture of Engagement

2015 ◽  
pp. 302-323
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

scholarly journals Providing Support for Rural Special Educators During Nontraditional Instruction: One State’s Response

2020 ◽  
Vol 39 (4) ◽  
pp. 193-200
Author(s):  
Melinda Jones Ault ◽  
Ginevra Courtade ◽  
Sally A. Miracle ◽  
Amanda E. Bruce
Keyword(s):  
Online Teaching ◽  
Technical Assistance ◽  
The Novel ◽  
Free Appropriate Public Education ◽  
Face To Face ◽  
Global Pandemic ◽  
Nontraditional Instruction ◽  
The Face ◽  
Face To Face Instruction ◽  
Problem Solve

In the midst of the COVID-19 global pandemic, teachers were forced to quickly determine how to deliver a free appropriate public education to their students when in-person instruction was not possible. School districts and states have a variety of ways to provide supports to their teachers. One method for providing technical assistance, professional development, consultation, and mentoring to teachers is through the use of regional cooperatives. In this Practice in Action article, two educational cooperative consultants present their experiences in supporting their teachers in the face of the pandemic. Successful strategies the cooperatives developed for teachers included providing trainings in online formats, creating an organized list of resources appropriate for online teaching, and facilitating opportunities for teachers to work together to problem solve in the era of the novel COVID-19. Challenges for teachers providing instruction for their students when schools were closed to face-to-face instruction are discussed.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

scholarly journals Perubahan Budaya Tatap Muka Menjadi Online dalam Bimbingan Skripsi Mahasiswa

2020 ◽  
Vol 4 (2) ◽  
pp. 78-85
Author(s):  
Iswanto Iswanto ◽  
Dasrun Hidayat
Keyword(s):  
Communicative Competence ◽  
Communication Competence ◽  
Two Dimensions ◽  
Cognitive Dimension ◽  
Face To Face ◽  
Positive Communication ◽  
The Face ◽  
Communication Competencies ◽  
Communication Culture

Face-to-face communication has turned directly online, which encourages changes in the communication culture of lecturers. Changes in the communication culture require communication competence so that face-to-face thesis guidance runs effectively. Therefore, this research aims to measure the communication competence of lecturers and students when carrying out online guidance. To answer the research objectives, researchers used a case study with a qualitative approach. The theory of analysis used in this study uses the theory of communicative competence based on two dimensions: the cognitive dimension and the behavioral dimension. The data technique used in this study used purposive sampling, which includes several criteria for informants, including two final-year students preparing a thesis using the zoom cloud meeting application, then actively carrying out online thesis guidance and other supporting informants of two supervisors. The results showed that the face-to-face change to online in the guidance of the online thesis culture is still positive because there are communication competencies that are owned; there are two components of communication in online thesis guidance, namely: knowledge (knowledge) and skills (skills), the most positive communication competence—perceived by students and lecturers, namely skills.

scholarly journals From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021 ◽  
Author(s):  
Håkan Eftring ◽  
Elinor Jeanette Olaussen ◽  
Helen Petrie ◽  
Merja Saarela ◽  
Tarja Ladonlahti ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Universal Design ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

scholarly journals The Role of Responsive Leadership in Meeting Customers' Needs during Crises

2022 ◽  
Vol 13 (1) ◽  
pp. 0-0
Keyword(s):  
Large Scale ◽  
Education Institution ◽  
Face To Face ◽  
Leadership Attributes ◽  
Leadership Support ◽  
The Face ◽  
Quantitative Results ◽  
The Impact

This case study conducted to investigate the impact of a responsive leadership approach in meeting customers' needs in a higher education institution in the UAE during the COVID-19 pandemic. For this purpose, a mixed-method model has been used. The data has been collected from a convenient sample working and studying at Al Qasimia University Language Center, in fall 2020. This result indicates that the provided responsive leadership support during COVID-19 was effective and helped in motivating learners and customers to keep learning and making progress greater than what was shown before COVID-19, during the face-to-face teaching and physical assessment. Although the qualitative and quantitative results in this case study revealed a significant impact of responsive leadership approach on customers’ progress, there is still a need to conduct other researches to develop and validate a responsive leadership inventory to facilitate measuring of responsive leadership attributes in a large scale sample and/or population.

scholarly journals A Comparison of Students’ Preferences in Online Algebra Instruction Pre- and Post-Covid-19

2021 ◽  
Vol 15 (17) ◽  
pp. 4
Author(s):  
Zeynep Akcay Ozkan ◽  
Sirin Budak
Keyword(s):  
Student Satisfaction ◽  
Online Teaching ◽  
The United States ◽  
Discussion Board ◽  
Online Homework ◽  
Online Classes ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
Virtual Meetings

This study is aimed towards understanding students’ preferences in online learning of College Algebra at a community college in the United States, before and after the Covid-19 pandemic. We analyze the results of Student Satisfaction surveys administered during Fall 19, Spring 20 and Fall 20 semesters. The classes were partially or fully online with synchronous and asynchronous components such as face-to-face and/or virtual meetings, pre-recorded video lessons, assignments through online homework platforms, and discussion board assignments. Our analysis show that students found face-to-face meetings most helpful, when classes were taught partially online. After the transition to online teaching, virtual meetings did not directly replace the face-to-face meetings, instead online homework platforms were preferred. We find that students ultimately started utilizing all components of online classes on an equal basis. Our results reflect students’ adjustment to online teaching, taking more advantage from asynchronous course components and becoming active learners over time.

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