scholarly journals An After-action Review: Creating a Matrix Organizational Design Model for Online Education at a Tier-1 Research University

2021 ◽  
Author(s):  
Mitchell Springer ◽  
Keith Plemmons
Keyword(s):  
Online Education ◽  
Research University ◽  
Organizational Design ◽  
Design Model ◽  
After Action Review ◽  
Tier 1

Making the case for virtual competency-based education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Steven Vaughn Cates ◽  
Sean Doyle ◽  
Lisa Gallagher ◽  
Gary Shelton ◽  
Noel Broman ◽  
...  
Keyword(s):  
Online Education ◽  
Curriculum Design ◽  
Single Case ◽  
Academic Research ◽  
Design Model ◽  
Learning Performance ◽  
Business Success ◽  
Content Type ◽  
Competency Based Education ◽  
Competency Based

Purpose The purpose of this paper is to present a competency-based curriculum design model based on a set of ten foundational professional competencies (PCs) that prepare college graduates to meet the needs of global businesses now and in the future. Design/methodology/approach This phenomenological single-case study reviews literature on the foundational principles of competency-based education (CBE) and comparatively analyzes the results of qualitative interviews to create a set of ten PCs linking employee and business success. Findings This study presents a theoretical competency-based curriculum model (competency-based learning, performance and behavior (CBLPB)) designed for online education programs to enable a twenty-first century workforce to succeed. The curriculum design model is tested as applied by the researchers in various courses taught at an online university. Research limitations/implications This is a conceptual model for testing in academic research settings in colleges and universities. Practical implications The study suggests that higher education business curriculum should be designed using a CBE model to develop graduates with the foundational PCs that employers need and desire in educated working professionals. Originality/value From the faculty perspective, the CBLPB curriculum design model can enhance the design and implementation of CBE in business programs.

Integrating Motivational Strategies Into Massive Open Online Courses (MOOCs)

2018 ◽  
pp. 213-235 ◽  
Author(s):  
Hasan Uçar ◽  
Alper Tolga Kumtepe
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Design Model ◽  
Retention Rates ◽  
Motivational Strategies ◽  
Massive Open Online ◽  
Learner Motivation ◽  
Motivational Design ◽  
Potential Remedy

Massive Open Online Courses, aka MOOCs, have become an indispensable part of the online education routine. Many universities and organizations put a lot of effort into designing, developing, and running such courses. However, it still remains to be an under-researched area. One of the most important issues associated with success in MOOCs is the learner motivation. High dropout and low retention rates have been attributed to learners' low motivation. A recipe for these motivational challenges in MOOCs is provided by the ARCS-V motivational theory. This motivation design model provides a frame for analyzing the MOOCs learners, learning environment, and the resources. Based on this analysis, the model provides suggestions for assigning motivational tactics and strategies. Therefore, the purpose of this chapter is to introduce Keller's ARCS-V motivational design model and discuss it as a potential remedy to motivational issues in MOOCs by administering and delivering motivational strategies based on the model in MOOCs environments.

scholarly journals Increasing Success in Higher Education: The Relationships of Online Course Taking With College Completion and Time-to-Degree

2021 ◽  
pp. 016237372110557
Author(s):  
Christian Fischer ◽  
Rachel Baker ◽  
Qiujie Li ◽  
Gabe Avakian Orona ◽  
Mark Warschauer
Keyword(s):  
Online Education ◽  
Research University ◽  
Online Courses ◽  
College Completion ◽  
Online Course ◽  
Time To Degree ◽  
Face To Face ◽  
Public Research University ◽  
Success In Higher Education ◽  
Required Courses

Online courses provide flexible learning opportunities, but research suggests that students may learn less and persist at lower rates compared to face-to-face settings. However, few studies have investigated more distal effects of online education. In this study, we analyzed 6 years of institutional data for three cohorts of students in 13 large majors (N = 10,572) at a public research university to examine distal effects of online course participation. Using online course offering as an instrumental variable for online course taking, we find that online course taking of major-required courses leads to higher likelihood of successful 4-year graduation and slightly accelerated time-to-degree. These results suggest that offering online courses may help students to more efficiently graduate college.

scholarly journals Blended Learning for Teaching Professionally Oriented Foreign and Native Languages

2021 ◽  
Vol 7 (1) ◽  
pp. 126-139
Author(s):  
Natalia Myravyova ◽  
Natalia Zhurbenko ◽  
Galina Artyushina
Keyword(s):  
Online Education ◽  
Blended Learning ◽  
Research University ◽  
High Efficiency ◽  
Language Education ◽  
Main Task ◽  
Delivery Methods ◽  
Moscow Aviation Institute ◽  
New Approach ◽  
New Vision

The work represents a new approach to the technology of blended learning. This new vision was developed during the period of online education in 2020-2021. The research shows relevance in the framework of developing high efficiency of professionally-oriented language education. Blended learning is an educational technology that has been theoretically developed in various countries over the past decades. Blended learning was and still is mostly understood as a combination of offline and online education as delivery methods; at present, such training involves a flexible combination of formats, in different proportions. The aim of the rese4arch is combining different types of delivery methods, pedagogical strategies, and tactics according to the needs of a particular student or a group of students. In Moscow Aviation Institute (National Research University), we provide teaching of both foreign and native professionally-oriented languages. In the situation of the COVID-19 Pandemic, we started to use new approaches to education. One of the ideas was to use a blended learning technique mixing two language disciplines. This approach turned out to improve the efficiency of the teaching process in unprecedented conditions due to the inclusion of all the skills and systems of languages. We developed general speech culture, intuitive linguistic flair, enlarged students’ active vocabulary, improved soft skills (flexible skills) of a non-linguistic type, which include critical thinking, teamwork, and creativity. The main task of developing and introducing this new approach was the provision of efficiency of teaching professionally-oriented language skills.

scholarly journals Ensuring the Sustainability of University Learning: Case Study of a Leading Chinese University

2020 ◽  
Vol 12 (17) ◽  
pp. 6929 ◽  
Author(s):  
Yang Liu ◽  
Yu Zhang ◽  
Weifeng Qiao ◽  
Lu Zhou ◽  
Hamish Coates
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Global Education ◽  
Large Scale ◽  
Research University ◽  
Critical Areas ◽  
Qualitative Approaches ◽  
Chinese University ◽  
Transformation Potential ◽  
Novel Coronavirus

The spread of the novel coronavirus at the start of 2020 shocked higher education across China then around the rest of the world. To ensure sustainability of learning, this required an unprecedented shift from campus-based to emergency online education. This created an urgent need to learn more about the quality of online education, the provision of global education, and the transformation potential of universities. This paper analyses these matters, presenting insights from large-scale research conducted on a leading Chinese university, the first ever major research university to make this substantial transition. This research applied a mixed methods design, which combines quantitative and qualitative approaches. The results provide important insight into the nature, quality, and outcomes of online learning in major Asian research universities. They signal critical areas that require reform to ensure the sustainability of future higher education.

When It “Feels Like a Giant Living Room”: Implementing Peer Education at an Urban, Research-1 Hispanic Serving Institution

2021 ◽  
pp. 153819272110526
Author(s):  
Carla Amaro-Jiménez ◽  
Vandana Nandakumar ◽  
Holly Hungerford-Kresser ◽  
Oliver Patterson ◽  
Maria Martinez-Cosio ◽  
...  
Keyword(s):  
Research University ◽  
Peer Education ◽  
Lessons Learned ◽  
Living Room ◽  
Peer Educators ◽  
Qualitative Research Study ◽  
Hispanic Serving Institution ◽  
Tier 1 ◽  
Peer Education Program ◽  
Hispanic Serving

We report on a qualitative research study that identifies both challenges and successes resulting from the implementation of a Peer Education program at an urban, Hispanic-serving, Tier 1 Research University. By drawing on the experiences of 29 peer educators, we demonstrate the ways that combining peer mentoring and tutoring provided benefits for those who were not only served but those who served them. Lessons learned are shared.

An integrated science course moves online: four concurrent perspectives

2014 ◽  
Vol 6 (2) ◽  
pp. 248-268 ◽  
Author(s):  
Amanda E. Major ◽  
S. Raj Chaudhury ◽  
Betsy M. Gilbertson ◽  
David T. King Jr
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Research University ◽  
Course Design ◽  
Qualitative Inquiry ◽  
Faculty Members ◽  
Future Research ◽  
Team Approach ◽  
Content Type ◽  
Face To Face

Purpose – The purpose of this paper is to understand the lived experiences from the voice of the authors (a science professor, an instructional designer, a distance learning doctoral intern, and a distance learning director) in the process of transitioning a face-to-face science course to online modality at a large, research university. Design/methodology/approach – The method of this qualitative inquiry involves a personal narrative approach in which the authors reflect on their experiences of this process and analyze it through writing. Findings – The findings examine the challenges of moving a traditional course online and reiterate the value of a team approach to ensure its quality. The narrative offers clarity to the different phases of such a project and can enhance decision making among those involved in course design and delivery, as well as administrators incentivizing the conversion of traditional courses to the online modality. Practical implications – Online education has emerged as a viable solution. The challenges and rewards of transitioning face-to-face courses to distance learning modalities are well documented, even for a senior science educator. Social implications – Universities face several modern day challenges, including reductions in state appropriations, lack of available space for classes, challenges of engaging a technologically savvy generation, and preparing students for a global marketplace. Originality/value – To support faculty members’ transition to online education, universities offer instructional design support, where ideas are exchanged with faculty members to ensure pedagogically sound and engaging distance learning. The authors conclude with recommendations for both practice and future research in the area of practice and process improvement for diffusion of online courses at traditional universities, one course at a time. This is important to those beginning to transition course offerings online.

scholarly journals Blended Learning for Teaching Professionally Oriented Foreign and Native Languages

2021 ◽  
Author(s):  
Natalia Myravyova ◽  
Natalia Zhurbenko ◽  
Galina Artyushina
Keyword(s):  
Online Education ◽  
Blended Learning ◽  
Research University ◽  
High Efficiency ◽  
Language Education ◽  
Main Task ◽  
Delivery Methods ◽  
Moscow Aviation Institute ◽  
New Approach ◽  
New Vision

The work represents a new approach to the technology of blended learning. This new vision was developed during the period of online education in 2020-2021. The research shows relevance in the framework of developing high efficiency of professionally-oriented language education. Blended learning is an educational technology that has been theoretically developed in various countries over the past decades. Blended learning was and still is mostly understood as a combination of offline and online education as delivery methods; at present, such training involves a flexible combination of formats, in different proportions. The aim of the rese4arch is combining different types of delivery methods, pedagogical strategies, and tactics according to the needs of a particular student or a group of students. In Moscow Aviation Institute (National Research University), we provide teaching of both foreign and native professionally-oriented languages. In the situation of the COVID-19 Pandemic, we started to use new approaches to education. One of the ideas was to use a blended learning technique mixing two language disciplines. This approach turned out to improve the efficiency of the teaching process in unprecedented conditions due to the inclusion of all the skills and systems of languages. We developed general speech culture, intuitive linguistic flair, enlarged students’ active vocabulary, improved soft skills (flexible skills) of a non-linguistic type, which include critical thinking, teamwork, and creativity. The main task of developing and introducing this new approach was the provision of efficiency of teaching professionally-oriented language skills.

Sign in / Sign up

Export Citation Format

Share Document