scholarly journals From Telecourses to Online Courses: A Story of Redesign | Du cours télévisé au cours en ligne : une histoire de redesign

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Claude Potvin
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Learning Technologies ◽  
Online Course ◽  
Multimedia Content ◽  
Application Process ◽  
Grant Application ◽  
Traditional Assessment ◽  
Content Understanding ◽  
Video Recordings

This case deals with the redesign of a standard telecourse - printed material, professional studio video recordings and phone tutoring – into an online course. The redesign involved an adjunct professor in the Humanities having some experience in distance education but little with learning technologies. It was a two-year project including the grant application process. The main issues included replacing television-based content with multimedia content; understanding the complexity of interactions between materials, students, and tutors; and adapting traditional assessment approaches to online instruments and methods.

scholarly journals A Semantic Recommendation System for Learning Personalization in Massive Open Online Courses

2020 ◽  
Vol 8 (1) ◽  
pp. 71
Author(s):  
Sara Assami ◽  
Najima Daoudi ◽  
Rachida Ajhoun
Keyword(s):  
Recommendation System ◽  
Online Courses ◽  
Learning Technologies ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Learning Context ◽  
Massive Open Online ◽  
New Era ◽  
Learner Model ◽  
Massive Open Online Course

<p class="0abstract">For an innovation producing education, MOOC (Massive Open Online Course) platforms offer a plethora of learning resources and pedagogical activities to support the university’s 4.0 new era and the lifelong learning movement. Nevertheless, the rapid advances in learning technologies imply the need for personalized guidance for learners and adapted learning materials. In this paper we seek to enhance the MOOC learner experience by providing a semantic recommender system for the diversity and abundance of MOOCs available for learners. Firstly, the paper analyses the state of the art of the semantic recommendation approach in a distance learning context. Then it describes the proposed MOOC recommendation system that uses the ontological representation of the learner model and MOOCs content to make its intelligent suggestions. Finally, we explore the development phases of the semantic MOOC recommendation system to define the implications for the progress of our research.</p>

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

scholarly journals Distance Education Accessibility and Quality Assurance

10.28945/3320 ◽  
2009 ◽  
Author(s):  
Alicia David
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Students With Disabilities ◽  
Web Sites ◽  
Online Courses ◽  
The United States ◽  
Online Course ◽  
Practical Consideration ◽  
Academic Accommodation ◽  
Accessibility Guidelines

This presentation will discuss some of the current statistics regarding distance education in the United States. It will also address how student disabilities (and their associated accommodations) are and should be impacting these online course offerings. According to a recent government study, 66% of US colleges currently offer some form of for-credit distance education (National Center for Education Statistics [NCES], 2008). In 2007 more than 20% of higher education students were enrolled in at least one online course, and the 2007 online enrollments were 245% that of the online enrollment seen in 2002 (Allen & Seaman, 2008). These educational studies have revealed what most educators already knew: online education is becoming increasingly important to colleges nationwide. The number of online courses continues to increase, and larger numbers of students are taking significant portions of their coursework online. Students reporting disabilities (and requesting accommodation) have also been increasing. Eleven percent of undergraduates have reported or registered as having a disability (NCES, 2006). The 11% statistic suggests that at least 2.2% of the online student population are also students with disabilities, and that 2.2% is likely to be too low because the flexibly offered by online courses is likely to appeal to students with disabilities. Ensuring accessibility in online courses, therefore, is clearly a practical consideration. Education studies have also revealed that some schools aren’t doing all that they can or should to ensure accessibility. Schools were asked how commonly they received requests for academic accommodation. Nearly a quarter of the schools responding didn’t know whether or not requests of this type were ever received (NCES, 2008). Another study tracked how closely accessibility guidelines for online course web sites were followed. Nearly half of the schools reported only moderate to minor application of the guidelines while over one-third of the schools either didn’t follow any of the guidelines or were unaware if guidelines were being followed (NCES, 2003).

Reflections on Instructional Design Guidelines From the MOOCification of Distance Education

2020 ◽  
pp. 21-37
Author(s):  
Covadonga Rodrigo ◽  
Francisco Iniesto ◽  
Ana García-Serrano
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Online Courses ◽  
Design Guidelines ◽  
Online Course ◽  
Online Assessment ◽  
Quality Model ◽  
Design For All ◽  
New Ideas ◽  
To Come

There are some similarities in developing distance education online courses and Massive Open Online Courses (MOOCs) using the basis of eLearning instructional design. However, the task of converting an online course into a MOOC is not as simple as direct migration of eLearning materials and assessment resources into a MOOC platform. In online learning, learners should be continually influenced by information, social interaction, and learning experiences, providing them with the knowledge to come up with new ideas to develop within an engaging course. In this chapter, the process of MOOCification a distance education online course on “Design for All for an Inclusive and Accessible Society” is explained and contextualized. The re-factorization process has been based upon the quality model used for MOOCs at UNED Abierta and the instructional design based on Gagné's events of instruction. The eLearning activities were completely refactored, along with the content itself, the interaction events, and the online assessment following the Gardner's multiple intelligences product grid.

scholarly journals The Role And Advantages Of Distance Courses In The Innovative Educational System

2020 ◽  
Vol 02 (10) ◽  
pp. 434-439
Author(s):  
Vohid Tojimamatovich Joʻrayev ◽  
Keyword(s):  
Distance Education ◽  
Resource Use ◽  
Online Courses ◽  
Educational Process ◽  
Educational Institutions ◽  
Online Course ◽  
Personal Goals ◽  
University Curriculum ◽  
The University ◽  
Distance Courses

The article focuses on the specifics of an open online course, which is one of the ways to continue the education of pupils and students in today's pandemic, which includes the technologies and types of distance learning. suspended. It is also thought that the changes caused by the pandemic and new solutions in education will bring the necessary innovative changes to the industry. Continuing the education of pupils and students in the article of a pandemic is a global problem today. The pandemic led to the closure of all educational institutions around the world, preventing students from learning. In this article, there is a problem of pupils and students. With the advent of distance education in the modern educational space, there have been significant changes in the education system. The article is devoted to the peculiarities of distance education, focusing on the technologies and types of distance education. The article is devoted to the analysis of public open online courses, the features of the creation and implementation of public open online courses in the educational process of a modern university. It is also thought that the changes caused by the pandemic and new solutions in education will bring the necessary innovative changes to the industry. These changes have undoubtedly brought about positive aspects of education in a certain order. The advantages of distance education are better organization of the learning process, ease and mobility of teaching, the implementation of professional and personal goals of the teacher, as well as increasing the efficiency of resource use. The materials presented and conclusions may be useful in discussing models for incorporating public open online courses into the university curriculum.

Developing and Sustaining Online and Distance Education Programs in Health and Kinesiology

2014 ◽  
Vol 3 (4) ◽  
pp. 217-220 ◽  
Author(s):  
Paul Keiper ◽  
Richard B. Kreider
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Student Success ◽  
Sport Management ◽  
Online Courses ◽  
Online Course ◽  
Master's Program ◽  
Education Programs ◽  
Support Students

Online education has become an increasingly popular means of delivering educational programs in health and kinesiology. It has helped departments meet increasing enrollment demands and provided additional resources that support students and faculty. A number of challenges, however, are associated with developing these types of programs. The purpose of this paper is to discuss some of the issues that Texas A&M University has experienced in developing extensive online courses and distance education programs. The paper discusses methods and models employed to develop online and distance programs in health and kinesiology and provides a case study of some of the opportunities and challenges that the Sport Management Division experienced in developing an online master's program. Issues related to efficacy, management, funding, and student success are discussed. Health and kinesiology administrators should consider these issues as they look to develop or grow online course offerings in the discipline.

Honest Communication in Online Learning

2009 ◽  
pp. 619-624
Author(s):  
Kellie A. Shumack
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Bottom Line ◽  
Approach To Teaching ◽  
Student Cheating ◽  
Future Of Education

Online learning promises much for the present and the future of education because it bridges the gap of distance and time (Valentine, 2002). Students have doors opened wide because of online courses, and in many ways, these opportunities bring in an equalizing quality for those who want to be educated. The bottom line is that the “convenience of time and space” (Valentine, 2002, p. 2) makes online courses an appealing option. Online courses come under the general heading of “distance education.” Pallof and Pratt (2001, p. 5) define distance education as “an approach to teaching and learning that utilizes Internet technologies to communicate and collaborate in an educational context.” This definition is what online courses are today. Some common modes of delivery include WebCT, Blackboard, Convene, and eCollege. Technology or these authoring tools are “not the ‘be all and end all’ of the online course. [They] are merely the vehicle for course delivery” (Pallof & Pratt, 2001, p. 49). As with many things, there are also some potentially negative aspects possible with online learning. This progressive form of instruction is not impervious to problems with student cheating, and in fact, cheating is often considered easier in online courses (Rowe, 2004). The purpose of this paper is to examine plagiarism within the different elements of online learning courses and investigate what can be done about it. Before examining plagiarism, a case for integrity should be made.

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

Management of e-resources in academic libraries in Ghana: Copyright implications

IFLA Journal ◽  
2021 ◽  
pp. 034003522110271
Author(s):  
Theresa L Adu ◽  
Thomas B van der Walt
Keyword(s):  
Distance Education ◽  
Mixed Methods ◽  
Distance Learning ◽  
Academic Libraries ◽  
Online Courses ◽  
Qualitative Interviews ◽  
Digital Resources ◽  
Mixed Methods Approach ◽  
Sequential Mixed Methods ◽  
Library Staff

This study investigated the copyright issues surrounding the management of e-resources in academic libraries in Ghana. Forty-seven library staff and head librarians from four academic libraries were engaged using questionnaires and qualitative interviews in a sequential mixed-methods approach to generate data for this study. The findings indicate that in all four institutions copyright issues arose with the provision of distance learning, online courses and e-reserves services. All the respondents stated that they or their colleagues had had faculty ask questions on copyright issues. However, the professional librarians indicated that the library was not consulted and the instructors for online courses or distance education programmes did not cooperate with librarians; rather, the department posting the materials made the decisions on copyright regarding the usage of digital resources for distance learning, online courses or e-reserves. This does not augur well for the management of copyright of e-resources in academic libraries in Ghana.

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