scholarly journals Techniques for Mirroring Practice Online

10.28945/2638 ◽  
2003 ◽  
Author(s):  
Renay Buchanan ◽  
Robert McDougall
Keyword(s):  
Online Learning ◽  
Worked Examples ◽  
Learning Opportunities ◽  
Online Resources ◽  
Online Environment ◽  
Electronic Medium ◽  
Educational Tools ◽  
Face To Face ◽  
Innovative Work ◽  
Face To Face Instruction

In this paper we describe the creative and innovative work that has emerged from the collaboration between content experts and creative designers. The project detailed here focuses on enhancing the current range of online learning opportunities for students studying a level one business mathematics course. We highlight some of the positives and negatives encountered when converting existing print-based materials to quality online educational tools and the mapping of face-to-face instruction into the electronic medium. A discussion of some of the major challenges encountered when creating resources such as these for distribution in an online environment is included. The conference presentation for this work will demonstrate the two primary online resources, worked examples with audio enhancement and simulations.

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

Factors Contributing to the Effectiveness of Online Students and Instructors

2018 ◽  
pp. 1451-1462
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Online Student and Instructor Characteristics

2011 ◽  
pp. 2911-2916
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Effective Means ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
Technological Advances ◽  
The Face ◽  
Instructor Characteristics

As technological advances become mainstream in higher education, many universities have begun delving into online learning as an effective means of course delivery. Transitioning from the Industrial Age to the Digital Age of learning has forced some evaluators to rethink standards of success and the idea of productivity and learning (Leonard, 1999). Understanding the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will also assist students and instructors in understanding the differences that may be experienced in the online environment vs. the face-to-face environment and provide the opportunity to consider whether online learning or teaching is a “good fit” for them. Understanding why students or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements

2021 ◽  
pp. 984-1000
Author(s):  
Alan Cromlish
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Traditional Learning ◽  
Post Secondary ◽  
Face To Face ◽  
Specific Teaching ◽  
Collaborative Learning Opportunities ◽  
Learning Issues

This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Ahmed Ead ◽  
Christopher Robson ◽  
Misha Afaq ◽  
Pierre Mertiny
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Engineering Design ◽  
Rapid Development ◽  
Post Secondary ◽  
Face To Face ◽  
Learning Platform ◽  
Before And After ◽  
Second Year ◽  
Face To Face Instruction

With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.

scholarly journals A Place to Play: Teaching Communities How To Build Playgrounds

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Jonathan Racek ◽  
Kennon M. Smith
Keyword(s):  
Online Resources ◽  
Culturally Appropriate ◽  
Train The Trainer ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Implementing Strategies

This case study focuses on the development of a train-the-trainer program which blends online resources and face-to-face instruction to assist people in leading communities which want to design and build safe and culturally-appropriate play areas. The case outlines the development of online resources and the iterations involved in developing and implementing strategies for face-to-face instruction.

scholarly journals REMODELED SOCIO-CULTURAL AND ACADEMIC E-LEARNING

2021 ◽  
Vol 71 (1) ◽  
pp. 1-2
Author(s):  
Khadija Qamar ◽  
Faiza Kiran
Keyword(s):  
Online Learning ◽  
Digital Native ◽  
Digital Immigrants ◽  
Social Distancing ◽  
Face To Face ◽  
The World ◽  
Giant Leap ◽  
E Learning ◽  
Face To Face Instruction ◽  
Medical Colleges

Panacea erupted by COVID-19 outbreak has transformed our personal and political perspectives, on priorities and mode of lives, around the world. On March 11, 2020, WHO declaring it as a pandemic followed by nation wide smart lockdown and implementation of social distancing, has remodeled our sociocultural and academic norms.To our interest, it has encouraged medical colleges of our country to take a giant leap from a traditional face-to-face instruction to online learning. Though sudden, massive, and unplanned transition it might be, this not only changed mode of curricular delivery, but uncovered opportunity of grooming ourselves to Millennial expectations. Initially, our digital recluse faculty had to learn basics of computer to become digital refugees. Later, they successfully adapted themselves as digital immigrants to teach a digital native generation!

scholarly journals Effective Use Of Group Projects In Online Learning

2016 ◽  
Vol 9 (3) ◽  
pp. 121-128 ◽  
Author(s):  
Robert Ekblaw
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Group Dynamics ◽  
Cognitive Learning ◽  
Practical Experience ◽  
Face To Face ◽  
Group Projects ◽  
Face To Face Instruction ◽  
Effective Use ◽  
Creative Construction

Group projects have long been used in face-to-face instruction to improve cognitive learning among its students.  Group projects not only provide practical experience and allow students to practice the concepts they have learned, but also teach the students creative construction and group dynamics.  As important as group projects have proven in conventional learning, they are rarely used in online education courses.  This paper examines the foundations of effectively using group projects, and then demonstrates how to integrate them into online learning courses.

The PAR Framework Proof of Concept: Initial Findings from a Multi-Institutional Analysis of Federated Postsecondary Data

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Philip Ice ◽  
Sebastián Díaz ◽  
Karen Swan ◽  
Melissa Burgess ◽  
Mike Sharkey ◽  
...  
Keyword(s):  
Online Learning ◽  
Student Retention ◽  
Predictive Analytics ◽  
Postsecondary Institutions ◽  
Learning Program ◽  
Online Learners ◽  
Face To Face ◽  
Reporting Framework ◽  
Determining Factors ◽  
Face To Face Instruction

Despite high enrollment numbers, postsecondary completion rates have generally remained unchanged for the past 30 years and half of these students do not attain a degree within six years of initial enrollment. Although online learning has provided students with a convenient alternative to face-to-face instruction, there remain significant questions regarding online learning program quality, particularly when considering patterns of student retention and progression. By aggregating student and course data into one dataset, six postsecondary institutions worked together toward determining factors that contribute to retention, progression, and completion of online learners with specific purposes: (1) to reach consensus on a common set of variables among the six institutions that inform student retention, progression and completion; (2) to explore advantages and/or disadvantages of particular statistical and methodological approaches to assessing factors related to retention, progression and completion. In the relatively short timeframe of the study, 33 convenience variables informing retention, progression, and completion were identified and defined by the six participating institutions. This initiative, named the Predictive Analytics Reporting Framework (PAR) and the initial statistical analyses utilized are described in this paper.

Integration of Web 2 Technologies for ODL

2018 ◽  
pp. 1289-1301
Author(s):  
Rajshree Satish Vaishnav
Keyword(s):  
Online Learning ◽  
Teacher Preparation ◽  
Policy Makers ◽  
Face To Face ◽  
The World ◽  
Research Findings ◽  
Cyber Space ◽  
Face To Face Instruction ◽  
Traditional Classroom Teaching ◽  
Different Levels

The world today is a complex one with issues and concerns emerging that were absent even a generation ago. Education and technology in the present millennium is not a luxury but commodity for survival in the present knowledge driven tech innovative society. In today's online era, the concept of a traditional classroom teaching extends beyond a walled room with desks and chairs and into the realm of cyber space. The Research findings presented here are derived from a systematic researches conducted to know the effectiveness of various modes of online learning and face-to-face instruction for teaching various subject /courses at different level. The goal of such studies as a whole is to provide policy-makers, administrators and educators with research-based guidance about how to implement different platforms of online learning for school/ higher education and teacher preparation. The locus of such researches was students studying in different institutions at different levels in India.

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