Online Courses

This research describes the evaluation of video tutorials used in a graduate level online statistics course. The evaluation focused on attitudes toward the tutorials and differences in academic performance between online sections that used the tutorials and those that did not. Attitude results were based on 78 students who completed an online survey and indicated positive perceptions of the tutorials. The quantitative findings were supported by narrative comments that suggested the tutorials were an effective component of the course. However, comparisons of sections with and without access to the tutorials showed no statistically significant difference with respect to academic performance. These results suggest that video presentations used as supplemental materials may provide instructional designers with a tool to create online courses that are as effective as traditional face-to-face courses.

The development of Internet technology give a chance for application in all kind of humans activity include education specially for higher education in university in order to increase education quality. In this paper we will discuss about the importance of the elements which must be fulfilled when we build the online academic application with web technology which will help teaching process in university. Also we will discuss to implement open source software as foundation in order to deploy the information system with low cost without losing the performance. In the future assembling internet technology on education and training will be need in order to enhancement and distribution education quality, specially in Indonesia where has many islands separate with sea and mountain. Students and faculty will enjoy access to multiple resources from one location, delivering search results with a range of content including encyclopedia articles, multimedia, related Web sites, magazines, and much more. Enables schools to implement an online academic program. It equips schools to host online courses, conduct live and blog-style communication between faculty and students, track grades, automate test scoring, store course materials, and much more.

Based on a framework emphasizing the social nature of learning, this research examines a model of how social constructs affect satisfaction within online learning using path analysis for students in higher education. The social constructs evaluated in this study include sense of community (SOC), social ability (SA), perceived ease of use (PEU) and usefulness (PU) of social awareness tools, and self-reported participation (SRP) in online courses. Students' social ability is predicted by perceived ease of use of social awareness ...

This study investigates the distance education and information technology literature in an attempt to develop a model to measure quality and learning in online courses. The resulting model is the first proposed to address issues of flexibility, responsiveness, interaction, student learning, technical support, technology, and student satisfaction simultaneously. The reliability and validity of the model are explored with suggestions for future research. As Internet-based education continues to grow worldwide, this model may assist policymakers, faculty, students, and others in making reasonable and informed judgments with regard to the quality of and learning in Internet-based distance education.

Introductory computer programming courses are inherently challenging for a variety of reasons. With increased demands for online delivery, the use of effective technologies, materials, and methods that best support online learning is essential to maximize student success. This article describes a recent study conducted at our institution with an overall objective to improve the design and online delivery of a

Online Courses have over the last 5 years has been making steady progress in the mainstream Higher Education System in India. This has further been accelerated recently by Covid 19 considered one of the most pathetic pandemic situation for the whole world. The COVID 19 has resulted in school’s colleges and educational institutions shut all across the world as result educational system has changed dramatically with the distinctive rise of E –learning whereby teaching is undertaken remotely and on digital platforms. The government has taken commendable measures by introducing the concept of E-learning.These nationwide closures are impacting over 91% of the worlds' student population.

The SOFIA and SIRTF EPO Programs have partnered with the Conceptual Astronomy and Physics Education Research (CAPER) Team in designing, evaluating, and facilitating an online program for K-12 teachers to experience multiwavelength astronomy. An aggressive approach to online course design and delivery has resulted in a highly successful learning experience for teacher-participants. Important aspects of the Invisible Universe Online will eventually be used as a part of SOFIA's Airborne Ambassadors Program for pre-flight training of educators. The Invisible Universe Online is delivered via WebCT through the Montana State University National Teacher Enhancement Network (https://btc.montana.edu/). Currently in its fourth semester, the course has served 115 K-12 teachers. This distance learning online class presents our search for astronomical origins and provides an enhanced understanding of how astronomers use all energies of light to unfold the secrets of the universe. We cover the long chain of events from the birth of the universe through the formation of galaxies, stars, and planets by focusing on the scientific questions, technological challenges, and space missions pursuing this search for origins. Through textbook and internet readings, inquiry exploration with interactive java applets, and asynchronous discussions, we help our students achieve the following course goals: develop scientific background knowledge of astronomical objects and phenomena at multiple wavelengths; understand contemporary scientific research questions related to how galaxies formed in the early universe and how stars and planetary systems form and evolve; describe strategies and technologies for using non-visible wavelengths of EM radiation to study various phenomena; and integrate related issues of astronomical science and technology into K-12 classrooms. This course is being developed, evaluated, and offered through the support of SOFIA and SIRTF EPO Programs, two NASA infrared missions associated with the Origins program.

The Bachelor of Nursing (BN) program at Central Queensland University requires students to complete industry based clinical practicum in each of the 3 years of their program. Students spend 40– 60% of their week off campus in clinical practicum. The Bachelor of Nursing Program Gateway (BNPG) is the application of the traditional Blackboard course management system from a single course to a whole program. It has pushed the boundaries of online course management creating an online learning community that consists of students, lecturers, clinical laboratory managers, administration staff, program advisors and industry clinical staff from three Central Queensland University campuses (Rockhampton, Mackay and Bundaberg), one hub (Noosa) and Flexible delivery. This paper will adopt Wenger, McDermott, and Synder's (2002) seven principles of communities of practice to discuss development strategies that have proved successful, as well as some of the pitfalls experienced and lessons learn...

This study analyzed the factors that affect student success in an online computer programming course. The study had two with two main objectives. The first was to examine relationships among selected variables (gender, age, educational level, locus of control, and learning style), motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, control beliefs, task value, self-efficacy, and test anxiety), selfregulated learning components (cognitive strategy use, self-regulation), and student success in the online course. The second objective was to examine course instructors' views about the factors that contribute to the students' success in the online course. The study sample consisted of two course instructors and 80 voluntary participants who partook in this online course in [2005][2006]. Both quantitative and qualitative methods were used to collect relevant data in this study. Four online questionnaires (Demographic Survey, Internal-External Locus of Control Scale, Learning Style Inventory, and Motivated Strategies for Learning Questionnaire) were used to gather data on quantitative variables, and semi-structured interviews were conducted to gather data on instructors' views. The statistical results indicated that the effect of the selfregulation variables on students' success was statistically significant, and the interview results indicated that successful students generally used self-regulated learning strategies in the online course.

In an attempt to provide educational opportunities for students who are working or who are located at a distance, many universities have developed wholly online distance education programs. These online courses use web technology as a distributed learning mechanism. However, online distance learning in Computer Science courses remains challenging for both teachers and students. Research has shown that there is a significant risk factor for online courses in Computer Science. Course developers and teachers need to be aware of the particular needs of Computer Science students when establishing online courses, if they wish to graduate successful and satisfied students. This paper aims to identify some of the challenges in teaching Computer Science topics online, and identify useful support strategies to enhance learning through the informed use of webbased elearning.

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This study investigates the distance education and information technology literature in an attempt to develop a model to measure quality and learning in online courses. The resulting model is the first proposed to address issues of flexibility, responsiveness, interaction, student learning, technical support, technology, and student satisfaction simultaneously. The reliability and validity of the model are explored with suggestions for future research. As Internet-based education continues to grow worldwide, this model may assist policymakers, faculty, students, and others in making reasonable and informed judgments with regard to the quality of and learning in Internet-based distance education.

This study investigated a synchronous web-based course system (SWBCS) as a supplement to university courses taught via distance education. Specifically, the research investigated how and why instructors used the tools available within the synchronous system to enhance student learning. A mixed methods approach included student and instructor surveys, instructor and support personnel interviews and focus groups, classroom observations, analysis of event and problem logs, analysis of classroom recordings, and a researcher's journal. Analysis of the data collected provided insights regarding successful strategies for the integration of a SWBCS and documented the increased communications and interactions it provided. This research provides new insights into the use of synchronous learning environments in courses offered via distance.

Microblogging is the Web2.0 technology with the most important impact in the recent months, with applications in many domains, including education. On a microblogging platform, users can send and receive messages via the web, SMS, instant messaging clients, and by third party applications; the most known platform is Twitter. With a solid experience in using Web2.0 technologies, the authors are trying to provide arguments for using microblogging platforms in education, underlining the advantages, but also possible drawbacks. The article presents a microblogging platform specially designed for education, called Cirip, which offers facilities such as live video / audio messages, multimedia objects embedding, private and public groups, feeds monitoring. Some concrete examples are presented, in which the platform is used for course enhancement, for communities of practice, but also for delivering complete online courses. We also underline how to facilitate such projects, how to integrate other Web2.0 technologies, and how to evaluate students' portfolios and participation.

Is the use of an online course delivery format, when compared with the more traditional face-to-face format, good or bad in the context of university education? Those who subscribe to the no-significant-difference perspective argue that online delivery is good, because it allows students with time and geographic distance constraints to obtain the education that they need, with no significant negative impact on the quality of the learning experience. Others argue that online delivery is bad, advocating a version of the competing significant-difference perspective, because the electronic communication media used for online delivery are not rich or natural enough to enable effective learning. This study contrasted students perceptions and grades in two different sections of the same course: one delivered entirely online and the other delivered face to face. Data were collected and analyzed at two points in time, namely, at the middle and end of a long semester. The study found support for both the no-significant-and significant-difference perspectives. At the middle of the semester, students in the online condition perceived communication ambiguity as significantly higher, and also obtained significantly lower grades, than students in the face-to-face condition. At the end of the semester, no significant differences were found.

With the increasing number of online courses within many higher education institutions, experienced instructors are facing the possibility of teaching online. These faculty members may face the task of converting their well-established face-to-face teaching strategies into an online environment. To better understand this transition, we analyzed the practice of one senior professor and his face-to-face teaching strategies. This single-case study gave us insight into these strategies and enabled us to describe how current and emerging online tools could accommodate these strategies.

เว็บช่วยสอนยังเป็นสื่อใหม่ที่ยังไม่เป็นที่แพร่หลาย      หรือนำมาใช้เพื่อการเรียนการสอนอย่างกว้างขวางในประเทศไทย            เหมือนกับสื่อการสอนสมัยใหม่หลายอย่างที่ถูกนำมาใช้อย่างมากมายจนเป็นที่รู้จักกันดีอย่างคอมพิวเตอร์ช่วยสอนหรือวีดิโอคอนเฟอร์เรนต์    คำถามที่นักการศึกษาจะต้องถูกถามเหมือนกับที่เคยถามเมื่อเวลามีสื่อใหม่ ๆ ถูกนำเข้ามาใช้ในการศึกษาว่า  อะไรคือเว็บช่วยสอน ?

A conundrum exists when examining online learning and young adults who live in generational poverty. As informal learners these individuals gain and practice communication skills such as synchronous chat, uploading files, and frequent posting habits as members of social networking sites, yet typically do not succeed in formal online learning. This study examined how a sample of young American adults living in generational poverty participated in online social networking sites in order to identify cognitive styles used to develop knowledge or share knowledge, and to consider the implications of these approaches for the design of online learning for students at or near the poverty level. A case study strategy was employed to investigate online activities of Midwestern (USA) young adults who identified their families as living for at least two generation in a poverty level economic status defined by the U.S. Bureau of Census. The group was of mixed gender, and the same questions were posed to a like group of selfidentified middle class adults to assess responses that were not unique to income level. Five usage perceptions or patterns were identified as unique to the generational poverty participants: (a) how the individual perceives life as a member of the virtual world; (b) life in the responders' real world; (c) language register; (d) use of millennium learner cognitive styles; and (e) preference for synchronous versus asynchronous activity. These patterns suggest designers can cater for generational poverty through community interaction as a survival tool, casual language and tackling projects or problems with a sense of immediacy.

... Results from the present investigation support the theoretical perspective of Pekrun and his colleagues (eg, Pekrun, 2006; Pekrun et al., 2006): namely, that students' cognitive appraisals and achievement ... The role of students' cognitive engagement in online learning. ...

Understanding factors in successful online course experiences can provide suggestions for instructors and students to promote improved learning experiences. A survey of 700 students regarding perceptions of online-learning quality was analyzed with a structural equation model. For students with online-learning experience, comfort with technology and motivation to learn technology skills were related to satisfaction with online courses, which was related to perceived quality. For students with hybrid-learning experience, comfort was related to motivation and perceived quality, motivation was related to satisfaction, and satisfaction was related to perceived quality. For students with no online-learning experiences, comfort was related to motivation to learn technology skills, but neither of these factors was related to perceived quality of online courses.

This paper shares some of the experiences in online coordination and teacher development which have emerged in the English Language Department at the Universitat Oberta de Catalunya. The advantages and disadvantages of coordination in an asynchronous computer-mediated environment form the backdrop to those issues which we consider to be vital, both for the success of online language courses and in the training and support of online instructors. Among the issues discussed are the course coordinators' role in developing awareness of the specific needs of the online learner, encouraging teacher reflection and the construction of knowledge on new pedagogical approaches inherent in online learning, and promoting a sense of community among online teachers. Specific examples of coordinating activities developed within the English Department will be examined, such as face-to-face meetings, training of new teachers, reference documents for teachers, coordinators' feedback on teachers' work in the classroom, and online discussions of pedagogical issues. These all play their part in helping educators to deliver online courses "to learn from the experience of others and to encourage and evaluate educational innovation" (Gooley & Lockwood, 2001, p. 12).

Since there is a real possibility that online courses will become the dominant informational platforms of the future universities need to address a range of issues from design and quality through to ethics and economics to ensure that the all-round investment required reaps positive outcomes. This paper addresses some of the issues that have confronted teachers and students engaged in online teaching and learning in eastern and western contexts. This paper concludes that Asian students are not necessarily poor online learners, as has often been suggested, but that they are alert to the importance, and real advantages, of personal interaction in the learning process. For this reason it is suggested that integrated hybrid virtual and classroom courses might prove more effective and elicit more positive responses from such students than courses that are conducted entirely online.

This paper looks at e-learning initiatives in education in Samoa, focusing on developments at the National University of Samoa (NUS) and the Ministry of Education Sports and Culture (MESC). The main aims of these developments are the provision of access to learning, bridging the technological divide, and the promotion and pursuit of open education resources (OERs) The API Environmental series is an example of collaborative course development by 7 universities to increase access in the Asia Pacific region to online courses in areas identified as having relevance and importance across the region such as environmental studies and disaster management. The NUS CISCO academy funded by a partnership between International telecommunications Union (ITU), UNDP and CISCO was set up as part of CISCO and ITU's LDC initiative to build capacity in least developed countries like Samoa, in an attempt to bridge the digital divide. Developments at MESC include broadcasting lessons for primary schools and the SchoolNet project aimed at providing computers in secondary and primary schools, the development of OERs hosted on a portal and the provision of community access after hours. But perhaps the most viable and prominent of these is our involvement in the Commonwealth of learning developments such as the FLOSS4EduPacific for the promotion of use of open source software, and the advances made within the Virtual university (VUSSC). VUSSC activities include participation in the online course development bootcamps, training in the wiki-educator workshops for NUS staff, and outreach for the Community tele-centres and the SchoolNet centres.

The eYcacy of individual components of an online course on positive course outcome was examined via stepwise multiple regression analysis. Outcome was measured as the student's total score on all exams given during the course. The predictors were page hits, discussion posts, and discussion reads. The vast majority of the variance of outcome was accounted for by total page hits. Participation in discussion had little to no eVect on performance as measured by outcome on exams. The results were double cross-validated with a sample chosen from another class. There was no shrinkage, indicating that the equations derived from the two samples were very reliable.

Online courses are growing in popularity, providing opportunities for individuals to complete their education while overcoming time and distance constraints. Innovations in distance education allow for the design and development of online courses that adapt to meet the specific needs and/or learning styles of the students enrolled, and reflect the unique teaching style and personality of the instructor. The purpose of this descriptive case study is to share three perspectives and three approaches of three faculty members who teach a range of graduate level educational technology courses at a university located in northeast Texas. Tips, techniques, lessons learned, and examples of proven interaction activities while meeting course objectives and addressing specific needs of students will be discussed.

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The present paper analyses the development and results of an online postgraduate training course addressed to pre-service teachers from different educational fields who aim to be trained in intercultural matters. The mentioned course was implemented in 2013–2014 at the University of Extremadura. Discussion groups and log books were used from a qualitative methodology. Seven faculty members and 16 graduate students coming from eight different training modules participated in the study. A number of comparative categories among the modules that allowed the development of a strengths, weaknesses, opportunities, and threats (SWOT) matrix were established. Results demonstrate that the online graduate training was especially beneficial to generate skills that will support potential teachers when facing intercultural classes. Nevertheless, there are still some facets related to internal teacher's coordination on content and activities that will be enhanced in future sessions of the course.

The number of students taking online E-learning courses is increasing each day which calls for the delivery of a consistent framework for the development of online courses. This paper presents a new model for the development of online E-courses. The model is called 3C's Model and divides the development of E-learning course into 3 steps; course modeling, course development and course implementation. The model follows the development of E-learning from its initial phase to the final phase when it's actually published online and learners are granted access to it. The 3C's model defines a general framework that can be applied for the development of online E-courses across all disciplines and subjects.

This study evaluates the distribution of thinking styles in online distance education courses. One hundred and sixty undergraduate students from three universities enrolled in online distance education courses were administered the Sternberg-Wagner Thinking Styles Inventory . Results indicated a disproportionate number of Legislative and Hierarchic thinkers in online distance education courses. Based on these findings, suggestions for online course development and design are discussed.

Since its publication in in higher education. The Internet and Higher Education, 2(2-3), 87-105.] community of inquiry (CoI) framework has generated substantial interest among online learning researchers. This literature review examines recent research pertaining to the overall framework as well as to specific studies on social, teaching, and cognitive presence. We then use the findings from this literature to identify potential future directions for research. Some of these research directions include the need for more quantitatively-oriented studies, the need for more cross-disciplinary studies, and the opportunities for identifying factors that moderate and/or extend the relationship between the framework's components and online course outcomes.

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The goal of this course is to help Business School students improve their academic writing skills. This course will provide you with the information and tools you need to brush up on your academic writing skills. This should help you improve one of your PhD papers which you can then publish in a top journal. This course will take place over 5 days, during which time you will be working on one of your PhD papers. We will have 2-hour long interactive classes in the morning via Zoom and 3-hour practical writing sessions in the afternoon. In the classes, you will work on your own paper, give feedback to your peers, and have the opportunity to receive feedback from the teachers.

During the practical writing sessions in the afternoon, you will be working on the respective sections of your own paper that we cover in the morning. You will also give feedback to your peers and receive feedback in turn, which will help you get more from the process. There will be several opportunities to receive direct feedback from the teachers, too. By the end of the week, you will have revised your paper’s introduction, theory, and methods sections.

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In this study the intent was to determine if the problems with technology that graduate students experience in online classes is related to their evaluations of their instructors. Participants included 131 graduate students in a College of Education. They were from 19 sections of five different online courses. In these courses, students took tests, found information, and participated in chat rooms, discussions, or emails with instructors. A university teaching evaluation scale was used in this study to measure students' perceptions of teaching effectiveness. A second instrument called Survey of Student Experiences in Online Courses measured technological problems students experienced in the online course and the detrimental effect these problems might have had on students' learning. A new variable was created and called impact score. This was the product of the frequency and detrimental effect for each activity. Results showed a positive relationship (r of .26, p = .003) which indicated that the more frequently students experienced technology problems or the more severely their problems impeded learning, the higher they evaluated the instructor and the course.

The purpose of this study was to provide empirical evidence to support the validity of the Community of Inquiry (CoI) model survey. The participants for this study were undergraduate and graduate students (n = 1173) enrolled in fully online (57%) and blended online courses (43%) offered through WebCT during the spring 2008 semester at a mid-sized western university. One half of the student responses were randomly selected for exploratory factor analysis while the remaining half was subjected to confirmatory factor analysis. Results from the exploratory analysis identified a three factor model which was tested through confirmatory factor analysis and found to be an acceptable fit to the predicted population model. Results from this study suggest that the CoI survey holds promise as a useful evaluation tool for providing formative and summative feedback about the effectiveness of online courses and programs. Published by Elsevier Inc.

Faculty in post-secondary institutions must continually reassess, refine, and revise their teaching, yet it is a challenge for them to gain this professional development with heavy teaching responsibilities and high demands on their time. Creating Optimum Learning Environments (CREOLE) is a collaborative project between one community college and one university to develop an online training program for post-secondary education faculty on the basic principles of teaching and learning and the development of online courses. Four independent modules were developed and taught in a one semester format for educators throughout the U.S. The goal of this research was to identify the strenghts and challenges of this course; determine the changes in pedagogical practice of the participating faculty members; and to examine the resulting changes in participants' course materials to reflect learning and motivation theories, and appropriate online learning strategies. Methods included pre-and post-surveys of the participants, interviews, document analysis, and instructors' reflections. Results demonstrated high expectations from all participants, difficulty in forming a sustained learning community, continuing challenge in technological aspects, and requirement for intense instructor involvement to maintain morale. D

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At a southern metropolitan university, the researchers examined the students' perceived quality of the learning experience of the online courses as compared to classroom-based learning for graduate education courses. The researchers used Chickering and . Seven principles for good practice in undergraduate education. AAHE Bulletin, 3-7] seven principles of good practice to have students rate the quality of their learning experience. The 92 student responses demonstrated that they perceived their learning experience the same or significantly better online than the classroom-based courses. The principle that demonstrated a significant difference in favor of the online courses was more time on learning materials. Participants also rated the online courses as high on how much they learned in the course as the traditional the on campus classes. The implications were that students perceive the quality of their online learning in graduate education courses similar or even superior to campus courses. D (J.S. Robertson). Internet and Higher Education 8 (2005) 73 -86 animated GIFs, Javascript, Cascading Style Sheets and dynamic Hypertext Markup Language, coupled with high-bandwidth connections, have transformed the Web into an interactive, multimedia, multimodal system.

Since the mid to late 1990s, the World Wide Web has been used as a distributed learning mechanism, enhancing the digital learning environment to support distance and on-campus students. Web technology has been adopted to assist learners with real-time studying at a distance. Consequently, Web delivery has grown rapidly and has been used as a vehicle for learning. Many universities have developed wholly online distance education programs. These changes in distance education have been developed in an attempt to provide easier access to educational opportunities for students who are located remotely from the university, who are working or who have other constraints/commitments such as family commitments. However, online distance learning in Computer Science courses remains challenging for both instructors and students. Research has shown that there is a significant risk factor for online courses in Computer Science. Course developers and instructors need to be aware of the particular n...

What Works in K–12 Online Learning provides an overview of online teaching and learning practices. Based on extensive experience and research, chapters cover a spectrum of topics including virtual course development, online learning in elementary classrooms, instructional assessment and differentiating online instruction, professional development for teachers of virtual courses, and the challenges that virtual schools will face.