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1.
Kirk St. Amant 《Technical Communication Quarterly》2007,16(1):13-30
Online access and interest in technical communication are increasing on a global scale. The time is therefore right for instructors to consider offering online courses to students located around the globe. Providing effective online courses for such a diverse audience, however, is no simple matter. This article provides an overview of the global market in online education. It presents information and approaches that can help with the development of online courses for international delivery as well as the training and professional development of the instructors, U.S.-based or otherwise, who teach them. 相似文献
2.
Kirk St. Amant 《Technical Communication Quarterly》2013,22(1):13-30
Online access and interest in technical communication are increasing on a global scale. The time is therefore right for instructors to consider offering online courses to students located around the globe. Providing effective online courses for such a diverse audience, however, is no simple matter. This article provides an overview of the global market in online education. It presents information and approaches that can help with the development of online courses for international delivery as well as the training and professional development of the instructors, U.S.-based or otherwise, who teach them. 相似文献
3.
We characterized college human genetics courses for nonscience majors (NSM) by 1) determining the number of U.S. institutions offering courses and the number of students taking them; and 2) surveying course instructors on course demographics, content, materials, and pedagogies. Between 2002 and 2004, an estimated 480 institutions of higher education (15.2%) offered a course: 8.4% of 1667 associate colleges, 16.1% of baccalaureate institutions, 25.3% of master's institutions, and 32.9% of doctoral institutions. This indicates a need to increase access to genetics education in 2-yr colleges. Based on instructor responses, approximately 32,000–37,000 students annually complete an NSM human genetics course out of approximately 1.9 million students earning a college degree each year (2.0%). Regarding course content, instructors consistently rated many concepts significantly higher in importance than the emphasis placed on those concepts in their courses. Although time could be a factor, instructors need guidance in the integration of the various concepts into their courses. Considering only 30.2% of the instructors were reportedly trained in genetics (another 25.4% in molecular and cellular biology) and the small fraction of students completing NSM human genetics courses, these results demonstrate the need for increasing the availability of these courses in undergraduate institutions of higher education, and particularly at 2-yr colleges. 相似文献
4.
Sally J. Baldwin 《The American journal of distance education》2019,33(3):195-211
As online education continues to grow, instructors from traditional classrooms are being asked to design online courses. In this study, data from interviews with thirty-three public four-year college and university instructors, who had experience designing online courses, were used to understand the instructor’s perspective on online course design. Using grounded theory, data were analyzed, sorted, and coded to uncover the strategies instructors use to design online courses. Results revealed instructors adapt to the online environment by using strategies to mimic elements of face-to-face courses: in essence, adaption comes through assimilation. Instructors expressed interest in helping students navigate online to encourage active participation in courses. They described using technology and learning management system (LMS) features (e.g., videos, discussion forums) to “hear” and “see” students, as a way to increase interaction and presence, familiar elements from face-to-face education. They spoke of creating authentic assignments to increase student engagement. The implications of this study include effective design and instructional strategies for online courses, as well as understanding the motivation of instructors who design online courses. The study results are relevant to a broad audience including online instructors, instructional designers, LMS organizations, and administrators. 相似文献
5.
Although rising average grades appear to be common at post-secondary institutions in the U.S., there is still little work examining mechanisms driving this increase in grades. This paper uses data from a public research university to examine one mechanism in particular: instructor level incentives that are linked to gender and contract status. We hypothesize that instructors with more job uncertainty due to their rank will be most incentivized to award higher grades, as this may lead to better evaluations of teaching and an increase in retention probability. Our results indicate that students receive higher grades when their class is taught by a female instructor with more job uncertainty than if the class were taught by a tenured female faculty member. These higher grades appear to reflect more lenient grading rather than better preparation for follow-on courses. However, for students taking classes with male instructors, there is no significant difference across instructor rank in grades received. Our results have important implications for thinking about the role faculty contracts may play in affecting grading distributions. 相似文献
6.
With the increasing prevalence of Internet-based courses in higher education, it is important to examine students' experiences to provide an optimal learning environment. This research found that students reporting positive attitudes about their online course experience exhibited attributes of constructivist learners, including self-direction. Students with negative attitudes seemed less able to understand the course content and to trust self-assessment of their learning, and reported the need for more guidance. In addition, students' expectations were a determining influence in their online course experience and strategies. This study also explored strategies that students use to be successful and discusses ways by which instructors can recognize and meet the needs of a wide range of learners. 相似文献
7.
ABSTRACTIn this paper, the determinants of the intention to use online learning management system (LMS) among students in one of universities in the Kyrgyz Republic were studied, using quantitative and qualitative analysis. A total of 541 responses from students, enrolled in online courses during the fall and spring semesters 2016–2017, were used to examine students attitude toward online education. In addition, interviews with six instructors were conducted. Results showed that success of students in e-courses depend on year of education and the academic major of students. Factors, defined in the scope of this work, namely, technical characteristics of LMS, ease of use, feedback options of LMS and advantages of LMS use, were also found to be significant for students in their success in online courses. In interviews with instructors, three main points were highlighted, namely, problem with students’ perception of online courses, lack of online education experience among instructors and administrative issues. 相似文献
8.
“Study abroad” college programs can transform domestic students into a kind of “global citizens” with international experience and cross-cultural competences demanded in the emerging global market. Can a full-time international online undergraduate class serve as a virtual alternative to study abroad experience? Two questions were asked of a virtual class on Social Control that was taught for more than ten years: (1) Can an international online class can be a virtual option to the study abroad and (2) Which selected pedagogical tools and approaches can stimulate creativity of students and contribute to achieving a sufficient level of student satisfaction in this class? Students from several countries were taught in a virtual classroom while being physically “at home.” The research was based on observations and analysis of student-led discussions that were required of students. The class improved students’ substantive knowledge and created a learning environment to develop their skills in cross-cultural open dialogue with virtual classmates. The teaching design allowed instructors to attain many educational goals, enhance students’ understanding of foreign countries and cultures, and learn from each other through online communication. The results confirmed the effectiveness of selected pedagogical approaches and asynchronous communication technology in an international online class. Their effectiveness was demonstrated through the students’ postclass feedback and evaluation of the class. Findings indicate that an international online class can indeed help the students learn cross-cultural communication firsthand and obtain knowledge beneficial for future jobs in a global market.In higher education, online distance education is useful for teaching large classes distributed among different campuses and universities or for teaching students abroad. Web 2.0 tools are widely used in the United States with transnational partnership programs (Martins 2015; Starke-Meyerring and Wilson 2008c). The American Center for the Study of Distance Education helps newcomers in this field learn transactional distance theory and tap into the broad experience already assembled by U.S. universities and other centers (Open University in the United Kingdom, similar Centers in Canada, the Netherlands, Germany, and Sweden). 相似文献
9.
Fully online courses are becoming progressively more popular because of their “anytime anywhere” learning flexibility. One of the ways students interact with each other and with the instructors within fully online learning environments is via asynchronous discussion forums. However, student engagement in online discussion forums does not always take place automatically and there is a lack of clarity about the ideal role of the instructors in them. In this article, we report on our research on the quality of discussion in fully online courses through analysis of discussion forum activities. We have conducted our research on two large fully online subjects for computing students over two consecutive semesters and used a grounded theoretic approach for data analysis. Our results reveal what students and instructors consider as quality interaction in fully online courses. We also propose two frameworks based on our findings that can be used to ensure effective online interaction. 相似文献
10.
As institutions are moving towards offering more online and distance education courses, scholars have reported that instructors
may have difficulty developing learning communities among students enrolled in these courses (DiRamio and Wolverton 2006). The purpose of this study was to examine the differences in students’ perceptions of a learning community when enrolled
in an online or on-campus introduction to counseling course. Participants were beginning graduate and advanced undergraduate
students interested in pursuing a higher education degree in counseling. Results indicated no significant difference in students’
perceptions of learning communities based on course format. 相似文献
11.
Strategies for Designing Engaging Online Kinesiology Courses Based on the Community of Inquiry Model
Technology integration has become an ever-present phenomenon in institutions of higher education. This has led to an increase in online learning experiences that make higher education accessible to those who previously experienced barriers, such as having full-time jobs. One issue that affects online education is the challenge of engaging the learner in meaningful learning experiences that they subsequently use once they are in their careers. This article uses the Community of Inquiry (CoI) theoretical model to explain how instructors can increase student engagement in online kinesiology courses. By focusing on the CoI constructs of teaching presence, cognitive presence, and social presence, instructors can design engaging online classes that can help to positively influence each student’s experience with online education. 相似文献
12.
Don Hummer Barbara Sims Alese Wooditch K. S. Salley 《Journal of Criminal Justice Education》2013,24(3):285-310
Criminal justice programs at traditional institutions of higher learning have been moving toward offering courses online and, in some cases, placing entire programs online for the better part of the past decade. In competition with for‐profit institutions, many traditional colleges and universities have expanded their distance education programming to include online courses and programs to attract students. As a result, the number of criminal justice students has increased, as have the profits for home institutions. With this growth in the online education market, the criminal justice faculty member has been thrust, willingly or unwillingly, into the world of online teaching—a method of instruction foreign to many instructors. From the authors’ experience at their current (and in the case of the lead author a second) institution, this paper addresses many issues that must be considered by faculty members before embarking on this type of time‐intensive initiative. 相似文献
13.
Online learning has become more popular in higher education with its advantages of flexibility and accessibility. However, there have been challenges to students’ learning experience in online learning. One critical challenge would be providing interactions between students and instructors as good or effective as in the face‐to‐face environment. However, providing face‐to‐face interactions in online learning is not feasible because students and instructors are not physically present together. In this study, we introduce and empirically investigate social presence as student learning experience in online learning in which physical presence does not exist. Drawing upon the social presence and online learning literature, we propose a research model to explore how the interactivity of communication tools can drive social presence and student satisfaction in online learning. Furthermore, this study examines gender difference as a moderator in the model. Data were collected from undergraduate students who were taking online business statistics courses where an interactive communication tool was required to use for class communication and collaboration. The results showed that social presence driven by tool interactivity had a significant impact on student satisfaction in online learning. We also found that gender difference moderated the relationship between tool interactivity and social presence in online learning. 相似文献
14.
Previous studies have compared student performance for the same or similar classes delivered both online and face-to-face. However, few studies have explored the role that a change in learning environment plays in the student’s ability to transfer skills and knowledge gained in prerequisite courses to follow-on, or post-requisite, courses. The purpose of this study was to examine the relationship between student demographic factors, learning environments, and the transfer of skills and knowledge in undergraduate accounting education. In addition, this study examined student perceptions of online learning both before and after the course learning sequence, and the specific accommodations instructors made to their instructional design to facilitate the delivery medium change in learning environment. Data for this study was collected from 2,324 students and their corresponding instructors participating in a sequence of two undergraduate accounting courses at a large Midwestern U.S. university. Results revealed a positive relationship between a student’s performance in post-requisite coursework and GPA, the number of completed credits, and enrollment status (full or part-time). Instructors made delivery medium specific adjustments in course topic coverage, student participation, and group work to accommodate for the perceived capabilities of the learning environment. 相似文献
15.
This study examines the experiences of nonnative English-speaking faculty instructors teaching subject courses in English-medium instruction (EMI) at a Korean university and reveals the perceived roles of the local language in the context. The data consist of questionnaire responses of 91 Korean professors and qualitative interviews with 15 who had answered the questionnaires. Findings showed that the participants perceived the local students’ performances and the amount of interaction between local and international students negatively. Their perceived need for the local, Korean language correlated negatively with the interaction between Korean and international students. In the qualitative interviews, the local language in the EMI context, despite the full-fledged EMI policy being implemented top down, was represented as crucial for social and instructional purposes and for their own time management. These perceived roles were found to be associated with their multiple identities, as instructors and researchers, required and practiced in the context. The findings are discussed to provide information on how to support an EMI policy for internationalization of higher education, especially in non-English-speaking societies. 相似文献
16.
经过多年的不断发展,美国网络高等教育已走在了世界前列.文章以图表描述和分析美国高等教育第十次年度报告主要内容的基础上,探讨了其中存在的师生接受度低、质量成本控制难、辍学率高与社会认可低等多方面的问题,最后针对我国网络高等教育的未来发展提出开放学分认可、加强质量监控、推广成果应用等三个方面的启示. 相似文献
17.
The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences. 相似文献
18.
当前美国高等教育面临的挑战 总被引：7，自引：0，他引：7
Lang A.Nielsen 《高等教育研究》2008,(2)
当前美国社会经济的发展要求高等教育必须做出迅速反应,而高校的学生构成以及学生接受高等教育的目的也日益多样化。高等学校必须开发更具有弹性、灵巧、敏感和切合实际的学位课程,设计出能满足学生需要的学习策略和学习项目;要深化改革,使高等学校的教师、职员和学生能与商业、政府和民众团体结成伙伴,从而为社会的发展做出更大的贡献。 相似文献
19.
This paper reports on a collective case study of three blended courses taught by different instructors in a higher education institution, with the purpose of identifying the different types of blend and how the blend supports student learning. Based on the instructors’ and students’ interviews, and document analysis of course outlines, two major principles, consolidation and extension, differentiating the design of the three courses, are identified. The consolidation principle emphasises designing different types of activities for students to think again, so that their knowledge can be consolidated. The extension principle emphasises the extension of the space of learning and catering the diverse needs of students. There are also design principles commonly found, with the emphases on student autonomy, interaction and feedback, and the awareness of student diversity. The findings contribute to the design of blended learning, especially on how the face-to-face and online components can be combined. 相似文献
20.
Michele Gribbins Curtis J. Bonk 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1693-1714
As universities moved to remotely taught courses during the COVID-19 pandemic, the importance of maintaining academic integrity in online environments intensified. In response, this study explores instructors' perceptions about the role of online proctoring as a tool for their courses with the intent of enhancing the understanding of online proctoring's usefulness in ensuring academic integrity and the factors that may be swaying instructors' adoption decisions. An online survey was completed by 158 instructors at a variety of higher education institutions with 118 responding to an open-ended question that allowed respondents to share any additional thoughts about or experiences with using online proctoring. A thematic review of the qualitative comments illustrates the multifaceted impact of online proctoring on instructors and students. Results identified instructors' perceived benefits and challenges of online proctoring to them, their students and the learning process. In addition, instructors voiced numerous legal, ethical and social concerns about the use of online proctoring, including concerns related to students' privacy. Despite these concerns, some instructors identified strong use cases for online proctoring while others provided alternative strategies for ensuring academic integrity in online courses. As institutions consider the role of online proctoring in ensuring academic integrity, a holistic approach that balances instructional design best practices, student-friendly policies and proctoring tools is recommended to serve the complex needs and concerns of instructors, students and their institutions.
Practitioner notes
What is already known about this topic
- Prior research findings are mixed as to whether proctoring is valuable for ensuring academic integrity in online courses.
- Studies investigating grade performance in proctored versus unproctored exam settings have conflicting results; however, studies have found that students completing proctored formative exams perform better on summative exams than students completing non-proctored formative exams.
What this paper adds
- Qualitative data were collected to provide an overview of instructors' perceptions about and experiences with online proctoring.
- Analysis suggests that online proctoring is beneficial to some instructors, students and the overall learning process. At the same time, its use is also concerning to other instructors and students. Among the issues raised by instructors are concerns for student privacy, increases in student test anxiety and discriminatory proctoring practices.
Implications for practice and/or policy
- Institutions must be proactive in ensuring that the use of online proctoring aligns with their institutional values and the changing legal landscape.
- Institutional policies should strive to find a balance between ensuring academic integrity and promoting a positive experience for students and instructors. Since there are strong use cases for online proctoring, these policies should include flexibility whenever possible.