共查询到20条相似文献，搜索用时 15 毫秒
1.
This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course design involves 58 interactive narrated online modules, interactive online quizzes and biweekly online meetings with the instructor via video and voice-over-IP technology. Findings indicate that schedule flexibility motivates students to choose the online course format. Students in both learning environments felt they had high-quality communication with the instructor, while online students indicated limited peer-to-peer communication. Online students report studying more at home than face-to-face students, but not enough to compensate for the time face-to-face students spend in class. Reflecting on the findings, the authors suggest actions to improve the online course experience. 相似文献
2.
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
3.
《Africa Education Review》2013,10(2):244-262
Abstract The development and use of Information and Communication Technologies (ICTs) in education has led to most universities incorporating elements of online learning into their traditional classrooms via the use of a Learning Management System (LMS) (Burrell-Ihlow 2009, Angeli 2005, Salisbury and Ellis 2003). However, it is not known how well students who are used to traditional face-to-face learning environments and who do not necessarily prefer online environments adapt when placed in such environments. This study investigated the attitudes of students towards the use of a LMS in a traditional face-to-face classroom. The combination of the LMS and the face-to-face mode of instruction were considered as a “mixed learning mode of instruction”. The study aimed at assessing the attitudes of students towards a mixed learning mode of instruction. The results showed a positive trend towards the acceptance of a mixed learning mode of instruction for learning. Many students involved in this mode said that it was the mixed mode of delivery that enabled them to benefit from this course, have more contact with the lecturer and were motivated to work. Most students felt that the efficiency and quality of education had improved. These results suggest that more courses should be offered using a mixed mode delivery. 相似文献
4.
对于大规模的高等教育在线教学质量评价众说纷纭。已有的研究调查发现本科学生大体上更偏好线下教学。然而，学生的偏好只反映了其主观意愿的一面。利用“中国高水平大学课程教与学追踪调查”（CUCE）数据库，得到中国三所顶尖大学的同一批课程疫情前的6264份线下教学样本及2020年春季学期的4451份线上教学样本，构成授课内容与教师均相同的对照组。统计分析显示，在课堂体验、学业投入和课程满意度三方面，学生的主观偏好均倾向于线下教学。线上线下对照组比较分析却发现，线上教学在这三方面的教学效果显著高于线下教学，效应值均低于0.04。学生主观偏好与对照组比较两种评价路径得出不同的质量评价结果。由于应急情况下师生为线上教学付出大量投入，在有限程度上提升了教学质量，但教学效率可能偏低。低效应值也表明课程质量不取决于线上或线下教学形式。常态下在线教学的质量还有待进一步检验。 相似文献
5.
Nikolaus T. Butz Mary K. Askim-Lovseth 《Assessment & Evaluation in Higher Education》2015,40(4):624-639
The ability to communicate effectively is an essential skill for graduates of Masters of Business Administration (MBA) programmes; however, as synchronous hybrid learning becomes more common, business schools may find it challenging to assess students’ proficiency in this core area. An additional layer of complexity is added by the burgeoning enrolment of international students in this technology-enriched learning environment. The objective of this exploratory study was to examine the relationships among attendance mode (online vs. on-campus), student nationality (domestic vs. international) and oral communication assessment scores in a synchronous hybrid MBA programme. Quantitative data from 202 hybrid MBA students collected over 12 semesters revealed domestic students were rated as more proficient orators than international students when assessed face-to-face. These results, however, were not replicated when students were assessed in a synchronous online environment. Furthermore, the results indicated that international students received higher scores when their oral communication skills were assessed online compared to face-to-face. Conversely, domestic students who were assessed face-to-face had higher mean scores than the domestic students who were assessed online. The findings are discussed with respect to teaching and learning in hybrid environments, technology-mediated assessment design and accreditation practices in non-traditional programme delivery modes. 相似文献
6.
Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer- mediated communication technologies now make new models possible, including distance learners synchronous online attendance of face-to-face courses. Going beyond traditional uses of videoconferencing (e.g., real-time remote viewing with limited student interaction), this article describes the use of freely available technologies to support synchronous cooperative learning activities involving both face-to-face and hybrid doctoral students. Specifically, we describe the rationale behind pedagogical choices and specify how various technologies were re-purposed to create a virtual classroom space in which all possible combinations of face-to-face and hybrid students worked together in multiple small-groups across single class sessions. Implications for course development, the implementation of cooperative learning activities in online settings, and the use of both synchronous and asynchronous methods of online instruction are discussed. 相似文献
7.
Melissa M. Patchan Christian D. Schunn Wilfried Sieg Dawn McLaughlin 《Technology, Pedagogy and Education》2016,25(3):269-286
While online instructional technologies are becoming more popular in higher education, educators’ opinions about online learning tend to be generally negative. Furthermore, many studies have failed to systematically examine the features that distinguish one instructional mode from another, which weakens possible explanations for why online instructional technology can be beneficial. The current study isolates three benefits of the authors’ particular online instructional technology: (1) providing flexibility in how students learn, (2) offering immediate and targeted feedback and (3) increasing student participation and engagement with instructional material. Maximum benefits were observed when students used the online instructional technology to prepare for their face-to-face class – that is, students with this blended instruction learned twice as much content in the same amount of time in comparison to students with face-to-face instruction alone, without creating an atypically high workload. 相似文献
8.
Richard J. Fendler Craig Ruff Milind Shrikhande 《The American journal of distance education》2016,30(2):109-120
This study compared the characteristics of students who excel (those in the top quarter of their class) and students who merely survive (bottom quarter of class) when attending a course either in-class or online. Student characteristics such as personal attributes (learning styles and gender), individual competence (grade point average), and major (nonquantitative or quantitative) may influence performance differently in each setting. This study shows that low-performing students, who typically need the most guidance in an online course, do in fact have traits that differ from those of low-performing students in-class. Accordingly, it is imperative that instructors develop proper materials and evaluation procedures aimed at helping low-achieving students succeed. However, because online education lacks face-to-face interaction, faculty may not realize that these differences exist. 相似文献
9.
《The Internet and Higher Education》2010,13(4):272-276
Notwithstanding the growth of online learning, little is known about the personal factors that predict student decisions to enroll in online courses. This study examined the relations between several personal factors and students' choice of instructional format. After completing an online course, service academy undergraduates (N = 564) completed a survey that assessed their motivational beliefs (task value and self-efficacy), achievement-related emotions (enjoyment, boredom, and frustration), and satisfaction with the course. Results indicated that students who preferred to take future courses in an online format (as opposed to face-to-face) also reported greater confidence in their ability to learn online (self-efficacy) and greater satisfaction with their recent online learning experience. Logistic regression analysis confirmed and extended these findings, indicating that membership in the online preference group was predicted by higher self-efficacy and satisfaction, and lower task value beliefs. Taken together, results from this study provide researchers and practitioners with a better understanding of how several personal factors relate to students' choice of instructional format. 相似文献
10.
《The Internet and Higher Education》2010,13(4):292-297
Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning components? These questions were the subject of a research study in a sample of 2196 students from 29 Austrian universities. The students completed a questionnaire on their experiences attending an e-learning course, on their perceived achievements, and on their preferences for online or face-to-face learning components. Students appreciated online learning for its potential in providing a clear and coherent structure of the learning material, in supporting self-regulated learning, and in distributing information. They preferred face-to-face learning for communication purposes in which a shared understanding has to be derived or in which interpersonal relations are to be established. An especially important result concerns students' perceptions of their learning achievements: When conceptual knowledge in the subject matter or skills in the application of one's knowledge are to be acquired, students prefer face-to-face learning. However, when skills in self-regulated learning are to be acquired, students advocate online learning. 相似文献
11.
Standards-based assessment rubrics are recognised as an important tool for ensuring clear criteria in higher education. Most of the available evidence on rubrics comes from studies with face-to-face undergraduate students. Our study evaluated the introduction of rubrics into a postgraduate subject that included both online and face-to-face students. We conducted formative evaluation with former students to develop the rubrics, as well as surveying current students for process and impact evaluation, supplemented with a focus group. Process results showed that the rubrics were used widely and were generally considered to be of at least some use. Clarity of the rubrics was the main issue affecting perceived usefulness, particularly for the assessment tasks that had undergone comparatively less formative evaluation. Impact evaluation showed mixed results, with students that reported always using rubrics having higher marks on average compared to students who did not always use the rubrics. However, an expected improvement in marks across the whole student cohort compared to previous years did not eventuate, although this could be explained by a number of factors independent of the rubrics. Our results provide some evidence for the use of rubrics in postgraduate and online settings but highlight the need for rigorous formative evaluation. 相似文献
12.
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
13.
Morris Gellisch Oliver T. Wolf Nina Minkley Wolfgang H. Kirchner Martin Brüne Beate Brand-Saberi 《Anatomical sciences education》2022,15(5):811-826
To examine the implications of the transition from face-to-face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-to-face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-to-face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-to-face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-to-face learning, suggesting stronger stress responses in the face-to-face learning environment (η2 = 0.421, P < 0.001). Furthermore, participants engaged in face-to-face learning showed significantly higher cortisol concentrations (η2 = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-to-face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face-to-face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students. 相似文献
14.
15.
Whitney Alicia Zimmerman Jonna M. Kulikowich 《The American journal of distance education》2016,30(3):180-191
A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the twenty-two-item scale was completed by 338 postsecondary students with and without online learning experience. Separate principal components analyses were performed using data collected from participants who had and had not completed an online course. The results were similar for the two groups. A three-subscale structure was selected for use with all individuals. The three subscales represent items concerning (1) learning in the online environment, (2) time management, and (3) technology use. The reliability and validity of scores on the OLSES was explored through group comparisons and correlations. Suggestions for the use of the instrument with other populations are discussed. 相似文献
16.
钟玲 《徐特立研究(长沙师范专科学校学报)》2006,(3):59-62
网络手段在教学中的普及，促生了网上交谈在英语课堂中的应用。通过实验数据对网络交谈和小组面谈的激励作用进行比较分析，表明前者的激励作用较强，明显更受学生欢迎；学生在网上交谈的分配和目标语的产出更为合理。因此，网上交谈可以作为英语教师组织课堂活动的一项有效补充。 相似文献
17.
Karen Young Jeffrey Joines Trey Standish Victoria Gallagher 《Assessment & Evaluation in Higher Education》2019,44(1):37-49
In the last 10–15 years, many institutions of higher education have switched from paper-and-pencil methods to online methods of administering student evaluations of teaching (SETs). One consequence has been a significant reduction in the response rates to such instruments. The current study was conducted to identify whether offering in-class time to students to complete online SETs would increase response rates. A quasi-experiment (nonequivalent group design) was conducted in which one group of tenured faculty instructed students to bring electronic devices with internet capabilities on a specified day and offered in-class time to students to complete online SETs. A communication protocol for faculty members’ use was developed and implemented. A comparison group of tenured faculty who did not offer in-class time for SET completion was identified and the difference-in-differences method was used to compare the previous year’s response rates for the same instructor teaching the same course across the two groups. Response rates were substantially higher when faculty provided in-class time to students to complete SETs. These results indicate that high response rates can be obtained for online SETs submitted by students in face-to-face classes if faculty communicate the importance of SETs in both their words and actions. 相似文献
18.
钟玲 《四川职业技术学院学报》2006,16(4):72-74
网络在教学中的普及促生了网上交谈在英语课堂的应用。本文通过实验数据对网络交谈和小组面谈的激励作用进行了比较分析,结果表明前者的激励作用较强,学生在网上交谈的分配和目标语的产出更为合理;学生也表示更喜欢网上交谈。因此,我们认为网上交谈可以作为英语教师组织课堂活动的一项有效补充。 相似文献
19.
Two studies were conducted to examine the relationship between motivational variables and satisfaction and success in online learning. College students enrolled in face-to-face psychology classes and who had taken at least one online course were surveyed. In Study 1, two hypotheses were tested: (1) that high need-for-affiliation students would be less, and (2) that high need-for-autonomy students would be more likely to want to take another online course. Hypothesis 1 was supported (f(4, 53)?=?2.56, p?相似文献
20.
Maryam Asoodar Seyyedeh Susan Marandi Shahin Vaezi Piet Desmet 《Interactive Learning Environments》2016,24(4):875-896
In this study we explored the effect of podcasting on the motivation of the students in an online English for Academic Purposes (EAP) course at the university level (N?=?179). By using a mixed-method approach, we analyzed the data collected on the learners' impressions about using podcasts as a learning tool. The particular aim of this study was to help learners do research in English in their specific academic field. In their EAP course the learners are expected to study various types of English texts, listen to media and give lectures on their academic findings. The findings of this study revealed that males found podcasting significantly more relevant and attractive than females. Females, on the other hand, were significantly more satisfied with using podcasts in their EAP class. Further, results showed that learners who had no prior experience of podcasts for academic purposes outperformed the learners with medium experience. For further qualitative investigation, several sources were used for data collection including interviews with the learners, the course forums, emails, the class groupblog, podcasts and open-ended questions. Overall podcasting proved highly effective in motivating the students to learn in the online environment. 相似文献