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1.
The purposes of this study were to compare the instructional methods and strategies identified as useful in online teaching
environments with those used in a face-to-face teaching environment, to investigate relationships between the perceived usefulness
of instructional strategies and methods used by higher education faculty in both teaching environments, and to identify instructional
methods transferred from an online to a face-to-face teaching environment. The following instructional methods were found
to have a significant relationship with the instructional environment: student collaborative projects, student-to-student
electronic discussions, lecture (direct instruction), questioning and feedback to students, and e-mail communication with
the instructor.
Both authors are at Drake University. Peggy Steinbronn. Ed.D., Drake University, is the Instructional Technology Manager.
Special interests include technology integration, faculty professional development, and online instruction. Eunice Merideth,
Ph.D., Iowa State University, is the Associate Dean of the Drake School of Education. Her special interests include technology
integration, social justice, and distance learning. Contact the authors at peggy.steinbronn@drake.edu and eunice.merideth@drake.edu 相似文献
2.
如何利用课程设计提高英语听说能力是英语专业教学中的一项重要课题。研究的目的是构建网络化英语听说教学设计模型,将教学设计理论与现代化技术进行了有效的整合,并对模型的具体流程进行了里科特五级量法评估,其结果的平均值为4.29,这表明该模型是合适的英语专业听说课程教学设计,是能提高学生听说能力的一个现代化教学平台。 相似文献
3.
Angelica M. G. Palacios J. Luke Wood 《Community College Journal of Research & Practice》2016,40(8):643-655
The spread of online courses and programs in community colleges across the nation has contributed to a redefinition of open-access education. Accordingly, the growth in online courses has drawn attention to the value of different instructional modalities, particularly with regard to their effectiveness in learning, retention, and success. As a result, this study sought to determine whether or not there were differences in students’ academic success and course retention for community college men by racial/ethnic affiliation. This study used institutional data on men enrolled in California’s community college system to provide greater insight into the effect of online learning on student success. Findings illustrated that Asian, Black, Latino, and White men were more likely to have higher success outcomes when engaged in face-to-face modalities. There were no clear patterns in which online modality was better than others with regards to success, except for Black men. For these men, asynchronous with multimedia was identified as the second most effective online modality pertaining to success. This research has demonstrated the manifold benefits of face-to-face instruction. As such, face-to-face courses seemed to be the best type of modality for community college men. For that reason, careful consideration must be taken when promoting online learning to Asian, Black, Latino, and White men in community colleges. Though, further research is needed to better understand variation in the presentation of online learning materials and the structure of interactions within online classrooms. 相似文献
4.
Bianca Cung Di Xu Sarah Eichhorn Mark Warschauer 《The American journal of distance education》2019,33(3):178-194
Addressing high demand for developmental math instruction and low rates of successful completing of the developmental coursework, with cost and space constraints, has been an ongoing challenge for postsecondary institutions. With advances in online instructional technology, particularly those based on artificial intelligence, web-based instruction is increasingly considered as a way to alleviate these burdens. This is among one of the first efforts that uses a quasi-experimental design to compare the academic outcomes of students who take a developmental mathematics course in a blended setting that combines face-to-face instruction with an online intelligent tutorial system, ALEKS, to the academic outcomes of students who take the same course in a fully online setting. Results suggest that students receiving online-only instruction perform worse on the final exam and receive lower course grades. However, a cost-effectiveness analysis suggests that fully online instruction has both a lower cost per student enrolled and a lower cost per student passing the course. 相似文献
5.
Many students now are receiving instruction in online environments created by universities, museums, corporations, and even students. What features of a given online course contribute to its effectiveness? This paper addresses that query by proposing and applying an analytic framework to five online introductory chemistry courses. Introductory chemistry was chosen because, as the central science, chemistry is a core component of scientific literacy as well as a long-established prerequisite for science, engineering, and medical fields. An online instructional delivery system has the potential to overcome the limitations of the traditionally large and passive lecture format characteristic of an introductory chemistry course by providing students with opportunities for active engagement and support in the learning process via self-pacing, dynamic expositions, interactive problem solving, and open ended or scaffolded explorations of new information. The proposed framework for addressing the effectiveness of online chemistry courses is informed by both cognitive and chemistry education research on examples, tasks, and explorations and includes a catalog of possible online resources. As a demonstration of the framework, an analysis was conducted on each course’s instruction in stoichiometry, a tool that is both challenging to students and fundamental to the solution-chemistry topics addressed during subsequent coursework. The application of this framework revealed characteristics of the courses that could affect their instructional effectiveness as well as students’ impressions of what it means to “do chemistry.” 相似文献
6.
网上课程或网上辅助的面授课程,在美国高校中已越来越普遍。本文以乔治亚大学的一门网上课程为例,详细介绍了美国大学中是如何组织网上教学的。特别是对网上课程中的媒体使用和教学活动设计特点进行了分析。并以此为参照,对我国高校当前的网上教学实践活动提出几点建议。 相似文献
7.
《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
8.
Sarah Ryan Julia Kaufman Joel Greenhouse Ruicong She Judy Shi 《Community College Journal of Research & Practice》2016,40(4):285-298
Whether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed. 相似文献
9.
A synchronous blend of online learning and “face-to-face” teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were explored for enhancing learning. A qualitative approach was adopted using the case study method to examine the instructor and students’ pedagogic interactions in the social presence of a blended synchronous learning environment. This paper reports an exploration of the blended learning with an online group of students at a remote site attending a computer-aided engineering drawing course synchronously with a face-to-face group taught by an instructor in a laboratory. The process of interaction was visually and verbally mediated by videoconference as if in an online face-to-face learning community. The findings show that the online and face-to-face groups had different social presence experiences in which interaction emerged. Emotional adaptation and practice is needed for the students and the instructor in such a complex environment. Based on the interaction patterns, a framework of interactions in the blended synchronous learning environment is conceptualised to inform course development and instructional design. Implications for further study are also discussed. 相似文献
10.
Svetlana Chesser William Murrah Sean Alan Forbes 《The American journal of distance education》2020,34(3):211-223
ABSTRACT This study was designed to investigate how college students’ personality characteristics relate to their choice of instructional delivery (online or face-to-face) and whether this choice mediates the relationship between personality and academic performance. One hundred eighty-eight undergraduate students were given a choice between taking the same general education course online or face-to-face. Students completed the Big Five Inventory (BFI) upon the conclusion of this course. Using a Bayesian regression course modeling framework, we found that Conscientiousness and Agreeableness were related to the choice of instructional delivery. Students scoring higher on Conscientiousness and lower on Agreeableness tended to choose the online environment. Conscientiousness also was a direct predictor of academic achievement regardless of the course environment. These results suggest that in order to find the best fit between student and the learning environment, it is important to identify personality characteristics indicative of success in online and traditional face-to-face courses to help students to become more efficient learners and assist faculty in designing quality courses to meet students’ needs. 相似文献
11.
The purpose of this study is to examine faculty’s views about the move from face-to-face (F2F) instruction to online due to the COVID-19 pandemic. The researcher used Q methodology [Q], a mixed method, to determine and describe faculty views about this situation. The participants sorted 36 statements to reveal and describe their subjective viewpoints. In Q, similar sorts are grouped together mathematically into factors, each representing a unique viewpoint. The Q-sorting process is reflective and self-referent. The operation of sorting items allows participants to provide their internal viewpoint. This is different from responding to a Likert-type survey. Additionally, the analyses allow for differentiation of views rather than an aggregate of views. Each unique viewpoint is described by a representative sort, distinguishing statements, and participants’ post-sort responses. Three views emerged: Techies who like to teach (the view most positive in relation to teaching online); Overwhelmed as human beings (populated by caregivers); and It’s about what cannot be done online (those who are focused on the limitations of technology and abilities for online instruction). Generally, faculty felt frustrated with their ability to best support their students within the online format. Administrators should consider the results of this study to better understand the instructional and mental-health needs of faculty especially in an emergency situation, such as COVID-19. The findings indicate that creating the best learning situations for students is not one-size-fits-all and that there are discipline and pedagogical issues to consider when moving F2F courses online that are not fixed simply with technology.
相似文献12.
学生学习发展很大程度上取决并受限于学生所获得的学习机会,学习机会大小是影响教育质量的重要因素。问题提出教学是培养学生思维能力、创新能力、学习能力的重要途径。学习机会是问题提出教学的重要基础与独特价值。学习机会视角下,问题提出教学意蕴是指在学习机会公平化的前提下,促进每位学生学习机会的最大化与多元化,以保障个体未来社会生活中学习机会的再创造与学习发展。为促进问题提出教学的有效落实,教师在问题提出任务设计中应结合学生学习目标创设适切的任务,在教学过程中注重学生课堂参与和社会互动,尽可能创造更多高质量的学习机会;在机会分配过程中采用"风险公平"原则,以扩大学生的整体性"收益";注重多元课堂教学评价方式,努力让每个学生都有出彩的机会。 相似文献
13.
龚勇敏 《潍坊教育学院学报》2012,25(3):101-103
只有关注学生的全面发展,才能降低英语课堂的恩格尔系数,教师善教,学生乐学,实现英语课堂的有效教学。文章从教学内容视角、教材的含义和地位、教材的有效使用以及三维目标的整合方面对初中英语课堂的有效教学进行论述。 相似文献
14.
Elisa Monteiro 《Educational Research and Evaluation》2014,20(7-8):564-591
This study reports a quasi-experiment in collaborative blended learning (CBL) with undergraduate students who, despite being in a world-leading, enriched digital environment, were new to collaboration and CBL. The mixed-methods research found that only small improvements to students’ CBL took place over time, and explanations for this are proffered. The study found that the students needed specific and intensive instruction, practice, and development in how to collaborate, both with and without blended learning. Students discovered and appreciated the benefits, pitfalls, and challenges to collaboration and CBL largely by doing it: learning from experience. Collaboration and CBL do not release teachers from their instructional and pedagogical roles; rather, they place teachers and face-to-face instruction and practice in collaboration and CBL in classrooms, at the heart of effective practice and improvements here. Implications for teaching are suggested. 相似文献
15.
Online teaching has been capitalized to maintain normal educational activities since the outset of the pandemic. However, the wide adoption of emergency remote teaching may present challenges to teachers in terms of performing their instructional work. Hence, this study aimed to deeply explore the affecting factors of teachers' adoption of online instruction during emergencies through a qualitative research design. Semi-structured interviews and document analysis were utilized to collect data with nine higher education teachers at nine Chinese universities. Eight categories of factors emerged from this study that influenced the participants' adoption of online instruction, namely, facilitating conditions, technology self-efficacy, characteristics of learners, teaching administration, pedagogical factors, resistance to change, time issues, and security issues. A framework for developing teachers’ competencies for online instruction is proposed based on the results. 相似文献
16.
随着信息技术的飞速发展,教育信息化已成必然趋势。利用蓝墨云班课APP教学软件,探索网络教育技术和经验,并结合课堂面对面教学,进行高职护理专业病理学混合式教学实践,以提高教师信息化多元混合模式的教学设计水平,增加学生的学习兴趣和自主性,提高学习效率。 相似文献
17.
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
18.
以建构主义为理论基础的大学英语网络教学实践研究 总被引：3，自引：0，他引：3
大学英语传统教学模式亟待改革,而以建构主义为理论基础的英语网络教学因其强大的自身优势成为大学英语教学模式改革的方向.然而,网络教学模式的先天性缺陷和我国大学生英语自主学习能力的现状决定了网络自主学习不能完全取代传统的课堂教学.当前,切实可行的大学英语网络教学模式应该将网络自主学习与课堂面授相结合,最大程度地扬长避短,以取得大学英语教学的最佳效果. 相似文献
19.
《The Journal of educational research》2012,105(6):429-441
ABSTRACTThe author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers’ instruction needs to employ varied methods that take into account students’ mathematics skills and background characteristics. 相似文献
20.
A primer of research on cognitive strategy instruction: The important issues and how to address them
Michael Pressley Vera Woloshyn Linda M. Lysynchuk Vicky Martin Eileen Wood Teena Willoughby 《Educational Psychology Review》1990,2(1):1-58
Five types of strategy research are reviewed. (1) We argue it makes sense first to determine whether there is a need for strategy instruction. If there is, (2) development of a treatment with preliminary evaluations can follow, as can (3) formal evaluation of the resultant intervention in true experiments. As instructional need research, strategy development, and experimental evaluation proceed, two other types of research should be conducted. (4) It is important to study the acceptability of strategy interventions to educators and students. (5) Research on material modifications can provide information about how strategy benefits can be made available to students when strategy instruction is not effective or unlikely to occur. Very little strategy instruction has been evaluated in all five types of research covered here, making obvious the need for more systematic research on strategies. Observational, ethnographic, and experimental methods are required in order to address the many issues comprising comprehensive empirical analysis of any type of strategy instruction, with many recommendations made here about how to conduct informative studies. 相似文献