Browsing by Subject "Online Learning"

Now showing 1 - 3 of 3
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    Choose Your Own Learning Adventure: A New Approach to Modules
    (Indiana University, 2022-01-26) Scherzinger, Lamia
    The Modules tab on Canvas is a great way to organize your course, providing your students with a way to navigate the course and separate the lecture topics. Being able to list my students' weekly to dos, including the chapter's lecture via PowerPoint, was an easy to way to provide the course information to my asynchronous online courses. However, I began to feel limited in this approach, bothered by only relaying the information via a PowerPoint lecture with some words and my voice. Thus, I have created a second approach to this fall's materials: A choose your own learning adventure approach to the Canvas modules.
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    Discussion: Your IUPUI+ Profile
    (Indiana University, 2020-03) Towers, George
    "Discussion: Your IUPUI+ Profile" is designed to be the first discussion of the semester in an online class. It would also be suitable for a face-to-class class. This discussion serves the following purposes: 1. It is an "icebreaker" that causes the students to get to know each other. 2. It familiarizes the students with the IUPUI+ Learning Profiles in a personal way. For example, the initial post requires students to personally identify with one of the profiles. 3. The initial post and the feedback post require students to reflect on their responsibilities in the learning process. In other words, by participating in the discussion, many students take ownership of their learning. 4. The feedback post requires students to self-critically assess their approach to learning. For example, many students report that they would like to be more of a "Communicator."
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    Effect of Learning Preference on Performance in an Online Learning Environment among Nutrition Professionals
    (2014) Myatt, Emily Laura; Contino, Lisa; Ernst, Judith A.; O'Palka, Jacquelynn M.
    Background: Online courses in healthcare programs like Dietetics have increased in availability and popularity. Objective: The purpose of this study was to investigate the connections between online learning environments and Myers-Briggs Type Indicator (MBTI) dimensions among Nutrition Professionals. This research will add to the knowledge base of educators responsible for the design and development of online nutrition courses and will enhance Nutrition Professionals’ academic and professional outcomes. Design: Semi-experimental study design. Subjects/Setting: Thirty-one Nutrition Professionals with mean age of 29 years old. All elements of the study were done online. Statistical Analysis: MBTI dimension summaries were done for descriptive statistics. Fisher’s Exact Test was used to compare frequency of MBTI dimensions in the learning modules (LM) and to analyze learning modality preference based on MBTI dimensions. Two-Sample T-Tests compared test scores for LM groups and test scores for extraverts and introverts. Paired T-Test assessed improvement in test scores related to LM preference. Chi-Square Test compared preferences for the second learning module for both LM groups. Results: The majority of participants’ MBTIs were ESFJ at 35% or ISFJ at 19%. There were more extraverts (71%) compared to introverts (29%). Both LM groups had similar MBTI dimensions. Extraverts and introverts had similar improvements in scores and LM preferences. LM groups performed similarly and in general participants preferred the second learning module they were assigned. Preference for the second LM could be because participants enjoyed the first LM and wanted to learn more information. Both LM groups significantly improved their scores (P=<.0001) in their first and second learning modules regardless of learning module design. Participants were highly motivated to learn as evidenced by their enrollment in this study and completion of 10 hours of learning modules. Motivation to learn may have been the strongest reason performance significantly improved. Conclusion: LM groups significantly improved their LM scores and learned similar amounts. MBTI dimensions extravert and introvert and preferred learning modality had limited impact on performance for this sample of Nutrition Professionals. These results indicate that motivation may be the key to increasing performance in online nutrition courses.