Browsing by Subject "Online courses"
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Item 10x10=100: Best Practices and Lessons Learned from a Decade of Teaching Online Courses(2015-11-21) Hook, Sara AnneDrawn from the literature and the Quality Matters rubric as well as the presenter’s own experiences of 10 years of teaching online and in developing 10 courses on a wide variety of subjects, this presentation will offer a generous number of practical approaches and strategies that can be taken to enhance instructor-to-student and student-to-student interaction, encourage active learning and accountability, incorporate peer review and self-reflection, assess student learning outcomes and utilize technology most effectively.Item Big and Small: Active Learning in Online and Face-to-Face Courses(2017-04-07) Hook, Sara Anne; Zhu, LiugenDrawn from the literature and the experiences of two faculty members, this presentation will highlight a variety of opportunities to promote active learning in online and face-to-face courses. Although some options may require substantial adjustment in pedagogical and logistical approaches, they will demonstrate how even small changes in a course can result in big improvements in student engagement and success.Item THE EXPERIENCE OF LEARNING IN A WEB-ENHANCED COURSE(2005-09-27T17:34:37Z) Stein, David S.; Calvin, JenniferWeb based courses are being offered at more and more colleges and universities. In many instances, students do not have a choice whether to enroll in an online course. However, little research has looked at the experiences of these students as they learn in an online environment. This qualitative study used in depth interviews with volunteers from a web-enhanced course to examine the experience of learning online from the students’ perspective. Particular attention was paid to the impact of course structure and interaction and dialog among the students and instructor. The study found that lack of experience with the technology, frequency of feedback, language barriers, group size and subject matter all impacted students’ learning in this webenhanced course.Item THE EXPERIENCE OF REAL WORLD CONTEXTS IN VIRTUAL ENVIRONMENTS:(2005-09-27T17:26:46Z) Smith, Regina O.; Dokter, Christina; Dirkx, John MThe purpose of this qualitative case study was to develop a deeper understanding of adult learners’ experiences participating in an online, problem-based course, and to enhance our understanding of PBL as a means to foster a sense of context in these environments. The findings the perception of meaningful context, is constantly mediated through differences among group members, and the need to manage group and interpersonal processes, particularly around unresolved issues of authority and intimacy. Implications for adult educators are discussed.Item HIGH TECH MEETS HIGH TOUCH:COHORT LEARNING ONLINE IN GRADUATE HIGHER EDUCATION(2005-09-27T20:40:04Z) Tisdell, Elizabeth J.; Strohschen, Gabriele; Carver, Mary Lynn; Corrigan, Pam; Nash, Janet; Nelson, Mary; Royer, Mike; Strom Mackey, Robin; O’Connor, MargueriteThis paper discusses the results of a qualitative participatory action research study where the purpose was to examine the nature of the cohort learning experience in an online master’s program from both faculty and student perspectives. There has been much discussion in higher and adult education circles in the last decade on distance education, web based and web enhanced learning online, and online degree programs. Nearly all institutions of higher education now offer at least some classes online, and many offer entire degree programs. While many have discussed the plusses and minuses of online education, and considered what online pedagogy offers to adult learners, there has been little discussion of what online education looks like specifically in online cohort programs, from the students’ perspectives. Thus, the purpose of this paper is: (1) to discuss the results of a participatory action research project where the purpose was to examine the nature of the cohort learning experience in an online master’s program that began with a residential component from both faculty and student perspectives; and (2) to consider the implications for the ongoing development of both “high tech” and “high touch” and academically sound degree programs in adult education and related areas.Item How To Get the Most From Canvas: Best Practices and Lessons Learned(2017-06-12) Elliott, Rob; Hook, Sara AnneThis engaging presentation offers a wealth of insights, tips and recommendations for how to get the most from Canvas, including tools included or accessible via Canvas and Canvas Analytics. Reflecting rich diversity in subject expertise, the presenters have been teaching and taking online courses for more than 30 years combined. Specific topics to be covered: Enhancing Student Engagement and Collaboration, Canvas Analytics and Course Organization: Pages versus Modules.Item The Impact of Participation and Attendance on Undergraduate Student Performance in Face-to-Face and Online Courses(2015-11-21) Zhu, Liugen; Defazio, Joseph; Huang, Edgar; Hook, Sara AnneThis presentation reports the results of a comprehensive study of policies on attendance and participation in face-to-face and online courses, with policies that range from strict to flexible, and correlate these policies with final course grades. The intent was to demonstrate the impact that these policies have on student motivation and student success. Participants will self-identify which category their attendance/participation policies falls into and reflect on how revising these policies can influence their own courses.Item Impact of SoTL on Online and Face-to-Face Courses(2016-04-01) Hook, Sara Anne; Zhu, LiugenDrawn from the literature and the experiences of two faculty members, this presentation will highlight the many opportunities to engage in SoTL and demonstrate the impact that SoTL activities have had on the teaching approaches and student learning outcomes that the presenters have seen in the diverse array of face-to-face and online courses that they teach.