Browsing by Subject "Online learning"

Now showing 1 - 6 of 6
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    A capability approach for online primary and secondary students with disabilities
    (Wiley, 2017-10-06) Stella, Julie; Corry, Michael; Technology and Leadership Communication, School of Engineering and Technology
    A capability approach was used to identify and synthesise research studies about online students with disabilities in primary and secondary school (aged five to 18 years) in an attempt to describe the experience from an empirical perspective. A capability approach is intended to maximise agency and can be used to describe the extent to which individuals are able to use limited resources to build a satisfying and enjoyable life. In this analysis, a derived capability set was used to narrow the larger body of research about primary and secondary students in online education in order to consider only studies that described ways in which students successfully used online education to maximise agency. The derived capability set was: autonomy, judgement, practical reason, affiliation, high school graduation and a desire to help others. A method for deriving the capability set and ways in which a capability approach fails to describe this experience are discussed.
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    A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning
    (2015-12-03) Wilson, Sarah Beth; Varma-Nelson, Pratibha; Bodner, George; Anderson, Trevor; Bodner, Robert; Long, Eric C.
    The cyber Peer-Led Team Learning (cPLTL) workshops are a synchronous online adaptation of the educational intervention PLTL, in which students, under the guidance of undergraduate peer facilitators, collaboratively solve problems in small groups. The purpose of this parallel convergent mixed methods study was to assess the impact of implementing cPLTL in an organic chemistry course on students’ workshop experiences, performance, and development of curved-arrow formalism skills. Statistical analyses revealed comparable attendance rates, distribution of course grades, and achievement on American Chemical Society First-semester Organic Chemistry Exams. However, plotting workshop grades by AB, C, and DFW grade groupings revealed that PLTL students earned more successful grades than their cPLTL counterparts (91% vs 77% ABC grades). Utilization of a new curved-arrow formalism analytic framework for coding student interview artifacts revealed that cPLTL students were statistically less likely to successfully draw the product suggested by the curved-arrows than their PLTL classmates. Both PLTL and cPLTL students exhibited a comparable incidence of relational to instrumental learning approaches. Similarly, both PLTL and cPLTL students were more likely to exhibit a common Scheme for Problem-Solving in Organic Chemistry (SPOC) than having dialogue that could be characterized by Toulmin’s Argumentation scheme. Lastly, implications for faculty are suggested, including: developing more explicit connections concept, mode, and reasoning components of understanding curved-arrow formalism for organic chemistry students; optimizing graphical collaborative learning activities for online learners; and developing online students’ sense of community.
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    Do social features help in video-centric online learning platforms? A social presence perspective
    (Elsevier, 2020-12-01) Andel, Stephanie A.; de Vreede, Triparna; Spector, Paul E.; Padmanabhan, Balaji; Singh, Vivek; de Vreede, Gert-Jan
    The popularity of online learning is growing exponentially. Accordingly, it is critical to understand how we can facilitate the learning experience for users in these unique online environments. Past research consistently finds that one important antecedent of online learning outcomes is social presence. However, there is limited research related to how to foster social presence perceptions among users. Further, research has yet to understand whether there are boundary conditions for the positive effects of social presence perceptions on user outcomes (e.g., perceived learning, satisfaction). The current work describes two studies to address these questions. The first study uses an experimental design to investigate how the perception of social presence can be increased in the online learning context. In the second study, we investigate the degree to which social presence perceptions are more beneficial for some individuals versus others. Specifically, we consider two personality traits (i.e., conscientiousness, extraversion) as moderators of the relationships between social presence perceptions and two outcomes – perceived learning and satisfaction. Overall, the results of these two studies provide important insights into how to enhance user outcomes in online learning and training environments.
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    Teacher self-efficacy in online education: a review of the literature
    (Association for Learning Technology, 2018-10-17) Corry, Michael; Stella, Julie; Technology and Leadership Communication, School of Engineering and Technology
    Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery.
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    Teaching Strategies Students Find Helpful in Online Learning Courses
    (Taylor & Francis, 2022) Berlin, Kathryn; Visovatti Weavera, Kathleen; Health Sciences, School of Health and Human Sciences
    This paper explores results of an online course revision to enhance student learning strategies and interactions. Data was collected from 125 of 167 students enrolled in an entry-level course at a large Midwestern university. Mid-term and end-of-semester surveys indicate that students found strategies such as mini-lectures, Quick Checks, and social media (i.e., CourseNetworking) helpful for engaging with, learning, and understanding course material. Furthermore, interaction with the instructor was found to contribute to overall satisfaction with the course. Results from this course revision provide practical strategies for student learning, as well as introducing CourseNetworking as a viable online social media platform to engage students.
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    The new coronavirus is hitting colleges and universities hard, but donors can help
    (The Conversation US, Inc., 2020-03-11) Plater, William; Tempel, Gene; Shaker, Genevieve; Lilly Family School of Philanthropy