Browsing by Subject "online courses"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Impact of the Stringency of Attendance Policies on Class Attendance/Participation and Course Grades
    (Indiana University Office of Scholarly Publishing, 2019-01-05) Zhu, Liugen; Huang, Edgar; Defazio, Joseph; Hook, Sara Anne; Department of Human Centered-Computing, School of Informatics and Computing
    The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students’ final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent attendance policy significantly impacts student attendance, absences were negatively correlated with course grades, and that course delivery methods were not predictive of either attendance/participation or course grades. Additional research is needed to determine what other factors might influence attendance and participation and correlation to course grades.
  • Thumbnail Image
    Item
    Learning Gains of Process Oriented Guided Inquiry Learning in an Online Course Setting
    (Academic Conferences International Limited, 2019-11) Purkayastha, Saptarshi; Guntu, Mounika; Ravindran, Radhika; Surapaneni, Asha Kiranmayee; BioHealth Informatics, School of Informatics and Computing
    There is substantial evidence that student-centred learning activities foster the evolution of higher-order skills, such as critical thinking and problem-solving. Process Oriented Guided Inquiry Learning (POGIL) approach is one such student-centred instructional approach that is mainly focused on improving student's content mastery and learning skills such as information communication, critical thinking, problem-solving and metacognition. Currently, POGIL has been mostly implemented in traditional classroom settings, where all participants are physically present. However, advances in online learning technologies have increased the popularity of online courses. Our study aims to implement and evaluate the effectiveness of POGIL in improving the overall student performance in an online course setting. We also present a metaanalysis on POGIL implementation and its effectiveness in different course settings. We implemented a POGIL approach in two completely online courses from the Health Information Management (HIM) program, M200 (Database Design for HIM) and M220 (Health informatics for Decision Support). We integrated POGIL practices into the course redesign of these HIM courses considering the core philosophy of POGIL - students learn through the process of performing activities that aid in developing critical thinking skills - the teacher, in this method, does not instruct, but rather facilitates guided inquiry. The lecture slides and videos were updated with POGIL activities and updates to the educational content, by removing the introduction of new concepts, and replacing them by background information that was required to do the POGIL activities. The modified content was implemented in Summer and Fall semesters of 2018. To evaluate the effectiveness of the POGIL, we compared the student academic performance (grades in the course assessments) of HIM M-200 course before (all semesters of 2017 and spring of 2018) and after POGIL implementation (Summer and Fall semesters of 2018). We used the Wilcoxon rank sum test to compare the performance of the student's pre and post-implementation. The results of the analysis showed that there is a statistically significant difference (p-value = 0.03) in the academic performance of the students before and after implementation. These different implementation under two contexts have been discussed and evaluated under the results.
  • Thumbnail Image
    Item
    Let’s Solve It: Designing an Interactive Online Forensic Science Lab
    (North American Business Press, 2021) Londino-Smolar, Gina; Hansel, Carrie; Chemistry and Chemical Biology, School of Science
    Online STEM laboratories are possible for every learner. The design of an online forensic science laboratory course can be as effective as traditional and other online courses. The theory behind teaching tools developed should be considered throughout the design process. Using the learning management system to engage students with the course material, each other, and the instructor is also key in online courses. Difficult tasks were conquered by using Universal Design for Learning (UDL) to identify barriers and create solutions. Creation of hands-on and virtual labs along with accessibility concerns of web-based content is possible in the online environment.
  • Thumbnail Image
    Item
    Using Technology to Provide Multimodal Learning Opportunities and Enhance Student Engagement in Face-to-Face and Online Courses
    (2014-07-30) Hook, Sara Anne; Zhu, Liugen
    This poster showcases how the presenters incorporate a variety of technologies, media and interactive elements to provide multimodal learning opportunities and enhance student engagement in both face-to-face and online courses. It highlights the pedagogical, logistical and evaluative considerations of creating a multimodal environment that will address the needs of a wide range of students with diverse backgrounds and learning styles, including whether student learning outcomes are achieved.