Browsing by Subject "online education"

Now showing 1 - 6 of 6
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    An Examination of Coursera as an Information Environment: Does Coursera Fulfill its Mission to Provide Open Education to All?
    (Taylor & Francis, 2013-07-29) Audsley, Samantha; Fernando, Kalyani; Maxson, Bronwen; Robinson, Brittany; Varney, Katie
    In terms of international education, this concept of online education seems to be a growing trend. Edxonline.org, Minervaproject.com and Udacity.com are all new massive online open courses (MOOCs) —education websites similar to Coursera offering students the ability to receive the best education from elite universities entirely online. In this digital age, students are seeking ways to receive an education that is convenient and fits well with their lifestyles, but is also credible. The most tantalizing promise of a company like Coursera is the role it might play in improving education for the world’s have-nots: high school dropouts, the global poor, and those less able to self-teach (Kamenetz, 2012).
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    Implementing Guided Inquiry Learning and Measuring Engagement Using an Electronic Health Record System in an Online Setting
    (Academic Conferences International Limited, 2018-11) Purkayastha, Saptarshi; Surapaneni, Asha Kiranmayee; Maity, Pallavi; BioHealth Informatics, School of Informatics and Computing
    In many courses, practical hands-on experience is critical for knowledge construction. In the traditional lab setting, this construction is easy to observe through student engagement. But in an online virtual lab, there are some challenges to track student engagement. Given the continuing trend of increased enrollment in online courses, learning sciences need to address these challenges soon. To measure student engagement and actualize a social constructivist approach to team-based learning in the virtual lab setting, we developed a novel monitoring tool in an open-source electronic health records system (EHR). The Process Oriented Guided Inquiry Learning (POGIL) approach is used to engage students in learning. In this paper, we present the practice of POGIL and how the monitoring tool measures student engagement in two online courses in the interdisciplinary field of Health Information Management. To the best of our knowledge, this is the first attempt at integrating POGIL to improve learning sciences in the EHR clinical practice. While clinicians spend over 52% of a patient visit time on computers (called desktop medicine), there is very little focus on learning sciences and pedagogy to train clinicians. Our findings provide an approach to implement learning sciences theory to eHealth use training.
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    Online Learning Grows Up--And Heads to Law School
    (2015) Huffman, Max; Robert H. McKinney School of Law
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    A Spiral Approach to Partner-Based Online Discussions Over Time in Online Courses
    (Association for the Advancement of Computing in Education (AACE), 2020-11-03) Price, Jeremy F.
    One of the powers of online learning is that it can be done anywhere, anytime, and often at the individual learner’s desired pace with structures and benchmarks set by the instructor, and online discussion forums have been an integral part of this effort to provide social learning experiences for students online. An area of concern, however, is that frequently social learning and deep, multilevel cognitive learning are treated separately rather than as an inclusive package, with practices and outcomes that are separate and distinct rather than intertwined and co-generative. This proposal describes an approach that recognizes the tricky concept of time, the importance of scaffolding and social constructivism, and the need to ground online practices in a spiral approach (Bruner, 2009; National Research Council, 2000) with Bloom’s revised taxonomy (Krathwohl, 2002; Wedlock, 2017) as a guide. Students are paired in online discussions over three-week units in which the unit follows a scaffolded Understanding-Analyzing-Transforming structure. Pairs provide each other feedback in order to support each other’s growth and learning. It is hoped that the roundtable format will strengthen this framework and help to identify theoretical and practical shortcomings in the approach and in the analysis to provide more robust learning opportunities across time in online courses.
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    Towards Quality: A Project to Systematically Develop Quality Matters Skills and Capacities for an Online Department
    (IDEALS, 2019-09) Jones, Kyle M. L.; Murillo, Angela; Yoon, Ayoung; Library and Information Science, School of Informatics and Computing
    A three-person faculty team from the Department of Library and Information Science (DLIS) at Indiana University-Indianapolis (IUPUI) is developing Quality Matters competencies and peer-training artifacts to help design and evaluate online courses. DLIS teaches graduate students online; however, the department recently developed an undergraduate minor and major in the broad area of "data studies," which will include online courses. There is a significant need in the department to develop new courses and to do so according to best practices, which the Quality Matters program has identified. Through its 41 standards, Quality Matters sets research-based expectations for how online courses should be developed, though it makes no claim to the substantive content of a course. Certified Peer Reviewers use the Quality Matters rubric to evaluate courses and make recommendations for the improvement of courses. The rubric covers eight categories: 1. Course Overview and Introduction; 2. Learning Objectives; 3. Assessment and Measurement; 4. Resources and Materials; 5. Learner Engagement; 6. Course Technology; 7. Learner Support; and 8. Accessibility Each team member is working to achieve Certified Peer Review status, develop standards-based courses, and build artifacts (e.g., course site templates) aligned with Quality Matters standards to improve online education in the department. The team is sharing its work with institutional colleagues and developing peer-to-peer workshops. The poster will describe the team’s motivation, goals, successes, pain points, and work-to-date.
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    Transitioning to online teaching: A phenomenological analysis of social work educator perspectives
    (Taylor & Francis, 2021-01-06) McCarthy, Katherine M.; Glassburn, Susan L.; Dennis, Sheila R.
    Online education in social work has been proliferating and is now ubiquitous due to COVID-19. To optimize instructor pedagogical wisdom and ensure student benefit, critical reflection is needed on the transition to online education. Prior to the pandemic, 17 social work educators were interviewed about their perspectives on the transition from teaching on-the-ground classes to online. This interpretative phenomenological study identified three themes that influenced the educator’s experience: personal qualities, pedagogical beliefs, and macro and institutional factors. It is this unique mix of each participants’ pedagogical beliefs, personal qualities, and macro or institutional factors which influenced the individual educator’s experience of satisfaction. Each educator’s perspective of online teaching is arrived at through calculations of costs and benefits as they balance their own and their students’ needs within the demands and supports of their respective institutions. These perspectives can be characterized by one of four standpoints: mutual benefit, compromised learning, instructor reservations, and incompatibility. Implications include enhancing social work educators’ critical reflexivity while navigating the evolving technological context and providing administrators with points of intervention to support instructors and develop online delivery modes.