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Full-Text Articles in Education
Faculty Expectations Toward Their Online Courses: Are They On The Same Screen With Their Students?, John A. Huss, Shannon Eastep
Faculty Expectations Toward Their Online Courses: Are They On The Same Screen With Their Students?, John A. Huss, Shannon Eastep
Journal of Inquiry and Action in Education
This action research study explored attitudes and expectations of faculty at a Midwestern university who taught at least one fully online course during 2014. The study focused on instructor perceptions toward and experiences with web-based instruction, particularly in the critical areas of assessment and feedback; course organization; interaction with students; course flexibility; and overall communication. Findings were then compared to student responses from the authors’ previous study. A mixed-methods electronic survey blended a quantitative component in the form of 21 fixed response items with a qualitative element accomplished through two narrative response questions where content analysis was used to compress …
Promoting Numeracy In An Online College Algebra Course Through Projects And Discussions, Samuel L. Tunstall, Michael J. Bossé
Promoting Numeracy In An Online College Algebra Course Through Projects And Discussions, Samuel L. Tunstall, Michael J. Bossé
Numeracy
This research stems from efforts to infuse quantitative literacy (QL) in an online version of college algebra. College algebra fulfills a QL requirement at many universities, and it is a terminal course for most who take it. In light of the course’s traditional content and teaching methods, students often leave with little gained in QL. An online platform provides a unique means of engaging students in quantitative discussions and research, yet little research exists on online courses in the context of QL. The course studied included weekly news discussions as well as “messy” projects requiring data analysis. Students in online …
Supportive Technologies For Group Discussion In Moocs, Carolyn P. Rosé, Pam Goldman, Jennifer Zoltners Sherer, Lauren Resnick
Supportive Technologies For Group Discussion In Moocs, Carolyn P. Rosé, Pam Goldman, Jennifer Zoltners Sherer, Lauren Resnick
Current Issues in Emerging eLearning
A key hurdle that prevents MOOCs from reaching their transformative potential in terms of making valuable learning experiences available to the masses is providing support for students to make use of the resources they can provide for each other. This paper lays the foundation for meeting this challenge by beginning with a case study and computational modeling of social interaction data. The analysis yields new knowledge that informs design and development of novel, real-time support for building healthy learning communities that foster a high level of engagement and learning. We conclude by suggesting specific areas for potential impact of new …
Promoting Online Students’ Engagement And Learning In Science And Sustainability Preservice Teacher Education, Louisa Tomas, Michelle Lasen, Ellen Field, Keith Skamp
Promoting Online Students’ Engagement And Learning In Science And Sustainability Preservice Teacher Education, Louisa Tomas, Michelle Lasen, Ellen Field, Keith Skamp
Australian Journal of Teacher Education
At James Cook University, a core first-year subject within the Bachelor of Education, Foundations of Sustainability in Education (FSE), sees students investigate the underlying science and complexity of socioecological challenges through inquiry, place-based learning, experimentation and consideration of classroom practice. Given that this subject is delivered across modes, a blended learning approach that encompasses an innovative use of learning technologies and careful consideration of pedagogy provides opportunity for both on-campus and online students to engage in active, learner-centred, collaborative, experiential and praxis-oriented learning experiences (Wals & Jickling, 2002). In this paper, we draw upon Pittaway’s (2012) engagement framework and Herrington, …
Highjacking The Mooc: Reflections On Creating/Teaching An Art History Mooc, Parme Giuntini, Jean-Marie Venturini
Highjacking The Mooc: Reflections On Creating/Teaching An Art History Mooc, Parme Giuntini, Jean-Marie Venturini
Current Issues in Emerging eLearning
This article reflects on the experience of creating and launching a MOOC (Massive Open Online Course) at Otis College of Art and Design. The authors will discuss the development process from content, goals and production to curriculum design and pedagogy. Lessons learned and best practices will be shared as well as assessment of the MOOC’s success. Suggestions will be offered for faculty who are interested in adapting and adopting (hijacking) MOOCs in conjunction with credit courses in their own institutions, and addresses the very practical faculty concerns that MOOCs pose.