Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

PDF

Educational Methods

Online learning

Georgia Southern University

Articles 1 - 17 of 17

Full-Text Articles in Education

A Method To The Madness: Infusing Critical Thinking Strategies Into Online Courses, Randall E. Osborne, Paul Kriese Mar 2016

A Method To The Madness: Infusing Critical Thinking Strategies Into Online Courses, Randall E. Osborne, Paul Kriese

SoTL Commons Conference

We have incorporated a critical thinking model into our course on “hate” using Kuhn’s (1999) work on meta-knowing skills, Paul and Endler’s (2002) emphasis on how critical thinking integrates emotions into one’s thinking, and Smith’s (2002) characteristics of critical thinking.

By integrating these approaches into our online classroom, we encourage students to discuss what they know, how they know it, and how those thoughts fit into the broader range of what people know. Additionally, we emphasize that critical thinking is developmental in nature. Smith’s characteristics of critical thinkers shows what critical thinkers would be able ...


Lessons From Chemists On Improving Learning Behaviors And Outcomes, Leyte Winfield, Lisa Hibbard Mar 2015

Lessons From Chemists On Improving Learning Behaviors And Outcomes, Leyte Winfield, Lisa Hibbard

SoTL Commons Conference

The hybrid General and Organic Chemistry courses have been designed to promote the development of students’ cognitive ability and confidence in utilizing chemical concepts. The approaches used could have utility in other courses focused on integrating skill development with critical thinking and reasoning. The course employs mediated learning strategies that extend beyond the classroom through question & answer blogs and online office hours. Data has been collected from more than 150 students over 3 years. Concept mastery has been evaluated using pre- and post-assessments. Results are compared to those of students in sections of the courses utilizing traditional methods for content ...


How Learning Emotions And The Arcs Model Of Motivational Design Enhance Learning And Improve Critical Thinking, Kent D. Kauffman Mar 2015

How Learning Emotions And The Arcs Model Of Motivational Design Enhance Learning And Improve Critical Thinking, Kent D. Kauffman

SoTL Commons Conference

In this session, the presenter will show how, in an attempt to improve critical thinking in an online Business Law course, he applied two related paradigms of impactful teaching: 1) the ARCS Model of Motivational Design (Attention, Relevance, Confidence, and Satisfaction), by Dr. John Keller of Florida State University; and 2) the use of “emotional intensity,” elucidated by Dr. Linda Nilson, founding director of the Office of Teaching Effectiveness and Innovation at Clemson University, in her SoTL presentations on teaching to how the mind works and in her book, Teaching at Its Best. In support of ...


Ready Or Not, Here It Comes!: Distance Learning And Online Teaching, Laura Russ, Dave Hung, Kim Davies, Maureen Akins, Gina Hammock Mar 2013

Ready Or Not, Here It Comes!: Distance Learning And Online Teaching, Laura Russ, Dave Hung, Kim Davies, Maureen Akins, Gina Hammock

SoTL Commons Conference

With increasing interest and pressure on university faculty to augment course offerings to meet student learning needs with online sections, a faculty learning community at Georgia Regents University set out to examine faculty concerns and readiness for teaching online. In this poster, we present data gathered from a survey of a broad range of faculty at our university including adjunct faculty, lecturers, and untenured and tenured faculty. We examine the relationship between faculty experiences, concerns, attitudes and self-perceived preparedness and willingness to teach online. Results indicate teachers are concerned with how online instruction affects student interaction with faculty and other ...


How Does Eliciting Student Feedback Impact The Quality Of Instruction And Student Learning Outcomes For Non-Majors In Required Courses?, Patricia Rieman Mar 2013

How Does Eliciting Student Feedback Impact The Quality Of Instruction And Student Learning Outcomes For Non-Majors In Required Courses?, Patricia Rieman

SoTL Commons Conference

This project was inspired by Schmidt, Becker, Wissmiller, Nyland, and Surdick (ISSoTL 2011), who investigated how improved communication of expectations impacted student motivation, metacognition, and learning environment. Secondary education minors (content area majors) who must take a language arts methods course often struggle to understand just why it is required for them. Rieman hopes to determine whether, with an opportunity to state opinions and questions in an anonymous, safe online environment in which she can address questions and concerns, students will develop a better understanding, and thus, acceptance, of the course requirement. Another question is whether such student acceptance will ...


Flipped Classroom Or Flipped Out?: Professors Attitudes Towards Online Learning, Beth Stutzmann, Donna Colebech, Adeel Khalid, Craig Chin, John Sweigart Mar 2013

Flipped Classroom Or Flipped Out?: Professors Attitudes Towards Online Learning, Beth Stutzmann, Donna Colebech, Adeel Khalid, Craig Chin, John Sweigart

SoTL Commons Conference

Professors need to accommodate administration mandates for designing online courses but what are professor attitudes towards online learning and which courses are better adapted to online instruction? Southern Polytechnic State University's Research Learning Community presents conducted research on this platform: A comparison of face-to-face; blended; and fully online models will be examined; as well as professor attitudes towards online learning and which polytechnic courses professors deem truly appropriate for the online environment. Flipped classroom techniques and learning activities used to enhance courses will also be addressed to investigate whether certain flipped classroom techniques are specific to a particular subject ...


A Socratic Café For Critical Inquiry, Jody Piro, Gina Anderson Mar 2013

A Socratic Café For Critical Inquiry, Jody Piro, Gina Anderson

SoTL Commons Conference

This presentation will explore the completed research inquiry that developed from our overt attempt to promote critical thinking in an online forum. The implications for advancing critical inquiry in online formats for interdisciplinary university content areas will be addressed. The objectives of this session are twofold: 1) to introduce participants to the nine intellectual standards (Elder & Paul, 2007) used to analyze the critical thinking and Socratic questioning in our research, and 2) to discuss the structuring of critical analysis in participants' own classrooms. Participants can expect to participate in a cooperative learning activity to practice the use of Intellectual Standards ...


New Media, Technology, And Online Course Delivery: A Comparison Of New Technologies For University Instructors, Philip Aust, Carolyn Carlson, Barbara Gainey, Jake Mcneill, Tamara Powell, Leonard Witt Mar 2012

New Media, Technology, And Online Course Delivery: A Comparison Of New Technologies For University Instructors, Philip Aust, Carolyn Carlson, Barbara Gainey, Jake Mcneill, Tamara Powell, Leonard Witt

SoTL Commons Conference

In the last decade, higher education has been transformed by a rising number of new media suitable for online course delivery. While university instructors used to ask, “Should I deliver course content online?” Today they ask, “Which technology works best for delivering content online? Which technology can I quickly learn? And which technology can I easily manage?” To answer these questions, a team of university instructors/researchers compared and contrasted nine web-based technologies to determine each one's effectiveness. These technologies include: Wikis, Final Cut Pro, Audition, Facebook, Twitter, Camtasia, Wimba, GoToMeeting, and Second Life. Researchers gave particular attention to ...


Perceptions Of Program Completers Of A Hybrid Education Program, Ron Knorr, Richard Binkney Mar 2012

Perceptions Of Program Completers Of A Hybrid Education Program, Ron Knorr, Richard Binkney

SoTL Commons Conference

This session is designed to explore the results of an examination of initial perceptions of program completers of a novel hybrid instructional delivery system in graduate education. Established by a major regional university to meet a rapidly growing need for graduate-level perpetration in teacher education, this hybrid method of instruction, a combination of online and occasional face to face meetings between faculty and students, has been expanded from master's level offerings to add advanced graduate degree programs. The objectives of this session are to detail and explain the establishment of such a program and report on the initial satisfaction ...


Faculty Development Considerations In Video-Based Lectures, Joyce Nutta, Melanie Gonzalez, Timothy Brown Mar 2012

Faculty Development Considerations In Video-Based Lectures, Joyce Nutta, Melanie Gonzalez, Timothy Brown

SoTL Commons Conference

With the current trend of moving courses online, universities and colleges are seeking ways in which to provide authentic lectures online. One delivery method that has become popular is to use lecture capture systems (LCS). This presentation reports on an ongoing faculty development project at the University of Central Florida aimed to help faculty in all disciplines develop better video presence using LCS to inject a sense of connectivity between students and their instructor. An expert in broadcasting and an expert in instructional technology pedagogy collaborated to lead the faculty development sessions. As a follow-up, the facilitators also conducted several ...


Designing An Interactive Online Seminar Course For Distance Learning Interns: Combining Technology Tools And Facilitating Meaningful Discourse, Lori Caudle Mar 2012

Designing An Interactive Online Seminar Course For Distance Learning Interns: Combining Technology Tools And Facilitating Meaningful Discourse, Lori Caudle

SoTL Commons Conference

Across the last decade, e-learning programs have grown exponentially in the field of teacher education. Yet, more research is needed about how to best meet the needs of interns enrolled in distance learning programs and how to effectively combine synchronous and asynchronous technology tools. Online learning is even more complex when non-traditional students enroll in programs, bringing years of evidence-based practices to their internship experiences. The purpose of this session is to inform attendees of preliminary results of a mixed methods SoTL research study conducted across two semesters with 16 interns enrolled in a Birth-Kindergarten distance learning program. Results (1 ...


Enhance, Engage, Evolve: Challenges, Rewards, And The Culture Of Evidence In Online Learning, Patrick Smith, Scott Dunn, David Pollock, Michael Stewart, Colette Galivan Mar 2011

Enhance, Engage, Evolve: Challenges, Rewards, And The Culture Of Evidence In Online Learning, Patrick Smith, Scott Dunn, David Pollock, Michael Stewart, Colette Galivan

SoTL Commons Conference

A five-member panel from Bainbridge College (GA) will discuss the challenges and potential rewards involved in implementing the institution's Quality Enhancement Plan (QEP), which was developed in preparation for a recent SACS accreditation visit. The QEP is a comprehensive approach to enhancing online learning at Bainbridge College. Careful assessment of the QEP's proposed outcomes will be crucial as the college immerses itself in a culture of evidence and moves toward the ideal of a learning-centered institution. Consistent application of both direct and indirect measures of learning outcomes will be necessary to determine “success” in those courses. But how ...


Online Versus In-Class Teaching: Learning Levels Explain Student Performance, Milind Shrikhande, Richard Fendler Mar 2009

Online Versus In-Class Teaching: Learning Levels Explain Student Performance, Milind Shrikhande, Richard Fendler

SoTL Commons Conference

There is now an array of research that concludes almost equally in three different ways. First, a set of papers indicates online teaching is not as effective as in-class teaching. Second, another set of papers indicates online teaching is as effective as in-class teaching. Third, last set of papers indicates online teaching is more effective than in-class teaching. We enter the debate developing a perspective based on different learning levels. We find that the inclusion of learning levels clears the picture greatly and opens avenues for the scholarship of teaching and learning along paths not trodden in this literature so ...


Pre-Class Online Quizzing As A Catalyst For Pedagogical Change, Hsiu-Lien Lu Mar 2009

Pre-Class Online Quizzing As A Catalyst For Pedagogical Change, Hsiu-Lien Lu

SoTL Commons Conference

Coverage of content is a continuous problem and concern for higher education instructors, novices and veterans alike. This session will present a study that addressed this concern via investigating undergraduate students' perceptions of pre-class online vs. traditional quizzing and examining how pedagogical strategies differed in the same course over a period of three semesters with vs. without pre-class online quizzing. This session will demonstrate the methods developed for the investigation, including survey and the comparison of teaching activities. Session audience will learn about undergraduate students' perceptions regarding traditional quizzing vs. pre-class online quizzing as well as how instructional activities varied ...


The Power Of Course Design, Ludwika (Ludy) Goodson, Insook Ahn Mar 2009

The Power Of Course Design, Ludwika (Ludy) Goodson, Insook Ahn

SoTL Commons Conference

This session examines what factors seem to make the difference when research favors online instruction as the media alternative to traditional teaching modalities (Zhao, Let, Yan, &Tan, 2005). The scholarship and reviews about the power of online learning will begin the session, providing a framework for examining scholarship, theory, and results. Discussion will focus on a short list of factors identified from research studies. These will be compared to online learning standards. A case example will provide a springboard for discussion and more examples of factors of integrated course design, learning goals and activities, and feedback and assessment (Fink, 2007 ...


Are Some Students Better Suited For Online Class And Others Better Suited For In-Class?, Milind Shrikhande, Richard Fendler Mar 2009

Are Some Students Better Suited For Online Class And Others Better Suited For In-Class?, Milind Shrikhande, Richard Fendler

SoTL Commons Conference

We often see students visiting the online class at the beginning of the semester and moving to an in class setting later. We, of course, expect the converse to happen, sometimes less visibly. Can we help these students in selecting the setting better suited to their own learning styles? We explore this question with a large sample of students in our finance core classes going beyond conventional measures of student competence like GPA, and demographic measures like major, and gender. Our initial findings suggest there are ways in which we can direct students to the class setting that is more ...


Blending Online Components Into Traditional Instruction In Pre-Service Teacher Education: The Good, The Bad, And The Ugly, Hong Lin Nov 2007

Blending Online Components Into Traditional Instruction In Pre-Service Teacher Education: The Good, The Bad, And The Ugly, Hong Lin

SoTL Commons Conference

This study investigated the effectiveness of using online instruction as a supplement to a face-to-face introductory technology education course. Survey data were collected from 46 pre-service teachers. Findings indicated that when traditional face-to-face instruction is combined with online components learning is enhanced over a single delivery mode. However, the blended approach adopted in this course also brought unexpected challenges for both students and the instructor. The paper identified good teaching and learning practices arising from blended instruction and presented lessons learned for future design and implementation for blended instruction.