online course
Beyond student perceptions: Issues of interaction, presence, and performance in an online course
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The research literature on Web-based learning supports the assumption that interaction is important for a successful course , yet questions exist regarding the nature and extent of the interaction and its effects on student performance. Much of the research is based on student
Predictors for student success in an online course
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This study analyzed the factors that affect student success in an online computer programming course . The study had two with two main objectives. The first was to examine relationships among selected variables (gender, age, educational level, locus of control, and
On the nature and development of social presence in online course discussions
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ABSTRACT Social presence, the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and success in online courses. This mixed methods
Gender, voice, and learning in online course environments
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ABSTRACT A self-selected sample of 109 online students at a midwestern regional university was surveyed and asked to compare expression of voice, control over learning, and perceived deep learning outcomes in face-toface versus online course environments
Community of inquiry framework: Establishing community in an online course
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Abstract Using the Community of Inquiry (CoI) framework, the author conducted a mixed method research study to examine the existence of the three CoI elements in a graduate- level educational technology online course . The author also looked at student perceptions
BETWEEN STUDENTSPERCEIVED SENSE OF COMMUNITY AND SATISFACTION, ACHIEVEMENT, AND RETENTION IN AN ONLINE COURSE .
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This study evaluated students sense of community, satisfaction, achievement, and retention in 3 sections of the same online undergraduate psychology course . Use of asynchronous discussion threads and students perceived interaction with fellow students and the instructor
The ideal online course
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ABSTRACT THISPAPER ADDRESSES MANY OF THE KEY ISSUES facing designers of webbased university level courses. Drawing from experienc in distance education and web- based design, we develop a set of key components to be addressed when creating an
Increasing students interactivity in an online course
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Efforts were undertaken to increase students interactivity in an online course in adult development. The purpose was to increase students engagement with the course materials, heighten their online discussions, and deepen their thinking about courserelated concepts
Faculty perspective: Training and course development for the online classroom
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This quantitative study focused on the perceptions of faculty currently instructing online . The sample consisted of a random selection of instructors teaching at least one online class in the Fall of 2008. Of the 300 people surveyed, 111 responded, constituting a 37% response
What can online course components teach about improving instruction and learning
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Electronic course components can increase instructor efficiency while enriching student learning, The use oftechnology prevents farming outcourses to more poorly trained personnel and can stem the tide of unmanageably large sections. Enlisting students in
Instructors scaffolding in support of students metacognition through a teacher education online course : a case study
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This study describes the relationship between the instructors feedback and students metacognitive processes in an online course on democracy and multiculturalism, which was taught as part of a teacher education program. 700 postings, written by 68 students, were
Successful online course design: Virtual frameworks for discourse construction
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ABSTRACT A mental representation of the virtual context is a necessary basis of successful online conversations. Such a representation is impossible to create without a method of reference back to previous parts of the discussion in order to develop cohesive discourse
An online course fostering self-regulation of trainee teachers
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El aprendizaje autorregulado (SRL) puede ser apoyado por el comportamiento de los docentes, la retroalimentación y la creación de entornos de aprendizaje adaptados. Este trabajo aborda el problema de cómo desarrollar actitudes y competencias, permitiendo a los
Online course delivery: Issues and challenges
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There are many issues and challenges associated with delivering a course online via the Internet. These include development and revision of the course prior to being online , teaching the course once it goes live , quality control of online vs. on-campus courses
What makes a quality online course The student perspective
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Quality Matters (QM) is a program that is receiving a lot of attention from campuses around the country. This program offers quality assurance through a rubric for online course design. The rubric includes eight dimensions (ie, course overview and introduction; learning
A theoretical framework for effective online course design
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A key, overarching goal for any committed educator is to ensure that the learner has a meaningful and memorable learning experience while achieving the desired learning outcomes. In this paper it is argued that in order to achieve such a goal, a strategy needs to
Adapting Bayesian Knowledge Tracing to a Massive Open Online Course in edX.
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ABSTRACT Massive Open Online Courses (MOOCs) are an increasingly pervasive newcomer to the virtual landscape of higher-education, delivering a wide variety of topics in science, engineering, and the humanities. However, while technological innovation is
The relationship between epistemological beliefs and self-regulated learning skills in the online course environment
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Epistemological beliefs and self-regulated learning skills, as meta-cognitive constructs, have been suggested as being associated with positive learning outcomes. Results from research literature, however, have been mixed as to the impact of epistemological beliefs, self
Patterns of interaction and participation in a large online course : Strategies for fostering sustainable discussion
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This case study investigated patterns of interaction and participation in a large online course . 88 Korean undergraduates participated in online fora during 2 weeks. It was found that there was a comparatively high portion of metacognitive interaction and higher phase of
Online Course Development: What Does It Cost
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Does it cost less to design and develop online teaching and learning today than it did a few years ago Are the categories of cost different today from the past and from what the costs might be in the future The costs of developing online programs are significant, yet there are
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