scholarly journals An Autonomous Discord Bot to Improve Online Course Experience and Engagement: Lessons Learned Amid the COVID-19 Pandemic

2022 ◽  
Author(s):  
Devin Wright ◽  
Timothy Severance ◽  
Charles Knutson ◽  
Jonathan Krein ◽  
Tyler Buchanan
Keyword(s):  
Lessons Learned ◽  
Online Course ◽  
Course Experience

Developing an E-Learning Course for a Global Legal Firm

2012 ◽  
pp. 133-154
Author(s):  
Gemma Baltazar
Keyword(s):  
Risk Management ◽  
Training Program ◽  
Management Training ◽  
Lessons Learned ◽  
Online Course ◽  
Firm Risk ◽  
E Learning ◽  
Overall Risk

This case study describes the considerations, challenges, and lessons learned in developing this online course, which is the foundation of an overall risk management training program for the Firm. Risk management is a very broad, deep, and complex topic which impacts the practice of law in many different ways. Recognizing that it is in meaningful discussions where learning most likely takes place, the project team’s challenge was to design an e-learning course that allows sufficient interactivity to engage the learner and stimulate thinking around issues they encounter in whatever legal area, and at whatever level they practice.

Designing with care

2020 ◽  
Vol 37 (3) ◽  
pp. 99-108 ◽  
Author(s):  
Heather Robinson ◽  
Maha Al-Freih ◽  
Whitney Kilgore
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Ethics Of Care ◽  
Online Course ◽  
Online Environment ◽  
Learning Context ◽  
Content Type ◽  
Care Theory ◽  
Course Experience ◽  
Caring Relations

PurposeThe purpose of this study was to explore how care theory and the ethics of care are explained by students in the online environment to clarify the factors that are more relevant in establishing and maintaining caring relations in online learning context.Design/methodology/approachUtilizing naturalistic inquiry, the researchers interviewed online students and coded transcripts using multiple coding methods within two phases of analysis. Noddings' framework for ethics of care was utilized to identify strategies and practices that enhance each of Noddings' elements in an online course experience.FindingsThe findings of this exploratory study provide evidence on how learners perceive being cared for and highlight specific instructor behaviors and course design elements that support the emergence and maintenance of a climate of care in an online learning environment. Indicators of all four elements of Noddings' framework were present in the interviews. Within the themes of each element, strategies and practices to enhance each element in an online course experience are further explained.Research limitations/implicationsEstablishing a climate of care, whether in traditional or online learning, leads to more inclusive learning experiences that are responsive to the needs of all learners. This study brought to light some of the factors that are more relevant in establishing and maintaining caring relations in online learning context.Originality/valueThe findings of this study add to the literature on the role of emotions in an online learning as viewed through the lens of care theory. The findings highlight some strategies and behaviors that promote a climate of care in an online environment from a learner's perspective.

scholarly journals Leveraging massive open online courses to expand quality of healthcare education to health practitioners in Rwanda

2019 ◽  
Vol 8 (4) ◽  
pp. e000532 ◽  
Author(s):  
Kirstin Woody Scott ◽  
Theophile Dushime ◽  
Vincent Rusanganwa ◽  
Liana Woskie ◽  
Clint Attebery ◽  
...  
Keyword(s):  
Patient Safety ◽  
Global Health ◽  
Healthcare Professionals ◽  
Healthcare Delivery ◽  
Quality Of Healthcare ◽  
Lessons Learned ◽  
Online Course ◽  
Massive Open Online ◽  
District Hospitals

Improving the quality of healthcare delivery is increasingly a global health priority. However, quality improvement training opportunities that provide theoretical foundations and basic skills for patient safety and other quality initiatives have been limited or historically out of reach, especially in low-and-middle income countries (LMICs). To address this gap, the Harvard Initiative on Global Health Quality (HIGHQ) created and launched a massive open online course (MOOC) in 2014 focused on patient safety and quality of care using the edX platform. More than 30 000 students from across 195 countries registered for the online course. This paper summarises an innovative educational partnership between the course team and one of these countries, Rwanda, to develop a blended-learning model to bolster participation in this new course among Rwandan healthcare professionals. Although a small country, Rwanda was among the top performing countries for attracting course registrants and was the leading country for the proportion of enrollees who ultimately completed the course. Further, half (21 of 42) of Rwanda’s district hospitals opted to appoint a PH555x course facilitator at their site to help lead regular meetings and discussions about the course content at their facility. The majority of Rwandan enrollees were health professionals (63%) and 81% reported that PH555x was their first experience taking an online course. Among those participating in the ‘flipped’ component at hospital sites, 94% reported that the course helped them to think of specific ways to improve healthcare quality at their facility. In this paper, we describe this innovative public–private educational model, challenges to implementation and lessons learned that may be helpful for future MOOC developers who wish to augment learning opportunities among healthcare professionals in LMICs.

The Evolution of eLearning Within a Software Engineering Graduate Program

2021 ◽  
pp. 244-262
Author(s):  
Sharon Andrews
Keyword(s):  
Software Engineering ◽  
Graduate Program ◽  
Lessons Learned ◽  
Course Delivery ◽  
Online Course ◽  
Student Centered ◽  
Engineering Programs ◽  
Advantages And Disadvantages ◽  
Online Software

This chapter presents the journey taken by one of the top online software engineering programs in the nation as experienced by the program chairperson, reflecting upon the evolution of distant education efforts from two-way satellite synchronous course delivery to 100% online course delivery as well as other blended modes of delivery and instruction. This discussion will include the advantages and disadvantages encountered organized within a student-centered, instructor-centered, course-product, and program-centered focus followed by lessons learned. The chapter provides a practical and revealing encapsulation of salient issues surrounding the operation of an online STEM graduate program of interest to readers seeking shared operational experiences from long-term significant elearning efforts.

scholarly journals Education for Sustainable Development 4.0: Lessons Learned from the University of Graz, Austria

2019 ◽  
Vol 11 (8) ◽  
pp. 2347 ◽  
Author(s):  
Thomas Brudermann ◽  
Ralf Aschemann ◽  
Manfred Füllsack ◽  
Alfred Posch
Keyword(s):  
Sustainable Development ◽  
Industrial Revolution ◽  
Education For Sustainable Development ◽  
Lessons Learned ◽  
Added Value ◽  
Online Course ◽  
International Teachers ◽  
Digital Environments ◽  
Interactive Classroom ◽  
The University

Higher education for sustainable development plays a crucial role in the transformation of society towards a more sustainable pathway of development. The new trends in society and technology experienced in the course of the fourth industrial revolution come with challenges, but also provide opportunities. In this paper, we reflect on the conceptual basis of education for sustainable development as approached at the University of Graz, Austria, and contrast this basis with the expectations stated by students. The results showed that students acknowledged the high importance of digital competencies and found it highly important to be confronted with future-oriented topics and contents. Interestingly, students seemed skeptical about online course formats and digitalization of teaching and clearly preferred the interactive classroom experience. Students also rated international topics and transdisciplinary thinking as fairly important. Interestingly, a relatively high share of students only saw mediocre added value in experiencing international classrooms, and in having international teachers, when it comes to meeting their top priority, which is being competitive in the job market. Education for sustainable development in the future will not only need to prepare students for international, interdisciplinary, and digital environments, but also will need to meet the expectations of demanding and ambitious students and provide them with bright career prospects.

scholarly journals The Influence of Course Community and Personal Community Support on Learner Engagement in Online Courses

2021 ◽  
Author(s):  
Kristin Kipp
Keyword(s):  
Social Support ◽  
Community Support ◽  
Stepwise Multiple Regression ◽  
Online Course ◽  
Learner Engagement ◽  
Course Content ◽  
Course Experience ◽  
University Support ◽  
Personal Community ◽  
Survey Responses

Borup, Graham, West, Archambault, and Spring (2020) theorized that a student’s level of engagement in an online course is influenced by course community support and personal community support, with both factors helping a student to achieve a level of engagement that is not possible independently. In other words, an individual student’s ability to engage in an online course can be explained by the kinds of community a student finds within a course and their social support from friends, family, and community as they take the class. The purpose of this study is to understand to what extent course community support and personal community support influence learner engagement. Students who have recently completed an online course were surveyed on their level of engagement in the course, experience of the course community of inquiry, and their level of personal social support. The survey responses were used in a stepwise multiple regression analysis to create a model that explains to what extent course community and personal community explain variations in learner engagement. The results are significant in that they help course designers, instructors, and university support staff understand the interaction between course community, personal community, and learner engagement. That understanding could be used to design both online course content and intervention strategies to maximize learner engagement.

scholarly journals Virtual Internationalization – we did it our way

2021 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Åsa Tjulin ◽  
Ellen MacEachen ◽  
Stig Vinberg ◽  
John Selander ◽  
Philip Bigelow ◽  
...  
Keyword(s):  
Higher Education ◽  
Lessons Learned ◽  
The Body ◽  
The Self ◽  
Online Course ◽  
Collaborative Process ◽  
Canadian Universities ◽  
Social Coordination ◽  
Internationalization In Higher Education ◽  
Work And Health

Using virtual internationalization as a key concept, this article adds to the body of experiencebased knowledge on how to build partnerships and develop courses within higher education. The purpose of this article is to disseminate knowledge about the collaborative process that took place when Swedish and Canadian universities created an international online course focused on work and health. The article presents the challenges and mitigating strategies during course implementation and preconditions that enabled the co-production of the course. The conclusion provides critical reflections, questions and lessons learned that arose from the instructors reflections in relation to virtual internationalization. The self-reflexive experiences were analysed through the lens of internationalization in higher education and virtual internationalization literature, and the theory of social coordination and bureaucracy to enable an understanding of how we did it our way.

Designing Online Courses as a Team

2020 ◽  
Vol 10 (1) ◽  
pp. 61-73
Author(s):  
M'hammed Abdous
Keyword(s):  
Course Design ◽  
Online Courses ◽  
Collective Intelligence ◽  
Learning Experience ◽  
Lessons Learned ◽  
Public Institution ◽  
Online Course ◽  
Degree Programs ◽  
Course Content ◽  
Institutional Experience

Unlike the traditional “lone ranger” method for online course design—a method that hinges on individual faculty efforts, expertise, and knowledge—a team-based approach (TBA) harnesses the collective intelligence of several experts to design effective online learning experiences. Using learning design (LD) as a conceptual framework, this article describes the experience of a public institution in using a team-based approach to produce a large number of online courses for degree programs. After establishing the relevance of a team-based approach, the author discusses the premises that underpin the model, in terms of process, faculty relationship, and quality assurance. Building on these premises, a cyclical backward design process is described which is intended to (1) clarify course-learning outcomes and align course content, (2) determine acceptable evidence of students' learning, and (3) plan the learning experience. The article is concluded with a few insights and lessons learned from the institutional experience.

scholarly journals The Launch of a Joint Library/Writing Centre Online Course on Academic Integrity

2013 ◽  
Vol 8 (2) ◽  
pp. 258 ◽  
Author(s):  
Cari Merkley
Keyword(s):  
Active Learning ◽  
Academic Writing ◽  
Academic Integrity ◽  
Research University ◽  
Lessons Learned ◽  
Online Course ◽  
Research Libraries ◽  
Online Module ◽  
Design Case Study ◽  
Online Library

Objective – To outline the collaborative development of an online course addressing academic integrity by a university’s library system and writing centre. Design – Case study. Setting – A public research university in the Midwestern United States. Subjects – 1650 students who completed the online module. Methods – Oakland University (OU) Libraries and the Writing Centre began to collaborate on the development of a new online course on academic integrity in 2011. It was felt that an existing online library tutorial on plagiarism no longer met the needs of students and faculty. The development of the course was informed by the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (2000) as well as a research study investigating students’ use of sources in their scholarly writing across several institutions. Moodle, the institution’s learning management system (LMS), was used to develop the learning object. Main Results – OU Libraries and the Writing Centre launched the six-part online course entitled “Using and Citing Sources” in January 2012. They developed modules around learning outcomes in five broad categories: defining academic integrity and plagiarism; the use of sources in academic writing; paraphrasing; quoting; and citation. The final module provided students with an opportunity to practise lessons learned in the first five modules. The use of the LMS to design and host the course limited the tutorial to registered students, but provided developers with access to additional course functionality without labour-intensive coding. It also allowed Writing Centre staff to access students’ performance data on the modules prior to their appointments. Improvements over the previous online tutorial included expanded content on academic ethics and referencing, more active learning elements, video content, and the opportunity for students to choose discipline-specific examples. In the first four months of its availability, 1650 students completed the course, with 3330 attempts overall. Conclusion – The diverse perspectives and expertise that individuals from OU Libraries and the Writing Center brought to their collaboration greatly informed the development of the course. The time and effort saved by using the university’s existing LMS to develop interactive content and the focus on providing students with opportunities for active learning within the course contributed to the project’s success.

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