From Cramming and Convenience to Engagement and Retention

2018 ◽  
pp. 226-242 ◽  
Author(s):  
Laura Michelle Galloway
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Instructional Methods ◽  
Educational Needs ◽  
Educational Goals ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
The Past ◽  
Innovative Methods

Online learning has shown persistent and unrelenting growth over the past few years and serves a wide variety of modern educational needs. However, attrition can be a troublesome phenomenon unless course designers and instructors develop methods of engaging students through use of the Four Pillars discussed in this chapter. The strategies and tactics associated with and springing from these Pillars will go a long way in retaining students in online programs. Face-to-face instructional methods simply will not work in the online environment, and the innovative methods discussed in this chapter will yield student engagement and completion of their educational goals.

Factors Contributing to the Effectiveness of Online Students and Instructors

2018 ◽  
pp. 1451-1462
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Online Student and Instructor Characteristics

2011 ◽  
pp. 2911-2916
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Effective Means ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
Technological Advances ◽  
The Face ◽  
Instructor Characteristics

As technological advances become mainstream in higher education, many universities have begun delving into online learning as an effective means of course delivery. Transitioning from the Industrial Age to the Digital Age of learning has forced some evaluators to rethink standards of success and the idea of productivity and learning (Leonard, 1999). Understanding the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will also assist students and instructors in understanding the differences that may be experienced in the online environment vs. the face-to-face environment and provide the opportunity to consider whether online learning or teaching is a “good fit” for them. Understanding why students or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Factors Contributing to the Effectiveness of Online Students and Instructors

2019 ◽  
pp. 38-51
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This chapter will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

scholarly journals The Identification of Key Online Learning Dispositions of College Students Learning in A Blended Learning Course

2020 ◽  
Vol 2 (3) ◽  
pp. 1-11
Author(s):  
Sharon Rolé
Keyword(s):  
College Students ◽  
Online Learning ◽  
Blended Learning ◽  
Epistemological Beliefs ◽  
Tracking System ◽  
Educational Goals ◽  
Online Environment ◽  
Learning Context ◽  
Individual Interviews ◽  
Learning Dispositions

This paper discusses part of a practitioner research case-study which I carried out with a class of thirty-seven college students learning chemistry in a blended learning context. The full two-year study involved a multi-method interpretivist approach using observations, unsolicited meetings, VLE tracking system, students’ reflective journal, online informal discussions, questionnaires, focus groups and individual interviews. The study identified four key student online learning dispositions, i.e., the dispositions of resourcefulness, resilience, reciprocity and responsibility. These dispositions were identified as persona-related enablers for online learning and were found to be crucial for the students to develop a deep approach to learning. They were also instrumental for changes in the students as learners. These included changes in epistemological beliefs, study patterns, study habits and above all, changes in learner roles and learning identities. Notable changes occurred in a group of learners who were initially reluctant to learn from the online environment. This study showed that student learning dispositions may be transferred from one context to another. This includes a transfer of learning dispositions from the online environment to the face-to-face traditional classroom setting. Several educators argue that learning dispositions should be included as educational goals in educational curricula and should serve as practical strategies in creating learning environments. Learning activities should provide students with opportunities to develop and cultivate desirable dispositions for learning.

scholarly journals Strategi Implementasi Profesionalisme Guru pada Masa Pandemi di MI Hikmatun Najah

QUALITY ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 73
Author(s):  
Partono Partono
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Field Research ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Teacher Professionalism ◽  
Educational Institutions ◽  
Educational Goals ◽  
Face To Face

<p class="05Abstrak">Abstract</p><p class="06IsiAbstrak">The purpose of this study is to find out about the efforts or strategies for implementing teacher professionalism during the pandemic because learning activities are no longer carried out face-to-face but are completely digital / online. This type of research is field research with a descriptive qualitative approach that tries to explore the meaning of teacher professionalism as a step to develop the quality of educational institutions while still adjusting educational goals. The results of this study indicate that the majority of MI Hikmatun Najah teachers can implement their professionalism through online learning properly and right. They still carry out their duties and obligations in a professional manner even though the learning process is online / online. This research also shows that teachers can put their professionalism in accordance with the place and conditions.</p><p class="061AbstrakIndonesia">Abstrak</p><p class="05Abstrak">Tujuan penelitian ini adalah untuk mengetahui tentang upaya-upaya atau strategi implementasi profesionalisme guru pada masa pandemi dikarenakan kegiatan pembelajaran tidak lagi dilakukan dengan tatap muka melainkan dengan serba digital/online. Jenis penelitian ini adalah penelitian lapangan dengan pendekatan kualitatif deskriptif yang mencoba mengeksplorasi makna profesionalisme guru sebagai langkah mengembangkan mutu lembaga pendidikan dengan tetap menyesuaikan tujuan pendidikan.. Hasil penelitian ini menunjukan bahwa mayoritas guru MI Hikmatun Najah dapat mengimplementasikan sikap profesionalisme mereka melalui pembelajaran online dengan baik dan tepat. Mereka tetap melaksanakan tugas dan kewajiban mereka secara profesional walaupun proses pembelajaran melalui online/daring. Penelitian ini juga menunjukkan bahwa para guru dapat menempatkan sikap profesionalisme mereka sesuai dengan tempat dan kondisi.</p>

scholarly journals Reassessing Disparities in Online Learner Student Engagement in Higher Education

2020 ◽  
Vol 49 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Justin Paulsen ◽  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Large Population ◽  
Public And Private ◽  
Face To Face ◽  
For Profit ◽  
The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

Strategies for Engaging Students in the Online Environment

2020 ◽  
pp. 305-326
Author(s):  
Kimberly A. Whiter
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Teaching Methods ◽  
Course Design ◽  
Student Interaction ◽  
Online Learning Environment ◽  
Online Environment ◽  
Instructional Technologies ◽  
Course Content

Creating an engaging course environment requires a conscious effort from faculty to utilize course design, teaching methods, and instructional technologies that foster high levels of student interaction. Instructional technologies paired with effective pedagogies are making student engagement in online environments rich and meaningful. The use of instructional technologies is linked to student engagement in the online learning environment. Utilization of instructional technologies should address three major types of interaction: student interaction with course content, the faculty, and their learning peers. The use of instructional technologies to engage students can also increase students' motivation for their learning by increasing student value for course content. This chapter addresses specific strategies for utilization of course design, pedagogies, and instructional technologies to incorporate student interaction and develop and maintain students' motivation in their learning.

scholarly journals Purposeful Interpersonal Interaction: What is it and How is it Measured?

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Scott Mehall
Keyword(s):  
Online Learning ◽  
Student Outcomes ◽  
Online Course ◽  
Interpersonal Interaction ◽  
Online Environment ◽  
Online Pedagogy ◽  
Face To Face ◽  
Learning Satisfaction ◽  
Distance Courses ◽  
Instructional Interaction

AbstractDespite extensive studies surrounding the topic of interaction in online learning, faculty are often still relegated to an attempt at replicating their face-to-face course interactions in the online environment. Interpersonal interaction is a necessary yet nebulous concept in online learning. This paper attempts to build a quality lens to view interpersonal interaction in online learning through, called purposeful interpersonal interaction (PII) by exploring types of interpersonal interaction demonstrated in the literature to lead to better student outcomes. PII encompasses three main types of interaction: purposeful interpersonal instructional interaction, purposeful social interaction, and supportive interaction. These interaction types have been associated with important student outcomes like perceived learning, satisfaction, and academic achievement. Robyler and Wiencke’s (2003) rubric for assessing interactive qualities of distance courses (RAIQDC) includes many of the concepts identified as important to PII and has been established as a valid and reliable tool for assessing the amount of quality interpersonal interaction that occurs in an online course. Keywords: online learning, interaction, instructional design, online pedagogy

scholarly journals Face-to-face delivery this week; online the next: a reflection

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ahesha Perera ◽  
Liz Rainsbury ◽  
Saman Bandara
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Positive Impact ◽  
Academic Staff ◽  
Well Being ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Content Type ◽  
Face To Face

Purpose The purpose of this paper is to reflect on the effects of online learning on student engagement as a result of a shift from face-to-face to online learning during the COVID-19 lockdown in New Zealand. Design/methodology/approach The reflection expresses the accounting lecturers’ observations and experiences of student engagement in online learning during the COVID-19 lockdown focussing on the three facets of student engagement; social presence, cognitive presence and teaching presence. Findings The focus on social and teaching presence in online learning by Unitec academic staff had a positive impact on cognitive presence as student course success rates and course ratings were similar to rates achieved from face-to-face delivery despite a rapid transition to online learning. Research limitations/implications This reflection is based on the experiences of three academic staff in one tertiary organisation. Practical implications The findings of this study can be helpful for tertiary institutions that are planning to adopt blended learning in the future. Academic staff may revisit teaching pedagogies to design new strategies and institutions may develop blended learning guidelines and tools to support academics to embrace blended learning. Social implications The reflection shows the respect, support and care provided by academics to students building a sense of belongingness and supporting students’ mental well-being in a period of fear and anxiety about COVID-19. Originality/value This is a reflection on students’ online engagement during the COVID-19 pandemic, which has not been addressed previously in the academic literature.

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