scholarly journals Comparing Social Isolation Effects on Students Attrition in Online Versus Face-to-Face Courses in Computer Literacy

10.28945/2258 ◽  
2015 ◽  
Vol 12 ◽  
pp. 011-020 ◽  
Author(s):  
Azad Ali ◽  
David T Smith
Keyword(s):  
Literature Review ◽  
Social Isolation ◽  
Computer Literacy ◽  
Online Courses ◽  
Face To Face ◽  
Literacy Course ◽  
Isolation Effects

This paper compares the effect of social isolation on students enrolled in online courses versus students enrolled in on campus courses (called in this paper Face-to-Face or F2F). Grade data was collected from one online section and two F2F sections of a computer literacy course that was recently taught by one of the authors of this study. The same instructor taught all sections thereby providing a controlled comparison between the two forms of teaching (F2F and online). This paper first introduces the plan and the limitation of this study. It provides a literature review and notes the trend of social isolation found in online courses. This paper then presents a summary of the collected data; and offers a conclusion based on the collected data.

scholarly journals Comparing Social Isolation Effects on Students Attrition in Online Versus Face-to-Face Courses in Computer Literacy

10.28945/2174 ◽  
2015 ◽  
Author(s):  
Azad Ali ◽  
David T Smith
Keyword(s):  
Information Technology ◽  
Data Collection ◽  
Social Isolation ◽  
Computer Literacy ◽  
Online Courses ◽  
Face To Face ◽  
Literacy Course ◽  
Isolation Effects

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper compares the effect of social isolation on students enrolled in online courses versus students enrolled on campus courses (called in this paper Face-to-Face or F2F). The paper uses grade data collected from a computer literacy course that was recently taught by the author. The author was the same instructor for one online section and two F2F sections thereby simplifying data collection and providing a controlled comparison between the two forms of teaching (F2F and online). The paper first introduces the plan and the limitation of this study. It reviews literature about social isolation and the trend of online courses. The paper then presents the data from the courses that were summarized for the purpose of this study; it analyzes them and makes a recommendation based on the analysis of the data.

Infusing Multiculturalism, Identity, and Social Justice in Asynchronous Courses

2020 ◽  
pp. 009862832096477
Author(s):  
Amy K. Maslowski
Keyword(s):  
Social Justice ◽  
Literature Review ◽  
Cultural Awareness ◽  
Counseling Psychology ◽  
Online Courses ◽  
Face To Face ◽  
Asynchronous Courses ◽  
Teaching Of Psychology ◽  
Current Article ◽  
Teaching Implications

Introduction: Creating a multiculturally aware and inclusive class is critical with students. The lack of face-to-face contact with asynchronous courses limits instructors’ ability to form relationships with students. A myriad of teaching research provides strategies for incorporating multiculturalism, social justice, and identity into synchronous courses; however, considerably less research exists with asynchronous courses. Statement of the Problem: The purpose of the current article is to provide strategies for incorporating multiculturalism and issues of identity into asynchronous courses with a social justice lens. Literature Review: I review several published topical and review articles and offer suggestions and strategies that I have used in my own courses and/or in courses I have been involved with. Teaching Implications: I discuss the importance of incorporating multiculturalism and identity while maintaining justice in asynchronous courses. Moreover, I offer suggestions and strategies for doing so, from prior to class starting to navigating instances of microaggressions. Conclusion: This article builds off and infuses components of counseling psychology into the teaching of psychology to advance instructors’ cultural awareness, skills, and competence with asynchronous online courses.

scholarly journals Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods

2017 ◽  
Vol 16 (2) ◽  
pp. 271
Author(s):  
Effendi Limbong
Keyword(s):  
Blended Learning ◽  
Content Knowledge ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Project Based Learning ◽  
Face To Face ◽  
Use Of Technology ◽  
Literacy Course ◽  
Group B

The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK), integrating various Pedagogical Knolwedge (PK) and implementing Technological Knowledge (TK) in order to produce effective and efficient teaching. This research reveals and describes researchers efforts and pre-service EFL teachers (PSEFLTs) roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK) framework, this research implemented blended learning: traditional face to face (F2F) and Facebook closed-group discussion (FBcgD) based on Project-Based Learning (PBL). This research employed the qualitative autobiography narrative of self-study from the researchers experiences to implement blended learning. Semi-structure interviews were conducted with four PSEFLTs of group A and five PSEFLTs of group B to seek the PSEFLTs experiences in designing and developing PACI model. The results suggested that blended learning is can effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both of researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.

scholarly journals Ensuring Academic Integrity in Online Assessments: A Literature Review and Recommendations

2022 ◽  
Vol 12 (1) ◽  
pp. 60-70
Author(s):  
Fariza Sabrina ◽  
◽  
Salahuddin Azad ◽  
Shaleeza Sohail ◽  
Sweta Thakur
Keyword(s):  
Literature Review ◽  
Academic Integrity ◽  
Online Teaching ◽  
Online Courses ◽  
Academic Misconduct ◽  
Extensive Literature ◽  
Contract Cheating ◽  
Face To Face ◽  
Online Assessments ◽  
Single Method

During the recent COVID-19 outbreak, educational institutions have transitioned to online teaching for all students for most of the programs. Due to lack of in-person interactions and monitoring, assessments in online courses may be more susceptible to contract cheating, collusion, fabrication and other types of academic misconduct than the assessments in face-to-face courses. This situation has raised several research questions that need immediate attention, such as what are the best possible options for online assessments and how to administer online assessments so that academic integrity could be preserved. The authors have conducted a scoping study and carried out an extensive literature review on i) different types of assessments that are suitable for online courses, ii) strategies for ensuring academic integrity, and iii) methods, tools and technologies available for preventing academic misconduct in online assessments. It is evident from the literature review that there are a range of options available for designing assessment tasks to detect and prevent violations of academic integrity. However, no single method or design is enough to eliminate all sorts of academic integrity violations. After thorough research and analysis of existing literature, the authors have provided a comprehensive set of recommendations that could be adopted for ensuring academic integrity in online assessments.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

The Social Consequences of Phubbing

2020 ◽  
pp. 157-174 ◽  
Author(s):  
Mariek Vanden Abeele
Keyword(s):  
Literature Review ◽  
Social Relationships ◽  
Empirical Work ◽  
Social Consequences ◽  
Future Research ◽  
Expectancy Violations ◽  
Face To Face ◽  
Comprehensive Literature Review ◽  
The Social

Recent empirical work suggests that phubbing, a term used to describe the practice of snubbing someone with a phone during a face-to-face social interaction, harms the quality of social relationships. Based on a comprehensive literature review, this chapter presents a framework that integrates three concurrent mechanisms that explain the relational impact of phubbing: expectancy violations, ostracism, and attentional conflict. Based on this framework, theoretically grounded propositions are formulated that may serve as guidelines for future research on these mechanisms, the conditions under which they operate, and a number of potential issues that need to be considered to further validate and extend the framework.

scholarly journals Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs

2016 ◽  
Vol 6 (3) ◽  
pp. 147 ◽  
Author(s):  
Lung-Yu Li ◽  
Long-Yuan Lee
Keyword(s):  
Online Learning ◽  
Computer Literacy ◽  
Online Courses ◽  
The Body ◽  
Education Management ◽  
Learning Attitude ◽  
Learning Attitudes ◽  
Significant Difference ◽  
Learning Programs ◽  
Managerial Implications

<p>The purpose of this study was to explore graduate students’ competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of these students. Data were collected via a survey through 252 GSOE students in Taiwan. Results revealed a significant positive relationship between computer literacy and online learning attitude among the students. Higher computer literacy was correlated with higher online learning attitude. However, no statistically significant difference was found in online learning attitude by gender or by age group. Suggestions and managerial implications were discussed in the study, and would provide contribution both to the body of knowledge in the filed of education management.</p>

scholarly journals Effect of Peer Mentoring on Quality of Life among CKD Patients: Randomized Controlled Trial

2021 ◽  
pp. 1-11
Author(s):  
Nasrollah Ghahramani ◽  
Vernon M. Chinchilli ◽  
Jennifer L. Kraschnewski ◽  
Eugene J. Lengerich ◽  
Christopher N. Sciamanna
Keyword(s):  
Quality Of Life ◽  
Kidney Disease ◽  
Computer Literacy ◽  
Peer Mentoring ◽  
Controlled Trial ◽  
Online Mentoring ◽  
Peer Mentors ◽  
Face To Face ◽  
Domain Scores

<b><i>Introduction:</i></b> CKD is associated with decreased quality of life (QOL). Peer mentoring (PM) leads to improved QOL in various chronic diseases. The effectiveness of PM on QOL of patients with CKD has not been previously studied. We conducted a randomized clinical trial to test the effectiveness of face-to-face (FTF) and online mentoring by trained peers, compared with usual care, on CKD patients’ QOL. <b><i>Methods:</i></b> We randomized 155 patients in one of 3 groups: (1) FTF PM (<i>n</i> = 52), (2) online PM (<i>n</i> = 52), and (3) textbook only (<i>n</i> = 51). Peer mentors were patients with CKD, who received formal training through 16 h of instruction. Participants in all 3 groups received a copy of an informational textbook about CKD. Participants assigned to PM received either 6 months of FTF or online PM. The outcomes included time-related changes in domain scores of the Kidney Disease Quality of Life (KDQOL)-36 for each of the groups over the 18-month study period. <b><i>Results:</i></b> Compared with baseline, online PM led to improved scores in domains of the KDQOL-36 at 18 months: Effects of Kidney Disease (<i>p</i> = 0.01), Burden of Kidney Disease (<i>p</i> = 0.01), Symptoms and Problems of Kidney Disease (<i>p</i> = 0.006), SF-12 Physical Composite Summary (<i>p</i> = 0.001), and SF-12 Mental Composite Summary (<i>p</i> &#x3c; 0.001). There were no statistically significant changes from baseline in domain scores of KDQOL-36 within the FTF PM and textbook-only groups. <b><i>Conclusions:</i></b> Among patients with CKD, online PM led to increased scores in domains of the KDQOL-36 at 18 months. The study was limited to English-speaking subjects with computer literacy and internet access.

scholarly journals Social Networks and Loneliness During the COVID-19 Pandemic

2021 ◽  
Vol 7 ◽  
pp. 237802312098525
Author(s):  
Balazs Kovacs ◽  
Nicholas Caplan ◽  
Samuel Grob ◽  
Marissa King
Keyword(s):  
Social Network ◽  
Social Isolation ◽  
Close Relationships ◽  
Network Size ◽  
Global Network ◽  
Network Data ◽  
Network Characteristics ◽  
Face To Face ◽  
Social Network Data ◽  
Social Network Size

We utilize longitudinal social network data collected pre–COVID-19 in June 2019 and compare them with data collected in the midst of COVID in June 2020. We find significant decreases in network density and global network size following a period of profound social isolation. While there is an overall increase in loneliness during this era, certain social network characteristics of individuals are associated with smaller increases in loneliness. Specifically, we find that people with fewer than five “very close” relationships report increases in loneliness. We further find that face-to-face interactions, as well as the duration and frequency of interactions with very close ties, are associated with smaller increases in loneliness during the pandemic. We also report on factors that do not moderate the effect of social isolation on perceived loneliness, such as gender, age, or overall social network size.

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