Questions related to Online Education
Urgent reform is needed for all higher education in the world for the interest of the students ! Of course fine-art majors' students may need sometimes even face to face, one to one study with their academicians !
Since COVID appeared many educational institutions were obliged to move their activities to online platforms, thus kicking off a grandiose digitalization process by accelerating the innovation in how we work and study.
Most of us managed to transition and not only be successful but even more efficient at our tasks than before. So, where is the hold up in some universities not offering distance learning programs alternatives? Is there a stigma or does online education provide, indeed, less quality knowledge transfer? Why?
What are your thoughts on the growing popularity of online degrees, such as online MBA and online DBA? Do you think there is an increasing trend of online degrees? Is it a good or bad idea to take an online degree program? Please explain.
I would like to do a research in the field of power and energy. Although I am working, I have time to do some work so I was thinking if anyone can advise for me a way to learn how to do research (without PhD). I would like to make papers but I think I need guidance to start.
thank you in advance for your help and participation in giving me the ideas.
Problem statement: Google Trend Analysis and Paradigm Shift of Online Education
Platforms during the COVID-19 Pandemic
I would like to know what methodoligies, Data preprocessing techniques methods ,data mining methods,metrics used for this Analysis.
I've recently published the following article in the Korea Times.
I am curious, how does your university deal with online technology during a pandemic? It would be nice to hear various opinions in this discussion.
Thanks in advance.
Virtual learning environments during pandemic
Nobody could predict the impact that COVID-19 would have on our world; it changed so much of our daily routines. The stigma of living in the new normal is haunting. As unhinged, to some extent, as it might seem, and maybe even unrealistic, the world doesn't stop revolving and functioning even as such a detrimental health crisis falls upon its shoulders. A lot of changes have had to take place within the ongoing duration of the COVID-19 virus outbreak. One of those changes made online learning a must, but it's quite a win-win situation. It's common knowledge that today's generation is greatly knowledgeable when it comes to technology due to living in a highly-digitized world. It's rational to utilize the wonders that technology brings into continuing the practices adopted and implemented by the education sector globally, but now through online learning programs. Its implementation makes sense and was rightful because of schools physically closing due to health restrictions. The world of academia is not the only one switching its methods in such precarious times, but it is a very major change nonetheless. Online education is primarily centered on internet-powered platforms, and not every teacher and student has equal access to such services. More so, a bigger concern faced by teachers has to do with teaching methods in the online learning set up. Virtual classes can be intimidating and seem to limit the ways that teachers can impart knowledge to students, forcing them to be creative in the teaching methods they use in order to promote a collaborative and interactive learning environment. Also, the online education set-up entails a higher average of screen-time which leads to health issues such as poor vision and posture. Similarly, excessive screen-time and long video-conference hours can lead to "Zoom fatigue." In simple terms, Zoom fatigue, or fatigue from any video platform, is the feeling of tiredness that a person encounters after a conference call. Related to this, online teaching can take a toll on the mental health of teachers. Like students, teachers can also feel burnt-out from the constant exposure and workload that happens through screens and technological systems. Stanford University has published an article identifying four factors that contribute to such fatigue. Namely, those are: 1) The overwhelming amount of screen time, 2) The uncomfortable ability to see one's self during conference calls, 3) Typical motion exaggeratedly decreasing due to video chats, and 4) Video calls increasing the difficulty of cognitive tasks. The first one, when explained, had to do with the stress and social anxiety that comes with the awareness of people staring at you during video chats. The second reason is likened to being constantly followed in a real-life scenario but, instead of actually being followed, people are constantly interacting with you through a screen for a lengthy period of time. Thirdly, it's typical that people stay in one place during a video call, and research is continuously coming up with evidence that cognitive performance is better when an individual performs motion. Lastly, in order to get a message clearly delivered during video calls, more effort is exerted because methods of interaction are limited to the screen and technology in use, unlike in face-to-face interactions. Virtual learning environments (VLE), such as Virbela and vAcademia, allow vast opportunities in educational collaborations through the means of virtual environments. Through such VLEs, we are given the chance to use advanced teaching methods by the means of voice-powered technology, presentation options, 3D recording, and academic environment simulations. Through the use of VLEs, teachers are able to promote inclusivity and accessibility for their students. VLEs are highly flexible. Also, little by little, the more students engage with them, the more they become attuned to and are at ease with online classes. Another way that educational organizations benefit from VLEs is through providing an environment that fosters students to have a wider view of the world. VLEs are highly marketable to students across the globe. The San Diego Times released an article in 2020 showing how the 3D technology of Virbela had a new user growth rate of 78 percent, with half of that coming from the international market. It has proven how 3D technology has paved the way for an upgrade of virtual gatherings, meetings, and events. At the same time, the platform allows a virtual space where students can interactively meet while still being remote; a virtual campus of sorts like that of Stanford University. This virtual campus offers a similar interface to RPGs such as Club Penguin and The Sims, with similar features allowing users to choose outfits, interact, and go to classes. Through buttons, users are given the options to let their avatar perform simple actions like nodding and waving, all made possible through Virbela. Davenport University also did the same thing, using Virbela to conduct their online classes through a virtual university, as featured in a Detroit Free Press article. In a 2017 study conducted by Alves et al., it was found that students who have access to virtual learning environments are equipped to achieve a good academic performance, and that the higher the accessibility rate is to virtual learning environments, the better their performance will be. Rushan Ziatdinov (firstname.lastname@example.org) is a professor in the Department of Industrial Engineering at Keimyung University, Daegu.
MOOCs are gaining momentum and popularity day by day owing to their unique features of overcoming the challenges and Problems of Traditional Education. It becomes pertinent for 21st Century Educators to have knowledge of various philosophical and psychological considerations while designing and developing MOOCs. Kindly share your information regarding the said query.
MOOCS are gaining momentum and popularity among higher educational institutions over the globe due to their unique features to escalate access, equity and quality based education. Kindly suggest your opinion supported by valid text.
University graduates work in various companies and at first, find it difficult since what they learned is of very little or no help in the new job. The work is very specific and very little of it is covered in the university curriculum. Should universities focus more on job-specific skills or continue with academic education? what are the consequences?
Our names are Agnieszka Dzięcioł-Pędich (University of Białystok, Poland) and Agnieszka Dudzik (Medical University of Białystok, Poland) and we are conducting a research project on EFL teachers' resilience, the challenges of online education, and teachers’ coping strategies during Covid-19 induced distance teaching.
We are looking for teachers of English who would complete a questionnaire for us.
Your participation in the project is completely voluntary. The questionnaire is anonymous and the results will be used for academic purposes only.
There are no foreseeable risks associated with this project. However, if you feel uncomfortable answering any of the questions, you can withdraw from the survey at any point.
Thank you for your time and support!
Agnieszka & Agnieszka
There are several university ranking agencies that are gaining popularity among students, parents, universities, private organizations, and even governments.
The criteria used by these agencies are so different that, being in a top 100 in one ranking might put you in the top 300 in the other. Should these rankings be taken seriously? Should they be used as a measure of the students' quality for postgraduate study, or job entry application?
In the period March-May 2020, in many countries due to the development of the SARS-CoV-2 coronavirus pandemic causing Covid-19 disease, a significant part of didactic processes have been converted into e-learning form. Therefore, there is now a rapid increase in the use of ICT, Internet technologies and certain Industry 4.0 technologies in the application of teaching processes in a remote form via the Internet. Due to the SARS-CoV-2 Coronavirus pandemic, in order to limit the development of the pandemic, full-time teaching activities at schools and colleges have now been suspended and replaced by e-learning in many countries. Due to the suspension of stationary didactic classes in schools and colleges, classes are conducted remotely, through various new online media through specific forms of e-learning. The growing importance and development of e-learning is also correlated with the current acceleration of the digitization processes of the economy.
Therefore, teachers are looking for answers to the following research questions:
- How will the current state of the SARS-CoV-2 Coronavirus pandemic affect learning outcomes?
- To what extent can modern ICT information technologies implemented in the teaching processes effectively replace traditional, stationary teaching processes?
- How long can schools and universities last for only in e-learning form?
- To what extent the use of ICT, Internet and Industry 4.0 information technologies for teaching processes enabled continuation of education during the SARS-CoV-2 Coronavirus pandemic?
- What are currently used applications and e-learning platforms through which online real-time teaching classes are conducted remotely via the Internet? ZOOM, Google Meet, Microsoft Teems, ... or other?
The purpose of answering these questions will be continued research for many months, i.e. also after the SARS-CoV-2 Coronavirus pandemic has expired, because a similar pandemic cannot be ruled out in the future. Therefore, the above questions should be answered and education systems better prepared for such an eventuality.
What do you think about this topic?
What is your opinion on this topic?
I invite you to discussion.
Thank you very much for participating in the discussion.
I would like to have a reference to an authoritative or relatively well-established definition of "online education" or "online teaching" or "e-learning". I also look for definition of related terms, such as "hybrid teaching" and "distant education", "distance learning", etc.
I looked at UNESCO documents to find a kind of international set of definitions, but I couldn't find any. Does anyone have a reference or a source?
For the last 6 weeks, we've been talking a lot about the rapid and forced change in accessibility of the educational tools in reaction to pandemic restrictions.
Last week only I was invited to share my opinion on online education at a TV-programme, during two online debates and in a private discussion.
So, I decided to share one of my academic articles (2018) on the concept "Democratisation of education" so that more people can use the term accordingly, understanding what lies within this notion. In a nutshell, equality in learning + transparency + accessibility+ globalisation of education + (learn more in the article) = Democratisation of education.
Feel free to check out "The pursuit of democratization in education - knowing where to go. Concept analysis for the correct use of the term "Democratization of Education".
COVID-19 pandemic shut down many Universities and businesses around the world. Millions of peoples lost their job. Some companies asked their employees to work from home, and universities offer online teaching, a new experience for many. How all of these going to play out with the future of education?
Although the teaching-learning process has been shifted to the online mode, there has been no significant change in the course requirements and assessment system. Most tighter education institutions still continue with exams without caring much about issues related to plagiarism and academic integrity. I think it is high time to re-structure the assessment criteria of online studies. The online courses need to be task-based or project-based and there should be more individual assessments than routine exams to uphold values and ethical principles in education and to ensure a high standard in education and academic integrity.
What is the future of online education?
1- Do you think online education will be active after COVID19?
2- Do you recommend educational institutions to continue with online learning after the coronavirus?
3- Do you think the quality of online education graduates are alike traditional education graduates?
What is your favorite technique for designing discussion prompts that promote peer participation in asynchronous discussions? I'm thinking specifically about the design of prompts, rather than the facilitation of subsequent conversations. Thanks for sharing! ~Barb
Does anyone have, or know where I might get a comparison of the threaded discussion features among popular learning management systems? By "features" I am thinking about threading, adaptive release, email from thread, push notifications for posts, etc.
The difficulty to use para-linguistic features such as body language, gestures, facial expressions, eye contact, etc. in online teaching has affected class control at various levels across the globe. Some naughty students, who are digital natives, outwit their teachers in online classes. How can teachers ensure better co-operation and active participation from students? What are the best strategies and techniques for effective classroom management in online education?
What are your students saying about their experiences with online classes during this pandemic?
The objective of Industrial Training is to prepare students for future employment in their chosen discipline. Industrial Training allows students to practice/experience what they have learned in the university by joining a company for a period of at least 8-10 weeks. COVID-19 changed this practice and "online industrial training" replaced the actual working environment in a company. How effective is this training?
There are many pros and cons of online education practices (teaching, learning and examination). It's an easy way of educating technique for teachers/ lecturers and on the other hand, students are facing many difficulties without having facilities. Academics must discuss this matter openly and necessary actions must be taken.
What tool can be used to measure motivation in scholars, teachers and students who are in home isolation or work remotely?
Any specific tool suitable for all people involved in Academia and Education? Or any brief standard measure to investigate motivation?
This question rised from a recent talk with my colleague, who expressed a bit of regret about students' lack of attention (camera offs, chating with smb else) via Zoom classes.
Moreover, many scientists and school teachers have admitted this on social media or even in Nature column (https://www.nature.com/articles/d41586-020-01292-x).
Please, share your thoughts. Thank you.
Which variables can be measured in a 7th grade science class. The learning environment is blended learning and the moodle learning management system is going to be used.
Dear RG Researchers,
I have just finished conducting a study on the adoption of online learning, and I have come up with barriers and obstacles which (some of them) contradict with those found in the previous empirical studies. The question here, do barriers to online learning differ from country to country? culture to culture? social class ........etc
COVID-19 forced many universities to adopt online teaching. Weaker students are going to be affected the most. How would you strike a balance in the way that lectures are delivered online to cater for all the students (top student, average student and below average student)?
Since the Corona Virus still spreads really badly around the world. Most of the universities in the world have decided to make the final exams online.
Let me take my country "Iraq" as an example, the ministry of higher education was preventing the Iraqi students from online courses or studies for all these years. Suddenly, with the COVID-19 pandemic, they decided to go online with the courses and the exams without having any experience for the staff and the students. Anyway, we have made significant progress during these four months. However, we were optimistic that the virus will be ended by summer, so we can make in-class exams, but everything goes in a reverse direction.
Therefore, the ministry of higher education has decided to make graduate and undergraduate studies exams online.
Here are some questions, What kind of questions can prevent students from cheating?
which platform is better to use for online exams since most of the universities in Iraq have used Google Classroom?
What are the other criteria that can be depended on beside the online exams?
Due to Covid 19 Pandemic, universities are delivering online courses now. We are all teaching online and assessing our students' performance. Which one is the best online learning management system according to your experiences? What is your option for assessment and evaluation?
On the internet, we find several options of smartphones & tablets apps for playing games with physics and mathematical concepts. Which ones have you already used and would recommend for the use in the basic & high schools?
Some researchers on 'Science Education' have been studying their use already and have made public some of their presentations about these works. Would you have some recommendation of researchers to be contacted that have been working on this topic?
Thanks in advance!
Because of the corona virus epidemic, the administration of higher education decides that all universities in Jordan need to convert fully to online education if the country announces the quarantine. The issues here is what the challenges and disadvantage that will phase universities it employee and professors and students during the converting process and after we return to the traditional way of education.
I'm casting the net quite widely here. I have had a minor disaster with a dissertation topic I was working towards as part of my PhD Education (specializing in Educational Technology & Design). In fairly short order I need to identify a new problem/question.
I am interested in looking at Grit/Big 5 (CANOE) characteristics and how they might be used to identify non-traditional online postgrad students' likelihood of persisting/succeeding in their course of study - I was thinking of doing a comparison with traditional F2F students or perhaps looking across different cultural backgrounds also, but interested in other potential gaps in the literature.
I wondered if anyone else has research interests in this area and would be happy for me to bounce ideas off them as I try to reconfigure my path forward.
As I've stepped away from my online course in order to try and get back on track, I am classed as de-registered, meaning that faculty at my University will not correspond with me on the issue. Unfortunately I need to have this sorted out before I rejoin in December - Catch 22. So, I'm looking for helpful feedback and advice as I try to forge a way ahead.
So if you are interested in this area of research or can suggest some who is, I'd be glad to hear from you.
Thanks in advance.
Most learning management systems still use a similar structure of threading discussions for asynchronous student-to-student and student-to-instructor dialogue. Working from the assumption that robust dialogue is a necessary component of instruction designed within a social constructivist environment, are there any viable, existing or emerging alternatives to the threaded structure of discussions?
I am looking for a public dataset for e-learning that I can use for testing performance and accuracy of Reccomender Systems algorithms. Anyone with an idea where I can find a public dataset?
In the Western world, many of the lectures for medical students and trainee doctors are conducted online. Are we excluding certain important aspects of face to face medical education by adhering to this? What is the appropriate balance between face to face and online training?
If so, I invite you on behalf of the organizers (to which I will also belong) for registering. Below I quote the invitation that we send to potential participants with full information.
We invite you kindly to take part in the 10th Annual International Scientific Conference entitled “Theoretical and Practical aspects of Distance Learning” DLCC2018 (subtitle “E-learning and Smart Learning Environment for Preparing the Specialists of New Generation". that will be held on the 15th and 16th October 2018 organizes by the Faculty of Ethnology and Sciences of Education in Cieszyn, University of Silesia in Katowice, Poland.
Conference partners and co-organizers are:
Ostrava University (OU, Czech Republic),
Silesian University in Opava (SU, Czech Republic),
Constantine the Philosopher University in Nitra (UKF, Slovakia),
University of Extremadura (UEx, Spain),
University of Twente (UT, Netherlands),
The Lisbon Lusíada University (LU, Portugal),
Curtin University in Perth (CU, Australia),
Borys Grinchenko Kyiv University (BGKU, Ukraine),
Herzen State Pedagogical University of Russia, St.Petersburg, (HSPU, Russia)
Dniprodzerzhinsk State Technical University (DSTU, Ukraine),
Ministry of Science and Higher Education, (Republic of Poland),
IADIS – International Association for Development of the Information Society, a non-profit association,
Polish Pedagogical Society, Branch in Cieszyn,
Polish Scientific Society for Internet Education.
The theme of the conference is:
"E-learning and Smart Learning Environment for Preparing the Specialists of New Generation".
Ecosociety, the knowledge society, the digital society are transforming into an intelligent society. It is built on "smart" work, which is done by "intelligent" government and business representatives, based on "intelligent" infrastructure and "intelligent" citizens, playing a key role in creating intelligent culture. In addition, the priority is the development of such industries as smart transport, smart health, smart energy, smart food, etc., which will eventually lead to the creation of a smart world. SMARTs will play a special role in the preparation of new-generation specialists, in which e-learning and personalized learning will have priority positions. In an intelligent society, technologies, previously based on information and knowledge, are transformed into technologies based on interaction, cooperation, exchange of experiences - smart technologies. Citizens, new generation specialists, turn their activities into "intelligent" and implement innovative changes in management strategies. This means that society needs more creative and open thinking, so that human dignity, based on flexibility and originality, is a priority. The most important issue is the training of staff with creative, creative potential, able to work and think in the new world.
(Smyrnova–Trybulska, E. (2018). Technologie informacyjno-komunikacyjne i e-learning we współczesnej edukacji [Information and communication technologies and e-learning in modern education]. Katowice: Wydawnictwo Uniwersytetu Śląskiego. 572 s. ISSN 0208-6336 ISBN 978-83-226-3070-9 (print version) ISBN 978-83-226-3071-6 (digital version).
The conference topics include the following thematic sections:
1. E-environment and Cyberspace
· E-environment of the University.
· SMART Technology in education
· E-learning in a sustainable society,
· Internet of things
2. Effective development of teachers' skills in the area of ICT and e-learning
· Computer training for prospective and practicing teachers in the area ICT and e-learning,
· Teachers’ and learners’ competences in distance learning and computer science.
· Distance Learning and Lifelong Learning
· Self-learning based on Internet technology
3. E-learning and Intercultural Competences Development in Different Countries:
· Legal, social, human, scientific, technical aspects of distance learning and e-learning in different countries,
· Psychological and ethical aspects of distance learning and e-learning in different countries,
· Collaborative learning in e-learning,
4. E-learning Methodology – Implementation and Evaluation:
· European and national standards of e-learning quality evaluation,
· Evaluation of synchronous and asynchronous teaching and learning, methodology and good examples,
· MOOCs – methodology of design, conducting, implementation and evaluation,
· Contemporary trends in world education – globalization, internationalization, mobility.
5. ICT Tools – Effective Use in Education:
· Selected Web 2.0 and Web 3.0 technology,
· LMS, CMS, VSCR, SSA, CSA,
· Cloud computing environment, social media,
· Multimedia resources and didactic materials, Video-tutorial design.
6. Theoretical, Methodological Aspects of Distance Learning:
· Successful examples of e-learning,
· Distance learning in humanities and science,
· Quality of teaching, training programs and assessment,
· E-learning for the disabled.
7. E-learning in the Development of Key Competences:
· Key competences in the knowledge society,
· Use of e-learning in improving the level of students’ key competences,
8. Alternative Methods, Forms and Techniques in Distance Learning:
· simulations, models in distance learning,
· distance learning systems,
The official language of the conference is English.
Dissemination of conference proceedings
Conference materials and authors’ paper will be reviewed and published in a monograph entitled “E-learning and Smart learning environment for preparing the specialists of new generation” (notified in ISBN catalogue), 9th vol. of the publishing series on E-learning (notified in ISSN catalogue, ISSN 2451-3644 (print edition) ISSN 2451-3652 (digital edition)), http://weinoe.us.edu.pl/nauka/serie-wydawnicze/seria-e-learning
Series on E-Learning is indexed in the international scientific bibliometric databases, in particular, in:
- Thomson Reuters Conference Proceedings Citation Index (Web of Science)
- Journal Factor http://www.journalfactor.org/
- Academic Research Index https://www.researchbib.com/
- Polska Bibliografia Naukowa https://pbn.nauka.gov.pl
- Google Scholar.
It is our plesure to inform you that the 9th International Scientific Conference DLCC2017 monograph (“Effective Development of Teachers’ Skills in the Area of ICT and E-learning”) has been just indexed in the Thomson Reuters Conference Proceedings Citation Index (Web of Science).
and in International Journal of Research in E-learning http://weinoe.us.edu.pl/nauka/serie-wydawnicze/international-journal-research-e-learning
ISSN 2451-2583 (Print) ISSN 2543-6155 (Online)
IJREL indexed in the international scientific bibliometric databases, in particular, in:
- ICI Journals Master List – Index Copernicus (82.36 points)
- ERIH PLUS
- The Central and Eastern European Online Library CEEOL
- Academic Research Index https://www.researchbib.com/
- Google Scholar
- Polska Bibliografia Naukowa https://pbn.nauka.gov.pl
- Journal Factor
Venue of the conference:
ul. Jawornik 52A
Contact for accommodation:
phone: +48 33 856 41 24
mobile. +48 692 472 457
In framework of the conference a trip to the Residence of the President of the Republic of Poland in Wisła is planned as well as a walk along the crown of the Czerniańskie Lake dam (the place where Biała and Czarna Wisełka join).
Please find in attached of the Conference Invitation, the Application form for participants and the Guide for authors of a paper.
More detail information about conference you can find on the conference Web-site: www.dlcc.us.edu.pl
Thank you very much in advance for your interest in participating in the conferences. We are looking forward to meet you in this international scientific forum in October.
Coordinator of the DLCC2015 Conference
In behalf of the Organizational Conference Committee
Eugenia Smyrnova-Trybulska, dr hab., associate prof. – Coordinator of the conference
Conference Organizing Committee:
Anna Porczyńska-Ciszewska, dr – Sekretarz konferencji, e-mail: email@example.com
Małgorzata Bortliczek dr, e-mail: firstname.lastname@example.org
Natalia Ruman dr, e-mail: email@example.com
Andrzej Szczurek mgr. inż., e-mail: firstname.lastname@example.org
Tel: (+ 48) 33-8546-113, (+ 48) 33-8546-224,
Fax: (+ 48) 33-8546-101 , Mobile: (+ 48) 608-655-386
The Faculty of Ethnology and Sciences of Education in Cieszyn, Bielska 62, 43-400 Cieszyn
University of Silesia in Katowice, Poland, Bankowa 12, 40-007 Katowice
digital (distance) feedback can be from the same teacher "classroom teacher" and can be from the teacher who is not from the same school, culture, etc. What is your definition of "digital distance feedback" and what is your sample size and what variables you define?
Looking for any benchmarks in student satisfaction and/or Net Promoter Scores in higher education, particularly online and postgraduate.
I am investigating the various accrediting agencies for a new established 100 & online university located in South Florida.
I am doing research involving an online undergraduate-level introductory statistics course. The majority of our students are returning adults. It's been a few years since I've done any work in the field of adult education. What are currently the major theories that are being applied? When I was in graduate school Knowles' andragogical theory seemed to be big, but I'm not sure if that it still the case.
I am looking for samples of instruments that are employed in the K-12 to evaluate teachers' BLENDED teaching (both design and implementation).
UNESCO (2002, p: 24) defines OER as: "The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes"
A recent question on what online educational tools people use generated a lot of answers, among them a suggestion to use Second Life.
I looked into it a few years ago and it appeared to me that Second Life is not really alive anymore. Particularly, there seems to have been an issue whether to change from an installable application to a browser-based application.
I design eLearning modules in the field of accounting and business, including statistics, and I was wondering whether there is any experience out there you would like to share.
We are currently at 16 weeks, but are going to a 7 and half week model. Any research on the impact for students and faculty, would be appreciated.
More than half of world's population does not have reliable access to the Internet. At the same time, educational resources are more multimedia-based than ever (bandwidth) and often hosted on centralised cloud-based platforms requiring a good Internet connection.
Inability to use online education in underconnected regions is particularly prominent in the case of MOOCs, where some researchers argue it may lead to even further global digital divide.
Are you aware of research or cases of making online educational materials/courses (e.g. MOOCs) available in underconnected areas?
I'm currently working on a research to find out what are the perceptions and expectation of ODL learners & tutors on fully online learning. It would be helpful if any of you could suggest any instruments that can be used for my research.
I took a position as an istructional designer in a university MOOC project. To improve my knowledge in online pedagogy (before that I studied traditional pedagogy) I read various articles but there are so many of them and in majority of cases they are "experience papers" that once I started to drown in that sea of information. It would be great if you could help me with the main works in that field so that those articles could serve as an addition to the basics.
It is known that positive emotions can improve effectiveness of learning. Do you know about any research on emotions in the fields of distance learning or webdev?
First things, connected to emotions, which come to mind are:
3. Award system
There is quite a few studies on educators' attitudes toward e-learning in general, however I cannot find anything on educator's attitudes toward designing e-learning experiences once instructors have been required to create at least one online course (both content and the course design). Also, are there any instruments that can be adopted and modified to measure the attitudes toward the creation of online courses? Any suggestion would be very appreciated.
I am sure that everyone would agree that the students' experiences are different in the classroom compared to online learning. These experiences, of course, depend greatly on the pedagogy and instructional design.....
But can we generalize that one is better than the other? If so, what can we do to improve the one that is not as good?
MOOCs have moved forward from free to paid, massive to DOCCs and SPOCs. In view of the latest developments and experimentation with MOOCs, is a MOOC in any way different from any other short course offered by online universities.
I'm studying educators' decision making process when organizing online educational sessions. I want to know what adjustments related to content, pedagogy, organization, etc. are made when one designs and delivers content online. Yes, educators make a lot of adjustments related to content, pedagogy etc. to meet learners' needs. How often these adjustments are related to the online technology? Could anyone share their experiences of online teaching? Or do you have related literature on this topic?
My study context is about online mathematics teacher education. Does anyone have experiences of designing online mathematics courses, or mathematics teacher courses?
Thank you so much!!
I've published a body of research on the social support networks of high school students; my doctoral students have conducted in depth studies on the social networks of adults who run youth and student intervention programs. The teaching of "networking skills" to adults and professionals has become an industry. Yet I know of only one book that focuses on the networking skills of college students (book by Michael Lawrence Faulkner and Andrea Nierenberg, 2014)
I am working as an assistant professor in engineering college and I am also doing some Massive Open Online Courses (MOOCs) in the areas which I have not explored before. The experience is enriching in terms of knowledge. However, I would like to know your point of view regarding how important Massive Open Online Courses (MOOCs) for career building of an academician in terms of employment? I mean what does the employers think of MOOCs' verified certificates? Thank you.
I am interested in getting information about new projects for designing e-learning materials for new/emerging textile fields within the Erasmus+ or other suitable programmes.
Can someone please give me some input and advice on the following?
Is there an alternative solution than VitalSource /CourseSmart to provide study guides to students in an online e-book copy produced by VitalSourse/CourseSmart software? Or are they the best, although expensive?
Secondly and on a separate note we give students access to our online e-library called “Cyberlibris” or Scholartext in order for them to have access to other books, publications and articles. Are there other similar or better e-libraries systems available?
Thirdly what is the best software or system to track and get feedback on academic tasks, projects, report back and deadlines? Something like Trello or Todoist is just some examples?
Turnitin has recently launched their scoring engine, an automated essay grading service. The program can be trained with examples of graded essays. Once it learns what grades correspond to certain types of work, it can be used to automatically grade unlimited numbers of essays. This will relieve instructors of countless hours of work. However, it seems to make the educational process less personal. Furthermore, if essays can be automatically graded, it would seem that in the near future programs may also be created to automatically compose essays. What will the automation of essay grading and possibly of writing mean for education, thought, and communication?
As teachers, we are often forced to use Learning Management Systems (LMSs) that do not satisfy the needs and expectations of ourselves and our students. Yet, for some reason or another, they permeate our institutions.
Imagine you were involved in the creation of a new LMS. We want YOU to be involved in building an LMS that will best serve you, your students and your institutions.
Help us build an LMS that you and your students will love. What would you change, what would you add, and what could you do without of your current LMS? More importantly, what purpose would you want the LMS to serve? We have already started building Goodio, but we want to tailor it to your needs.
Join the mission to change the delivery of online education. Visit Goodio.com to register for our launch on January 2016. In the mean time, please provide us your input to build the product that YOU actually want to use.
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Most online courses have very low completion levels. 15% is a figure often read or heard. What strategies do you recommend, to encourage learners to complete online courses? Badges, gamification, peer assessment are the options that spring to my mind.
Does anyone have any suggestions for questions or measurements that would allow me to evaluate how student's goal language match the construction of an online course? For example: Do students have a focus on time - managing time, limits of time, discuss their goals in terms of time? Do they focus on the tools - taking a quiz, submitting an assignment?
I am particularly interested in capturing the student's language/intent before they see the course in the study.
Is there any site where we can get the seminars/conferences and workshops conducted in India in the last five years in different subjects?
With the rise of online programmes, students submit course work and final projects online. But, what safeguards can we take to ensure that students are the ones doing their work and not others with expertise in the content area? Your feedback is much appreciated.
As a part of my master, I'm trying to build a framework for designing online learning communities. To do this, I would like start with an evaluation of an existing online educational platform. I would like to understand what components in a online education platform is important for:
- Motivating the learning.
- Supporting collaborative learning.
- Establishing a sense of belonging to a community.
The kind of platform I'm interested in, is one where teachers and students dont meet physically, but only interact online.
My intention is to start with some observation of a student doing his daily task, then make some qualitative interviews with a few teachers and student and at last, making a quantitative analysis from a questionary.
As I'm new to this, all guiding an shared experience would be of great value.
I mean, I'm looking for some model on a program not for students, but for professionals.
Both for learning and also for educational knowledge exchange for caring for critically ill children.