Student views regarding online freshmen physics courses

Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially freshmen-level science courses perceived to be difficult?

Purpose: This study investigated student views related to the potential of a physics course they were currently enrolled in being offered online.

Sample: This study took place at a large, public, mid-western university and involved students enrolled in either the first or second semester of a face-to-face flipped physics course for engineering technology majors.

Design and methods: Discussions with students during the semester about their online course experiences and expectations were used to develop the concourse and subsequently the Q sample to perform a Q methodology study about students’ views regarding taking physics courses online. Additional statements for the concourse and Q sample were taken from communications with administrators at the university. In this way, the statements sorted by the students included those from students and those from administrators. Factor analysis of the Q sorts resulted in three factors, each representing a unique perspective. Interpretations of these perspectives included the analyses of the Q sorts, the researcher’s interactions with students and administrators, and students’ written responses regarding their previous online course experiences and their sorting decisions.

Results: Three unique student views emerged were named: keeping it real and face-to-face, Online could be ok depending upon the course and instructor, and Online not for STEM classes. Consensus among the views is also discussed.

Conclusions: Overall, students’ views are negative concerning having physics courses, including labs, online and those views conflict with statements expressed by administrators regarding students’ desires for online courses at the university.     

Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.

     

Why not? Examining college students’ reasons for avoiding an online course

A large number of studies have compared learning outcomes in fully online courses to those in face-to-face courses. Fewer studies have examined why students choose to enrol in fully online courses to begin with, and no study has yet addressed the question of why some students choose not to register in online courses. This study contributes to scholarly understanding of online education by examining for the first time why students may choose to take a large lecture course face-to-face, when they know that the same course is offered by their institution online in the same semester, for the same credit and at the same tuition cost. Through a survey, 48 students in a face-to-face offering of an introductory Educational Psychology course reported why they chose to attend lectures and tutorials in person when they could have earned the same credit without doing so. A majority of respondents suggested that they believed they would learn better face-to-face, and expressed informal theories about why this would be the case. We examine these informal theories, and the possible implications they may have for future research and institutional planning with regard to online course offerings.     

网络精品课程建设的标准要求与开发策略

评价网络教育课程质量不能只看网上资源,而应全面衡量课程的教学设计、教学资源、教学过程和教学效果.网络课程的基本要求突出表现在:适于学生自主学习、准确呈现学习内容、便于开展师生交互、设计有效学习活动等四个方面;开发与设计网络精品课程,要掌握课程设计和教学分析方法,精心设计课程内容和表现形式,运用教学策略激发学生的学习兴趣,重视导学、助学与促学的设计,规范设计程序和发挥课程组作用.     

Student evaluation of teaching in the virtual and traditional classrooms: A comparative analysis

The present case study consists of the content analysis of anonymous student responses to open-ended evaluation of teaching questions submitted by 202 students for fully online and on-campus versions of the same graduate courses taught by the same professors over four academic years. Online courses received both more praise and more negative comments than did equivalent on-campus courses. The net result was a more negative rating for online courses. Findings suggest that the online course delivery medium introduced misalignment for some students between their preferred learning environment and the actual learning environment, notwithstanding student self-selection of the course delivery medium.     

Peer assessment in a project-based engineering course: comparing between on-campus and online learning environments

As the number of participants in online distance learning courses increases, peer assessment is becoming a popular strategy for evaluating open assignments and for breaking the social isolation surrounding distance education. Yet, the quality and characteristics of peer assessment in massive online courses has received little attention. Hence, this study was set to examine peer feedback quality and grading accuracy in a project-based course. The study applied a sequential exploratory mixed methods design. It included 339 participants who studied the same engineering course, but in three different modes: on-campus (n = 77), small private online course (n = 110), and massive open online course (MOOC) (n = 152). Content analysis of feedback comments identified four categories: reinforcement, statement, verification and elaboration, arranged in an ascending scale of cognitive ability. The findings indicated that the MOOC participants provided more feedback comments and volunteered to assess more projects than their counterparts did. However, the on-campus students provided higher quality feedback and their peer grading was better correlated with the grades assigned by the teaching assistants.     

The product life-cycle of online courses and student engagement

ABSTRACT

With increased online course offerings at most higher education institutions, it is important to have a way to determine whether the courses continue to have value to students or outlived their usefulness. Courses are the central means of knowledge delivery for each institution and may be viewed through the lens of the product life-cycle, which is a common way for for-profit corporations to ensure they are aware of when it is time to make adjustments or completely overhaul what they provide to consumers. We leverage this concept to develop a conceptual mode of the life-span and cycle of curricular products; especially, those delivered online, which may have a shorter shelf life than in-classroom courses. To that end, we map a single course that has spanned nearly 20 years and shifted from face-to-face delivery, to a blended mode with learning technologies support, and then into a fully online format. This piece depicts the course life-cycle, which emerged from multi-strategy research analysis of that course. Understanding that online courses have a life-cycle can help department and university managers plan for the investment in the improvement of each as it comes to the end of its useful lifespan. This can ensure high-quality learning and a sustainable portfolio of programs and courses with which students are engaged.     

Creating first-year assessment support: lecturer perspectives and student access*

While online courses provide opportunities for a range of assessment tools and resources, little is known about how lecturers might best provide assessment cues to support diverse cohorts. This study explored how lecturers communicate messages about assessment expectations to first-year students in two courses at an Australian regional university (Nursing, n = 323; Engineering, n = 153), and how students accessed the assessment resources. A comparative case study methodology was used. Data included interviews with course coordinators to identify the assessment cues provided, course online content related to assessment and data recording student access of assessment resources. Diverse messaging systems were observed and verbal and written cues were abundant and embedded throughout both courses; however, not all students accessed all cues. What remains unclear is how students might bring together these cues in a productive way. Further research must explore the extent to which students can be better supported to improve their learning.     

The relationship between student engagement with online content and achievement in a blended learning anatomy course

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face‐to‐face teaching in gross anatomy courses. While face‐to‐face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second‐year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471–477. © 2017 American Association of Anatomists.     

Online tutorial support in open and distance learning: students' perceptions

The Open University of Hong Kong (OUHK) offers 199 courses with online features to enhance the distance learning environment. The university has arranged these courses to provide students with greater flexibility in interacting with tutors, classmates, and the content itself. Integral to learner flexibility online is access, valuing computers and online learning, endorsement, and language proficiency. The current investigation attempts to explore these issues by examining the perceptions of OUHK students enrolled in courses with online tutorial supports. The methods of questionnaire survey and semi‐structured interview were employed. Surveyed using multistage stratified sampling technique were 449 OUHK students enrolled in 18 upper level courses (9 English, 9 Chinese) at the OUHK. Forty‐two students were randomly selected for a follow‐up interview. Five major topics were explored including: (1) accessing the Internet; (2) perceptions of technology; (3) rationale for using the Internet in course work; (4) learning strategies used by the tutor online; and (5) perceptions of the online tutorial support.     

A blended model: simultaneously teaching a quantitative course traditionally,online, and remotely

As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes. In an effort to mitigate these observed differences, the School of Business faculty at the research institution investigated various course models to meet the needs of a diverse, non-traditional, and multifaceted student population. Ultimately, a blended course model for statistics and quantitative method courses was developed that allowed students to choose between online, remote (via interactive television), and traditional course delivery modes each week. This model is more flexible and agile than existing blended courses that have more static components. Multiple regression analysis, χ², and t-tests are used to demonstrate the efficacy of our model in maintaining student performance standards.     

基于“任务驱动+项目导向”的嵌入式系统设计课程教学研究与实践

分析了自动化类等相关专业嵌入式系统设计课程教学中存在的问题,进而对该课程的教学方法、教学手段、考核方式进行了改革和实践。在该课程的教学中引入慕课等线上资源,充分利用微信教学立方等现代教学手段进行课堂互动,并通过"任务驱动+项目导向"的教学模式督促学生自主完成学习任务。     

Assessing the quality of online courses from the students' perspective

The purpose of this study was to develop a survey based on the findings in existing research regarding students' perceptions and preferences related to online course delivery. Researchers have found that the following areas are important for student satisfaction with online instruction, interaction among students, quality and timely interaction between student and professor, consistent course design across courses, technical support availability, and flexibility of online courses compared to face-to-face. The student survey, once developed, was used to assess the quality of online course delivery by the faculty at a small upper level university in Texas. Results of the survey indicate that faculty at this institution are delivering online classes that meet the students' needs in regard to interaction with professors and classmates and course content. Results also indicate the need to develop a consistent course structure across classes and to provide extended technical support hours.     

The development and assessment of an online microscopic anatomy laboratory course

Increasing enrollment in post‐secondary institutions across North America, along with an increase in popularity of and demand for distance education is pressuring institutions to offer a greater number and variety of courses online. A fully online laboratory course in microscopic anatomy (histology) which can be taught simultaneously with a face‐to‐face (F2F) version of the same course has been developed. This full year course was offered in the Fall/Winter (FW) terms in both F2F and online formats. To ensure that the online course was of the same quality as the F2F format, a number of performance indicators were evaluated. The same course, offered exclusively online during the summer with a compressed time frame, was also evaluated. Senior undergraduate students self‐selected which version of the course they would enroll in. Course assessment outcomes were compared while incoming grades were used as a predictor for course performance. There were no significant differences between the incoming grades for the F2F FW and Online FW courses; similarly, there were no significant differences between outcomes for these formats. There were significant differences between the incoming grades of the F2F FW and Summer Online students. However, there were no significant differences among any of the outcomes for any of the formats offered. Incoming grades were strong, significant predictors of course performance for both formats. These results indicate that an online laboratory course in microscopic anatomy is an effective format for delivering histology course content, therefore giving students greater options for course selections. Anat Sci Educ 6: 246–256. © 2013 American Association of Anatomists.     

A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study

Hybrid learning, or blended learning, has become an interesting learning delivery method in recent years. Many universities have sought to develop their own hybrid learning courses as another option for students and instructors who prefer to replace some portion of traditional face-to-face meeting time with online instruction. This paper provides some pragmatic guidance for establishing hybrid learning courses in universities. The authors focus on the use of information technology, as well as the development and the design of the course content. The paper also illustrates a case study of hybrid learning courses at NJIT. The research results showed no significant difference between the performance of the students who took a course in hybrid mode versus the performance of those who took the identical course in distance learning mode. Some positive feedback in terms of perceived benefit from the hybrid course instruction and course materials was obtained from the students. The student learning styles were also investigated. The results demonstrated that the majority of students who participated in the hybrid learning course are active/sensing/sequential/visual learners. Most of them preferred visual presentations to verbal explanations. The research results also revealed the difference between learning styles of students with high performance, and those with low performance.     

Meta-assessment in a project-based systems engineering course

Project-based learning (PBL) facilitates significant learning, but it poses a major assessment challenge for assessing individual content knowledge. We developed and implemented an assessment approach and tool for a mandatory undergraduate systems engineering PBL-based course. We call this type of assessment student-oriented meta-assessment. Research participants included 131 undergraduate engineering students who carried out team projects requiring conceptual modelling of complex systems. Next, individual students assessed their peer team projects. Finally, the course staff assessed students individually, based on the content knowledge that was reflected in students’ comments to their peers, by using the new meta-assessment tool. The research findings validated the meta-assessment tool which can serve for assessing various PBL courses. Our contribution is twofold: a new approach for assessing project-based undergraduate engineering courses, and classification of meta-assessment methods into three types, where a student-oriented meta-assessment as one of the three meta-assessment methods is our newly introduced and validated method.     

基于模拟操作的网络课程实验自主学习系统设计

网络课程作为高校精品课程的重要组成部分为学生的课外延伸学习提供了丰富的学习资源.然而,实验教学始终是网络课程的一个薄弱环节.实验教学系统普遍缺乏学习环境和学习活动的设计,不能充分体现网络课程学习的自主性、交互性和开放性的优势.本文以"数据库技术及网络应用"课程的实验教学内容为背景,通过研究实验教学的特点,设计开发了基于模拟操作的网络课程实验自主学习系统,试图解决网络课程中实验教学缺乏实验环境和教师指导的问题,以提高学生的自主学习能力和学习效率.     

The development of a content analysis model for assessing students’ cognitive learning in asynchronous online discussions

The purpose of this study was to develop and validate a content analysis model for assessing students’ cognitive learning in asynchronous online discussions. It adopted a fully mixed methods design, in which qualitative and quantitative methods were employed sequentially for data analysis and interpretation. Specifically, the design was a “sequential exploratory” (QUAL → quan) design with priority given to qualitative data and methods. Qualitative data were 800 online postings collected in two online courses. Quantitative data were 803 online postings from the same two courses but from different discussion topics and different weeks. During the qualitative process, a grounded theory approach was adopted to construct a content analysis model based on qualitative data. During the quantitative process, χ² tests and confirmative factor analysis (CFA) which used online postings as cases or observations and was the first of its kind were performed to test if the new model fit the quantitative data.     

Preparing teachers as allies in Indigenous education: benefits of an American Indian content and pedagogy course

The study explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The Teaching American Indian Students in the Elementary Classroom course stands alone from other diversity education offerings at the University of Minnesota Duluth and is a required learning experience. Pre-service teachers are provided with essential knowledge and learning opportunities that facilitate success in working with Indigenous students, and helping mainstream students learn about Native history, peoples, and communities. The evaluation study was conducted by an Indigenous faculty member interested in learning how non-Native teacher education students felt they were achieving target knowledge, skills, and dispositional goals. Three separate groups of teacher education students completed both pre and post online surveys as a part of a three-year mixed methods evaluation study. The study shows significant gains made by pre-service teachers in each of the target areas, and affirms that methods coursework in American Indian education can lead to more interculturally competent teacher candidates. Helping teacher education students develop the requisite abilities and dispositions to fulfill Native American education objectives is contributory to developing future teachers as competent professionals and allies in Indigenous and diversity education.