The purpose of this study was to explore Indonesian and Malaysian instructors’ perceptions of massive open online course (MOOC) design and how they deal with the design challenges. Surveys, email interviews, and course reviews are the main data-collection methods employed in this sequential mixed methods study. Forty-six instructors participated in the survey, and nine of them voluntarily participated in an email interview. The findings revealed that half of the courses were delivered using a hybrid/blended type of MOOC. Personal motives, institutional encouragement, and altruism were among the main reasons for instructors to offer MOOCs. Preparation, attraction, participation, and assessment were the categories used to explain the design strategies used by these instructors in designing their courses. The survey also revealed that collaboration encouragement, participant engagement, video development, and time constraints were the primary design challenges that the instructors experienced during the design process. Furthermore, most instructors sought advice from other MOOC instructors, MOOC providers, their institutions, video tutorials, and open educational resources (OERs) to surmount their design challenges.
Childcare in the United States (US) has become a necessary part of life for most working parents with the increased use of
center-based childcare over the past three decades. Approximately 13 million preschoolers attend some form of childcare. Literature
indicates the main predictors of quality childcare programs are adequate experience and specialized training of childcare
staff. A growing concern among researchers, however, is the limited training among childcare professionals in the area of
food safety. Children have minimal control of food safety risks because other people prepare their meals. A questionnaire
was developed and mailed to childcare center directors in Texas and Iowa to identify the demographic, food safety and other
practices that influence the training and decisions made by childcare center directors. Results indicate the need of continual
management and food safety training for both directors and staff in order to provide a safe environment for young children. 相似文献
This study was conducted to assess the maintenance of operant responding in the presence of free access to the reinforcer. The results replicated earlier research using food reinforcement and demonstrated that the same general results could be obtained with water reinforcement. 相似文献
This textbook survey analyzes the construction and use of analogies in social science texts and compares the results to an earlier analysis of physical science texts. Although the results indicate that the categories in the Curtis and Reigeluth classification system for analogy construction were consistent across disciplines, several differences were revealed related to how and when the analogy is used as an instructional design strategy. 相似文献
The R2D2 method—read, reflect, display, and do—is a new model for designing and delivering distance education, and in particular, online learning. Such a model is especially important to address the diverse preferences of online learners of varied generations and varied Internet familiarity. Four quadrants can be utilized separately or as part of a problem‐solving process: the first component primarily relates to methods to help learners acquire knowledge through online readings, virtual explorations, and listening to online lectures and podcasts. As such, it addresses verbal and auditory learners. The second component of the model focuses on reflective activities such as online blogs, reflective writing tasks, self‐check examinations, and electronic portfolios. In the third quadrant, visual representations of the content are highlighted with techniques such as virtual tours, timelines, animations, and concept maps. Fourth, the model emphasizes what learners can do with the content in hands‐on activities including simulations, scenarios, and real‐time cases. In effect, the R2D2 model is one means to organize and make sense of the diverse array of instructional possibilities currently available in distance education. It provides new ways of learning for diverse online students, and demonstrates easy‐to‐apply learning activities for instructors to integrate various technologies in online learning. When thoughtfully designed, content delivered from this perspective should be more enriching for learners. The R2D2 model provides a framework for more engaging, dynamic, and responsive teaching and learning in online environments. 相似文献
The potential to use the vertical jump (VJ) to assess both athletic performance and risk of anterior cruciate ligament (ACL) injury could have widespread clinical implications since VJ is broadly used in high school, university, and professional sport settings. Although drop jump (DJ) and VJ observationally exhibit similar lower extremity mechanics, the extent to which VJ can also be used as screening tool for ACL injury risk has not been assessed. This study evaluated whether individuals exhibit similar knee joint frontal plane kinematic and kinetic patterns when performing VJs compared with DJs. Twenty-eight female collegiate athletes performed DJs and VJs. Paired t-tests indicated that peak knee valgus angles did not differ significantly between tasks (p = 0.419); however, peak knee internal adductor moments were significantly larger during the DJ vs. VJ (p < 0.001). Pearson correlations between the DJ and VJ revealed strong correlations for knee valgus angles (r = 0.93, p < 0.001) and for internal knee adductor moments (r = 0.82, p < 0.001). Our results provide grounds for investigating whether frontal plane knee mechanics during VJ can predict ACL injuries and thus can be used as an effective tool for the assessment of risk of ACL injury in female athletes. 相似文献
Online MBA programs have seen a rapid rise in student enrollments in recent years and institutions of higher education have keen interests in offering quality online MBA programs to meet the demands. The present study reports the results of a case study in which over 100 students enrolled in a top-ranked online MBA program were interviewed and surveyed to investigate their perceptions of the benefits and challenges in online learning and their suggestions for improving the quality of the online MBA program. It was found that virtual teaming was a major factor that influenced the students' online learning experience; they viewed virtual teaming experiences as valuable for preparing them for the increasingly global business environment; at the same time, it also served as a key challenge to their learning in the online environment. Students' suggestions for improving the quality of online MBA program are discussed as well. 相似文献