Journal of online learning and teaching最新文献

Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. 互动至关重要:促进在线营养入门课程参与式学习的策略。

Journal of online learning and teaching Pub Date : 2015-06-01

Jinan Banna, Meng-Fen Grace Lin, Maria Stewart, Marie K Fialkowski

{"title":"Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course.","authors":"Jinan Banna, Meng-Fen Grace Lin, Maria Stewart, Marie K Fialkowski","doi":"","DOIUrl":"","url":null,"abstract":"Fostering interaction in the online classroom is an important consideration in ensuring that students actively create their own knowledge and reach a high level of achievement in science courses. This study focuses on fostering interaction in an online introductory nutrition course offered in a public institution of higher education in Hawai'i, USA. Interactive features included synchronous discussions and polls in scheduled sessions, and social media tools for sharing of information and resources. Qualitative student feedback was solicited regarding the new course features. Findings indicated that students who attended monthly synchronous sessions valued live interaction with peers and the instructor. Issues identified included technical difficulties during synchronous sessions, lack of participation on the part of fellow students in discussion and inability to attend synchronous sessions due to scheduling conflicts. In addition, few students made use of the opportunity to interact via social media. While students indicated that the interactive components of the course were valuable, several areas in which improvement may be made remain. Future studies may explore potential solutions to issues identified with new features to further promote interaction and foster learning in the course. Recommendations for instructors who are interested in offering online science courses in higher education are provided.","PeriodicalId":89423,"journal":{"name":"Journal of online learning and teaching","volume":"11 2","pages":"249-261"},"PeriodicalIF":0.0,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/01/f0/nihms801219.PMC4948751.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34689801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Study of Students' Learning Styles, Discipline Attitudes and Knowledge Acquisition in Technology-Enhanced Probability and Statistics Education. 学生在技术强化概率与统计教育中的学习风格、学科态度和知识获取情况研究。

Journal of online learning and teaching Pub Date : 2010-09-01

Nicolas Christou, Ivo D Dinov

{"title":"A Study of Students' Learning Styles, Discipline Attitudes and Knowledge Acquisition in Technology-Enhanced Probability and Statistics Education.","authors":"Nicolas Christou, Ivo D Dinov","doi":"","DOIUrl":"","url":null,"abstract":"Many modern technological advances have direct impact on the format, style and efficacy of delivery and consumption of educational content. For example, various novel communication and information technology tools and resources enable efficient, timely, interactive and graphical demonstrations of diverse scientific concepts. In this manuscript, we report on a meta-study of 3 controlled experiments of using the Statistics Online Computational Resources in probability and statistics courses. Web-accessible SOCR applets, demonstrations, simulations and virtual experiments were used in different courses as treatment and compared to matched control classes utilizing traditional pedagogical approaches. Qualitative and quantitative data we collected for all courses included Felder-Silverman-Soloman index of learning styles, background assessment, pre and post surveys of attitude towards the subject, end-point satisfaction survey, and varieties of quiz, laboratory and test scores. Our findings indicate that students' learning styles and attitudes towards a discipline may be important confounds of their final quantitative performance. The observed positive effects of integrating information technology with established pedagogical techniques may be valid across disciplines within the broader spectrum courses in the science education curriculum. The two critical components of improving science education via blended instruction include instructor training, and development of appropriate activities, simulations and interactive resources.","PeriodicalId":89423,"journal":{"name":"Journal of online learning and teaching","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3098746/pdf/nihms-265075.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40102065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

SOCR Analyses - an Instructional Java Web-based Statistical Analysis Toolkit. SOCR分析-一个基于Java的指导性统计分析工具包。

Journal of online learning and teaching Pub Date : 2009-03-01

Annie Chu, Jenny Cui, Ivo D Dinov

{"title":"SOCR Analyses - an Instructional Java Web-based Statistical Analysis Toolkit.","authors":"Annie Chu, Jenny Cui, Ivo D Dinov","doi":"","DOIUrl":"","url":null,"abstract":"The Statistical Online Computational Resource (SOCR) designs web-based tools for educational use in a variety of undergraduate courses (Dinov 2006). Several studies have demonstrated that these resources significantly improve students' motivation and learning experiences (Dinov et al. 2008). SOCR Analyses is a new component that concentrates on data modeling and analysis using parametric and non-parametric techniques supported with graphical model diagnostics. Currently implemented analyses include commonly used models in undergraduate statistics courses like linear models (Simple Linear Regression, Multiple Linear Regression, One-Way and Two-Way ANOVA). In addition, we implemented tests for sample comparisons, such as t-test in the parametric category; and Wilcoxon rank sum test, Kruskal-Wallis test, Friedman's test, in the non-parametric category. SOCR Analyses also include several hypothesis test models, such as Contingency tables, Friedman's test and Fisher's exact test.The code itself is open source (http://socr.googlecode.com/), hoping to contribute to the efforts of the statistical computing community. The code includes functionality for each specific analysis model and it has general utilities that can be applied in various statistical computing tasks. For example, concrete methods with API (Application Programming Interface) have been implemented in statistical summary, least square solutions of general linear models, rank calculations, etc. HTML interfaces, tutorials, source code, activities, and data are freely available via the web (www.SOCR.ucla.edu). Code examples for developers and demos for educators are provided on the SOCR Wiki website.In this article, the pedagogical utilization of the SOCR Analyses is discussed, as well as the underlying design framework. As the SOCR project is on-going and more functions and tools are being added to it, these resources are constantly improved. The reader is strongly encouraged to check the SOCR site for most updated information and newly added models.","PeriodicalId":89423,"journal":{"name":"Journal of online learning and teaching","volume":"5 1","pages":"1-18"},"PeriodicalIF":0.0,"publicationDate":"2009-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3086312/pdf/nihms-265080.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30165514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrated, Multidisciplinary and Technology-Enhanced Science Education: The Next Frontier. 综合、多学科和技术增强的科学教育：下一个前沿。

Journal of online learning and teaching Pub Date : 2008-03-01

Ivo D Dinov

{"title":"Integrated, Multidisciplinary and Technology-Enhanced Science Education: The Next Frontier.","authors":"Ivo D Dinov","doi":"","DOIUrl":"","url":null,"abstract":"Contemporary science education at all levels presents several critical pedagogical and social challenges to educators and learners alike. Among these challenges are the widening Intergenerational Information Technology (IIT) divide and the need for a comprehensive and balanced multidisciplinary training. In the past few years, it has become clear that one significant hurdle impedes the efforts to integrate information technology in the classroom - the Intergenerational IT divide. The IIT gap reflects a different growing misalignment between providers and recipients of the science and technology educational content in terms of the expected vs. supplied, needed vs. perceived and contextual vs. abstract specialized learning. The common K-12 teacher or college instructor is much less familiar with, and slower to adapt to, the new ether of communication and novel IT resources. The transfer and blending of data, research challenges and methodologies between diverse areas of science is also critical in motivating wider spectra of students, demonstrating cross-disciplinary methodological concepts and synergies, as well as for engaging students in research projects. This article discusses the problems faced by modern science educators and suggests some methods and vision for coping with the increasing IIT divide and the social need to train \"complete\" and broadly educated citizens.","PeriodicalId":89423,"journal":{"name":"Journal of online learning and teaching","volume":"4 1","pages":"84-93"},"PeriodicalIF":0.0,"publicationDate":"2008-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3087193/pdf/nihms265085.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30169273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0