Pub Date : 2021-01-01DOI: 10.4018/IJOPCD.2021070103
Sang Joon Lee, Kyungbin Kwon
Although group work has shown positive effects on student learning, it has been challenging to encourage students to actively engage in group work and assess individual contributions to group projects, particularly in online courses. Peer assessment is a peer evaluation method in which each student assesses group members on how well they did on a group project thereby facilitating students' participation in the group project. The purpose of this study was to examine how students perceived peer assessment as a facilitating and assessment strategy and whether their perceptions were different between online and face-to-face classes. The findings showed both face-to-face and online students perceived that peer assessment was not only a good way to facilitate students' participations and contributions, but it was also a reliable way to assess students' contributions to a group project.
{"title":"Peer Assessment as a Facilitating and Assessment Strategy in Online and Face-to-Face Classes","authors":"Sang Joon Lee, Kyungbin Kwon","doi":"10.4018/IJOPCD.2021070103","DOIUrl":"https://doi.org/10.4018/IJOPCD.2021070103","url":null,"abstract":"Although group work has shown positive effects on student learning, it has been challenging to encourage students to actively engage in group work and assess individual contributions to group projects, particularly in online courses. Peer assessment is a peer evaluation method in which each student assesses group members on how well they did on a group project thereby facilitating students' participation in the group project. The purpose of this study was to examine how students perceived peer assessment as a facilitating and assessment strategy and whether their perceptions were different between online and face-to-face classes. The findings showed both face-to-face and online students perceived that peer assessment was not only a good way to facilitate students' participations and contributions, but it was also a reliable way to assess students' contributions to a group project.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"43 1","pages":"36-48"},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81621559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/IJOPCD.2021070104
Jessica C. Decker, V. Beltran
This qualitative study explored the impact of the unexpected shift to online instruction due to the COVID-19 pandemic. Preservice teacher candidates' perceptions of how this transition affected their social and emotional well-being were studied. This study also gathered candidates' recommendations for supporting their social and emotional learning in a distance learning environment. Data were collected via an online survey. The data showed that candidates felt the impact in all five social and emotional learning components. Candidates' responses also provided suggestions for future distance learning courses. These findings equip online instructors with the knowledge and practices to support their students' social and emotional learning, particularly during times of increased stress and uncertainty.
{"title":"Preservice Teachers in Distance Learning: Mitigating the Impact on Social and Emotional Learning","authors":"Jessica C. Decker, V. Beltran","doi":"10.4018/IJOPCD.2021070104","DOIUrl":"https://doi.org/10.4018/IJOPCD.2021070104","url":null,"abstract":"This qualitative study explored the impact of the unexpected shift to online instruction due to the COVID-19 pandemic. Preservice teacher candidates' perceptions of how this transition affected their social and emotional well-being were studied. This study also gathered candidates' recommendations for supporting their social and emotional learning in a distance learning environment. Data were collected via an online survey. The data showed that candidates felt the impact in all five social and emotional learning components. Candidates' responses also provided suggestions for future distance learning courses. These findings equip online instructors with the knowledge and practices to support their students' social and emotional learning, particularly during times of increased stress and uncertainty.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"69 1","pages":"49-61"},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82858759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.4018/IJOPCD.2020100102
Micheal. M. van Wyk
In recent decades, research studies on the flipped class pedagogy strategy have shown significant educational benefits in student learning across subjects and contexts. This investigation determines the extent to which the ODeL flipped instructional design enhances student teachers' pedagogical content knowledge of economics. An explanatory mixed-methods design, a self-designed online survey, and blogs were employed for data collection. This article reported positive experiences of students exposed to the educational benefits of flipped class as a digital pedagogy to learn how to teach the subject. Furthermore, social interaction, building relationships, and student learning about the types of sources used to learn how to teach economics are vital for the success of the strategy. Finally, it contributes methodologically to the validation and reliability of an online data collection instrument for future data collection purposes. The findings of this study are limited to a small group of student teachers in the course Teaching Methodology of Economics.
{"title":"Student Teachers' Lived Experiences of an ODeL Flipped Instructional Design","authors":"Micheal. M. van Wyk","doi":"10.4018/IJOPCD.2020100102","DOIUrl":"https://doi.org/10.4018/IJOPCD.2020100102","url":null,"abstract":"In recent decades, research studies on the flipped class pedagogy strategy have shown significant educational benefits in student learning across subjects and contexts. This investigation determines the extent to which the ODeL flipped instructional design enhances student teachers' pedagogical content knowledge of economics. An explanatory mixed-methods design, a self-designed online survey, and blogs were employed for data collection. This article reported positive experiences of students exposed to the educational benefits of flipped class as a digital pedagogy to learn how to teach the subject. Furthermore, social interaction, building relationships, and student learning about the types of sources used to learn how to teach economics are vital for the success of the strategy. Finally, it contributes methodologically to the validation and reliability of an online data collection instrument for future data collection purposes. The findings of this study are limited to a small group of student teachers in the course Teaching Methodology of Economics.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"53 1","pages":"14-31"},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75462320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.4018/IJOPCD.2020100101
Christopher C. Y. Yang, I. Chen, Anna Y. Q. Huang, Qian-Ru Lin, H. Ogata
The advancement in network technology has stimulated the proliferation of online learning. Online learning platforms, such as the learning management systems (LMS) and e-book reading systems, are widely used in higher education to enhance students' reflection and planning of the learning process. Although many studies have explored the relationships between students' reading patterns and learning performances, few have examined the effects of self-regulated learning, learning strategy, and self-efficacy on the learning performance of students. Here, the authors collected the reading logs from an e-book reading system BookRoll and investigated the correlations between students' abilities of self-regulated learning, learning strategy, self-efficacy, and learning performance. The results of this study provide valuable insights to the teachers in higher education regarding designing courses helpful for students to improve their learning performance.
{"title":"Can Self-Regulated Learning Intervention Improve Student Reading Performance in Flipped Classrooms?","authors":"Christopher C. Y. Yang, I. Chen, Anna Y. Q. Huang, Qian-Ru Lin, H. Ogata","doi":"10.4018/IJOPCD.2020100101","DOIUrl":"https://doi.org/10.4018/IJOPCD.2020100101","url":null,"abstract":"The advancement in network technology has stimulated the proliferation of online learning. Online learning platforms, such as the learning management systems (LMS) and e-book reading systems, are widely used in higher education to enhance students' reflection and planning of the learning process. Although many studies have explored the relationships between students' reading patterns and learning performances, few have examined the effects of self-regulated learning, learning strategy, and self-efficacy on the learning performance of students. Here, the authors collected the reading logs from an e-book reading system BookRoll and investigated the correlations between students' abilities of self-regulated learning, learning strategy, self-efficacy, and learning performance. The results of this study provide valuable insights to the teachers in higher education regarding designing courses helpful for students to improve their learning performance.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"54 1","pages":"1-13"},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90629959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.4018/IJOPCD.2020100103
M. Lee, Hsiao-Yu Chen, Yi Fang, Ling-Fang Wang, Chia-Yu Chen
Taiwan is an aging society, but the appropriate designs must be considered in senior care spaces. Universal design knowledge has been addressed in universities, but students cannot imagine how age affects the needs of senior citizens physically and psychologically. The teaching practice in this study adopted a dyadic teaching method whereby students observed the needs of individuals in a nursing care center for elderly people. It also used cooperative learning methods for nursing students to discuss the needs of senior citizens and to help design students understand the lifestyles of senior citizens through the use of simulation devices. Through the feedback from the learning process, statistical analysis was used to assess the learning performance of students. The design studio used these two teaching methods, and the respective work was entered into an open design competition to verify whether teaching performance was successful. Approximately 70% of the works earned design awards. This provided a preliminary validation of the success of the respective teaching practice method.
{"title":"Learning Performance of Teaching Practice of Friendly Senior Care Space Design","authors":"M. Lee, Hsiao-Yu Chen, Yi Fang, Ling-Fang Wang, Chia-Yu Chen","doi":"10.4018/IJOPCD.2020100103","DOIUrl":"https://doi.org/10.4018/IJOPCD.2020100103","url":null,"abstract":"Taiwan is an aging society, but the appropriate designs must be considered in senior care spaces. Universal design knowledge has been addressed in universities, but students cannot imagine how age affects the needs of senior citizens physically and psychologically. The teaching practice in this study adopted a dyadic teaching method whereby students observed the needs of individuals in a nursing care center for elderly people. It also used cooperative learning methods for nursing students to discuss the needs of senior citizens and to help design students understand the lifestyles of senior citizens through the use of simulation devices. Through the feedback from the learning process, statistical analysis was used to assess the learning performance of students. The design studio used these two teaching methods, and the respective work was entered into an open design competition to verify whether teaching performance was successful. Approximately 70% of the works earned design awards. This provided a preliminary validation of the success of the respective teaching practice method.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"29 1","pages":"32-44"},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73791236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.4018/IJOPCD.2020100105
C. Viriyavejakul
As much as we do not like to admit it, the world we live in is nothing like the world of 50 years ago. A visitor from 1940 would not recognize the place he had come from, in styles of dress, doing things, and architecture too. People have had to adapt their lives as technology advanced, and in the last 50 years, more technological advancements happened than in 300 years before that. In our world where everything is perpetually changing, each person must make dynamic changes to be an effective agent for a better future. With all the changes that have occurred over the years of education, the one thing that has almost never changed is the need for all people to be critical thinking people and aware of everything else around them. Human beings are probably the only creatures in the world that are capable of critical thinking, and therefore are the sole agents of future changes. The likely candidates who are ready to take over this role of critical thinking is the group of undergraduate students who are soon to enter the world's economy. This paper will closely scrutinize the role of the critical thinker and elaborate on the methods to measure which can be suitable for all students to learn from so that they in turn can become critical thinkers. This will help affect the ever more necessary future changes for the continual betterment of the world and elucidate the critical thinking measurement methods that will be suitable to use with undergraduate students of all places and levels making it able to reveal, grade, and assess this skillset, which is ultimately important, but difficult to quantify. In this study, the author introduces the addition of a reversed system, the flipped classroom, in conjunction with the established norm of teaching methods.
{"title":"The Effect of Flipped Education on Undergraduate Student Critical Thinking Ability","authors":"C. Viriyavejakul","doi":"10.4018/IJOPCD.2020100105","DOIUrl":"https://doi.org/10.4018/IJOPCD.2020100105","url":null,"abstract":"As much as we do not like to admit it, the world we live in is nothing like the world of 50 years ago. A visitor from 1940 would not recognize the place he had come from, in styles of dress, doing things, and architecture too. People have had to adapt their lives as technology advanced, and in the last 50 years, more technological advancements happened than in 300 years before that. In our world where everything is perpetually changing, each person must make dynamic changes to be an effective agent for a better future. With all the changes that have occurred over the years of education, the one thing that has almost never changed is the need for all people to be critical thinking people and aware of everything else around them. Human beings are probably the only creatures in the world that are capable of critical thinking, and therefore are the sole agents of future changes. The likely candidates who are ready to take over this role of critical thinking is the group of undergraduate students who are soon to enter the world's economy. This paper will closely scrutinize the role of the critical thinker and elaborate on the methods to measure which can be suitable for all students to learn from so that they in turn can become critical thinkers. This will help affect the ever more necessary future changes for the continual betterment of the world and elucidate the critical thinking measurement methods that will be suitable to use with undergraduate students of all places and levels making it able to reveal, grade, and assess this skillset, which is ultimately important, but difficult to quantify. In this study, the author introduces the addition of a reversed system, the flipped classroom, in conjunction with the established norm of teaching methods.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"37 1","pages":"59-67"},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86487654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.4018/ijopcd.2020070102
Imtiaz Hussain Khan
This paper discusses a unified framework for systematic assessment and evaluation of student outcomes for a modern computer science (undergraduate) program seeking ABET accreditation. The framework uses a carefully designed sampling plan, informed by robust analysis and experiences over more than five years, to evaluate and assess student outcomes. The proposed framework is expected to enhance student learning and faculty satisfaction. The effectiveness of the proposed framework is validated using direct and indirect assessment data gathered from different stakeholders. Moreover, two consecutive, full six-years each, ABET accreditations (2013-2019 and 2019-2025) ascertain the robustness of the proposed framework.
{"title":"The Impact of Appropriate Planning and Robust Evaluation Strategies on Continuous Improvement of Student Learning","authors":"Imtiaz Hussain Khan","doi":"10.4018/ijopcd.2020070102","DOIUrl":"https://doi.org/10.4018/ijopcd.2020070102","url":null,"abstract":"This paper discusses a unified framework for systematic assessment and evaluation of student outcomes for a modern computer science (undergraduate) program seeking ABET accreditation. The framework uses a carefully designed sampling plan, informed by robust analysis and experiences over more than five years, to evaluate and assess student outcomes. The proposed framework is expected to enhance student learning and faculty satisfaction. The effectiveness of the proposed framework is validated using direct and indirect assessment data gathered from different stakeholders. Moreover, two consecutive, full six-years each, ABET accreditations (2013-2019 and 2019-2025) ascertain the robustness of the proposed framework.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"77 1","pages":"19-36"},"PeriodicalIF":0.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73794648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.4018/ijopcd.2020070103
Michael Koch
Making an internet-based system of qualification available for teachers at general education schools within a federally organized education system poses a variety of challenges. Based on findings of pedagogical professional research, further and advanced teacher training needs to impart specialist scientific competencies and––simultaneously connected with these competencies––subject-didactic ones as well as providing support for curricular implementation. There also needs to be a broad portfolio of modules leading to specialist and didactic qualifications that can take heterogeneous curricular requirements into account. Based on pedagogical as well as systematic requirements, the article formulates the essential cornerstones of such a qualification-based online training system, using the example of the Economic (General) Education. In addition, the necessary development steps for the future are outlined, especially regarding the use of adaptive teaching and learning methods.
{"title":"Potential of Internet-Based Qualification Systems for Teachers in Federal Education Systems: Experiences From the Field of Economic Education","authors":"Michael Koch","doi":"10.4018/ijopcd.2020070103","DOIUrl":"https://doi.org/10.4018/ijopcd.2020070103","url":null,"abstract":"Making an internet-based system of qualification available for teachers at general education schools within a federally organized education system poses a variety of challenges. Based on findings of pedagogical professional research, further and advanced teacher training needs to impart specialist scientific competencies and––simultaneously connected with these competencies––subject-didactic ones as well as providing support for curricular implementation. There also needs to be a broad portfolio of modules leading to specialist and didactic qualifications that can take heterogeneous curricular requirements into account. Based on pedagogical as well as systematic requirements, the article formulates the essential cornerstones of such a qualification-based online training system, using the example of the Economic (General) Education. In addition, the necessary development steps for the future are outlined, especially regarding the use of adaptive teaching and learning methods.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"2 1","pages":"37-56"},"PeriodicalIF":0.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87138740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.4018/ijopcd.2020070105
P. W. Stonebraker, G. J. Hidding
This paper first describes the dilemma of online pedagogies. Then it reviews prior research in business courses about the outcomes of online instruction compared with traditional methods. Prior research suffers from various research methodology issues that are categorized. Subsequently, a pre/poststudy of over 200 undergraduate business statistics students is presented using one-sample and two-population tests to address the learning outcomes of instructional delivery. Overall, based on this sound research design, online instructional delivery resulted in learning outcomes, measured on three dimensions, that were found to be statistically equivalent to those of traditional delivery.
{"title":"Comparing Traditional and Online Instructional Delivery","authors":"P. W. Stonebraker, G. J. Hidding","doi":"10.4018/ijopcd.2020070105","DOIUrl":"https://doi.org/10.4018/ijopcd.2020070105","url":null,"abstract":"This paper first describes the dilemma of online pedagogies. Then it reviews prior research in business courses about the outcomes of online instruction compared with traditional methods. Prior research suffers from various research methodology issues that are categorized. Subsequently, a pre/poststudy of over 200 undergraduate business statistics students is presented using one-sample and two-population tests to address the learning outcomes of instructional delivery. Overall, based on this sound research design, online instructional delivery resulted in learning outcomes, measured on three dimensions, that were found to be statistically equivalent to those of traditional delivery.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"2 1","pages":"78-90"},"PeriodicalIF":0.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79689021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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