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The objectives of this study are (1) to explore pre-service teachers’ needs in using educational technology tools for online learning, (2) to develop an online lesson about the use of educational technology tools for pre-service teachers, and (3) to compare the learning achievements before and after taking the lesson. The methodology was divided into three phases. The first phase was a needs assessment concerning the use of educational technology tools in online learning. The samples were 272 undergraduate pre-service teachers at the University of Phayao. The research instrument was a needs analysis questionnaire on the use of educational technology tools in online learning. The collected data was analyzed using Modified Priority Needs Index (PNImodified). In the second phase, an online lesson about the use of educational tools was developed. The research samples were three experts in three different fields, including instructional design, educational technology, and assessment and evaluation. The research instrument used in this phase was a suitability assessment form for the designed online lesson. Document analysis and descriptive statistics were used to analyze the data. In the third phase, the learning achievements before and after completing the lesson were compared. The samples were 112 pre-service teachers at the University of Phayao. The research instrument was a learning achievement test. The data analysis included means, standard deviations, and a t-test. The results were as follows: Regarding the needs analysis concerning the use of educational technology tools in online learning, the pre-service teachers considered that tools for completing learning tasks were the most crucial element. The data collected from open-ended questions revealed that the most critical problems experienced in online learning were learning tools and poor Internet speed. The results from the suitability test showed that the developed online lesson was overall suitable (M = 2.98, SD = .174).The pre-service teachers’ average post-test score on the achievement test on the use of educational technology tools was higher than the average pre-test score with a statistically significant difference at the .05 level.

This study aims to develop online learning as a blended learning medium for the "Entrepreneurship in TP" course using blended learning as mandated by UNJ 2020 academic policy. This research uses the ILDF (Integrative Learning Design Framework) development method. This theory of development consists of three stages, namely exploration, enactment and evaluation. The implications of the results of this research are in general product development into interventions that facilitate learning through online courses in the form of blended learning. In particular, this product is a fulfillment of the academic policy of the State University of Jakarta in 2020 where courses are required to use online learning and blended learning. Abstrak Penelitian ini bertujuan untuk mengembangkan pembelajaran online sebagai media blended learning mata kuliah “Kewirausahaan di TP” menggunakan blended learning sebagaimana diamanatkan oleh kebijakan akademik UNJ 2020. Penelitian ini menggunakan metode pengembangan ILDF (Integrative Learning Design Framework). Teori perkembangan ini terdiri dari tiga tahap, yaitu eksplorasi, enactment dan evaluasi. Implikasi dari hasil penelitian ini secara umum pengembangan produk menjadi intervensi yang memfasilitasi pembelajaran melalui kursus online dalam bentuk blended learning. Secara khusus, produk ini merupakan pemenuhan kebijakan akademik Universitas Negeri Jakarta tahun 2020 dimana mata kuliah diwajibkan menggunakan online learning dan blended learning.

У статті розглянуто змістове наповнення та принципи функціонування українських та зарубіжних онлайн-курсів для опанування редакторської майстерності. Під час навчання онлайн редактор може здобути нові фахові знання або ж підвищити свою кваліфікацію. Такі курси забезпечують гнучкість навчання та задовольняють потребу редактора в безперервному професійному вдосконаленні в умовах пандемії COVID-19 та військових дій в Україні. Мета статті — узагальнити український і зарубіжний досвід онлайн-навчання редакторської майстерності, дослідивши тематичне наповнення сучасних професійних онлайн-курсів. У науковій розвідці було використано аналітико-синтетичний, структурно-функціональний методи дослідження, а також типологічний аналіз для виокремлення тематико-типологічних груп онлайн-курсів. Ми розглянули освітні програми 13 українських та зарубіжних онлайн-курсів, де під час навчання студенти мають змогу ознайомитися з основами редакторського фаху, обов’язками редактора у видавництві, композиційним, мовностилістичним редагуванням, з процесом коректури тексту. Крім того, майбутні фахівці розвивають такі навички, як креативність, критичне мислення, уміння передбачати результат своєї діяльності, планувати власну роботу та діяльність видавничого колективу, швидко і гнучко реагувати на нові тенденції у професії. Однак ґрунтовну системну підготовку редактори можуть здобути лише у ЗВО, де навчання редакторської майстерності триває довше та є більш фундаментальним. На відміну від освіти в університеті, онлайн-курси дають лише фрагментарні знання та не можуть сформувати в редактора цілісної картини редакторської професії.

This study investigated the effects of utilizing critical pedagogy and perspectives in a course on nonprofit management. A description of the course and assessment approach is provided, followed by the results of a series of surveys and student reflections gathered from students electing to participate in this research project. Quantitative and qualitative results are presented from the various data collection tools, with insights into how each collection tool tells a unique story. The qualitative data provide insights into student engagement with the material and their appreciation for an alternative approach to learning how to manage nonprofit organizations.Subscribe to JNEL

The goal of the present study was to investigate how course instruction and individual differences in general academic competences and conscientiousness relate to students' learning strategy use and exam performance. The sample comprised two cohorts of university students who attended a lecture on the same topic, but with varying course instruction: In the blended course (N = 238), the teacher applied deadlines for self-testing and offered regular in-class meetings to encourage distributed practice over the semester. In the online course, students studied independently without regular meetings, nor deadlines (N = 200). Learning strategies were measured objectively using behavioral log-file data. Students in the blended course used fewer self-tests than online students which was associated with poor exam performance. Academic competences (high school GPA) positively predicted exam performance via more distributed practice and self-testing. Conscientiousness was related to more distributed practice which was associated with better exam performance. Results revealed that (voluntary) in-class meeting and deadlines did not prevent cramming. Especially less conscientious students with lower general academic competences need further support in applying efficient learning strategies.

Massive open online courses (MOOCs) have also received interest from researchers worldwide; however, there was no comprehensive review of the MOOC research. This paper aims to identify the MOOCs research scientific landscape as the trend from publications worldwide. In assessing research trends, the bibliometric network analysis using distance-based network mapping in VOSviewer was applied in this review. The 3,211 eligible articles published between 2011 and 2020 confirmed three main research clusters: learning system, human characteristics and higher education clusters. The results also showed that terms, such as ‘learning systems’, ‘gender differences’ and ‘flipped classroom’ emerged as ongoing research trends. In addition, these findings indicated that the overall productivity rates in the Middle East and Gulf regions were low. Besides, the authorship mapping indicated an absence of the small-world properties. A discussion of the findings and directions for further research are also provided. Based on the network analysis method, this paper presents the researchers’ alternative method to review literature using an approach that possibly includes mostly published articles related to MOOCs.

Student enrollments in online college courses have grown steadily over the past decade, and college administrators expect this trend to continue or accelerate. Despite the growing popularity of online education, one major critique in the sciences is that students are not trained in the hands-on skills they may need for the workforce, graduate school, or professional school. For example, the Association of American Medical Colleges has recommended that medical schools evaluate applicants on their motor skills and observation skills, yet many online biology programs do not offer opportunities for students to develop these skills. In on-campus biology programs, students commonly develop these skills through hands-on animal dissections, but educators have struggled with how to teach dissections in an online environment. We designed a fully online undergraduate biology course that includes at-home, hands-on dissections of eight vertebrate specimens. Over three course offerings, we evaluated changes in four student outcomes: anatomical self-efficacy, confidence in laboratory skills, perceptions of support, and concerns about dissections. Here, we describe how we implemented at-home dissections in the online course and show that students taking the course gained anatomical self-efficacy and confidence in multiple laboratory skills. Based on open-ended responses, the students perceived that their experiences with the at-home dissections facilitated these gains. These results demonstrate that at-home, hands-on laboratories are a viable approach for teaching practical skills to students in fully online courses. We encourage science instructors to introduce at-home laboratories into their online courses, and we provide recommendations for instructors interested in implementing at-home laboratories.

The aim of this article is to theoretically and practically justify the development of a future social pedagogue’s research capacity in the context of digital technologies. Practical implementation of a model for building social pedagogues’ research capacity within the framework of an online educational course can provide effective training of pedagogues in a digitalized educational environment and ensure a high level of pedagogical excellence. Approbation of the model was carried out on bachelor students majoring in Social Pedagogy and Self-Knowledge and taking an online Scientific Research Organization and Planning course in the Pavlodar Pedagogical University (Kazakhstan). The course was held from September to December 2020 on the Moodle learning platform, one of the most popular for the purposes of e-learning. The communication part of the course was supported by the social networking features of Facebook. In total, the educational experiment encompassed 52 students. Their thorough examination enabled the conclusion that research capacity brings proficient results in creative, innovative, communication, leadership, pedagogical, and digital activities, and thus remains an important component of pedagogical excellence. Thus, it can be stated that the integration of digital tools and platforms, along with the creation of multimedia learning content and the introduction of research methods and structured research practice into the students’ education, allows for an effective research learning practice. The results of the students’ end-of-course survey identified factors that had a significant influence on the effectiveness of research activities in online learning, namely the quality of the digital platform, structured research practice, active learning opportunities, pedagogical excellence, effective communication, and personalization.

Предлагается типизация электронных учебных курсов по технологическим критериям, анализируются сильные и слабые стороны технологических решений этого процесса, предлагается универсальная ролевая модель коллектива разработчиков и последовательность создания электронных курсов в рамках ДПО, а также подходы к документированию процессов разработки и дальнейшего использования электронных учебных курсов в образовательном процессе, The e-learning course concept is considered both in terms of content and technical implementation. I described the typification of electronic courses according to technological criteria, the universal role model of the development team and the sequence of creating electronic courses within the framework of the APE. Also, the pros and cons of technological solutions, approaches to documenting the processes of developing and using electronic courses in the educational process were analyzed. Summing up, I will highlight the main. (a) The official use of e-learning courses in the educational process is legalized by amendments to Federal Law N 273 On education in the Russian Federation adopted in 2012. (b) Technological electronic courses are a symbiosis of structured educational material and software implementation of organizing access to these materials. (c) The creation of e-learning courses is governed by the rules for the development of computer programs, which provide for the presence of a team of developers specific to the implementation of IT projects, as well as approaches to documenting the development and acceptance of the final product. (d) The introduction of electronic courses into the educational process requires the availability of accompanying documentation for electronic courses with a description of the technologies of students, administrators (methodologists), teachers working with them, as well as an assessment of the quality of mastering the corresponding educational program.

В данной статье рассматриваются некоторые вопросы, связанные с обучением будущих преподавателей созданию и применению онлайн-курсов в ходе их дальнейшей профессионально-педагогической деятельности. Демонстрируется польза достаточного уровня сформированности системы соответствующих знаний, умений и навыков с точки зрения эффективности действий будущего профессионала соответствующего профиля в условиях постиндустриального общества будущего. Далее приводятся наиболее эффективные, на наш взгляд, подходы к её формированию. Изучаются связи, существующие между ними. Кроме того, на страницах настоящей статьи описываются возможные пути развития данных подходов и рассматриваются ИКТ-технологии и сервисы, которые может использовать педагог в процессе создания онлайн-курсов и их сопровождения. Таким образом, цель данного исследования ‒ всестороннее освещение наиболее эффективных подходов к обучению будущих преподавателей созданию и работе с онлайн курсами и их связь с формированием ИКТ-компетенций в процессе подготовки студентов-педагогов в условиях магистратуры., The article discusses some issues related to training of future teachers to create and use online courses in their further professional and pedagogical activity. It demonstrates the sufficient formation level of the relevant knowledge, skills and abilities system benefits from the effectiveness of the future appropriate profile professional actions in the post-industrial society conditions point of view. The work offers the most effective approaches to its formation. The connections existing between them are being studied. In addition, the article describes possible ways of developing these approaches and considers ICT technologies and services that a teacher can use to create online courses and their support process. Thus, the objective of the study is to provide comprehensive coverage of the most effective approaches to teaching future teachers to create and work with online courses and their connection with formation of ICT competencies in master students.

INTRODUCTION While blended learning has been growing in popularity in recent years, the effectiveness of this procedure remains controversial. In this report, we assess the effectiveness of blended learning of embryology within international medical students. MATERIALS AND METHODS The participants were international medical students taking embryology in the Bachelor of Medicine and Bachelor of Surgery program. The blended learning group (BLG) consisted of students (n=43) in the 2018-2019 academic year, taught with blended learning model via a customized small private online course (SPOC). The control traditional teaching group (TTG) consisted students (n=48) in the 2017-2018 academic year, taught with traditional teaching model. Academic performance, including mean scores and passing ratios on the final exam of two groups were compared and analyzed with a t-test. In addition, a questionnaire directed toward evaluating student's perceptions with the blended learning was administered to students in BLG. RESULTS The majority of students in BLG actively participated in online self-study activities and discussion in face-to-face class sessions. The mean score and passing ratio were significantly greater than those of students in TTG (P

Problem and goal. The development of mass open online courses contributes to the increasing attention of students to them. At the moment, there are many large services that provide online training, but there are no clearly defined universal requirements for such courses. Also, along with this problem, there is a fairly high level of rejection of the course at various stages due to the loss of motivation to continue training. Methodology. A variant of solving these problems by using adaptive learning technologies on the example of a course on learning artificial neural network technologies was considered. Results. In the process of reviewing the issue, the topics of the online course sections were determined. As a result, a work plan was drafted and the most relevant ways to solve the identified problems were formulated. Conclusion. The developed strategy can help with further elaboration and testing of the designed course and can be applied to any mass open online course.

The Coronavirus Disease 2019 pandemic has changed the way most people live and work, including the way in which students undertake study. To protect students during the pandemic, most schools in China adopted a study-at-home model. Under these circumstances, the pathophysiology teaching team at Tongji University considered how to reform teaching methods to minimize the impact of the pandemic on students’ curriculum studies. This article describes our teaching reforms in detail, notably a combination of online education resources, online discussion courses, and a WeChat study group. We compared the effects of the reformed and traditional teaching approaches, including student performance and student evaluation of the reformed teaching methods. Analysis showed that although students were generally worried about the impact of the pandemic on their curriculum studies, their overall performance was not affected by the reformed teaching methods. Of interest, compared with traditional teaching, the proportion of students with higher final test scores (≥90 points) actually increased. The revised teaching methods promoted the learning of some students externally and internally and enhanced their enthusiasm for medical study and their academic performance. These approaches could be applied as a reference for future course arrangements after the pandemic.

Aim: It is important for nurses to learn sufficient knowledge and skills about tracheostomy care during their undergraduate education. The study was conducted to determine the effect of pediatric tracheostomy care online course on nursing students' knowledge levels and attitudes regarding their role as caregivers. Material and Method: The study was conducted between February and June 2020 at the faculty of health sciences at a state university in Turkey. A total of 76 third-year nursing students registered in the course of Child Health and Diseases Nursing were included in the study. The data were collected with a descriptive features form, a tracheostomy care knowledge test, an attitude scale regarding nurses' caregiver roles. Students were sent online pretest. After pretesting, students were assigned to experimental group (n=37) and control group (n=39) by randomization. The students in the experimental group were given pediatric tracheostomy online course on certain days using the distance education system of the university. After the course, all students in the groups were sent online post-test. The data were analyzed using t test and Chi-square test. Significance was assessed at the level of p

This paper presents the designing of an online course to teach anaphora in English and Spanish as foreign languages. Anaphora is a discursive mechanism that contributes to textual cohesion. Instead of repeating the same nouns in their texts, speakers can use different pronouns or even ellipsis to improve communication. Each language has its own anaphoric system, which can be very distinct from null-subject languages, such as Spanish, to non-null-subject languages, such as English. Focusing on this topic, a two-week course was designed and taught in 2020 at the Federal University of Rio Grande do Sul (Brazil) and at the University of Algarve (Portugal) to language undergraduate students. The first lesson was an introduction to the concepts of cohesion, anaphora, and the pronominal system in the target language. These topics were further explained in the second lesson, which was also about ambiguity. The activities included: educational videos; tools for corpus analysis and coreference resolution; discussion forums; short answer, matching, and multiple-choice exercises; hyperlinks to more videos, texts, and exercises. Students’ knowledge of anaphora was assessed in a pre-test and in three post-tests (discussed in another article), and the results were compared between experimental and control groups. The teaching module improved learners’ comprehension of written texts and could be adapted to teach anaphora in other languages.

This case study draws a specific link to the practice of action learning (AL) in China. We organized ourselves into an AL set and used Revans’ AL, as interpreted by Marquardt (2004), to create a po...

This study aims to implement contemporary Japanese literature learning with thematic designs as a learning strategy for 60 students in literary study classes (Poetry, Prose, and Drama) at Darma Persada University that were conducted online during the pandemic. This study was conducted using Kurt Lewin's Classroom Action Research model consisting of planning, acting, observing, and reflecting; particularly for the observing section, the assessment was measured using two indicators based on students’ understanding of the material and satisfaction with online learning. Data was collected using questionnaires and filled out via google form. The findings of this study indicate the level of student understanding of the material, the constraints of online learning, and feedback from experts. The findings are useful for improving Japanese literature learning, to be more precisely during the online course

This multiple case study explores how instructors conceptualize and employ scaffolding in online courses. Participants included full time faculty (n = 4) who have designed and taught at least one online course within the past 12 months. Data sources included pre-interview surveys, semi-structured interviews, and online course observations. Data were analyzed by employing a general analytical strategy for developing a case description (Yin, 2018). The results showed that (a) instructors define scaffolding as a support to help students achieve course outcomes and (b) instructors implement different types of scaffolding (i.e., conceptual, metacognitive, procedural, strategic, and motivational) in hard and soft scaffolding forms. The results also showed that instructors' conceptualization and implementation of scaffolding differed based on their discipline and teaching philosophy, and the unique features of online courses. Implications for practice and research are discussed.

We propose a novel method for repurposing online course discussion posts to explore educators’ language ideologies. Drawing on asynchronous discussion posts from a subset of 30 educators enrolled i...

Today's business has become something complex. Various factors interact with each other and make business unpredictable. Research is an effort to develop knowledge, develop and test theories. The research objective is an effort to develop knowledge, develop and test the theory. Research activities in practice are likely to include multidisciplinary research and a combination of the application of multiple research methods. In practice, research can be carried out in multi-disciplinary and is a combination of several research methods. The function of research is to find explanations and answers to problems and to provide alternatives to the possibilities that can be used to solve the problem. On that basis, a systematic method is needed in overcoming various problems that arise in the business. The business research method is a systematic method that is useful for researching various aspects related to business. Statistics and research methods training aims to provide a better understanding of business research. The research methods discussed in this training are Structural Equation Modeling (SEM) and Soft System Methodology (SSM). This community service activity produces changes following the set output targets, increasing participant knowledge to help compile business research. The results of the evaluation of the implementation of training in business research methods for students, lecturers, researchers, and practitioners, show that the level of understanding becomes better after attending the training and has the motivation to conduct research with quantitative and qualitative approaches. Participants can also run the SEM LISREL application independently.

This study proposed reflective learning in an online course design to maximise the effectiveness of online courses. A quasi-experimental design was employed, and 62 Taiwanese adults participated in...

Introduction: In this article, we present our findings regarding the lessons learned by using critical thinking, project-based learning, and flipped classroom educational approaches in an online course. The course, "Systems Thinking," was delivered to 20 graduate students during the Covid pandemic, in the second semester of 2020. The students worked in project teams to create short videos that analyzed the dynamics present in different real-life systems. The objective is to determine the effects of combining critical thinking, project-based learning, and flipped classrooms to maximize learning. Methods: We followed a convergent parallel mixed-method approach. The quantitative data was collected through two multiple-choice tests (pre-test and a post-test). The qualitative data was collected from students' discussion forums and students' projects. We also collected data employing one questionnaire sent at the end of the course. The data were analyzed following a systemic approach. Results: The course design led to the development of five interconnected dynamics that favored the learning. The flipped classroom made the synchronous meetings more effective. The way the synchronous meetings were conducted (using different learning tools, tests as extrinsic motivators, and praising the students' achievements) kept the students motivated to learn. The discussion forum fostered critical thinking and the project-based learning approach gave opportunities to the students to learn by doing. Conclusions: The combination of critical thinking, project-based learning, and flipped classroom can be a very effective way of enhancing the learning experience in online courses. Keywords: critical thinking, project-based learning, flipped classroom, systems thinking, learning

Teaching an online course on mental health and the law during a global pandemic, the subject of psychiatric diagnosis and the pros and cons of diagnostic categories arose very early in the conversa...

The article describes a proposal for a skills-based training course, including the methodology involved and results obtained. In this online course, the areas of competence and the teaching method ...

The recent pandemic has resulted in a surge of nursing students taking completely asynchronous online courses. Students completing courses in the online learning environment may be at-risk for experiencing academic setbacks due to many factors. Faculty having awareness and addressing distractions that nursing students face in an online course is paramount for student success. This manuscript will discuss the strategies of getting to know students, creating a community of attention, and establishing faculty presence to help capture attention and promote connection of distracted students.

The present study aimed to investigate the satisfaction of pre-service teachers with the completely online course instructed with the flipped classroom model. The study was conducted with the explanatory sequential mixed design. The participants included 117 pre-service teachers. Data were collected during the 2020-2021 academic year fall semester with the Online Course Satisfaction Scale and face-to-face interviews. The study findings demonstrated that the pre-service teachers were satisfied with the online course. The satisfaction level of female participants was higher, and the differences were not significant based on the student department. On the other hand, the participants stated that there were systemic and instructor-oriented problems. Furthermore, it was determined that ease of use was an important factor in predicting satisfaction. Ease of use varied based on PC ownership, but not based on tablet ownership. Satisfaction did not differ based on both PC and tablet ownership. It was found that the flipped classroom model exhibited interactional challenges. However, the model had advantages due to its structure that allowed flexibility. It could be suggested that the findings of the present study would contribute to future studies that would address flipped classroom method and satisfaction with online courses.

As medical schools work to train the next generation of providers, including robust content in nutrition education is paramount. The National Academy of Sciences sets the benchmark for 25 hours of nutrition education in medical schools, though many schools do not meet this requirement. Usually, nutrition lectures in medical schools are given in the pre-clinical years and focus on biochemistry and micronutrients. During the COVID-19 pandemic, there was a unique opportunity to quickly develop and implement an elective course for 3rd and 4th year medical students at the University of North Carolina School of Medicine. A course was created in lifestyle medicine and culinary medicine, and all were delivered remotely through Zoom. This course would be simple to replicate at other institutions and was very well received. This article will describe more of the resources, methods, and reactions to this course.

Due to the epidemic, online course learning has become a major learning method for students worldwide. Analyzing its massive data from the massive online education platforms becomes a challenge because most learners watch online instructional videos. Thus, analyzing learners’ learning behaviors is beneficial to implement personalized online learning strategies with sentiment classification models. To this end, we propose a context-aware network model based on transfer learning that aims to predict learner performance by solving learners’ problems and improving the educational process, contributing to a comprehensive analysis of such student behavior and exploring various learning models in MOOC video interactions. In addition, we visualize and analyze MOOC video interactions, enabling course instructors and education professionals to analyze clickstream data generated by learners interacting with course videos. The experimental results show that, in the process of “massive data mining,” personalized learning strategies of this model can efficiently enhance students’ interest in learning and enable different types of students to develop personalized online education learning strategies.

Este artigo apresenta os resultados iniciais de um projeto mais amplo sobre o ensino da língua egípcia no Brasil por meio de recursos digitais. Examinamos a primeira etapa através do curso Introdução ao Egípcio Clássico (Egípcio Médio), o primeiro curso online de ensino da língua egípcia no Brasil, tendo em vista a desafiadora realidade para a formação de egiptólogos no país. A partir do debate das Humanidades Digitais, que problematiza a produção e a divulgação do conhecimento nas ciências humanas com recursos tecnológicos, apontamos possíveis caminhos para a expansão deste projeto no cenário brasileiro. Neste escopo, a discussão sobre as plataformas digitais e o ensino de história antiga no Brasil entram como elementos importantes na contextualização desta iniciativa.

Online discussions have become important educational activities through which collaborative learning and knowledge construction can be facilitated. This study explores the use of two online discussion tools, online discussion board and VoiceThread, for supporting online course discussion activities among a group of graduate students and investigates the differences in the levels of social presence and social knowledge construction in the two discussion settings. Meanwhile, the participants’ posting behaviors and interaction patterns were also examined. Results reveal that the participants contributed more words when using the audio and video features of VoiceThread. Additionally, the graduate students tended to create more contents and demonstrated more social presence behaviors when interacting with others in the VoiceThread discussion platform. However, the participants exhibited fewer social knowledge construction behaviors than they did in the text-based online discussion board.

This study examined undergraduate students’ perceptions of effects of online course types such as face-to-face classes, online classes, and blended classes using survey data from 331 students during three semesters from 2020 to 2021. There were differences in effects using ‘PPT video’, ‘voice only in PPT’, and ‘real-time zoom’ between theoretical courses and practice courses. In terms of media types for online classes, ‘PPT video’ was perceived as the most effective type by students, followed by ‘voice only in PPT’, ‘real-time video’, and ‘blended media use’ meaning a 2-hour-course mixed with 1-hour PPT video and 1-hour-real-time video. The effectiveness of ‘real-time video’ and ‘blended media use’ was gradually decreased as time went by. Students had difficulties in academic achievement and daily life with online learning. They were eager to return to face-to-face classes after COVID-19 passes. Some online learning media types were preferable to use for face-to-face classes after COVID-19. © 2021 The Korea Association of Teachers of English (KATE)

Merrill’s first principles of instruction (FPI) are considered as fundamental principles for improving instructional effectiveness regardless of context, approach, or audience. However, very little research explores in detail the process of implementing FPI in course design. In this case study, we provide specific descriptions of how we applied Merrill’s FPI in an online course redesign project. Using the rapid prototyping approach, we analyzed the needs of the redesign project, developed the project objectives and plans, and conducted a parallel processes of design, development, and implementation of the new course features. Thirteen redesign tasks were identified, prioritized, and completed to enhance the application of FPI. Students indicated in the course evaluation forms that the redesigned course presented the connections between theories and practice more effectively. We discus this study’s implications for the application of FPI and the rapid prototyping model and make suggestions for future research.

Out-of-hospital cardiac arrest (OHCA) is a serious social and economic problem, and control over it is highly dependent from the overall performance of the system of public first aid and resuscitation training. Coverage of the population with theoretical and practical training in basic cardiopulmonary resuscitation (CPR) is significantly limited in the Russian Federation, and the quality of training is generally low. Based on the analysis of international scientific literature and current international guidelines, this review is delineating modern organizational approaches and technologies of resuscitation training that help to enhance the efficiency and increase the accessibility of CPR training for lay people. In particular, the paper discusses methods of resuscitation training utilizing distant learning technologies, technical means for CPR skills training using feedback and virtual reality technologies, target audience and retraining intervals. Guided by the results of analysis of the cumulative experience, the directions for optimization of the resuscitation training system in Russia are proposed, that offer a perspective to improve coverage of the population with basic CPR training, increase the rates of bystander resuscitation and decrease mortality from OHCA.

Owing to the COVID-19 pandemic, all teachers’ training courses scheduled for summer 2020 had to transition to online formats. For the arts-integrating course “Teaching Chemistry by a Creative Approach”, this shift jeopardized the course’s essence, since learning by this approach is based on creative, hands-on, and active learning. Here we describe how the course format and contents evolved from a planned face-to-face format to an adapted, successful online learning experience. Two main goals were considered during the adaptation process: (1) making available to teachers the theoretical and practical backgrounds necessary to internalize the arts-integrating approach through creative, active learning strategies, and (2) providing teachers with actual tools through which they can rethink and develop their own teaching materials to suit remote teaching by incorporating supporting neuropedagogical aspects. Evaluating the immediate and follow-up questionnaires, as well as the assessment of teachers’ course assignments, suggests that the online course successfully preserved the essence and the main objectives of the original course, that the course was useful for remote teaching, and that it seems to have had an impact on teachers’ practices. We attribute this impact to the well-thought-out process of adapting the course to promote creative, active online teaching and learning. In addition to modifying the course’s format, this process expanded the arts-integrating approach to acknowledge the inherent difficulties in learning chemistry, existing also while learning online. We propose this process as a model to be used by educators to rethink and adapt their own practices to improve distance chemistry teaching and learning.

One of the key challenges facing instructors of undergraduate introduction to behavior analysis courses is helping students learn to identify the environmental variables that control behavior. Goldiamond frequently employed exploratory and targeted logs to help his clients understand the environmental controlling variables that supported their behavior. We describe a preliminary analysis of the use of adaptations of Goldiamond’s exploratory logs in the context of a behavior change project incorporated in several undergraduate introductory behavior analysis courses across three semesters. Three “levels” of exploratory logs were created in which students were asked to record an increasing number of the components of the three-term contingency. Students were also asked to answer the question, “why did this behavior occur” for each behavior reported. In the first semester, students received feedback on their exploratory logs through an online course management system and in the subsequent two semesters students received feedback on their exploratory logs during class periods. Each level of the students’ exploratory logs was scored according to the type of explanation (e.g., explanatory fiction, behavioral) students provided for the behavior. The results show that the combination of the behavior change project and in-class feedback promoted more behavioral explanations for the behaviors recorded than the combination of the behavior change project and feedback provided through the online, course management system.

The present research studies the factors that have impacted the affective engagement of university students in an educational online course. It examines how the type of interaction (learner-learner, learner-instructor, and learner-content) and the type of engagement (behavioural, cognitive and affective) have influenced the affective engagement of the students in the online course. Nineteen university students majoring in teaching mathematics, who were enrolled in the course Mathematics Teaching Methods, participated in the present research. Two data collection tools were used: semi-structured interviews and reflections. To analyse the texts resulting from the interviews and reflections, inductive and deductive qualitative content analysis was used. The research results indicated that university students have experienced more positive than negative affective engagement in the three communicational channels used in this course to facilitate online learning, which were: synchronous lectures, forums and assignments. The results also indicated that these three types of interaction have positively influenced students’ affective engagement in the three channels, with that influence being different from one channel to the other based on the interaction type taking place. We suggest that specific types of engagement need to be attended to for positive affect to occur. Doi: 10.28991/esj-2021-01296 Full Text: PDF

Küresel olarak yaşanan salgın süreci eğitimde ani değişimler yapılmasını zorunlu kıldı. Bu alanlardan biri olan ve 0-3 yaş aralığında bebeklerin müzik eğitimini hedefleyen Suzuki Erken Çocukluk Eğitimi (SEÇE) de bu alanlardan biridir. Bebeklerin doğası gereği dijital teknolojinin çok az yer aldığı bu derslerde sürecin nasıl yönetildiği soruları ortaya çıkmıştır. Bu araştırma SEÇE öğretmenlerinin çevrimiçi dersler hakkındaki düşüncelerini ve uygulamalarını belirlemeyi amaçlamaktadır. Araştırmada nitel araştırma yöntemlerinden gözlem ve görüşme kullanılmıştır. Araştırmacı, Meksika Suzuki Derneği tarafından düzenlenen çevrimiçi derslere katılmış ve röportajlar yapmıştır. Verilerin analizinde içerik analizi yapılmıştır. SEÇE'nin sistematik yapısı nedeniyle çevrimiçi adaptasyonun kolay olduğu, ebeveynin aktif katılımı sayesinde sürecin yönetilmesinde kolaylıklar olduğu ancak birlikte çalma, etkileşim, birbirinden öğrenme ve grup çalışmalarının gerektiği gibi yapılamadığı, çalgıların her evde bulunmamasından dolayı tını ve işitme çalışmalarında eksiklikler olduğu belirlenmiştir. Öğretmenlerin yüz yüze ve etkileşimli eğitimi tercih ettikleri belirtilmektedir., The global pandemic has caused some sudden changes in education. The Suzuki Early Childhood Education (SECE), which aims at the musical education of babies (0-3) and conducts the lessons face-to-face, is one of the areas most affected by the pandemic. Due to the nature of babies, in these lessons, where digital technology is rarely involved, questions emerged about how the process is managed. The purpose of this research is to identify SECE teachers' views on online courses and their practices. Qualitative research method was used in the research. The researcher attended online classes organized by the Mexico Suzuki Association and made interviews. Content analysis was performed. It was found that online adaptation was easy due to the systematic structure of the SECE; in addition, managing the process was convenient thanks to the active participation of the parent; however, playing together, interaction, learning from each other and group studies could not be done as required; finally, there were deficiencies in tone and aural studies due to the lack of instruments. Overall, teachers were found to prefer face-to-face and interactive education.

The Coronavirus has changed the world in many ways, including education. The epidemic outbreak led to the conversion of courses in many schools and universities from traditional face-to-face classrooms to virtual courses. This situation is a major challenge in a country like Kenya, where IT facilities remain basic. Not all students have the advantage of technological conditions or a supportive family environment. This qualitative case study design is aimed to explore how students portrayed their participation in remote online courses. This study focuses on the experiences of six Standard Eight students in one of the elementary schools in Kisii, Kenya, with ages between 13-15 years old, to cope with multilevel challenges during the Covid-19 pandemic. The data were collected through semi-structured telephone interviews with each participant after permissions were acquired from the students’ parents or guardians. The findings of the study show six emergent themes and sub-themes. The themes that emerged from the interviews are 1) Course descriptions; 2) learning experience; 3) Delivery methods; 4) Materials; 5) Interactions; 6) Challenges.

This paper presents an online course that happened in July 2020 on the digital platform, offered by the Department of Extension of the Faculty of Philosophy, Letters, and Human Sciences of the University of Sao Paulo. It was about semiotics, enunciation, and the discourse on the internet. The course had the purpose of presenting semiotic concepts for the analysis of the enunciation and the discursive level based on Fiorin (2002) and Barros (2002), and how these concepts apply to the analysis of the discourse on the internet according to Barros (2015). This text brings considerations on the development of the course, reflects on the interaction between instructor and participants, and presents an analysis built together by them, during the course, over content extracted from social media.

Accessible online courses enable learning and promote equity. This paper reviews seven national and statewide online course design instruments and identifies 14 recurrent accessibility themes that occur in two to six instruments. This paper then discusses how these recurrent themes address the accessibility guidelines from the Office of Civil Rights, the Web Content Accessibility Guidelines (WCAG), and the framework of Universal Design for Learning. This paper outlines research-supported design practices that promote accessibility and, in turn, increase learning, engagement, and equity.

The advent of the web2.0 era has prompted big data in education to integrate many high-quality online course resources, providing a good platform for college students to carry out mobile learning and blended learning. The rapid development of mobile learning has changed it from an auxiliary and optional learning mode to an available and inseparable learning mode. During the epidemic period, mobile online learning mode has shown diversified characteristics with a wide range of learning platforms. As a new learning mode, mobile blended learning has been accepted and used by more and more learners and has become an important development direction of higher education in China and the world.

Our research traced significant learning experiences of teachers enrolled in a Master's degree program in teacher education, in an attempt to understand how participation in an online course that employs the project-based learning (PBL) approach influenced their perceptions of the teachers' role in the digital age. Data was collected from 2014 to 2016 using: (a) a questionnaire gathering learners' personal and demographic details (n = 55) and (b) reflective reports on the learners' learning experiences in the course (n = 105). Content analysis of the data revealed that participants considered personal, pedagogic, and social aspects important in terms of the learning experience and this also informed their role perception as teachers in the digital age. Similarly, exposure to the PBL approach via an online framework directly influenced participants' learning experiences and role perception. The findings indicate that teachers should be given access to a learning experience combining online learning and teaching practice to allow them to form their role perception as digital-age teachers. Practical implications of the research relate to teachers' socialization in the digital age.

During the Spring 2020 semester, university classes abruptly moved online in the wake of the worldwide Covid-19 pandemic. Unlike courses designed and implemented with an online environment in mind, this transition involved a massive and immediate migration involving faculty and students who had not prepared or registered for online course delivery. Many instructors and students were unfamiliar and/or unskilled for online education. The purpose of this research is to explore the role of tolerance for ambiguity, worry, perceived stress, helpful communication, and past online experience on students’ general satisfaction with the sudden transition to online classes and student satisfaction with individual performance during the transition. Our findings suggest that tolerance for ambiguity, perceived stress, and helpful communication all play a role in understanding general and individual performance satisfaction during a time of disruption. Worry also plays a role in understanding individual performance satisfaction. Identifying influential factors that contribute to student satisfaction during teaching disruptions helps marketing educators better care for and meet the educational needs of students. Ultimately, emotional awareness in the classroom should be a new normal for marketing education. © 2021 Society for Marketing Advances.

Course design influences online student performance and engagement. A total of 222 instructors and instructional designers responded to Martin et al.’s Online Course Design Elements instrument to e...

This study looks at the effectiveness of online learning at the community college level and at how instructors can design courses to help students succeed and persist. Using a one-credit course tha...