Evaluating tutor training for online PBL teamwork courses in first year engineering

The use of Problem-based Learning and other collaborative pedagogies in undergraduate engineering courses is recommended by a plethora of learning theory and research on educational best-practice, particularly for Applied Sciences such as Medicine and Engineering. One barrier to implementing and sustaining these curricular and pedagogical approaches lies in the development of the appropriate knowledge and skills and a consistent and appropriate approach in the teaching team. A significant change from the traditional pedagogies employed by tutors and the training of tutors is required, if PBL and similar methods are to be effective in delivering their numerous affordances, especially in asynchronous online environments for distance learning. This paper describes the development of a strategy to train engineering tutors in online PBL facilitation, and the evaluation framework used to assess the effectiveness of this training. Results of the evaluation of training and subsequent behavioural changes of the tutors are given. The evaluation revealed a variance between the message of the training and subsequent practice. Recommendations are made about the need for ongoing tutor development and support, and the necessity of evaluation in the implementation of PBL pedagogies

How reliable and consistent is our learning community of inquiry? Psychometric qualities of the community inquiry survey instrument applied to a sample of higher education portuguese students

The purpose of this study was to report on the adaptation and empirical evidence to support the validation of the Community of Inquiry Survey Instrument based on the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000). The participants for this study were undergraduate students (n = 280) enrolled in blended online courses offered through Moodle platform during one semester at different Portuguese high schools and university, involving students of diverse courses (specially in Health and Education). Factor analysis of student responses identified a three factor model which was tested through confirmatory factor analysis and found to be an acceptable fit to the predicted population model. Results from this study suggest that the instrument is a valid, reliable, and nefficient measure of its dimensions; thereby the CoI survey holds promise as a useful evaluation tool for providing formative and summative feedback about the effectiveness of online courses and programs considering Garrison and collaborator’s model for constructing effective learning environments. The study also discuses potential implications of the CoI measures for innovations in the field of New Technologies in Education peculiarly in the nearest context of teaching and learning of emergent communities of practice, of learning and of inquiry web mediated

A Framework for the Comparison of Virtual Classroom Systems

The increase in demand for open and distance learning has resulted in many higher education providers investing in virtual classroom systems. These systems can be an essential component in the delivery of flexible and online courses. While many institutions correctly place a greater emphasis on the pedagogical development of flexible courses, poor selection or implementation of virtual classroom software can reduce the pedagogical effectiveness of such courses and in some cases render them unworkable for both lecturing staff and students. Changes in vendor offerings, the continual evolution of end user technology, developments in mobile devices and improvements in internet infrastructure and services have resulted in need for continuous evaluation of virtual classroom systems and their capabilities to provide ideal environments for teaching and learning. This paper provides a comparative analysis of two such virtual classroom systems (Adobe Connect 7 and Microsoft Office Live Meeting 2007) and examines their suitability in meeting both pedagogical and technological needs in Irish higher education. In doing so it suggests a comparative framework for other institutions engaged in the evaluation of virtual classroom systems

Design and delivery of an online information systems management course for MBA programs

Aim/Purpose In this paper, we present our experience in design and delivery of a graduate Information Systems Management (ISM) course in an online MBA program. Also presented are a detailed examination of the design and delivery of the online course, survey results of students\u27 perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Background This graduate ISM course needs to not only cover a broad range of dynamic technology and business topics, but also strike a balance between the width and depth of the content. Effective course design and delivery are critical to improved teaching and learning, especially when the course is delivered online. Methodology We provided a comprehensive review of the related literature to develop guidelines for the design and delivery of our ISM course; we collected survey data to evaluate the students\u27 backgrounds and their perceptions of the course; we used data analysis and content analysis methods to assess the course evaluation results. Contribution A review of the related literature indicates that IS researchers and educators have not adequately studied online graduate education. Given the importance of the graduate ISM course in most MBA programs, and the lack of attention from the IS community, it is critical to address this gap in the research. We believe we have done so with this paper. Findings The paper\u27s major findings are embedded in a detailed examination of the de-sign and delivery of the online course, survey results of students\u27 perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Recommendations for Practitioners Even though our experience may not be fully applicable to other institutions, we hope our IS colleagues can learn from the design and delivery of this online course, as well as our best practices and lessons learned to improve the teaching and learning effectiveness in IS online graduate education, in general. Furthermore, we provide instructors with an actionable framework onto which they can map their current course offering, and compare their current pedagogical offering to literature driven best practices for ISM courses, in particular. Recommendations for Researchers It is our hope that the design and delivery of this online course, and our best practices and lessons learned can inspire our IS colleagues to search for innovative ways to improve the teaching and learning effectiveness in IS online graduate education. In addition, we distill a literature driven framework for ISM courses design and delivery that can help researchers frame their pedagogical research questions. Impact on Society The online course in this study prepares students for more efficiently and ef-fectively delivering IT systems in organizations. Many MBA students work for non-profits and other socially-focused organizations and are able to use the skills learned in the course for the betterment of society. Future Research We will continue to monitor the impact of the changes on student learning effectiveness and attempt to identify additional innovative ways to improve the design and delivery of this online ISM course

Design Science MOOC : a framework of good practice pedagogy in a novel E-Learning platform eLDa

Massive open online courses (MOOCs) have taken higher educational establishments of the western world by storm with large amounts of funding diverted into developing and delivering a wide variety of online, massparticipation courses. Many claims have been made relating to their potential for providing free, high quality education to everyone, no matter what their situation or geographical position. In practice however, there is little evidence as yet of the desired democratisation of education, with lack of support for students, an absence of pedagogy and very high drop out rates. This project is concerned with MOOC evaluation. It aims to understand the reasons why students drop out and to implement and assess the effectiveness of measures to address specific areas relating to attrition. The theoretical framework of this study is applying design science research methodology (DSRM) in creating and developing a learning tool as an instrument for the research investigation. My research goal is on designing, implementing and evaluating solutions to mitigate these problems. Enabled by developing network and Cloud technologies, MOOCs are credited with the potential to provide free, open, high quality (yet low cost) education for large classes. However, current efforts are lacking in the necessary pedagogy and framework necessary to provide suitable materials for different learners and supporting individuals in their different learning paths. This is one of the major contributory factors to the extremely high drop out rates currently observed. This research exposes the learners’ choice of studies from the perspective of analytics and survey responses. It further described the features in the tool and the good practice to be considered while developing an online learning syste

Educating Globally in Medical Imaging in Latin America and Caribbean via Webinars

Professional development courses that focus on increasing knowledge and improving skill sets are an integral part of a medical imager\u27s career. This study was a qualitative formative evaluation with purposeful sampling of participants in a professional development webinar course offered to medical imaging professionals in 35 Latin American and Caribbean countries. The goal of this study was to aid the agency with identifying areas in which the efficacy of the program implementation and delivery could improve. The conceptual framework model, interest-problem-based learning (INTEREST-PBL) model, and Malcolm Knowles\u27s theory on adult learning were used to ground this project. The research questions focused on the effectiveness of the implementation of the webinars, and the identification of areas of strengths and weaknesses. Data were collected from 7 participants using semi structured interviews and online questionnaires and was analyzed through coding and thematic analysis. Findings suggested that the absence of a formative evaluation during the early stages of implementation and deployment had an impact on the efficacy of the webinar courses. Differentiated learning strategies with clearly defined goals as well as a mechanism for immediate and continued feedback need to be inserted into the webinar design. This study contributes to social change by postulating the use of an evaluation model and pedagogical tools that can assess educational programs for medical imagers that integrate global health policies, technical standards training, and the coordination and collaboration of healthcare partnerships, thus, improving their performance in the delivery of medical imaging examinations while increasing access to quality radiological examinations

Paralegal Students’ and Paralegal Instructors’ Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses.  This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses.  Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses.  Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses.  Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors.  No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. 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Fostering Public Health Ethics Awareness among Medical Students through Interactive Web-Based Values Exchange Learning : A Cross-Sectional Study

Background Medical ethics have traditionally encountered resistance in medical education, with doubts regarding their necessity during preclinical years. Concerns include the practical application of theoretical ethics and favoring the learning of ethics through observation and imitation. Furthermore, ethics courses often focus on codes and regulations and neglect the promotion of moral reasoning and decision-making skills. Therefore, enhancing ethical researcher-training modules is essential for advancing instructional methods and promoting a unified and interactive learning atmosphere. Methods A three-week course was conducted using the Values Exchange (VX) online platform to assess the effectiveness of the VX system in involving students and its impact on their perceptions of the importance of research ethics. Accordingly, a blended course was provided as an optional course to the students, and a qualitative course evaluation survey was administered at the end of the course. Results Sixty-one medical students participated in a pilot-blended research ethics program and the majority (93%) reported a positive learning experience. The course was preferred over traditional classroom-based courses by 80% of the respondents, with 77% reporting increased interest and motivation to study Research Ethics. Over half of the students (57%) reported that the course stimulated their thinking and changed their perspectives on handling medical research issues. Many students (20%) reported improvements in their social and information technology skills. The VX platform was able to meet the expectations of both faculty and students, and fulfilled all dimensions of the Health Professions Learning Environment Conceptual Framework. Conclusions The VX platform provides an interactive and effective simulated learning environment that promotes ethical research Aligned with the Health Professions Learning Environment Framework, VX fosters core competencies, such as ethical reasoning, decision-making, and cultural respect. Medical schools are encouraged to implement VX to enhance the teaching of research ethics.Peer reviewe

Applying the interaction equivalency theorem to online courses in a large organization

Finding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of three types of interactions (learner-content, learner-teacher or learner-learner). This study aimed to establish whether the interaction equivalency theorem applies to online learning in the corporate sector. The research was conducted in a large Mexican commercial organization, and involved 147 learners (sales supervisors), 30 teachers (sales managers and directors) and 3 academic assistants (course designers, or Education support staff). Three courses of an existing Leadership Program (Situational Leadership, Empowering Beliefs and Effective Performance) were redesigned and developed to test three course designs, each emphasizing a different type of interaction (learner-content, learner-teacher or learner-learner). Data were collected through surveys (for diagnostic and evaluation purposes) and exams. All courses yielded high levels of effectiveness, in terms of satisfaction, learning, perceived readiness for knowledge transfer and return on expectations. This suggests that the interaction equivalency theorem not only applies in a business setting but might also include other indicators of course effectiveness, such as satisfaction, learning transfer and return on expectations. Further research is needed to explore the possible expansion of the theorem

Interaction and effectiveness of corporate e-learning programmes

This study was conducted in a large Mexican organization running a virtual corporate university. It aimed to evaluate students’ perceptions of three types of interaction (learner–teacher, learner–content and learner–learner) and their views on the effectiveness of online courses in terms of satisfaction, learning and behaviours. Twenty-six employees who had studied at least one online course within the organization answered an online survey. Four of them were interviewed. Results show that: (1) Learners value their interaction with the content the most. (2) Online learning is generally perceived as an effective method for delivering corporate training. (3) There is no perceived relationship between online interactions and training effectiveness. The findings are limited to the specific context of the participating organization. Further research into online learning in corporate settings is needed to understand training interactions and changes in job performance