Character education program : an evaluation description

In today \u27s world, all children face great uncertainties in a complex and sometimes troubled society. These traits are not always readily apparent and easy to grasp or learn. Today, schools face the challenge of providing youth with the self-esteem, stamina, and support they need to survive, be successful, and develop into strong, competent, caring, and responsible citizens. To meet the challenge schools have either developed or adopted character education programs. This paper focused on three elements common to most character education programs: (]) the school program must include parent and community outreach, planning and structure, school climate, curriculum, and assessment; (2) programs on teaching six aspects of character: caring, civic virtue and citizenship, justice and fairness, respect, responsibility, and trustworthiness; and (3) all character education programs would not be an add-on but would be integrated into the school \u27s existing culture and curriculum. The strengths and weaknesses of some common character education programs and provided along with recommendation and implications for educators and other professionals

An exploratory case study of students\u27 perceptions of online graduate education

The purpose of this study was to investigate graduate students\u27 perceptions of online education. Online learning has grown tremendously over the past several years and has made learning and teaching opportunities more available to many people throughout the world. As an increased number of higher education institutions use online education as a means of delivering courses and programs, educational researchers have been working tirelessly to uncover and delineate the factors that facilitate and enhance success in online learning. One major factor that researchers (e.g., Pérez Cereijo, 2006) have established as a predictor of success is students\u27 perceptions of online learning. Hence, understanding how learners perceive the online learning environment could assist course designers in developing effective online learning experiences. A qualitative, in-depth exploratory case study approach, with limited quantitative data, was used to investigate a group of graduate students\u27 perceptions of an online learning environment of a specific course, the factors which motivate them, and their sense of community in this environment. Data was collected using an online survey, personal interviews, online course interaction observations, and e-mail follow-up questions designed to address the research questions. Results showed evidence that most participants were satisfied with their online experience, and that they were self-regulated and self-motivated learners. The findings also indicated that the lack of social connection may decrease participants\u27 levels of satisfaction of their online learning experience, impact their desire to ask for help from other class members, and lead to a weak sense of being connected in a learning community. The findings also showed that the common concerns in this online learning environment were a sense of social connection and using technology to enhance connection in online learning. Based on the results of the study, the researcher provides the online instructional designers and instructors with some recommendations to engage online learners in active learning communities

Enhancing Online Learning Experience: From Learners’ Perspective

AbstractThe purpose of this study was to gain an in-depth understanding of adult students’ perception of online education, motivational factors to them, and their sense of community in this environment. A qualitative, in-depth exploratory case study with limited quantitative data, was conducted. Data was collected using an online survey, interviews, online interaction observations, and e-mail follow-up questions. Results showed that most participants were satisfied with their online experience. However, the lack of social connection may decrease participants’ levels of satisfaction of the learning experience, impact their desire to seek help from fellow students, and lead to a weak sense of being connected in a learning community. Based on the results, using technology to enhance connection in online learning was recommended