Demand For Online Courses Research Articles

Copywriters' preference evaluation on online copywriting course attributes during the COVID-19 pandemic.

Copywriting online course has become a famous online training over the past years and the reliance on online courses increased even during the COVID-19 pandemic. In recent years, online courses have become a popular training platform, especially for copywriting courses. The demand for online courses increased during the COVID-19 pandemic, prompting the need to optimize the learning experience of an online course's target audience. This study aimed to determine the combination of online course attributes most preferred by Filipino copywriters such as course style, payment method, course delivery, module duration, and course type. 292 Filipino copywriters from a leading Philippine-based copywriting group voluntarily participated in this study and answered an online questionnaire quantitative survey which was distributed using the purposive sampling method. Conjoint Analysis with an orthogonal design revealed that copywriters consider the course style attribute as the most important (46.007%), followed by payment method (18.236%), and course delivery (15.435%). Module duration (10.489%) and while the course type (9.833%) were was the least considered attribute of an online course. The result shows that Filipino copywriters prefer an intermediate-level video course on a Facebook group that lasts 1 to 3 hours per module and is paid per course for a total utility score of 0.281, while the least preferred combination was a beginner-level audiobook course that lasts less than 30 minutes per module, delivered via email, and paid per module, for a total utility score of -0.281. This study is the first study that analyzed the copywriters' preference for online copywriting course attributes during the COVID-19 pandemic. The findings of this study are beneficial to online course creators who are targeting copywriters. Finally, the result of this study can be expanded further to other online courses worldwide.

Assuring Academic Integrity of Online Testing in Fundamentals of Accounting Courses

Demand for online courses continues to grow. To remain competitive, higher education institutions must accede to this demand while ensuring that academic rigor and integrity are maintained. The authors teach introductory Fundamentals of Financial and Managerial Accounting courses online. Previously, there was no proctoring of the exams. Prior experience teaching these courses led the professors to suspect a high likelihood that academic integrity on these tests was low and that cheating was high. To address academic integrity concerns, the professors utilized a remote proctoring service employing a lockdown browser with screen and webcam monitoring. The program monitors the students remotely, recording sound, video and the information appearing on the students’ screens. The videos are reviewed for detectable instances of breach of academic integrity prior to releasing the grades. Data was collected and analyzed for the average exam scores prior to and after the implementation of the remote proctoring software. The data analysis reveals a significant difference in the two sets of scores, with the average exam scores after the implementation of the remote proctoring being significantly lower than the ones before implementation. These results indicate that concern about academic integrity in online test taking in the accounting curriculum is valid.

Immediacy and presence: reflections on an interdisciplinary and rhetorical approach to teaching and learning in the online environment

ABSTRACT The coronavirus pandemic mandated unexpected “instant transitions” to remote learning and accelerated student demand for online courses. As a result, U.S. colleges and universities across the nation began and have continued to expand their online courses and degree programs, 1 which underscores the need for continuing and expanding the scholarly examination of online teaching and learning. 2 This reflective essay presents an overview of two disciplinary perspectives on scholarship, instructional communication research related to immediacy and online education research related to presence. A comparison of the six components of instructional communication competence to the constructs of social presence and teaching presence is outlined and mapped. The essay concludes with research-based suggestions for enhancing what teachers say and do in online courses in order to expand our understanding of online teaching and learning. Recommendations are offered for interdisciplinary research regarding instructor immediacy and presence.

Web Based Online Hybrid Teaching Method of Network Music Course

Today, with the rapid development of online course teaching, the demand for online courses is increasing day by day, and the demand for online mixed teaching of online music courses is also increasing rapidly. In the context of big data, the lengthy personalized screening process of users has become one of the problems to be solved. Based on Web data mining, an improved algorithm of hybrid hierarchical recommendation algorithm and genetic algorithm is used in the experiment, and compared with the other two algorithms in the experiment. The experimental results show that the average accuracy of the improved algorithm is 79.63% in the limited training times, and has better adaptability. It can be applied to the online hybrid teaching recommendation and screening of online music courses in dynamic changes.

Integrating online meta-cognitive learning strategy and team regulation to develop students' programming skills, academic motivation, and refusal self-efficacy of Internet use in a cloud classroom.

With the development of technology and demand for online courses, there have been considerable quantities of online, blended, or flipped courses designed and provided. However, in the technology-enhanced learning environments, which are also full of social networking websites, shopping websites, and free online games, it is challenging to focus students' attention and help them achieve satisfactory learning performance. In addition, the instruction of programming courses constantly challenges both teachers and students, particularly in online learning environments. To overcome and solve these problems and to facilitate students' learning, the researchers in this study integrated two teaching approaches, using meta-cognitive learning strategy (MCLS) and team regulation (TR), to develop students' regular learning habits and further contribute to their programming skills, academic motivation, and refusal self-efficacy of Internet use, in a cloud classroom. In this research, a quasi-experiment was conducted to investigate the effects of MCLS and TR adopting the experimental design of a 2 (MCLS vs. non-MCLS) × 2 (TR vs. non-TR) factorial pre-test/post-test. In this research, the participants consisted of four classes of university students from non-information or computer departments enrolled in programming design, a required course. The experimental groups comprised three of the classes, labelled as G1, G2, and G3. G1 concurrently received both the online MCLS and TR intervention, while G2 only received the online MCLS intervention, and G3 only received the online TR intervention. Serving as the control group, the fourth class (G4) received traditional teaching. This study investigated the effects of MCLS, TR, and their combination, on improving students' programming skills, academic motivation, and refusal self-efficacy of Internet use in an online computing course. According to the results, students who received online TR significantly enhanced their programming design skills and their refusal self-efficacy of Internet use a cloud classroom. However, the expected effects of MCLS on developing students' programming skills, academic motivation, and refusal self-efficacy of Internet use were not found in this study. The teaching strategy of integrating MCLS and TR in an online programming course in this study can serve as a reference for educators when conducting online, blended, or flipped courses during the COVID-19 pandemic.

Course Materials for Uncertain Times

Acquisitions and Course Reserves librarians have worked throughout the pandemic to provide course materials in a constantly changing learning environment. At the Candler School of Theology, student demand for online courses has increased, and in response, faculty have implemented more creative pedagogy. The library has, in turn, changed our service models throughout the past two years to continue promoting student success. This article offers a look into Course Reserve collecting policies from 2019 to 2022 to show how changes in instructional methods have impacted everything from staffing needs to collection development. We will then discuss how our decision-making around electronic resource purchasing has evolved and demonstrate how to update Course Reserve and collection development policies to serve a hybrid learning environment.

Digital teaching tools in sports medicine: A randomized control trial comparing the effectiveness of virtual seminar and virtual fishbowl teaching method in medical students.

BackgroundSince the COVID-19 pandemic, the demand for online courses has increased enormously. Therefore, finding new methods to improve medical education is imperative.ObjectiveThe aim of this study was to compare the self-reports of the individual student-centered virtual teaching techniques (seminar versus fishbowl) in a group of medical students.MethodsDuring the second semester of 2020, students in the clinical phase of the study (n = 144) participated in the optional subject of Sports Medicine. The students were divided into 2 groups. One group (n = 72) received the knowledge transfer in the form of a virtual seminar, the other group (n = 72) in the form of a virtual fishbowl.ResultsVirtual seminar and virtual fishbowl students gave insights into these teaching techniques. Most of the students from the virtual fishbowl group believed that the virtual fishbowl format allowed them to be more actively involved in learning. The mean quiz scores were statistically higher for students in the virtual fishbowl group than students in the virtual seminar group (p < 0. 001).ConclusionThis study concluded that virtual seminars and virtual fishbowl formats could be served as structured learning and teaching formats. At the same time, the virtual fishbowl format can promote an active exchange of knowledge from students’ perspectives.

Good Proctor or "Big Brother"? Ethics of Online Exam Supervision Technologies.

Online exam supervision technologies have recently generated significant controversy and concern. Their use is now booming due to growing demand for online courses and for off-campus assessment options amid COVID-19 lockdowns. Online proctoring technologies purport to effectively oversee students sitting online exams by using artificial intelligence (AI) systems supplemented by human invigilators. Such technologies have alarmed some students who see them as a “Big Brother-like” threat to liberty and privacy, and as potentially unfair and discriminatory. However, some universities and educators defend their judicious use. Critical ethical appraisal of online proctoring technologies is overdue. This essay provides one of the first sustained moral philosophical analyses of these technologies, focusing on ethical notions of academic integrity, fairness, non-maleficence, transparency, privacy, autonomy, liberty, and trust. Most of these concepts are prominent in the new field of AI ethics, and all are relevant to education. The essay discusses these ethical issues. It also offers suggestions for educational institutions and educators interested in the technologies about the kinds of inquiries they need to make and the governance and review processes they might need to adopt to justify and remain accountable for using online proctoring technologies. The rapid and contentious rise of proctoring software provides a fruitful ethical case study of how AI is infiltrating all areas of life. The social impacts and moral consequences of this digital technology warrant ongoing scrutiny and study.

Encouraging Enrollment of Medical Students in Massive Open Online Courses

Massive open online courses (MOOCs) commonly refer to a group of courses that are offered on a wide range of interesting topics on the online platform and are generally open for all. An extensive search of materials related to the topic was carried out in the PubMed search engine and relevant research articles published in the period 2016–2019 were included in the review. Amid the ongoing coronavirus disease-2019 pandemic, an exponential rise in the demand for online courses has been reported owing to the reduction in the possibility of conventional face-to-face teaching. These courses help the medical students to become self-directed and lifelong learners and eventually play a significant role in meeting the vision of a competent Indian Medical Graduate. In fact, the Medical Council of India recognized the utility of such courses and has made it mandatory for all the postgraduates and even for teaching staff to enroll in the basic course in Biomedical research as a part of enhancing their exposure to research. In conclusion, the enrollment of medical students in MOOC courses can prove to be extremely useful for them in refining their professional skills. However, it is essential to guide the students to opt for the right course out of the available wide range of courses, so that they take a well-informed decision and get benefited from job perspective as well.

Development of the Modern Russian Market of Online Education in Terms of the Knowledge Society

Introduction. In recent years, an online education market has emerged in Russia with proven technologies and significant financial turnover. The range of courses offered to the consumer is quite wide (marketing, management, humanities, IT, etc.). The purpose of the article is to present a classification of the online courses offered on the Russian market by subject matter and technical tools on the basis of the results of the study conducted, as well as to trace the dynamics of the market capacity for 2014–2021. Materials and Methods. Russian online education market at the present stage of its development was the object of the research. The empirical material included: a statistical analysis of the thematic diversity of online courses on the Russian market; a secondary analysis of the Online Education Barometer questionnaire for 2019, RBC’s ranking of the 35 largest Russian private companies providing services in the field of online education; education market studies for 2017, 2018 and 2020. Results. The Russian online education market capacity rapidly rose on 90 times for 2014–2019, from 0.4 to 36.5 billion rubles, which indicates the explosive growth of online education popularity. The thematic diversity of online courses is determined by the main educational society needs (programming, it-technologies, marketing and business administration). The thematic focus on the Russian “state” platforms corresponds to the education areas of the Russian offline universities. Discussion and Conclusion. The market for online education in Russia exponentially grows. On the one hand, the high demand for online courses can be explained by increasing of knowledge-intensive work number. On the other hand, labor realizes that knowledge and skills are a guarantee of employment. The diversity of online disciplines correlates with the idea of mutual incentives of supply and demand. Indeed, the most of courses are business, IT and design orientated. The article will be useful to universities’ chiefs and private educational companies planning to expand their online courses; for those who are planning to enter the Russian online education market and looking for perspective directions; for researchers and business analytics of the education market.

A Conceptual Study on Employer Perception towards Hiring Employee with Online Degree/Certification

Higher education is enduring a transition across the world. This transition leads to the introduction of technology into the education system and provides opportunities to pursue a degree through online participation. According to Bramble and Panda, globalization plays a vital role in recognizing the necessity of providing online learning opportunities in higher education. The stakeholders and education institutions are very much concerned about the massive potential of online learning models. In the span of a decade, the demand for online courses has increased due to change in technology, lifestyle, economics, concerns of employees to develop knowledge, new competency skills and thinning out the geographical differences, etc. The innovative archetype of the online education is significant in quality, course content, satisfaction, and the perception of the users from various levels when compared to traditional face-to-face classroom systems. As a result, online education is more effective and efficient than the model of face-to-face education. The main objective of this research is to analyse and measure the various factors that affect employer perception towards online education systems in their recruitment process and cycle. 549 articles have been examined in terms of integrated literature review system to measure the impact. The result indicates, awareness, readiness, credentials and reputation are the major factors that affect employer perception on hiring decision.

Lost in Translation? Critical Pedagogy in the Online Classroom

Critical pedagogies provide the tools for students and instructors to challenge the institutions and assumptions inherent in nonprofit education and practice that perpetuate the wicked problems of public service. Because of the high demand for online courses in nonprofit education, elements that have made critical pedagogy effective must find their place in the delivery of online education. We conducted a deep dive into the scholarship of nonprofit education to operationalize critical pedagogy. The discipline of nonprofit education possesses the tools of critical pedagogy in the faceto- face classroom but little evidence of online techniques. We synthesized pedagogical practice to incorporate critical pedagogy in the online nonprofit classroom. We provide a teaching schema rooted in critical pedagogy. Subscribe to JNEL

Business Prospects For Entrepreneurs In Skill Based Online Education

The present time is for Knowledge-Based Economy (KBE) because people can access any required information via internet browsers or mobile phone applications. The mobile applications have created a high demand for online education, as it is convenient to use, it has lower cost, higher reach etc. This is conceptual paper highlighting the future business opportunities that are available for young entrepreneurs in the field of online education. The young people who are aspiring to be entrepreneurs can help our country grow to a knowledge-based economy by shaping the students' skills in a required way. It can create ample of business opportunities to the aspiring entrepreneurs and job opportunities to the job seekers.The content analysis approach is used to study the different websites of government and no-government institutes. The study is an attempt to highlight few of the online education platforms for Indian i.e. Bhartiyastudents and job seekers. The study concludes that online education system is rising as it generates the student's satisfaction level. Moreover, anyone on job can continue (h)is/er studies. Many IITs, IIMs, NPTEL, NPTEL(SWAYAM) and CEC are providing freer and online courses to the students. For young aspiring entrepreneurs Government of India is providing freer online courses under startup India program. The study identified 20 online courses under start up India initiative of Government of India (GoI) and many freer and paid online education platforms in India. The findings reveal that there is rising demand for online courses in India after launch of Digital India Programme. New entrepreneurs can avail this opportunity and start their own online presence in online education.

Онлайн-обучение восточным языкам: возможности и вызовы (по результатам внедрения программ электронного обучения китайскому языку)

Создание программ электронного обучения восточным языкам имеет целый ряд дополнительных проблем, возникающих вследствие специфических особенностей этих языковых систем, однако сдвиги в традиционной модели образования уже выявили большой спрос на онлайн-курсы китайского, японского и других экзотических языков. Имея преимущество в виде богатого практического опыта при полном отсутствии подобных проектов в российском образовании, создатели курсов восточных языков идут по пути расширения, углубления и совершенствования программ электронного обучения с учетом глобальной тенденции к цифровизации образовательных услуг с опорой прежде всего на многолетний практический опыт педагогов-создателей курса.

Does Class Size Matter? An Exploration into Faculty Perceptions of Teaching High-Enrollment Online Courses

ABSTRACT Class size has been a popular topic for decades. There is renewed interest in this topic now with the growth of online learning. Online courses can accommodate hundreds, if not thousands, of students in a single course. Very little research, though, has been conducted recently on class size in online courses and the research that has been conducted is mixed. As the demand for online courses increases, so likely will class size. In this exploratory study, we investigated the perceptions and experiences of 37 faculty teaching high-enrollment online courses. In the following article, we report the results of our inquiry, implications for practice, and areas for additional research.

SUPPORTING ONLINE ADJUNCT FACULTY: A VIRTUAL MENTORING PROGRAM

Because of growing demand for online courses, staffing and faculty support issues can become major obstacles to growth and instructional quality. In 2004, Florida Community College at Jacksonville (FCCJ) was awarded an Effective Practices Award at the Sloan-C conference in Orlando, Florida for its Virtual Adjunct Mentoring program. This paper will provide the background, current program organization, and future directions of the program.

Online course enrolment and tuition: empirical evidence from public colleges in Georgia, USA

In the USA, higher education has witnessed substantial increases in tuition levels and online course offerings. In an effort to estimate the demand for online courses, this study collected institutional-level enrolment data during four academic years (2010-2011 through 2013-2014) from 22 colleges within the University System of Georgia (USG). The results indicate that: 1) the demand for online courses is price-elastic (a 10% increase in online tuition rates reduces online credit hours by 15-18% when the effect of traditional course tuition rate is not controlled, and by 30-36% when this effect is controlled); 2) online credit hours increase 1.0 to 1.3 times more than overall student enrolment; 3) online courses and traditional courses are shown to be substitutes, rather than complements.

Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this article is to describe the eQIP (one institution’s multipronged approach to online faculty development), with a specific focus on how the overall success of the program is evaluated using surveys, analytics, and social network analysis. Reflections and implications for improving practice are discussed.

Implementing Cloud Based Virtual Computer Network Labs for Online Education: Experiences from a Phased Approach

On-line instruction rather easily accommodates courses in some fields such as history, sociology, business administration and political sciences. However, it poses significant challenges for courses in technical fields that require hands-on experimentation. Courses in computer networking area constitute such an example. Given the demand for on-line courses and the trend for migration to online mode, there is a need to devise strategies that would allow students to conduct computing experiments remotely. Virtualization is a rapidly evolving technology that provides opportunities for online computer education. Through virtualization tools, it is possible to convert brick-and-mortar labs into virtual network labs. Using online virtual network lab tools, students may build, troubleshoot and test networks using their personal computers and, thereby, eliminate the commute to the labs. Cloud technology, another rapidly growing field, can help an organization achieve significant savings in IT services and infrastructure costs, as well as enhance IT support for organizational operations. Confluence of cloud and virtualization technologies present new opportunities for online education. However, there are significant issues to surmount in order to apply these technologies to computing-related courses and in particular to online computer networking courses. This paper presents experiences gained from transforming a traditional computer lab into an online virtual domain at the authors' university. The network lab described in this paper is utilized mostly for graduate computer networking, network security and wireless networking courses. The phased approach depicted in this paper should help academic institutions gain insights into technical and operational challenges in building and operating an online virtual lab.

Overcoming Faculty Avoidance of Online Education

The online delivery of higher education courses and programs continues to expand across academic disciplines at colleges and universities. This expansion of online education has been precipitated by, among other things, (a) the rise in personal computer ownership, (b) the ease of access to the Internet, (c) the availability and continuous improvement in technology for the delivery of online courses, and (d) the increase in demand for online courses by both traditional and nontraditional students. However, the proliferation of online education has not been enthusiastically supported by all constituents of higher education. Specifically, some faculty members remain resistant to the shift to online course delivery. This article applies the Transtheoretical Model of Change to the process of gaining faculty support for, and involvement in, online learning. After briefly reviewing current issues in online education and making a case for its adoption, we describe sources of faculty resistance and offer recommendations for interventions that may be applied to transforming faculty resistance to support and eventually to active participation.