Mode Of Course Delivery Research Articles

Preserving the Seminar Experience

ABSTRACTThis article presents a new approach to online graduate education. With hopes of recruiting a larger cohort in order to preserve a graduate program struggling with low enrollment, we began offering a limited number of seats to students who would attend class in real time but from remote locations, using a videoconferencing platform. Unlike traditional asynchronous course delivery, we believed that videoconferencing would allow distance learners, with very little intervention, to enter into the give-and-take of classroom discussion and to receive instructor and student feedback in real time. We present some preliminary reflections on our initial experiences with this mode of course delivery and review the data collected from a survey distributed to students enrolled in these courses. We argue that these findings suggest this model serves as an effective hybrid option for distance learners that may help to preserve the traditional graduate seminar for programs across a variety of disciplines.

A Comparison of Online and Face-to-Face Approaches to Teaching Introduction to American Government

ABSTRACTThis article reports results from a large study comparing four different approaches to teaching Introduction to American Government: (1) traditional, a paper textbook with 100% face-to-face lecture-style teaching; (2) breakout, a paper textbook with 50% face-to-face lecture-style teaching and 50% face-to-face small-group breakout discussion sections moderated by graduate students; (3) blended, an interactive online textbook with face-to-face full-class meetings taught with a blend of lecture, discussions, and in-class activities; and (4) online only, an interactive online textbook with (almost) no face-to-face class meetings. We find that the mode of course delivery is significantly related to student academic engagement and performance as well as civic educational outcomes. Although drop rates were higher in the online only condition, students who successfully completed the online course were significantly more likely to express interest in discussing and participating in politics. Furthermore, students in the online only and blended conditions demonstrated significantly higher levels of objective political knowledge relative to students taking the course in a more traditional format. Finally, students enrolled in sections that assigned the interactive online textbook rated their textbook as significantly more beneficial to their learning experiences than did students who used the traditional paper textbook.

Activity Based Teaching Learning: An Experience

The paper presents activity based teaching learning for undergraduate students. This also gives the analysis of the effectiveness of these activities. The objective of proposed pedagogical practice is to enhance the course learning, beyond the traditional mode. In the traditional mode of teaching the course was not able to make a positive impact on learning. This is because of monotonous lecturing and absence of activities.Activity Based Teaching Learning (ABTL) is an effort to overcome the limitations of traditional mode of course delivery. Progressive pedagogical models are used for the enhancement of course learning. To meet the objective different activities are designed and practiced along with class room teaching. The frame work includes teaching through games in Digital Communication course for 6th semester Electronics and Communication Engineering (ECE) students and worksheets in Basic Electronics for Ist year students. In the proposed approach, the active learning provides more opportunities to learn beyond the classroom teaching.Effectiveness of these activities is assessed through academic performance.

Leaving the cocoon: university course design and delivery vis-a-vis competitive strategy

Purpose– This article aims to ask how Michael Porter’s seminal notions of generic competitive strategy may be applied to an emerging university industry where course design and delivery is conceived of as able to be undertaken using distinctive modes.Design/methodology/approach– The study is principally a polemic piece. However, its method is to view course delivery modes as generic strategies and overlay these on Porter’s strategy grid. Each mode of course delivery is viewed as a strategy because it is associated with a rationale that can be reconciled with the axes of advantage that Porter has defined. These axes are “kind of benefit” and “target market”.Findings– The study finds four generic methods of tertiary course delivery. These can be placed – largely without ambiguity – on Porter’s grid.Research limitations/implications– Further research may recreate findings using methods that draw on more data; possibly, survey evidence or multiple interviews, etc.Practical implications– The work has implications for university administrators and strategic planners within the tertiary sector. It connects sector-specific planning with theory and research about Porter’s generic strategies.Social implications– The article has public policy implications. It offers a portrait of how public-sector education is likely to look in a deregulated context. It offers implicit advice of securing competitive advantage for individual institutions.Originality/value– The article undertakes an exercise that has not been done before. The theory used for interpretation purposes is likely to be unfamiliar to those interested in planning within the tertiary sector (particularly, the public sector), although care is taken to justify new application of the theory.

Learning Outcomes in an online vs traditional course

Relative enrollment in online classes has tripled over the last ten years, but the efficacy of learning online remains unclear. While two recent Meta analyses report higher exam grades for online vs. traditional classes, this body of research has been marked by two recurrent limitations: (1) a possible problem of selection bias wherein students self select the mode of course delivery and (2) a relative lack of proctoring of exams in online sections. Both of these confounders contribute to observed differences in performance. The present study addresses these limitations. Data refer to 64 students enrolled in criminology classes at a Carnegie research extensive university. Due to an administrative error in the course schedule, which failed to list one section as online, students were unable to self select into the online section, creating a rare opportunity for quasi randomization of students into sections. Both sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. All exams were proctored by the instructor. The central independent variable is method of delivery of content: online vs. the traditional classroom. Controlling for other constructs, there was no significant difference between exam scores. Also, student evaluations did not differ between sections. Controlling for selection effects and the proctoring of exams, the academic performance of online students was the same as that of traditional students. Future work is needed for other courses, other fields, and other types of academic institutions.

Does a Live Instructor Matter?

ABSTRACTThis pedagogical study examines accounting undergraduate students' performance, satisfaction, and perceived course effectiveness under two distinct modes of course delivery: traditional live-instructed classes and teacher-less pre-recorded online lectured classes. Hypotheses testing on the differences and possible factors influencing the two settings are based upon data collected from two sections of each introductory accounting course: Financial Accounting and Managerial Accounting. The findings on students' performance indicate no significant differences in students' grades in each mode of course delivery. Live lectures given in traditional classrooms do not affect students' overall learning when compared to a teacher-less course environment. The results of testing indicate that a student's prior GPA and interest in the course material are the most important factors that determine his or her final course grade. This study also provides some evidence that students' satisfaction and perceived effectiveness is greater in a traditional course setting. The methodology employed in this research avoids many of the problems encountered in prior studies. The main findings are also useful to university instructors and administrators in terms of the use of technology and its impact on the cost and effectiveness of introductory accounting courses.

Is Technology a One-Size-Fits-All Solution to Improving Student Performance? A Comparison of Online, Hybrid and Face-to-Face Courses

This study examines the effects of a technology-intensive course design on students’ final grades in a criminology program at an upper-division university in the southwest. Ordinary least squares (OLS) regression analyses indicated that the presence of a technology-intensive curriculum alone did not significantly improve student performance. However, interaction effects revealed that the technology-based curriculum enhanced student learning for online students compared to those in hybrid and (FTF) courses although students completed fewer technology projects in online sections. These findings reveal barriers to teaching with technology that are not overcome through the use of systematic training for instructors and students. The study further reveals that adult and traditional learners do not significantly differ in learning when exposed to a technology-intensive curriculum or mode of course delivery.

WHAT'S THE ‘E’ IN E-LEARNING FOR SPIRITUALITY: A COMPARISON OF ONLINE AND FACE TO FACE COURSE VERSIONS FOR HEALTHCARE WORKERS

BackgroundHealthcare staff feel unprepared for dealing with spiritual and religious needs of patients and families. Indeed many are uncertain whether it is part of their role at all. However the...

E-learning from the Perspective of Right to Education

The object of this study is to examine whether Computer Education and Instructional Technologies (CEIT) students’ views differentiate according to the mode of course delivery: face-to-face or e-learning. As a sample, four CEIT students getting courses with e-learning and seven CEIT students getting courses with face-to-face mode are chosen. As a data collection tool interview questions are prepared by researchers. Data is analyzed in two dimensions: students’ views about the process and result of e-learning and face-to-face learning from the perspective of right to education. When students’ views are analyzed, it is understood that e-learning mode has more disadvantages than advantages for both groups because of the lack of substructure.

Redeploying the Transnational Framework for e-Learning Technologies as a Tool for Evaluation

Evaluation of ‘e-Learning’, or arguably ‘e-Delivery’, is difficult. One reason is that comparisons are often made between different courses delivered using various delivery modes, making such comparisons hard to justify. The Business School at a university in the United Kingdom reportedly delivers the same postgraduate course using two delivery mechanisms: (1) face-to-face (f2f) and blended, and (2) purely e-Delivery (online). The use of the proprietary Virtual Learning Environment (VLE) software WebCT for both modes of course delivery (f2f and online) lends a blended flavour to the f2f delivery mode, whilst the use of some f2f delivery for the online mode via WebCT also makes the online mode blended. The same postgraduate course delivered using the two mechanisms of f2f and online presents a true opportunity to compare and evaluate the different delivery modes. A second difficulty in the evaluation of course delivery mechanisms is the availability of an appropriate evaluation method and appropriate criteria. The following article describes the course, the evaluation method and criteria, the results of their independent application and any conclusions that may be drawn with respect to both the course and its delivery methods, and the evaluation methodology applied.

Towards exploring a global scenario of e-learning in library and information science schools

The purpose of this study is to explore a global scenario of e-learning in library and information science (LIS) programs. We conducted an online survey of 370 LIS programs’ homepages to explore e-learning offerings globally, covering Africa, Asia, Europe, America and Oceania. Data were gathered from the ALA Directory of Accredited Programs, the IFLA World Guide to Library, Archive and Information Science Education 2007, the Directory of Library and Information Science Programs in Asia, and from the Internet. A content analysis of the programs’ homepages was carried out in order to explore trends in e-learning (EL), including use of EL tools and technologies, modes of course delivery, etc. Results show that 85 (n = 370) LIS programs (around 23%) are using e-learning systems for delivering education; they are embracing EL for overcoming the barriers of students who cannot enter into a traditional education system due to work load, family commitments, or geographical location. Blackboard/Blackboard Vista (25.89%) is the most frequently used of the EL tools and techniques. WebCT/WebCT Vista (10.59%) is also being used frequently and the majority (i.e., 73 of 85 LIS programs; 86%) are delivering their course contents asynchronously.

Towards exploring a global scenario of e-learning in library and information science schools

The purpose of this study is to explore a global scenario of e-learning in library and information science (LIS) programs. We conducted an online survey of 370 LIS programs’ homepages to explore e-learning offerings globally, covering Africa, Asia, Europe, America and Oceania. Data were gathered from the ALA Directory of Accredited Programs, the IFLA World Guide to Library, Archive and Information Science Education 2007, the Directory of Library and Information Science Programs in Asia, and from the Internet. A content analysis of the programs’ homepages was carried out in order to explore trends in e-learning (EL), including use of EL tools and technologies, modes of course delivery, etc. Results show that 85 ( n = 370) LIS programs (around 23%) are using e-learning systems for delivering education; they are embracing EL for overcoming the barriers of students who cannot enter into a traditional education system due to work load, family commitments, or geographical location. Blackboard/Blackboard Vista (25.89%) is the most frequently used of the EL tools and techniques. WebCT/WebCT Vista (10.59%) is also being used frequently and the majority (i.e., 73 of 85 LIS programs; 86%) are delivering their course contents asynchronously.

Preparing lecturers to integrate educational technology into their teaching and learning practices

Technology improvements in education created new methods, opportunities and challenges for teaching and learning. Globally Higher Education Institutions (HEIs) integrate the Internet and technology into teaching and learning. This is a challenge for lecturers not trained for this mode of course delivery. However, HEIs should improve and supplement traditional classroombased courses by taking advantage of the Internet and technology, and empowering lecturers to utilise and integrate technology into their teaching and learning practices. Many HEIs offer professional development programmes to ensure the effective use of technology in courses delivery. Partners@Work is a well-planned professional development programme, supported by management and academic staff, designed to promote the optimal use of technology in teaching and learning at the Tshwane University of Technology. This article reports on the strategies and approaches to prepare lecturers to use technology in their classes. J South African Journal of Higher Education Vol. 21 (7) 2008: pp. 940-953

Trends in Canadian faculties of education: An overview of graduate programs, curricular offerings, exit requirements, and modes of delivery.

Introduction This research investigated universities registered with the Association of Universities and Colleges of Canada (AUCC) whose primary instructional language was English. A content analysis was performed on university web pages related to the following content: (a) frequency of graduate programs being offered, (b) types of degrees being offered, (c) frequency and variation of program of study offerings, (d) variation of exit requirements, and (e) modalities of course delivery. This research provides an overview and analysis of graduate level programs, more precisely Masters and Doctorate degrees, offered through faculties of education in Canada. An understanding of the findings of this research may benefit Canadian university administrative bodies in providing a source in which they may compare findings with their current offerings and programming. Prospective students of graduate programs in education may also benefit from the information provided in this study when choosing a program of study by ameliorating their knowledge of current programs, curriculum offerings, and modes of course delivery being offered by faculties of education in Canada.

Knowing nursing and finding the professional voice: A study of enrolled nurses converting to first level registration

This study explored the experiences of a group of second level registered nurses converting to first level registration in a two-year, part-time open learning programme. It aimed to examine the relationship between the mode of course delivery and the personal and professional development experienced by the learners. Data were collected by semi-structured interviews, conducted at five points over the two-year period and analyzed by constant comparative analysis. A theoretical model was developed to demonstrate the stages of knowing nursing, experienced by the students as they made the transition from passive to autonomous professional practice. In their 'Women's Ways of Knowing' [Belenky M.F., Clinchy B.A., Goldberger N.R., Tarule J.M., 1986. Women's Ways of Knowing. Basic Books, New York] identified a progression through different stages of thinking about the nature of knowledge and evidence. This progression was evident in the nurses in this study. It was applied and developed to reflect the progression through ways of knowing nursing. This process consisted of three positions of development, each underpinned by their associated ways of knowing [Belenky M.F., Clinchy B.A., Goldberger N.R., Tarule J.M., 1986. Women's Ways of Knowing. Basic Books, New York] and characterized by a specific approach to professional nursing practice. The changing ways of knowing nursing, described in this paper, are likely to be observed in registered nurses and health care assistants who are now entering Higher Education (HE) to undertake higher awards for the first time. A clearer understanding of this process of personal and professional change, and factors that impact upon it, will be a useful guide for those supporting learners both in the clinical and academic arenas.

Assessing Active Alternatives for Teaching Programming

Active learning and cooperative learning are two alternatives to the traditional lecture/lab approach to teaching software development. Evidence supporting use of these learning strategies in Computer Information Systems (CIS) began to emerge in the mid-1990s as faculty sought ways to improve student understanding of programming concepts, reduce the level of frustration, and better prepare students for jobs based on teamwork. Shifts in the competencies of incoming students have influenced the type of material covered in the sta ndard class period. Though a higher percentage of students may enter knowing the basic mechanics of the computer, it remains difficult for them to effectively apply that skill beyond their personal interests of music, games, and surfing. Used to an advantage, these changes in student competencies can provide more time for “why” topics in place of “how to” topics. Technology integration enables the shift to occur more efficiently, but alternatives to a pure lecture mode of course delivery may be worthwhile. A study with active and peer learning strategies that was conducted at this mid-west USA institution involving software development is reported here. The results of this study indicate that some lecture is necessary, structure is critical, and careful attention to group processes and facilitation is needed. The rewards are that active exercises shorten the learning cycle and improve problem-solving abilities, attitude is significantly improved, and interpersonal skills are gained. Using literature and empirical research this paper assesses the value of active and peer learning environments in programming courses.

When Donkeys Fly: Distance Education for Cataloging

SUMMARY Distance education-a mode of course delivery in which the teacher is geographically separated from the students and in which that separation is mediated by technology-is increasingly used in LIS programs. This paper covers advantages and drawbacks of distance education for cataloging, argues that the possibilities outweigh the disadvantages, summarizes current educational research on distance education, and offers a list of elements that may help educators and students to take full advantage of the possibilities.

Designing for Online Distance Education: Putting Pedagogy Before Technology

Theological schools are increasingly exploring online distance education as a mode of course delivery. Yet while online course delivery has the potential for effective, deep learning it can also have a number of pitfalls. This article introduces online distance education and examines in detail the pedagogical possibilities for online learning by providing a number of examples drawn from online courses. While championing the use of online course delivery for theological schools, it also sounds a note of caution by advocating that the use of technology should be driven by sound pedagogical principles. Putting pedagogy before technology will insure quality education no matter what the content or mode of delivery.

New mode of course delivery for Virtual Classroom

Internet technology has advanced very rapidly over the last few years and a new trend in educational development for learning and teaching has emerged. Virtual Classroom is an online learning and teaching environment that facilitates the collaboration and integration of discussion forums, chat rooms, quiz management, lecture notes and assignment repositories, subscription services, relevant web links, e‐mail distribution lists and desk top video‐conferencing into a conventional lecturer‐based system.This paper reviews two existing modes of course delivery in a typical virtual classroom environment, namely synchronous communication and asynchronous communication, and presents a hybrid mode of delivery named near synchronous that adds to the conventional asynchronous technology the expressiveness and rapid recall of context of a synchronous delivery.The paper discusses the Singapore ‐MITAllianc (SMA) distance learning project and the current implementation of a virtual classroom in Nanyang Technological University.

Lecturing (and not Lecturing) Using the Web: Developing a Teaching Strategy for Web-based Lectures (Flexible Delivery in a First Year Law Subject, Part I)

The development of Australian law teaching in recent years has been characterised by critical and reflective approaches to educational theory and practice. These developments have transformed teaching through a critical consideration of what happens in law school classrooms. As institutional moves towards flexible delivery alter the landscape of higher education, the classroom-based focus of law teaching is under challenge; it has become increasingly necessary for law teachers to explore nontraditional modes of course delivery, including teaching using the Internet.