Number Of Online Courses Research Articles

Teaching Business Ethics Online: Perspectives on Course Design, Delivery, Student Engagement, and Assessment

The number of online courses in business schools is growing dramatically, but little has been published about teaching business ethics courses online. This article addresses key pedagogical design, delivery, student engagement, and assessment issues that should be considered when creating a high-quality, asynchronous online business ethics course for either undergraduate or graduate business student populations. Best practices are discussed within an integrative case study approach based on the experiences of a director of online faculty development and two accomplished online business ethics instructors, one teaching at a small college and the other at a research-oriented university—their successes, learning opportunities, and recommendations.

What drives students to complete online courses? What drives faculty to teach online? Validating a measure of motivation orientation in university students and faculty

Although online student enrollment has shown double digit growth for almost a decade and academic leaders recognize that online education is necessary for enrollment growth, little is known about what motivates students to enroll in or faculty to teach face-to-face (F2F) versus online courses. The psychometric properties of a motivation scale were examined with students (n = 235) and faculty (n = 104) at a large, public, urban university in the southeastern USA. Analyses revealed that the scale was reliable as intrinsic and extrinsic motivation for online and F2F courses were similarly constructed for students and faculty; additionally, results revealed that motivations for online and F2F education are distinct concepts. Findings also demonstrated that online extrinsic motivation predicted the number of online courses students completed, while F2F intrinsic motivation negatively predicted the number of online courses a faculty member had taught. These results address several limitations with existing motivation measures and enhance the ability to predict student and faculty outcomes in online education.

Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction

Self-efficacy is believed to be a key component in successful online learning; however, most existing studies of online self-efficacy focus on the computer. Although computer self-efficacy is important in online learning, researchers have generally agreed that online learning entails self-efficacy of multifaceted dimensions; therefore, one of the purposes of the current study was to identify dimensions of online learning self-efficacy. Through exploratory factor analysis, we identified five dimensions of online learning self-efficacy: (a) self-efficacy to complete an online course, (b) self-efficacy to interact socially with classmates, (c) self-efficacy to handle tools in a Course Management System (CMS), (d) self-efficacy to interact with instructors in an online course, and (e) self-efficacy to interact with classmates for academic purposes. In addition, the role of demographic variables in online learning self-efficacy was investigated. Demographic variables, such as the number of online courses taken, gender, and academic status were found to predict online learning self-efficacy. Furthermore, we found that online learning self-efficacy predicted students' online learning satisfaction. Results are discussed, and implications for online teaching and learning are provided.

ONLINE COURSES: PROSPECTIVE STUDENT STRUCTURE PREFERENCES AND PRECEIVED SKILLS NEEDED/POSSESSED

There is little doubt that institutions of higher learning will continue offering an ever increasing number of online courses and programs. As such, information systems faculty have a keen interest in understanding both the course structure preferences and the perceived skills needed/possessed by prospective online students. Thus, the purpose of this study was to examine the course structure preferences and the perceived needed/possessed skills of prospective online students. Results of this study provide insight for information systems faculty when developing and/or revising their respective online courses and programs.

An Empirical Analysis Of Student Satisfaction Influential Factors In Online Learning

There exists the need to better understand the effectiveness of online education. In recent years, academic institutions (of higher education) have increased the number of online courses offered to students. The purpose of this study is to identify the factors that are most influential in determining student satisfaction of overall course effectiveness and overall instructor effectiveness in online higher education. The main research question is: What factors influence student satisfaction of overall course effectiveness and instructional effectiveness? Through an application of step-wise regression procedure, hypotheses will be tested to determine any influential factors for students’ satisfaction with course and instructional effectiveness. The data source will be online course evaluation results at colleges in the state of Connecticut. The results of the study will allow higher education administrators and instructors to make more effective decisions regarding online students, online course offerings, the distribution of funds within online education. Furthermore, the results will allow instructors to more effectively manage online courses, and allow students to increase personal effectiveness with respect to the online learning process.

USING THE ETS MAJOR FIELD TEST IN BUSINESS TO COMPARE ONLINE AND CLASSROOM STUDENT LEARNING

This study demonstrates a method of assessment for an online program of instruction. Based on data taken over the last five years, the study compares the score on the major field test in business (MFT-B) from ETS with the number of core courses taken online, the number of online courses taken at this university, age and the student’s GPA in the core courses. No literature was found demonstrating the use of the MFT-B for comparing online and classroom instruction. The data shows that there is no difference in the outcomes for students in online courses and classroom courses. The study will be repeated annually for assessment reporting. Additionally, our study found higher withdrawal rates for online courses when compared to classroom courses.

Six Lessons in e-Learning: Strategies and Support for Teachers New to Online Environments

As universities continue to increase the number of online courses being offered, new instructors can be better prepared by adapting some traditional instructional methods for the virtual composition classroom.

Do Online Students Perform Better than Face-to-face Students? Reflections and a Short Review of some Empirical Findings

L'augment en el nombre de cursos en línia impartits per les universitats ha crescut d'una manera espectacular en aquests dos últims anys. Actualment, moltes universitats fins i tot ofereixen programes de graduació complets en línia en els quals les instruccions i les classes es donen, per exemple, en forma de vídeos en temps real que estan disponibles durant les 24 hores del dia per tal que els estudiants els puguin mirar. En cert sentit, l'ús d'Internet i de les TIC en l'educació superior es pot comparar amb l'ús de qualsevol altre mena d'eina educativa, com la pissarra o els retroprojectors. La motivació per utilitzar Internet i les TIC en educació superior, des d'un punt de vista econòmic, és si són més eficaces com a eines educatives en comparació amb les altres alternatives pertinents. És a dir, cal saber si, en igualtat de condicions, Internet és una eina educativa eficaç, cosa que es demostraria si els alumnes que segueixen cursos i programes de graduació complets en línia rendeixen millor en termes de notes de l'examen final en comparació amb els alumnes presencials. En aquest article resumim i reflexionem sobre alguns dels descobriments empírics que es troben a la literatura sobre els efectes de l'ensenyament en línia en el rendiment dels estudiants en comparació amb els seus equivalents presencials.

AN INCLUSIVE APPROACH TO ONLINE LEARNING ENVIRONMENTS: Models and Resources

The impact of ever-increasing numbers of online courses on the demographic composition of classes has meant that the notions of diversity, multiculturality and globalization are now key aspects of curriculum planning. With the internationalization and globalization of education, and faced with rising needs for an increasingly educated and more adequately trained workforce, universities are offering more flexible programs, assisted by new educational and communications technologies. Faced with this diversity of populations and needs, many instructors are becoming aware of the importance of addressing the notions of multiculturality and interculturality in the design of online however this raises many questions. For example, how do we integrate and address this multicultural dimension in a distance education course aimed at students who live in diverse cultural environments? How do the challenges of intercultural communication in an online environment affect online teaching and learning? What are the characteristics of an online course that is inclusive of all types of diversity, and what are the guiding principles for designing such courses? We will attempt to answer some of these questions by first exploring the concepts of culture and learning cultures. This will help us to characterize the impact on online learning of particular cultural dimensions. We will then present and discuss different online instructional design models that are culturally inclusive, and conclude with the description of a mediated instructional training module on the management of the cultural dimension of online teaching and learning. This module is mainly addressed to teachers and designers of online courses.

Web-Based Graduate Diploma in Computer Sciences

With support from the Higher Education Enhancement Project Fund (HEEPF), the Faculty of Science at Helwan University (Egypt) has constructed a number of online courses in support of the graduate diploma in computer sciences programme. All courses in the diploma have a web presence, and the course offerings are now moving towards a much more interactive mode of learning, utilising online testing systems and collaborative learning, and incorporating elements of active learning. Starting from web-based learning, the site is preparing for the advent of ‘distance education’ by creating a multimedia CD for each course in the diploma programme.

Best Practices In Asynchronous Online Course Discussions

Along with an increasing number of online courses offered via the Internet, online discussions have become a ubiquitous component in such courses. With the increased use of online discussions comes a corresponding need for the discussions to be of high quality. Online discussions need to be structured so that they are positive communication and learning environments. New online instructors often struggle knowing just what the proper “structure” really is. In order to assist instructors realize what works best in online discussions, this study sought to find best practice suggestions regarding discussions in asynchronous online courses. These best practices were culled from the literature and from the author’s personal experiences in teaching some 60 online courses.

Running head: ONLINE AND TRADITIONAL STUDENT DIFFERENCES

The purpose of the present study was to evaluate the differences in demographic characteristics, motivational orientation, self-efficacy, and attitudes about technology between students who enrolled in a course offered in the traditional setting and those enrolled in the same course online. The two groups, each comprised of 27 students, were administered self-report measures to evaluate their levels of technological self-efficacy, attitude toward technology, and motivational orientation. Participants also reported their age, number of online courses taken, and gender. Results indicated that the two groups did not differ in terms of their attitudes about and feelings of self-efficacy toward technology. Despite many similarities in motivational orientation, online students did report higher levels of interest, curiosity, and intrinsic motivation, suggesting that students in online courses may prefer autonomy in the course design. Further research is necessary to determine whether students seek out online courses because they possess motivation or if online courses create motivation.

Identifying Learning Outcomes And The Use Of The Discussion Board In An Online Course

With the popularity and resulting demand for online courses growing, many educators have developed at least a component of their courses, if not the entire course, online. These online courses, or components thereof, present many challenges to educators. Of the challenges faced, none is more important than learning. If we are not returning to the static model of learning but instead we are increasing the number of online courses then as educators, we must deliver online courses in which students learn through active participation. In developing online courses, one of the first challenges facing the instructor is to identify and communicate the learning outcomes of the course. Without identification of learning outcomes, instructors will not be able to assess learning. Once learning objectives are identified and assessments match these outcomes, faculty should find ways to create an active learning environment. This paper describes the progression of an online introductory accounting course and how it evolved to improve the learning experience and create an active learning environment for students. Our experiences may provide useful examples that could be followed by others. The paper specifically describes the identification and communication of learning outcomes with related assessments and the use of the discussion board to foster an active learning environment.

The new Professional Development Centre boasts 1,000 courses, O'Reilly Books, and CS classics

ACM is expanding the PDC along three axes: Doubling the number of online courses, adding 500 books from Safari (including O'Reilly's library), and classic computer science books that you can help select.

Knowledge Management nel Progetto E-learning della Facoltà di Medicina e Chirurgia dell’Università di Firenze

In 2002, the University of Florence Medical School developed an e-learning project aimed at creating an online Curriculum in Medicine and Surgery as a support to conventional teaching. From the early phases of the project, one of the major difficulties that had to be faced was the acquisition, on the part of teachers, of the knowledge and abilities needed to interact with students and to produce courses in the e-learning mode. To solve this problem the Florence Medical School deemed it necessary to provide the teaching staff with a typology of easily codified, re-usable and explicit knowledge template, appropriately suitable for Information Technology. To achieve this aim a «people to document» Knowledge Management approach, described in this paper, was adopted. This consisted in the planning and realization of a multi-medial virtual laboratory to furnish a knowledge-base from which teachers could extract elements of knowledge. This paper also describes how the database can start a virtuous circle of knowledge creation that amplifles the intellectual capital of the Faculty. The number of online courses already activated in the Florence Medical School provides evidence of the fact that Knowledge Management is a discipline applicable not only to business communities but also to other organizational settings, of which the academic one is a good example.

Student barriers to online learning: A factor analytic study

This article reports on a large‐scale (n = 1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors found were (a) administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e) learner motivation, (f) time and support for studies, (g) cost and access to the Internet, and (h) technical problems. Independent variables that significantly affected student ratings of these barrier factors included: gender, age, ethnicity, type of learning institution, self‐rating of online learning skills, effectiveness of learning online, online learning enjoyment, prejudicial treatment in traditional classes, and the number of online courses completed.

Building Trust in Virtual Teams

This paper presents a study of trust development in online courses. It reviews the concept of swift trust and examines changes in faculty roles as professors go online. An exploratory content analysis looks at indicators of the development of swift trust in the highest rated of a large number of online courses studied over a three year period, and contrasts these results with one of the poorest rated online courses. Establishing swift trust at the beginning of an online course appears to be related to subsequent course success. Strategies for trust formation are also suggested.

Measuring Faculty Participation in Asynchronous Discussion Forums

As the number of online courses has increased, so too has the need for faculty development. In this article, the authors address the issue of instructor presence in online discussions. After developing and validating a taxonomy of types of instructor postings, they surveyed experienced online instructors and school administrators and developed a set of expectations with respect to the type and number of feedback messages that learners could expect during a course. Finally, they analyzed how well four graduate online business courses met the set of expectations. The results of this comparison provide a powerful tool for stimulating discussion in a faculty development course regarding the role of the instructor in online discussions.