Teaching Online Courses Research Articles

IoT Applications for Recommended Methods of Physical Education Online Course Resources Based on Collaborative Filtering Technology

Educational resources are available in different repositories and on the web. For example, these resources are in the form of courses, tutorials, simulations, tests, etc., and are available on the web. And these resources are constantly increasing. In this electronic age, it is necessary to develop systems to help people to find what they want and particularly what is more suitable to their personal subject interest. Recommender systems can help professors, researchers, and students to find the best educational resources suitable for his/her profile. The “e”-course characteristics and user profiles have to be considered, while providing the recommendations. A system can be developed where users can express a subject query to satisfy their information needs. During this stage, user characters and preferences are not considered and all users get the same results for that query. When the characteristics like language and preferences like practical and demonstrations are considered, then the information retrieval process should be improved by personalization. The set of characteristics and preferences of each user has to be stored and to be matched with e-course characteristics. There might be some characteristics that may be expressed using fuzzy values. It would be discussed how to find electronic educational resources that are suitable to the needs and characteristics of a user based on the user’s preferences and educational resources available. So, the present article recommended a method of physical education online course resources based on collaborative filtering technology.

Student perceptions of asynchronous learning in an introductory online fashion course

ABSTRACT Instructor and student perceptions of online courses vary due to different levels of experience and motivation. While students generally take online courses due to a preference for independent learning, instructors typically teach online courses when the content is appropriate for digital delivery. This study explored the perceptions of online learning from the student perspective in an online fashion merchandising course. To evaluate student success and perceptions, qualitative and quantitative data were collected from 2016 to 2020. Student responses to the end-of-course surveys revealed concerns regarding time management, communication, lecture format, and assignment types. Previous experiences in online courses and student learning preferences strongly influenced perceptions of the online fashion courses. Student grades also rose as course changes were implemented. Instructors can influence student success and perceptions in online courses through straightforward and frequent communication with students, transparency about time management expectations, and with regular updates to course content.

Modern mobile learning technologies in online piano education: online educational course design and impact on learning

ABSTRACT Individuals can learn the art of playing a musical instrument not only in the classroom but also remotely. The main purpose of the paper is to identify the possibilities of an educational online piano course for Chinese students. In the work, it was determined which of the online applications are the most popular in the world for learning. The results showed that the most common are Udemy (25%), Google Class (22%), and Skillshare (17%), which are used not only for music learning. Based on the data obtained, the work developed an online course for piano training, which included three blocks – learning theoretical material with the help of the program goodEar Pro; developing technical playing skills with the help of Skillshare and Xiaoyezi AI Piano Tutor; improving the skills obtained by using The One Music Group. Survey data from 104 respondents determined that the Xiaoyezi AI Piano Tutor mobile app (29%) was more effective among the others because it focused on polyphony skills, which allows the combination of technical piano playing skills and thinking. With a digitally enabled learning program, students were able to achieve better results when working on a playing technique (5.3) and polyphony (5.1).

Uncovering factors predicting the effectiveness of MOOC-based academic leadership training

The recent trend of utilizing Massive Open Online Courses (MOOCs) in higher education and the drastic changes caused by COVID-19 exacerbated the adoption of online professional development (PD) addressed for academic leaders. Unfortunately, there is a lack of empirical studies investigating perceived effectiveness of academic leadership development MOOCs and its predicting factors. Based on the statistical findings derived from a survey for learners in a series of MOOC-based leadership development programs, the current study aimed at identifying contributors to the effectiveness of online leadership training in higher education contexts. The participants (N = 185) were academic leaders and staff who participated in the MOOC-based leadership development programs. Hierarchical regression analyses were employed to answer the research questions. The results showed that course content was the strongest predictor of perceived learning effectiveness, followed by interaction quality. The four scales of motivation have different effects on perceived learning outcomes. The study extended previous research by demonstrating the potentials of using MOOCs as an online platform for leadership development. In addition, the study filled in the gaps in the literature to measure predictors that associate perceived learning outcomes of MOOC-based leadership development programs. Implications for both practice and theory were implied.

Building Community in Asynchronous Online Spaces

After teaching online courses for English language arts inservice teachers for several years, the author developed a series of new activities to help students connect during the pandemic.

IS THERE DEMAND FOR ONLINE PHYSICAL EDUCATION NEXT TO IN-PERSON CLASSES? A STUDY OF THE MOTIVATION OF EÖTVÖS UNIVERSITY’S STUDENTS

In the autumn semester of the 2021/22 academic year, Eötvös University offered both online and in-person physical education courses, which were filled within days. The interest of hundreds of students in the online course peaked the educators’ interest in whether there is a difference in the motivation of students who complete the course on-line and those who attend in-person. Of the 14 sub-factors of the EMI-2 motivation scale, only two (affiliation and competition) showed significant differences between the students of the two courses, however when comparing women and men we found significant differences in 7 factors. Regardless of whether the students attended the online or in-person physical education course, their motivations for physical activity were almost the same. Greater differences were observed between the sexes and between former competitive and non-competitive athletes.

Redefining the Quality of Online Courses: From A Smiley Test To A Seven-Star Rating

The past two decades have witnessed an exponential increase of both blended and fully online courses in higher education. Nevertheless, despite the invested efforts in defining and examining quality issues concerning online courses, there seems to be an equal growth in the challenges as well as the boundaries for defining the quality of online courses. According to a large body of literature, it appears that the most common instruments for gauging quality are course evaluations and surveys from the perspectives of instructors, learners, and administrators based on their perceptions, and experiences. In light of the rapidly changing needs of the new generation of “digital” learners, this study aims to redefine the quality of online courses from a comprehensive perspective that would expand the quality standards beyond pedagogical issues to include the hidden aspects of quality such as the instructional design, web design, facilitation and coaching, course presentation, learning experience, as well as service experiences. The study employs a mixed-method research design including, a descriptive-analytic methodology of both quantitative and qualitative approaches, where a triangulated set of data were collected from a diverse sample of Instructional designers, SMEs, and students enrolled in a fully online course at Sultan Qaboos University. The outcomes of this study could be used as a blueprint for designing online courses that respond to learners’ diverse needs.

The multi-domain exercise intervention for memory and brain function in late middle-aged and older adults at risk for Alzheimer's disease: A protocol for Western-Eastern Brain Fitness Integration Training trial.

Aging is associated with cognitive decline, increased risk for dementia, and deterioration of brain function. Modifiable lifestyle factors (e.g., exercise, meditation, and social interaction) have been proposed to benefit memory and brain function. However, previous studies have focused on a single exercise modality or a single lifestyle factor. Consequently, the effect of a more comprehensive exercise program that combines multiple exercise modalities and lifestyle factors, as well as examines potential mediators and moderators, on cognitive function and brain health in late middle-aged and older adults remains understudied. This study's primary aim is to examine the effect of a multi-domain exercise intervention on memory and brain function in cognitively healthy late middle-aged and older adults. In addition, we will examine whether apolipoprotein E (ApoE) genotypes, physical fitness (i.e., cardiovascular fitness, body composition, muscular fitness, flexibility, balance, and power), and brain-derived neurotrophic factor (BDNF) moderate and mediate the exercise intervention effects on memory and brain function. The Western-Eastern Brain Fitness Integration Training (WE-BFit) is a single-blinded, double-arm, 6-month randomized controlled trial. One hundred cognitively healthy adults, aged 45-70 years, with different risks for Alzheimer's disease (i.e., ApoE genotype) will be recruited and randomized into either a multi-domain exercise group or an online educational course control group. The exercise intervention consists of one 90-min on-site and several online sessions up to 60 min per week for 6 months. Working memory, episodic memory, physical fitness, and BDNF will be assessed before and after the 6-month intervention. The effects of the WE-BFit on memory and brain function will be described and analyzed. We will further examine how ApoE genotype and changes in physical fitness and BDNF affect the effects of the intervention. WE-BFit is designed to improve memory and brain function using a multi-domain exercise intervention. The results will provide insight into the implementation of an exercise intervention with multiple domains to preserve memory and brain function in adults with genetic risk levels for Alzheimer's disease. ClinicalTrials.gov, identifier: NCT05068271.

Application of Internet of Things in Online Teaching of Adult Education Based on Android Voice Assistant

Adult education is an important part of lifelong learning; with the rapid development of economy in recent years, the society has put forward many new requirements for lifelong education; and many new problems have emerged in adult higher education. Online education is the medium of distance learning. Due to the continuous development of Internet+ and the continuous growth and rapid development of online education, it provides unprecedented opportunities for the development and utilization of high-quality education resources. Based on the research on the recommendation method of online courses in adult higher education, this paper designs and develops an online education platform for Adult Higher Education. The intelligence of mobile devices has made mobile phones an indispensable device in people’s lives, excellent human-computer interaction design, and open-source kernel code that make Android the best choice for developing mobile applications. Therefore, in this paper, we will build an adult online education framework based on Android voice for Internet of things technology, design a monitoring node for Internet of things, design and implement an online education monitoring system for adult NB people, and research, collect, and send the learning status information of Internet of things technology. The results show that the function of the system can be effectively realized, the operation efficiency is high, and the personalized course design can be provided.

Enseñar y aprender a investigar en la virtualidad: trazas del consumo en el aula de "Metodología de la investigación"

In recent decades, reflections on the teaching of social research methodology at univer- sities have become more relevant not only in the classroom but also in numerous academic fields. These reflections have acquired greater importance due to the health crisis caused by the COVID-19 pandemic and the transition to virtual environments at all levels of education. In university education, 2020 and 2021 were clearly dominated by the use of various online platforms. Research practice and the processes involved in the teaching and learning of research methodology involve considering how the theories at hand, the instruments, and even our ideas of perception, observation and interpretation of the world are influenced by the processes and approaches of a particular era. In the context of social structuring methods based on immediate enjoyment through consumption (Scribano, 2004), in this paper we review how the teaching and learning of social research methodology are not excluded from this view. As teachers of this subject at the undergraduate and postgraduate levels, we pose several questions based on our experience teaching online courses in 2020. Has consumption, as a means of social relationship, entered the classroom? What is the relationship between consumption and the teaching and learning process? How did the online environment affect this relationship? How close to or distant from those of the market are the interactions between teachers and students? To conclude our paper we underline the ways in which the academic ex- perience is imbued with sensitivities that are linked to immediate enjoyment through consumption and how this may be an obstacle to the teaching and learning of research methodology.

Analysis of the influencing factors of online classes satisfaction based on text mining Take MOOC platform art education online classes as an example

The normalization of the epidemic and the convenience of online classes have led to the rapid rise of online education courses. The MOOC teaching platform represents the online course field and is popular in various disciplines. Unlike disciplines such as natural science and engineering technology, art education courses require real-time emotional expression and transmission. However, the existing technical framework is difficult to support the interactive needs of art teaching mode, and the learning effect of art students is not ideal, and the user The learning effect of art students is not ideal, and the phenomenon of low user satisfaction and low willingness to continue learning is more serious. Based on the above background, this paper uses Python to crawl the review texts of art online courses and summarizes the factors influencing students' satisfaction with art education online courses through sentiment analysis and LDA model to provide valuable references for the quality of art online education.

Evaluating the Online Learning Experiences of Participants in an Online Education Course

Learning online could be an entirely new experience for students who are used to learning in face-to-face contact settings. Of importance are the ways course instructors and learners transition to online teaching and learning. Underpinned by the Community of Inquiry framework, the study sought to explore and understand the online learning experiences of participants on a 4-week long intensive training programme in a rural-based university in Eswatini. A purposive sample of eleven participants participated in the study by completing a programme evaluation form and participating in a virtual focus group discussion session. The thematic content analysis method was utilised to analyse qualitative data. The study found that while the participants found online learning exciting and flexible, they had different interpretations of their interactions with content, peers, course instructors and technology. The study concludes that effective online teaching and learning is dependent on the meaningful interaction of the learners with content, peers, course instructors and technology. There are important pedagogical implications on how online course instructors should establish and maintain the three ‘presences’ which are the cognitive, the social and the teaching in ways that impact positively on the online learners’ learning processes. Keywords: Online learning. Interaction. Presence. Online pedagogy DOI: 10.7176/JEP/13-20-02 Publication date: July 31 st 2022

Status and Development of Online Courses in Higher Education

Status and Development of Online Courses in Higher Education

Implementation of learning by design in a synchronized online environment to teach educational robotics to inservice teachers.

Teaching educational robotics is of growing interest in K-12 settings. Yet, immense efforts are needed to move the field forward by framing the teaching of robotics with pedagogically sound theories as well as appropriate instructional design models and strategies. To meet this need, the authors designed and implemented an online educational robotics course for inservice teachers who had little or no prior experience in teaching robotics, by applying instructional design factors as well as teaching and facilitation strategies derived from the learning by design (LBD) framework. Action research employing mixed methods was carried out to examine the effects of instructional design factors implemented in the online educational robotics course. An online survey indicated that the participating teachers increased their self-efficacy in robotics, use of problem-solving and collaboration strategies, and confidence in robotics knowledge and teaching. In addition, by the end of the course, the participating teachers demonstrated sufficient robotics content knowledge. As revealed in their reflective essays, they also developed learning strategies, such as case-based reasoning, sketches, trial and error, and evaluating capacity while completing the robotics open-ended project. Further, they realized the constraints of learning educational robotics online and the benefits of collaboration. This study sheds light on the design components of a robotics course grounded in LBD that are effective for preparing teachers in an online environment to implement robotics in their classrooms.

An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs

As a response to a call to investigate the fundamental aspects regarding educational theory, research, designing and teaching of language massive open online courses (MOOCs), this study first developed a Community of Inquiry (CoI) observation protocol, to observe the existing teaching, social, and cognitive presences in language MOOCs, and tested its reliability using g-theory analysis. The results showed that the developed observation protocol is reliable, as evidenced by the large proportion of variance attributed to variation across courses rather than across raters. A follow-up d-study suggested that five and 11 raters were enough to reach moderate and substantial reliability coefficients, respectively. The study also identified exemplary practices that reflected high-level CoI presences in language MOOCs. The result not only highlighted the need to conduct observational studies to disentangle the dynamic interchanges that occur in language MOOCs, but also provided practical guidelines to language educators interested in designing and teaching their own MOOCs.

The Comparing of Korean Learner’s Perception of Teaching Presence in Online and Offline Korean Language Classes

The purpose of this study is to improve the quality of online and offline Korean classes in order to increase the demand for Korean and to globalize Korean language education.<br/> In this study, online and offline Korean language classes were conducted for learners to compare the Korean learner’s perception of Teaching Presence. The participants of the study were 116 students from Korean language class who belonged to two different groups. One group studied in an online learning environment and the other group studied in an offline environment. Data analysis was completed using descriptive statistic analysis, correlation analysis, and hierarchical regression analysis with SPSS 21.0. In addition, in order to examine the mediating effects of the perception of Teaching Presence, the major findings from the study were as follows:<br/> The perception of Teaching Presence in the offline class proved to be more effective than in the online class. The perception of Teaching Presence is a sensation that people experience when they work with complete focus and has been validated in numerous studies as a critical component of learning. This study suggests that further development of specific teaching and learning methods should be developed in order to effectively conduct classes online. Also, in order to develop high-qualified online courses in Korean language education, we suggest the providing of training for Korean educators, and the development of software specializing in language education.

Optimization of Online Course Platform for Piano Preschool Education Based on Internet Cloud Computing System.

This article focuses on introducing online piano teaching methods and has developed and implemented a preschool piano education online course platform. The system consists of four parts: backend, WeChat, client, and web page. Backend development uses PHP language and Laravel system framework, WeChat and web development both use JavaScript language and React framework, client development uses Objective-C language, and the system provides internal support for RESTful API, mainly for client, WeChat, and web. The client relies on the existing voice sensors of the research group to recognize and evaluate the performance of the students. The role of the client is to show the students their homework and demonstrate the activities performed by the teacher. The function of the WeChat terminal is to manage student work, user information, and user social interaction functions. The function of the web page is the score management and data analysis functions. Based on the knowledge of network course design, this article studies the design of piano preschool education platform and adds relevant components of the Internet cloud computer system and voice sensor to this platform, which provides great convenience for students to learn piano.

The Importance of Interactions in Online Instruction: Part 3: Learner–Learner

Since the onset of the COVID-19 pandemic in March 2020, educators grapple with the challenges of creating meaningful content in online courses in higher education. Specifically, designing an online curriculum that increases student motivation, student engagement, and student learning. Learner–Learner (LL) interactions are a key component in not only face-to-face learning, but also online learning. The purpose of this article to share the importance of LL interaction via best practices, examples, and applications in the context of online sexuality education for P–12. However, these ideas for integration of LL interaction best practices and strategies are suitable and can be adjusted for a wide variety of online courses, across all grade levels. The authors share three core practice principles that focus on nurturing LL interactions in online courses: 1) Netiquette expectations, 2) Students’ independent channels of communications, and 3) Content-specific peer feedback.

온라인 환경의 한국어 수업에서 교수실재감이 인지된 학업성취도에 미치는 영향 분석

The purpose of this study was to analyze the factor affecting their relationships with e-learning readiness and academic achievement of Korean learners in online Korean language classes. To do this, e-learning readiness consisting of five areas and 22 question such as self-directed learning, online relationship, video learning contents, collaboration learning and success factor for class were used to investigate tool. In this study, e-learning readiness survey response data were analyze for 66 students, the correlation and multiple regression analysis of Pearson was conducted. Main results are as follows. First, E-learning readiness survey results across the five areas of Korean learner recognized an average 3.768 and the majority of learners have a more normal level competence. Second, the results of between E-learning readiness and learner’s achievement had correlation with academic achievement. Third, the result that E-learning readiness factor of Korean learner does the effect on on-line relationship and collaboration learning. The result of this study can be utilized in an effort to develop high-qualified on-line course in Korean education, and it is suggested that non-face-to-face class will be establish as a new course for learners, not only offline class.

Online education and the mental health of faculty during the COVID-19 pandemic in Japan

While the negative impact of the pandemic on students’ mental health has been studied around the world, very little is known about the mental health of faculty and staff. This research aims to examine mental health among Japanese faculty members who taught online courses during the COVID-19 pandemic. We recruited 537 university faculty members and assessed their mental health using the World Health Organization-Five Well-Being Index (WHO-5), both retrospectively (during the academic year before the onset of the pandemic) and during the pandemic. We also evaluated workload (number of online lectures taught and preparation time per class), difficulty in using information technology (IT) for online classes, and satisfaction with the university support service for online education. As a result, the WHO-5 score during the COVID-19 pandemic was significantly lower than before, and 33.5% of the faculty members were recognized as being at risk for mental illness during the COVID-19 pandemic. A binomial logistic regression analysis revealed two significant risk factors for mental illness—faculty members were more at risk for mental illness when they experienced difficulty in using IT for online classes, and were unsatisfied with the administrative support for online education. The deterioration of mental health during the COVID-19 was not predicted by workload, such as the number of online lectures and preparation time. These results suggest the importance of improving workplace support services, especially IT support, to prevent mental health deterioration among faculty teaching online.