Online Instructional Delivery Research Articles

A Comparative Assessment of Online Learning Readiness for First Year and Final Year Engineering Undergraduates

Measuring student readiness in online learning should also be of great concern to institutions, including all areas from their curricular development to the pedagogies they experience. Although there have been attempts at universities to develop online learning courses, students' readiness has yet to be investigated, particularly for engineering students who take a mix of theoretical and practical-based courses. This study evaluates the readiness of civil engineering students toward the implementation of online learning and their preferences and acceptance towards online instructional delivery and assessment methods. Ways for improvement are proposed in line with the students’ readiness to determine the best desirable practices and strategies for online pedagogy. Respondents are selected from first and final year students, to examine and compare their online learning perspectives. A survey questionnaire was used. Findings revealed that year one and year four students' readiness was relatively moderate for most of the components and relatively high for the components that involved hardware/software requirements and technology skills. Most respondents indicated a moderate acceptance level on online assessment, ranging from a mean score of 3.46 to 3.81. As online learning is gradually becoming another method for life-long and self-determined learning, findings from the study might help university educators to develop better online learning strategies, especially delivery methods and assessments, to help students cope with online teaching and learning.

COVID-19 Inspired a STEM-Based Virtual Learning Model for Middle Schools—A Case Study of Qatar

An unprecedented turn in educational pedagogies due to the COVID-19 pandemic has significantly affected the students’ learning process worldwide. This article describes developing a STEM-based online course during the schools’ closure in the COVID-19 epidemic to combat the virtual science classroom’s limitations that could promise an active STEM learning environment. This learning model of the online STEM-based course successfully developed and exercised on 38 primary–preparatory students helped them to overcome the decline in their learning productivity. Various digital learning resources, including PowerPoint presentations, videos, online simulations, interactive quizzes, and innovative games, were implemented as instructional tools to achieve the respective content objectives. A feedback mechanism methodology was executed to improve online instructional delivery and project learners’ role in a student-centered approach, thereby aiding in the course content’s qualitative assessment. The students’ learning behavior provided concrete insights into the program’s positive outcomes, witnessing minimal student withdrawals and maximum completed assignments. Conclusions had been drawn from the course assessment (by incorporating both synchronous and asynchronous means), student feedback, and SWOT analysis to evaluate the course’s effectiveness.

Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education

The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.

Universities trailing behind: Unquestioned epistemological foundations constraining the transition to online instructional delivery and learning

Universities across South Africa have positioned learning management systems (LMS) as central to remote teaching and learning in response to COVID-19. This fundamentally challenges traditional teaching and learning practices where lecturers typically have close personal contact with students. Our argument is underpinned by critical discourse analysis and social constructivist pedagogy to gain deeper insights into the dimensions of LMS pedagogical affordances and the notion of equitable access to tertiary education in the midst of COVID-19 and the subsequent education and economic depression. Conducting a social constructivist pedagogy inspired analytical argumentative evaluation, we interrogate how digital technologies and platforms challenge the status quo and then argue on the systemic deficits of placing LMS at the centre of the transition in the hope of automatically cultivating an equitable learning environment to enable ubiquitous learning. Our analysis highlights potential contradictions in universities’ reliance on lecturers’ ingenuity without developing enabling structures supporting digital pedagogies at grassroots. This is to ensure inclusivity and avoid creating systemic inequalities that affect individual students’ experiences.

Comparing Traditional and Online Instructional Delivery

This paper first describes the dilemma of online pedagogies. Then it reviews prior research in business courses about the outcomes of online instruction compared with traditional methods. Prior research suffers from various research methodology issues that are categorized. Subsequently, a pre/poststudy of over 200 undergraduate business statistics students is presented using one-sample and two-population tests to address the learning outcomes of instructional delivery. Overall, based on this sound research design, online instructional delivery resulted in learning outcomes, measured on three dimensions, that were found to be statistically equivalent to those of traditional delivery.

THE MEASUREMENT OF CONNECTIVIST AND CONSTRUCTIVIST LEARNING MODALITIES USING TRIOSTATISTICAL ANALYTICAL METHODS: COMPARING ONLINE ASYNCHRONOUS AND SYNCHRONOUS INSTRUCTIONAL STRATEGIES VIA IN-DEPTH TRI–SQUARED ANALYSIS AND ANALYTICS

ABSTRACT The narrative in this paper focuses on a discourse by the authors regarding the ideal method of delivery for online instruction. A research study was conducted with 20 experienced online learners who also happened to have experience with online instructional design. The outcomes of the study provide insight regarding the preferred method of online instructional delivery. Primarily it was determined that: a.) Distance Education as a method of instructional delivery is perceived by the majority of students taking online courses as an opportune way of achieving their educational goals; and b.) Graduate students who work full-time are sometimes limited in their choices of programs they can earn a degree in to maximize their career aspirations. Additionally, the study looked at synchronous versus asynchronous online learning as two course delivery methods used in distance education (to see which one was preferred by graduate students who participated in the study as they worked full-time). The literature that supports the study supported both methodologies for different reasons. Asynchronous online courses are preferred by those who seek a more flexible school schedule and synchronous online courses are preferred by those who prefer live interactions between the instructor and the student.

Optimizing Classroom Instruction through Online Instructional Delivery Technique

This study presents the pedagogical advantages of online instructional delivery technique in optimizing classroom instruction. Using the One Group Pretest-Posttest Design of the Pre-experimental Designs to 43 senior Bachelor of Elementary Education students, the following are forwarded: the respondents were social butterflies; the respondents were generally satisfied with the integrated online learning sessions in their classroom activities; all of the respondents vouched that the embedded online learning tools in their classroom learning were very advantageous; students’ successes in using online learning tools were found dependent to their indulgence and prior experiences in online learning; and much of the respondents said that they benefited from their online learning experiences.

Student Performance Comparison between Face-to-Face and Online Instructional Delivery Modalities – A Case Study Using an Introductory MIS Course

An analysis of 177 students at an AACSB-accredited university explores the impact of the instructional delivery mode used on students’ course performance. A comparison of students’ performance as measured by final course grades earned is analyzed to determine the impact (or lack of it) of face-to-face versus online instructional delivery modes, holding all other variables constant.

The effectiveness of blended online learning courses at the community college level

ABSTRACTWhether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed.

A Cognitive Framework for the Analysis of Online Chemistry Courses

Many students now are receiving instruction in online environments created by universities, museums, corporations, and even students. What features of a given online course contribute to its effectiveness? This paper addresses that query by proposing and applying an analytic framework to five online introductory chemistry courses. Introductory chemistry was chosen because, as the central science, chemistry is a core component of scientific literacy as well as a long-established prerequisite for science, engineering, and medical fields. An online instructional delivery system has the potential to overcome the limitations of the traditionally large and passive lecture format characteristic of an introductory chemistry course by providing students with opportunities for active engagement and support in the learning process via self-pacing, dynamic expositions, interactive problem solving, and open ended or scaffolded explorations of new information. The proposed framework for addressing the effectiveness of online chemistry courses is informed by both cognitive and chemistry education research on examples, tasks, and explorations and includes a catalog of possible online resources. As a demonstration of the framework, an analysis was conducted on each course’s instruction in stoichiometry, a tool that is both challenging to students and fundamental to the solution-chemistry topics addressed during subsequent coursework. The application of this framework revealed characteristics of the courses that could affect their instructional effectiveness as well as students’ impressions of what it means to “do chemistry.”

Perceptions of the Effectiveness of Online Instruction in Terms of the Seven Principles of Effective Undergraduate Education

This study investigated the perceived effectiveness of online instructional delivery among full-faculty experienced teaching online as well as in traditional classroom environments and variables of instructional experience, rank, academic field, online instructional experience, and course level as they related to Chickering and Gamson's Seven Principles of Effective Undergraduate Education. These principles assert that good instructional practice encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. Respondents rated online instruction as slightly more effective overall and also more effective for promoting prompt feedback, time on task, respect for diverse learning styles, and communicating high expectations, but was rated less effective for promoting student-faculty contact and cooperation among students. Perceived effectiveness was higher for experienced faculty and increased with the number of online courses taught and with course level of the online class. Academic field had a more limited influence.

Online instructional delivery. Lessons from the instructor's perspective

Performance ImprovementVolume 40, Issue 1 p. 19-27 Article Online instructional delivery. Lessons from the instructor's perspective K. Peter Kuchinke PhD, K. Peter Kuchinke PhD K. Peter Kuchinke is an Assistant Professor in the department of Human Resource Education, College of Education, University of Illinois, where he teaches graduate-level courses in organization development, quality management, and history and philosophy of human resource development.Search for more papers by this authorSteven R. Aragon PhD, Steven R. Aragon PhD aragon@uiuc.edu. Steven Aragon is an Assistant Professor in the department of Human Resource Education, University of Illinois. He specializes in the human resource development and community college leadership thrusts of the department. His research interests focus on adult learning, cross-cultural learning, and program evaluation. Dr. Aragon brings to the department a mix of experience from a training organization within a high-tech company-Intel Corporation. Dr. Aragon fills an important need in the department by providing a base of knowledge related to adult learning and learning differences among minority groups. Dr. Aragon received his PhD in Human Resource Development from the University of New Mexico.Search for more papers by this authorKenneth Bartlett PhD, Kenneth Bartlett PhD Kenneth R. Bartlett is an Assistant Professor in Human Resource Development and Adult Education in the Department of Work, Community, and Family Education at the University of Minnesota. He completed his PhD in human resource education from the University of Illinois at Urbana-Champaign. Prior to his graduate study he worked in a variety of positions related to recreation management in both his native New Zealand and the United States.Search for more papers by this author K. Peter Kuchinke PhD, K. Peter Kuchinke PhD K. Peter Kuchinke is an Assistant Professor in the department of Human Resource Education, College of Education, University of Illinois, where he teaches graduate-level courses in organization development, quality management, and history and philosophy of human resource development.Search for more papers by this authorSteven R. Aragon PhD, Steven R. Aragon PhD aragon@uiuc.edu. Steven Aragon is an Assistant Professor in the department of Human Resource Education, University of Illinois. He specializes in the human resource development and community college leadership thrusts of the department. His research interests focus on adult learning, cross-cultural learning, and program evaluation. Dr. Aragon brings to the department a mix of experience from a training organization within a high-tech company-Intel Corporation. Dr. Aragon fills an important need in the department by providing a base of knowledge related to adult learning and learning differences among minority groups. Dr. Aragon received his PhD in Human Resource Development from the University of New Mexico.Search for more papers by this authorKenneth Bartlett PhD, Kenneth Bartlett PhD Kenneth R. Bartlett is an Assistant Professor in Human Resource Development and Adult Education in the Department of Work, Community, and Family Education at the University of Minnesota. He completed his PhD in human resource education from the University of Illinois at Urbana-Champaign. Prior to his graduate study he worked in a variety of positions related to recreation management in both his native New Zealand and the United States.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4140400107Citations: 4 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume40, Issue1January 2001Pages 19-27 RelatedInformation

The Framework for DIRECTED Online Learning Environments

A steady increase in the development and use of online instructional delivery systems in higher education institutions is expected to occur over the next few years. Online learning environments (OLEs) will emerge to provide comprehensive support for the process of learning and instruction. Currently, educators and administrators are seeking guidance for conceptualizing and implementing OLEs. A framework is needed to represent the essential aspects of OLE development and use, and to address the complex nature of OLEs. This paper offers a definition for OLEs. Also, a framework is presented to support a “directed” approach to OLEs that provides a basis for planning, designing, implementing and evaluating OLEs, and for online courses contained within OLEs. The elements of the framework for DIRECTED OLEs, Delivery, Interaction, Resources, Evaluation, Culture, Technology, Education, and Design, are defined and issues concerning the elements are presented.