Online Course Production Research Articles

Creation and production of online courses

Creation and production of online courses

Information and Communication Technologies Concerning the Online Education Course “Islam: History, Culture, Practice”

The article discusses the use of information and communication technologies in the training of specialists with in-depth knowledge of the history and culture of Islam at the Faculty of Asian and African Studies of St. Petersburg State University using the example of the online course “Islam: history, culture, practice”. It is used both by students to consolidate and deepen their knowledge in the framework of the educational process, and by a wide audience to get acquainted with the basics of Islam and understand the peculiarities of the existence of this religion. In addition, the article touches on the prospects of using massive open online courses in the Russian education system, since distance and e-learning are gradually becoming an addition to traditional forms of teaching. The active production of online courses allows to talk about their use in order to increase the competence of the student, modernize the educational process, popularizing scientific knowledge and increasing the target audience.

Legal nature of online courses and issues of their use in educational activities of universities

The article examines the legal issues of using online courses by educational institutions of higher education in the implementation of their educational activities. Currently, the application of online courses in the educational process of higher education organizations is connected with a number of legal issues related to the uncertainty in understanding the legal nature of online courses and the nature of the services that students receive when mastering online courses. Further difficulties are related to the practical difficulties in the design, production, support of online courses, as well as accounting for the results of mastering online courses in the framework of students’ training in the main educational program. The resolution of these legal problems requires a comparison of the concepts of “distance learning technologies”, “e-learning” and “online course”. Also, an analysis of other important issues is necessary, such as a procedure for crediting students’ successful completion of the online course; the possibility of using the results in the framework of education; determining the nature the type of services received by the student as educational or informational; approaches to conducting certification which includes issues of confirming student identity. In addition, the problem of introducing online courses affects the analysis of activities of educational institutions of higher education on the use of online courses of other educational organizations in their educational process. Introducing online courses also affects the study of the characteristics of the relationship between educational organizations and their specific scientific and pedagogical employees who were involved in the development, production, and support of online courses in relation to determining the volume of their workload during an online course, and the use of an image of a scientific and pedagogical employee who took part in the production of an online course as the implementor of one’s own product or that of another person.

Storyboarding issues in online course production process

This paper presents some issues in online course development process. Online course development takes for a long time and it is a comprehensive process. A web developer makes a scenario from the content which is sent by the field expert or the author. The scenario process is named storyboarding. Participants were selected among experts who involved in production of online courses. Data were collected by the semi-structured and open-ended individual interviews. According to data analyses storyboarding issues can be collected into six main categories: content, time, author(s), web developer, control and management issues.

Factors to Consider When a Residential Campus Goes Online

Once a shift is made from the traditional college classroom to that of remote computers, educators are forced to rethink what is essential to gerontological and geriatric higher education and to consider what can be amended or discarded to accommodate the changed reality that is distance learning. This article discusses factors that should be considered in the implementation and production of online courses within a traditional residential university or college. Characteristics of online students and the nature of competition for these students will also be discussed.