Development and Testing of an Instrument to Measure Interactions in Synchronous Distance Education

Chiou, Shwu-Fen; Chung, Ue-Lin

doi:10.1097/01.jnr.0000347635.95347.23

Cited by 6 publications

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“…With the rise in the number of satellite campuses, the equality of student outcomes between campuses using distance learning technology is essential, being an important component of an accrediting organization's assessment of the program or university. It has been reported that~30% of students at distant sites or satellite campuses connected via distance learning technology sleep or talk during class (1,11). Furthermore, only one-half are willing to ask questions (1,11).…”

Section: Introductionmentioning

confidence: 99%

“…It has been reported that~30% of students at distant sites or satellite campuses connected via distance learning technology sleep or talk during class (1,11). Furthermore, only one-half are willing to ask questions (1,11). Despite these reported concerns, several studies have suggested that various modes of distance learning are able to deliver equality in learning outcomes in a variety of health professions curricula (2,7,9,10,(12)(13)(14).…”

Section: Introductionmentioning

confidence: 99%

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Impact of distance learning via synchronous videoconferencing on pharmacy student performance in a biological science course sequence: an 8-yr analysis

Dirks‐Naylor

Baucom

2019

Advances in Physiology Education

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of distance learning via synchronous videoconferencing on pharmacy student performance in a biological science course sequence: an 8-yr analysis

Dirks‐Naylor

Baucom

2019

Advances in Physiology Education

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“…Other studies used statistic tools to show the effectiveness and the usage of e-learning system (e.g., Cramer et al, 2007). There are five modes of instructional interaction in distance education settings: learner-teacher, learner-learner; learner-content; learner-interface and learner-individual (Chiou and Chung, 2003). Regarding learner-teacher interaction, the perceived lack of interaction leads some instructors to state that online instruction lacks humanisation (Yueh, 1999).…”

Section: Introductionmentioning

confidence: 99%

Financial analysis for professional test centres in Greece

Economides

Terzis

2011

IJTEL

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E-learning and e-certification are two educational activities that changed the way of studying worldwide. Particularly, information technology skills are certified through computer based tests (CBT) in specific professional test centres (PTCs). This paper presents a financial analysis of the PTC branch. Moreover, it examines the feasibility of a case study investment in this market. The proposed valuation framework explores the correlation between cost effectiveness and the quality of e-learning and e-certification. It is a useful tool that can be used in any case of e-learning or e-certification.

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“…3 Approximately 30% of the students at remote education sites talk, sleep, or otherwise do not pay attention during synchronous delivery of classes. 4 Therefore, methods must be devised to engage students, in particular those at the remote learning site, during synchronous delivery of course content.…”

Section: Introductionmentioning

confidence: 99%

A Participation Requirement to Engage Students in a Pharmacokinetics Course Synchronously Taught at a Local and Distant Campus

Mehvar¹

2010

American Journal of Pharmaceutical Education

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Objective. To design, implement, and evaluate a strategy to actively engage doctor of pharmacy (PharmD) students at local and distant sites in a pharmacokinetics course. Design. A Web-based system was designed that allowed second-year pharmacy students to choose whether to participate in a instructor-led class discussion session by registering prior to or during the first 10 minutes of each class. The instructor then used the program to randomly select students to respond to questions based on the assigned reading. Five percent of the overall course grade was based on class participation. Assessment. For each class session, an average of 85% of students at both the local and distant campuses registered for participation in class discussion and approximately 5% were called on to respond to questions. Student responses to course survey questions regarding the participation strategy were overwhelmingly positive, with 75%-90% agreeing that the strategy more actively engaged them in classroom activities, resulting in improved learning. Student performance in all assessment categories was almost identical at the local and distant sites. Conclusions. Implementation of a participation strategy in a large course synchronously taught on 2 campuses is feasible and results in successful engagement of most students at both sites.

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Development and Testing of an Instrument to Measure Interactions in Synchronous Distance Education

Cited by 6 publications

References 0 publications

Impact of distance learning via synchronous videoconferencing on pharmacy student performance in a biological science course sequence: an 8-yr analysis

Impact of distance learning via synchronous videoconferencing on pharmacy student performance in a biological science course sequence: an 8-yr analysis

Financial analysis for professional test centres in Greece

A Participation Requirement to Engage Students in a Pharmacokinetics Course Synchronously Taught at a Local and Distant Campus

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