How Do Online Students Differ From Lecture Students?

Dutton, John; Dutton, Marilyn; Perry, Jo Ellen

doi:10.24059/olj.v6i1.1869

Cited by 109 publications

(53 citation statements)

References 13 publications

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“…Other studies are discussing the negative impacts of elearning environment such as diminishing the interest of learners, reduction of the communication between the lecturer and students, the need for good self-discipline, and responsibility to the learning process [22], [23]. Interestingly, these publications are much fewer.…”

Section: Methodsmentioning

confidence: 99%

An Analysis of Some Learning Management Systems

Kraleva¹,

Sabani²,

Kralev³

2019

Int. J. Adv. Sci. Eng. Inf. Technol.

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The use of modern information and communication technology as a means of training pupils and students has become a popular trend. For this purpose, a special type of web-based content management systems, called Learning Management Systems (LMSs), has been used. Due to their wide implemented, lots of LMSs have been developed in recent years. All those platforms often provide similar features and users can hardly choose the most appropriate for them. There is a variety of methodologies for the quality evaluations of e-learning in the scientific literature. However, there are no good explanations and detailed studies of most of the modern LMS platforms. This article proposes an analysis of the usability and software functionality of the LMS frameworks. Based on the survey of the state-of-art science research, the criteria for analysis of the LMS platforms in this paper are summarized in three categories: Learning skills tools, Communication tools, and Productivity tools. The main goal is to present a wide-range comparative analysis of 36 electronic learning management systems. All of them support the use of multimedia elements, creating and editing the lectures, exercises and course assignments. The lack of communication support leads to using web forums and social networks out of the LMS. The contribution of this paper presents an enriched modern trend of the software methodologies of the web-based oriented learning management systems from the perspective of design and development.

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Section: Methodsmentioning

confidence: 99%

An Analysis of Some Learning Management Systems

Kraleva¹,

Sabani²,

Kralev³

2019

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…This is not to say that on-campus courses should not use class time wisely, only that the time of day chosen for offering classes is likely to be different (for example, during the day for on-campus students, evening for off-campus students, and asynchronously for online students). Dutton and colleagues [6] found that online students are different: 84% work on average 37.7 hours per week (only 54.8% of on-campus lecture students were working an average of 20.5 hour per week). The importance placed on controlling time is a function of its value.…”

Section: A the Role Of Timementioning

confidence: 99%

Face-to-Face Versus Threaded Discussions: The Role of Time and Higher-Order Thinking

Meyer¹

2019

OLJ

174

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This study compares the experiences of students in face-to-face (in class) discussions with threaded discussions and also evaluates the threaded discussions for evidence of higher-order thinking. Students were enrolled in graduate-level classes that used both modes (face-to-face and online) for course-related discussions; their end-of-course evaluations of both experiences were grouped for analysis and themes constructed based on their comments. Themes included the “expansion of time,” “experience of time,” “quality of the discussion,” “needs of the student,” and “faculty expertise.” While there are advantages to holding discussions in either setting, students most frequently noted that using threaded discussions increased the amount of time they spent on class objectives and that they appreciated the extra time for reflection on course issues. The face-to-face format also had value as a result of its immediacy and energy, and some students found one mode a better “fit” with their preferred learning mode. The analysisof higher-order thinking was based on a content analysis of the threaded discussions only. Each posting was coded as one of the four cognitive-processing categories described by Garrison and colleagues: 18% were triggering questions, 51% were exploration, 22% were integration, and 7% resolution. A fifth category – social – was appropriate for 3% of the responses and only 12% of the postings included a writing error. This framework provides some support for the assertion that higher-order thinking can and does occur in online discussions; strategies for increasing the number of responses in the integration and resolution categories are discussed.

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“…(Oblinger and Kidwell, 2000) In this time of crisis, various educational organizations have come together and developed a variety of platforms in order to participate in online teachinglearning projects. (Dutton et al, 2002;Epper and Garn, 2003). As a result of this approach, more and more students now have the facilities to progress in their educational ield while being safe in the home premises.…”

Section: Introductionmentioning

confidence: 99%

“…Online learning gives a big advantage to the students as the student can study anywhere and at any time he wants with a few exceptions. (Carnevale, 2000;Dutton et al, 2002) Digital learning has led to a reduction in cost and has taken the impact and reach of resources for students as well as teachers to another level. However, it has been observed that the things taught through online mode have a lot many challenges for the educator as well as the learner.…”

Section: Introductionmentioning

confidence: 99%

CoVid-19: Unmasking the new face of Education

Lall

Singh

2020

ijrps

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Coronavirus disease (COVID-19) is a newly discovered infectious disease caused by a virus named "coronavirus." The lockdown due to COVID 19 has largely affected the lives of students as they no more get to interact on a one on one basis with their teachers. This shift in education from traditional classroom learning to computer-based learning might be one of the largest educational experiments to date. As the online teaching-learning process has become more prevalent in India due to COVID 19 pandemic, it becomes particularly important to know its growth and to know whether it's actually helping the students achieve what they expect out of college. The present study was therefore designed to understand the student's perspective, attitudes, and readiness about online classes being conducted at the University level. An Observational, Descriptive study was conducted. The data was collected using a Questionnaire. The present study was carried out amongst 200 students. After analyzing the results, it was found that 74% of the students liked studying through online classes. The most common reason (49%) as to why the students like studying online were that the study time becomes flexible, and they can study anytime they want. Lack of co-curricular activity was the most common issue (34%) of online classes, as reported by the students. Most of the students were found satisfied with the content and procedure of online teaching. About 30% of the students reported that they prefer their lecture being delivered through a PPT with an audio recording. The present study that was conducted among college students revealed that maximum students are in favor of studying through online classes, but they feel that there is a lack of co-curricular activities in the online mode of conducting classes. As the students are in favor of online classes, such classes must be continued with some interventions. Education Ministry must develop certain rules and guidelines wherein certain online activity sessions can be made compulsory along with regular lecture sessions.

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How Do Online Students Differ From Lecture Students?

Cited by 109 publications

References 13 publications

An Analysis of Some Learning Management Systems

An Analysis of Some Learning Management Systems

Face-to-Face Versus Threaded Discussions: The Role of Time and Higher-Order Thinking

CoVid-19: Unmasking the new face of Education

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