Exploring asynchronous and synchronous tool use in online courses

Öztok, Murat; Zingaro, Daniel; Brett, Clare; Hewitt, Jim

doi:10.1016/j.compedu.2012.08.007

Cited by 172 publications

(116 citation statements)

References 34 publications

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“…Synchronous forums, although usually more informal, are useful for the exchange of rapidly-evolving ideas (e.g. debates) and are also more suited to increasing social presence and therefore filling the social void in the absence of face-to-face interaction (Oztok et al, 2013). I came to appreciate that socialisation plays an important role in allowing relationships to form and provides a foundation for learning.…”

Section: Evaluation Of Learning Experiencementioning

confidence: 99%

Supporting eLearners by increasing Digital Literacy Skills in Healthcare Educators

Sherwood¹

2017

Compass

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This paper presents a case study detailing the author's involvement in a teacher training module designed to improve healthcare educators' scope for delivering e-learning elements within their curricula. The best method for enhancing teacher understanding of how students experience learning in the online environment is by first allowing teachers to experience the process themselves from a student perspective. It is proposed that such exposure will allow teachers to gain greater insight into the potential benefits and pitfalls of online delivery and apply the knowledge gained to their own practice. Teachers from a wide range of healthcare specialities engaged in discussion forums and gained practice in new and varied methods of e-learning, discovering how they could be blended with traditional classroom-based delivery to achieve a diverse range of learning outcomes. It was found that the inter-disciplinary representation on the module created a potent mix of experience and viewpoints that greatly contributed to the overall learning environment. The cohort of twelve included adult and children branch nursing (hospital-and community-based), midwifery, allied health and a member of the e-learning support team.

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Section: Evaluation Of Learning Experiencementioning

confidence: 99%

Supporting eLearners by increasing Digital Literacy Skills in Healthcare Educators

Sherwood¹

2017

Compass

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“…For example, Brown and Green (2009) calculated time spent reading discussions by extracting the average number of words per discussion and then multiplying it by 180 words per minute (which was obtained empirically). The challenge with this approach is in its inability to detect shallow reading and skimming (i.e., reading that is faster than 6.5 words per second) (Hewitt, Brett, & Peters, 2007), as done in similar studies (Oztok, Zingaro, Brett, & Hewitt, 2013;Wise, Speer, et al, 2013;Wise, Zhao, et al 2013b) that estimated timeon-task from trace-data. Some studies also used self-reported data on the amount of time students spent using the system (e.g., García-Martín & García-Sánchez, 2013;Hsu & Ching, 2013;Romero & Barbera, 2011), and this approach raises an additional set of reliability challenges (Winne & Jamieson-Noel, 2002).…”

Section: Web Usage Mining In Distance Educationmentioning

confidence: 99%

Does Time-on-task Estimation Matter? Implications on Validity of Learning Analytics Findings

et al. 2016

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ABSTRACT:With widespread adoption of Learning Management Systems (LMS) and other learning technology, large amounts of data -commonly known as trace data -are readily accessible to researchers. Trace data has been extensively used to calculate time that students spend on different learning activities -typically referred to as time-on-task. These measures are used to build predictive models of student learning in order to understand and improve learning processes. While time-on-task measures have been used in Learning Analytics research, the consequences of their use are not fully described or examined. This paper presents findings from two experiments regarding different time-on-task estimation methods and their influence on research findings. Based on modelling different student performance measures with popular statistical methods in two datasets (one online, one blended), our findings indicate that time-on-task estimation methods play an important role in shaping the final study results, particularly in online settings where the amount of interaction with LMS is typically higher. The primary goal of this paper is to raise awareness and initiate debate on the important issue of time-on-task estimation within the broader learning analytics community. Finally, the paper provides an overview of commonly adopted time-on-task estimation methods in educational and related research fields.

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“…The use of asynchronous tools might, however, have both advantages and disadvantages. A study by Oztok, Zingaro, Brett and Hewitt (2013) shows that the students' use of synchronous tools, such as private messages, were shorter, but also easier to read than public messages. However, in the case of the two courses analyzed in the present study, synchronous tools were primarily used for communication and not for assignments.…”

Section: Progressive Literary Learningmentioning

confidence: 99%

“Think of it as a Challenge”: Problematizing Pedagogical Strategies for Progression When Assessing Web-based University Courses

Svensson

Manderstedt²,

Palo³

2015

LOM

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The aim of this study is to analyse how a taxonomy-based course design can support students’ qualitative learning processes in online university courses. The paper presents a case study based on two online courses in comparative literature in Swedish and English. A document analysis has been applied to analyse the empirical material, which includes the syllabuses, study guides, and examination assignments connected to the courses. Socio-cultural aspects of learning processes, assessment and feedback, course design using a taxonomic structure (SOLO), and a progressive theory of literary studies (Langer’s theories of envisionment) function as a framework. The results show that the examination assignments aim to further the students’ educational processes from stage 2 to stage 5 of the SOLO-taxonomy and, at the same time, through Langer’s four stances. While the course structure has a positive effect on the students’ general as well as literary progress, there are some pedagogical challenges with online teaching in literature that are discussed. In addition, the examination assignments could have been used as ways to strengthen the students’ socio-cultural learning. Furthermore, with little alterations, the examination assignments, which were all used as means of summative assessment, could also have been used formatively to assess the students’ progress.

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Exploring asynchronous and synchronous tool use in online courses

Cited by 172 publications

References 34 publications

Supporting eLearners by increasing Digital Literacy Skills in Healthcare Educators

Supporting eLearners by increasing Digital Literacy Skills in Healthcare Educators

Does Time-on-task Estimation Matter? Implications on Validity of Learning Analytics Findings

“Think of it as a Challenge”: Problematizing Pedagogical Strategies for Progression When Assessing Web-based University Courses

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