“I ‘feel’ like I am at university even though I am online.” Exploring how students narrate their engagement with higher education institutions in an online learning environment

Shea, Sarah O '; Stone, Cathy; Delahunty, Janine

doi:10.1080/01587919.2015.1019970

Cited by 183 publications

(127 citation statements)

References 21 publications

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“…Further, online learners are typically older than on-campus students, with many being "mature-age" students between the ages of 25 and 50 (Moore and Kearskey, 2005). This also presents a rich opportunity to enhance the learning environment through incorporation of some of the life experiences of older learners online (Boston and Ice, 2011;O'Shea et al, 2015). Greenland and Moore (2014) also noted the potential for unexpected work commitments and/or busy work schedules to contribute to student intermissions and discontinuations.…”

Section: Online Teaching: Critical Factorsmentioning

confidence: 99%

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

et al. 2017

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Demand for flexible online offerings has continued to increase as prospective students seek to upskill, re-train, and undertake further study. Education institutions are moving to intensive modes of online study delivered in 6-to 8-week study periods which offer more frequent intake periods. Prior literature has established key success factors for nonintensive (12-13 weeks) online offerings; for teachers, skill development is critical to promote a flexible, responsive approach and maintain technological capabilities; for students, an ability to navigate the technology, interact with the learning environment in meaningful ways, and self-regulate learning is important, as the absence of physical infrastructure and opportunities for face-to-face interactions in online environments places a greater emphasis on alternate forms of communication and support. The current paper explores known best practice principles for online instructors, students, and student support and considers how these might apply to intensive online environments. It is suggested that the accelerated nature of learning in intensive settings may place additional demands on students, instructors, and support mechanisms. Further research is imperative to determine predictors of success in online intensive learning environments.

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Section: Online Teaching: Critical Factorsmentioning

confidence: 99%

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

et al. 2017

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“…Deep learning may be a challenge in the context of SPOCs (Filius et al, 2018a) due to asynchronous, written interaction and the lack of visual cues and body language (Garrison & Kanuka, 2004;Uribe & Vaughan, 2017). Previous research (Ertmer et al, 2007;Filius et al, 2018a;Gikandi & Morrow, 2016;O'Shea, Stone, & Delahunty, 2015) suggests that peer feedback by dialogues assists in solving challenges of instructors in SPOCs to achieve deep learning. In this study we follow Duijnhouwer's definition of feedback, which is "information provided by Peer feedback is the most common feedback, after instructor feedback (Guasch, Espasa, Alvarez, & Kirschner, 2013).…”

Section: Introductionmentioning

confidence: 99%

Strengthening dialogic peer feedback aiming for deep learning in SPOCs

Filius

Kleijn

Uijl

et al. 2018

Computers & Education

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A B S T R A C TThis study is focused on how peer feedback in SPOCs (Small Private Online Courses) can effectively lead to deep learning. Promoting deep learning in online courses, such as SPOCs, is often a challenge. We aimed for deep learning by reinforcement of 'feedback dialogue' as scalable intervention.Students provided peer feedback as a dialogue, both individually and as a group. They were instructed to rate each other's feedback, which was aimed at deep learning. Data from questionnaires from 41 students of a master epidemiology course were used to measure for each feedback assignment to what extent deep learning was perceived. The feedback received by students who scored extremely high or low on the questionnaire was analyzed in order to find out which features of the feedback led to deep learning. In addition, students were interviewed to retrieve information about the underlying mechanisms.The results support the view that peer feedback instruction and peer feedback rating lead to peer feedback dialogues that, in turn, promote deep learning in SPOCs. The value of peer feedback appears to predominantly result from the dialogue it triggers, rather than the feedback itself. Especially helpful for students is the constant attention to how one provides peer feedback: by instruction, by having to rate feedback and therefore by repeatedly having to reflect. The dialogue is strengthened because students question feedback from peers in contrast to feedback from their instructor. As a result, they continue to think longer and deeper, which enables deep learning.

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“…Creating such social interaction to stimulate learning is a major challenge in online education [14]. It is widely known that discussion forums play a major role in online learning, since these create opportunities for interaction [15][16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Student Interaction in Small Private Online Courses

2017

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Introduction Social interaction is key in educational success. In online education, the creation of social interaction may be a challenge. This observational study evaluated to what extent social interactions occur during small private online courses (SPOCs). Methods Discussion forums of four courses of the UMC Utrecht's international Master's Program Epidemiology were assessed and posts were categorized as either content specific, functional/technical, or social. Results SPOCs at University Medical Center Utrecht showed substantial social interaction, creating involvement and student coherence, combined with students discussing and explaining content to each other. Interactions play a major role in SPOCs. Our results show that 43% of all discussion posts were social; 90% of social posts were initiated by students; and 94% was aimed at students. Conclusion SPOCs appear to provide a sustainable answer to the increased demand for online higher education, with an environment suitable for students to learn, in agreement with the need for social interaction in higher education.

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“I ‘feel’ like I am at university even though I am online.” Exploring how students narrate their engagement with higher education institutions in an online learning environment

Cited by 183 publications

References 21 publications

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review

Strengthening dialogic peer feedback aiming for deep learning in SPOCs

Student Interaction in Small Private Online Courses

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