Interactive learning in an urban environmental education online course

Li, Yue; Krasny, Marianne E.; Russ, Alexis

doi:10.1080/13504622.2014.989961

Cited by 24 publications

(10 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Prior research works have already emphasized the need to identify the problems in e-learning and to sort out an effective way to overcome the barriers (Piccoli and Ives, 2005). However, when it comes to the target population of e-learning platforms, professional sectors get more attention than generic academic learning through online courseware platforms (Li et al, 2016; Welsh et al , 2003; Galagan, 2000; Swanson et al , 2001; Strother, 2002; Sambrook, 2003; Russell et al , 2003; Pantazis, 2002). Thus, it rationalizes the conduction of research on the effectiveness of e-learning in the educational sector, especially focusing on the demands and aspirations of the learners of any online-based courseware platform.…”

Section: Background and Introductionmentioning

confidence: 99%

Use of e-learning at higher educational institutions in Bangladesh

Sarker

Mahmud

Islam

et al. 2019

JARHE

View full text Add to dashboard Cite

Purpose Although e-learning has already been accepted globally as an effective medium of delivery of quality education and ensure optimum student participation, Bangladeshi higher educational institutions are still at a very early stage of adopting such technologies. Therefore, the purpose of this paper is to critically examine the suitability of implementing effective e-learning through learning management system (LMS) at the tertiary educational institutions in Bangladesh, and how both students and teachers experience and respond to this new learning platform. Following mixed-methods techniques, data for this study were collected from students and respective course teachers of a private university in Bangladesh by administering questionnaires and in-depth interviews. The findings of this paper reveal that e-learning has been well accepted by most of the students as they are found routinely spending time on the LMS on a regular basis for watching lecture videos, viewing course information, reading postings of the fellow students in the forum. However, there are constraints as well, since the learning materials are poorly designed that do not allow much interaction between students and lecturers. There are also some technical problems such as poor internet connection which restrict access to e-learning platforms. To harness the optimum benefit of e-learning, this paper recommends a concerted effort by all stakeholders, such as students, lecturers, administrators and policy makers so that each of their priorities and expectations are reflected in the designing and implementing e-learning platforms. Design/methodology/approach This paper is based on the qualitative evaluation of Education 3.0 platform. Primary data were collected from the students using a well-structured survey questionnaire, and the findings of the survey have subsequently been cross-referred and supplemented by non-participatory observations with semi-structured interviews which allowed a better in-depth understanding of the issue at hand. Findings The findings of the study suggest that a majority of the students are found to be highly enthusiastic about the online courses. They are eager to participate and interact in the online platforms, which are somehow limited in the traditional classroom settings. However, there are several institutional, administrative and technical limitations of implementing e-learning in Bangladesh. It is recommended that better orientation of the users, quality content distribution though user-friendly systems and enhanced asynchronous interaction between the lecturers and students are the key pre-requisites to harness the optimum benefit from e-learning technologies in Bangladesh. Originality/value The data have been analyzed and discussed using qualitative framework which allows an in-depth understanding of the opportunities and challenges of the use of e-learning technologies at the higher educational institutions in Bangladesh.

show abstract

Section: Background and Introductionmentioning

confidence: 99%

Use of e-learning at higher educational institutions in Bangladesh

Sarker

Mahmud

Islam

et al. 2019

JARHE

View full text Add to dashboard Cite

show abstract

“…Furthermore, while the course content has remained largely the same, the modality of the course has shifted from traditional face-to-face (2017) to a flipped hybrid model (2018 and 2019), a split flipped and fully online modality (2020), to a fully asynchronous online model (2021). Students’ interactions with the content, instructors, and other students changed from a higher interaction between students and instructors and their peers in 2017 to a predominant degree of student-content interaction, followed by student-instructor interaction, and less student-student interaction in 2021 (Li et al, 2016 ) (Table 1 ).…”

Section: Methodsmentioning

confidence: 99%

Supporting undergraduate students’ developing water literacy during a global pandemic: a longitudinal study

Mostacedo-Marasovic

Lally

Petitt

et al. 2022

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

To prepare students to address water-related challenges, undergraduate STEM education must provide them with opportunities to learn and reason about water issues. Water in Society is an introductory-level, innovative, and interdisciplinary undergraduate course offered annually at a large midwestern university. The course focuses on both disciplinary concepts and civic engagement, and is designed around a variety of interactive, research-based practices to support students’ learning, engagement with authentic data, scientific models and modeling, and collaboration and learning among peers. This study aims to evaluate, “how have student outcomes and perceptions changed over five years of the course?”. The results are based on data from students (n = 326) in five consecutive years of the course, during which time the course transitioned from a face-to-face model to fully asynchronous online model due, in part, to impacts of the COVID-19 pandemic. The particularly rapid and abrupt transition between 2020 and 2021 in response to COVID-19 led to many course changes, including modes of communication between instructors and students and opportunities for collaboration. Here, multiple measures are used to evaluate students’ learning about water concepts, model-based reasoning about socio-hydrologic systems, and perceptions of the course across all five years. By the end of each iteration of the course, students improved their knowledge of hydrologic concepts, independent of the course format or other student-level variables. However, results also show that students’ performance on complex socio-hydrologic systems modeling tasks, as well as their overall satisfaction with the course, decreased in Year 5 when the course was fully online. Results provide insight into efforts to move undergraduate STEM courses online and specific evidence of the COVID-19 pandemic’s impacts on undergraduate STEM teaching and learning about water.

show abstract

“…Interaction affects the quality of online learning, as has been shown in previous studies on its effects: Interaction improves learning outcomes. Li et al (2016) found that interaction motivates learners' learning, whereas Oyarzun et al (2018) showed that interaction is significantly related to learning performance. Kurucay and Inan (2017) proved that interaction facilitates achievement;…”

Section: Online Learning Interactionmentioning

confidence: 99%

Automatic evaluation of online learning interaction content using domain concepts

Palmer

et al. 2020

View full text Add to dashboard Cite

Purpose Interaction content is created during online learning interaction for the exchanged information to convey experience and share knowledge. Prior studies have mainly focused on the quantity of online learning interaction content (OLIC) from the perspective of types or frequency, resulting in a limited analysis of the quality of OLIC. Domain concepts as the highest form of interaction are shown as entities or things that are particularly relevant to the educational domain of an online course. The purpose of this paper is to explore a new method to evaluate the quality of OLIC using domain concepts. Design/methodology/approach This paper proposes a novel approach to automatically evaluate the quality of OLIC regarding relevance, completeness and usefulness. A sample of OLIC corpus is classified and evaluated based on domain concepts and textual features. Findings Experimental results show that random forest classifiers not only outperform logistic regression and support vector machines but also their performance is improved by considering the quality dimensions of relevance and completeness. In addition, domain concepts contribute to improving the performance of evaluating OLIC. Research limitations/implications This paper adopts a limited sample to train the classification models. It has great benefits in monitoring students’ knowledge performance, supporting teachers’ decision-making and even enhancing the efficiency of school management. Originality/value This study extends the research of domain concepts in quality evaluation, especially in the online learning domain. It also has great potential for other domains.

show abstract

Interactive learning in an urban environmental education online course

Cited by 24 publications

References 54 publications

Use of e-learning at higher educational institutions in Bangladesh

Use of e-learning at higher educational institutions in Bangladesh

Supporting undergraduate students’ developing water literacy during a global pandemic: a longitudinal study

Automatic evaluation of online learning interaction content using domain concepts

Contact Info

Product

Resources

About