Student Interaction in Small Private Online Courses

Uijl, Sabine G.; Filius, Renée M.; Cate, Olle ten

doi:10.1007/s40670-017-0380-x

Cited by 54 publications

(40 citation statements)

References 23 publications

(27 reference statements)

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“…They found about 1500 interaction posts across the four courses, in 575 discussions; 43% of all discussion posts were social; 90% of social posts were initiated by students; and 94% was aimed at students. With the large demand online education, they concluded SPOC proved to be a sustainable concept, with an environment suitable for students to learn, in agreement with the need for social interaction in higher education [19]. The same results were observed in others previous studies [20][21][22] as well in our SPOC.…”

Section: Discussionsupporting

confidence: 90%

“…It is not only a solitary training with the participant alone in front of his computer but also a social and collaborative work. In fact, recently, Uijl et al [19] evaluated through an observational study on four courses of the UMC (Utrecht's international Master's Program Epidemiology), including 71 students, what extended social interactions occurred during SPOC. They found about 1500 interaction posts across the four courses, in 575 discussions; 43% of all discussion posts were social; 90% of social posts were initiated by students; and 94% was aimed at students.…”

Section: Discussionmentioning

confidence: 99%

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The Impact of a Small Private Online Course as a New Approach to Teaching Oncology: Development and Evaluation (Preprint)

Vaysse¹,

Chantalat²,

Beyne‐Rauzy³

et al. 2017

Preprint

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BACKGROUND Oncology involves complex care and multidisciplinary management of patients; however, misinformation and ineffective communication remain problematic. OBJECTIVE The educational objective of our study was to develop a new teaching method to improve cancer treatment and management by emphasizing the link between hospitals (inpatients) and their surrounding communities (outpatients). METHODS A team of 22 professionals from public and private institutions developed a small private online course (SPOC). Each offering of the course lasted 6 weeks and covered 6 topics: individual health care plans, cancer surgery, ionizing radiation, cancer medicines, clinical research, and oncological supportive care. For participants in the course, we targeted people working in the cancer field. The SPOC used an active teaching method with collaborative and multidisciplinary learning. A final examination was offered in each session. We evaluated participants’ satisfaction rate through a questionnaire and the success of the SPOC by participants’ completion, success, and commitment rates. RESULTS Of the total participants (N=1574), 446 completed the evaluation form. Most participants were aged 31 to 45 years. Participants included 56 nurses, 131 pharmacists, 80 from the medical field (including 26 physicians), 53 from patients’ associations, 28 health teachers, and 13 students (medical and paramedical). Among the participants, 24.7% (90/446) had an independent medical practice, 38.5% (140/446) worked in a public institution, and 36.8% (134/446) worked in a private institution. After completing the SPOC sessions, 85.9% (384/446) thought they had learned new information, 90.8% (405/446) felt their expectations were met, and 90.4% (403/446) considered that the information had a positive impact on their professional practice. The completion rate was 35.51% (559/1574), the success rate was 71.47% (1025/1574), and the commitment rate was 64.67% (1018/1574). Concerning the cost effectiveness of SPOC compared with a traditional classroom of 25 students, online education became more effective when there were more than 950 participants. CONCLUSIONS SPOCs improved the management of oncology patients. This new digital learning technique is an attractive concept to integrate into teaching practice. It offered optimal propagation of information and met the students’ expectations.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

The Impact of a Small Private Online Course as a New Approach to Teaching Oncology: Development and Evaluation (Preprint)

Vaysse¹,

Chantalat²,

Beyne‐Rauzy³

et al. 2017

Preprint

View full text Add to dashboard Cite

show abstract

“…Meanwhile, trait activation theory (Tett and Burnett, 2003) points out that environmental factors are important for the expression of specific trait. As SPOCs empower students with various opportunities in terms of choosing when, where and what to learn and interact (Uijl et al, 2017), learners in these environments are free to exhibit their proactivity. Thus, proactive personality may play an important role in SPOCs learning.…”

Section: Related Workmentioning

confidence: 99%

“…SPOCs are online courses that only offer a limited number of places and therefore necessitate some form of formal enrolment (Filius et al, 2018). SPOCs are characterized by students' intense intention to complete and considerably meaningful interaction (Uijl et al , 2017). However, not all students favour and match this new form of learning mode, as students are different in psychological and social attributes (Liu et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Effects of Proactive Personality and Social Centrality on Learning Performance in SPOCs

Liu

Chai

Liu

et al. 2019

Proceedings of the 11th International Conference on Computer Supported Education

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Due to the adaptability and manageability in small-scale class teaching, Small Private Online Courses (SPOCs) have become a highly important learning apparatus in higher education. However, what psychological and social factors affect learning outcomes in SPOCs remains to be explored. This study aims to investigate the effects of proactive personality and social centrality on learning performance in the SPOCs context. On the one hand, we examine the independent effects of proactive personality and social centrality respectively. On the other hand, the combined effect of them is studied to gain a comprehensive understanding of the roles of psychological and social factors in students' SPOCs learning process. Results from correlation analyses indicate that proactive personality and social centralities are significantly correlated with learning performance. Further regression and ANOVA analyses demonstrate the applicability of the two models of indirection and interaction effects respectively.

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“…Uijl et al [11] refer to social cognitive theory to show that social interaction between both learners and teachers and learners among themselves is key to educational success. It is important for learners to be accepted by their peers.…”

Section: Trust Confidence and Comfortmentioning

confidence: 99%

Increasing the Effect of Peer Review

Gordijn¹,

Broekhans

Dunn³

et al. 2018

ICERI2018 Proceedings

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Peer review is increasingly used in higher education, also at Delft University of Technology. Unfortunately, the potential of student-student feedback often appears to be undervalued, making it less effective. The quality of the reviews is not as good and they are less constructive than expected. Moreover, not all students take giving and or receiving feedback serious. Since 2005 the peer review process in the course Preparation Master Thesis has been continuously developing with the aim to increase the contribution of constructive feedback to the learning process. In the course students learn the essential academic skills to write a research proposal. More than 1200 students have participated so far. Our objective is to support students in developing a suitable and feasible research design. For intermediary feedback on drafts and formative assessment, peer review (PR) is an essential element of this course. In the first years of the course the PR procedure was similar as well known in academic and other professional circles: students received collegial informal peer review of their ideas in class, and a more formal written peer review of the full draft of the deliverable. From 2012 the course was also offered fully online. Without class meetings, and far less student-teacher interaction the peer review procedure became more critical for the students' learning experience, since informal interaction was hardly arranged. Continuous evaluation led to adaptation of the peer review process in the course. In this paper we reflect on the improvements that we have made over the years:-to consider feedback seriously: rebut and asses the reviews-to learn how to give constructive feedback: introduce a repeated review process, evaluating the reviews and assessing the rebuttal-to structure feedback: using an assessment form, later a rubric-to reduce peer pressure: using an anonymous review-to improve trust, confidence and comfort: experiments with peer groups Based on the most recent lessons learned we will discuss our latest project integrating the peer review process in a game-based learning environment. Based on the data and experience from the previous course runs we assume that game incentives will improve learning results as students are encouraged to engage in the interactive peer review process and further their professional behaviour giving constructive feedback. We aim to make this into an adaptable learning format for any programme that wishes to adopt a similar approach to increase the learning experience and effect of peer review.

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Student Interaction in Small Private Online Courses

Cited by 54 publications

References 23 publications

The Impact of a Small Private Online Course as a New Approach to Teaching Oncology: Development and Evaluation (Preprint)

The Impact of a Small Private Online Course as a New Approach to Teaching Oncology: Development and Evaluation (Preprint)

Effects of Proactive Personality and Social Centrality on Learning Performance in SPOCs

Increasing the Effect of Peer Review

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