Teaching and learning in live online classrooms

Sabin, Mihaela; Higgs, Bryan

doi:10.1145/1324302.1324314

Cited by 8 publications

(6 citation statements)

References 9 publications

(10 reference statements)

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“…The following is a summary of such variables, and every OE instructor should try to improve these features of OE classes to increase students' satisfaction, although learning outcomes from such system were not analyzed. Some of these findings, such as those relating to first-time OE students (Wisan et al, 2001), use of audio and video (Sabin & Higgs, 2007), and communication with instructors (Swan, 2001), were consistent with previously known results cited above. Table V and Table X • Pleasantness of class • Aids in learning complex material • Accurate evaluation of learning • Overall understanding of course material Whether it is an FTF or an OE class, improving these characteristics will increase students' satisfaction with any class.…”

Section: Discussionsupporting

confidence: 84%

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Correlates of Student Preference for Online Instruction over Face-to-Face Instruction

Kishore

Tabrizi

Ozan

et al. 2009

E-Learning and Digital Media

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In order to examine current online course delivery systems, the authors created and conducted a survey that examined both face-to-face (FTF) and online education (OE) classes offered at 46 universities and some community colleges in the United States, as well as at some foreign universities. Students were asked whether they preferred FTF or OE classes, and related questions (convenience, self-pacing, etc.). The results showed that 47.5 % preferred FTF classes, 33.5% preferred OE classes and 19% had no preference (N = 1876). The authors hypothesized that students' preference for OE classes had strong correlations with other variables in the survey. The purpose of the research is twofold, involving, first, the identification of these variables. The authors found that gender, stated reasons for having taken an OE class, student perception of pedagogical characteristics of OE classes, frequency of use of certain OE technologies, rated quality and reliability of the OE course delivery system, number of OE classes the student had taken, and speed of Internet connection were significantly correlated with preference for OE classes. Second, the authors suggest how these OE features should be implemented to improve current OE course delivery systems. Current Status of Online Education (OE) Learning OE and TechnologyIn the latter half of the twentieth century, following the development and widespread adoption of the personal computer, many classrooms moved from face-to-face (FTF) to online education (OE), creating new opportunities for both learners and teachers and altering the manner in which students and instructors interact. OE is expected to continue to shape the way people learn in this new century. Furthermore, in a global economy where professionals need to update their technical skills and knowledge constantly and where communication across large distances is often very desirable, OE will be delivered wherever and whenever needed.The computer has been one of the most powerful agents of change in human behavior over the past few decades, yet understanding the complex interaction between the use of computers and the dynamics of user behavior continues to be a challenge, and one which is particularly acute in OE. OE evolves constantly, and both instructors and students must be adaptable, knowledgeable, and willing to keep up with the pace of technological advances. Not surprisingly, students in OE classes are likely to express dissatisfaction when they are taking their very first OE course (Wisan et al, 2001). Wisan found that students having a single OE experience were much less satisfied with OE than students who had completed four or more OE classes (Wisan et al, 2001). This effect may be due to students having learned how to function better in the OE environment or because of those students most dissatisfied with OE simply not taking any more OE classes after their first bad experience with such a class. Murray J. Williams (2008) also found that number of previous online

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Section: Discussionsupporting

confidence: 84%

“…King (2002) to promote learner interaction and collaborative learning, with some success. Sabin & Higgs (2007) coupled LearnLinc (a web-conferencing learning environment) live sessions with Blackboard, and showed from a survey of more than 50 students that they favorably ranked LearnLinc added to Blackboard-only OE classes.…”

Section: Oe and Multimediamentioning

confidence: 99%

Correlates of Student Preference for Online Instruction over Face-to-Face Instruction

Kishore

Tabrizi

Ozan

et al. 2009

E-Learning and Digital Media

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“…Web conferencing seems to provide similar benefits to face-to-face training in the form of audible voices, visual presentations and the ability to interact and ask questions. The benefit of being able to record the web conferencing session was noted as being beneficial, as claimed too by Sabin & Higgs [26], allowing for the session to be reviewed at a later stage.…”

Section: Discussionmentioning

confidence: 92%

“…One of the main benefits of web conferencing is the ability to record sessions, which allows people who are not able to attend a session the chance to review content at a later stage [26].…”

Section: Ability To Recordmentioning

confidence: 99%

Evaluating web conferencing tool effectiveness

Twine

Brown

2011

Proceedings of the South African Institute of Computer Scientists and Information Technologists Conference on Knowledge, Innova

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Web conferencing is a collaborative tool that allows for synchronous communication. This collaboration encompasses audio and visual interactions. The tool also allows for annotation on the presented material and the ability to use a chat facility amongst participants. Effective communication is essential within virtual teams and web conferencing systems create a platform for communication for geographically dispersed teams. The purpose of this study was to ascertain how to evaluate the effectiveness of web conferencing tools. The DeLone and M cLean [8] Information Systems (IS) Success M odel was used as the theoretical lens by which to examine effectiveness, which was taken to be synonymous with success, in line with much IS literature. A qualitative approach was used to uncover richness through the process of interviews with users of one web conferencing system. A total of 8 individuals were interviewed, seven of them from the user company and the eighth individual was a client of that company. The majority of respondents agreed that web conferencing improved productivity within the virtual team environment. The participants identified that the issue of sound quality might be a barrier to the use of web conferencing. All the interviewees saw web conferencing as a valuable tool, stating that the beneficial nature of the technology outweighed the few technical problems that were experienced.

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“…Many universities adopt online teaching methods to ensure that students can continue to study [3]. The latest trend in online teaching is to adopt and integrate web conferencing tools to enable real-time online classrooms and reproduce the spirit of traditional face-to-face meetings [4]. With the development of information and communication technology, online live teaching has gradually become an essential form of instruction.…”

Section: Introductionmentioning

confidence: 99%

Online Live Teaching is Effective: An Empirical Study

Jiang

Jiang²

2022

Int. J. Emerg. Technol. Learn.

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This research is single-group quasi-experimental teaching research, which controls the teaching form of the course for the participants. Based on literature analysis, it is pointed out that online live teaching is a vital teaching form, and the research on it has both theoretical value and practical significance. The research framework and measurement tools are constructed. The researchers selected the course on mathematical methodology as the teaching content. Twenty-six pre-service mathematics teachers were taught 17 times with 51 class hours in online live teaching. Pretest and post-test were carried out. The study found that online live teaching is effective. However, the interview result shows that most participants hope to combine online and offline learning. They prefer to communicate with teachers face to face in the classroom.

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Teaching and learning in live online classrooms

Cited by 8 publications

References 9 publications

Correlates of Student Preference for Online Instruction over Face-to-Face Instruction

Correlates of Student Preference for Online Instruction over Face-to-Face Instruction

Evaluating web conferencing tool effectiveness

Online Live Teaching is Effective: An Empirical Study

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