Allen, E., & Seaman, J. (2013). Changing course: ten years of tracking online education in the United States. Babyson Research Group, Pearson, & Sloan Consortium. http://sloanconsortium.org/publications/survey/changing_course_2012
The section "Proportion Reporting Learning Outcomes in Online Education as Inferior Compared to Face-to-Face: 2003 - 2012" was helpful information for this project. Although a sizable minority (23%), most academic leaders have a positive view of the relative quality of learning outcomes for online courses as compared to comparable face-to-face courses.
The section "Proportion Reporting Learning Outcomes in Online Education as Inferior Compared to Face-to-Face: 2003 - 2012" was helpful information for this project. Although a sizable minority (23%), most academic leaders have a positive view of the relative quality of learning outcomes for online courses as compared to comparable face-to-face courses.
Menchaca, M. P., & Bekele, T. A. (2008). Learner and instructor identified success factors in distance education. Distance Education, 29(3), 231-252.
This study was helpful with the information on students who reported that the most important asynchronous tool was the discussion board. My plan is to offer the academics for the Manta Ray Diver Course online, but to expand the assessment to incorporate effective distance education strategies. The course goal of "To create student awareness of manta ray conservation" may work in a discussion forum or at minimum some kind of post. The type of person who takes a manta specialty course is probably one who cares about conservation. To articulate a position about conservation of manta rays or other marine animals may serve to address the affective knowledge domain in the instructional design. An asynchronous online discussion about conservation might become one of the most engaging assessment strategies of the course.
This study was helpful with the information on students who reported that the most important asynchronous tool was the discussion board. My plan is to offer the academics for the Manta Ray Diver Course online, but to expand the assessment to incorporate effective distance education strategies. The course goal of "To create student awareness of manta ray conservation" may work in a discussion forum or at minimum some kind of post. The type of person who takes a manta specialty course is probably one who cares about conservation. To articulate a position about conservation of manta rays or other marine animals may serve to address the affective knowledge domain in the instructional design. An asynchronous online discussion about conservation might become one of the most engaging assessment strategies of the course.
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Ofoha, D. (2013). Assessing students’ competency and practical learning ability in a distance learning environment. Online Journal of Distance Learning Administration 16(2).
The study was conducted in Nigeria to ascertain the competency of students who participated in online courses with practical tasks from the National Open University of Nigeria. This study was helpful to me in how it relates to Manta Ray Diver Specialty course goal of "To develop the student's ability to interact with manta rays and their marine environment." Because this course has a "practical task", I was interested in this article. Although the academic session of the manta course will be conducted online, the practical task of diving must be conducted by a certified PADI Instructor with an additional Specialty Instructor rating for the Manta Diver Specialty. The dive assessment will be conducted by an instructor. I thought it might be good to see what kinds of information was presented online in a practical task scenario to see if this delivery might enhance this section in my course. Further research will be required.
The study was conducted in Nigeria to ascertain the competency of students who participated in online courses with practical tasks from the National Open University of Nigeria. This study was helpful to me in how it relates to Manta Ray Diver Specialty course goal of "To develop the student's ability to interact with manta rays and their marine environment." Because this course has a "practical task", I was interested in this article. Although the academic session of the manta course will be conducted online, the practical task of diving must be conducted by a certified PADI Instructor with an additional Specialty Instructor rating for the Manta Diver Specialty. The dive assessment will be conducted by an instructor. I thought it might be good to see what kinds of information was presented online in a practical task scenario to see if this delivery might enhance this section in my course. Further research will be required.
Stella, J. & Corry, M. (2013). Teaching writing in online distance education: supporting student success. Online Journal of Distance Learning Administration 16(2).
This study was helpful in highlighting the importance of writing instruction in the 21st century. I was particularly moved by the line "a key aspect of writing is thinking". This article made me think about the importance of incorporating a writing component in the online academic session with the Manta Ray Diver Specialty course. The course includes basic recall testing with topics in manta taxonomy, anatomy, and life cycle, however, conservation issues come from the heart and could easily be used in assessment strategies using higher order thinking. This is where I would like to include writing in the course whether it's an assessment that requires one or two paragraphs that requires some real thought that could posted in a discussion forum or perhaps a reflection after the manta encounter in the form of a blog. I'm not sure yet, but I do believe that writing effectively to convey one's thoughts or voice is an important aspect of online distance education.
This study was helpful in highlighting the importance of writing instruction in the 21st century. I was particularly moved by the line "a key aspect of writing is thinking". This article made me think about the importance of incorporating a writing component in the online academic session with the Manta Ray Diver Specialty course. The course includes basic recall testing with topics in manta taxonomy, anatomy, and life cycle, however, conservation issues come from the heart and could easily be used in assessment strategies using higher order thinking. This is where I would like to include writing in the course whether it's an assessment that requires one or two paragraphs that requires some real thought that could posted in a discussion forum or perhaps a reflection after the manta encounter in the form of a blog. I'm not sure yet, but I do believe that writing effectively to convey one's thoughts or voice is an important aspect of online distance education.