El presente proyecto, llamado “E-Classes”, es un negocio desarrollado de manera completamente virtual, de tal forma que podamos adaptarnos a las limitaciones existentes en el mercado dada la coyuntura actual que se vive a nivel global por la propagación del COVID-19. Nuestro modelo de negocio ofrece al público la posibilidad de tomar una amplia variedad de cursos y talleres que les permitan continuar desarrollando diversas habilidades, principalmente en el área artística, sin la necesidad de salir del hogar. Se identificó una necesidad bastante recurrente, la cual nos permitió dirigir nuestro proyecto correctamente. Las personas se encuentran buscando distintas formas de entretenerse y relajarse dentro de la seguridad de su hogar. Asimismo, las personas al contar con mayor tiempo libre están buscando desarrollar nuevas habilidades o reforzar las que ya poseían. “E-Classes” está dirigido a hombres y mujeres jóvenes tanto en etapa escolar como universitaria, pertenecientes al nivel socioeconómico A, B y C de las zonas 7 y 8 de la ciudad de Lima. En dichas zonas se encuentran comprendidos los distritos de Barranco, Chorrillos, La Molina, Miraflores, San Borja, San Isidro, San Juan de Miraflores, San Miguel, Santiago de Surco y Surquillo. Para la elaboración del trabajo de investigación se analizaron diversos factores internos y externos dentro del mercado. Asimismo, se emplearon diversas estrategias operativas y de marketing para lograr poner en marcha el negocio adecuadamente durante los primeros años de operación. Finalmente, se elaboró en plan financiero del proyecto lograr sustentar correctamente la viabilidad de nuestro modelo de negocio. / The present project, called “E-Classes”, is a business developed in a completely virtual way, in such a way that we can adapt to the existing limitations in the market given the current situation that is experienced globally by the spread of COVID-19. Our business model offers the public the possibility of taking a wide variety of courses and workshops that allow them to continue developing diverse skills, mainly in the artistic area, without the need to leave home. A fairly recurring need was identified, which allowed us to direct our project correctly. People find themselves looking for different ways to entertain and relax within the safety of their home. Likewise, people with more free time are looking to develop new skills or reinforce those they already had. "E-Classes" is aimed at young men and women both in school and university stage, belonging to socioeconomic level A, B and C of zones 7 and 8 of the city of Lima. These areas include the districts of Barranco, Chorrillos, La Molina, Miraflores, San Borja, San Isidro, San Juan de Miraflores, San Miguel, Santiago de Surco and Surquillo. For the preparation of this research work, various internal and external factors within the market were analyzed. In addition, various operational and marketing strategies were used to successfully launch the business during the first years of operation. Finally, the project's financial plan was drawn up to successfully support the viability of our business model. / Trabajo de investigación

Distance learning has provided solutions for students for more than a century. Students access distance learning due to issues with access, credit recovery need, or need for flexibility in location, time, pace, or duration of instruction. Recent advances in technology and instructional designs allow more interactive and synchronous instruction. Researchers suggest that designs using collaborative-constructivist approaches result in deeper learning and increased student satisfaction. Such courses implement theories based on interactions, creation of communities, and learner-centered design. The increase in online curriculum offered and, in some cases, required for K-12 students indicates a need to consider learning characteristics of adolescent learners. Adolescent learners are not as self-regulated, metacognitive, and technologically capable as adult learners. Communities and interactions require the involvement of parents or other involved adults to encourage learner engagement. New theories are emerging concerning learning engagement by adolescents including the adolescent community of engagement (ACE) framework. This dissertation reports two studies of K-12 online students enrolled in independent study courses. The researcher applied the elements of the ACE framework as a lens to study independent study students' experiences with a local community of support. Could students benefit from the curation and support of a proximate community of engagement (PCE)? The first study found that students perceive that a PCE would be helpful to learning when they enroll. The second study found that students completing a course organically accessed a PCE during their course experience, even without coaching and curation activities. Credit recovery students were more likely to perceive value in a PCE but actually created and used such a community at the same level as other learners. Parents and teachers were most often identified as the local support students would, and did engage. Future research was suggested to identify ways to encourage PCE curation, the most effective and supportive PCE interactions, and best practices to train and support members of the PCE.

Der Ansatz des Konnektivismus und die rasante Verbreitung von Massive Open Online Courses (MOOCs) haben eine anhaltende Debatte um die Chancen, Schwierigkeiten und Perspektiven offener Lernnetzwerke in der Hochschulbildung ausgelöst. Die Diskussion reicht dabei vom befürchteten Verlust des Einflusses der Dozierenden als Gewährleister einer kritischen und vielseitigen Auseinandersetzung mit Themen und Lerninhalten, über die lernerseitigen Voraussetzungen für eine erfolgreiche und gewinnbringende Beteiligung an konnektivistischen Kursangeboten, bis hin zur Frage, inwiefern offenes, vernetztes Lernen im institutionell verfestigten Rahmen der Hochschule überhaupt realisiert werden kann. Verlässliche Daten über konnektivistisch ausgerichtete MOOC-Angebote (sogenannte cMOOCs) mit vorrangig studentischer Beteiligung gibt es kaum, da diese im deutschsprachigen Raum bisher vor allem in non-formalen Settings bzw. im Weiterbildungsbereich angeboten und genutzt wurden. Dieser Beitrag stellt zentrale Ergebnisse der Durchführung und Evaluation eines cMOOC mit hauptsächlich studentischen Teilnehmenden vor, der im Sommersemester 2013 und Wintersemester 2013/14 in Kooperation zwischen drei deutschen Universitäten (Dresden, Chemnitz, Siegen) durchgeführt wurde. Der Fokus liegt auf der Frage, in welchem Ausmaß offenes, vernetztes Lernen im Rahmen eines Hochschulkurses ermöglicht werden kann und Lernergebnisse sich identifizieren lassen. Hierzu erfolgt eine Kombination quantitativer und qualitativer Evaluationsdaten.

The purpose of this qualitative case study was to examine the experiences of instructional designers and professors during the online course development process and to determine if their experiences had an effect on the process itself. To gain an understanding of their experiences, open-ended interviews were conducted, seeking descriptions of participants’ interactions with project partners and their perspectives on technical aspects and current best practice guidelines. Five instructional designers and five professors from Utah State University (USU) who met selection criteria were purposefully selected and were recommended by an administrator from USU. Instructional designers included one female and four males, ranged from 2 to 6 years of development experience at USU. Professors, all male, had relatively little development experience, ranging from one to five courses, and had at the most, three years of online teaching experience. Data analysis revealed five emergent themes: communication, commitment to quality online courses, commitment to building robust working relationships, mutual respect for one another's time and talents, and satisfaction in working with online course development. Communication was the most prevalent factor identified as having a positive effect on the development process. Lack of time was most prevalent as an impediment to the process. In conclusion, a workplace culture that fostered good experiences and the opportunity to interact in a supportive environment was beneficial to the online course development process. Managers and others involved in the process should be mindful of the workplace culture and consider dedicating effort and resources to preserve its integrity.

The purpose of this study was to examine engagement in academic dishonesty in traditional and online college courses and the perceptions of online students toward academic dishonesty. Students enrolled in the Tennessee Regents Online Degree Program (RODP) who had taken both online and traditional courses were invited to participate in the study. The study included 635 valid surveys submitted electronically for a 15% response rate. The electronic survey was designed based on previous research studies. The survey collected data concerning rates of student engagement for academic dishonesty behaviors in traditional courses and in online courses, student perceptions of deterrence of academic dishonesty, student perceptions of the seriousness of academic dishonesty, and demographic data. Survey results were analyzed using descriptive and inferential statistical tests. Analysis of variance tests were conducted for the research questions that addressed differences in the rates of academic dishonesty in online courses and traditional courses based on the demographic factors of age, gender, academic standing (GPA), classification, and field of study. Chi-square procedures were conducted to determine differences in academic dishonesty in four types of cheating. Linear regression was conducted to determine relationships between demographic factors and rates of academic dishonesty. Findings indicate that students reported significantly higher overall rates of academic dishonesty in traditional courses than in online courses. Significant differences were not found in the rates in traditional courses based on age, gender, academic classification, or intended field of study; however, rates were higher for respondents with lower grade point averages. Students reported more frequent engagement in cheating on tests than cheating on written assignments, cheating on out-of-class assignments, or using technology to cheat. Regression tests found a weak relationship between intended field of study and rates of academic dishonesty. A personal code of integrity was perceived to be the most effective deterrent, and cheating was considered only a moderate problem in higher education. Information from this study can benefit online students, instructors, and college administrators who deal with issues related to academic dishonesty and online learning. As online learning increases, further research on academic dishonesty is recommended.

This case study focused on students who had matriculated in online courses in the Business Management Program. The setting for the study was a Virginia community college. The purpose of this study was to examine the social, faculty and administrative, and technology influences on students' perceptions of online learning. Students' conveyed experiences and perceptions of the tools and practices faculty used to implement online learning were coded and categorized to generate grounded theory that may be used to govern distance learning implementation. Data were collected through document reviews, semi-structured interviews, and field studies. The interview participants were selected from the 2008 graduates of the Business Management Program. Data from personal memos and field studies were collected through students' comments on individual courses. Interview data included descriptions of all the distance learning courses in which the interviewees had participated. The constant comparative method was used to analyze and code the data into themes that emerged and were applied to establish grounded theories that may prove to be useful in governing the tools and practices of distance learning in higher education. The findings of the study indicated that as the number of online courses that a student successfully completed increased, so did the student's preference of distance learning over the traditional classroom environment. The study also revealed that students were reluctant to participate in distance learning if their first experiences in this method of delivery had been negative; therefore, administrators should be more supportive and evaluative in selecting online faculty. Findings also indicated that even though students enjoyed the time and place flexibility and convenience of distance learning, they still expected instructors to create and implement an environment that cultivated students' social and academic success within the educational environment.

In recent years thousands of people worldwide have been using Massive open on- line courses (MOOCs) for various reasons, including career development and change, continuing education, lifelong learning, and training. MOOCs are free online courses that anyone can enroll in and are an affordable and flexible way to learn new skills, develop professionally, and provide quality educational experience across the globe. Having an exemplary user interface will make users prefer most MOOC platforms, which inspired this study to know which MOOC platform has usability and better user experience by using the survey evaluation. The main objective of this study is to measure the usability components(effectiveness, efficiency, and overall user satisfaction level) to determine which MOOC platform, Coursera or Udemy, has a better user experience using the heuristic principles. A quantitative research method has been used in this paper, which focuses on sta- tistical, mathematical, and numerical analysis of data collected through surveys, questionnaires, and polls. In this paper, a questionnaire to determine user satis- faction through surveys has been developed. Usability has been evaluated for each MOOC platform (Coursera and Udemy) by calculating usability components. Sta- tistical methods like variance and standard deviations has been calculated using the survey results. Responses from the survey evaluation are collected and are graphically represented in bar graphs and pie charts. Respondent’s timings and statistical method results are presented in a tabular form. The satisfaction level is calculated and represented in a Likert scale format. The usability of two MOOC platforms (Coursera and Udemy) was measured by cal- culating usability components. Better user experience among Coursera and Udemy is measured using usability heuristic principles. This study concludes that effec- tiveness, efficiency, and satisfaction level while performing eight tasks given to the user is similar in both MOOC platforms (Coursera and Udemy). From the survey evaluation, the users preferred Udemy over Coursera.

Parental support roles in K-12 online learning differ from traditional schools. Since K-12 students typically have not developed the self-regulation skills necessary for academic engagement, parents partner with schools to provide the affective, behavioral, and cognitive engagement support necessary for academic success. Through 21 semistructured interviews with parents supporting K-12 students in varied online contexts, this study delineates how parents provided support in each of these dimensions of engagement. The participants felt that in online education, parents should take the primary responsibility for behavioral engagement support, and that teachers were primarily responsible for cognitive support. Parents believed they shared affective engagement responsibilities with teachers, but that teachers should make content more interesting and engaging while parents provided for the emotional needs of their student. The findings also describe additional parental support roles, including helping students move to an online school, increasing personal availability, leveraging resources, teaching themselves, and encouraging students to develop independent engagement skills. The themes reveal how parents strengthen both themselves and other community actors to ensure their students receive sufficient engagement support. Given the importance of parental support in K-12 online education and the inequity of parental support across online learners, online schools should consider how to provide targeted help to parents in their support roles, including assuming a dual-support role for both students and parents.

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