Improving student outcomes in community college online education requires understanding how institutional practices and student characteristics affect levels of student engagement in online courses. This study investigated community college online student engagement using an ex post facto quantitative methodology, reporting the results of an online survey administered to students enrolled in online courses at four community colleges and one statewide community college online consortium in the fall 2009 academic term. Online engagement levels were measured based on five constructs from the Community College Survey of Student Engagement (Active and Collaborative Learning, Student-Faculty Interaction, Academic Challenge, Student Effort, and Support for Learners) and a sixth construct from the literature (Presence). The study measured the engagement levels of 906 survey respondents taking classes exclusively online compared with 1,179 survey respondents taking classes both online and on-campus. Differences in engagement levels also were explored in terms of student characteristics including gender, race/ethnicity, age (traditional/nontraditional), enrollment status; experience in online classes, and veteran status. The results of this study revealed the following: Community college online students are less engaged than students taking courses both online and on campus.Enrollment status is a strong predictor of online student engagement; online students enrolled part-time are substantially less engaged than online students enrolled full-time. Experience with online learning is another strong predictor of engagement; as students gain experience in online courses, they become more engaged online learners. Student demographics appear to play less of a role in student engagement online than on campus. Although measurably less engaged, online students scored high on Student Effort, suggesting respondents found courses taught exclusively online required substantial individual effort. Online students are isolated relative to other students and faculty, and are unlikely to reach out to make connections within the college community without assistance. Based on their distinctive experiences and characteristics, online students should be tracked as a unique cohort within community college student populations. This study concludes with recommendations for further research and strategies that community colleges could implement to increase online student engagement, retention, and ultimately success. / text

Through distance learning, the community college system has been able to serve more students by providing educational opportunities to students who would otherwise be unable to attend college. The community college of focus in the study increased its online enrollments and online course offerings due to the growth of overall enrollment. The need and purpose of the study is to address if there is a difference in students’ grades between face-to-face and online biology related courses and if there are differences in grades between face-to-face and online biology courses taught by different instructors and the same instructor. The study also addresses if online course delivery is a viable method to educate students in biology-related fields. The study spanned 14 semesters between spring 2006 and summer 2011. Data were collected for 6,619 students. For each student, demographic information, cumulative grade point average, ACT, and data on course performance were gathered. Student data were gathered from General Biology I, Microbiology of Human Pathogens, Human Anatomy and Physiology I, and Human Anatomy and Physiology II courses. Univariate analysis of variance, linear regression, and descriptive analysis were used to analyze the data and determine which variables significantly impacted grade achievement for face-to-face and online students in biology classes. The findings from the study showed that course type, face-to-face or online, was significant for Microbiology of Human Pathogens and Human Anatomy and Physiology I, both upper level courses. Teachers were significant for General Biology I, a lower level course, Human Anatomy and Physiology I, and Human Anatomy and Physiology II. However, in every class, there were teachers who had significant differences within their courses between their face-to-face and online courses. This study will allow information to be concluded about the relationship between the students’ final grades and class type, face-to-face or online, and instructor. Administrators, faculty and students can use this information to understand what needs to be done to successfully teach and enroll in biology courses, face-to-face or online.

Made available in DSpace on 2016-04-28T18:23:33Z (GMT). No. of bitstreams: 1 Marcos Cesar Polifemi.pdf: 3518898 bytes, checksum: 564549f2e7dc18dd4e6afb8fe2d85c11 (MD5) Previous issue date: 2007-08-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this study is to describe and interpret the phenomenon of the reflective process of academic coordinators in a continuing education online course, considering for this the perspective of the people who lived this experience: the teacherresearcher and the academic coordinators who were the students of a course entitled education. The theoretical foundations of this piece of research lie in (a) an understanding of teacher education processes which emphasizes the importance of the development of teachers critical and reflective capacity, based on the concepts of Dewey (1916/1994, 1938/1967), Schön (1987, 1991, 1992), Almeida (2005-2006), Freire (1996), Kincheloe (1993/1997), Nóvoa (1995), Perrenoud (2002), Pimenta (2002), Popkewitz (1995), Sacristán (2002), Webb (1996) e Zeichner (1992); (b) a view of learning as socially constituted and prone to be constructed within communities and to become concrete taking as starting points elements that can be found in our routine activities, as discussed by Vygotsky (1934/1984, 1937/1987), Lave & Wenger (1991) and Popper (1972); (c) a concept that sees language from a post-modern perspective, that is, a view that understands meaning as something which is always constructed in relation to some other meaning through a dialogical process that is influenced by the inherent power relationships of our society, as defined by Bakhtin (1929/1995), Foucault (1979) and Graddol (1994); and, (d) a definition of curriculum as a construct that transcends the organization of a syllabus and which is dynamic and open to changes that may adjust the curriculum to better suit the different realities of the learners, according to the ideas of Apple (1990) and Cavallo (2000). The data for this research was collected throughout the development of the course, on a longitudinal basis, for eighteen months, from May 2002 on. My experience with the e-ducation made it possible the investigation of the phenomenon of the reflective process of academic coordinators in a continuing education online course, which was studied thoroughly, during the three modules of the course: the first one dealt with learning strategies, the second one explored the concept of pedagogical common sense, and the third one approached issues related to reflective teaching. Based on the concepts of the Hermeneutic-Phenomenology approach to research, the investigation aimed at describing and interpreting the phenomenon on focus through a thematic interpretation process systematized by Freire (2006), whose work was inspired by a proposal of van Manen (1990). The interpretation of the texts reveals that the phenomenon of the reflective process of academic coordinators in a continuing education online course is structured around four themes: the triggering of reflection, which took place due to a series of strategies used in the course; the mediation of reflection, interpreted through the observation of the teacher s and the students participation throughout the course; the actualization of reflection, related to the moments in which the participants materialize their reflections and share opinions with their colleagues; and the environment for reflection, identified through the observation of specific elements which are essential for the phenomenon studied to take place / O objetivo desta tese é descrever e interpretar o fenômeno do processo reflexivo de coordenadores em um curso online de formação continuada, considerando para isso a perspectiva de quem o vivenciou: o professor-pesquisador e os coordenadores, alunos de um curso, denominado e-ducation. A fundamentação teórica deste estudo está ancorada em: (a) uma visão sobre formação de professores que ressalta a importância do desenvolvimento da sua capacidade crítico-reflexiva, tomando-se como base as contribuições de Dewey (1916/1994, 1938/1967), Schön (1987, 1991, 1992), Almeida (2005-2006), Kincheloe (1993/1997), Nóvoa (1995), Perrenoud (2002), Pimenta (2002), Popkewitz (1995), Sacristán (2002), Webb (1996) e Zeichner (1992); (b) um entendimento da aprendizagem como sendo socialmente constituida, passível de ser construída em comunidades, e de se formar tendo como base elementos presentes em nosso cotidiano, conforme discutido por Vygotsky (1934/1984, 1937/1987), Lave & Wenger (1991) e Popper (1972); (c) uma compreensão da linguagem sob uma perspectiva pós-moderna que entende os significados como construídos, sempre, em relação a algum outro, ou seja, através de um processo dialógico e constituído pelas relações de poder existentes como defendido por Bakhtin (1929/1995), Foucault (1979) e Graddol (1994); e, (d) uma visão que define o currículo como um construto que transcende a organização e seriação de conteúdos, entendido como dinâmico e aberto a mudanças que possam ajustá-lo às diferentes realidades dos aprendizes partindo das reflexões de Apple (1990) e Cavallo (2000). Os dados foram coletados a partir de maio de 2002, de forma longitudinal, por dezoito meses, na medida em que os conteúdos do curso foram sendo trabalhados. O desenvolvimento do e-ducation possibilitou o estudo do fenômeno do processo reflexivo de coordenadores em um programa online de formação continuada, investigado nos três módulos que o compuseram: o primeiro abordou o tópico estratégias de aprendizagem, o segundo explorou o conceito de senso comum pedagógico e o terceiro compreendeu questões pertinentes à reflexão de professores. Tomando como base os conceitos da abordagem Hermenêutico-Fenomenológica, a investigação visou à descrição e interpretação do fenômeno em foco, utilizando o processo de tematização sistematizado por Freire (2006), com base na proposta de van Manen (1990). A interpretação dos textos revela que o fenômeno do processo reflexivo de coordenadores em um curso online de formação continuada se estrutura em torno de quatro temas: desencadeamento da reflexão, a partir de uma série de estratégias utilizadas no curso; mediação da reflexão, interpretada através da participação dos alunos e do professor ao longo do curso; atualização da reflexão, relacionada aos momentos nos quais os participantes textualizam suas reflexões compartilhando as mesmas com os companheiros; e ambientação para a reflexão, verificada a partir de elementos interpretados como fundamentais para que o fenômeno em questão ocorra

Submitted by Beatriz Queiroz Meira de Castro (beatriztqueiroz@gmail.com) on 2018-04-26T17:59:19Z No. of bitstreams: 1 Dissertação - Beatriz Queiroz Meira de Castro.pdf: 1551730 bytes, checksum: 7e467cc8e2010b77ab4216689d4f6bd7 (MD5) / Approved for entry into archive by Mayara Costa de Sousa (mayara.sousa@fgv.br) on 2018-04-27T16:26:51Z (GMT) No. of bitstreams: 1 Dissertação - Beatriz Queiroz Meira de Castro.pdf: 1551730 bytes, checksum: 7e467cc8e2010b77ab4216689d4f6bd7 (MD5) / Approved for entry into archive by Suzane Guimarães (suzane.guimaraes@fgv.br) on 2018-04-27T17:06:02Z (GMT) No. of bitstreams: 1 Dissertação - Beatriz Queiroz Meira de Castro.pdf: 1551730 bytes, checksum: 7e467cc8e2010b77ab4216689d4f6bd7 (MD5) / Made available in DSpace on 2018-04-27T17:06:02Z (GMT). No. of bitstreams: 1 Dissertação - Beatriz Queiroz Meira de Castro.pdf: 1551730 bytes, checksum: 7e467cc8e2010b77ab4216689d4f6bd7 (MD5) Previous issue date: 2018-03-28 / Plataformas de aprendizado on-line em computadores e dispositivos móveis tornam a aprendizagem mais acessível e flexível, principalmente em um país com as dimensões do Brasil. Empresas de educação on-line vêm aproveitando essa oportunidade, mas encontram dificuldades em manter o aluno engajado, tendo em seus cursos baixa utilização e alta taxa de desistência (Rodriguez, 2012). Nesse contexto, torna-se importante que empresas de educação on-line entendam as variáveis que se relacionam com a baixa utilização por parte do aluno. Este estudo trata de cursos on-line de inglês no Brasil e de como dois fatores impactam o engajamento do aluno: a) existência de um preço a ser pago ou da gratuidade; e b) a cobrança por resultado acadêmico ou não. Tal questão é relevante devido à escassez de estudos a respeito desse tema. O objetivo deste estudo é analisar o impacto de adicionar um preço ou de haver cobrança acadêmica na utilização de um curso on-line pelo aluno. Para atingir esse objetivo, foi realizado um estudo quantitativo com mais de 21 mil alunos de um mesmo curso de inglês on-line, porém com modelos de pagamento e cobrança acadêmica diferentes entre os alunos, utilizando técnica de estatística de regressão linear. Com os resultados, este estudo dissemina o conhecimento a respeito de como essas variáveis de gratuidade/pagamento e cursos livre/integrado curricularmente impactam o comportamento do aluno, melhorando, assim, a qualidade das decisões e estratégias de empresas que fornecem esse tipo de curso. / Online learning platforms for personal computers and mobiles have make learning process more accessible and flexible, especially in a country with continental dimensions as of Brazil. Online educational companies have been taking advantage of this opportunity but find it difficult to keep students engaged, having in their courses low utilization and high dropout rates (Rodriguez, 2012). In this context, it is important that e-learning companies understand factors which impact students’ usage levels. This is a study on on-line English courses in Brazil and how two variables impact student engagement: a) existence or not of a price for the course; b) demand or not for academic performance. This topic is relevant due to scarcity of studies concerning the subject. This study proposes to understand if the fact that an on-line language course is free or paid, or contains a compulsory curricular performance, impacts or not utilization of on-line platform by the student. To achieve this goal, a quantitative research was carried out with more than 21 thousand students from a specific on-line English course, but with different payment methods and academic demands among them, utilizing linear regression statistical technique. Through its results, this study disseminates knowledge on student behavior, thus improving quality and effectiveness of strategic and commercial decisions for companies who provide this type of course.

Researchers have found low online course completion rates to be a complex problem in higher education. Meanwhile, theory on adult learners' online persistence highlights the importance of a sense of school community. At the small, rural focus community college (FCC) for this study, general education online course completion rates are lower than the national average. FCC has not addressed the low online course completion rates. Using Rovais' composite persistence model as the conceptual framework, this instrumental case study examined how students' experiences and perceptions of a sense of school community contribute to their ability to complete online general education courses. Semistructured interview data were gathered with a purposeful, criterion-based, sample of 9 adult online students taking online general education courses. The inductive data analysis utilized case and cross-case analysis, marking, cutting, and sorting of text until 4 themes emerged: interaction, sense of belonging, support, and educational values. The results led to a white paper recommending an orientation and community space, asynchronous video technology, and an online curriculum instructional designer. This study contributes to positive social change by providing FCC with program and policy change recommendations that support the colleges' goals of increasing access and success. Increased educational access and success for the local adult population creates informed citizens, contributes to economic growth, and provides a higher quality of life for the community.

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], vii, 65 p. : ill. Includes bibliographical references.

Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-02-04T17:56:58Z No. of bitstreams: 1 Dissertação - Neila Batista Xavier.pdf: 16096870 bytes, checksum: 14fa0cdac4b0ae0046b9b6a6b2e06c88 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-02-04T17:57:48Z (GMT) No. of bitstreams: 1 Dissertação - Neila Batista Xavier.pdf: 16096870 bytes, checksum: 14fa0cdac4b0ae0046b9b6a6b2e06c88 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-02-04T17:58:07Z (GMT) No. of bitstreams: 1 Dissertação - Neila Batista Xavier.pdf: 16096870 bytes, checksum: 14fa0cdac4b0ae0046b9b6a6b2e06c88 (MD5) / Made available in DSpace on 2016-02-04T17:58:07Z (GMT). No. of bitstreams: 1 Dissertação - Neila Batista Xavier.pdf: 16096870 bytes, checksum: 14fa0cdac4b0ae0046b9b6a6b2e06c88 (MD5) Previous issue date: 2015-10-09 / With the continued and increasing use of Learning Management System (LMS) in educational institutions, it is necessary for coordinators and administrators effectively manage the online courses in order to ensure good monitoring and superior levels looking for ways to improve the management of online courses. Thus, considering the difficulties in the aspect of infrastructure and time to become familiar with the resources available, the researchers realized the need to know the opinion of people with experience in Distance Education and higher level positions to decision-making. During the investigation of the problem, was held collection and analysis of information on the performance of LMS in the follow-up courses process. The results revealed the need to implement a tool that would help the monitoring of online courses. Based on this information, this paper proposes and describes an approach based on a Multi-Agent System for this problem. The system has the purpose to support the management of online courses through intelligent agents. From the use of the proposed system, the coordinator of an online courses get condensed and quick information of each current course, facilitating managerial vision by reporting and organized graphics, and receive periodically a message via email about the current status of each course. Thus, intelligent agents show specific situations of access students, tutors and teachers, and help the follow-up activities. To validate the work, was carried out a case study in the postgraduate courses in online mode with several real disciplines concurrently taking place in a Federal Institute of Education (IFE) of Amazonas state. The case study aimed evaluate the feasibility of the proposal, and from the results obtained in the test can be concluded that with using the developed system was possible to improve the monitoring of levels of online courses, assist in making decisions and thus enable the adoption of new teaching strategies / Com o contínuo e crescente uso de Ambientes Virtuais de Aprendizagem (AVA) em instituições de ensino, é necessário que coordenadores e administradores gerenciem efetivamente os cursos de Educação a Distância (EaD), a fim de garantir um bom acompanhamento e níveis de qualidade superior, buscando meios para aperfeiçoar o gerenciamento de cursos on-line. Assim, considerando as dificuldades no aspecto de infraestrutura e tempo para familiarizar-se com os recursos disponíveis, os pesquisadores perceberam a necessidade de conhecer a opinião de pessoas com experiência em EaD e em cargos de nível hierárquico superior para tomada de decisões. Durante a investigação do problema, foi realizada a coleta e a análise de informações sobre o desempenho de AVAs no processo de acompanhamento de cursos. Os resultados revelaram a necessidade da implantação de uma ferramenta que auxiliasse o acompanhamento dos cursos online. Com base nessas informações, o presente trabalho propõe e descreve uma abordagem baseada em um Sistema Multiagente (SMA) para esse problema. O sistema tem como proposta apoiar a gestão de cursos on-line por meio de Agentes Inteligentes (AIs). A partir do uso do sistema proposto, o coordenador dos cursos de um AVA obtêm informações condensadas e rápidas de cada curso corrente, facilitando a visão gerencial mediante a apresentação de relatórios e gráficos organizados, além de receber, periodicamente, uma mensagem via e-mail a respeito da situação atual de cada curso. Desta forma, os AIs evidenciam situações específicas do acesso de alunos, tutores e professores, além de auxiliar o acompanhamento de atividades. Para validar o trabalho, foi realizado um Estudo de Caso em cursos de Pós-Graduação na modalidade EaD com várias disciplinas reais ocorrendo concomitantemente em um Instituto Federal de Educação (IFE) do estado do Amazonas. O Estudo de Caso teve como objetivo avaliar a viabilidade da proposta, e a partir dos resultados obtidos nos testes realizados pode-se concluir que com o uso do sistema desenvolvido foi possível melhorar os níveis de acompanhamento dos cursos on-line, auxiliar no processo de tomada de decisões e, assim, possibilitar a adoção de novas estratégias pedagógicas.

Despite the growing expectation on corporate Learning & Development (L&D) units to transform practices and roles and take a more strategic role to better meet the needs of lifelong learning and up- and reskilling in organizations, many fail to use technology such as Massive Open Online Course (MOOC) platforms that could support the shift. The aim of this study is to provide a better understanding of why those in L&D who are using MOOC platforms do so and what impact it has on the role of L&D. Empirical data from in-depth interviews with six L&D professionals, with extensive experience from large, global companies, has been employed in this exploratory research. The analysis imply a situation in which MOOC platforms, when used in organizations where employee language, literacy and digital devices are not a limitation, can support in meeting the needs of lifelong learning and up- and reskilling in ways not possible with traditional L&D practices. The findings also indicate that while L&D units in large, global organizations can transform traditional practices and roles and contribute strategically, with the support of MOOC platforms, they struggle to make full use of the platforms due to lack of prioritization in the organization. This could inhibit L&D to fully take on a strategic role. Previous research has not explored the impact and possibilities the use of MOOC platforms can have specifically on the L&D role. The findings provide a novel contribution to L&D research as well as input to professionals in L&D or Human Resource, business leaders, organizational developers and MOOC platform providers in decisions connected to digitalization of corporate learning.

Background: In healthcare, it is common that personnel handle medical gases. Medical gases can be hazardous if they are handled the wrong way. The healthcare personnel needs knowledge within gas handling to eliminate the risks of mix-ups, inaccurate transportation, inaccurate change of regulators and further on. Therefore, it is essential to educate healthcare personnel in how to handle medical gases in a safe manner. Region Uppsala has been responsible for educations on-site. To make the education more accessible it is desirable to make an interactive online course, with personnel responsible for medical gases as the target group. Aim: To design a digital interactive education, with personnel responsible for medical gases as the target group. Method: Revise material from earlier education plans within gas handling, designing an interactive online course using Articulate 360 storyline and evaluate the pedagogical layout and the information in the first version of the online course. Result: It was found that an interactive online course, with personnel responsible for medical gases within Region Uppsala as the target group should contain general information about gas, medical gases with associated bottles, information about gas cylinder, regulators and their handling and security and management processes. Focus during the making of the online course was to include interactive parts and to follow the principles “Meaningful”, “Engaging” and “Accessible”. The result from the evaluation made on the first version of the education generated about ten points of improvement. Two examples of changes applied to the final version of the education was a change of color from black to white on the icons at the bottom of the layout and addition of a section about emergency shut-off valves. Conclusion: An interactive online course was produced with the purpose to educate personnel responsible for medical gases within Region Uppsala. The created online course is more accessible than the previous education available on-site and with some complementary practical elements, the online course can permanently replace the previous on-site education.

Recently, the school of electrical engineering and computer science (EECS) at the Royal institute of technology (KTH) proposed to introduce a new learning module for the course Engineering Methods - II1300. The module is to introduce both C programming and LEGO robot EV3 programming, to help the students to complete a course project. A literature study was first conducted to investigate how a learning module should be designed and what information was needed. Data from a survey routinely performed by the department and another in this work were collected. The data showed a wide variety in background knowledge among the students who attended the course. Many students believed that they did not receive enough learning material to complete the C assignments nor sufficient instructions for programming the LEGO robot. Based on the data analyses and guided with the Constructive Alignment method and the Scaffolding theory, a specification was created, and the desired learning module was developed. The module provides necessary instructions, good code examples and relevant resources that may be needed. It arranges a balanced amount of learning activities. It is expected to guide the learningprocess and improve the learning efficiency, and to facilitate the teaching process and reduce the workload. The learning module highlights a structured and modular way to teach fundamentals of C programming using the Scaffolding teaching method in conjunction with Constructive Alignment. The module can be reused with small modifications for similar courses by substituting the contents. Moreover, the strategy and the methods, which the project adopted to develop the module, are rather general and in principle are applicable to most online course development. / Nyligen föreslog Skolan för elektroteknik och datavetenskap (EECS) på KungligaTekniska Högskolan (KTH) att införa en ny inlärningsmodul för kursen Engineering Methods - II1300. Modulen ska introducera både C-programmeringoch LEGO-robot EV3-programmering, för att hjälpa eleverna att slutföra ett kursprojekt. En litteraturstudie genomfördes först för att undersöka hur en inlärningsmodul ska utformas och vilken information som behövs. Data från en undersökningsom rutinmässigt utförts av institutionen och en annan i detta arbete samlades in. Uppgifterna visade en stor variation i bakgrundskunskaper blandde studenter som deltog i kursen. Många studenter trodde att de inte fick tillräckligt med läromedel för att slutföra C-uppgifterna eller tillräckliga instruktionerför att programmera LEGO-roboten. Baserat på dataanalyserna och styrs med Constructive Alignment metoden och Scaffoldning teorin skapades en specifikation och den önskade inlärningsmodulen utvecklades. Modulen innehåller nödvändiga instruktioner, bra kodexempel och relevanta resurser som kan behövas. Det ordnar en balanserad mängd lärande aktiviteter. Det förväntas vägleda inlärningsprocessen och förbättra inlärningseffektiviteten och underlätta undervisningsprocessen och minska arbetsbelastningen. Lärningsmodulen belyser ett strukturerat och modulärt sätt att undervisa i grunderna i C-programmering med hjälp av undervisningsmetoden Scaffolding i samband med Constructive Alignment. Modulen kan återanvändas med små ändringar för liknande kurser genom att ersätta innehållet. Dessutom är strategin och metoderna, som projektet antog för att utveckla modulen, ganska allmän och är i princip tillämpliga för de flesta online kursutveckling.