Online Courses

The development of Internet technology give a chance for application in all kind of humans activity include education specially for higher education in university in order to increase education quality. In this paper we will discuss about the importance of the elements which must be fulfilled when we build the online academic application with web technology which will help teaching process in university. Also we will discuss to implement open source software as foundation in order to deploy the information system with low cost without losing the performance. In the future assembling internet technology on education and training will be need in order to enhancement and distribution education quality, specially in Indonesia where has many islands separate with sea and mountain. Students and faculty will enjoy access to multiple resources from one location, delivering search results with a range of content including encyclopedia articles, multimedia, related Web sites, magazines, and much more. Enables schools to implement an online academic program. It equips schools to host online courses, conduct live and blog-style communication between faculty and students, track grades, automate test scoring, store course materials, and much more.

Based on a framework emphasizing the social nature of learning, this research examines a model of how social constructs affect satisfaction within online learning using path analysis for students in higher education. The social constructs evaluated in this study include sense of community (SOC), social ability (SA), perceived ease of use (PEU) and usefulness (PU) of social awareness tools, and self-reported participation (SRP) in online courses. Students' social ability is predicted by perceived ease of use of social awareness ...

Introductory computer programming courses are inherently challenging for a variety of reasons. With increased demands for online delivery, the use of effective technologies, materials, and methods that best support online learning is essential to maximize student success. This article describes a recent study conducted at our institution with an overall objective to improve the design and online delivery of a

Online Courses have over the last 5 years has been making steady progress in the mainstream Higher Education System in India. This has further been accelerated recently by Covid 19 considered one of the most pathetic pandemic situation for the whole world. The COVID 19 has resulted in school’s colleges and educational institutions shut all across the world as result educational system has changed dramatically with the distinctive rise of E –learning whereby teaching is undertaken remotely and on digital platforms. The government has taken commendable measures by introducing the concept of E-learning.These nationwide closures are impacting over 91% of the worlds' student population.

The SOFIA and SIRTF EPO Programs have partnered with the Conceptual Astronomy and Physics Education Research (CAPER) Team in designing, evaluating, and facilitating an online program for K-12 teachers to experience multiwavelength astronomy. An aggressive approach to online course design and delivery has resulted in a highly successful learning experience for teacher-participants. Important aspects of the Invisible Universe Online will eventually be used as a part of SOFIA's Airborne Ambassadors Program for pre-flight training of educators. The Invisible Universe Online is delivered via WebCT through the Montana State University National Teacher Enhancement Network (http://btc.montana.edu/). Currently in its fourth semester, the course has served 115 K-12 teachers. This distance learning online class presents our search for astronomical origins and provides an enhanced understanding of how astronomers use all energies of light to unfold the secrets of the universe. We cover the long chain of events from the birth of the universe through the formation of galaxies, stars, and planets by focusing on the scientific questions, technological challenges, and space missions pursuing this search for origins. Through textbook and internet readings, inquiry exploration with interactive java applets, and asynchronous discussions, we help our students achieve the following course goals: develop scientific background knowledge of astronomical objects and phenomena at multiple wavelengths; understand contemporary scientific research questions related to how galaxies formed in the early universe and how stars and planetary systems form and evolve; describe strategies and technologies for using non-visible wavelengths of EM radiation to study various phenomena; and integrate related issues of astronomical science and technology into K-12 classrooms. This course is being developed, evaluated, and offered through the support of SOFIA and SIRTF EPO Programs, two NASA infrared missions associated with the Origins program.

The Bachelor of Nursing (BN) program at Central Queensland University requires students to complete industry based clinical practicum in each of the 3 years of their program. Students spend 40– 60% of their week off campus in clinical practicum. The Bachelor of Nursing Program Gateway (BNPG) is the application of the traditional Blackboard course management system from a single course to a whole program. It has pushed the boundaries of online course management creating an online learning community that consists of students, lecturers, clinical laboratory managers, administration staff, program advisors and industry clinical staff from three Central Queensland University campuses (Rockhampton, Mackay and Bundaberg), one hub (Noosa) and Flexible delivery. This paper will adopt Wenger, McDermott, and Synder's (2002) seven principles of communities of practice to discuss development strategies that have proved successful, as well as some of the pitfalls experienced and lessons learn...

In an attempt to provide educational opportunities for students who are working or who are located at a distance, many universities have developed wholly online distance education programs. These online courses use web technology as a distributed learning mechanism. However, online distance learning in Computer Science courses remains challenging for both teachers and students. Research has shown that there is a significant risk factor for online courses in Computer Science. Course developers and teachers need to be aware of the particular needs of Computer Science students when establishing online courses, if they wish to graduate successful and satisfied students. This paper aims to identify some of the challenges in teaching Computer Science topics online, and identify useful support strategies to enhance learning through the informed use of webbased elearning.

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เว็บช่วยสอนยังเป็นสื่อใหม่ที่ยังไม่เป็นที่แพร่หลาย      หรือนำมาใช้เพื่อการเรียนการสอนอย่างกว้างขวางในประเทศไทย            เหมือนกับสื่อการสอนสมัยใหม่หลายอย่างที่ถูกนำมาใช้อย่างมากมายจนเป็นที่รู้จักกันดีอย่างคอมพิวเตอร์ช่วยสอนหรือวีดิโอคอนเฟอร์เรนต์    คำถามที่นักการศึกษาจะต้องถูกถามเหมือนกับที่เคยถามเมื่อเวลามีสื่อใหม่ ๆ ถูกนำเข้ามาใช้ในการศึกษาว่า  อะไรคือเว็บช่วยสอน ?

... Results from the present investigation support the theoretical perspective of Pekrun and his colleagues (eg, Pekrun, 2006; Pekrun et al., 2006): namely, that students' cognitive appraisals and achievement ... The role of students' cognitive engagement in online learning. ...

Understanding factors in successful online course experiences can provide suggestions for instructors and students to promote improved learning experiences. A survey of 700 students regarding perceptions of online-learning quality was analyzed with a structural equation model. For students with online-learning experience, comfort with technology and motivation to learn technology skills were related to satisfaction with online courses, which was related to perceived quality. For students with hybrid-learning experience, comfort was related to motivation and perceived quality, motivation was related to satisfaction, and satisfaction was related to perceived quality. For students with no online-learning experiences, comfort was related to motivation to learn technology skills, but neither of these factors was related to perceived quality of online courses.

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The present paper analyses the development and results of an online postgraduate training course addressed to pre-service teachers from different educational fields who aim to be trained in intercultural matters. The mentioned course was implemented in 2013–2014 at the University of Extremadura. Discussion groups and log books were used from a qualitative methodology. Seven faculty members and 16 graduate students coming from eight different training modules participated in the study. A number of comparative categories among the modules that allowed the development of a strengths, weaknesses, opportunities, and threats (SWOT) matrix were established. Results demonstrate that the online graduate training was especially beneficial to generate skills that will support potential teachers when facing intercultural classes. Nevertheless, there are still some facets related to internal teacher's coordination on content and activities that will be enhanced in future sessions of the course.

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The goal of this course is to help Business School students improve their academic writing skills. This course will provide you with the information and tools you need to brush up on your academic writing skills. This should help you improve one of your PhD papers which you can then publish in a top journal. This course will take place over 5 days, during which time you will be working on one of your PhD papers. We will have 2-hour long interactive classes in the morning via Zoom and 3-hour practical writing sessions in the afternoon. In the classes, you will work on your own paper, give feedback to your peers, and have the opportunity to receive feedback from the teachers.

During the practical writing sessions in the afternoon, you will be working on the respective sections of your own paper that we cover in the morning. You will also give feedback to your peers and receive feedback in turn, which will help you get more from the process. There will be several opportunities to receive direct feedback from the teachers, too. By the end of the week, you will have revised your paper’s introduction, theory, and methods sections.

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The Vrije Universiteit Amsterdam (VU) is an internationally renowned research university. Since its founding in 1880 interdisciplinary research has been leading in its education. The university consists of nine faculties with teaching facilities for 24.000 students. With over 140 English-taught Bachelor's and Master's programmes, the university offers a wide range of study options. The campus is a centrally located hub where people easily feel at home. WWW.VU.NL/WINTERSCHOOL | GRADUATEWINTERSCHOOL@VU.NL | +31 20 59 82944

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Since the mid to late 1990s, the World Wide Web has been used as a distributed learning mechanism, enhancing the digital learning environment to support distance and on-campus students. Web technology has been adopted to assist learners with real-time studying at a distance. Consequently, Web delivery has grown rapidly and has been used as a vehicle for learning. Many universities have developed wholly online distance education programs. These changes in distance education have been developed in an attempt to provide easier access to educational opportunities for students who are located remotely from the university, who are working or who have other constraints/commitments such as family commitments. However, online distance learning in Computer Science courses remains challenging for both instructors and students. Research has shown that there is a significant risk factor for online courses in Computer Science. Course developers and instructors need to be aware of the particular n...

What Works in K–12 Online Learning provides an overview of online teaching and learning practices. Based on extensive experience and research, chapters cover a spectrum of topics including virtual course development, online learning in elementary classrooms, instructional assessment and differentiating online instruction, professional development for teachers of virtual courses, and the challenges that virtual schools will face.