E-learning: A case study of e-learning courses at the University of Athens
Published:
Dec 21, 2017
Keywords:
asynchronous learning activities advantages disadvantages
Abstract
Researchers are interested in gauging online learning. What might be influencing effectiveness of online courses is under the microscope. This study refers to an asynchronous online course offered by the University of Athens. A questionnaire consisting of two parts was used to collect the data.In the first part, demographics were gathered while the second part examined student opinion about the activity considered to be the most effective, the biggest advantage and the biggest disadvantage of asynchronous learning. The results suggested that all activities e.g. social networking, tests, email, recorded video and exercises are significant. In addition, the findings revealed time as the biggest advantage and no face-to-face communication as the biggest disadvantage.
Article Details
- Section
- Articles
Authors retain copyright under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in the proceedings.
References
Allen, E., Seaman, J., Poulin, R., & Straut, T. T. (2016). Online report card: Tracking online education in the United States. Needham, MA: Babson Survey Research Group and Quahog Research Group.
Retrieved from http://onlinelearningsurvey.com/reports/onlinereportcard.pdf
Coogle, C., & Floyd, K. (2015). Synchronous and Asynchronous Learning Environments of Rural Graduate Early Childhood Special Educators Utilizing Wimba© and Ecampus. Journal of Online Learning & Teaching, 11(2), 173-187.
Bledsoe, T. S., & Simmerok, B. D. (2013). A multimedia-rich platform to enhance student engagement and learning in an online environment. Journal of Asynchronous Learning Networks, 17(4), 57-66.
Brady, K.P., Holcomb, L.B., & Smith, B. V. ( 2010). The use of alternative social networking sites in higher educational settings: A casce study of the e-learning benefits of Ning in education. Journal of Interactive Online Learning. 9(2), 152-171.
Draus, P., Curran, M., Trempus, M,(2014). The instructor-generated video content on student satisfaction with and engagement in asynchronouse online classes. Journal of Online Learning and Teaching, 10(2), 240–254.
Huang, X. & Hsiao, E. L. (2012). Synchronous and asynchronous communication in an online environment: Faculty experiences and perceptions. Quarterly Review of Distance Education, 13(1), 15–30
Lin, H., Hong, Z-R., & Lawrenz, F. (2012). Promoting and scaffolding argumentation through reflective asynchronous discussions. Computers and Education, 59(2), 378-384.
MacKenzie, L. & Ballard, K. (2015). Can using individual online interactive activities enhance exam results? Journal of Online Learning and Teaching, 11(2), 262-266.
Murphy, E., Rodríguez-Manzanares, M. A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583–591. http://dx.doi.org/10.1111/j.1467-8535. 2010.01112.x
Neumeier, M. &, Small, S. (2014). Moving the Discussion Online: Asynchronous Discussion for Clinical Post-Conference in a Baccalaureate Nursing Program. Canadian Journal of Nursing informatics, 9 (1&2) (retrieved from http://cjni.net/journal/?p=3506 March 2017)
Northey G, Bucic T, Chylinski M, Govind R (2015). Increasing student engagement using asynchronous learning. Journal of Marketing Education, 37(3), 171-180 doi:10.1177/0273475315589814
Oztok, M., Zingaro, D., Brett, C. & Hewitt, J. (2013). Exploring asynchronous and synchronous tool use in online courses. Computers and Education, 60(1), 87-94.
Renn, K. A., & Reason, R. D. (2012). College students in the United States: Characteristics, experiences, and outcomes. San Francisco: Jossey-Bass.
Riggs, S.A. & Linder, K.E. (2016). Actively Engaging Students in Asynchronous Online Classes. IDEA Paper #64. Available at http://bit.ly/2jSOsOF
Schindler, L. & Burkholder, G.(2014). Instructional Design and Facilitation Approaches that Promote Critical Thinking in Asynchronous Online Discussions: A Review of the Literature. Higher Learning Research Communications, 4(4), 11-29. DOI: 10.18870/hlrc.v4i4.222
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Skylar, A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in
Teacher Education, 18, 69-84.
Taylor, M., Jowi, D., Schreier, H., Bertelsen, D. (2011). Students’ perceptions of e-mail interaction during student-professor advising sessions: The pursuit of interpersonal goals. Journal of Computer-Mediated Communication, 16(2), 307-330. doi:10.1111/j.1083-6101.2011.01541.x
Woo, Y. & Reeves, T. C. (2008). Interaction in asynchronous web-based learning environments: Strategies supported by educational research. Journal of Asynchronous Learning Networks, 12(3&4), 179-194.
