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creating online courses
student centered learning
multi-media learning theory
spatial contiguity theory
temporal contiguity theory
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AbstractDue to the shift from Instructor centered learning to student centered learning, careful consideration has to be given to the needs of adult learners in all facets of education. Time restrictions and the learner’s current skill level are two areas that need to be addressed in adult learning. To address these issues in a non-credit course on social media applications that I am teaching this summer face to face, I have developed an online learning environment to supplement in classroom instruction. The online learning environment is able to be accessed by students when it’s convenient for them, which helps expand upon the instruction that they receive in the classroom. In addition, learning theories and information design principles are applied to the online learning environment to increase the student’s ability to learn, as well focus on web accessibility. The online learning environment has been developed using WordPress; a free and open source web content management system.
Showing items related by title, author, creator and subject.
Design of an Online Technical Communication Course Using the Open SUNY Online Course Quality RubricBrierley, Sean; Stam, Kathryn; Thesis Advisor; Lizardi, Ryan; Second Reader (SUNY Polytechnic Institute, 2019-05)This project is a one-semester, online technical communication class for undergraduates at a four-year university. The audience includes students who are taking the class to learn about writing but who generally have majors unrelated to technical communication. The online class will use best practices in course delivery and will support a constructivist theory of learning, based on peer-to-peer, as well as peer-to-instructor, interaction. Writing and communication best practices will make extensive use of revision based on peer and instructor review. Importantly, this design of the class will make use of the Open SUNY Online Course Quality Review (OSCQR) Rubric and Process (“About OSCQR,” n.d.). The intent of this project is to deliver a live product that can be accessed through the Internet and used out of box with little revision almost immediately. A representative, functional Moodle class will be available at https://brierleynet.com, and this will be ready for roll-out before the fall 2019 semester.
An Investigation into the Effect that Final Exam Exemptions in Seventh and Eighth Grade Science Courses have on Students’ Ninth Grade Earth Science Regents’ ScoresBalzano, Betsy Ann; Cavanaugh, Suzanne; The College at Brockport (3/1/1998)Virtually no research has ever been conducted examining the effect that exemptions from cumulative final examinations during the middle school years have on a student’s New York State Regents examination scores. The purpose of this study was to determine if there was a statistically significant difference in students' earth science Regents scores when they were given cumulative final exams during seventh and eighth grade as compared to those that were exempt from taking cumulative final exams during these years. The subjects in this study were 48 students attending a rural school in Central New York State over a three year period. Twenty-seven students who maintained a 90 or above average in science class during both seventh and eighth grade were exempt from taking cumulative final exams both years. Twenty-one students who maintained an 80-89.9 average in science class during seventh and eighth grade were required to take a cumulative final exam both years. All 48 students took the earth science Regents. The results of the Regents scores were compared using analysis of covariance. The results indicated that the 90 or above average students still scored significantly higher on the earth science regents even though they had not taken cumulative final exams during seventh and eighth grade.
The Perception of Preservice Teachers Regarding the Impact of a Math Methods Course on Their Ability to Instruct Mathematics in Their Future ClassroomSchmidt, Courtney (State University of New York at Fredonia, 2019-05)With the pressure of teachers to challenge and increase achievement in the area of mathematics, it has become imperative to effectively train teachers to have this mathematical knowledge. Research has shown that more teacher preparation programs are focusing on introducing the foundation of mathematics for preservice teachers knowing that they are generalist elementary educators. This study looks at the perceptions of mathematics based on the completion of a mathematics methods course in a small liberal arts college in Chautauqua County. A questionnaire was distributed and consisted of both qualitative and quantitative questions. The results show that undergraduate mathematics courses are crucial to the implementation of mathematics in the preservice teachers future classroom. Future research could pair the questionnaire with an observation to examine their delivery of mathematics instruction.