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MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence

QUALITATIVE RESEARCH
by

Adam Sa

on 24 November 2014

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Transcript of MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence

References
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Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009).
Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies
. Washington, D.C.: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. Retrieved from
http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Miyazoe, T., & Anderson, T. (2010a). The interaction equivalency theorem.
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Swan, K. (2004).
Relationships between interactions and learning in online environments
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http://sloanconsortium.org/publications/freedownloads
Van Dijk, J. (2005).
The deepening divide: Inequality in the information society
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Wagner, E. D. (1994). In support of a functional definition of interaction.
American Journal of Distance Education
, 8(2), 6-29.

Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education.
Teachers College Record
, 107(8), 1836-1884.
Literature Reviews
“Colbert, et.al, 2007; Kang & Keengwe, 2009;Turney, et.al, 2009; Johnson, 2010) supports the view that hybrid approaches seem to work better than virtual or face-to-face methods alone.”
Literature Review
Research Question
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
MOOC's Effectiveness (Student Satisfaction/Course Completion) and Teacher's Online Presence
Methodology-type of study
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
Qualitative-
An Experimental Design
Methodology-participants
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
10,000 Randomly Chosen MOOC University Students who respond to an online "satisfaction survey" request at the end of their MOOC.
Methodology-
Data Collection Methods & Procedures
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
Plan of Analysis
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
With this design in mind, the key metric analyzed here will be student satisfaction with the MOOC. Because the project hypothesizes that high degrees of teacher attention are germane to enhancing student satisfaction & course completion, with the experimental data collected through the survey method.
Plan of Analysis
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
Ethical Approach & Potential Challenges
Sample may be too general
Sample may be too small

Control group receiving more online teacher presence than experimental group

MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
Plan of Analysis-
Interpretation
MOOC's Effectiveness (Student Satisfaction/Course Completion) & Teacher's Online Presence
Do MOOCs have Perceived Value?
Do MOOC’s have the capacity and capability to create positive and successful change for universities of the future?”
Are MOOS’s going to help us get even better at what we’re doing?
How do we form a balanced understanding of MOOC’s user experiences?
How do we understand and meet MOOC’s learner expectations?
Adult learners, prefer interactive dialogue and respectful feedback rather than episodic tests and evaluations that seem to “judge” their intellectual abilities Cruss et al, (2009).
Department of Education review of “evidence-based practices” in online education (US DoE, 2008) found that some combination of teacher-directed and
self-directed learning modes
tended to
produce higher educational outcomes
than either mode operating alone.
There is also a growing discussion about how to adapt the online learning environment to approximate the “social presence” and “teacher immediacy” typically found in the traditional classroom (Gunter, et.al, 2010).
Student Satisfaction-Variable 1
Course Completion-Variable 2
Teacher's Online Presence- Independent Variable
Likert -Scales
The format of a typical five-level Likert item, for example, could be:
1. Strongly disagree
2. Disagree
3. Neither agree nor disagree
4. Agree
5. Strongly agree

Description of the problem and context
Here a MOOC there a MOOC
Survey-Questionairre
Full transcript