Students Value Asynchronous Instruction, Individual Projects and Frequent Communication with the Instructor in an Online Library Science Classroom
Notice bibliographique
Résumé
A Review of: Hajibayova, L. (2017). Students’ viewpoint: What constitutes presence in an online classroom? Cataloging & Classification Quarterly, 55(1), 12–25. https://doi.org/10.1080/01639374.2016.1241972 Abstract Objective – Determine student perceptions of online learning. Design – Survey questionnaire. Setting – An online class in the School of Library and Information Science at a Midwestern US public university. Subjects – 45 graduate students in an abstracting and indexing class. Methods – Class participants filled in an online questionnaire at the end of the semester. The survey covered topics related to collaboration, communication, modes of instruction, and assessment. The researcher calculated frequency counts for questions and did a correlation analysis. Main Results – For collaboration the author found that 62% of students expressed no or limited interest in participation in collaborative projects. Factors for successful completion of group projects included member commitment, instructor involvement, technology tools (discussion boards, wikis, blogs), group size (3–5 people preferred), and the nature and design of the project. Preference for communication frequency via email ranged from daily to never with the highest percentage (28.57%) preferring once a week. Communication frequency through the learning management system (LMS) was similar. The largest percentage of students preferred communication 2–3 times per week for virtual (38.89%) and face-to-face (41.67%) office hours. The correlation between communication via LMS and virtual office hours was r = 0.89, p < 0.05. Of students completing the questionnaire, 47.22% found the instructor’s presence effective. While most students disagreed with using social media in an online course, many friended or followed the instructor or the class social media page. Students preferred asynchronous over synchronous lectures and activities. Preference for frequency was once a week. There was a correlation between synchronous lectures and synchronous activities (r = 0.77, p < 0.05). Student preferences for the frequency of overview and discussion of class materials were roughly equal in distribution (daily, 4–6 times/week, 2–3 times/week, weekly, or never). There was a correlation between synchronous overview and asynchronous overview of class materials (r = 0.93, p < 0.05). In terms of assessment, students found group discussion, individual projects, research papers, quizzes, and tests the most effective class assignments. Several correlation analyses were done between assignment types. Conclusion – This study found students had limited interest in collaborative projects. It was also found that regular communication with the teacher was important. Students preferred asynchronous instruction and activities. They also preferred individual assignments for evaluation.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,003 | 0,470 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».