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Pérez-Sanagustín, Mar; Hilliger, Isabel; Alario-Hoyos, Carlos; Kloos, Carlos Delgado; Rayyan, Saif – Journal of Computing in Higher Education, 2017
Since Massive Open Online Courses (MOOCs) started to become part of the scene of Higher Education (HE), many institutions have joined the race of MOOC creation. However, producing MOOCs has shown to be a cumbersome and expensive activity for HE institutions. For this reason, many universities have started to explore and experiment with hybrid…
Descriptors: Online Courses, Blended Learning, Higher Education, Models
Jansen, Renée S.; van Leeuwen, Anouschka; Janssen, Jeroen; Kester, Liesbeth; Kalz, Marco – Journal of Computing in Higher Education, 2017
The number of students engaged in Massive Open Online Courses (MOOCs) is increasing rapidly. Due to the autonomy of students in this type of education, students in MOOCs are required to regulate their learning to a greater extent than students in traditional, face-to-face education. However, there is no questionnaire available suited for this…
Descriptors: Online Courses, Independent Study, Questionnaires, Likert Scales
Abdous, M'hammed – Journal of Computing in Higher Education, 2011
As a multidimensional construct which requires multiple competencies, online teaching is forcing universities to rethink traditional faculty roles and competencies. With this consideration in mind, this paper presents a process-oriented framework structured around three sequential non-linear phases: (1) "before": preparing, planning, and…
Descriptors: Feedback (Response), Faculty Development, Teaching Methods, Models
Paulus, Trena M. – Journal of Computing in Higher Education, 2006
There is increasing interest in creating frameworks for online discussions to improve learning outcomes in higher education environments. Many of these frameworks rely on and promote argumentation-based "challenge" models as the primary mode of discourse. This study tested one existing framework, created by Gunawardena, Lowe, and Anderson (1997),…
Descriptors: Computer Mediated Communication, Persuasive Discourse, Online Courses, Discourse Analysis
Rynearson, Kimberly; Kerr, Marcel S. – Journal of Computing in Higher Education, 2005
Several versions of a Web-based graduate-level course in statistics are described. In the final version, the experiential aspects of a face-to-face course in statistics are maintained through frequent interaction between the instructor and students using digital video lectures that depict real-time statistical computations. The use of text-based…
Descriptors: Statistics, Instructional Effectiveness, Television, Online Courses
Peer reviewed
Oliver, Kevin – Journal of Computing in Higher Education, 2001
Proposes a three-tiered model of online teaching, consisting of low-level information dissemination, Web-enabled course supplements, and Web-engaged activities. Discusses how existing online course management systems generally do not support the full range of Web-engaged activities currently possible. Highlights stand-alone tools which do so and…
Descriptors: Computer Uses in Education, Courseware, Models, Online Courses
Kanuka, Heather; Garrison, D. Randy – Journal of Computing in Higher Education, 2004
The purpose of this study was to advance understanding of how to facilitate higher levels of learning when using asynchronous text-based Internet communication technology. The framework used to guide this study is based on the community of inquiry model developed by Garrison, Anderson, and Archer (2000). Crucial methodological constructs congruent…
Descriptors: Computer Mediated Communication, Focus Groups, Internet, Online Courses