|
Authors:
Ronald P. Uhlig, Shatha Jawad, Pradip Peter Dey, Mohammad Amin, and Bhaskar Sinha, USA
|
|
Abstract:
This paper evaluates three enhancements to student interaction and collaboration: 1) a set of recorded lectures available in indexed segments of 5-10 minutes, 2) mentored assignments, and 3) pre-recorded small group project presentations, comparing their relative efficacy for online courses with on-site courses. The recorded lecture segments have proved to be effective for online student learning and for onsite students to review and master concepts they had difficulty grasping when presented initially. The mentored assignment process enables online students to have effective interactions with other online students, by focusing their attention on a few others rather than the whole class. Data is presented showing that quality of research, original thinking, understanding of subject, and thoroughness of work is at least as good for online students as for onsite students. Similar results are presented showing the effectiveness of small groups working together to develop a recorded group project presentation. The process of developing the recorded presentation enables effective collaboration and frees students from obstacles that have been encountered in trying to use small group projects effectively in online courses. Data is presented showing that small group project quality is comparable for online and on-site courses when this approach is used.
|
