Marcel Karam
ABSTRACT
The COVID-19 pandemic has forced many educational institutions to quickly switch to a predominantly real-time, virtual mode of teaching and learning; Educators often had to use quick technological fixes to design and deliver instructional material. In academic institutions with outcome-based education and assessment, implementing this hasty response further complicated matters for Educators, especially those who were committed to active learning practices. Post-pandemic, it is anticipated that virtual teaching and learning will be partially or fully adopted by many academic institutions whose programs’ success, especially those that are outcome-based, will be largely dependent on the success of their real-time, virtual courses. This work proposes an Effective Model system whose interacting constituents are Information and Communication Technology Support, Teaching and Learning Support, and a Course Management System. This work also provides Educators with a conceptual framework for the Course Management System that integrates outcome-based design, delivery, and assessment of real-time virtual courses with active learning practices.
- Selwyn. N. 2020. After COVID-19: The longer-term impacts of the coronavirus crisis on education. Melbourne: Monash University. Retrieved Nov 18, 2020 from https://educationfutures.monash.edu/all—present/after-covid-19.Google Scholar
- Lederman, D. 2020. Will shift to remote teaching be boon or bane for inline learning? Inside Higher Ed. Retrieved Nov 18, 2020 from https://www.insidehighered.com/digital-learning/article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning.Google Scholar
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. 2020. The difference between emergency remote teaching and online learning. EDUCAUSE Review. Retrieved Nov 18, 2020 from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.Google Scholar
- Wang Lixun. Designing and Implementing Outcome-Based Learning in a Linguistics Course: a Case Study in Hong Kong,Procedia - Social and Behavioral Sciences, 2011; Volume 12, 9-18,ISSN 1877-0428, https://doi.org/10.1016/j.sbspro.2011.02.004.Google Scholar
- Nicol AA, Owens SM, Le Coze SS, MacIntyre A, Eastwood C. Comparison of high-technology active learning and low-technology active learning classrooms. Active Learning in Higher Education. 2018;19(3):253-265. doi:10.1177/1469787417731176.Google Scholar
- Richey, R. C., Klein, J. D., & Tracey, M. W. 2011. The instructional design knowledge base: theory, research, and practice. New York: Routledge.Google Scholar
- Goodyear, P. 2015. Teaching as design. Herdsa Review of Higher Education, 2(2), 27–50. Retrieved Nov 18, 2020 from http://www.herdsa.org.au/system/files/HERDSARHE2015v02p27.pdf.Google Scholar
- Carr-Chellman, A. 2016. Instructional design for teachers: improving classroom practice. 2nd Edition. London: Routledge.Google Scholar
- Tennyson, R. D., & Breuer, K. 2010. Psychological foundations for instructional design theory. In R. D. Tennyson, F. Schott, N. M. Seel, & S. Dijkstra (Eds.), Instructional design: international perspectives, Theory, research and models, Vol. 1 (pp. 113–134). New York: Routledge.Google Scholar
- Bates, A. W. 2019. Teaching in a digital age. 2nd Edition. Vancouver: Tony Bates Associates. Retrieved Nov 18, 2020 from https://pressbooks.bccampus.ca/teachinginadigitalagev2.Google Scholar
- Bates, A. W. 2020. Advice to those about to teach online because of the corona-virus. Retrieved Nov 18, 2020 from https://www.tonybates.ca/2020/03/09/advice-to-those-about-to-teach-online-because-of-the-corona-virus.Google Scholar
- Anderson, T., Rourke, L., Garrison, R., & Archer, W. 2019 . Assessing Teaching Presence in a Computer Conferencing Context. Online Learning, 5(2). http://dx.doi.org/10.24059/olj.v5i2.1875.Google Scholar
- Goodyear, P., & Dimitriadis, Y. (2013). In medias res: reframing design for learning. Research in Learning Technology, 21. Retrieved Nov 18, 2020 from https://journal.alt.ac.uk/index.php/rlt/article/view/1391.Google Scholar
- Bates, A. W., & Poole, G. 2003. Effective teaching with technology in higher education. San Francisco: Jossey-Bass.Google Scholar
- Bullen, M., & Janes, D. P. 2007. Making the transition to E-learning: strategies and issues. Hershey: Information Science Publishing.Google Scholar
- Washington Accord. Retrieved Nov 18, 2020 from https://www.ieagreements.org/accords/washington.Google Scholar
- Accreditation Board for Engineering and Technology (ABET). Retrieved Nov 18, 2020 from https://www.abet.org/accreditation.Google Scholar
- Biggs, J. 2003. Aligning Teaching and Assessing to Course Objectives. Teaching and Learning in Higher Education: New Trends and Innovations, University of Aveiro, 3-7.Google Scholar
- Spady, W. 1994. Outcome-Based Education: Critical Issues and Answers. American Association of School Administrators, Arlington VA, ISBN-0-87652-183-9.Google Scholar
- Killen, R. 2000. Standards-referenced assessment: linking outcomes, assessment and reporting. Keynote address at the Annual Conference of the Association for the Study of Evaluation in Education in Southern Africa, Port Elizabeth, South Africa.Google Scholar
- Lingard, R. L., Ladwig, J., Mills, M. D., Bahr, M.P., Chant, D. C., and Warry, M. 2001. The Queensland School Reform Longitudinal Study. Brisbane: State of Queensland (Department of Education).Google Scholar
- Driscoll, A., & Wood, S. 2007. Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction. Sterling, VA: Stylus.Google Scholar
- Ross, V. 2001. Offline to Online Curriculum. Journal of Distance Learning Administration, State University of West Georgia, 4, 1-4.Google Scholar
- Allen, E., Seaman, J., & Garrett, R. 2007. Blending in: The Extent and Promise of Blended Education in the United States. Needham, MA: Sloan Consortium.Google Scholar
- Hussain, I., Shahzad, A., and Ali, R. 2019. A Qualitative Study on Practices and Issues of Blended Learning in Higher Education Introduction-The Opening. 189-208.Google Scholar
- Bonwell, C. C., & Eison, J. A. 1991. Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report, Washington DC: School of Education and Human Development, George Washington University.Google Scholar
- Baldwin L. 2018. Editorial. Active Learning in Higher Education. 19(3):189-195. https://doi:10.1177/1469787418794040.Google ScholarCross Ref
- Prince, Michael. 2004. Does Active Learning Work? A Review of the Research. Journal of Engineering Education. 93. 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x.Google ScholarCross Ref
- Freeman S, Eddy SL, McDonough M, 2014. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA. 111(23):8410-8415. doi:10.1073/pnas.1319030111.Google ScholarCross Ref
- Hamouda, A., & Tarlochan, F. (2015). Engaging Engineering Students in Active Learning and Critical Thinking through Class Debates. Procedia - Social and Behavioral Sciences, 191, 990-995. doi.org/10.1016/j.sbspro.2015.04.379.Google ScholarCross Ref
- Hartikainen, S., Rintala, H., Pylväs, L., & Nokelainen, P. 2019. The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9, 276.Google ScholarCross Ref
- Bolliger, D. U., & Armier, D. D. 2013. Active learning in the online environment: The integration of student-generated audio files. Active Learning in Higher Education, 14(3), 201–211. https://doi.org/10.1177/1469787413498032.Google ScholarCross Ref
Index Terms
- An Outcome-Based Framework for the Design and Delivery of Real-Time Virtual Courses that Incorporate Active Learning
Recommendations
Course Design and Project Evaluation of a Network Management Course Implemented in On-Campus and Online Classes
This article describes a course framework designed for a network management course in information computer technology education. A combination of four learning techniques was used as the pedagogical method: lecture-based learning, lab-based learning, ...
Blended Learning and the Virtual Learning Environment of Nottingham Trent University
DESE '09: Proceedings of the 2009 Second International Conference on Developments in eSystems EngineeringThis report discusses the merits and limitations of the two main choices of learning and teaching method which are the traditional learning (t-learning) and electronic learning (e-learning) methods. On the basis of this comparison and evaluation, the ...
Agent and virtual reality-based course delivery system
ACC'08: Proceedings of the WSEAS International Conference on Applied Computing ConferenceThis paper repots on the development of the Agent and Virtual Reality-based (AVR) a non-traditional course delivery system. The system allows creation of lectures in a virtual world that enhances the learning experience of students by creating ...
Comments