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Best teaching patterns in multi-participant online courses
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, , , Kibbutzim College of Education, Israel

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examines online learning as an opportunity to implement the constructivist approach as a practice, emphasizing the characteristics of the online course. The increasing use of online teaching at higher education institutions requires students to master online learning skills in order to succeed in online courses. Advanced technologies enable online learning, without classroom meetings, and with a large number of participants. In order to make the most of this teaching model, it is proposed to examine the changing role of teachers and students in the online environment. The challenge of a multiplayer online course is intensified by trying to replace face-to-face meetings with online sessions and offer a variety of digital activities and experiences for students, while still allowing a large number of learners in the course. The study findings indicate that, there is a preference for learning in small groups. It also appears that students in the large group prefer face-to-face instruction more than those who studied in the small group, and the latter prefer online learning. Accordingly, the sense of belonging to the course and the sense of visibility in the course are higher among the students who studied in the smaller group than those who studied in the large group, as well as the sense of visibility by the lecturer and by colleagues.

Citation

Seifert, T., Kritz, M. & Feliks, O. (2019). Best teaching patterns in multi-participant online courses. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 562-565). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 16, 2019 from .

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