To be successful in this class, youwill need to log in at least three times per week to accesscourse materials and to participate actively in the class.
I like this multiple login requirement for students being stated.
7 Matching Annotations
- May 2024
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files.eric.ed.gov files.eric.ed.gov
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Perceptions ofquality deficiencies in online classes are sometimes based inassumptions that instructors are better able to engage withstudents, and to encourage more active learning, in face-to-face environments
but is this really true with GenZ
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digitalcommons.georgiasouthern.edu digitalcommons.georgiasouthern.edu
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with higher levels of social presence in discussion postshad statistically significantly higher ratings on written assessmentmeasures. Both of the studies demonstrate that increased socialpresence gives students a stronger sense of community and is ef-fective for improving student learning
or maybe they are just more engaged with the course, they are putting more into the course.
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- Jul 2021
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www.frontiersin.org www.frontiersin.org
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Plakhotnik, M. S., Volkova, N. V., Jiang, C., Yahiaoui, D., Pheiffer, G., McKay, K., Newman, S., & Reißig-Thust, S. (2021). The Perceived Impact of COVID-19 on Student Well-Being and the Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK. Frontiers in Psychology, 12, 642689. https://doi.org/10.3389/fpsyg.2021.642689
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- Apr 2021
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psyarxiv.com psyarxiv.com
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Ahuvia, I., Sung, J., Dobias, M., Nelson, B., Richmond, L., London, B., & Schleider, J. L. (2021, April 25). College student interest in teletherapy and self-guided mental health supports during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/8unfx
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- Jun 2020
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psyarxiv.com psyarxiv.com
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Zimmermann, M., Bledsoe, C., & Papa, A. (2020). The Impact of the COVID-19 Pandemic on College Student Mental Health: A Longitudinal Examination of Risk and Protective Factors [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/2y7hu
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- Apr 2019
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s3.amazonaws.com s3.amazonaws.com
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This article is a study of both in-person and online courses and the affect of internet usage on the student's engaged int those courses. The article notes how saturated the learning environment has become and their approach to using student self-reported data to measure engagement. The authors provide an extensive review of prior literature on both technology and student engagement topics. The data should be reviewed with caution, as it is outlined by the authors that the questions have not been thoroughly vetted for validity and reliability.
Rating: 6/10. The article had positive results, but the data questions being untested is a bit concerning. The article is also from 2009, and the landscape has changed much since then.
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