Exploring Innovative Methods for Online Education

Anita Venugopal*

Published: October 27, 2022

DOI: 10.55162/MCET.03.088

View Pdf

Abstract  

Research suggests that online teaching has emerged as a crucial field of study in virtual education. The central aim of online teaching implies integration of new electronic devices and technologies in such a way so that it meets the goals of the curriculum and student learning environment without affecting the active learning in both online and offline mode. Many effective teaching methods are practiced by the educators to deliver the course online during class hours and outside class. In this paper, we present student’s response in promoting self-learning and collaborative-learning approaches. To achieve this, proper implementation and structuring of course modules, usage of appropriate software’s, proper organisation of learning aids are considered to meet the competency needs of students that supports to enhance their self-learning abilities. Student evaluation during class hours enables educators to analyse effectiveness of teaching in online classes. The results of this approach is evaluated by collecting student’s response.

Keywords: Virtual learning strategies, e-learning, peer learning.

References

1. Basic Principles of Effective Online Teaching.
2. Schullery NM, Reck RF and Schullery S. “Toward solving the high enrollment, low engagement dilemma: A case study in introductory business”. International Journal of Business, Humanities and Technology 1.2 (2011): 1-9.
3. Foster I and Kesselman C. “The Grid: Blueprint for a New Computing Infrastructure”. Morgan Kaufmann, San Francisco (1999).
4. Lage MJ, Platt GJ and Treglia M. “Inverting the Classroom: A Gateway to Creat-ing an Inclusive Learning Environment”. The Journal of Economic Education 31.1 (2000): 30-43.
5. Lockwood K and Esselstein R. The inverted classroom and the CS curriculum. Proceeding of the 44th ACM technical symposium on Computer science education, New York, NY, USA (2013): 113-118.
6. Moravec M., et al. “Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class”. CBE life sciences education 9.4 (2010): 473-481.
7. Gehringer EF and Peddycord BW. “The inverted lecture model: a case study in computer architecture”. Proceeding of the 44th ACM technical symposium on Computer science education, New York, NY, USA (2013): 489-494.
8. Hanks B. Student attitudes toward pair programming. Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education, New York, NY, USA (2006): 113-117.
9. Gannod GC, Burge JE and Helmick MT. “Using the inverted classroom to teach software engineering”. ACM/IEEE 30th International Conference on Software Engineering, ICSE '08 (2008): 777-786.
10. Kaner C and Fiedler R. Inside Out: A Computer Science Course Gets a Makeover (2005).
11. Day JA and Foley JD. “Evaluating a Web Lecture Intervention in a Human-Computer Interaction Course”. IEEE Transactions on Education 49.4 (2006): 420-431.
12. Singh V., et al. “The Choreographers Notebook A video annotation system for dancers and choreographers”. In ACM Creativity & Cognition 2011. ACM (2011): 197-206,
13. Auster ER and Wylie KK. “Creating active learning in the classroom: A systematic approach”. Journal of Management Education 30.2 (2006): 333-353.
14. Dutkiewicz A and Kolodziejczak. “A shift towards E-text book based Medical Education”. Stud. Log. Gramm. Rhetor 56 (2018): 177-192.
15. Mynbayeva A, Sadvakassova Z and Akshalova B. Pedagogy of the Twenty-First Century: Innovative teaching methods. Contributions of Research in Education; Cavero, O.B., Llevot-Calvet, N., Eds.; Intech Open: London, UK (2018).
16. Venugopal, A., Madanan, M. “Online Teaching Strategies for IT Education”. Advances in Information Communication Technology and Computing. Lecture Notes in Networks and Systems, Springer, Singapore (2022): 55-63.