Price Premiums and Discounts for Online Degree Program Attributes: Implications for Digital Course Offerings View Digital Media
Paper Presentation in a Themed Session Susan Watson
Planning and delivering learning digitally for non-traditional students in a changing world influenced by technological, social, financial, and political climates is an evolving process. This study assessed student preferences for specific attributes of online degree program structures, including content delivery (hybrid, synchronous, asynchronous), instructor characteristics and reputation, program and university reputation, and financial costs. A discrete choice-based response model was used to determine the value of each characteristic, which allowed student preferences to be inferred to assign premiums or discounts to each attribute. An optimized bundle of attributes for which learners obtain the highest value is then obtained. The implications of this study can be used for curriculum development, planning course offerings and delivering digital learning formats with the attributes most valued by digital learners.
The Impact of Global Experiences Using Cased-based Pedagogy on Students’ Learning View Digital Media
Paper Presentation in a Themed Session Gisele Ragusa
This paper presents a pedagogy focused study using globally focused experiences to address ethical issues in science, technology, engineering and mathematics (STEM). In this study, the participating students were presented with cases in global ethics and were engaged in equity and inclusive pedagogy. They applied a case-based analytical approach that included addressing cultural diversity, ethical principles and technological contexts to their work. The research employed a multi-dimensional rubric based analyses. Results of the pedagogy focused research revealed that as students practiced case-based equity pedagogy, their understanding of global contexts with an equity and inclusion lens increased. Furthermore, their ability to consider diversity in contexts, beliefs and values applied to global experiences increased across time. A digital environment format in classes was applied in which the research was conducted including a learning management system and a digital classroom community (synchronous and asynchronous). This research provides a structure for teaching ethics for students especially in STEM contexts and with students with diverse, international backgrounds and experiences.
Paper Presentation in a Themed Session Sonja Gabriel
In order to provide seminars that include future skills and pay attention to potentials and challenges of a digitized world, university teachers need to acquire digital literacy and digital skills. At KPH Vienna/Krems, a university teacher college in Austria, a pilot course was introduced in 2022, consisting of a self-paced online course as well as synchronous online-sessions to address specific needs and to enable direct communication among participants. The course is based on digital competences and media literacy according to the model by Eichhorn which consists of eight dimensions and three levels. The contribution presents the course concept as well as results from the evaluation after the first and second term of this three term course. Results show that there are certain skills (communication and collaboration) which are seen as most important for teacher-trainers at KPH. The evaluation also shows that courses like this one need to fulfill certain requirements as all participants agreed on the fact that they needed more time to really concentrate on the contents presented in the course as well as practicing their skills.
Promoting Cross-cultural Communication and Student Autonomy in French Cultural Studies Hybrid Courses View Digital Media
Paper Presentation in a Themed Session Marie-Anne Visoi
The extensive use of technology during the coronavirus pandemic has reshaped the way students communicate and interact in French cultural studies courses. With the return to traditional and hybrid course format, some of the challenges faced by instructors are curriculum redesign, content integration, and student engagement. This study brings particular focus to the issue of quality instruction by identifying teaching strategies and activities that increase student motivation and learning beyond the classroom in hybrid French cultural studies courses. It furthers describe the role of background knowledge in providing relevant, meaningful context in relation to selected online teaching tools. Exposing students to authentic texts, images and video clips allows them to activate previous cultural knowledge and stimulates high levels of enquiry and autonomy. Additionally, the incorporation of an online experiential learning module in a French cultural studies course is examined. In this context, cross-cultural activities aimed at encouraging students to be reflective and to think about how their study of French culture helps them to learn proper etiquette, unbiased behaviours and transferable skills in experiential learning settings is discussed. Finally, several methods used to investigate students’ participation and the qualitative data obtained from online anonymous student surveys provides valuable details for understanding the effect of the shared strategies and activities on student learning.