Abstract
Students interaction in the online classroom with instructor is an important consideration in ensuring that students can improve their knowledge and reach a higher level of achievement in engineering courses. This study focuses on fostering student's interaction and improves learning for a course digital image processing offered in a private institution of higher education (HITAM) in Telangana, India. Interactive features includes most important synchronous discussions and polls in scheduled sessions, and which can be achieved via social media tools for sharing of information and resources. Qualitative student feedback was analysed regarding the new way of delivering the course. Findings indicated that students who attended weekly synchronous sessions valued online session as it give them more information about image visual than the traditional class. Problems identified included technical difficulties during synchronous sessions, absenteeism, participation was lacking on the questioning&discussion and inability to attend synchronous sessions due to scheduling of their individual class of interest like GRE etc. In addition, few students made use of the opportunity to interact via social media. While students expressed that the visual components of the course were valuable and helped them in qualifying the Assessments, several areas in which improvement may be made remain. This paper proposes blended online learning as one of the efficient method to improve learning. The analytical result from this study is shown, which is the comparison of online learning and blended online learning.
References
- Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23, 83-103. doi:10.1007/s12528-0119043-x
- Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M.G. Moore & W. G. Anderson (Ed.), Handbook of Distance Education. Mahwah, New Jersey: Lawrence Erlbaum Associates Inc. Arteaga S�nchez R.., Cortijo V., &Javed; U. (2014). Students� perceptions of Facebook for academic purposes. Computers & Education, 70, 138-149. doi:10.1016/j.compedu.2013.08.012
- Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim R. M., Surkes M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243�1289.
- Bornstein, M. H., & Bruner, J. S. (1989).In Interaction in Human Development. Hillsdale, New Jersey: Lawrence Erlbaum Associates Inc.
- Carini R. M., Kuh G. D., & Klein S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32. doi:10.1007/s11162-005-8150-9
- Conrad, R., & Donaldson, J. (2004). Engaging the Online Learner: Activities and Resources for CreativeInstruction. San Francisco, California: John Wiley & Sons, Inc.
- Dixson M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? The Journal of Scholarship of Teaching and Learning, 10(2), 1-13.
- Everson M., Gundlach E., & Miller, J. (2013). Social media and the introductory statistics course. Computers in Human Behaviour, 29(5), A69-A81. doi:10.1016/j.chb.2012.12.033
- Hege B. A. R. (2011). The online theology classroom: Strategies for engaging a community of distance learners in a hybrid model of online education. Teaching Theology & Religion, 14(1), 13-20.doi:10.1111/j.14679647.2010.00668.x
- Joosten T. (2012). Social Media for Educators: Strategies and Best Practices. Hoboken, New Jersey:John Wiley & Sons, Inc.
- Kehrwald B. (2008). Understanding social presence in text?based online learning environments. DistanceEducation, 29(1), 89-106. doi:10.1080/01587910802004860
- Lou Y., Abrami, P. C., & d� Apollonia S. (2001). Small group and individual learning with technology: Ameta-analysis. Review of Educational Research, 71(3), 449-5
