Desired Learning Behaviors in Online Education: Measuring Student Perceptions and Practices in the OMSCS Program

Gonzales, Marissa

Title:

Desired Learning Behaviors in Online Education: Measuring Student Perceptions and Practices in the OMSCS Program

dc.contributor.author	Gonzales, Marissa
dc.contributor.corporatename	Georgia Institute of Technology. Center for 21st Century Universities	en_US
dc.contributor.corporatename	Georgia Institute of Technology. School of Interactive Computing	en_US
dc.contributor.corporatename	Georgia Institute of Technology. Design & Intelligence Laboratory	en_US
dc.date.accessioned	2018-09-26T20:53:24Z
dc.date.available	2018-09-26T20:53:24Z
dc.date.issued	2018-09-18
dc.description	Presented on September 18, 2018 - 11:30 a.m. to 1:00 p.m. in the Klaus Advanced Computing Building, Room 2405, Georgia Tech.	en_US
dc.description	Marissa Gonzales is with the School of Interactive Computing and the Design & Intelligence Lab at Georgia Tech.	en_US
dc.description	Runtime: 54:55 minutes	en_US
dc.description.abstract	As online education continues to grow in popularity, so too do educators’ concerns about the challenges facing asynchronous learning environments. The Georgia Tech OMSCS program addresses the concerns of the education research community by offering new approaches to student feedback, encouraging student interaction and community discussion, and introducing new technologies and interventions to promote student engagement. Some courses in the OMSCS program, like the popular Knowledge-Based Artificial Intelligence (KBAI) course, were designed to enhance the student learning experience and support the development of desirable learning behaviors by adopting efficacious methods of instruction. Over the last year and a half, my research in the Design & Intelligence lab with Dr. Ashok Goel has focused on exploring various methods for evaluating courses in the OMSCS program. In our research, we examine student perceptions and practices towards identifying specific behaviors that influence student academic performance. We are evaluating the utility of new technology, such as the Virtual Teaching Assist (vTA) Jill Watson, in providing timely and context-specific feedback to students who ask questions in online discussion forums. Additionally, we are beginning to examine the impact of the vTA on student perceptions of teacher immediacy. Finally, we are exploring the use of a popular theoretical framework, the community of inquiry framework, to investigate types of peer interactions in online discussion forums to identify behavioral patterns that correlate with increased academic performance.	en_US
dc.format.extent	54:55 minutes
dc.identifier.uri	http://hdl.handle.net/1853/60448
dc.language.iso	en_US	en_US
dc.publisher	Georgia Institute of Technology	en_US
dc.relation.ispartofseries	C21U Seminars	en_US
dc.subject	Education technologies	en_US
dc.subject	OMSCS	en_US
dc.subject	Online education	en_US
dc.subject	Self efficacy	en_US
dc.title	Desired Learning Behaviors in Online Education: Measuring Student Perceptions and Practices in the OMSCS Program	en_US
dc.type	Moving Image
dc.type.genre	Lecture
dspace.entity.type	Publication
local.contributor.corporatename	Center for 21st Century Universities
local.relation.ispartofseries	C21U Seminars
relation.isOrgUnitOfPublication	9539b5e2-bb0f-4846-88f5-24bffdbe4a42
relation.isSeriesOfPublication	2eaa7c60-40d4-49da-a3cf-c97634afcce7