Since the inception of this course nine years ago, students in general showed openness to using differentmethods to help them learn the course content. They were motivated to do extra work to enhance theirchances for a better grade.
I know that having a chance to do online learning has helped me learn the course content in a better way and that I have been motivated to do extra work for extra credit to get a better grade. I am glad that other students have had this opportunity too.
A question center is also integrated to eliminate emails and allow students to browseothers’ questions and answers
I feel like this could help students feel less anxious, as other students might be experiencing the same curiosities, but I feel like it shouldn't be about eliminating emails, but that it should be about getting help when you need it.
the aim of the analysis is to help the online course team refine the course elements regu-larly and every semester.
I wonder what would happen if the FRCC Online team did the same thing with us students. I feel like that might help the team too like this study did for the John Molson School of Business, Concordia University.
Figure 1 depicts the tasks sequenced from top to bottom indicating the visits that the student made for eachtask, the weight of the task, the deadline, the status, and the score obtained
I feel like the LL system is similar to D2L, except for always having a score. Instead, we have checkmarks, which I prefer because then you don't have to have a set score for every activity you need to do for your course(s).
The online course uses a web-based learning management system name “learning lab” (LL) designed as a pro-ject management tool for the sequencing of the tasks associated with the course.
This is the same type of thing we students use for FRCC Online, except we have D2L (Desire2Learn).
Around 32% of the students were asked totake this course as part of their admission requirements. In other words, the students have to take the courseand pass it as a condition to their acceptance to their program of choice in the business school. Sixty-eightpercent of the students take the course as an elective. Therefore, for 32% of the students, this is a high-stakescourse and a barrier to their academic success.
I could see why they would make some students take the course, but I don't see why it wouldn't be an admission requirement for everyone. It doesn't seem fair that way. I understand that they were just conducting a survey, but I feel like it would be better to make everyone have the same requirements so it's not more or less stress on the students. Also, if they were all required to do the course for an admission requirement, then they could all ask each other for help or make a study group.
This anxiety induced reduction incognitive efficiency entails thoughts such as self-evaluation, general worry (Mathews, 2000), thinking aboutperformance in course assignments, strategizing on what to with missed assignments, calculating grade sce-narios, and meeting deadlines of final assignments. Adding to this reduced efficiency in attention is lack ofsleep, improper food habits and other social and behavioral factors.
When the authors mention thoughts like self-evaluation, general worry, performance in course assignments, strategizing on missed assignments, calculating grade scenarios, and meeting deadlines, I know that doing online learning makes all of these things easier and less stressful, as you get more flexibility. Also, online learning helps the worry of having to be in front of a class for a presentation because then you can just do it through your computer screen, which causes less feelings of anxiety.
In our research, we view anxiety in online learning as “a feeling of fear from misuse of informationtechnolog y compromising course performan ce.”
I like how the authors give their own definition using their research. It helps give me another perspective on anxiety with online learning versus school anxiety in general.
It seems that despite today’s digital age and associated technological advancement, technophobia is still persis-tent (Yunus, Wahid, Omar, & Ab Rashid, 2016) in a wide range of situations, most importantly in the contextof online learning. Modern information technology devices and methods are increasingly being used forelearning, which has been embedded in curriculum and syllabuses with the aim of making teaching and learn-ing more interactive and interesting
I'm wondering if I should look into technophobia with school anxiety to see if I find anything that would help further my research topic. I think that being able to learn online or through a computer does help make teaching and learning more interactive and more interesting.