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dc.contributor.convenorGriffith University, School of Engineering
dc.contributor.authorEl Hanandeh, Ali
dc.contributor.editorLemckert, Charles
dc.contributor.editorJenkins, Graham
dc.contributor.editorLang-Lemckert, Susan
dc.date.accessioned2017-05-03T16:01:31Z
dc.date.available2017-05-03T16:01:31Z
dc.date.issued2013
dc.date.modified2014-04-22T05:31:55Z
dc.identifier.refurihttps://www.engineersaustralia.org.au/AAEE2013
dc.identifier.urihttp://hdl.handle.net/10072/58771
dc.description.abstractBACKGROUND More students are opting to enrol in distance-learning programs. This arrangement works well for the self-motivated students. However, the absence of physical stimulation, lack of moral support from peers and limited contact with the lecturer poses substantial challenge to others. As a result, some students may feel disengaged and consequently fail to achieve all or some of the intended outcomes or even withdraw from the course. PURPOSE This paper describes how virtual classroom and online technology were used to create a sense of belonging and engage students in activities to achieve the intended learning outcomes. APPROACH Three online virtual classroom sessions were conducted during the second, fifth and tenth teaching weeks. During the first meeting, students were encouraged to form groups to work on the major project. Students were then assigned to 3 levels of communities; class community, off-campus community and group community. To facilitate collaboration and create a sense of community belonging, discussion forums as well as other communication channels were provided at different levels of group associations. RESULTS Comparing the results obtained from the course offering before and after the introduction of the changes revealed that students were more engaged in learning. This was manifested in higher retention; improved students' satisfaction in the course; and achievement of the course objective of 'Working effectively in groups'. CONCLUSIONS/RECOMMENDATIONS/SUMMARY Creating a sense of belonging and engagement may improve the overall outcome of the course offering. Virtual classroom environment and customised communication channels at different levels can be used to help off-campus students create a sense of community belonging.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent31568 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.publisherGriffith University
dc.publisher.placeAustralia
dc.publisher.urihttps://www.engineersaustralia.org.au//australasian-association-engineering-education/2013-annual-conference
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAAEE2013: Work Integrated Learning - Applying Theory to Practice in Engineering Australia
dc.relation.ispartofconferencetitleProceedings of the 2013 Australasian Association of Engineering Education (AAEE) Annual Conference
dc.relation.ispartofdatefrom2013-12-08
dc.relation.ispartofdateto2013-12-11
dc.relation.ispartoflocationGold Coast, Australia
dc.rights.retentionY
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchcode139999
dc.titleBetter engagement of off-campus students through the use of virtual classroom
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyGriffith Sciences, Griffith School of Engineering
gro.rights.copyright© The Author(s) 2013. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website or contact the author.
gro.date.issued2013
gro.hasfulltextFull Text
gro.griffith.authorEl Hanandeh, Ali


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    Contains papers delivered by Griffith authors at national and international conferences.

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