Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7010-3.CH004
B. Adeoye
The nature of learning is changing, especially learning in the twenty-first century. It's increasingly becoming more to do with student-centered learning. It emphasizes digital literacy, critical thinking, and interpersonal skills. This chapter revisited online learning environments in terms of differences in the learning styles of Nigerian university students according to their cultural backgrounds. The author also reviewed past research that focused on culturally different learning styles in online learning environments. Of specific interest are the studies that examined the same issue in the twenty-first century. This chapter concluded based on the review of literature that a person's learning style could affect how they react to any learning situation, including learning online; therefore, knowledge of learning styles could help in the selection of appropriate instructional designs and teaching strategies for courses. In the case of the students at the University of Lagos, it was found that students with different learning styles have different responses to online learning within their culture.
{"title":"Learning Styles and Cultural Differences in Online Learning Environments in the Twenty-First Century","authors":"B. Adeoye","doi":"10.4018/978-1-5225-7010-3.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-7010-3.CH004","url":null,"abstract":"The nature of learning is changing, especially learning in the twenty-first century. It's increasingly becoming more to do with student-centered learning. It emphasizes digital literacy, critical thinking, and interpersonal skills. This chapter revisited online learning environments in terms of differences in the learning styles of Nigerian university students according to their cultural backgrounds. The author also reviewed past research that focused on culturally different learning styles in online learning environments. Of specific interest are the studies that examined the same issue in the twenty-first century. This chapter concluded based on the review of literature that a person's learning style could affect how they react to any learning situation, including learning online; therefore, knowledge of learning styles could help in the selection of appropriate instructional designs and teaching strategies for courses. In the case of the students at the University of Lagos, it was found that students with different learning styles have different responses to online learning within their culture.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"302 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128624340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-1306-4.ch009
Felix Brito, Monica Surrency
The aviation industry experienced a significant growth over the years. Such growth was supported by a highly knowledgeable workforce, which presented various skills, including problem-solving and decision-making. The need for a highly skilled workforce led an aviation-focused university located in southeast USA to provide students with learning opportunities to hone those skills to succeed in the industry. This chapter explains the process through which those learning opportunities are created. It presents a practitioner's guide on how that university is designing online courses for the aviation industry. The entire design and development process and the theories supporting it, such as Backward Design and authentic learning, are thoroughly discussed. The chapter also presents several challenges negatively impacting the successful design of those courses and how those challenges can be mitigated so instructionally-sound online courses are created.
{"title":"A Practitioner Guide on Backward Design Application for Online Aviation Training in Higher Education","authors":"Felix Brito, Monica Surrency","doi":"10.4018/978-1-7998-1306-4.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-1306-4.ch009","url":null,"abstract":"The aviation industry experienced a significant growth over the years. Such growth was supported by a highly knowledgeable workforce, which presented various skills, including problem-solving and decision-making. The need for a highly skilled workforce led an aviation-focused university located in southeast USA to provide students with learning opportunities to hone those skills to succeed in the industry. This chapter explains the process through which those learning opportunities are created. It presents a practitioner's guide on how that university is designing online courses for the aviation industry. The entire design and development process and the theories supporting it, such as Backward Design and authentic learning, are thoroughly discussed. The chapter also presents several challenges negatively impacting the successful design of those courses and how those challenges can be mitigated so instructionally-sound online courses are created.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128655886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8047-9.ch085
T. Kidd
Amongst the glamour and allure to teach online, the literature indicates faculty often see and experience teaching online as daunting, painful, and time consuming. While, many studies seek to detail faculty experiences with course and program design, few studies seek to understand the faculty emotional reaction and their response to online course development and online course teaching. Using phenomenology this preliminary research study sought to explore and document faculty involvement in online teaching using theories of experience, postulated by Dewey (1938) and the Unified Theory of Acceptance and Use of Technology, by Venkatesh, Morris, Davis, and Davis (2003) to analyze and give voice to the emotional experience and reaction of faculty who are involved in online teaching.
{"title":"The Rhetoric of Fear","authors":"T. Kidd","doi":"10.4018/978-1-7998-8047-9.ch085","DOIUrl":"https://doi.org/10.4018/978-1-7998-8047-9.ch085","url":null,"abstract":"Amongst the glamour and allure to teach online, the literature indicates faculty often see and experience teaching online as daunting, painful, and time consuming. While, many studies seek to detail faculty experiences with course and program design, few studies seek to understand the faculty emotional reaction and their response to online course development and online course teaching. Using phenomenology this preliminary research study sought to explore and document faculty involvement in online teaching using theories of experience, postulated by Dewey (1938) and the Unified Theory of Acceptance and Use of Technology, by Venkatesh, Morris, Davis, and Davis (2003) to analyze and give voice to the emotional experience and reaction of faculty who are involved in online teaching.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116370119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7470-5.CH007
Amanda Eakins
Graduate schools often operate in a decentralized community due to the diversity of disciplines and needs within; as such, the success of graduate students and their involvement are then left to the purview of the colleges and programs. However, we know that collaboration with programs and other campus departments are important in developing a sense of community for students in support of student success, retention, and graduation. Yet, the availability of student resources that fosters and supports student academic and professional socialization which are evident in traditional graduate programs are not always reciprocated in online programs. In this chapter, the author will draw from the theories of socialization, community of inquiry (COI) and the equivalency theory to create a sense of community for successfully engaging and preparing students in online graduate programs for their professional roles post-graduation.
{"title":"Developing a Sense of Community Through Engaging Platforms in Support of Online Graduate Students Socialization","authors":"Amanda Eakins","doi":"10.4018/978-1-5225-7470-5.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-7470-5.CH007","url":null,"abstract":"Graduate schools often operate in a decentralized community due to the diversity of disciplines and needs within; as such, the success of graduate students and their involvement are then left to the purview of the colleges and programs. However, we know that collaboration with programs and other campus departments are important in developing a sense of community for students in support of student success, retention, and graduation. Yet, the availability of student resources that fosters and supports student academic and professional socialization which are evident in traditional graduate programs are not always reciprocated in online programs. In this chapter, the author will draw from the theories of socialization, community of inquiry (COI) and the equivalency theory to create a sense of community for successfully engaging and preparing students in online graduate programs for their professional roles post-graduation.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126521796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7724-9.CH011
John Curran, K. Curran
The deployment of online e-learning can lead to many security risks, such as confidentiality loss, exposure of critical data, availability and destruction of publicly available information services. Security and proper authentication is critical in any online learning environment because any flaws can affect perceptions of its trustworthiness. Biometric authentication is increasingly being used in the newer generation of online learning environments for authentication of remote learners. Biometrics scan unique physiological characteristics in humans to identify people. These include fingerprints, iris, retina, voice, face, gait, and odor. The authors look at the state of biometric authentication techniques applicable to online learning environments and provide a more in-depth examination of face- and iris-based authentication systems for proper identification of learners.
{"title":"Biometric Authentication Techniques in Online Learning Environments","authors":"John Curran, K. Curran","doi":"10.4018/978-1-5225-7724-9.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-7724-9.CH011","url":null,"abstract":"The deployment of online e-learning can lead to many security risks, such as confidentiality loss, exposure of critical data, availability and destruction of publicly available information services. Security and proper authentication is critical in any online learning environment because any flaws can affect perceptions of its trustworthiness. Biometric authentication is increasingly being used in the newer generation of online learning environments for authentication of remote learners. Biometrics scan unique physiological characteristics in humans to identify people. These include fingerprints, iris, retina, voice, face, gait, and odor. The authors look at the state of biometric authentication techniques applicable to online learning environments and provide a more in-depth examination of face- and iris-based authentication systems for proper identification of learners.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129972060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8047-9.ch051
Leslie Pourreau, Anissa Lokey-Vega
The number of K-12 online programs and course offerings across the Unites States has increased during the last decade. The issue of how to best identify and address the instructional preparation that K-12 online teaching endorsement (OTE) candidates will need to position themselves for hire in virtual settings raises questions about the quality of preparation they receive in virtual educator training programs. Even with standards in place, preparing K-12 OTE candidates to become online educators comes with a wide range of challenges that includes evaluating OTE program design and preparation practices for validity, relevance, and effectiveness. The field of K-12 online learning lacks literature related to how institutions of higher education can best prepare candidates for careers in this field. Findings from this review use common trends, inconsistencies, recommendations from educational theorists and experts, and implications for further study to demonstrate the need for establishing best-practice in K-12 OTE candidate preparation.
{"title":"K-12 Virtual Educator Preparation","authors":"Leslie Pourreau, Anissa Lokey-Vega","doi":"10.4018/978-1-7998-8047-9.ch051","DOIUrl":"https://doi.org/10.4018/978-1-7998-8047-9.ch051","url":null,"abstract":"The number of K-12 online programs and course offerings across the Unites States has increased during the last decade. The issue of how to best identify and address the instructional preparation that K-12 online teaching endorsement (OTE) candidates will need to position themselves for hire in virtual settings raises questions about the quality of preparation they receive in virtual educator training programs. Even with standards in place, preparing K-12 OTE candidates to become online educators comes with a wide range of challenges that includes evaluating OTE program design and preparation practices for validity, relevance, and effectiveness. The field of K-12 online learning lacks literature related to how institutions of higher education can best prepare candidates for careers in this field. Findings from this review use common trends, inconsistencies, recommendations from educational theorists and experts, and implications for further study to demonstrate the need for establishing best-practice in K-12 OTE candidate preparation.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114738822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8009-6.CH002
Vassiliki I. Zygouris-Coe
Demand for online learning is increasing in US colleges and universities. Learning does not occur in a vacuum; students learn independently and collaboratively. But, is there room for collaborative learning in online courses? This chapter presents information on how a teacher educator designed and implemented collaborative learning in a developmental reading online course for preservice and inservice educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations from lessons learned for promoting collaboration in online teacher education courses.
{"title":"Benefits and Challenges of Collaborative Learning in Online Teacher Education","authors":"Vassiliki I. Zygouris-Coe","doi":"10.4018/978-1-5225-8009-6.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-8009-6.CH002","url":null,"abstract":"Demand for online learning is increasing in US colleges and universities. Learning does not occur in a vacuum; students learn independently and collaboratively. But, is there room for collaborative learning in online courses? This chapter presents information on how a teacher educator designed and implemented collaborative learning in a developmental reading online course for preservice and inservice educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations from lessons learned for promoting collaboration in online teacher education courses.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117237280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7885-7.CH010
D. McKain
As the world is moving towards experience economy, consumers are paying more and more attention to memorable and fun experience beyond a product or service. Learners are the same, especially when learning goes mobile. Mobile learning has been examined in different areas ranging from forms and formats to features and functions. Mobile experience in learning, however, has not yet fully examined. After identifying mechanisms to measure and evaluate mobile learning experience, this chapter reviewed what mobile learning resources could be leveraged to enhance mobile learning experience, followed by recommendations for further studies.
{"title":"Mobile Learning Experience","authors":"D. McKain","doi":"10.4018/978-1-5225-7885-7.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-7885-7.CH010","url":null,"abstract":"As the world is moving towards experience economy, consumers are paying more and more attention to memorable and fun experience beyond a product or service. Learners are the same, especially when learning goes mobile. Mobile learning has been examined in different areas ranging from forms and formats to features and functions. Mobile experience in learning, however, has not yet fully examined. After identifying mechanisms to measure and evaluate mobile learning experience, this chapter reviewed what mobile learning resources could be leveraged to enhance mobile learning experience, followed by recommendations for further studies.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"1216 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120878561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-5109-6.CH010
Radio Cremata
This chapter proposes a sustainable model for online music education in post-secondary contexts. This model is framed around the intersections and along the continua of formal and informal music teaching/learning, conscious and unconscious knowing/telling, synchronous and asynchronous musical e-spaces/places, currencies, and e-collaboration. The model maintains deterritorialization (i.e., an e-space or e-place without boundary) as a foundational underpinning. The purpose of this chapter is to interrogate notions of online music learning, challenge preconceptions, and leverage innovation and technological advancement to redefine and re-understand how music can be taught and learned in e-spaces and e-places. The chapter can serve to disrupt traditional conceptions of musical teaching/learning. By disrupting the cycle that perpetuates music education at the post-secondary level, this chapter seeks to leverage online innovation, draw out technological inevitabilities, and push the music education profession forward towards new frontiers.
{"title":"A Model for Online Music Education","authors":"Radio Cremata","doi":"10.4018/978-1-5225-5109-6.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-5109-6.CH010","url":null,"abstract":"This chapter proposes a sustainable model for online music education in post-secondary contexts. This model is framed around the intersections and along the continua of formal and informal music teaching/learning, conscious and unconscious knowing/telling, synchronous and asynchronous musical e-spaces/places, currencies, and e-collaboration. The model maintains deterritorialization (i.e., an e-space or e-place without boundary) as a foundational underpinning. The purpose of this chapter is to interrogate notions of online music learning, challenge preconceptions, and leverage innovation and technological advancement to redefine and re-understand how music can be taught and learned in e-spaces and e-places. The chapter can serve to disrupt traditional conceptions of musical teaching/learning. By disrupting the cycle that perpetuates music education at the post-secondary level, this chapter seeks to leverage online innovation, draw out technological inevitabilities, and push the music education profession forward towards new frontiers.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129399129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6086-9.CH003
Victor C. X. Wang, G. Torrisi-Steele
Despite the rapid and prolific uptake of online learning across higher education, the promised positive impact of digital technologies on the quality of learning has mostly failed to materialize. The need for change or reshaping of teaching practice in online environments is well documented, and there is much literature encouraging educators to exploit the affordances of digital media to provide rich learning experiences. However, efforts to affect the needed changes in practice are not very successful. In the present chapter, the authors adopt a framework of activity theory and integrate it with principles of critical theory and transformative practice to better understand why change in teaching practices in online environments has been difficult to realize. The authors also provide a theoretical framework that may be applied to driving change in online teaching practices.
{"title":"Destabilizing the Activity System of Online Teaching Through Critical Theory","authors":"Victor C. X. Wang, G. Torrisi-Steele","doi":"10.4018/978-1-5225-6086-9.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-6086-9.CH003","url":null,"abstract":"Despite the rapid and prolific uptake of online learning across higher education, the promised positive impact of digital technologies on the quality of learning has mostly failed to materialize. The need for change or reshaping of teaching practice in online environments is well documented, and there is much literature encouraging educators to exploit the affordances of digital media to provide rich learning experiences. However, efforts to affect the needed changes in practice are not very successful. In the present chapter, the authors adopt a framework of activity theory and integrate it with principles of critical theory and transformative practice to better understand why change in teaching practices in online environments has been difficult to realize. The authors also provide a theoretical framework that may be applied to driving change in online teaching practices.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127508205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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