Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7065-3.CH008
Ambyr Rios, Radhika Viruru, Burhan Ozfidan
This chapter presents the results of a program evaluation conducted to assess the effectiveness of an online doctoral program in educational leadership at a Research One University from the perspective of its students. Feedback was sought from over 80 currently enrolled students. The study focused on three aspects of the program, namely faculty social and cognitive presence. Recent changes to the program that address these areas include the creation of a thematic group model that clusters students based on academic interests over the last 2 years of the program, extensive revisions to coursework, the adoption of a problem-based dissertation model, and the use of social media and an online community portal to promote student engagement. The results indicate that although students had encountered positive experiences in all three areas, online doctoral students continue to need focused individual mentoring in order to experience success.
{"title":"Don't Be a Ghost Who Drops Grades in Blackboard","authors":"Ambyr Rios, Radhika Viruru, Burhan Ozfidan","doi":"10.4018/978-1-5225-7065-3.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-7065-3.CH008","url":null,"abstract":"This chapter presents the results of a program evaluation conducted to assess the effectiveness of an online doctoral program in educational leadership at a Research One University from the perspective of its students. Feedback was sought from over 80 currently enrolled students. The study focused on three aspects of the program, namely faculty social and cognitive presence. Recent changes to the program that address these areas include the creation of a thematic group model that clusters students based on academic interests over the last 2 years of the program, extensive revisions to coursework, the adoption of a problem-based dissertation model, and the use of social media and an online community portal to promote student engagement. The results indicate that although students had encountered positive experiences in all three areas, online doctoral students continue to need focused individual mentoring in order to experience success.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"1465 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":"130699955","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: 10.4018/978-1-5225-5466-0.CH008
L. Ooi, Lay Hua Goh, Arathai Din Eak, Cheng Teik Ong
Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.
{"title":"Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education","authors":"L. Ooi, Lay Hua Goh, Arathai Din Eak, Cheng Teik Ong","doi":"10.4018/978-1-5225-5466-0.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-5466-0.CH008","url":null,"abstract":"Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"36 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":"123177754","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: 10.4018/978-1-5225-7021-9.CH004
Amanda Eakins, S. Eakins
Historically Black Colleges and Universities in the USA continue to play a pivotal role in educating students within the African diaspora as they provide a practical and resourceful platform for students to develop a sense of belonging through community and organizational outreach activities on campus. However, the student population in higher education as we used to know has changed, and adult learners now make up a large majority of the enrolled population. This chapter aims to review the history of online education and will provide a conceptual framework for incorporating online learning in an institution's student success plan for both their traditional and non-traditional students. The author will also review the needs of the adult learners and provide an overview of how the development and integration of online learning programs and collaborative efforts with other institutions through dual enrollment and degree MOU programs can foster growth at Historically Black Colleges and Universities.
{"title":"Advancing Retention and Engagement Strategies Through Effective Online Mediums","authors":"Amanda Eakins, S. Eakins","doi":"10.4018/978-1-5225-7021-9.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-7021-9.CH004","url":null,"abstract":"Historically Black Colleges and Universities in the USA continue to play a pivotal role in educating students within the African diaspora as they provide a practical and resourceful platform for students to develop a sense of belonging through community and organizational outreach activities on campus. However, the student population in higher education as we used to know has changed, and adult learners now make up a large majority of the enrolled population. This chapter aims to review the history of online education and will provide a conceptual framework for incorporating online learning in an institution's student success plan for both their traditional and non-traditional students. The author will also review the needs of the adult learners and provide an overview of how the development and integration of online learning programs and collaborative efforts with other institutions through dual enrollment and degree MOU programs can foster growth at Historically Black Colleges and Universities.","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":"123844428","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: 10.4018/978-1-5225-3229-3.CH005
Rachelle Dené Poth
Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?
{"title":"Social Presence in Online Learning","authors":"Rachelle Dené Poth","doi":"10.4018/978-1-5225-3229-3.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-3229-3.CH005","url":null,"abstract":"Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"11 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":"131110786","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.ch008
M'hammed Abdous
Unlike the traditional “lone ranger” method for online course design—a method that hinges on individual faculty efforts, expertise, and knowledge—a team-based approach (TBA) harnesses the collective intelligence of several experts to design effective online learning experiences. Using learning design (LD) as a conceptual framework, this article describes the experience of a public institution in using a team-based approach to produce a large number of online courses for degree programs. After establishing the relevance of a team-based approach, the author discusses the premises that underpin the model, in terms of process, faculty relationship, and quality assurance. Building on these premises, a cyclical backward design process is described which is intended to (1) clarify course-learning outcomes and align course content, (2) determine acceptable evidence of students' learning, and (3) plan the learning experience. The article is concluded with a few insights and lessons learned from the institutional experience.
{"title":"Designing Online Courses as a Team","authors":"M'hammed Abdous","doi":"10.4018/978-1-7998-8047-9.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-8047-9.ch008","url":null,"abstract":"Unlike the traditional “lone ranger” method for online course design—a method that hinges on individual faculty efforts, expertise, and knowledge—a team-based approach (TBA) harnesses the collective intelligence of several experts to design effective online learning experiences. Using learning design (LD) as a conceptual framework, this article describes the experience of a public institution in using a team-based approach to produce a large number of online courses for degree programs. After establishing the relevance of a team-based approach, the author discusses the premises that underpin the model, in terms of process, faculty relationship, and quality assurance. Building on these premises, a cyclical backward design process is described which is intended to (1) clarify course-learning outcomes and align course content, (2) determine acceptable evidence of students' learning, and (3) plan the learning experience. The article is concluded with a few insights and lessons learned from the institutional experience.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"37 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":"115148358","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: 10.4018/978-1-5225-5085-3.CH006
Dan Pătroc
This chapter details some arguments against online learning both from the literature dealing with such problems and from the personal experience of the author. There are eight arguments rendered in detail, as well as some other arguments briefly mentioned. Even if the order of the arguments is random, they all point in the same direction: that online learning should be accepted with much caution. In spite of these arguments (and although most of them should really create some doubts for the defenders of online learning), in the end we must admit that such a choice (teaching or being a student in an online environment) is a purely personal one.
{"title":"Arguments Against Online Learning","authors":"Dan Pătroc","doi":"10.4018/978-1-5225-5085-3.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-5085-3.CH006","url":null,"abstract":"This chapter details some arguments against online learning both from the literature dealing with such problems and from the personal experience of the author. There are eight arguments rendered in detail, as well as some other arguments briefly mentioned. Even if the order of the arguments is random, they all point in the same direction: that online learning should be accepted with much caution. In spite of these arguments (and although most of them should really create some doubts for the defenders of online learning), in the end we must admit that such a choice (teaching or being a student in an online environment) is a purely personal one.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"33 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":"131324271","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.CH005
A. Valentine, Butch Gemin, Lauren Vashaw, John F. Watson, C. Harrington, Elisabeth Leblanc
Discussions of rural America often summon images of pastoral farmland, country roads, and close-knit communities; this vision offers a sharp contrast to contemporary perspectives of rural America, which highlight unemployment, entrenched poverty, economic decline, and geophysical isolation. However, both narratives share one characteristic: the belief that a high-quality education can open a world of opportunities for rural children. This chapter fills an existing gap in research by documenting successful practices of digital learning to support students, teachers, and families in rural education settings. A qualitative study identified the challenges faced by rural schools and then explored the digital learning strategies used to meet these challenges. Across the country, innovative practitioners are expanding Internet access, addressing teacher shortages, and increasing course offerings, which has in turn contributed to the academic achievement and future prosperity of today's rural students.
{"title":"Digital Learning in Rural K–12 Settings","authors":"A. Valentine, Butch Gemin, Lauren Vashaw, John F. Watson, C. Harrington, Elisabeth Leblanc","doi":"10.4018/978-1-5225-8009-6.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-8009-6.CH005","url":null,"abstract":"Discussions of rural America often summon images of pastoral farmland, country roads, and close-knit communities; this vision offers a sharp contrast to contemporary perspectives of rural America, which highlight unemployment, entrenched poverty, economic decline, and geophysical isolation. However, both narratives share one characteristic: the belief that a high-quality education can open a world of opportunities for rural children. This chapter fills an existing gap in research by documenting successful practices of digital learning to support students, teachers, and families in rural education settings. A qualitative study identified the challenges faced by rural schools and then explored the digital learning strategies used to meet these challenges. Across the country, innovative practitioners are expanding Internet access, addressing teacher shortages, and increasing course offerings, which has in turn contributed to the academic achievement and future prosperity of today's rural students.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"105 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":"127525045","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.CH010
Christoper W. Berg, M. Shaw, Anthony L Contento, S. Burrus
Institutions offering online courses and degrees often develop requirements for faculty-to-student interactions; yet, these requirements may not align student preferences for faculty engagement. This chapter expanded the work on an earlier study by Shaw, Clowes, and Burrus, “A Comparative Typology of Student and Institutional Expectations of Online Faculty.” The current study included a new sampling of 57 students across two institutions focused on their experiences in online courses. Using the original typology as a lens, results were grouped into themes including substantive feedback, timeliness, and course expectations. Recommendations for further study include conducting a quantitative study of the relationship between faculty outcomes and student satisfaction after implementing student performance expectations.
{"title":"A Qualitative Study of Student Expectations of Online Faculty Engagement","authors":"Christoper W. Berg, M. Shaw, Anthony L Contento, S. Burrus","doi":"10.4018/978-1-5225-7470-5.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-7470-5.CH010","url":null,"abstract":"Institutions offering online courses and degrees often develop requirements for faculty-to-student interactions; yet, these requirements may not align student preferences for faculty engagement. This chapter expanded the work on an earlier study by Shaw, Clowes, and Burrus, “A Comparative Typology of Student and Institutional Expectations of Online Faculty.” The current study included a new sampling of 57 students across two institutions focused on their experiences in online courses. Using the original typology as a lens, results were grouped into themes including substantive feedback, timeliness, and course expectations. Recommendations for further study include conducting a quantitative study of the relationship between faculty outcomes and student satisfaction after implementing student performance expectations.","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":"130415879","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: 10.4018/978-1-5225-2998-9.CH017
Judi Simmons Estes
Online courses have become an integrated aspect of course delivery for institutions of higher education. However, the attrition that occurs in online courses is substantially higher than in face-to-face courses. This chapter considers the influence of student communication factors in both course and degree program retention. An argument is presented related to the role of being intentional in planning and implementing communication strategies within courses and degree programs as a conduit for positively influencing completion. A second argument is that while all college/university personnel have a role in student attention, the role of faculty is significant and requires on-going professional development.
{"title":"Communication as a Retention Factor in Online Course Delivery","authors":"Judi Simmons Estes","doi":"10.4018/978-1-5225-2998-9.CH017","DOIUrl":"https://doi.org/10.4018/978-1-5225-2998-9.CH017","url":null,"abstract":"Online courses have become an integrated aspect of course delivery for institutions of higher education. However, the attrition that occurs in online courses is substantially higher than in face-to-face courses. This chapter considers the influence of student communication factors in both course and degree program retention. An argument is presented related to the role of being intentional in planning and implementing communication strategies within courses and degree programs as a conduit for positively influencing completion. A second argument is that while all college/university personnel have a role in student attention, the role of faculty is significant and requires on-going professional development.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"8 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":"128469646","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.CH014
J. Linton, Wayne Journell
Although K–12 online education is becoming more common in the United States, there is still much we do not know about how K–12 online teachers are being prepared. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a nine-week orientation session that is part of an established, state-run induction program for prospective K–12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs to meet the rising demand for K–12 online instruction in the United States.
{"title":"Taking Responsibility for the Future","authors":"J. Linton, Wayne Journell","doi":"10.4018/978-1-5225-8009-6.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-8009-6.CH014","url":null,"abstract":"Although K–12 online education is becoming more common in the United States, there is still much we do not know about how K–12 online teachers are being prepared. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a nine-week orientation session that is part of an established, state-run induction program for prospective K–12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs to meet the rising demand for K–12 online instruction in the United States.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"14 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":"122837215","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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