Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-0115-3.ch011
D. Caldwell, Tiffany J. Cresswell-Yeager, Jennifer Aucoin, D. Budenz
When teaching online, many instructors are provided with a master course that contains the learning materials, discussion forums, assignments, and assessments. With more higher education institutions opting to offer master course shells, it can be difficult for instructors to know how to incorporate their personality, experiences, and insights into a pre-designed course. Faculty who teach online may be searching for ideas on how to personalize their master course and increase student engagement. Many faculty express concerns about students who are disconnected. Personalization of master courses increases student engagement while allowing students and instructors to feel more connected during the course. The authors will explore best practices to increase student engagement and provide a framework to implement these strategies that assist online instructors in demonstrating their personalities and expertise in master courses.
{"title":"A Framework for Student Engagement","authors":"D. Caldwell, Tiffany J. Cresswell-Yeager, Jennifer Aucoin, D. Budenz","doi":"10.4018/978-1-7998-0115-3.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-0115-3.ch011","url":null,"abstract":"When teaching online, many instructors are provided with a master course that contains the learning materials, discussion forums, assignments, and assessments. With more higher education institutions opting to offer master course shells, it can be difficult for instructors to know how to incorporate their personality, experiences, and insights into a pre-designed course. Faculty who teach online may be searching for ideas on how to personalize their master course and increase student engagement. Many faculty express concerns about students who are disconnected. Personalization of master courses increases student engagement while allowing students and instructors to feel more connected during the course. The authors will explore best practices to increase student engagement and provide a framework to implement these strategies that assist online instructors in demonstrating their personalities and expertise in master courses.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"4 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":"126804234","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: 10.4018/978-1-5225-6361-7.CH006
K. Torres, Aubrey L. C. Statti
Across the globe, technology has become more commonplace in educational settings. Particularly, educators are utilizing technology to positively impact student academic performance and to engage learners throughout classroom activities. Common trends in educational technology incorporate the inclusion of mobile phones and social media activities. However, distinct differences across the world are found in classroom settings in the availability of educational technology resources and the opportunity for educators to receive professional development training.
{"title":"A Global Perspective of Classroom Technology Integration and Use","authors":"K. Torres, Aubrey L. C. Statti","doi":"10.4018/978-1-5225-6361-7.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-6361-7.CH006","url":null,"abstract":"Across the globe, technology has become more commonplace in educational settings. Particularly, educators are utilizing technology to positively impact student academic performance and to engage learners throughout classroom activities. Common trends in educational technology incorporate the inclusion of mobile phones and social media activities. However, distinct differences across the world are found in classroom settings in the availability of educational technology resources and the opportunity for educators to receive professional development training.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"138 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":"131367263","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: 10.4018/978-1-5225-4111-0.CH008
Paul Acquaro
Selecting and implementing the platforms and tools to support online learning effectively in higher education is currently a challenge for which there is not a one-size-fits-all solution. Finding the right balance between supporting strong pedagogy, offering training and support, providing data security and privacy, ensuring ease of use, among other factors, shape the decisions that leaders in higher education make as they develop and implement online learning environments. This chapter explores the results of a study conducted during the Fall of 2016 to better understand the efforts higher education experts undergo to develop online learning environments. The study considers the sometimes-competing pedagogical and pragmatic needs such efforts entail and seeks to identify trends and best practices.
{"title":"Investigation Into the Selection of Online Learning Platforms and Tools in Higher Education","authors":"Paul Acquaro","doi":"10.4018/978-1-5225-4111-0.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-4111-0.CH008","url":null,"abstract":"Selecting and implementing the platforms and tools to support online learning effectively in higher education is currently a challenge for which there is not a one-size-fits-all solution. Finding the right balance between supporting strong pedagogy, offering training and support, providing data security and privacy, ensuring ease of use, among other factors, shape the decisions that leaders in higher education make as they develop and implement online learning environments. This chapter explores the results of a study conducted during the Fall of 2016 to better understand the efforts higher education experts undergo to develop online learning environments. The study considers the sometimes-competing pedagogical and pragmatic needs such efforts entail and seeks to identify trends and best practices.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"9 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":"115325619","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.ch083
Servet Celik
Computer-aided instruction has assumed a prominent role in language teacher preparation programs, as educators increasingly turn to online environments to extend learning beyond the classroom, stimulate critical thinking, and motivate future language teachers to “think outside the box” and take responsibility for their own learning. In online educational settings, instructor presence plays a significant role, and its impact has been extensively explored. However, the majority of the research has been carried out in Western countries, where the cultural norms of individualism, low power distance between teachers and students, and a high level of acceptance of instructor feedback typically play a positive role in online student-teacher interactions. Few studies have looked at the issue of instructor presence in Eastern cultures, where teachers are traditionally granted a high degree of authority, and learners often have a lower tolerance for situations where independent thought and creativity are called for – as is often the case in online learning.
{"title":"Power Distance and Teacher Authority in an Online Learning Environment","authors":"Servet Celik","doi":"10.4018/978-1-7998-8047-9.ch083","DOIUrl":"https://doi.org/10.4018/978-1-7998-8047-9.ch083","url":null,"abstract":"Computer-aided instruction has assumed a prominent role in language teacher preparation programs, as educators increasingly turn to online environments to extend learning beyond the classroom, stimulate critical thinking, and motivate future language teachers to “think outside the box” and take responsibility for their own learning. In online educational settings, instructor presence plays a significant role, and its impact has been extensively explored. However, the majority of the research has been carried out in Western countries, where the cultural norms of individualism, low power distance between teachers and students, and a high level of acceptance of instructor feedback typically play a positive role in online student-teacher interactions. Few studies have looked at the issue of instructor presence in Eastern cultures, where teachers are traditionally granted a high degree of authority, and learners often have a lower tolerance for situations where independent thought and creativity are called for – as is often the case in online learning.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"36 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114046491","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: 10.4018/978-1-5225-3076-3.CH007
Seda Khadimally
Today's learners are intrinsically motivated in that they are apt to analyze, synthesize, internalize, rebuild, share, and disseminate knowledge not only with their instructors, but also their peers, and the greater community, including a plethora of learning communities from across the world. Web-based technologies play a key role in this learning process. Particularly online social media networks and mobile technologies, the two selected technology trends evaluated in this paper, are thriving in online learning/teaching settings, immensely helping students acquire valid learning gains. These technologies are not a fad, a myth, or talk-of-the-day in learning and teaching environments in any given discipline. With that said, there are also certain issues and challenges that accompany these media and technologies for learning and teaching practices, which will also be addressed in this paper. Finally, future implications on these trends and issues in DL will be further discussed with the hope that educational leaders can draw on them for further inquiry and development in the field.
{"title":"Evaluating Trends and Issues in Distance Learning","authors":"Seda Khadimally","doi":"10.4018/978-1-5225-3076-3.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-3076-3.CH007","url":null,"abstract":"Today's learners are intrinsically motivated in that they are apt to analyze, synthesize, internalize, rebuild, share, and disseminate knowledge not only with their instructors, but also their peers, and the greater community, including a plethora of learning communities from across the world. Web-based technologies play a key role in this learning process. Particularly online social media networks and mobile technologies, the two selected technology trends evaluated in this paper, are thriving in online learning/teaching settings, immensely helping students acquire valid learning gains. These technologies are not a fad, a myth, or talk-of-the-day in learning and teaching environments in any given discipline. With that said, there are also certain issues and challenges that accompany these media and technologies for learning and teaching practices, which will also be addressed in this paper. Finally, future implications on these trends and issues in DL will be further discussed with the hope that educational leaders can draw on them for further inquiry and development in the field.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"51 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":"116518576","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.ch033
Md. Shahadat Hossain Khan, Md. RashedulHuq Shamim, Mutwalibi Nambobi
Very few studies in the existing literature elaborated about the learners learning preference and their preferred ICT tools while they were engaging in an online course. In order to fill this gap, this chapter presents different learning styles, which are exhibited by the learners in an online environment. It identifies myriad ICT (information and communication technology) tools and shows association between learning styles and respective ICT tools. It has four main broad areas to discuss: provides general importance of incorporating ICT tools in an online environment; presents four types of learners in an online context, which are characterized by following previous theoretical framework; identifies different learning activities, which are preferred by the four learners; and provides ICT tools along with their web address that are linked with online activities. This chapter shows possible implication towards online education and practices.
{"title":"Learning Styles and Online Tools","authors":"Md. Shahadat Hossain Khan, Md. RashedulHuq Shamim, Mutwalibi Nambobi","doi":"10.4018/978-1-7998-8047-9.ch033","DOIUrl":"https://doi.org/10.4018/978-1-7998-8047-9.ch033","url":null,"abstract":"Very few studies in the existing literature elaborated about the learners learning preference and their preferred ICT tools while they were engaging in an online course. In order to fill this gap, this chapter presents different learning styles, which are exhibited by the learners in an online environment. It identifies myriad ICT (information and communication technology) tools and shows association between learning styles and respective ICT tools. It has four main broad areas to discuss: provides general importance of incorporating ICT tools in an online environment; presents four types of learners in an online context, which are characterized by following previous theoretical framework; identifies different learning activities, which are preferred by the four learners; and provides ICT tools along with their web address that are linked with online activities. This chapter shows possible implication towards online education and practices.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"125 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":"127237649","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: 10.4018/978-1-5225-7769-0.CH006
Yufeng Qian
This chapter examines the challenges facing U.S. higher education today and profiles universities that are spearheading academic transformation to address these challenges with emerging technology and media. Identifying five technology-powered innovation models (competency-based education, experiential education, student success-centered education, open education, and lifelong education), the author studies institutions that exemplify innovation, and shows how technology has enabled academic transformation that has changed the higher education landscape. These pioneering institutions provide successful models of academic transformation for the higher education industry.
{"title":"Technology-Enabled Innovation for Academic Transformation in Higher Education","authors":"Yufeng Qian","doi":"10.4018/978-1-5225-7769-0.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-7769-0.CH006","url":null,"abstract":"This chapter examines the challenges facing U.S. higher education today and profiles universities that are spearheading academic transformation to address these challenges with emerging technology and media. Identifying five technology-powered innovation models (competency-based education, experiential education, student success-centered education, open education, and lifelong education), the author studies institutions that exemplify innovation, and shows how technology has enabled academic transformation that has changed the higher education landscape. These pioneering institutions provide successful models of academic transformation for the higher education industry.","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":"132764531","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: 10.4018/978-1-5225-3076-3.CH008
J. Keller, Hasan Uçar, A. Kumtepe
Culture, globalization, and evolution in information and communication technologies are three of the many factors that sway open and distance education phenomenon throughout the world. Within this field, motivation issues are regarded as the prime movers behind cultural differences. This chapter examines culture and motivation in globalized online learning spaces and their effects on learners' motivation. After exploring and explaining culture, globalization, and motivation issues, implications for designing motivational strategies for culturally diverse online learners based on Keller's ARCS-V motivation design model are presented. Further, recommendations and future research directions are proposed. Lastly, this chapter focuses on the multicultural nature of open and distance learning spaces.
{"title":"Culture and Motivation in Globalized Open and Distance Learning Spaces","authors":"J. Keller, Hasan Uçar, A. Kumtepe","doi":"10.4018/978-1-5225-3076-3.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-3076-3.CH008","url":null,"abstract":"Culture, globalization, and evolution in information and communication technologies are three of the many factors that sway open and distance education phenomenon throughout the world. Within this field, motivation issues are regarded as the prime movers behind cultural differences. This chapter examines culture and motivation in globalized online learning spaces and their effects on learners' motivation. After exploring and explaining culture, globalization, and motivation issues, implications for designing motivational strategies for culturally diverse online learners based on Keller's ARCS-V motivation design model are presented. Further, recommendations and future research directions are proposed. Lastly, this chapter focuses on the multicultural nature of open and distance learning spaces.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"21 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":"130434451","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.ch063
A. M. Godoy, R. Pfeffer
This chapter provides an overview of the findings from a study of students at a four-year university who were surveyed about their experiences learning in both online and face-to-face modalities. While some students reported perceived equitableness between their experiences in online and face-to-face classes, there were some findings that demonstrated the need for further inquiry. Of note, the majority (61%) of students indicated that they learned more or much more in face-to-face classes than online. Students in online classes were also much less likely to make use of faculty office hours or, in some cases, to even have contact with their professors at all. This chapter concludes with a discussion of the ethical issues corresponding to the disparity between online and traditional learning modalities.
{"title":"Student Perceptions of Online vs. Face-to-Face Learning in Criminal Justice","authors":"A. M. Godoy, R. Pfeffer","doi":"10.4018/978-1-7998-8047-9.ch063","DOIUrl":"https://doi.org/10.4018/978-1-7998-8047-9.ch063","url":null,"abstract":"This chapter provides an overview of the findings from a study of students at a four-year university who were surveyed about their experiences learning in both online and face-to-face modalities. While some students reported perceived equitableness between their experiences in online and face-to-face classes, there were some findings that demonstrated the need for further inquiry. Of note, the majority (61%) of students indicated that they learned more or much more in face-to-face classes than online. Students in online classes were also much less likely to make use of faculty office hours or, in some cases, to even have contact with their professors at all. This chapter concludes with a discussion of the ethical issues corresponding to the disparity between online and traditional learning modalities.","PeriodicalId":422323,"journal":{"name":"Research Anthology on Developing Effective Online Learning Courses","volume":"53 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":"131758583","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.CH001
Michael Marmon
Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.
{"title":"Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance","authors":"Michael Marmon","doi":"10.4018/978-1-5225-3229-3.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-3229-3.CH001","url":null,"abstract":"Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.","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":"133144966","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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