Pub Date : 2021-02-03DOI: 10.1080/07377363.2020.1861577
Marici Snyman, G. van den Berg
Abstract The purpose of this study is to report on the recognition of prior learning (RPL) experiences of students and academics in a graduate context at an open distance learning (ODL) institution. Although students and academics are the key participants in the RPL process for access to graduate studies, their experiences regarding the process, specifically in an ODL context, appear to be under-investigated, given the limited number of studies conducted at distance learning institutions. Within an interpretative paradigm, the study followed a qualitative approach. A case study design was used to collect data employing open-ended questionnaires for students and academics involved in reviewing the RPL application students. The study involved research participants who were directly involved in the RPL process. The findings revealed that, apart from granting them admission to graduate studies, RPL candidates benefited from the process on a personal and academic level. The key aspects of RPL, such as preparation of evidence for assessment, which is similar to those of sustainable assessment, contribute to students becoming aware of their learning potential. This research contributes in a manner that provides more insight into this important academic experience of nontraditional students. This study recommends that an RPL process be an empowering and quality student experience that aims not only to prepare them for RPL assessment but also for the context after access to graduate studies.
{"title":"Experiences of Nontraditional Students and Academics of the Recognition of Prior Learning Process for Admission to Graduate Studies: A South African Case Study in Open Distance Learning","authors":"Marici Snyman, G. van den Berg","doi":"10.1080/07377363.2020.1861577","DOIUrl":"https://doi.org/10.1080/07377363.2020.1861577","url":null,"abstract":"Abstract The purpose of this study is to report on the recognition of prior learning (RPL) experiences of students and academics in a graduate context at an open distance learning (ODL) institution. Although students and academics are the key participants in the RPL process for access to graduate studies, their experiences regarding the process, specifically in an ODL context, appear to be under-investigated, given the limited number of studies conducted at distance learning institutions. Within an interpretative paradigm, the study followed a qualitative approach. A case study design was used to collect data employing open-ended questionnaires for students and academics involved in reviewing the RPL application students. The study involved research participants who were directly involved in the RPL process. The findings revealed that, apart from granting them admission to graduate studies, RPL candidates benefited from the process on a personal and academic level. The key aspects of RPL, such as preparation of evidence for assessment, which is similar to those of sustainable assessment, contribute to students becoming aware of their learning potential. This research contributes in a manner that provides more insight into this important academic experience of nontraditional students. This study recommends that an RPL process be an empowering and quality student experience that aims not only to prepare them for RPL assessment but also for the context after access to graduate studies.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1861577","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48827756","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 : 2021-01-20DOI: 10.1080/07377363.2020.1847970
Tamara Galoyan, K. Betts
Abstract Transfer of knowledge, skills, and experience is critical in an increasingly competitive knowledge-based global economy. Research indicates major issues relating to transfer of learning, including (a) the complex nature of transfer, (b) the multiple variables affecting transfer, and (c) the limited knowledge of instructional methodologies for facilitating transfer across disciplines and learning environments. An integrative literature review was conducted to analyze the conceptualizations of transfer of learning across disciplines, as well as to examine the traditional and contemporary models along with taxonomies of transfer. This article proposes a new Integrative Transfer of Learning (ITL) model that aggregates four broad transfer dimensions, specifically (a) task, (b) personal, (c) context, and (d) pedagogical dimensions. This ITL model provides a comprehensive conceptual framework for researchers, instructors, and instructional designers interested in transfer of learning across learning environments, including online, blended, and onsite, for preparing a diverse higher education student population for a complex and advancing workforce.
{"title":"Integrative Transfer of Learning Model and Implications for Higher Education","authors":"Tamara Galoyan, K. Betts","doi":"10.1080/07377363.2020.1847970","DOIUrl":"https://doi.org/10.1080/07377363.2020.1847970","url":null,"abstract":"Abstract Transfer of knowledge, skills, and experience is critical in an increasingly competitive knowledge-based global economy. Research indicates major issues relating to transfer of learning, including (a) the complex nature of transfer, (b) the multiple variables affecting transfer, and (c) the limited knowledge of instructional methodologies for facilitating transfer across disciplines and learning environments. An integrative literature review was conducted to analyze the conceptualizations of transfer of learning across disciplines, as well as to examine the traditional and contemporary models along with taxonomies of transfer. This article proposes a new Integrative Transfer of Learning (ITL) model that aggregates four broad transfer dimensions, specifically (a) task, (b) personal, (c) context, and (d) pedagogical dimensions. This ITL model provides a comprehensive conceptual framework for researchers, instructors, and instructional designers interested in transfer of learning across learning environments, including online, blended, and onsite, for preparing a diverse higher education student population for a complex and advancing workforce.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1847970","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43486344","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 : 2021-01-11DOI: 10.1080/07377363.2020.1847972
Géraldine Heilporn, Sawsen Lakhal
Abstract This study aimed at building a reliable and valid scale for environmental factors related to student persistence in online courses, particularly relevant for adults or lifelong learners. Drawing on the social integration and external attribution scales and subscales of Kember et al. as a starting point, data collected in Canadian universities were randomly split into two samples. The first sample (n 1 = 385) was used to explore the data set through principal component and reliability analyses. These confirmed a two-factor environmental scale composed of encouragements (factor 1) and time-events items (factor 2), as well as a two-factor persistence scale that included potential dropout (factor 3) and cost-benefit items (factor 4). All factors showed a very good internal consistency. The second sample (n 2 = 381) was used to confirm the structural validity of environmental and persistence scales through confirmatory factor analyses and to compare this new structure to the subscales of Kember et al. While the latter resulted in an insufficient model fit, the new environmental and persistence scales yielded a very good model fit with strong goodness-of-fit indices and statistics. These results confirmed the structural validity of the new scales, which can be trusted for use in further empirical studies related to online student persistence. The new scales can also be used by practitioners to detect at-risk students early in a semester, allowing to offer them specific individual support to foster student persistence in online courses.
{"title":"Environmental Facilitators and Barriers to Student Persistence in Online Courses: Reliability and Validity of New Scales","authors":"Géraldine Heilporn, Sawsen Lakhal","doi":"10.1080/07377363.2020.1847972","DOIUrl":"https://doi.org/10.1080/07377363.2020.1847972","url":null,"abstract":"Abstract This study aimed at building a reliable and valid scale for environmental factors related to student persistence in online courses, particularly relevant for adults or lifelong learners. Drawing on the social integration and external attribution scales and subscales of Kember et al. as a starting point, data collected in Canadian universities were randomly split into two samples. The first sample (n 1 = 385) was used to explore the data set through principal component and reliability analyses. These confirmed a two-factor environmental scale composed of encouragements (factor 1) and time-events items (factor 2), as well as a two-factor persistence scale that included potential dropout (factor 3) and cost-benefit items (factor 4). All factors showed a very good internal consistency. The second sample (n 2 = 381) was used to confirm the structural validity of environmental and persistence scales through confirmatory factor analyses and to compare this new structure to the subscales of Kember et al. While the latter resulted in an insufficient model fit, the new environmental and persistence scales yielded a very good model fit with strong goodness-of-fit indices and statistics. These results confirmed the structural validity of the new scales, which can be trusted for use in further empirical studies related to online student persistence. The new scales can also be used by practitioners to detect at-risk students early in a semester, allowing to offer them specific individual support to foster student persistence in online courses.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1847972","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47257380","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 : 2021-01-11DOI: 10.1080/07377363.2020.1847968
Elizabeth A. Gross, Diane L. Peters
Abstract Some graduate engineering students, returners, have spent many years in industry before returning to school. Others, direct pathway students, complete a master’s degree along with the undergraduate degree or go back to school fairly quickly after their undergraduate degree has been obtained. The focus of this study was to investigate the differences and similarities in direct pathway and returners. Differences include the rationale for obtaining a degree, the assumption that teamwork is essential to success, and specific self-efficacy statements. Those who have spent time in industry change disciplines more often. Similarities include no difference in graduate grade point averages (GPAs), while undergraduate GPAs are different for the two groups, and there is no difference in the calculus concept inventory.
{"title":"Comparison of Returning and Direct Pathway Graduate Engineering Students","authors":"Elizabeth A. Gross, Diane L. Peters","doi":"10.1080/07377363.2020.1847968","DOIUrl":"https://doi.org/10.1080/07377363.2020.1847968","url":null,"abstract":"Abstract Some graduate engineering students, returners, have spent many years in industry before returning to school. Others, direct pathway students, complete a master’s degree along with the undergraduate degree or go back to school fairly quickly after their undergraduate degree has been obtained. The focus of this study was to investigate the differences and similarities in direct pathway and returners. Differences include the rationale for obtaining a degree, the assumption that teamwork is essential to success, and specific self-efficacy statements. Those who have spent time in industry change disciplines more often. Similarities include no difference in graduate grade point averages (GPAs), while undergraduate GPAs are different for the two groups, and there is no difference in the calculus concept inventory.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1847968","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45912578","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 : 2021-01-11DOI: 10.1080/07377363.2020.1847971
Abdul Hamid Arribathi, Suwarto, Ali Miftakhu Rosyad, Mukti Budiarto, Dedeh Supriyanti, Mulyati
Abstract The COVID-19 pandemic has become a global issue which has a broad impact, especially in the education world. This study aims to analyze students’ learning anxiety at the Universitas Raharja Indonesia during the COVID-19 pandemic. This research was conducted with regular student (morning classes) and non-regular student groups (afternoon classes) at the Universitas Raharja. The data collection technique was a closed questionnaire where respondents were given five alternative answers. The data were collected, analyzed descriptively, and categorized using the seven scales. The results showed that learning anxiety in the regular student group was 77.75% and in the non-regular student group was 81.05%. There was a difference in learning anxiety between regular and non-regular student groups, but it is not statistically significant.
{"title":"An Analysis of Student Learning Anxiety During the COVID-19 Pandemic: A Study in Higher Education","authors":"Abdul Hamid Arribathi, Suwarto, Ali Miftakhu Rosyad, Mukti Budiarto, Dedeh Supriyanti, Mulyati","doi":"10.1080/07377363.2020.1847971","DOIUrl":"https://doi.org/10.1080/07377363.2020.1847971","url":null,"abstract":"Abstract The COVID-19 pandemic has become a global issue which has a broad impact, especially in the education world. This study aims to analyze students’ learning anxiety at the Universitas Raharja Indonesia during the COVID-19 pandemic. This research was conducted with regular student (morning classes) and non-regular student groups (afternoon classes) at the Universitas Raharja. The data collection technique was a closed questionnaire where respondents were given five alternative answers. The data were collected, analyzed descriptively, and categorized using the seven scales. The results showed that learning anxiety in the regular student group was 77.75% and in the non-regular student group was 81.05%. There was a difference in learning anxiety between regular and non-regular student groups, but it is not statistically significant.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1847971","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44102400","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 : 2020-11-23DOI: 10.1080/07377363.2020.1825315
Kalpana Gupta
Abstract The terms “mindfulness” and “meditation” often are used synonymously. In Western cultures, mindfulness and meditation practices are primarily utilized for the purpose of stress reduction. Through this study, researchers and practitioners who employ these practices in their academic work at a singular state university reveal distinct definitions of the two terms. Also, various outcomes in addition to stress reduction, such as unpacking narratives to raise consciousness, are uncovered. The combination of defining the two terms along with the possibilities of diverse learning outcomes informs ways in which these practices are understood as valuable pedagogical methods for adult and higher education.
{"title":"Mindfulness and Meditation as Pedagogical Methods for Adult and Higher Education","authors":"Kalpana Gupta","doi":"10.1080/07377363.2020.1825315","DOIUrl":"https://doi.org/10.1080/07377363.2020.1825315","url":null,"abstract":"Abstract The terms “mindfulness” and “meditation” often are used synonymously. In Western cultures, mindfulness and meditation practices are primarily utilized for the purpose of stress reduction. Through this study, researchers and practitioners who employ these practices in their academic work at a singular state university reveal distinct definitions of the two terms. Also, various outcomes in addition to stress reduction, such as unpacking narratives to raise consciousness, are uncovered. The combination of defining the two terms along with the possibilities of diverse learning outcomes informs ways in which these practices are understood as valuable pedagogical methods for adult and higher education.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1825315","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43685565","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 : 2020-10-26DOI: 10.1080/07377363.2020.1813483
Jenna C. Yeager, M. Rennie
Abstract This phenomenological qualitative study employed Photovoice to investigate the experiences of college student service members and veterans (SSM/V) in relation to the transition from the military to higher education. Twelve participants took three photographs per day for seven days that reflected their everyday experiences as SSM/V. Individual interviews and focus groups engaged participants in a discussion of the meaning of the experiences represented in the photographs. Thematic analysis revealed that SSM/V experienced social disconnection upon returning from military service, that they viewed the campus military and veterans center (MVC) as a supportive environment, that newly assumed roles in the context of the MVC provided a new sense of identity and meaning, and that social connections with other veterans provided a key source of support. A campus MVC may serve as a valued campus resource for the development of new social networks and roles that support the successful transition for SSM/V.
{"title":"Student Veterans’ Experiences of a Campus Veterans Center Revealed Through Photovoice","authors":"Jenna C. Yeager, M. Rennie","doi":"10.1080/07377363.2020.1813483","DOIUrl":"https://doi.org/10.1080/07377363.2020.1813483","url":null,"abstract":"Abstract This phenomenological qualitative study employed Photovoice to investigate the experiences of college student service members and veterans (SSM/V) in relation to the transition from the military to higher education. Twelve participants took three photographs per day for seven days that reflected their everyday experiences as SSM/V. Individual interviews and focus groups engaged participants in a discussion of the meaning of the experiences represented in the photographs. Thematic analysis revealed that SSM/V experienced social disconnection upon returning from military service, that they viewed the campus military and veterans center (MVC) as a supportive environment, that newly assumed roles in the context of the MVC provided a new sense of identity and meaning, and that social connections with other veterans provided a key source of support. A campus MVC may serve as a valued campus resource for the development of new social networks and roles that support the successful transition for SSM/V.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1813483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48966040","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 : 2020-09-02DOI: 10.1080/07377363.2020.1777381
L. Remenick, Matt Bergman
Abstract The majority of students enrolled in college today work at least part-time. Although the benefits of working have been noted for years, institutions of higher education tend to operate under the assumption that students should prioritize their academic careers over their employment. First we review literature examining why students work, the benefits and drawbacks of working, and the type of work that yields the greatest benefit to students. Next we discuss policy recommendations and practice considerations for higher education institutions, including (a) removing or adjusting practices that dis-incentivize working students, (b) developing policies that utilize students’ work experience, (c) providing on-campus part-time employment opportunities, and (d) establishing support systems that assist students in finding employment that works for them. We conclude by summarizing the state of higher education today, noting the inconsistencies between students’ realities and institutional expectations, and recommending ways in which institutions may more fully support their working students.
{"title":"Support for Working Students: Considerations for Higher Education Institutions","authors":"L. Remenick, Matt Bergman","doi":"10.1080/07377363.2020.1777381","DOIUrl":"https://doi.org/10.1080/07377363.2020.1777381","url":null,"abstract":"Abstract The majority of students enrolled in college today work at least part-time. Although the benefits of working have been noted for years, institutions of higher education tend to operate under the assumption that students should prioritize their academic careers over their employment. First we review literature examining why students work, the benefits and drawbacks of working, and the type of work that yields the greatest benefit to students. Next we discuss policy recommendations and practice considerations for higher education institutions, including (a) removing or adjusting practices that dis-incentivize working students, (b) developing policies that utilize students’ work experience, (c) providing on-campus part-time employment opportunities, and (d) establishing support systems that assist students in finding employment that works for them. We conclude by summarizing the state of higher education today, noting the inconsistencies between students’ realities and institutional expectations, and recommending ways in which institutions may more fully support their working students.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1777381","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41907832","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 : 2020-09-02DOI: 10.1080/07377363.2020.1786342
J. Chernosky, J. Ausburn, R. Curtis
Abstract The global economy’s dependency upon engineers is exacerbated by a lack of qualified engineers. Most engineering students fail to complete the credential. According to the American Society for Engineering Education (2018), the high dropout rate has been correlated to satisfaction with the learning experience. Investigation of an international accelerated blended distance program designed for adult learners at a large southwestern university requiring a redesign of courses was selected for this study. The researchers wanted to identify the key components of satisfaction and student engagement, then develop an equitable instructional design model. The mixed-methods study utilized the three elements of the Community of Inquiry as the theoretical lens. The study attempted to identify the key course characteristics which could increase satisfaction and reduce dropout rates. Design components, grades, and satisfaction rates were studied. Performance data (grades) were examined and indicated no significant correlation between grades and satisfaction. Six suggested areas for enhancement were faculty interaction, authenticity, student-to-student engagement, feedback, multimedia, and homework. Through an evaluation of the quality of the courses and satisfaction, design standards could be established, resulting in quality-of-life enhancement.
{"title":"Students as Consumers: Retaining Engineering Students by Designing Learner-Centric Courses of Value","authors":"J. Chernosky, J. Ausburn, R. Curtis","doi":"10.1080/07377363.2020.1786342","DOIUrl":"https://doi.org/10.1080/07377363.2020.1786342","url":null,"abstract":"Abstract The global economy’s dependency upon engineers is exacerbated by a lack of qualified engineers. Most engineering students fail to complete the credential. According to the American Society for Engineering Education (2018), the high dropout rate has been correlated to satisfaction with the learning experience. Investigation of an international accelerated blended distance program designed for adult learners at a large southwestern university requiring a redesign of courses was selected for this study. The researchers wanted to identify the key components of satisfaction and student engagement, then develop an equitable instructional design model. The mixed-methods study utilized the three elements of the Community of Inquiry as the theoretical lens. The study attempted to identify the key course characteristics which could increase satisfaction and reduce dropout rates. Design components, grades, and satisfaction rates were studied. Performance data (grades) were examined and indicated no significant correlation between grades and satisfaction. Six suggested areas for enhancement were faculty interaction, authenticity, student-to-student engagement, feedback, multimedia, and homework. Through an evaluation of the quality of the courses and satisfaction, design standards could be established, resulting in quality-of-life enhancement.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1786342","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44974670","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 : 2020-09-02DOI: 10.1080/07377363.2020.1776558
E. Lewis
Abstract For over 20 years, I have worked for various types of organizations as a higher education administrator, consultant, and Quality Matters Peer Reviewer. Some of my responsibilities consisted of leading the instructional, design, development, delivery, and maintenance of all online courses. The purpose of this article is to present some of the online course content, instructional design, and technology challenges that have continued to emerge over the past 20-plus years. The challenges were related to content that does not align with the iNACOL, Virtual Learning Leadership Alliance, or Quality Matters standards for course design and other best practices. Some of the challenges were associated with not providing: (a) a course overview; (b) clearly stated, appropriate, and measurable outcomes; (c) culturally inclusive materials, images, and other resources designed to support the learning needs of diverse learners; (d) accessible online courses; (e) multiple ways to engage learners; (f) inclusive instructions; (g) assessments and rubrics that clearly aligned with learning outcomes; and (h) consistency in the user interface experience from one course to the next. This article also presents recommendations and suggestions to improve the quality of the online course design process based on national standards and other best practices for quality improvement of online courses and learners’ experiences.
{"title":"Best Practices for Improving the Quality of the Online Course Design and Learners Experience","authors":"E. Lewis","doi":"10.1080/07377363.2020.1776558","DOIUrl":"https://doi.org/10.1080/07377363.2020.1776558","url":null,"abstract":"Abstract For over 20 years, I have worked for various types of organizations as a higher education administrator, consultant, and Quality Matters Peer Reviewer. Some of my responsibilities consisted of leading the instructional, design, development, delivery, and maintenance of all online courses. The purpose of this article is to present some of the online course content, instructional design, and technology challenges that have continued to emerge over the past 20-plus years. The challenges were related to content that does not align with the iNACOL, Virtual Learning Leadership Alliance, or Quality Matters standards for course design and other best practices. Some of the challenges were associated with not providing: (a) a course overview; (b) clearly stated, appropriate, and measurable outcomes; (c) culturally inclusive materials, images, and other resources designed to support the learning needs of diverse learners; (d) accessible online courses; (e) multiple ways to engage learners; (f) inclusive instructions; (g) assessments and rubrics that clearly aligned with learning outcomes; and (h) consistency in the user interface experience from one course to the next. This article also presents recommendations and suggestions to improve the quality of the online course design process based on national standards and other best practices for quality improvement of online courses and learners’ experiences.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1776558","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46199160","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：