Pub Date : 2023-07-03DOI: 10.1080/08923647.2023.2235951
T. Evans, V. Jakupec, Rebecca E. Heiser
Dr. Terry Evans and Dr. Viktor Jakupec are, respectively, Emeritus Professor and Honorary Professor at Deakin University in Australia. Terry and Viktor are longstanding scholars of distance education
Terry Evans博士和Viktor Jakupec博士分别是澳大利亚迪肯大学名誉教授和名誉教授。特里和维克多是远程教育领域的资深学者
{"title":"Classic Theories of Distance Education: Interview with Terry Evans and Viktor Jakupec","authors":"T. Evans, V. Jakupec, Rebecca E. Heiser","doi":"10.1080/08923647.2023.2235951","DOIUrl":"https://doi.org/10.1080/08923647.2023.2235951","url":null,"abstract":"Dr. Terry Evans and Dr. Viktor Jakupec are, respectively, Emeritus Professor and Honorary Professor at Deakin University in Australia. Terry and Viktor are longstanding scholars of distance education","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996080","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 : 2023-05-31DOI: 10.1080/08923647.2023.2210491
Nicole C. Letchworth, Summer Koltonski, L. K. Sheriff
{"title":"Academic Coaches and Student Success in Higher Education","authors":"Nicole C. Letchworth, Summer Koltonski, L. K. Sheriff","doi":"10.1080/08923647.2023.2210491","DOIUrl":"https://doi.org/10.1080/08923647.2023.2210491","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43825317","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 : 2023-05-27DOI: 10.1080/08923647.2023.2198932
F. Ibáñez-Carrasco, Michael Hoechsmann
{"title":"Speaking Personally - with Francisco Ibáñez-Carrasco","authors":"F. Ibáñez-Carrasco, Michael Hoechsmann","doi":"10.1080/08923647.2023.2198932","DOIUrl":"https://doi.org/10.1080/08923647.2023.2198932","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47557859","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 : 2023-05-24DOI: 10.1080/08923647.2023.2213137
Swapna Kumar, E. Roumell, D. Bolliger
Faculty members who e-mentor dissertations in online doctoral programs, or remotely as a result of COVID-19 participated in an open-ended survey about strategies that helped them succeed, challenges they faced, and institutional support they would find helpful. Consistent communication, individualized support, and structure were found helpful for e-mentoring dissertations. Faculty overwhelmingly cited time, workload, and lack of institutional support as challenges, and stated that institutions could help e-mentors by providing support with the process, research resources, writing support, and time and incentives for e-mentoring. The results are discussed with recommendations for institutional support for dissertation e-mentoring.
{"title":"Faculty Perceptions of E-Mentoring Doctoral Dissertations: Challenges, Strategies, and Institutional Support","authors":"Swapna Kumar, E. Roumell, D. Bolliger","doi":"10.1080/08923647.2023.2213137","DOIUrl":"https://doi.org/10.1080/08923647.2023.2213137","url":null,"abstract":"Faculty members who e-mentor dissertations in online doctoral programs, or remotely as a result of COVID-19 participated in an open-ended survey about strategies that helped them succeed, challenges they faced, and institutional support they would find helpful. Consistent communication, individualized support, and structure were found helpful for e-mentoring dissertations. Faculty overwhelmingly cited time, workload, and lack of institutional support as challenges, and stated that institutions could help e-mentors by providing support with the process, research resources, writing support, and time and incentives for e-mentoring. The results are discussed with recommendations for institutional support for dissertation e-mentoring.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46818196","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 : 2023-05-13DOI: 10.1080/08923647.2023.2210492
A. Samuel, B. King, R. Cervero
Many medical school faculty view the educational changes wrought by the pandemic as an aberration and are eager to return to traditional face-to-face teaching. To encourage faculty to continue with online teaching, it is important to understand medical school faculty experiences of teaching virtually during the COVID-19 shutdowns and how that has affected their perceptions of teaching. A qualitative study was undertaken at X School of Medicine (SoM), University X, to understand the barriers and motivators to medical school faculty embracing virtual teaching. Semi-structured interviews were conducted with medical school faculty who had taught courses during the 2020–2021 academic years and continued to teach in 2022. The interviews were thematically analyzed using Braun and Clarke's framework. Five themes emerged: (1) the advantages of virtual teaching, (2) the challenges of virtual teaching, (3) factors that enable virtual teaching, (4) strategies for success, and (5) the future of teaching. Faculty appreciated the flexibility provided by technology but were also challenged by the reduced interpersonal interactions in virtual teaching. Technology was also challenging in the skillsets and resources needed to use it successfully. Faculty appreciated just-in-time and personalized training, which enabled them to be more successful in virtual teaching. Faculty have come to accept that there are aspects of virtual teaching that are beneficial to learners and should be continued. There is an openness to integrating virtual teaching into the traditional format of face-to-face teaching. However, they need robust institutional support to continue online teaching in medical school. [ FROM AUTHOR] Copyright of American Journal of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Medical School Faculty Perceptions of Online Education: Implications for the Future of Medical Education","authors":"A. Samuel, B. King, R. Cervero","doi":"10.1080/08923647.2023.2210492","DOIUrl":"https://doi.org/10.1080/08923647.2023.2210492","url":null,"abstract":"Many medical school faculty view the educational changes wrought by the pandemic as an aberration and are eager to return to traditional face-to-face teaching. To encourage faculty to continue with online teaching, it is important to understand medical school faculty experiences of teaching virtually during the COVID-19 shutdowns and how that has affected their perceptions of teaching. A qualitative study was undertaken at X School of Medicine (SoM), University X, to understand the barriers and motivators to medical school faculty embracing virtual teaching. Semi-structured interviews were conducted with medical school faculty who had taught courses during the 2020–2021 academic years and continued to teach in 2022. The interviews were thematically analyzed using Braun and Clarke's framework. Five themes emerged: (1) the advantages of virtual teaching, (2) the challenges of virtual teaching, (3) factors that enable virtual teaching, (4) strategies for success, and (5) the future of teaching. Faculty appreciated the flexibility provided by technology but were also challenged by the reduced interpersonal interactions in virtual teaching. Technology was also challenging in the skillsets and resources needed to use it successfully. Faculty appreciated just-in-time and personalized training, which enabled them to be more successful in virtual teaching. Faculty have come to accept that there are aspects of virtual teaching that are beneficial to learners and should be continued. There is an openness to integrating virtual teaching into the traditional format of face-to-face teaching. However, they need robust institutional support to continue online teaching in medical school. [ FROM AUTHOR] Copyright of American Journal of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46650069","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 : 2023-04-03DOI: 10.1080/08923647.2023.2206081
W. Diehl
{"title":"Artificial Intelligence, Web 3, and the Future of Distance Education","authors":"W. Diehl","doi":"10.1080/08923647.2023.2206081","DOIUrl":"https://doi.org/10.1080/08923647.2023.2206081","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42567722","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 : 2023-04-03DOI: 10.1080/08923647.2023.2200696
D. Şenocak, Seyda Kir
ABSTRACT A former pro-vice chancellor and director of the Center for Flexible Learning at the University of the South Pacific, Professor Som Naidu possesses over 40 years of experience in the field of open, flexible and distance education. He was interviewed by Dilek Şenocak and Şeyda Kır who are PhD candidates in the Department of Distance Education at Anadolu University, Türkiye.
Som Naidu教授是南太平洋大学前副校长兼灵活学习中心主任，在开放、灵活和远程教育领域拥有40多年的经验。他接受了Dilek Şenocak和Şeyda Kır的采访，他们都是俄罗斯阿纳多卢大学远程教育系的博士候选人。
{"title":"Speaking Personally—With Som Naidu","authors":"D. Şenocak, Seyda Kir","doi":"10.1080/08923647.2023.2200696","DOIUrl":"https://doi.org/10.1080/08923647.2023.2200696","url":null,"abstract":"ABSTRACT A former pro-vice chancellor and director of the Center for Flexible Learning at the University of the South Pacific, Professor Som Naidu possesses over 40 years of experience in the field of open, flexible and distance education. He was interviewed by Dilek Şenocak and Şeyda Kır who are PhD candidates in the Department of Distance Education at Anadolu University, Türkiye.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45500724","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 : 2023-04-03DOI: 10.1080/08923647.2023.2202596
Lina María Cano-Vásquez, I. Ángel-Uribe
ABSTRACT La virtualidad posibilita la creación de ambientes de aprendizaje orientados por multiplicidad de modelos pedagógicos, entre estos, los cursos virtuales y los MOOC que se diferencian en el seguimiento e interacción. El estudio realiza un análisis comparativo de las percepciones sobre la experiencia de aprendizaje de estudiantes universitarios de dos cursos de la misma asignatura; uno 100% virtual y otro tipo MOOC. Se aplica un cuestionario con 90 preguntas en escala Likert que se analizan con una prueba t de diferencia de medias para establecer relaciones con un nivel de significancia del 5%, y tres preguntas abiertas para las que se emplea un análisis de contendido. Se encuentra para ambas propuestas formativas que los estudiantes: percibieron claridad y calidad en los contenidos y el diseño instruccional, la valoración más alta fue para el acceso ubicuo a los materiales, y no se evidencian diferencias en su participación y motivación. Los estudiantes del curso tipo MOOC resaltan: falta de acompañamiento, que la posibilidad de seguir una trayectoria flexible no incide en el logro de los aprendizajes y no encontraron ventajas en el trabajo colaborativo propuesto. Esto se convierte en un desafío, porque asumen, por la modalidad del curso, que las actividades deben realizarse de manera individual. El diseño, la propuesta pedagógica, los recursos y contenidos son clave para la motivación y percepción de la pertinencia del proceso formativo. También lo son el acompañamiento y asesoría, aunque, como se evidencia en la literatura, en general, son asuntos por mejorar en estos cursos.
{"title":"Perspectivas de Los Estudiantes Sobre Las Experiencias de Aprendizaje En Un Curso Virtual Y Un MOOC","authors":"Lina María Cano-Vásquez, I. Ángel-Uribe","doi":"10.1080/08923647.2023.2202596","DOIUrl":"https://doi.org/10.1080/08923647.2023.2202596","url":null,"abstract":"ABSTRACT La virtualidad posibilita la creación de ambientes de aprendizaje orientados por multiplicidad de modelos pedagógicos, entre estos, los cursos virtuales y los MOOC que se diferencian en el seguimiento e interacción. El estudio realiza un análisis comparativo de las percepciones sobre la experiencia de aprendizaje de estudiantes universitarios de dos cursos de la misma asignatura; uno 100% virtual y otro tipo MOOC. Se aplica un cuestionario con 90 preguntas en escala Likert que se analizan con una prueba t de diferencia de medias para establecer relaciones con un nivel de significancia del 5%, y tres preguntas abiertas para las que se emplea un análisis de contendido. Se encuentra para ambas propuestas formativas que los estudiantes: percibieron claridad y calidad en los contenidos y el diseño instruccional, la valoración más alta fue para el acceso ubicuo a los materiales, y no se evidencian diferencias en su participación y motivación. Los estudiantes del curso tipo MOOC resaltan: falta de acompañamiento, que la posibilidad de seguir una trayectoria flexible no incide en el logro de los aprendizajes y no encontraron ventajas en el trabajo colaborativo propuesto. Esto se convierte en un desafío, porque asumen, por la modalidad del curso, que las actividades deben realizarse de manera individual. El diseño, la propuesta pedagógica, los recursos y contenidos son clave para la motivación y percepción de la pertinencia del proceso formativo. También lo son el acompañamiento y asesoría, aunque, como se evidencia en la literatura, en general, son asuntos por mejorar en estos cursos.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45716099","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 : 2023-03-23DOI: 10.1080/08923647.2023.2192597
Austin C. Megli, Dayra Fallad-Mendoza, Monica Etsitty-Dorame, Jasmine Desiderio, Yan Chen, Damian Sanchez, Nick V. Flor, C. Gunawardena
{"title":"Using Social Learning Analytic Methods to Examine Social Construction of Knowledge in Online Discussions","authors":"Austin C. Megli, Dayra Fallad-Mendoza, Monica Etsitty-Dorame, Jasmine Desiderio, Yan Chen, Damian Sanchez, Nick V. Flor, C. Gunawardena","doi":"10.1080/08923647.2023.2192597","DOIUrl":"https://doi.org/10.1080/08923647.2023.2192597","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45296330","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 : 2023-02-17DOI: 10.1080/08923647.2023.2177032
Zikai Zhou, Yuanyuan Zhang
{"title":"Intrinsic and Extrinsic Motivation in Distance Education: A Self-Determination Perspective","authors":"Zikai Zhou, Yuanyuan Zhang","doi":"10.1080/08923647.2023.2177032","DOIUrl":"https://doi.org/10.1080/08923647.2023.2177032","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42486061","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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