Pub Date : 2022-11-08DOI: 10.1080/08923647.2022.2143700
S. Watson, Kara A. Fulton, C. Carpio, Tullaya Boonsaeng
{"title":"Virtual Student Teamwork in Higher Education: Is There a Secret Recipe for Productivity?","authors":"S. Watson, Kara A. Fulton, C. Carpio, Tullaya Boonsaeng","doi":"10.1080/08923647.2022.2143700","DOIUrl":"https://doi.org/10.1080/08923647.2022.2143700","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45128946","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 : 2022-11-06DOI: 10.1080/08923647.2022.2142027
S. Anderson, Shannon Grave, Katherine L. Terras
{"title":"The Student Voice: Recommendations for Supporting the Success of Graduate Students with Disabilities in Online Courses","authors":"S. Anderson, Shannon Grave, Katherine L. Terras","doi":"10.1080/08923647.2022.2142027","DOIUrl":"https://doi.org/10.1080/08923647.2022.2142027","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42035243","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 : 2022-10-27DOI: 10.1080/08923647.2022.2137355
H. Tel, M. Kelleci, Özge Kısaoğlu
The COVID-19 pandemic process, practice-oriented areas such as nursing education were more concerned. It becomes essential to evaluate whether online teaching methods are as applicable, acceptable, and effective as in-class teaching for a psychiatric nursing course and to assess students’ attitudes toward distance education. This study aimed to evaluate the teaching methods practiced in distance education in a psychiatric nursing course and students’ attitudes toward distance education. A descriptive and cross-sectional study was conducted among final-year nursing students at a Turkish university using online survey (n:144). It has been concluded that students use mobile devices more and have internet problems in distance education. The student’s total score on the Distance Education Attitudes Scale (DEAS) was 52.78 ± 18.61 (moderate). The attitude scores toward distance education were evaluated as negative and below the medium level in all dimensions. The difference between the students’ internet access issues in distance education, their ability to use technology in distance education and their evaluation of the distance education system, and the score of the DEAS and its sub-dimensions scores were significant (p < .05). Among the teaching methods adopted in distance education, the methods that the students evaluated as the most effective were the presentation of psychiatric case examples from movies (85.4%), lectures (83.3%), and psychiatric animations that summarized the subject (81.3%). The use of visual and auditory methods together in distance education improves the effectiveness of the course. [ FROM AUTHOR]
{"title":"Teaching and Student Attitudes in an Online Psychiatric Nursing Course","authors":"H. Tel, M. Kelleci, Özge Kısaoğlu","doi":"10.1080/08923647.2022.2137355","DOIUrl":"https://doi.org/10.1080/08923647.2022.2137355","url":null,"abstract":"The COVID-19 pandemic process, practice-oriented areas such as nursing education were more concerned. It becomes essential to evaluate whether online teaching methods are as applicable, acceptable, and effective as in-class teaching for a psychiatric nursing course and to assess students’ attitudes toward distance education. This study aimed to evaluate the teaching methods practiced in distance education in a psychiatric nursing course and students’ attitudes toward distance education. A descriptive and cross-sectional study was conducted among final-year nursing students at a Turkish university using online survey (n:144). It has been concluded that students use mobile devices more and have internet problems in distance education. The student’s total score on the Distance Education Attitudes Scale (DEAS) was 52.78 ± 18.61 (moderate). The attitude scores toward distance education were evaluated as negative and below the medium level in all dimensions. The difference between the students’ internet access issues in distance education, their ability to use technology in distance education and their evaluation of the distance education system, and the score of the DEAS and its sub-dimensions scores were significant (p < .05). Among the teaching methods adopted in distance education, the methods that the students evaluated as the most effective were the presentation of psychiatric case examples from movies (85.4%), lectures (83.3%), and psychiatric animations that summarized the subject (81.3%). The use of visual and auditory methods together in distance education improves the effectiveness of the course. [ FROM AUTHOR]","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41579212","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 : 2022-10-06DOI: 10.1080/08923647.2022.2125252
Sarah A. Capello, M. Gyimah-Concepcion, B. Buckley-Hughes
{"title":"Using Telepresence Robots for Doctoral Education: Student and Faculty Experiences","authors":"Sarah A. Capello, M. Gyimah-Concepcion, B. Buckley-Hughes","doi":"10.1080/08923647.2022.2125252","DOIUrl":"https://doi.org/10.1080/08923647.2022.2125252","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45960928","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 : 2022-10-02DOI: 10.1080/08923647.2022.2121108
Steven F. Duvall, Ashley M. Fox, Courtney G. Meeks
ABSTRACT Following the pandemic-related school shutdowns in spring 2020, direct observations continued to be a necessary component of special education evaluations even when students were not present at school. As students began learning at home instead of in classrooms, the continued need for observational data likely compelled most educators to use video conferencing for collecting data even though little was known about the reliability of observing students remotely. Consequently, the following is an exploratory examination of the interobserver agreement (IOA) that can occur between remote and in-person observers. Within an alternating observers design, overall IOA of 97.2% was achieved between observers who simultaneously used Ecobehavioral Assessment Systems Software (EBASS) to measure the behavior of elementary students and their instructional environments during reading tutoring. This study indicates that EBASS may be a reliable tool for observing students remotely and, in turn, emphasizes the importance of replication and experimental studies to determine whether these findings are typical, especially if millions of students continue to be taught at home.
{"title":"Interobserver Reliability of Remote Observations","authors":"Steven F. Duvall, Ashley M. Fox, Courtney G. Meeks","doi":"10.1080/08923647.2022.2121108","DOIUrl":"https://doi.org/10.1080/08923647.2022.2121108","url":null,"abstract":"ABSTRACT Following the pandemic-related school shutdowns in spring 2020, direct observations continued to be a necessary component of special education evaluations even when students were not present at school. As students began learning at home instead of in classrooms, the continued need for observational data likely compelled most educators to use video conferencing for collecting data even though little was known about the reliability of observing students remotely. Consequently, the following is an exploratory examination of the interobserver agreement (IOA) that can occur between remote and in-person observers. Within an alternating observers design, overall IOA of 97.2% was achieved between observers who simultaneously used Ecobehavioral Assessment Systems Software (EBASS) to measure the behavior of elementary students and their instructional environments during reading tutoring. This study indicates that EBASS may be a reliable tool for observing students remotely and, in turn, emphasizes the importance of replication and experimental studies to determine whether these findings are typical, especially if millions of students continue to be taught at home.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47906598","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 : 2022-10-02DOI: 10.1080/08923647.2022.2139338
W. Diehl
{"title":"Opportunities for Research and Scholarship in the Field of Distance and Online Education","authors":"W. Diehl","doi":"10.1080/08923647.2022.2139338","DOIUrl":"https://doi.org/10.1080/08923647.2022.2139338","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48299095","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 : 2022-09-26DOI: 10.1080/08923647.2022.2121518
Stephen Hernandez, Susan F. Dukes, Vina E. Howarth, Jeanne M. Nipper, Melanie M. Lazarus
ABSTRACT The U.S. Air Force School of Aerospace Medicine (USAFSAM) is an internationally renowned center for aerospace medical learning. During the coronavirus disease-19 (COVID-19) pandemic, rapid course conversion to an online format was required to maintain student throughput and faculty training while ensuring faculty and student protection. Two in-residence courses, the Basic Leadership Airman Skills Training (BLAST) course and Basic Instructor Course (BIC), were used to pilot this conversion process. Through the pilot conversion of both courses, lessons learned were obtained from the implementation team as well as student feedback for the two course formats. A comparison of student evaluations, conducted separately for BIC and BLAST courses, showed some statistically significant differences in in-person and online student course evaluations; however, the differences were not substantive. Students strongly agreed they could perform tasks required by their career field based on what they learned, regardless of the type of course delivery. Instructors observed the online environment to be engaging, adaptable, and aided in the reduction of traditional in-person challenges. The positive attributes gained by online delivery, potential cost savings, and the initial findings regarding student evaluations suggest virtual courses may be beneficial to educating Airmen, while continuing to attain outcomes similar to traditional, in-person offerings.
{"title":"Examination of Military Student and Faculty Opinions and Outcomes of Two Rapid Course Conversions to the Online Environment: A Case Study at the United States Air Force School of Aerospace Medicine","authors":"Stephen Hernandez, Susan F. Dukes, Vina E. Howarth, Jeanne M. Nipper, Melanie M. Lazarus","doi":"10.1080/08923647.2022.2121518","DOIUrl":"https://doi.org/10.1080/08923647.2022.2121518","url":null,"abstract":"ABSTRACT The U.S. Air Force School of Aerospace Medicine (USAFSAM) is an internationally renowned center for aerospace medical learning. During the coronavirus disease-19 (COVID-19) pandemic, rapid course conversion to an online format was required to maintain student throughput and faculty training while ensuring faculty and student protection. Two in-residence courses, the Basic Leadership Airman Skills Training (BLAST) course and Basic Instructor Course (BIC), were used to pilot this conversion process. Through the pilot conversion of both courses, lessons learned were obtained from the implementation team as well as student feedback for the two course formats. A comparison of student evaluations, conducted separately for BIC and BLAST courses, showed some statistically significant differences in in-person and online student course evaluations; however, the differences were not substantive. Students strongly agreed they could perform tasks required by their career field based on what they learned, regardless of the type of course delivery. Instructors observed the online environment to be engaging, adaptable, and aided in the reduction of traditional in-person challenges. The positive attributes gained by online delivery, potential cost savings, and the initial findings regarding student evaluations suggest virtual courses may be beneficial to educating Airmen, while continuing to attain outcomes similar to traditional, in-person offerings.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46364308","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 : 2022-09-24DOI: 10.1080/08923647.2022.2121521
Yunfei Hou, A. Ghasemkhani, Hani Aldirawi, Miranda M. McIntyre, Montgomery Van Wart
Prior to the COVID-19 pandemic, Computer Science and STEM-related fields were among the most resistant to online courses. This is because of a perception of the need for more hands-on instruction with labs, clinicals, field studies, etc. Additionally, many STEM students had perceptions based on limited experience of an online STEM course. Therefore, investigating how the pandemic affected students’ perceptions over time is very important. This study investigates the evolution of student perceptions after one and a half years relative to synchronous courses, asynchronous courses, overall satisfaction with online courses, and lab and project-based courses. Our analysis is based on two surveys conducted in the Spring 2020 and Spring 2021 terms, i.e., the first and last semesters that the university converted to a fully online mode. We hypothesize why there were significant empirical shifts in some areas and not in others, and make recommendations based on the qualitative student responses relative to best, acceptable, and poor practices. Our main findings include: 1) Students’ perceptions of online classes have improved but are far from equivalent for a lot of the students. 2) Lab resources have improved a great deal, but lab experiences have only improved modestly. 3) Although students’ preference between synchronous and asynchronous online modalities were evenly divided, it did not significantly affect students’ perception of their learning experience. 4) Grading policies have left many students anxious and confused. Recommendations are provided at the end of the paper. [ 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":"Shifts in STEM Student Perceptions of Online Classes across 18 Months","authors":"Yunfei Hou, A. Ghasemkhani, Hani Aldirawi, Miranda M. McIntyre, Montgomery Van Wart","doi":"10.1080/08923647.2022.2121521","DOIUrl":"https://doi.org/10.1080/08923647.2022.2121521","url":null,"abstract":"Prior to the COVID-19 pandemic, Computer Science and STEM-related fields were among the most resistant to online courses. This is because of a perception of the need for more hands-on instruction with labs, clinicals, field studies, etc. Additionally, many STEM students had perceptions based on limited experience of an online STEM course. Therefore, investigating how the pandemic affected students’ perceptions over time is very important. This study investigates the evolution of student perceptions after one and a half years relative to synchronous courses, asynchronous courses, overall satisfaction with online courses, and lab and project-based courses. Our analysis is based on two surveys conducted in the Spring 2020 and Spring 2021 terms, i.e., the first and last semesters that the university converted to a fully online mode. We hypothesize why there were significant empirical shifts in some areas and not in others, and make recommendations based on the qualitative student responses relative to best, acceptable, and poor practices. Our main findings include: 1) Students’ perceptions of online classes have improved but are far from equivalent for a lot of the students. 2) Lab resources have improved a great deal, but lab experiences have only improved modestly. 3) Although students’ preference between synchronous and asynchronous online modalities were evenly divided, it did not significantly affect students’ perception of their learning experience. 4) Grading policies have left many students anxious and confused. Recommendations are provided at the end of the paper. [ 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":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42122356","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 : 2022-09-06DOI: 10.1080/08923647.2022.2119019
Xinyue Ren, Yifu Zhou
A survey guided by the Community of Inquiry (CoI) framework was undertaken of undergraduate students (N = 127) at a Chinese university who enrolled in a distance education program from an American university. The results showed no significant difference in their learning experiences across genders, years of study, or English proficiency. However, technology readiness and online learning skills were significant. Among conclusions, it is suggested that instructors in such transnational distance education programs should pay greater attention to cognitive and teaching presences during course design and delivery.
{"title":"Chinese Undergraduate Students’ Learning Experiences in a Transnational Distance Education Program in the United States","authors":"Xinyue Ren, Yifu Zhou","doi":"10.1080/08923647.2022.2119019","DOIUrl":"https://doi.org/10.1080/08923647.2022.2119019","url":null,"abstract":"A survey guided by the Community of Inquiry (CoI) framework was undertaken of undergraduate students (N = 127) at a Chinese university who enrolled in a distance education program from an American university. The results showed no significant difference in their learning experiences across genders, years of study, or English proficiency. However, technology readiness and online learning skills were significant. Among conclusions, it is suggested that instructors in such transnational distance education programs should pay greater attention to cognitive and teaching presences during course design and delivery.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45450997","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：