Pub Date : 2022-06-20DOI: 10.1080/01587919.2022.2088477
Jaimee Stuart, Alexander W. O’Donnell, Riley A. Scott, Karlee J O'Donnell, Rochelle Lund, Bonnie Barber
Abstract The COVID-19 pandemic has prompted widespread transitions to remote teaching and learning in the higher education sector, bringing challenges for both educators and students. This study investigated links between student engagement with distinct types of remote teaching (asynchronous and synchronous) and academic outcomes (grade point average and academic satisfaction) during the nationwide COVID-19 lockdown in Australia. Connectedness to the university was tested as a moderator of these associations. Results found that students with high levels of university connectedness that engaged more with synchronous teaching had higher grade point averages and academic satisfaction. Conversely, greater engagement with asynchronous teaching was associated with increased satisfaction with academic performance for those low in university connectedness. These findings suggest that both synchronous and asynchronous modes of remote teaching are important for students’ academic outcomes and that university connectedness plays a critical role in promoting positive academic experiences and achievement in the context of remote teaching.
{"title":"Asynchronous and synchronous remote teaching and academic outcomes during COVID-19","authors":"Jaimee Stuart, Alexander W. O’Donnell, Riley A. Scott, Karlee J O'Donnell, Rochelle Lund, Bonnie Barber","doi":"10.1080/01587919.2022.2088477","DOIUrl":"https://doi.org/10.1080/01587919.2022.2088477","url":null,"abstract":"Abstract The COVID-19 pandemic has prompted widespread transitions to remote teaching and learning in the higher education sector, bringing challenges for both educators and students. This study investigated links between student engagement with distinct types of remote teaching (asynchronous and synchronous) and academic outcomes (grade point average and academic satisfaction) during the nationwide COVID-19 lockdown in Australia. Connectedness to the university was tested as a moderator of these associations. Results found that students with high levels of university connectedness that engaged more with synchronous teaching had higher grade point averages and academic satisfaction. Conversely, greater engagement with asynchronous teaching was associated with increased satisfaction with academic performance for those low in university connectedness. These findings suggest that both synchronous and asynchronous modes of remote teaching are important for students’ academic outcomes and that university connectedness plays a critical role in promoting positive academic experiences and achievement in the context of remote teaching.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"408 - 425"},"PeriodicalIF":7.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45219846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-20DOI: 10.1080/01587919.2022.2088479
Patrick R. Lowenthal
Abstract Research suggests that video can improve social presence in online courses. Video, though, is not a panacea; rather the success of video use depends in part on how and when it is used. Online instructors are increasingly using video in various ways, but questions remain on which types of videos students value most when it comes to establishing social presence. Given this, this mixed-methods sequential explanatory study explored student perceptions of three types of asynchronous video: video announcements, instructional videos, and video feedback. The results suggest that while video has the potential to improve social presence, it ultimately depends on both how the video is used in the online classroom as well as students’ individual preferences. Students in this study preferred instructional videos the most, followed by video feedback, and then video announcements. The paper provides implications for future research and practice.
{"title":"Exploring student perceptions of asynchronous video in online courses","authors":"Patrick R. Lowenthal","doi":"10.1080/01587919.2022.2088479","DOIUrl":"https://doi.org/10.1080/01587919.2022.2088479","url":null,"abstract":"Abstract Research suggests that video can improve social presence in online courses. Video, though, is not a panacea; rather the success of video use depends in part on how and when it is used. Online instructors are increasingly using video in various ways, but questions remain on which types of videos students value most when it comes to establishing social presence. Given this, this mixed-methods sequential explanatory study explored student perceptions of three types of asynchronous video: video announcements, instructional videos, and video feedback. The results suggest that while video has the potential to improve social presence, it ultimately depends on both how the video is used in the online classroom as well as students’ individual preferences. Students in this study preferred instructional videos the most, followed by video feedback, and then video announcements. The paper provides implications for future research and practice.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"369 - 387"},"PeriodicalIF":7.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49133435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-20DOI: 10.1080/01587919.2022.2088480
A. Espasa, T. Guasch, R. M. Mayordomo, M. Martinez-Melo
Abstract Although the literature on feedback processes has identified two approaches to feedback—more transmissive or more dialogical—there is little empirical evidence of how students perceive feedback practices, particularly in online education. Moreover, there is a lack of research addressing previous experience with online feedback (frequency, timing, type of feedback and the opportunity to resubmit their work) and how this influences student engagement. To provide evidence regarding these issues, we administered an online questionnaire to 1,766 bachelor students. Results suggested that students tend to perceive feedback practices as resembling the transmissive model. Even so, the results confirmed that students’ prior experience with online feedback influences their degree of cognitive engagement with it. The discussion in this paper focuses on the importance of carrying out dialogical feedback practices in online education, as well as demonstrating why it is important to purposefully design feedback, at both instructional and institutional levels.
{"title":"Prior experience with online feedback: its influence on students’ engagement","authors":"A. Espasa, T. Guasch, R. M. Mayordomo, M. Martinez-Melo","doi":"10.1080/01587919.2022.2088480","DOIUrl":"https://doi.org/10.1080/01587919.2022.2088480","url":null,"abstract":"Abstract Although the literature on feedback processes has identified two approaches to feedback—more transmissive or more dialogical—there is little empirical evidence of how students perceive feedback practices, particularly in online education. Moreover, there is a lack of research addressing previous experience with online feedback (frequency, timing, type of feedback and the opportunity to resubmit their work) and how this influences student engagement. To provide evidence regarding these issues, we administered an online questionnaire to 1,766 bachelor students. Results suggested that students tend to perceive feedback practices as resembling the transmissive model. Even so, the results confirmed that students’ prior experience with online feedback influences their degree of cognitive engagement with it. The discussion in this paper focuses on the importance of carrying out dialogical feedback practices in online education, as well as demonstrating why it is important to purposefully design feedback, at both instructional and institutional levels.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"444 - 465"},"PeriodicalIF":7.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47655126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/01587919.2022.2064829
B. Lockee, Rebecca Clark-Stallkamp
Abstract The recent shift to remote instruction in response to the global pandemic has resulted in increasing demand for flexible learning options in higher education going forward. As institutions strategize the advancement of distance education as a means of addressing these demands, a parallel need has emerged for increased awareness of flexible learning options and their systemic implications. Such options range from within-course pedagogical strategies to comprehensive, program-level options that provide an extensive menu of student choices for when, where, and how learning takes place.
{"title":"Pressure on the system: increasing flexible learning through distance education","authors":"B. Lockee, Rebecca Clark-Stallkamp","doi":"10.1080/01587919.2022.2064829","DOIUrl":"https://doi.org/10.1080/01587919.2022.2064829","url":null,"abstract":"Abstract The recent shift to remote instruction in response to the global pandemic has resulted in increasing demand for flexible learning options in higher education going forward. As institutions strategize the advancement of distance education as a means of addressing these demands, a parallel need has emerged for increased awareness of flexible learning options and their systemic implications. Such options range from within-course pedagogical strategies to comprehensive, program-level options that provide an extensive menu of student choices for when, where, and how learning takes place.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"342 - 348"},"PeriodicalIF":7.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43398526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/01587919.2022.2064825
B. Lockee, M. A. Bond, Brooke Marton McGowin, Samantha J. Blevins
Abstract Factors that drive delivery mode decisions are multifaceted and often necessarily go beyond instructional design needs. Additional influencing factors include logistical, technical, and policy considerations. The COVID-19 pandemic illuminated the many opportunities and challenges that accompany the chosen distance delivery mode, prompting the need for greater awareness of variables that influence related decision-making. As such, this article examines the systemic nature of distance delivery modes, including how they are defined, their adoption and use across contexts, and factors related to their use. Finally, considerations for distance delivery mode selection are explored.
{"title":"Beyond design: The systemic nature of distance delivery mode selection","authors":"B. Lockee, M. A. Bond, Brooke Marton McGowin, Samantha J. Blevins","doi":"10.1080/01587919.2022.2064825","DOIUrl":"https://doi.org/10.1080/01587919.2022.2064825","url":null,"abstract":"Abstract Factors that drive delivery mode decisions are multifaceted and often necessarily go beyond instructional design needs. Additional influencing factors include logistical, technical, and policy considerations. The COVID-19 pandemic illuminated the many opportunities and challenges that accompany the chosen distance delivery mode, prompting the need for greater awareness of variables that influence related decision-making. As such, this article examines the systemic nature of distance delivery modes, including how they are defined, their adoption and use across contexts, and factors related to their use. Finally, considerations for distance delivery mode selection are explored.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"204 - 220"},"PeriodicalIF":7.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45940198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/01587919.2022.2064820
S. Moore, Philip J. Piety
Abstract Although designing and developing courses curricula are often the primary foci for online learning, instructional considerations are just one part of an educational ecosystem contributing to the online educational quality and success for online learners. In this paper, we explore systemic planning for online learning organized around the idea of an educational ecosystem. Just as in-person learners benefit from an educational system, online learners similarly benefit from carefully planned educational systems. We draw on systemic theories and frameworks with examples from successful programs, discussing features from each of these that inform the design of online learning ecosystems, arguing that rather than an either-or approach to online and face-to-face learning, institutions adopt a both-and approach that fosters robust learning ecosystems. The paper concludes with institutional resilience and how careful systemic planning that strategically integrates online planning is key to the success of online programs essential for institutions’ future resilience.
{"title":"Online learning ecosystems: comprehensive planning and support for distance learners","authors":"S. Moore, Philip J. Piety","doi":"10.1080/01587919.2022.2064820","DOIUrl":"https://doi.org/10.1080/01587919.2022.2064820","url":null,"abstract":"Abstract Although designing and developing courses curricula are often the primary foci for online learning, instructional considerations are just one part of an educational ecosystem contributing to the online educational quality and success for online learners. In this paper, we explore systemic planning for online learning organized around the idea of an educational ecosystem. Just as in-person learners benefit from an educational system, online learners similarly benefit from carefully planned educational systems. We draw on systemic theories and frameworks with examples from successful programs, discussing features from each of these that inform the design of online learning ecosystems, arguing that rather than an either-or approach to online and face-to-face learning, institutions adopt a both-and approach that fosters robust learning ecosystems. The paper concludes with institutional resilience and how careful systemic planning that strategically integrates online planning is key to the success of online programs essential for institutions’ future resilience.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"179 - 203"},"PeriodicalIF":7.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43924426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/01587919.2022.2064826
Florence Martin
Abstract In a recent systematic review of research exploring online teaching and learning, identified research themes across, learner, course or instructor, and organizational levels. This commentary will further explore the systemic implications such themes pose for future research and practice in online education. This commentary elaborates on the systemic relationship within and between the learner, course and instructor, and organizational levels and provides implications for both researchers and practitioners. Systemic challenges at each level and future directions for research are also provided.
{"title":"Systemic implications for research and practice in online education: A focus on learner, course and instructor, and organizational levels","authors":"Florence Martin","doi":"10.1080/01587919.2022.2064826","DOIUrl":"https://doi.org/10.1080/01587919.2022.2064826","url":null,"abstract":"Abstract In a recent systematic review of research exploring online teaching and learning, identified research themes across, learner, course or instructor, and organizational levels. This commentary will further explore the systemic implications such themes pose for future research and practice in online education. This commentary elaborates on the systemic relationship within and between the learner, course and instructor, and organizational levels and provides implications for both researchers and practitioners. Systemic challenges at each level and future directions for research are also provided.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"325 - 332"},"PeriodicalIF":7.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41352989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/01587919.2022.2064827
G. Veletsianos, Elizabeth Childs, Robin S. Cox, Isabel Cordua-von Specht, S. Grundy, Janine Hughes, Darryl Karleen, Angella Willson
Abstract Online and distance learning is a practice situated in environments—places, spaces, and times, with particular people, in particular contexts, with particular technologies, within particular institutions. In other words, the practice of online and distance learning is not wholly individual: it is situated within broader environments. In this reflective article, we argue that to understand learning in online contexts, it is important for researchers to understand the broader environments in which learners are located. We illustrate this argument by presenting a narrative of a fictitious learner pursuing a degree in decentralized finance.
{"title":"Person in environment: Focusing on the ecological aspects of online and distance learning","authors":"G. Veletsianos, Elizabeth Childs, Robin S. Cox, Isabel Cordua-von Specht, S. Grundy, Janine Hughes, Darryl Karleen, Angella Willson","doi":"10.1080/01587919.2022.2064827","DOIUrl":"https://doi.org/10.1080/01587919.2022.2064827","url":null,"abstract":"Abstract Online and distance learning is a practice situated in environments—places, spaces, and times, with particular people, in particular contexts, with particular technologies, within particular institutions. In other words, the practice of online and distance learning is not wholly individual: it is situated within broader environments. In this reflective article, we argue that to understand learning in online contexts, it is important for researchers to understand the broader environments in which learners are located. We illustrate this argument by presenting a narrative of a fictitious learner pursuing a degree in decentralized finance.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"318 - 324"},"PeriodicalIF":7.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42988477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/01587919.2022.2064821
S. Warren, Ch. W. Churchill
Abstract Distance learning technology continues to grow and undergo significant changes in higher education settings. Applying strategic planning methods from organizational behavior and operations management can act as a useful guide for the implementation of a sustainable distance learning program. Strong planning can help ensure the distance learning program system’s operational readiness, effectiveness, and sustainability. Distance learning operations planning requires a defined strategy that examines organizational human and technical structures We discuss a distance education planning approach applied to three higher education cases with a goal of improving their distance education efforts. The research contexts were in the United States of America: a small Midwestern university seeking to grow online programs in support of its competitive strategy, a large western university with established distance programs, and a regional community college. This article will illustrate the use of business-oriented, systems thinking models for evaluation and distance education program improvement.
{"title":"Strategic, operations, and evaluation planning for higher education distance education","authors":"S. Warren, Ch. W. Churchill","doi":"10.1080/01587919.2022.2064821","DOIUrl":"https://doi.org/10.1080/01587919.2022.2064821","url":null,"abstract":"Abstract Distance learning technology continues to grow and undergo significant changes in higher education settings. Applying strategic planning methods from organizational behavior and operations management can act as a useful guide for the implementation of a sustainable distance learning program. Strong planning can help ensure the distance learning program system’s operational readiness, effectiveness, and sustainability. Distance learning operations planning requires a defined strategy that examines organizational human and technical structures We discuss a distance education planning approach applied to three higher education cases with a goal of improving their distance education efforts. The research contexts were in the United States of America: a small Midwestern university seeking to grow online programs in support of its competitive strategy, a large western university with established distance programs, and a regional community college. This article will illustrate the use of business-oriented, systems thinking models for evaluation and distance education program improvement.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"239 - 270"},"PeriodicalIF":7.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43128260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/01587919.2022.2064824
Hengtao Tang, Miao Dai, Shuoqiu Yang, Xu Du, Jui-Long Hung, Hao Li
Abstract The purpose of this research was to apply multimodal learning analytics in order to systemically investigate college students’ attention states during their collaborative problem-solving (CPS) in online settings. Existing research on CPS relies on self-reported data, which limits the validity of the findings. This study looked at data in a systemic manner by collecting and analyzing multimodal data including electroencephalogram data, knowledge tests and video recordings. The study found students’ attention was positively correlated to their knowledge gains. Also, students’ attention varied across different conditions of collaborative patterns as the highest attention level was recorded in the centralized condition. A hidden Markov model was then applied to explain the difference across various conditions by identifying both the hidden states and the transitions among the states during CPS. The findings of this research advanced theoretical insights and provided practical implications on understanding and supporting CPS in online college-level courses.
{"title":"Using multimodal analytics to systemically investigate online collaborative problem-solving","authors":"Hengtao Tang, Miao Dai, Shuoqiu Yang, Xu Du, Jui-Long Hung, Hao Li","doi":"10.1080/01587919.2022.2064824","DOIUrl":"https://doi.org/10.1080/01587919.2022.2064824","url":null,"abstract":"Abstract The purpose of this research was to apply multimodal learning analytics in order to systemically investigate college students’ attention states during their collaborative problem-solving (CPS) in online settings. Existing research on CPS relies on self-reported data, which limits the validity of the findings. This study looked at data in a systemic manner by collecting and analyzing multimodal data including electroencephalogram data, knowledge tests and video recordings. The study found students’ attention was positively correlated to their knowledge gains. Also, students’ attention varied across different conditions of collaborative patterns as the highest attention level was recorded in the centralized condition. A hidden Markov model was then applied to explain the difference across various conditions by identifying both the hidden states and the transitions among the states during CPS. The findings of this research advanced theoretical insights and provided practical implications on understanding and supporting CPS in online college-level courses.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"290 - 317"},"PeriodicalIF":7.3,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47723756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","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：