Pub Date : 2022-10-02DOI: 10.1080/01587919.2022.2145936
Mary Frances Rice, Michael Dunn
{"title":"Inclusive online and distance education for learners with dis/abilities","authors":"Mary Frances Rice, Michael Dunn","doi":"10.1080/01587919.2022.2145936","DOIUrl":"https://doi.org/10.1080/01587919.2022.2145936","url":null,"abstract":"","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"483 - 488"},"PeriodicalIF":7.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46335280","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 : 2022-10-02DOI: 10.1080/01587919.2022.2141607
Rita Fennelly-Atkinson, K. LaPrairie, Donggil Song
Abstract As postsecondary online programs increase, the accessibility of online course content becomes a serious issue in higher education. There is currently little information about how postsecondary institutions address online course accessibility. This exploratory mixed-methods study examined the degree to which university online course checklists represent accessibility criteria and which criteria were most and least represented in university checklists. Further, this study also examined the relationship between several university factors. This review of university online course checklists against the Web Content Accessibility Guidelines criteria revealed some areas that may warrant closer inspection for researchers and universities. Results indicated that online program enrollment was linked with how the university handled accessibility compliance and how they trained faculty regarding online course accessibility. These findings have implications for how learner inclusion in online programs can be impacted at the university level.
{"title":"Identifying accessibility factors affecting learner inclusion in online university programs","authors":"Rita Fennelly-Atkinson, K. LaPrairie, Donggil Song","doi":"10.1080/01587919.2022.2141607","DOIUrl":"https://doi.org/10.1080/01587919.2022.2141607","url":null,"abstract":"Abstract As postsecondary online programs increase, the accessibility of online course content becomes a serious issue in higher education. There is currently little information about how postsecondary institutions address online course accessibility. This exploratory mixed-methods study examined the degree to which university online course checklists represent accessibility criteria and which criteria were most and least represented in university checklists. Further, this study also examined the relationship between several university factors. This review of university online course checklists against the Web Content Accessibility Guidelines criteria revealed some areas that may warrant closer inspection for researchers and universities. Results indicated that online program enrollment was linked with how the university handled accessibility compliance and how they trained faculty regarding online course accessibility. These findings have implications for how learner inclusion in online programs can be impacted at the university level.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"556 - 573"},"PeriodicalIF":7.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42386568","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 : 2022-10-02DOI: 10.1080/01587919.2022.2144138
Allison Starks
Abstract Online and distance education strategies offer a path for closing opportunity gaps for students with disabilities because of digital technologies’ flexibility and capacity for differentiation, but fully online schooling does always guarantee an inclusive education. The COVID-19-induced shift to remote learning highlighted the need for more insight into inclusive practices for students with disabilities in online contexts, especially at the K-12 levels. The present study describes special education teachers’ online teaching practices with students with disabilities and the necessary conditions for special educator use of technology in K-12 remote learning. Using in-depth interview (N = 2 0) and survey data with special educators teaching during the COVID-19 pandemic, findings highlight specific strategies special educators use to differentiate instruction as well as innovations in hybrid content experiences and home-school partnerships across K-12 schooling. The practices of special educators teaching in online environments provide insights into how all educators can support learners with or without disabilities in K-12 distance education settings.
{"title":"Serving students with disabilities in K-12 online learning: daily practices of special educators during the COVID-19 pandemic","authors":"Allison Starks","doi":"10.1080/01587919.2022.2144138","DOIUrl":"https://doi.org/10.1080/01587919.2022.2144138","url":null,"abstract":"Abstract Online and distance education strategies offer a path for closing opportunity gaps for students with disabilities because of digital technologies’ flexibility and capacity for differentiation, but fully online schooling does always guarantee an inclusive education. The COVID-19-induced shift to remote learning highlighted the need for more insight into inclusive practices for students with disabilities in online contexts, especially at the K-12 levels. The present study describes special education teachers’ online teaching practices with students with disabilities and the necessary conditions for special educator use of technology in K-12 remote learning. Using in-depth interview (N = 2 0) and survey data with special educators teaching during the COVID-19 pandemic, findings highlight specific strategies special educators use to differentiate instruction as well as innovations in hybrid content experiences and home-school partnerships across K-12 schooling. The practices of special educators teaching in online environments provide insights into how all educators can support learners with or without disabilities in K-12 distance education settings.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"596 - 620"},"PeriodicalIF":7.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48639286","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 : 2022-10-02DOI: 10.1080/01587919.2022.2121264
J. Reyes, J. Meneses
Abstract Most distance universities have adopted advising practices traditionally employed in on-campus institutions. Nonetheless, little is known about the role of academic advisers while guiding students with dis/abilities to engage and achieve success in online higher education. This study aimed to explore and analyze advisers’ perspectives related to supporting the diversity of these students in a fully online university. We followed the methodology of a case study based on semi-structured interviews in which 14 advisers participated. Our findings show that even though advisers face challenges when advising online students with dis/abilities, they attempt to support them proactively by offering personalized tracking. A paradigm shift from a reactive to a proactive approach by adopting inclusive practices would greatly improve the inclusion of all learners. Online institutions could better support learners with dis/abilities by framing all processes in the universal design principles and promoting collaborative and coordinated work among advisers, faculty, and staff.
{"title":"Advising college students with dis/abilities in online learning","authors":"J. Reyes, J. Meneses","doi":"10.1080/01587919.2022.2121264","DOIUrl":"https://doi.org/10.1080/01587919.2022.2121264","url":null,"abstract":"Abstract Most distance universities have adopted advising practices traditionally employed in on-campus institutions. Nonetheless, little is known about the role of academic advisers while guiding students with dis/abilities to engage and achieve success in online higher education. This study aimed to explore and analyze advisers’ perspectives related to supporting the diversity of these students in a fully online university. We followed the methodology of a case study based on semi-structured interviews in which 14 advisers participated. Our findings show that even though advisers face challenges when advising online students with dis/abilities, they attempt to support them proactively by offering personalized tracking. A paradigm shift from a reactive to a proactive approach by adopting inclusive practices would greatly improve the inclusion of all learners. Online institutions could better support learners with dis/abilities by framing all processes in the universal design principles and promoting collaborative and coordinated work among advisers, faculty, and staff.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"526 - 542"},"PeriodicalIF":7.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48238638","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 : 2022-07-03DOI: 10.1080/01587919.2022.2088482
S. Naidu
these three critical learning and teaching variables and the consequences of each for student engagement with their learning. of this suggest of and direct for is with the and their and assessment activities).
{"title":"Threats and tensions for open, flexible, and distance learning post-COVID-19","authors":"S. Naidu","doi":"10.1080/01587919.2022.2088482","DOIUrl":"https://doi.org/10.1080/01587919.2022.2088482","url":null,"abstract":"these three critical learning and teaching variables and the consequences of each for student engagement with their learning. of this suggest of and direct for is with the and their and assessment activities).","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"349 - 352"},"PeriodicalIF":7.3,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46420538","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 : 2022-06-29DOI: 10.1080/01587919.2022.2088481
Yang Wang
Abstract The community of inquiry contends that meaningful learning occurs in the interaction among the teaching, social, and cognitive presences. Although studies have validated the close relationships among the three presences, the roles of teaching presence indicators in students’ social and cognitive presences need to be further explored. Therefore, 592 Chinese college students were investigated through an online questionnaire. Partial least squares structural equation modeling was employed to analyze the collected data. Results demonstrate that the three indicators of teaching presence accounted for 56.9% of social presence and 53.4% of cognitive presence. Specifically, design and organization, and discourse facilitation had significantly positive correlations with social presence, while there was no significant correlation between direct instruction and social presence. Additionally, design and organization, discourse facilitation, and direct instruction had significantly positive correlations with cognitive presence. Results indicate that different indicators of teaching presence play different roles in students’ social and cognitive presences.
{"title":"Exploring the relationships among the dimensions of a community of inquiry in an online learning environment","authors":"Yang Wang","doi":"10.1080/01587919.2022.2088481","DOIUrl":"https://doi.org/10.1080/01587919.2022.2088481","url":null,"abstract":"Abstract The community of inquiry contends that meaningful learning occurs in the interaction among the teaching, social, and cognitive presences. Although studies have validated the close relationships among the three presences, the roles of teaching presence indicators in students’ social and cognitive presences need to be further explored. Therefore, 592 Chinese college students were investigated through an online questionnaire. Partial least squares structural equation modeling was employed to analyze the collected data. Results demonstrate that the three indicators of teaching presence accounted for 56.9% of social presence and 53.4% of cognitive presence. Specifically, design and organization, and discourse facilitation had significantly positive correlations with social presence, while there was no significant correlation between direct instruction and social presence. Additionally, design and organization, discourse facilitation, and direct instruction had significantly positive correlations with cognitive presence. Results indicate that different indicators of teaching presence play different roles in students’ social and cognitive presences.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"353 - 368"},"PeriodicalIF":7.3,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44189867","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 : 2022-06-26DOI: 10.1080/01587919.2022.2088476
Wanli Xing
Abstract There are theoretical arguments and empirical studies to support the benefits of early participation in an online course. However, little research has been conducted to investigate the relationship between students’ early start in online learning and their course performance, which limits its application to online education research and practice. This study aims to fill this gap by examining and quantifying the relationship of early participation in course activities with students’ learning performance. Using multilevel logit modeling, the relationship of early participation in online courses and student final performance are modeled with student log data and other individual information from over 30,000 students enrolled in 22 online university courses. Results show that early participation in online course activities is significantly correlated with student final performance. As the first study to quantify the relationship between early participation and students’ academic performance, this paper provides important insights for online teaching and learning research.
{"title":"Does the early bird catch the worm? A large-scale examination of the effects of early participation in online learning","authors":"Wanli Xing","doi":"10.1080/01587919.2022.2088476","DOIUrl":"https://doi.org/10.1080/01587919.2022.2088476","url":null,"abstract":"Abstract There are theoretical arguments and empirical studies to support the benefits of early participation in an online course. However, little research has been conducted to investigate the relationship between students’ early start in online learning and their course performance, which limits its application to online education research and practice. This study aims to fill this gap by examining and quantifying the relationship of early participation in course activities with students’ learning performance. Using multilevel logit modeling, the relationship of early participation in online courses and student final performance are modeled with student log data and other individual information from over 30,000 students enrolled in 22 online university courses. Results show that early participation in online course activities is significantly correlated with student final performance. As the first study to quantify the relationship between early participation and students’ academic performance, this paper provides important insights for online teaching and learning research.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"466 - 481"},"PeriodicalIF":7.3,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48324022","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 : 2022-06-26DOI: 10.1080/01587919.2022.2088475
Ana-Isabel Martínez-Hernández
Abstract With the abrupt onset of the global lockdown in spring 2020, teachers had to adjust their teaching mode by using videoconferencing platforms for several months. In the academic year 2020–2021, instruction shifted to a mode of blended learning where face-to-face lessons were prioritized, and remote learning was employed in specific contexts. This study examined the experiences of conservatory and music schoolteachers with videoconferencing software, their preferences, difficulties faced, and conclusions drawn after having taught online. A survey was sent to all conservatories and some music schools in Spain for data collection, eliciting 485 responses. As per the study’s findings, most participants preferred face-to-face lessons before and after the lockdown. Zoom, Skype, Google Meet, and WhatsApp were the most frequently used platforms, of which Zoom and Skype were correlated with better student performance and satisfaction. Video calls were generally combined with other asynchronous methods to enhance learning.
{"title":"Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic","authors":"Ana-Isabel Martínez-Hernández","doi":"10.1080/01587919.2022.2088475","DOIUrl":"https://doi.org/10.1080/01587919.2022.2088475","url":null,"abstract":"Abstract With the abrupt onset of the global lockdown in spring 2020, teachers had to adjust their teaching mode by using videoconferencing platforms for several months. In the academic year 2020–2021, instruction shifted to a mode of blended learning where face-to-face lessons were prioritized, and remote learning was employed in specific contexts. This study examined the experiences of conservatory and music schoolteachers with videoconferencing software, their preferences, difficulties faced, and conclusions drawn after having taught online. A survey was sent to all conservatories and some music schools in Spain for data collection, eliciting 485 responses. As per the study’s findings, most participants preferred face-to-face lessons before and after the lockdown. Zoom, Skype, Google Meet, and WhatsApp were the most frequently used platforms, of which Zoom and Skype were correlated with better student performance and satisfaction. Video calls were generally combined with other asynchronous methods to enhance learning.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"388 - 407"},"PeriodicalIF":7.3,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47736112","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 : 2022-06-22DOI: 10.1080/01587919.2022.2088478
Minhye Lee, Jieun Lim
Abstract The role of motivation in online learning has been explored mostly as a predictor of course retention or satisfaction, rather than as an adaptive outcome in itself. We thus aimed to investigate how the features of motivation develop in online courses during the semester and how students’ perceived teaching and social presences influence their motivational growth in online learning. A total of 152 college students responded to a questionnaire about motivational beliefs, expectancies, and task values, in an online course three times during a semester, as well as perceived teaching and social presences assessed once. Latent growth models reported all motivation variables significantly and positively developed over time, and the motivational growths were predicted by teaching and social presences. More precisely, teaching presence predicted baseline expectancies at the beginning of the course, while social presence predicted both baseline and growth of expectancies and intrinsic value over the course duration.
{"title":"Do online teaching and social presences contribute to motivational growth?","authors":"Minhye Lee, Jieun Lim","doi":"10.1080/01587919.2022.2088478","DOIUrl":"https://doi.org/10.1080/01587919.2022.2088478","url":null,"abstract":"Abstract The role of motivation in online learning has been explored mostly as a predictor of course retention or satisfaction, rather than as an adaptive outcome in itself. We thus aimed to investigate how the features of motivation develop in online courses during the semester and how students’ perceived teaching and social presences influence their motivational growth in online learning. A total of 152 college students responded to a questionnaire about motivational beliefs, expectancies, and task values, in an online course three times during a semester, as well as perceived teaching and social presences assessed once. Latent growth models reported all motivation variables significantly and positively developed over time, and the motivational growths were predicted by teaching and social presences. More precisely, teaching presence predicted baseline expectancies at the beginning of the course, while social presence predicted both baseline and growth of expectancies and intrinsic value over the course duration.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"44 1","pages":"66 - 85"},"PeriodicalIF":7.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49479363","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: 10.1080/01587919.2022.2088474
G. A, Jingrong Xie, Nilufer Korkmaz
Abstract The purpose of this exploratory study was to investigate the contributing factors that influence online instructors’ decisions on course design and delivery strategies in higher education institutions. We conducted a principal component analysis with 81 online instructors across the United States of America to validate a conceptual framework that could potentially help instructional design departments to prepare faculty for teaching online. The finalized online teaching preference construct consists of three dimensions: general teaching beliefs, knowledge of online pedagogy, and institutional support. The online instructors’ teaching fields, preferred instructional modality, and online teaching experiences influenced their preferences in these three dimensions. In addition, the instructors with only remote teaching experience in response to the COVID-19 crisis did not like teaching online. The implications of our findings are discussed in this paper.
{"title":"Factors influencing faculty’s online teaching decisions","authors":"G. A, Jingrong Xie, Nilufer Korkmaz","doi":"10.1080/01587919.2022.2088474","DOIUrl":"https://doi.org/10.1080/01587919.2022.2088474","url":null,"abstract":"Abstract The purpose of this exploratory study was to investigate the contributing factors that influence online instructors’ decisions on course design and delivery strategies in higher education institutions. We conducted a principal component analysis with 81 online instructors across the United States of America to validate a conceptual framework that could potentially help instructional design departments to prepare faculty for teaching online. The finalized online teaching preference construct consists of three dimensions: general teaching beliefs, knowledge of online pedagogy, and institutional support. The online instructors’ teaching fields, preferred instructional modality, and online teaching experiences influenced their preferences in these three dimensions. In addition, the instructors with only remote teaching experience in response to the COVID-19 crisis did not like teaching online. The implications of our findings are discussed in this paper.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"426 - 443"},"PeriodicalIF":7.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45519228","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}
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