Previous research about refugee students’ experiences with online learning has focused on the challenges faced by refugee youth, their families, and schools without addressing what strengths families might bring to this type of learning. Further, while previous research has touched upon refugee youth and their families’ substantial digital literacies, these strengths have not been widely applied in support of online learning. In this paper, we advocate for a holistic, asset-based approach to support and develop refugee families’ digital literacy practices for use in online learning experiences. In doing so, we hope to countermand the suggestion that online learning is something refugee families can never benefit from or will only benefit from under an extremely narrow set of conditions. We begin by reviewing previous research about refugee populations and their digital literacies. Then we share Bronfenbrenner’s socio-ecological framework for thinking about shared responsibility in digital and online learning that does not rely on individual students, families, schools, or communities as independent actors. Next, we apply the socio-ecological thinking that we propose to online learning for refugee families across various systems and share theoretical, design, and pedagogical implications. We conclude by offering some implications for research and reiterating the importance of asset framing and shared work in serving refugee and other vulnerable populations well.
{"title":"Leveraging Digital Literacies to Support Refugee Youth and Families’ Success in Online Learning: A Theoretical Perspective Using a Socioecological Approach","authors":"Mary Rice, Aijuan Cun","doi":"10.24059/olj.v27i3.3628","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3628","url":null,"abstract":"Previous research about refugee students’ experiences with online learning has focused on the challenges faced by refugee youth, their families, and schools without addressing what strengths families might bring to this type of learning. Further, while previous research has touched upon refugee youth and their families’ substantial digital literacies, these strengths have not been widely applied in support of online learning. In this paper, we advocate for a holistic, asset-based approach to support and develop refugee families’ digital literacy practices for use in online learning experiences. In doing so, we hope to countermand the suggestion that online learning is something refugee families can never benefit from or will only benefit from under an extremely narrow set of conditions. We begin by reviewing previous research about refugee populations and their digital literacies. Then we share Bronfenbrenner’s socio-ecological framework for thinking about shared responsibility in digital and online learning that does not rely on individual students, families, schools, or communities as independent actors. Next, we apply the socio-ecological thinking that we propose to online learning for refugee families across various systems and share theoretical, design, and pedagogical implications. We conclude by offering some implications for research and reiterating the importance of asset framing and shared work in serving refugee and other vulnerable populations well.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200374","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}
The provision of support has always been central to the role of the undergraduate dissertation (UD) supervisor, but little research has been done on its contextual determinants in web-facilitated contexts. Beyond the general recognition of the importance of institutional support for the development of supervisors’ technological and pedagogical knowledge and the importance of technology and pedagogy in maximizing the impact of supervisors’ support for students, the effect of technology tools and students’ prior skills on the type and level of supervisors’ support is not well understood. Drawing partially on the Technological Pedagogical and Content Knowledge (TPACK) framework, the present work uses Partial-Least Square Structural Equation Modelling to examine the effect of supervisors’ Technological Pedagogical Knowledge (TPK), their perception of students’ soft skills, and the technology tools they use (face-to-face, social media or a learning management system) on the level of educational and motivational support they provide. The results indicate that institutional support to UD supervisors positively affects their TPK, which in turn positively affects their educational and motivational support to students. However, supervisors’ educational and motivational support is inversely related to their perception of students’ soft skills and is also affected by the technological tools used. In short, supervision styles are not static since different contextual factors affect the management of the process of supervision. The implications for UD supervision are discussed, and some recommendations are proposed in the article.
{"title":"The Supervisor of Undergraduate Dissertations in a Web-Based Context: How Much Support and How to Give it?","authors":"Najib Bouhout, Aziz Askitou","doi":"10.24059/olj.v27i3.3342","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3342","url":null,"abstract":"The provision of support has always been central to the role of the undergraduate dissertation (UD) supervisor, but little research has been done on its contextual determinants in web-facilitated contexts. Beyond the general recognition of the importance of institutional support for the development of supervisors’ technological and pedagogical knowledge and the importance of technology and pedagogy in maximizing the impact of supervisors’ support for students, the effect of technology tools and students’ prior skills on the type and level of supervisors’ support is not well understood. Drawing partially on the Technological Pedagogical and Content Knowledge (TPACK) framework, the present work uses Partial-Least Square Structural Equation Modelling to examine the effect of supervisors’ Technological Pedagogical Knowledge (TPK), their perception of students’ soft skills, and the technology tools they use (face-to-face, social media or a learning management system) on the level of educational and motivational support they provide. The results indicate that institutional support to UD supervisors positively affects their TPK, which in turn positively affects their educational and motivational support to students. However, supervisors’ educational and motivational support is inversely related to their perception of students’ soft skills and is also affected by the technological tools used. In short, supervision styles are not static since different contextual factors affect the management of the process of supervision. The implications for UD supervision are discussed, and some recommendations are proposed in the article.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200823","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}
Stefan Hrastinski, Stefan Stenbom, Mohammed Saqr, Malin Jansson, Olga Viberg
In this article, we focus on the cognitive presence element of the Community of Inquiry (CoI) framework. Cognitive presence consists of four categories: Triggering Event, Exploration, Integration, and Resolution. These categories have been described as phases following an idealized logical sequence, although the phases should not be seen as immutable. Few studies have empirically examined how the four categories develop over time during the inquiry process. This article uses learning analytics methods to study transitions between the categories in K-12 online mathematics tutoring. It was statistically most probable that the tutoring sessions started with Triggering Event (95%) and then transitioned to Exploration (51%). The transitions from Exploration to Integration (18%) and Integration to Resolution (21%) achieved statistical significance but were less likely. In fact, it was more likely that the tutoring sessions transitioned from Integration to Exploration (39%) and Resolution to Exploration (36%). In conclusion, the findings suggest that the idealized logical sequence is evident in the data but that other transitions occur as well; especially Exploration recurs throughout the sessions. It seems challenging for students to reach the Integration and Resolution categories. As the CoI framework is commonly adopted in practice, it is important that tutors and educators understand that the categories of cognitive presence will often not play out in idealized ways, underlining their role in supporting how the inquiry process unfolds. In order to gain an improved understanding of the inquiry process, future research is suggested to investigate how the presences and categories of the CoI framework develop over time in different educational settings.
{"title":"Examining the Development of K-12 Students' Cognitive Presence Over Time","authors":"Stefan Hrastinski, Stefan Stenbom, Mohammed Saqr, Malin Jansson, Olga Viberg","doi":"10.24059/olj.v27i3.3481","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3481","url":null,"abstract":"In this article, we focus on the cognitive presence element of the Community of Inquiry (CoI) framework. Cognitive presence consists of four categories: Triggering Event, Exploration, Integration, and Resolution. These categories have been described as phases following an idealized logical sequence, although the phases should not be seen as immutable. Few studies have empirically examined how the four categories develop over time during the inquiry process. This article uses learning analytics methods to study transitions between the categories in K-12 online mathematics tutoring. It was statistically most probable that the tutoring sessions started with Triggering Event (95%) and then transitioned to Exploration (51%). The transitions from Exploration to Integration (18%) and Integration to Resolution (21%) achieved statistical significance but were less likely. In fact, it was more likely that the tutoring sessions transitioned from Integration to Exploration (39%) and Resolution to Exploration (36%). In conclusion, the findings suggest that the idealized logical sequence is evident in the data but that other transitions occur as well; especially Exploration recurs throughout the sessions. It seems challenging for students to reach the Integration and Resolution categories. As the CoI framework is commonly adopted in practice, it is important that tutors and educators understand that the categories of cognitive presence will often not play out in idealized ways, underlining their role in supporting how the inquiry process unfolds. In order to gain an improved understanding of the inquiry process, future research is suggested to investigate how the presences and categories of the CoI framework develop over time in different educational settings.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200826","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}
Ryan A. Miller, Cathy D. Howell, Beth Oyarzun, Florence Martin, Shawn Knight, Jacob N. Frankovich
This study contributes to a better understanding of instructors’ perceptions of equity issues within online teaching and learning. The researchers conducted interviews with 21 instructors at one university across disciplines regarding their experience with, and recommendations for, attending to issues of inclusion, diversity, equity, and access (IDEA) in online teaching. Findings revealed that instructors characterized online teaching and IDEA issues as distinct skillsets and that they were not necessarily prepared to apply IDEA issues in online teaching. Participants also focused their attention much more on access and inclusion—with access as a baseline expectation and inclusion operationalized as relationship building—rather than on equity and diversity, areas in which faculty efforts often translated (or not) from their face-to-face teaching experience. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.
{"title":"Faculty Perspectives on Inclusion, Diversity, Equity, and Access (IDEA) in Online Teaching","authors":"Ryan A. Miller, Cathy D. Howell, Beth Oyarzun, Florence Martin, Shawn Knight, Jacob N. Frankovich","doi":"10.24059/olj.v27i3.3691","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3691","url":null,"abstract":"This study contributes to a better understanding of instructors’ perceptions of equity issues within online teaching and learning. The researchers conducted interviews with 21 instructors at one university across disciplines regarding their experience with, and recommendations for, attending to issues of inclusion, diversity, equity, and access (IDEA) in online teaching. Findings revealed that instructors characterized online teaching and IDEA issues as distinct skillsets and that they were not necessarily prepared to apply IDEA issues in online teaching. Participants also focused their attention much more on access and inclusion—with access as a baseline expectation and inclusion operationalized as relationship building—rather than on equity and diversity, areas in which faculty efforts often translated (or not) from their face-to-face teaching experience. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200285","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}
Every year, the Online Learning Consortium holds two flagship conferences: OLC Accelerate, held in the fall, and OLC Innovate, held jointly with MERLOT each spring. This past year, OLC Accelerate 2022, was held virtually November 1-2, 2022 and live, in Orlando, Florida, November 14-17, 2022. OLC Innovate 2023, was held virtually April 4-6, 2023 and live in Nashville, Tennessee, April 18-21, 2023. The Online Learning Journal solicits research papers from those who have presented at the most recent OLC Accelerate and Innovate conferences for the annual September issue. In this special section, we feature three articles that showcase some of the research that is being conducted related to online and blended learning. Much of the work showcased at our conferences presents case studies and research from faculty and practitioners in the field. The growing focus on online learning due to the pandemic has resulted in many new models, approaches, issues, and applications being deployed to address instructional needs in the virtual classroom. These provide a valuable opportunity to examine how faculty and researchers are adapting their instruction to provide quality online learning across various institutions and disciplines.
{"title":"Introduction to the Special Issue","authors":"Patsy Moskal, None Laurie Dringus","doi":"10.24059/olj.v27i3.4107","DOIUrl":"https://doi.org/10.24059/olj.v27i3.4107","url":null,"abstract":"Every year, the Online Learning Consortium holds two flagship conferences: OLC Accelerate, held in the fall, and OLC Innovate, held jointly with MERLOT each spring. This past year, OLC Accelerate 2022, was held virtually November 1-2, 2022 and live, in Orlando, Florida, November 14-17, 2022. OLC Innovate 2023, was held virtually April 4-6, 2023 and live in Nashville, Tennessee, April 18-21, 2023. The Online Learning Journal solicits research papers from those who have presented at the most recent OLC Accelerate and Innovate conferences for the annual September issue. In this special section, we feature three articles that showcase some of the research that is being conducted related to online and blended learning. Much of the work showcased at our conferences presents case studies and research from faculty and practitioners in the field. The growing focus on online learning due to the pandemic has resulted in many new models, approaches, issues, and applications being deployed to address instructional needs in the virtual classroom. These provide a valuable opportunity to examine how faculty and researchers are adapting their instruction to provide quality online learning across various institutions and disciplines.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200828","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}
Nursing education is transitioning from traditional teaching to competency-based education. Additionally, more nursing courses and programs are now offered online. Scholarly writing is a powerful strategy to teach effective communication and critical thinking, both core competencies for safe and effective nursing practice. However, teaching writing online to nursing students is challenging due to a lack of research evaluating best practices, faculty time constraints, and inconsistent writing assessment. Automated essay scoring systems using artificial intelligence (AI) provide new opportunities for efficient, reliable, and valid assessment of writing skills. We used a quasi-experimental design to investigate the impact of a 14-week fully online competency-based writing course on students’ self-efficacy, task value, and writing performance. The participants were master’s nursing students enrolled in an existing one-semester online competency-based writing course for healthcare professionals. An AI-powered writing assessment, IntelliMetric®, and the SAWSES self-efficacy survey were administered pre- and post-intervention. The results showed statistically significant gains in self-efficacy and writing performance with large effect sizes. This study addresses the gap in nursing education regarding the assessment of online, research-based writing interventions on students’ scholarly writing capacity. Recommendations include implementing a required scholarly writing course in all graduate-level nursing programs, scaffolding students’ competency development with the cognitive apprenticeship model, using best practices from composition research to inform online instruction, and employing AI-powered automated essay scoring to evaluate students’ writing progress and instructional efficacy.
{"title":"Using AI to Evaluate a Competency-Based Online Writing Course in Nursing","authors":"Rebecca Red Wolf, Andrew Wolf","doi":"10.24059/olj.v27i3.3974","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3974","url":null,"abstract":"Nursing education is transitioning from traditional teaching to competency-based education. Additionally, more nursing courses and programs are now offered online. Scholarly writing is a powerful strategy to teach effective communication and critical thinking, both core competencies for safe and effective nursing practice. However, teaching writing online to nursing students is challenging due to a lack of research evaluating best practices, faculty time constraints, and inconsistent writing assessment. Automated essay scoring systems using artificial intelligence (AI) provide new opportunities for efficient, reliable, and valid assessment of writing skills. We used a quasi-experimental design to investigate the impact of a 14-week fully online competency-based writing course on students’ self-efficacy, task value, and writing performance. The participants were master’s nursing students enrolled in an existing one-semester online competency-based writing course for healthcare professionals. An AI-powered writing assessment, IntelliMetric®, and the SAWSES self-efficacy survey were administered pre- and post-intervention. The results showed statistically significant gains in self-efficacy and writing performance with large effect sizes. This study addresses the gap in nursing education regarding the assessment of online, research-based writing interventions on students’ scholarly writing capacity. Recommendations include implementing a required scholarly writing course in all graduate-level nursing programs, scaffolding students’ competency development with the cognitive apprenticeship model, using best practices from composition research to inform online instruction, and employing AI-powered automated essay scoring to evaluate students’ writing progress and instructional efficacy.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200291","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}
Online special education courses and programs are widely available and provide pathways for both initial certification and in-service professional learning. Despite the wider availability of online special educator courses and programs due to the COVID pandemic, very limited research about special education candidates and educator preferences for online courses is available. This study included 965 special education teachers and paraprofessionals who completed an online survey of their preferences about various special education course formats and lengths. Results indicated that special educator course format and length preferences varied and that fully online courses are not uniformly the top choice. Findings also suggested that shorter online courses (e.g., 7-weeks) are best suited to knowledge-based topics, while skills-based courses benefit from longer course duration (e.g., 15-weeks). Implications for special education program delivery are discussed.
{"title":"Special Educator Course Format Preferences","authors":"Rachel Brown-Chidsey","doi":"10.24059/olj.v27i3.3512","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3512","url":null,"abstract":"Online special education courses and programs are widely available and provide pathways for both initial certification and in-service professional learning. Despite the wider availability of online special educator courses and programs due to the COVID pandemic, very limited research about special education candidates and educator preferences for online courses is available. This study included 965 special education teachers and paraprofessionals who completed an online survey of their preferences about various special education course formats and lengths. Results indicated that special educator course format and length preferences varied and that fully online courses are not uniformly the top choice. Findings also suggested that shorter online courses (e.g., 7-weeks) are best suited to knowledge-based topics, while skills-based courses benefit from longer course duration (e.g., 15-weeks). Implications for special education program delivery are discussed.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200347","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}
The last decade has brought far-reaching changes in higher education, leading institutions to shift some or all instruction online. This shift to distance learning has contributed to a more significant need for active learning: changing students from passive knowledge consumers into proactive knowledge producers using interactive teaching practices. The present study joins an emerging body of literature examining the relationship between active learning, the online environment, and students’ performance. In this study, we examined the effect of four interactive learning methods (combined with technology) on students’ overall assessments of the class, the clarity of the teaching, and the perceived effectiveness of online distance learning. The data source for the research is teaching evaluation surveys filled out by undergraduate and master’s students. In total, we analyzed ~30,000 surveys completed by ~4,800 students from 23 departments, covering 1,265 classes taught by 385 lecturers. We used both classic statistical and AI-based methods. Our findings suggest associations between high use of interactive learning methods and higher student evaluation scores, higher perceived effectiveness of distance learning, and clearer course teaching. A more interesting finding indicates that not only the extent of use, but also use of a variety of interactive learning methods significantly affects the perceived clarity of teaching and learning effectiveness. Based on the findings, we recommend that academic staff integrate a variety of interactive teaching methods, and especially short knowledge tests, in their courses (both online and frontal). Beyond these results, the prediction model we built can be used to examine what mix of different interactive learning methods might improve students’ evaluations of any given course.
{"title":"Using a Variety of Interactive Learning Methods to Improve Learning Effectiveness: Insights from AI Models Based on Teaching Surveys","authors":"Zohar Barnett-Itzhaki, Dizza Beimel, Arava Tsoury","doi":"10.24059/olj.v27i3.3575","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3575","url":null,"abstract":"The last decade has brought far-reaching changes in higher education, leading institutions to shift some or all instruction online. This shift to distance learning has contributed to a more significant need for active learning: changing students from passive knowledge consumers into proactive knowledge producers using interactive teaching practices. The present study joins an emerging body of literature examining the relationship between active learning, the online environment, and students’ performance. In this study, we examined the effect of four interactive learning methods (combined with technology) on students’ overall assessments of the class, the clarity of the teaching, and the perceived effectiveness of online distance learning. The data source for the research is teaching evaluation surveys filled out by undergraduate and master’s students. In total, we analyzed ~30,000 surveys completed by ~4,800 students from 23 departments, covering 1,265 classes taught by 385 lecturers. We used both classic statistical and AI-based methods. Our findings suggest associations between high use of interactive learning methods and higher student evaluation scores, higher perceived effectiveness of distance learning, and clearer course teaching. A more interesting finding indicates that not only the extent of use, but also use of a variety of interactive learning methods significantly affects the perceived clarity of teaching and learning effectiveness. Based on the findings, we recommend that academic staff integrate a variety of interactive teaching methods, and especially short knowledge tests, in their courses (both online and frontal). Beyond these results, the prediction model we built can be used to examine what mix of different interactive learning methods might improve students’ evaluations of any given course.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200371","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}
Charles R. Graham, Jered Borup, Sara Tuiloma, Adriana Martínez Arias, Diana María Parra Caicedo, Ross Larsen
In light of the disruptions caused by the COVID-19 pandemic, leaders of higher education institutions around the world have been contemplating ways to help their universities engage in a digital transformation that must have student engagement and learning as the foremost considerations. This study reports on the work conducted at a university in Colombia that created an evaluation instrument based on the Academic Communities of Engagement (ACE) framework (Borup et al., 2020) to examine how well the institution was supporting the affective, behavioral, and cognitive (ABC) dimensions of engagement in its online and blended learning course offerings. This survey, the ACE in Higher Education (ACE-HE), measures indicators of the ABC engagement dimensions as well as indicators of institutional support for those elements. The survey was completed by 1,295 university students representing a broad demographic profile. Structural equation modeling found good fit for both the model of ABC engagement dimensions and the model of institutional support for ABC engagement dimensions. Institutional support for affective engagement showed strong relationships to affective, behavioral, and cognitive indicators of engagement, while institutional support for behavioral and cognitive engagement did not have the same outcome. This research provides access to both English and Spanish versions of the ACE-HE instrument. It also highlights ideas for institutions that want to improve their support for student ABC engagement dimensions in online and blended environments. Finally, several implications for making updates to the ACE framework are shared.
{"title":"Institutional Support for Academic Engagement in Online and Blended Learning Environments","authors":"Charles R. Graham, Jered Borup, Sara Tuiloma, Adriana Martínez Arias, Diana María Parra Caicedo, Ross Larsen","doi":"10.24059/olj.v27i3.4001","DOIUrl":"https://doi.org/10.24059/olj.v27i3.4001","url":null,"abstract":"In light of the disruptions caused by the COVID-19 pandemic, leaders of higher education institutions around the world have been contemplating ways to help their universities engage in a digital transformation that must have student engagement and learning as the foremost considerations. This study reports on the work conducted at a university in Colombia that created an evaluation instrument based on the Academic Communities of Engagement (ACE) framework (Borup et al., 2020) to examine how well the institution was supporting the affective, behavioral, and cognitive (ABC) dimensions of engagement in its online and blended learning course offerings. This survey, the ACE in Higher Education (ACE-HE), measures indicators of the ABC engagement dimensions as well as indicators of institutional support for those elements. The survey was completed by 1,295 university students representing a broad demographic profile. Structural equation modeling found good fit for both the model of ABC engagement dimensions and the model of institutional support for ABC engagement dimensions. Institutional support for affective engagement showed strong relationships to affective, behavioral, and cognitive indicators of engagement, while institutional support for behavioral and cognitive engagement did not have the same outcome. This research provides access to both English and Spanish versions of the ACE-HE instrument. It also highlights ideas for institutions that want to improve their support for student ABC engagement dimensions in online and blended environments. Finally, several implications for making updates to the ACE framework are shared.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"194 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200375","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}
Since the outbreak of Covid-19 an increasing number of educators around the world have been challenged to maintain student engagement in their country contexts, characterized by particular cultural values, institutional environments and use of technologies. This study explores the role of the country context in student engagement with online learning, comparing experiences of 9 German and 11 Thai students with help of in-depth interviews. Findings reveal differences in affective, behavioral and cognitive engagement across groups. Only German students experienced a decrease in affective engagement due to ineffective communication with peers and lecturers, utilizing fewer tools and being more concerned about privacy, which they associated with the country context they grew up in. The learning environment influenced affective and cognitive engagement differently. While German students felt exhausted as a consequence of increased self-study time and lack of guidance, Thai students, who spent more time studying via videoconferences, highlighted lack of concentration due to digital distractions as well as those from family members, which Thais lived with more often than Germans. Only Thai students stressed how worrying about classmates’ feelings reduced behavioral engagement, speaking up less during videoconferences, which they attributed to cultural values of being considerate and the need for social harmony. These and other findings are discussed considering the possible role of national- and cybercultures as well as of institutional contexts.
{"title":"Engagement in Online Learning among Thai and German Students: The Role of Classmates, Instructors, Technology and Learning Environments across Country Contexts","authors":"Christin Marie Grothaus","doi":"10.24059/olj.v27i3.3413","DOIUrl":"https://doi.org/10.24059/olj.v27i3.3413","url":null,"abstract":"Since the outbreak of Covid-19 an increasing number of educators around the world have been challenged to maintain student engagement in their country contexts, characterized by particular cultural values, institutional environments and use of technologies. This study explores the role of the country context in student engagement with online learning, comparing experiences of 9 German and 11 Thai students with help of in-depth interviews. Findings reveal differences in affective, behavioral and cognitive engagement across groups. Only German students experienced a decrease in affective engagement due to ineffective communication with peers and lecturers, utilizing fewer tools and being more concerned about privacy, which they associated with the country context they grew up in. The learning environment influenced affective and cognitive engagement differently. While German students felt exhausted as a consequence of increased self-study time and lack of guidance, Thai students, who spent more time studying via videoconferences, highlighted lack of concentration due to digital distractions as well as those from family members, which Thais lived with more often than Germans. Only Thai students stressed how worrying about classmates’ feelings reduced behavioral engagement, speaking up less during videoconferences, which they attributed to cultural values of being considerate and the need for social harmony. These and other findings are discussed considering the possible role of national- and cybercultures as well as of institutional contexts.","PeriodicalId":54195,"journal":{"name":"Online Learning","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200289","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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