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Introduction to OLJ Volume 27, Issue 3 介绍OLJ卷27,第3期
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.4118
Peter Shea
The September issue of the Online Learning Journal includes 13 articles from our regular submission process. These articles discuss supporting refugees in online settings, the importance of relationships in remote education settings, online engagement and how it may vary by cultural context, cognitive presence, online mentoring, modelling online student satisfaction, diversity, equity, and inclusion, and more.
9月份的在线学习期刊包括我们定期提交的13篇文章。这些文章讨论了在在线环境中支持难民、远程教育环境中关系的重要性、在线参与以及它如何因文化背景、认知存在、在线指导、模拟在线学生满意度、多样性、公平性和包容性等而变化。
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引用次数: 0
INTRODUCTION TO SECTION II - VOLUME 27, ISSUE 1 第ii节导言-第27卷,第1期
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-01 DOI: 10.24059/olj.v27i1.3879
Peter Shea
In addition to the special issue papers, this first issue of 2023 also includes ten articles from our regular submission process. Topic include access, inclusion, synchronous online learning, student satisfaction, student evaluation of online faculty, student perspectives on engagement, faculty adoption of online teaching and more.
除了特刊论文外,2023年第一期还包括我们常规投稿过程中的十篇文章。主题包括访问、包容、同步在线学习、学生满意度、学生对在线教师的评价、学生对参与的看法、教师对在线教学的采用等等。
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引用次数: 0
Advancing Sociotechnical-Pedagogical Heuristics for the Usability Evaluation of Online Courses for Adult Learners 推进成人在线课程可用性评估的社会技术-教学启发式
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.24059/olj.v25i4.2439
Isa Jahnke,Nathan Riedel,Kanupriya Singh,Joi Moore
Online courses often include interface designs that do not support a positive learner experience. Literature shows a variety of heuristics to detect issues of online courses. While heuristic-based inspection of usability is a dominant method for evaluating digital systems, these methods cannot be easily transferred to online courses. To close this gap, we identified an initial set of social, technical, and pedagogical related items (STP) heuristics based on literature. Next, we analyzed this set using empirical data from two online courses. In total, we analyzed 195 problems with the goal to substantiate a final set of 14 STP heuristics. This new set allows for efficiently evaluating online courses by supporting evaluators and instructional designers in uncovering the most crucial issues and improving the learner experience. Finally, based on this work, we discuss a definition of learner experience for the emerging field of learner experience design and research. 
在线课程通常包括不支持积极的学习者体验的界面设计。文献展示了各种启发式方法来检测在线课程的问题。虽然基于启发式的可用性检查是评估数字系统的主要方法,但这些方法不能轻易转移到在线课程中。为了缩小这一差距,我们根据文献确定了一组初始的社会、技术和教学相关项目(STP)启发式方法。接下来,我们使用两个在线课程的经验数据来分析这个集合。总的来说,我们分析了195个问题,目标是证实14个STP启发式的最终集合。这套新标准允许通过支持评估人员和教学设计师发现最关键的问题和改善学习者体验来有效地评估在线课程。最后,在此基础上,针对学习者体验设计与研究这一新兴领域,探讨了学习者体验的定义。
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引用次数: 0
Exploring Online Pedagogical Practices for Enhancing Transfer of Learning in Higher Education 探索促进高等教育学习转移的在线教学实践
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.24059/olj.v25i4.2887
Tamara Galoyan,Kristen Betts,Brian Delaney,Mariette Fourie
Institutions of higher education play a critical role in bridging academia and workforce, yet college students find it challenging to transfer their learning across and beyond instructional formats, including online, hybrid, and face-to-face. The goals of this exploratory, sequential, mixed-methods study were to (1) explore graduate students’ conceptualizations of transfer, and (2) examine online pedagogical practices for enhancing transfer. Participants included students enrolled in a full-time online graduate degree program in education at a private university in the Mid-Atlantic USA. Findings from the qualitative phase with seven semi-structured interviews were used to design a survey study with 68 graduate students to explore their perceptions of effective online pedagogical practices for enhancing transfer. This study is significant since its findings revealed a number of online practices that instructional designers and faculty can use to optimize learning and transfer in higher education.
高等教育机构在连接学术和劳动力方面发挥着至关重要的作用,但大学生发现,将他们的学习转移到不同的教学形式(包括在线、混合和面对面)是一项挑战。这项探索性的、顺序的、混合方法的研究的目标是:(1)探索研究生对迁移的概念,(2)检查在线教学实践以促进迁移。参与者包括在美国大西洋中部一所私立大学就读全日制在线研究生教育学位课程的学生。通过七个半结构化访谈的定性阶段的发现,我们设计了一项针对68名研究生的调查研究,以探讨他们对有效的在线教学实践促进迁移的看法。这项研究意义重大,因为它的发现揭示了教学设计师和教师可以用来优化高等教育学习和转移的许多在线实践。
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引用次数: 0
Student Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation 在线案例讨论中的学生参与与互动:专家与新手促进的比较
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.24059/olj.v25i4.2901
Yishi Long,Adrie A. Koehler
Discussion is an essential component in case-based learning (CBL), as it offers students the opportunity to consider diverse perspectives, clarify confusion, and construct understanding. As a facilitator bears most of the responsibility for the overall success of CBL, understanding how facilitation strategies influence interactions during discussions is worthwhile. However, previous CBL facilitation research has primarily considered student perspectives during case discussions, without examining relationships between facilitator experience and student interaction and participation. This study combined social network analysis and content analysis to compare the structure of expert and novice instructors’ discussion posts and to consider their relationship to student participation and interaction in online case discussions. Results showed that both the expert and novice instructors used facilitation strategies involving social congruence, cognitive congruence, and content expertise frequently in the discussions; however, when and how they used a combination of these strategies was noticeably different. These differences influenced student interaction. More specifically, students tended to interact with others more actively and densely as a result of questions initiated by the expert facilitator. Suggestions are provided for novice facilitators.
讨论是基于案例的学习(CBL)的重要组成部分,因为它为学生提供了考虑不同观点、澄清困惑和构建理解的机会。由于促进者对CBL的整体成功负有大部分责任,因此了解促进策略如何影响讨论中的互动是值得的。然而,以往的CBL促进研究主要是在案例讨论中考虑学生的观点,而没有考察促进者经验与学生互动和参与之间的关系。本研究结合社会网络分析和内容分析,比较专家和新手教师讨论帖的结构,并考虑它们与学生参与和互动在线案例讨论的关系。结果表明:专家教师和新手教师在讨论中都频繁使用社会一致性、认知一致性和内容专业知识等促进策略;然而,他们何时以及如何使用这些策略的组合是明显不同的。这些差异影响了学生的互动。更具体地说,由于专家引导者提出的问题,学生倾向于更积极、更密集地与他人互动。为新手引导者提供建议。
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引用次数: 0
What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms 对比两个平台上同一个MOOC的讨论帖,我们学到了什么
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.24059/olj.v25i4.2897
Rebecca M. Quintana,Juan D. Pinto,Yuanru Tan
We compared discussion posts from a data science ethics MOOC that was hosted on two platforms. We characterized one platform as “open” because learners can respond to discussion prompts while viewing and responding to others. We characterized the other platform as “locked” because learners must respond to a discussion prompt before they can view and respond to others. Our objective is to determine whether these platform differences are consequential and have the potential to impact learning. We analyzed direct responses to two discussion prompts from two modules located in modules two and six of an eight module course. We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience.We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience.
我们比较了两个平台上的数据科学伦理MOOC的讨论帖子。我们将一个平台描述为“开放的”,因为学习者可以在观看和回应他人的同时回应讨论提示。我们将其他平台描述为“锁定的”,因为学习者必须在他们可以查看和回应其他人之前对讨论提示做出回应。我们的目标是确定这些平台差异是否有影响,是否有可能影响学习。我们分析了对八个模块课程中模块二和模块六中两个模块的两个讨论提示的直接反应。我们使用传统的内容分析直接从数据中获得代码。“开放”平台上的帖子的特点是未能完全解决提示问题,并显示出说服策略和反思活动的证据。在“被锁定”的平台上,帖子的特点是明显有完成任务的意图和自信的语气。“锁定”平台上的帖子也通过大量的回复显示出了想法的多样性。我们的研究结果表明,MOOC平台界面可以导致讨论帖子的质的差异,从而有可能影响学习。我们的研究揭示了“开放”和“锁定”平台设计如何影响学习者对mooc讨论提示的回应方式。我们的研究为教师在选择MOOC平台和学习体验中的活动时提供了指导。我们使用传统的内容分析直接从数据中获得代码。“开放”平台上的帖子的特点是未能完全解决提示问题,并显示出说服策略和反思活动的证据。在“被锁定”的平台上,帖子的特点是明显有完成任务的意图和自信的语气。“锁定”平台上的帖子也通过大量的回复显示出了想法的多样性。我们的研究结果表明,MOOC平台界面可以导致讨论帖子的质的差异,从而有可能影响学习。我们的研究揭示了“开放”和“锁定”平台设计如何影响学习者对mooc讨论提示的回应方式。我们的研究为教师在选择MOOC平台和学习体验中的活动时提供了指导。
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引用次数: 0
Introduction to the Special Issue: Select Papers Presented at the 2020 OLC Accelerate Conference and the 2021 OLC Innovate Conference 特刊简介:在2020年OLC加速会议和2021年OLC创新会议上发表的论文精选
IF 4 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-01 DOI: 10.24059/olj.v25i3.2969
Patsy Moskal
Each year, OLJ presents a special section devoted to research shared at the Online Learning Consortium conferences. We are happy to present five research articles selected from the many presented at OLC Accelerate, held virtually November 9-18, 2020 and OLC Innovate, held virtually March 15-19, 2021. We invite the readers to consider presenting their research to OLC conferences in the future and submitting to OLJ to share their work with others in the field.
每年,OLJ都会在在线学习联盟会议上提供一个专门的研究部分。我们很高兴从2020年11月9日至18日举行的OLC Accelerate和2021年3月15日至19日举行的OLC Innovate上的众多研究文章中选出五篇。我们邀请读者考虑在未来的OLC会议上展示他们的研究,并提交给OLJ,与该领域的其他人分享他们的工作。
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引用次数: 0
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