Mohammad Shams Ud Duha, Jennifer C. Richardson, Zohur Ahmed, F. Yeasmin
Students’ extensive use of Facebook in their daily lives has led researchers to investigate the affordances of Facebook for educational purposes. To further the research into the use of Facebook to improve language teaching, we conducted a convergent parallel mixed-methods study to examine the use of Community of Inquiry-informed Facebook discussion activities on the speaking performances of undergraduate students in a blended EFL speaking class in Bangladesh. A Facebook group was maintained for both the treatment and control conditions; however, the discussion activities were required only by the treatment condition. We found a statistically significant difference between the initial and post-test speaking scores for the treatment and control conditions. While no difference was observed in post-test scores between the two conditions, students’ and the instructor’s comments on the Facebook group and student interview data revealed that Facebook was helpful for both conditions in improving their performances, but in different ways.
学生在日常生活中广泛使用Facebook，这促使研究人员调查Facebook对教育目的的支持。为了进一步研究使用Facebook改善语言教学，我们进行了一项融合平行混合方法研究，以检查在孟加拉国的一个混合英语口语班中，使用询问社区(Community of inquiry)信息的Facebook讨论活动对本科生口语表现的影响。治疗组和对照组都有一个Facebook小组;然而，讨论活动只需要治疗条件。我们发现治疗组和对照组的初始和测试后口语分数有统计学上的显著差异。虽然两种情况下的测试后得分没有差异，但学生和教师在Facebook小组和学生面试数据上的评论显示，Facebook在两种情况下都有助于提高他们的表现，但方式不同。
{"title":"The Use of Community of Inquiry Framework-Informed Facebook Discussion Activities on Student Speaking Performances in a Blended EFL Class","authors":"Mohammad Shams Ud Duha, Jennifer C. Richardson, Zohur Ahmed, F. Yeasmin","doi":"10.24059/olj.v26i4.3490","DOIUrl":"https://doi.org/10.24059/olj.v26i4.3490","url":null,"abstract":"Students’ extensive use of Facebook in their daily lives has led researchers to investigate the affordances of Facebook for educational purposes. To further the research into the use of Facebook to improve language teaching, we conducted a convergent parallel mixed-methods study to examine the use of Community of Inquiry-informed Facebook discussion activities on the speaking performances of undergraduate students in a blended EFL speaking class in Bangladesh. A Facebook group was maintained for both the treatment and control conditions; however, the discussion activities were required only by the treatment condition. We found a statistically significant difference between the initial and post-test speaking scores for the treatment and control conditions. While no difference was observed in post-test scores between the two conditions, students’ and the instructor’s comments on the Facebook group and student interview data revealed that Facebook was helpful for both conditions in improving their performances, but in different ways.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46900542","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}
V. Dennen, Yasin Yalçın, Jaesung Hur, Bruce Screws
This study presents findings from a survey of 2298 university students from three countries (South Korea, Turkey, United States) focused on their use of and beliefs about webcams to support synchronous learning, including behaviors such as turning cameras on and multitasking. Additionally, it explores differences due to national culture, school achievement, and classroom seating preferences. As expected, findings show synchronous learning use increased during the pandemic. Student preferences for passive viewing behaviors are strong, along with preferences for keeping cameras off. Differences based on classroom seating preferences suggest that students who sit at the front are more likely than their peers to make decisions about webcam use based on involvement, attention, and preparedness. Cultural differences suggest different pedagogical expectations. Multitasking proved to be a complex behavior and is not always linked to poor achievement outcomes. This study has implications both for future research directions on synchronous learning, student webcam practices, and achievement and for how instructors design synchronous classes.
{"title":"Student Webcam Behaviors and Beliefs: Emergent Norms, Student Performance, and Cultural Differences","authors":"V. Dennen, Yasin Yalçın, Jaesung Hur, Bruce Screws","doi":"10.24059/olj.v26i4.3472","DOIUrl":"https://doi.org/10.24059/olj.v26i4.3472","url":null,"abstract":"This study presents findings from a survey of 2298 university students from three countries (South Korea, Turkey, United States) focused on their use of and beliefs about webcams to support synchronous learning, including behaviors such as turning cameras on and multitasking. Additionally, it explores differences due to national culture, school achievement, and classroom seating preferences. As expected, findings show synchronous learning use increased during the pandemic. Student preferences for passive viewing behaviors are strong, along with preferences for keeping cameras off. Differences based on classroom seating preferences suggest that students who sit at the front are more likely than their peers to make decisions about webcam use based on involvement, attention, and preparedness. Cultural differences suggest different pedagogical expectations. Multitasking proved to be a complex behavior and is not always linked to poor achievement outcomes. This study has implications both for future research directions on synchronous learning, student webcam practices, and achievement and for how instructors design synchronous classes.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45433277","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}
S. Maloney, M. Axelsen, Linda Galligan, Joanna Turner, P. Redmond, Alice V. Brown, Marita Basson, Jill Lawrence
Driven by the increased availability of Learning Management System data, this study explored its value and sought understanding of student behaviour through the information contained in activity level log data. Specifically, this study examined analytics data to understand students’ engagement with online videos. Learning analytics data from the MoodleTM and Vimeo® platforms were compared. The research also examined the impact of video length on engagement, and how engagement with videos changed over the course of a semester when multiple video resources were used in a course. The comparison in platform learning analytics showed differences in metrics thus offering a caution to users relying on unidimensional metrics. While the results support the notion that log data do provide educators with an opportunity for review, the time and expertise in extracting, handling, and using the data may stifle its widespread adoption.
{"title":"Using LMS Log Data to Explore Student Engagement with Coursework Videos","authors":"S. Maloney, M. Axelsen, Linda Galligan, Joanna Turner, P. Redmond, Alice V. Brown, Marita Basson, Jill Lawrence","doi":"10.24059/olj.v26i4.2998","DOIUrl":"https://doi.org/10.24059/olj.v26i4.2998","url":null,"abstract":"Driven by the increased availability of Learning Management System data, this study explored its value and sought understanding of student behaviour through the information contained in activity level log data. Specifically, this study examined analytics data to understand students’ engagement with online videos. Learning analytics data from the MoodleTM and Vimeo® platforms were compared. The research also examined the impact of video length on engagement, and how engagement with videos changed over the course of a semester when multiple video resources were used in a course. The comparison in platform learning analytics showed differences in metrics thus offering a caution to users relying on unidimensional metrics. While the results support the notion that log data do provide educators with an opportunity for review, the time and expertise in extracting, handling, and using the data may stifle its widespread adoption.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44911114","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}
Sanne Unger, Carrie Simpson, A. Lecher, Shara B. Goudreau
Online open-ended and closed-ended surveys were conducted in 2014-2016 among 191 students at a small, private university located in South Florida. Our main goals were to evaluate student perceptions of in-class and out-of-class assignments in hybrid courses, determine what students value most about these modes of learning, and recommend ways to maximize advantages and minimize disadvantages of each. We discovered that students value instant feedback and interacting with their peers when they are in class as in-class assignments were rated significantly higher than out-of-class assignments (p < 0.05) and higher ratings were significantly associated with responses associated with student-student interaction (p <0.05). However, the time and place constraints of in-class work limits their ability to formulate their thoughts. Out-of-class assignments were appreciated for their flexibility of pace, time, and place, although students reported time-management problems as well. Like for in-class work, students valued the opportunity of reading their peers’ answers as higher assignment ratings for out-of-class assignments were significantly associated with students’ ability to read the responses of others. Although participants did not report an effect from specific learning differences, having to write for out-of-class work (as opposed to speaking in class) was reported as a hurdle. We discuss strategies for improving in-class and out-of-class assignments based on our study results.
{"title":"Student Perceptions of Hybrid Courses in Higher Education","authors":"Sanne Unger, Carrie Simpson, A. Lecher, Shara B. Goudreau","doi":"10.24059/olj.v26i4.2939","DOIUrl":"https://doi.org/10.24059/olj.v26i4.2939","url":null,"abstract":"Online open-ended and closed-ended surveys were conducted in 2014-2016 among 191 students at a small, private university located in South Florida. Our main goals were to evaluate student perceptions of in-class and out-of-class assignments in hybrid courses, determine what students value most about these modes of learning, and recommend ways to maximize advantages and minimize disadvantages of each. We discovered that students value instant feedback and interacting with their peers when they are in class as in-class assignments were rated significantly higher than out-of-class assignments (p < 0.05) and higher ratings were significantly associated with responses associated with student-student interaction (p <0.05). However, the time and place constraints of in-class work limits their ability to formulate their thoughts. Out-of-class assignments were appreciated for their flexibility of pace, time, and place, although students reported time-management problems as well. Like for in-class work, students valued the opportunity of reading their peers’ answers as higher assignment ratings for out-of-class assignments were significantly associated with students’ ability to read the responses of others. Although participants did not report an effect from specific learning differences, having to write for out-of-class work (as opposed to speaking in class) was reported as a hurdle. We discuss strategies for improving in-class and out-of-class assignments based on our study results.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41929658","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 American Educational Research Association (AERA) is a research society that “strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good” (2022). The association aims to encourage educational research studies and promote the practical implications of research findings. With 12 divisions and more than 150 special interest groups (SIGs), AERA provides advanced information to generate connections across practitioners, the field’s leading researchers, and policymakers. AERA includes more than 25,000 members from 85 countries, including faculty, researchers, evaluators, graduate students, university deans, research directors, and higher education administrators.In 2022, the AERA annual meeting was both place-based in San Diego, California, and virtual, with the theme of “Cultivating Equitable Education Systems for the 21st Century”. As an influential special interest group (SIG) of AERA, the Online Teaching and Learning (OTL) SIG provides 200-plus members an informative platform to discuss and disseminate challenges and possibilities relating to online learning and teaching. For more information on OTL visit http://www.aera.net/SIG035/Online-Teaching-and-Learning-SIG-35.SIG OTL and the Online Learning Consortium (OLC) have maintained a long-standing collaboration to advance the theory and practice of online, blended, and digital learning. Since 2016, the Online Learning journal (OLJ), the official journal of OLC, has released a special issue to extend opportunities for SIG OTL members to contribute their expertise in online education research. The 10 papers selected for this issue represent diverse voices of educators and professionals sharing rigorous research and innovative topics using an array of research methods. They are arranged into three major categories: students’ cognitive and behavioral strategies in online environments; theoretical and practical implications of online learning and community; and students’ online learning experiences.
{"title":"AERA OTL 2022 Special Issue Introduction","authors":"Qian Xu, J. Richardson, Patrick R. Lowenthal","doi":"10.24059/olj.v26i4.3692","DOIUrl":"https://doi.org/10.24059/olj.v26i4.3692","url":null,"abstract":"The American Educational Research Association (AERA) is a research society that “strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good” (2022). The association aims to encourage educational research studies and promote the practical implications of research findings. With 12 divisions and more than 150 special interest groups (SIGs), AERA provides advanced information to generate connections across practitioners, the field’s leading researchers, and policymakers. AERA includes more than 25,000 members from 85 countries, including faculty, researchers, evaluators, graduate students, university deans, research directors, and higher education administrators.In 2022, the AERA annual meeting was both place-based in San Diego, California, and virtual, with the theme of “Cultivating Equitable Education Systems for the 21st Century”. As an influential special interest group (SIG) of AERA, the Online Teaching and Learning (OTL) SIG provides 200-plus members an informative platform to discuss and disseminate challenges and possibilities relating to online learning and teaching. For more information on OTL visit http://www.aera.net/SIG035/Online-Teaching-and-Learning-SIG-35.SIG OTL and the Online Learning Consortium (OLC) have maintained a long-standing collaboration to advance the theory and practice of online, blended, and digital learning. Since 2016, the Online Learning journal (OLJ), the official journal of OLC, has released a special issue to extend opportunities for SIG OTL members to contribute their expertise in online education research. The 10 papers selected for this issue represent diverse voices of educators and professionals sharing rigorous research and innovative topics using an array of research methods. They are arranged into three major categories: students’ cognitive and behavioral strategies in online environments; theoretical and practical implications of online learning and community; and students’ online learning experiences.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45203586","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}
During the pandemic, online courses became the major delivery format for most institutions of higher learning across the United States and around the world. However, many students experienced emotional distress as a result and have struggled to adapt to remote learning. To explore how emotional distress relates to other aspects of online learning, including online learning readiness and academic outcome, we asked a sample of 80 college students to participate in an online survey in the fall semester of 2020. Two distinct online learning readiness patterns were found using k-means cluster analysis. Online learning-ready learners showed statistically significant differences from the not-ready online learners on anxiety, boredom, and satisfaction. Moreover, a three-path mediation model based on a theoretical relationship between online learning readiness, emotional state, and expectation of learning outcome was tested using structural equation modeling (SEM). Results showed that readiness positively predicted satisfaction; furthermore, only satisfaction predicted learning expectation and expected grade. The implications of these findings and limitations of the study are discussed.
{"title":"How Online Learning Readiness Can Predict Online Learning Emotional States and Expected Academic Outcomes: Testing a Theoretically Based Mediation Model","authors":"Hsiang-yu Chien, Yu-Chen Yeh, Oi-man Kwok","doi":"10.24059/olj.v26i4.3483","DOIUrl":"https://doi.org/10.24059/olj.v26i4.3483","url":null,"abstract":"During the pandemic, online courses became the major delivery format for most institutions of higher learning across the United States and around the world. However, many students experienced emotional distress as a result and have struggled to adapt to remote learning. To explore how emotional distress relates to other aspects of online learning, including online learning readiness and academic outcome, we asked a sample of 80 college students to participate in an online survey in the fall semester of 2020. Two distinct online learning readiness patterns were found using k-means cluster analysis. Online learning-ready learners showed statistically significant differences from the not-ready online learners on anxiety, boredom, and satisfaction. Moreover, a three-path mediation model based on a theoretical relationship between online learning readiness, emotional state, and expectation of learning outcome was tested using structural equation modeling (SEM). Results showed that readiness positively predicted satisfaction; furthermore, only satisfaction predicted learning expectation and expected grade. The implications of these findings and limitations of the study are discussed. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46635511","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}
At this moment, fully online language courses are being taught all around the globe. In addition, blended courses offer an integration of online and live instructional experiences. This study examines who is instructing online language courses and what they point to as additive and advantageous to their online language teaching development. We set out to survey higher education faculty as to how they developed their knowledge and practices. Through an online survey and follow-up synchronous interviews, we asked practicing online language educators about the sources of their expertise. The resulting dataset has much to inform professional development and instructional support generally, as well as broader research and educator communities regarding the ongoing, open-ended, peer-supported, and social nature of this kind of educator learning. As more language educators move their instruction online, the question of how to maximize the pedagogical potential of the new medium can best be addressed by those who have successfully made and embraced this move.
{"title":"Learning How to Teach Languages Online: Voices from the Field","authors":"C. Meskill, Natasha Anthony, G. Sadykova","doi":"10.24059/olj.v26i4.2964","DOIUrl":"https://doi.org/10.24059/olj.v26i4.2964","url":null,"abstract":"At this moment, fully online language courses are being taught all around the globe. In addition, blended courses offer an integration of online and live instructional experiences. This study examines who is instructing online language courses and what they point to as additive and advantageous to their online language teaching development. We set out to survey higher education faculty as to how they developed their knowledge and practices. Through an online survey and follow-up synchronous interviews, we asked practicing online language educators about the sources of their expertise. The resulting dataset has much to inform professional development and instructional support generally, as well as broader research and educator communities regarding the ongoing, open-ended, peer-supported, and social nature of this kind of educator learning. As more language educators move their instruction online, the question of how to maximize the pedagogical potential of the new medium can best be addressed by those who have successfully made and embraced this move.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47577606","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}
P. Archila, Anne-Marie Truscott de Mejía, Silvia Restrepo
As we begin the third decade of the twenty-first century, argument and debate are not habitual practices of university science education. This can be explained by the hegemony of instructor-centered traditional approaches in many of these practices. The Covid-19 pandemic has not only pushed university education online but also seems to provide an unforeseen opportunity to develop deep educational transformations. Here, we report on the case of a university online science course that, because of the Covid-19 crisis, used online verbal argumentative interaction (OVAI) to provide students with explicit opportunities to co-construct reason-based and/or evidence-based arguments and counterarguments in an undergraduate-centered science learning environment. The written arguments and counterarguments co-constructed by forty students (20 females and 20 males, 19–24 years old) during OVAI sessions were analyzed to determine their quality. Also, students’ opinions about the use of OVAI in times of Covid-19 were documented. The results indicate that the students co-constructed high-quality arguments and counterarguments in the OVAI sessions. Most importantly, participants showed positive impressions about the use of OVAI in university online science education. The outcomes carry important educational implications considering the growing university online science courses in the pandemic and post-pandemic eras.
{"title":"Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic","authors":"P. Archila, Anne-Marie Truscott de Mejía, Silvia Restrepo","doi":"10.24059/olj.v26i4.2985","DOIUrl":"https://doi.org/10.24059/olj.v26i4.2985","url":null,"abstract":"As we begin the third decade of the twenty-first century, argument and debate are not habitual practices of university science education. This can be explained by the hegemony of instructor-centered traditional approaches in many of these practices. The Covid-19 pandemic has not only pushed university education online but also seems to provide an unforeseen opportunity to develop deep educational transformations. Here, we report on the case of a university online science course that, because of the Covid-19 crisis, used online verbal argumentative interaction (OVAI) to provide students with explicit opportunities to co-construct reason-based and/or evidence-based arguments and counterarguments in an undergraduate-centered science learning environment. The written arguments and counterarguments co-constructed by forty students (20 females and 20 males, 19–24 years old) during OVAI sessions were analyzed to determine their quality. Also, students’ opinions about the use of OVAI in times of Covid-19 were documented. The results indicate that the students co-constructed high-quality arguments and counterarguments in the OVAI sessions. Most importantly, participants showed positive impressions about the use of OVAI in university online science education. The outcomes carry important educational implications considering the growing university online science courses in the pandemic and post-pandemic eras.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45643664","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 rate of online graduate education programs grows annually. Yet, dropout rates and student satisfaction rates continue to lag behind in-person programs. Advising practices may offer unique opportunities to reverse or alter these challenges. While the body of literature about undergraduate advising and online advising is robust, literature on current online graduate-level advising is sparse. Therefore, a scoping review of the literature was undertaken to answer the research question: What does the literature tell us about advising in online graduate programs? The search revealed ten relevant studies, and after conducting a thematic network analysis, two global themes and five organizing themes were presented. There are two global themes, “Create Connections” and “Know Your Program.” The “Create Connections” global theme is supported by three organizing themes: (a) Communication and Feedback, (b) Building Relationships and Community, and (c) Investment in student’s personal and academic growth. The “Know Your Program” global theme is supported by organizing themes (d) Program Requirements and Policies and (e) Technical skills. Based on the data, three recommendations are presented to aid online graduate advisors, including building trusting relationships with advisees, building a community of students, and knowing program policies, requirements, and technology platforms.
{"title":"Get Connected: A Scoping Review of Advising Online Graduate Students","authors":"Holly S. Meyer, Kristi A. Preisman, A. Samuel","doi":"10.24059/olj.v26i3.2819","DOIUrl":"https://doi.org/10.24059/olj.v26i3.2819","url":null,"abstract":"The rate of online graduate education programs grows annually. Yet, dropout rates and student satisfaction rates continue to lag behind in-person programs. Advising practices may offer unique opportunities to reverse or alter these challenges. While the body of literature about undergraduate advising and online advising is robust, literature on current online graduate-level advising is sparse. Therefore, a scoping review of the literature was undertaken to answer the research question: What does the literature tell us about advising in online graduate programs? The search revealed ten relevant studies, and after conducting a thematic network analysis, two global themes and five organizing themes were presented. There are two global themes, “Create Connections” and “Know Your Program.” The “Create Connections” global theme is supported by three organizing themes: (a) Communication and Feedback, (b) Building Relationships and Community, and (c) Investment in student’s personal and academic growth. The “Know Your Program” global theme is supported by organizing themes (d) Program Requirements and Policies and (e) Technical skills. Based on the data, three recommendations are presented to aid online graduate advisors, including building trusting relationships with advisees, building a community of students, and knowing program policies, requirements, and technology platforms. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44148948","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}
Alison E. Kelly, Virginia Clinton-Lisell, Kendall A. Klein
College students’ perceptions of online group work can be negative, which creates challenges for implementing group work in online courses. Additionally, little research has examined group work skill development, despite calls for better preparing students for working effectively in groups. The purpose of the current study was to test the effectiveness of a utility-value intervention designed to enhance students’ perceptions of online group work and their group work skill use. Students (N = 68) were randomly assigned to view a video and answer an essay question on the usefulness and benefits (utility value) of online group work and group work skills (intervention) or on how online group projects were graded (control). Students in the intervention condition indicated online group work to be more useful and reported greater post-intervention group work skill use compared to students in the control condition. Students further reported their perceptions of the usefulness and costs of online group work, as well as their group work skills and insights, in open-ended items. Overall, the current study provides an effective and easy to implement intervention for improving college students’ perceptions of online group work and their group work skill use.
{"title":"Enhancing College Students’ Online Group Work Perceptions and Skills Using a Utility-Value Intervention","authors":"Alison E. Kelly, Virginia Clinton-Lisell, Kendall A. Klein","doi":"10.24059/olj.v26i3.2807","DOIUrl":"https://doi.org/10.24059/olj.v26i3.2807","url":null,"abstract":"College students’ perceptions of online group work can be negative, which creates challenges for implementing group work in online courses. Additionally, little research has examined group work skill development, despite calls for better preparing students for working effectively in groups. The purpose of the current study was to test the effectiveness of a utility-value intervention designed to enhance students’ perceptions of online group work and their group work skill use. Students (N = 68) were randomly assigned to view a video and answer an essay question on the usefulness and benefits (utility value) of online group work and group work skills (intervention) or on how online group projects were graded (control). Students in the intervention condition indicated online group work to be more useful and reported greater post-intervention group work skill use compared to students in the control condition. Students further reported their perceptions of the usefulness and costs of online group work, as well as their group work skills and insights, in open-ended items. Overall, the current study provides an effective and easy to implement intervention for improving college students’ perceptions of online group work and their group work skill use.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43857309","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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