Olcott, D. J. (2022). Book Review: Leading the eLearning transformation of higher education: Leadership strategies for the new generation, 2nd ed. Gary E. Miller and Kathleen S. Ives (Eds.). Online Learning, 26(2), 1-7.
{"title":"Book Review: Leading the eLearning Transformation of Higher Education: Leadership Strategies for the New Generation, 2nd ed. Gary E. Miller and Kathleen S. Ives (Eds.)","authors":"Don Olcott Jr","doi":"10.24059/olj.v26i2.2739","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2739","url":null,"abstract":"Olcott, D. J. (2022). Book Review: Leading the eLearning transformation of higher education: Leadership strategies for the new generation, 2nd ed. Gary E. Miller and Kathleen S. Ives (Eds.). Online Learning, 26(2), 1-7.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41936871","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}
David W Franklin Jr, Jason M. Bryer, Angela Lui, Heidi L. Andrade, Diana Akhmedjanova
The purpose of this study is to examine the effects of nudges on online college students’ use of the Diagnostic Assessment and Achievement of College Skills (DAACS), a suite of free, online assessments, feedback, and resources designed to optimize student success in college. The results indicate that the nudges had an effect on students’ completion of the DAACS and on accessing the feedback. The effectiveness varied by type of nudge and the order in which a series of nudges was sent. Simply sending the nudges did not have a direct effect on academic outcomes, but students who responded to one series of nudges were more successful than those who did not.
{"title":"The Effects of Nudges on Students’ Use of the Diagnostic Assessment and Achievement of College Skills","authors":"David W Franklin Jr, Jason M. Bryer, Angela Lui, Heidi L. Andrade, Diana Akhmedjanova","doi":"10.24059/olj.v26i2.2674","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2674","url":null,"abstract":"The purpose of this study is to examine the effects of nudges on online college students’ use of the Diagnostic Assessment and Achievement of College Skills (DAACS), a suite of free, online assessments, feedback, and resources designed to optimize student success in college. The results indicate that the nudges had an effect on students’ completion of the DAACS and on accessing the feedback. The effectiveness varied by type of nudge and the order in which a series of nudges was sent. Simply sending the nudges did not have a direct effect on academic outcomes, but students who responded to one series of nudges were more successful than those who did not.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47499741","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 issue addressed here concerns how second language (L2) speaking strategies mediate the relationship between L2 writing strategies and the social presence component of the community of inquiry (CoI) framework within the context of fully online courses that combined learning management system (LMS) for writing tasks and videoconferencing for live classroom discussion. L2 writing strategies related to planning and reviewing contribute to composing tests that students want to upload, present, and discuss, and this sharing is expected to foster classroom social behaviors and consequent language gains. For the current study, a cross-sectional survey of 256 university students was initiated to investigate the mediating effect L2 speaking strategies have on the relationship between L2 writing strategies and social presence. The results indicated positive path coefficients between review strategies and speaking strategies, review strategies and social presence, planning strategies and speaking strategies, and speaking strategies and social presence. Further, speaking strategies explain the relationship between planning strategies and social presence, indicating full mediation. Partial mediation was found for the path between review strategies and social presence. Recognizing how L2 writing and speaking strategies relate to one another and how that relationship influences a CoI illustrates the interconnectivity between language skills. Evidently, increased attention to planning and reviewing strategies results in a final composition worth sharing and discussing, and such sharing and discussion are building blocks to a vibrant social presence.
{"title":"Predicting social presence in videoconference-supported LMS courses: Mediation through L2 writing and speaking strategies","authors":"D. Bailey, N. Almusharraf, Asma Almusharraf","doi":"10.24059/olj.v26i2.2691","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2691","url":null,"abstract":"The issue addressed here concerns how second language (L2) speaking strategies mediate the relationship between L2 writing strategies and the social presence component of the community of inquiry (CoI) framework within the context of fully online courses that combined learning management system (LMS) for writing tasks and videoconferencing for live classroom discussion. L2 writing strategies related to planning and reviewing contribute to composing tests that students want to upload, present, and discuss, and this sharing is expected to foster classroom social behaviors and consequent language gains. For the current study, a cross-sectional survey of 256 university students was initiated to investigate the mediating effect L2 speaking strategies have on the relationship between L2 writing strategies and social presence. The results indicated positive path coefficients between review strategies and speaking strategies, review strategies and social presence, planning strategies and speaking strategies, and speaking strategies and social presence. Further, speaking strategies explain the relationship between planning strategies and social presence, indicating full mediation. Partial mediation was found for the path between review strategies and social presence. Recognizing how L2 writing and speaking strategies relate to one another and how that relationship influences a CoI illustrates the interconnectivity between language skills. Evidently, increased attention to planning and reviewing strategies results in a final composition worth sharing and discussing, and such sharing and discussion are building blocks to a vibrant social presence.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46230363","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}
In addition to the papers presented at OLC conferences this past year, this third issue of OLJ for 2022 also contain a selection of papers from our regular submission and review process. These papers investigate a range of issues including the definitions of terms in the field, undergraduate students’ anxiety, culturally responsive teaching, social presence, and faculty concerns in online learning environments.
{"title":"INTRODUCTION TO VOLUME 26, ISSUE 2","authors":"Peter Shea","doi":"10.24059/olj.v26i2.3436","DOIUrl":"https://doi.org/10.24059/olj.v26i2.3436","url":null,"abstract":"In addition to the papers presented at OLC conferences this past year, this third issue of OLJ for 2022 also contain a selection of papers from our regular submission and review process. These papers investigate a range of issues including the definitions of terms in the field, undergraduate students’ anxiety, culturally responsive teaching, social presence, and faculty concerns in online learning environments.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48382448","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}
Michelle L. Rosser-Majors, Sandra Rebeor, Christine A. McMahon, Andrea M. Wilson, Stephanie Stubbs, Yolanda Harper, Laura J. Sliwinski
Considerable research on effective instruction in the virtual classroom exists. Yet very little is known about the extent to which instructor presence (IP) based on the Community of Inquiry model (CoI), are directly related to retention and student success. CoI includes three components of IP: teaching (TP), cognitive (CP), and social (SP). These IP engagement strategies have been suggested to improve outcomes if effectively applied in the virtual classroom. Attrition rates, retention, engagement, and student and instructor success rates are critical aspects of an effective virtual classroom and identifying practices that support these efforts is essential. This study suggests that CoI engagement strategies, when applied by instructors to the online classroom effectively, can improve factors associated with retention and success. To prepare instructors, we designed and utilized a series of seven self-paced interactive modules. With the training, the educators were able to engage with students more effectively by integrating best practices associated with IP. Course dropout rates and student success rates both significantly improved (p = .05; p < .001 respectively) after these engagement strategies were more efficaciously integrated into the classroom by the trained instructors.
{"title":"Improving Retention Factors and Student Success Online Utilizing the Community of Inquiry Framework’s Instructor Presence Model","authors":"Michelle L. Rosser-Majors, Sandra Rebeor, Christine A. McMahon, Andrea M. Wilson, Stephanie Stubbs, Yolanda Harper, Laura J. Sliwinski","doi":"10.24059/olj.v26i2.2731","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2731","url":null,"abstract":"Considerable research on effective instruction in the virtual classroom exists. Yet very little is known about the extent to which instructor presence (IP) based on the Community of Inquiry model (CoI), are directly related to retention and student success. CoI includes three components of IP: teaching (TP), cognitive (CP), and social (SP). These IP engagement strategies have been suggested to improve outcomes if effectively applied in the virtual classroom. Attrition rates, retention, engagement, and student and instructor success rates are critical aspects of an effective virtual classroom and identifying practices that support these efforts is essential. This study suggests that CoI engagement strategies, when applied by instructors to the online classroom effectively, can improve factors associated with retention and success. To prepare instructors, we designed and utilized a series of seven self-paced interactive modules. With the training, the educators were able to engage with students more effectively by integrating best practices associated with IP. Course dropout rates and student success rates both significantly improved (p = .05; p < .001 respectively) after these engagement strategies were more efficaciously integrated into the classroom by the trained instructors.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49568148","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}
A. Orellana, Georgina Arguello, Elda C. Kanzki-Veloso
Captioning of recorded videos is beneficial to many and a matter of compliance with accessibility regulations and guidelines. Like recorded captions, real-time captions can also be means to implement the Universal Design for Learning checkpoint to offer text-based alternatives to auditory information. A cost-effective solution to implement the checkpoint for live online presentations is to use speech recognition technologies to generate automated captions. In particular, Microsoft PowerPoint Present Live (MSPL) is an application that can be used to present with real-time automated captions and subtitles in multiple languages, allowing individuals to follow the presentation in their preferred language. The purpose of this study was to identify challenges that participants could encounter when using the MSPL feature of real-time automated captions/subtitles, and to determine what they describe as potential uses, challenges, and benefits of the feature. Participants were full-time faculty and administrators with a faculty appointment in a higher education institution. Data from five native English speakers and five native Spanish speakers were analyzed. Activities of remote usability testing and interviews were conducted to collect data. Overall, participants did not encounter challenges that they could not overcome and described MSPL as an easy-to-use and useful tool to present with captions/subtitles for teaching or training and to reach English and Spanish-speaking audiences. The themes that emerged as potential challenges were training, distraction, and technology. Findings are discussed and further research is recommended.
{"title":"Online Presentations with PowerPoint Present Live Real-Time Automated Captions and Subtitles: Perceptions of Faculty and Administrators","authors":"A. Orellana, Georgina Arguello, Elda C. Kanzki-Veloso","doi":"10.24059/olj.v26i2.2763","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2763","url":null,"abstract":"Captioning of recorded videos is beneficial to many and a matter of compliance with accessibility regulations and guidelines. Like recorded captions, real-time captions can also be means to implement the Universal Design for Learning checkpoint to offer text-based alternatives to auditory information. A cost-effective solution to implement the checkpoint for live online presentations is to use speech recognition technologies to generate automated captions. In particular, Microsoft PowerPoint Present Live (MSPL) is an application that can be used to present with real-time automated captions and subtitles in multiple languages, allowing individuals to follow the presentation in their preferred language. The purpose of this study was to identify challenges that participants could encounter when using the MSPL feature of real-time automated captions/subtitles, and to determine what they describe as potential uses, challenges, and benefits of the feature. Participants were full-time faculty and administrators with a faculty appointment in a higher education institution. Data from five native English speakers and five native Spanish speakers were analyzed. Activities of remote usability testing and interviews were conducted to collect data. Overall, participants did not encounter challenges that they could not overcome and described MSPL as an easy-to-use and useful tool to present with captions/subtitles for teaching or training and to reach English and Spanish-speaking audiences. The themes that emerged as potential challenges were training, distraction, and technology. Findings are discussed and further research is recommended.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49669957","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}
This study sheds light on the relation between assessment modalities and student behavior through linguistics styles, and academic performance. First, we examine the effect of assessment modalities (self-evaluation quizzes and summative quizzes) on academic performance. Using two modalities of online quizzes, we mainly focus on the student participation, student behavior (the work pacing and time management), type of assessment, and student characteristics. Second, we analyze the student behavior through linguistic styles and third, we examine the levels of anxiety and the expectation of success during the course. Specifically, we compare the linguistic styles of high performing students and low performing students and changes in anxiety levels and expectation of success. Methodologically, this study includes a static and dynamic perspective and combines quantitative analysis with a qualitative approach. The participants are students enrolled in Managerial Accounting for Tourism course in the academic year 2019–2020. The results show that both quizzes modalities are positively associated with academic performance. The linguistic analysis shows differences in the language between high performing students and low performing students. Finally, a pattern of changes on the students’ expectations of success and levels of anxiety are identified during the course.
{"title":"Academic Performance in Distance Education: Quizzes as a Moderator Variable and Students’ Perception and Expectation through Linguistic Analysis","authors":"L. Parte, Lucía Mellado","doi":"10.24059/olj.v26i2.2699","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2699","url":null,"abstract":"This study sheds light on the relation between assessment modalities and student behavior through linguistics styles, and academic performance. First, we examine the effect of assessment modalities (self-evaluation quizzes and summative quizzes) on academic performance. Using two modalities of online quizzes, we mainly focus on the student participation, student behavior (the work pacing and time management), type of assessment, and student characteristics. Second, we analyze the student behavior through linguistic styles and third, we examine the levels of anxiety and the expectation of success during the course. Specifically, we compare the linguistic styles of high performing students and low performing students and changes in anxiety levels and expectation of success. Methodologically, this study includes a static and dynamic perspective and combines quantitative analysis with a qualitative approach. The participants are students enrolled in Managerial Accounting for Tourism course in the academic year 2019–2020. The results show that both quizzes modalities are positively associated with academic performance. The linguistic analysis shows differences in the language between high performing students and low performing students. Finally, a pattern of changes on the students’ expectations of success and levels of anxiety are identified during the course.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46024190","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 current study aimed to understand the trend in the community of inquiry that many researchers have been working on for over 20 years. Within the scope of this aim, 102 studies were reviewed with regards to some variables: most preferred keywords and words in abstract, year of publication, authors, journals, geographical distribution, academic disciplines, research methods, course delivery methods, participant type, and references. The findings demonstrate that the articles reviewed were from 216 authors in 20 countries. Most of the studies were from the Social Sciences field, and the continent with the most studies was North America. Quantitative research methods were mostly preferred in the studies, and the study group of a great of majority the studies were higher education students. Finally, various recommendations were made for future research after determining gaps that exist in the current literature.
{"title":"Community of Inquiry Framework: Research Trends Between 2000-2020","authors":"Yusuf Ziya Olpak","doi":"10.24059/olj.v26i2.2737","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2737","url":null,"abstract":"The current study aimed to understand the trend in the community of inquiry that many researchers have been working on for over 20 years. Within the scope of this aim, 102 studies were reviewed with regards to some variables: most preferred keywords and words in abstract, year of publication, authors, journals, geographical distribution, academic disciplines, research methods, course delivery methods, participant type, and references. The findings demonstrate that the articles reviewed were from 216 authors in 20 countries. Most of the studies were from the Social Sciences field, and the continent with the most studies was North America. Quantitative research methods were mostly preferred in the studies, and the study group of a great of majority the studies were higher education students. Finally, various recommendations were made for future research after determining gaps that exist in the current literature.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41742439","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}
Wadi Eghterafi, Mary C. Tucker, I. Zhang, Ji Yeon Son
In this study, we examined the effect of video-based feedback designed to highlight a peer engaging in effective thinking processes on self-efficacy beliefs and learning outcomes (performance on a delayed quiz). Students in an introductory statistics course participated in an online learning activity where they received feedback in one of three randomly assigned conditions: a video of a peer demonstrating the process of arriving at a correct answer (mastery condition), a peer making mistakes then self-correcting those errors before arriving at a correct answer (coping condition), or a screenshot of a peer’s correct worked example (as a control). Results indicated that students who watched the mastery videos, but not the coping videos, rated their self-efficacy higher and scored higher on a class quiz taken more than a day after the feedback intervention than students who viewed a worked example. However, students in the two video conditions did not significantly differ in terms of either self-efficacy and quiz performance. The results of this study, although modest in scope, illustrate how the design of feedback could lead to noticeable differences in student learning.
{"title":"Effect of Feedback with Video-based Peer Modeling on Learning and Self-efficacy","authors":"Wadi Eghterafi, Mary C. Tucker, I. Zhang, Ji Yeon Son","doi":"10.24059/olj.v26i2.2732","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2732","url":null,"abstract":"In this study, we examined the effect of video-based feedback designed to highlight a peer engaging in effective thinking processes on self-efficacy beliefs and learning outcomes (performance on a delayed quiz). Students in an introductory statistics course participated in an online learning activity where they received feedback in one of three randomly assigned conditions: a video of a peer demonstrating the process of arriving at a correct answer (mastery condition), a peer making mistakes then self-correcting those errors before arriving at a correct answer (coping condition), or a screenshot of a peer’s correct worked example (as a control). Results indicated that students who watched the mastery videos, but not the coping videos, rated their self-efficacy higher and scored higher on a class quiz taken more than a day after the feedback intervention than students who viewed a worked example. However, students in the two video conditions did not significantly differ in terms of either self-efficacy and quiz performance. The results of this study, although modest in scope, illustrate how the design of feedback could lead to noticeable differences in student learning.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48132761","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}
In order to be effective, e-learning environments should include a diverse range of pedagogical practices and should focus on active learning student-centered pedagogical. Therefore, it should not be the delivery medium, but rather the instructional methods that facilitate proper learning. Courses that incorporate effective instructional methods will support better learning than courses that do not use effective methods, regardless of the mode of delivery. We compared a traditionally taught face to face Conservation Biology course, Biol 4244/5244, for Biology majors to a fully online asynchronous e-learning course designed using essentially the same materials but varying course delivery. The Biol 4244/4244 course is designated by the University of North Carolina at Charlotte as a “writing-intensive course”, where communication is a significant part of the course learning experience. We found no significant differences in learning outcomes, regardless of the method of course delivery. Overall, we feel that this study indicates that online instruction in this type of course is a viable alternative to face-to-face instruction.
{"title":"Face-to-face vs. Online Asynchronous Teaching in a Conservation Biology Course","authors":"Carrie Wells, Michelle B. Pass, J. Walsh","doi":"10.24059/olj.v26i2.2775","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2775","url":null,"abstract":"In order to be effective, e-learning environments should include a diverse range of pedagogical practices and should focus on active learning student-centered pedagogical. Therefore, it should not be the delivery medium, but rather the instructional methods that facilitate proper learning. Courses that incorporate effective instructional methods will support better learning than courses that do not use effective methods, regardless of the mode of delivery. We compared a traditionally taught face to face Conservation Biology course, Biol 4244/5244, for Biology majors to a fully online asynchronous e-learning course designed using essentially the same materials but varying course delivery. The Biol 4244/4244 course is designated by the University of North Carolina at Charlotte as a “writing-intensive course”, where communication is a significant part of the course learning experience. We found no significant differences in learning outcomes, regardless of the method of course delivery. Overall, we feel that this study indicates that online instruction in this type of course is a viable alternative to face-to-face instruction.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48552773","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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