Book Review: Miller, M. D. (2016). Minds Online: Teaching Effectively With Technology. Cambridge, Ma: Harvard University Press., 2017 American Public University System
Book Review: Miller, M. D. (2016). Minds Online: Teaching Effectively With Technology. Cambridge, Ma: Harvard University Press., Amanda Butler
A review of M.D. Miller's Minds Online: Teaching Effectively with Technology.
Distance educators are increasingly in demand, as online programs and degrees become more readily available. Minds Online is a straightforward must-read for anyone who teaches in higher education, especially, though certainly not limited to, those teaching online. Established upon the cognitive psychology in understanding how learners assimilate knowledge, this book serves as a guide to understanding how to improve as an innovative, effective educator through technology usage, so that students are maximally engaged and reaping the benefits of the course, whether self-paced or face to face.
Teach Like A Video Journalist Thinks, 2017 Middlesex University
Teach Like A Video Journalist Thinks, Michael Saville Howarth
The author reflects on how video journalist training and education producer methods can inform video as a core driver for teaching excellence. The article draws on personal experience of making radio teaching resources for BBC Education. The author also has recent experience as a video journalist, and suggests that practice not theory, and the craft of making teaching resources is still alive and well today. In particular, the latest techniques used by backpack video journalists may illustrate the way forward in education video. Video is now easier to manage, is a hands-on practical activity, fits the individuality of the lecturer ...
3 Questions For An Online Learning Leader Featuring Tanya Joosten, Ph.D., 2017 University of Wisconsin-Milwaukee
3 Questions For An Online Learning Leader Featuring Tanya Joosten, Ph.D., Tanya Joosten
Dr. Tanya Joosten is the director of eLearning Research and Development at the University of Wisconsin-Milwaukee (UWM) where she leads strategic eLearning efforts at the campus, state, and national levels. She develops innovative programming for the University of Wisconsin - Milwaukee campus and leads a team of researchers to advance the field of eLearning. She is also the co-director of the National Research Center for Distance Education and Technological Advancements, supported by the U.S Department of Education. Tanya has been recognized by the Sloan Consortium, now Online Learning Consortium (OLC), and has been featured in the Chronicle of Higher Education ...
We Are The Campus: Using The University Of Edinburgh’S Manifesto For Teaching Online To Provoke Dialogue About Online Learning In The Us, 2017 American Public University System
We Are The Campus: Using The University Of Edinburgh’S Manifesto For Teaching Online To Provoke Dialogue About Online Learning In The Us, Nancy Heath
In this article, the Manifesto for Teaching Online, a document created through an iterative process by students and teachers in the MScC in E-learning Programme at the University of Edinburgh, is presented. The goal of the Manifesto is to provoke discussion, and to “rethink some of the orthodoxies and unexamined truisms” (Ross, 2012) surrounding the field of online teaching. Written in the style of a manifesto (or even a meme, discussed below) the Scottish document purposefully eschews formal learning theory or traditional research. Each point of the Manifesto is “deliberately interpretable”, underlining its authors’ roles as provocateurs (Ross, 2012). This ...
An Academy Customer Experience Benchmark Observation, 2017 University of Phoenix
An Academy Customer Experience Benchmark Observation, Erik Bean
How do academies use customer experience (CX) leadership theory? How do they employ and measure it? A content analysis and brief survey was employed to examine a University of Phoenix research center website iteration to define the customer personas of dissertation chairs, its largest customers who utilize the Center for Leadership Studies and Educational Research center for guidance to formulate research studies geared toward publication. These customers (known as affiliates) were also measured whether they believed that implicit promises made were kept, a necessity of purposeful CX strategy. The results revealed that the personas who needed the most publication support ...
Online Graduate Course Evaluation From Both Students’ And Peer Instructors’ Perspectives Utilizing Quality Matters, 2017 Indiana University Bloomington
Online Graduate Course Evaluation From Both Students’ And Peer Instructors’ Perspectives Utilizing Quality Matters, Kyungbin Kwon, Frank R. Disilvestro, Marjorie E. Treff
The main purpose of this study was to improve the quality of online courses in Indiana University’s adult education graduate program. Researchers utilized Quality Matters™ (QM) standards to evaluate the courses. A total of 24 students from five courses participated in the evaluation process. Three peer instructors also evaluated the courses based on the QM standards. The evaluations of both cohorts suggested the following: (1) the adult online graduate courses fulfilled the key components of QM standards in general; (2) students’ evaluations of the courses were quite consistent with the peer instructors’ evaluations; (3) areas identified as needing improvement ...
Letter From The Editor, 2017 American Public University System
Letter From The Editor, Kathleen J. Tate
An introduction to volume 5, issue 1 of Internet Learning from new Editor-in-Chief Kathleen Tate. The journal has been restructured to include sections that highlight research, theory, practice; Book Review, Media Review, and From the Field sections are added as well.
Front Matter: Volume 5, Number 1, 2017 American Public University System
Front Matter: Volume 5, Number 1, Internet Learning
Table of contents and editorial board for Volume 5, Number 1 of Internet Learning.
The Effect Of Blended Learning On Math And Reading Achievement In A Charter School Context, 2017 Liberty University
The Effect Of Blended Learning On Math And Reading Achievement In A Charter School Context, Terry Chaney
Doctoral Dissertations and Projects
In spite of its growing popularity, researchers have focused little attention on the effectiveness of combining traditional classroom instruction and online learning, a practice generally referred to as blended learning. The modest research on blended learning to date has tended to focus on higher education, leaving a significant gap in the research regarding K-12 education. Even less attention has been given to blended learning in charter school K-12 education. Framed within Vygotsky’s theory of social development, the purpose of this causal-comparative research study was to determine if there were any significant differences when comparing charter school students who participated ...
Multiple Purposes Of Eportfolios In Higher Education: A Case Study Of One Department, 2017 Iowa State University
Multiple Purposes Of Eportfolios In Higher Education: A Case Study Of One Department, Lesya M. Hassall
This case study was designed to investigate how the multiple purposes of ePortfolios in support of learning, program assessment, and institutional accountability were expressed in one department. The research site was purposefully identified: the most mature constituency of the eDoc electronic portfolio system initiative at Iowa State University (ISU), the Department of Food Science and Human Nutrition (FSHN), integrated the practice of ePortfolios in its undergraduate curriculum to track student progress, assess the quality of its programs, and prepare for accreditation.;A qualitative interpretive approach was adopted for this research. Rich in content and depth, data were collected from a ...
The Big Crunch: A Hybrid Solution To Earth And Space Science Instruction For Elementary Education Majors, 2017 Iowa State University
The Big Crunch: A Hybrid Solution To Earth And Space Science Instruction For Elementary Education Majors, Cinzia Cervato, Charles Kerton, Andrea Peer, Lesya M. Hassall, Allan Schmidt
We describe the rationale and process for the development of a new hybrid Earth and Space Science course for elementary education majors. A five-step course design model, applicable to both online and traditional courses, is presented. Assessment of the course outcomes after two semesters indicates that the intensive time invested in the development of the course results in a manageable workload during the semester for faculty with an already full teaching load. We also found that average scores in proctored online exams for this cohort of students are identical to the average scores of students from the same major enrolled ...
Looking Through The Webcam Lens: Reflections On Moving Assessment Courses From Face-To-Face To Online, 2017 The University of Texas at Tyler
Looking Through The Webcam Lens: Reflections On Moving Assessment Courses From Face-To-Face To Online, Jessica Rueter, Frank Dykes
This article presents one university’s transition from a traditional face-to-face graduate program of special education with certification as an educational diagnostician to an online format. More specifically, the authors describe the development of assessment courses when teaching norm-referenced instruments in online environments. Strengths and weaknesses are presented and recommendations for other faculty members are discussed.
Learning Analytics: Shifting From Theory To Practice., 2017 Utah State University
Learning Analytics: Shifting From Theory To Practice., Courtney Stewart
Journal on Empowering Teaching Excellence
As online and blended learning continues to increase in higher education, so does the amount of data that is housed within Learning Management Systems that can be analyzed and processed within the framework of Learning Analytics. Learning Analytics is a new and developing field. As with many new fields of study, a gap between theory and practice is evident. Some attribute this gap to the lack of situating learning analytics within learning theory. In order for Learning Analytics to find interest and usability among educators, a shift is needed from the technical use to practical application. In this theoretical paper ...
Technology In Ivc Classes, 2017 Utah State University
Technology In Ivc Classes, Piotr Runge
Journal on Empowering Teaching Excellence
One of the biggest challenges of the interactive broadcast method of delivering math courses are the lack of whiteboards on which students can show their written work visible in real time to the instructor and other students and hardship in facilitating student group work. With the use of technology, including appropriate hardware and software, these challenges can be faced to give the students participating in IVC classes a feeling of being in a face to face classroom with most of its functionalities, including ways of participating in collaborative work and easiness of verbal and written communication with classmates and the ...
Engaging Students In A Synchronous Distance Setting: Asking Online Questions, 2017 Utah State University
Engaging Students In A Synchronous Distance Setting: Asking Online Questions, Christopher J. Hartwell
Journal on Empowering Teaching Excellence
One major challenge in higher education is engaging student in the learning process, and this challenge is of particular concern in synchronous broadcast classes, where students are geographically dispersed. This paper argues that the use of online questions, that students can respond to using their electronic devices, is an effective way to increase student participation and engagement in such settings. Personal experience with one particular online question platform – Poll Everywhere (www.polleverywhere.com) – is used to illustrate potential capabilities, question types. Both advantages and challenges of using online questions are discussed.
Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1, 2017 Utah State University
Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1
Journal on Empowering Teaching Excellence
For our inaugural issue, we reviewed the feedback from our 2016 ETE faculty conference—an event for USU faculty hosted every August on the USU main campus. We identified several of the presenters who received high marks in post-session surveys and invited them to submit a proceedings paper for their presentation. Many responded, and their papers now comprise the majority of this issue. Because most of the articles began as stand-up presentations for a conference, several adopt a first-person narrative style in which the authors share examples of things they have tried in their teaching that have worked. In the ...
Strategies For Teaching Online: Perspectives From Across Disciplines, 2017 Winthrop University
Strategies For Teaching Online: Perspectives From Across Disciplines, Kimarie Whetstone, Kim Brazzell, Thomas Cornelius, Jill Stout
Winthrop Conference on Teaching and Learning
With the growth of online learning on the horizon at Winthrop University, faculty members can be best served in learning strategies for teaching online by participating in a dialogue with colleagues who are currently teaching in this modality.
This panel session will provide strategies for teaching online from the perspective of Winthrop University faculty currently teaching online across a variety of disciplines. Panelists will share their experiences with respect to common pitfalls and lessons learned; skills needed to be a successful online facilitator; roles and responsibilities; cognitive, social, and teaching presence; engagement; accessible online content; and providing the Winthrop experience ...
Adaptive Learning: A Tale Of Two Contexts, 2017 University of Central Florida
Adaptive Learning: A Tale Of Two Contexts, Charles Dziuban, Patsy Moskal, Constance Johnson, Duncan Evans
Current Issues in Emerging eLearning
This paper presents the results of student reactions to adaptive learning at two universities with considerably different contexts: a large public institution and a for-profit, professional university. A student response protocol developed by and administered at the University of Central Florida (UCF) was also distributed to students at Colorado Technical University (CTU). Demographic comparisons of the two responding sample groups indicated considerable differences in student characteristics, especially with respect to age and work status. However, a factor invariance comparison revealed that students at both universities evaluated the adaptive climate similarly though the lens of learning environment, guidance path and progression ...
Site Joint Sig Symposia: A Collaboration Between The K-12 Online Learning Sig And Distance Learning Sig: How Higher Education And K-12 Online Learning Research Can Impact Each Other, 2017 Kent State University
Site Joint Sig Symposia: A Collaboration Between The K-12 Online Learning Sig And Distance Learning Sig: How Higher Education And K-12 Online Learning Research Can Impact Each Other, Rick Ferdig, Leanna Archambault, Kerry Rice, Margaret Niess, Trisha Litz, Amy Garrett-Dikkers, Aimee Whiteside, Michael Barbour, David Marcovitz, Antoinette Davis
EKU Faculty and Staff Scholarship
Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings together the work of the K-12 Online Learning SIG and the Distance Learning SIG communities and focuses on presentations from scholars in the field whose work has implications for both higher education and K-12 online learning. This Symposia will have nine panelists who will each present their work and then talk specifically about how their work can inform both K-12 and HE. Included in the list of Higher Education-focused panelists are Trisha Litz of Regis University, Maggie Niess of Oregon State University, Antoinette Davis of ...
Comparing The Self-Efficacy Of Dual Enrollment Students Taking Classes At The High School, At The College, And Online, Tyler Wallace
Doctoral Dissertations and Projects
This quantitative causal comparative study investigated how the modality of course content delivery impacts the self-efficacy of dual enrollment students. The problem was that it is unclear how the benefits of dual enrollment impact different student groups based on the location of the course. The purpose was to verify existing research linking higher college self-efficacy with participation in dual enrollment programs and to provide an initial understanding of how the benefit of higher levels of self-efficacy regarding college performance is distributed between students who take their dual enrollment courses in various modalities. Using the College Academic Self-Efficacy Scale (CASES), data ...