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Student Outcomes In Traditional, Hybrid, And Online Courses In Community College Career And Technical Education Programs, Thomas R. Sewell 2016 East Tennessee State University

Student Outcomes In Traditional, Hybrid, And Online Courses In Community College Career And Technical Education Programs, Thomas R. Sewell

Electronic Theses and Dissertations

The purpose of this quantitative study was to examine whether differences in student course outcomes as defined by final course grades existed between three content delivery methods in career and technical education courses: Traditional (face to face), hybrid, and online. Final course grades in career and technical education courses at one community college for the Fall 2011 through the Fall 2015 semesters were used in this study to compare the success of students in courses employing the three content delivery methods. The outcomes for male and female students and the outcomes for traditional and nontraditional students in career and technical ...


Ireach Blended Learning Model And Reading Lexile Growth Of Freshmen In Maryville City Schools, Whitney Ann Schmidt 2016 East Tennessee State University

Ireach Blended Learning Model And Reading Lexile Growth Of Freshmen In Maryville City Schools, Whitney Ann Schmidt

Electronic Theses and Dissertations

The Maryville City School system has implemented the first year of the iReach blended learning model for which all students in the school district have access to either a laptop or an iPad to support their learning every day. The availability of research on the impact of iReach is limited because the blended learning instructional model is relatively new and has not yet been subjected to numerous research studies. The purpose of this ex post facto quasi-experimental quantitative study was to compare student reading Lexile growth data collected through the use of the Reading Comprehension Assessment before and after iReach ...


Math Emporium Model: Preparing Developmental Students For College Algebra, Stephanie Patton Williams 2016 University of Southern Mississippi

Math Emporium Model: Preparing Developmental Students For College Algebra, Stephanie Patton Williams

Dissertations

This study examined the effectiveness of the Emporium Model in reducing math anxiety and in preparing developmental math students at a community college to be successful in College Algebra. The study involved 59 students enrolled in Intermediate Algebra at a community college and compared those in the Emporium class format to those in the Traditional class format. Participants completed a pre-post math anxiety rating scale questionnaire and a pre-post algebra readiness test to address the research questions of the study. Two mixed model ANOVAs were done and the findings showed that there was a significant difference in math anxiety level ...


Faculty Attitudes About Distance Education, Esther Smidt, Brian McDyre, Jennifer Bunk, Rui Li, Tanya Gatenby 2016 West Chester University of Pennsylvania

Faculty Attitudes About Distance Education, Esther Smidt, Brian Mcdyre, Jennifer Bunk, Rui Li, Tanya Gatenby

Jennifer Bunk

In recent years, there has been a dramatic increase in distance learning in higher education. Given this, it is extremely important to understand faculty attitudes about distance education, not only because they can vary widely, but also because it is the faculty, through their design and implementation of online courses, that will shape the future of distance education. The purpose of the present study is to uncover faculty attitudes about distance education in a specific context, namely that of a mid-sized mid-Atlantic state university. Data sources consist of posts from two of six discussion boards written by 21 faculty participants ...


Looking Through The Webcam Lens: Reflections On Moving Assessment Courses From Face-To-Face To Online, Jessica A. Rueter, Frank Dykes 2016 Selected Works

Looking Through The Webcam Lens: Reflections On Moving Assessment Courses From Face-To-Face To Online, Jessica A. Rueter, Frank Dykes

Jessica Rueter

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.


Attitudes Toward Statistics Studies Among Students With Learning Disabilities, Orly Lipka, Itay Hess 2016 Haifa University

Attitudes Toward Statistics Studies Among Students With Learning Disabilities, Orly Lipka, Itay Hess

Numeracy

This study aims to examine the effectiveness of a support course to change attitudes toward statistics studies of post-secondary students who were diagnosed with learning disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). The participants were 22 students in a support course that was provided over a single academic term on a weekly basis. The design of the study was according to 'Pre-Post' comparison. The effects on attitudes toward statistics were examined quantitatively and qualitatively to provide a comprehensive methodology for the research purposes. Results suggest that the weekly support course model that was taught simultaneously to the on-line ...


Exploring Graduate Students' Perceptual Differences Of Face-To-Face And Online Learning, Vicki McGinley, Jeffery Osgood Jr., Jane Kenney 2016 West Chester University of Pennsylvania

Exploring Graduate Students' Perceptual Differences Of Face-To-Face And Online Learning, Vicki Mcginley, Jeffery Osgood Jr., Jane Kenney

Vicki McGinley

No abstract provided.


Faculty Attitudes About Distance Education, Esther Smidt, Brian McDyre, Jennifer Bunk, Rui Li, Tanya Gatenby 2016 West Chester University of Pennsylvania

Faculty Attitudes About Distance Education, Esther Smidt, Brian Mcdyre, Jennifer Bunk, Rui Li, Tanya Gatenby

Esther Smidt

In recent years, there has been a dramatic increase in distance learning in higher education. Given this, it is extremely important to understand faculty attitudes about distance education, not only because they can vary widely, but also because it is the faculty, through their design and implementation of online courses, that will shape the future of distance education. The purpose of the present study is to uncover faculty attitudes about distance education in a specific context, namely that of a mid-sized mid-Atlantic state university. Data sources consist of posts from two of six discussion boards written by 21 faculty participants ...


Constructing Online Communities Of Practice, Marvin Cohen, Babette Moeller, Michelle Cerrone 2016 Bank Street College of Education

Constructing Online Communities Of Practice, Marvin Cohen, Babette Moeller, Michelle Cerrone

Occasional Paper Series

The authors document the ways in which online communities of practice enable teachers to have meaningful conversations sharing practices and discussing the nuances of teaching math.


Operations Management Outside Of The Classroom: An Experiential Approach To Teaching Enabled By Online Learning, Kristen A. Sosulski, Harry G. Chernoff 2016 New York University

Operations Management Outside Of The Classroom: An Experiential Approach To Teaching Enabled By Online Learning, Kristen A. Sosulski, Harry G. Chernoff

Occasional Paper Series

This paper describes the design of an experiential approach to teaching operations management (OM) at New York University Stern School of Business. OM students study the design and management of the supply side of business, including how products are produced and how services are supplied. The course discussed in this paper is unique in that students learn operations while visiting real companies and organizations. The foundational concepts are not taught in classroom lectures, but through video minilectures, demonstrations, group work sessions, and practice problems that are available online and can be accessed at any time. This allows for classroom time ...


Creating Meaningful Learning Opportunities Online, Hafdís Guðjónsdóttir, Svanborg R. Jónsdóttir, Karen Rut Gísladóttir 2016 University of Iceland School of Education (IUE)

Creating Meaningful Learning Opportunities Online, Hafdís Guðjónsdóttir, Svanborg R. Jónsdóttir, Karen Rut Gísladóttir

Occasional Paper Series

This paper describe the ways in which the authors have used digital pedagogy to address the loneliness of the distance learner by making their online course more inclusive and interactive.


Activating Emotional & Analytic Engagement In Blended Learning: A Multicultural Teacher Education Example, Ramona Maile Cutri, Erin Feinauer Whiting, Stefinee E. Pinnegar 2016 Brigham Young University

Activating Emotional & Analytic Engagement In Blended Learning: A Multicultural Teacher Education Example, Ramona Maile Cutri, Erin Feinauer Whiting, Stefinee E. Pinnegar

Occasional Paper Series

The authors share their experience in designing a blended multicultural education course that they hoped would increase the likelihood that the teachers they were educating would take up socially just dispositions. They examined their own learning using a critical friend relationship with a colleague experienced in developing technological responses that honor relational aspects of teacher education within a framework of sociocultural theory.


Teaching Science Teachers In An Online Context With A Constructivist Approach, Frederick W. Freking, Jenny D. Ingber 2016 USC Rossier School of Education

Teaching Science Teachers In An Online Context With A Constructivist Approach, Frederick W. Freking, Jenny D. Ingber

Occasional Paper Series

The authors discuss the development of an online STEM-based teacher education program, providing a template for the inclusion of constructivist practices, such as course activities and student teaching.


Fostering Student Engagement: Creating A Culture Of Learning Online, Robin G. Isserles 2016 Borough of Manhattan Community College

Fostering Student Engagement: Creating A Culture Of Learning Online, Robin G. Isserles

Occasional Paper Series

The author addresses the ways in which distance learning offers possibilities for mitigating inequitable access to higher education — supporting community college students’ ability to take ownership of their learning, and encouraging them to think critically about what they are learning.


Preparing Teachers As Literacy Leaders In A Hybrid Classroom, Tamara Spencer 2016 Saint Mary’s College

Preparing Teachers As Literacy Leaders In A Hybrid Classroom, Tamara Spencer

Occasional Paper Series

The author describes and analyzes how she developed a course (Literacy in the Elementary Grades) in hybrid format—50% online and 50% face-to-face teaching. First, she draws upon two overlapping frameworks in literacy studies—sociocultural theory and new literacy studies to describe the broader theoretical framework that grounds both the course design and the approach to literacy taken with the course. From there, the author provides a detailed analysis of the course, the objectives, overall content and assignments, and how she modified the course to be hybrid.


Beyond A Digital Status Quo: Re-Conceptualizing Online Learning Opportunities, Ellen Meier 2016 Teachers College, Columbia University

Beyond A Digital Status Quo: Re-Conceptualizing Online Learning Opportunities, Ellen Meier

Occasional Paper Series

According to the popular press and many policy pundits, online learning represents the next educational leap forward. Extraordinary claims have been made in the name of e-learning, including the assurance of educational equity, personalized learning for all, and significant cost savings for students — to name just a few. At the same time however, few policymakers are asking substantive questions about the educational nature of online learning environments. How are the classes organized, and what learning theories shape the design of these digital environments? What skills are needed to teach online and how are instructors prepared to teach in these new ...


Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss 2016 Bank Street College of Education

Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss

Occasional Paper Series

Cover page, table of contents, editors' notes.


Examining The Use Of Lecture Capture Technology: Implications For Teaching And Learning, Jovan F. Groen, Brenna Quigley, Yves Herry 2016 University of Ottawa

Examining The Use Of Lecture Capture Technology: Implications For Teaching And Learning, Jovan F. Groen, Brenna Quigley, Yves Herry

The Canadian Journal for the Scholarship of Teaching and Learning

This study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and focus groups, lecture capture usage statistics, and grades. Results showed that 63% of students were satisfied with lecture capture and 75% of students indicated that it had facilitated their learning. Students primarily used the recordings to learn what they had missed while in class (79%) or because they were ...


Is "Good Enough" Good Enough? Envisioning The Future Intersection Of Libraries And Online Learning, Mia Breitkopf, Logan Rath 2016 State University of New York College at Brockport

Is "Good Enough" Good Enough? Envisioning The Future Intersection Of Libraries And Online Learning, Mia Breitkopf, Logan Rath

Library Presentations

PDF of the slides used to present a discussion at the State University of New York Librarians Association (SUNYLA) Conference in Binghamton, New York, on June 10, 2016. Discussion focused on envisioning how academic libraries and librarians should plan in a forward-thinking proactive way to support online learning as distance education grows SUNY-wide.


Considering The Virtual Classroom: A Call To Middle Level Education Programs, Brooke B. Eisenbach 2016 Lesley University

Considering The Virtual Classroom: A Call To Middle Level Education Programs, Brooke B. Eisenbach

Middle Grades Review

Today’s classrooms are changing and moving beyond the walls of a traditional school environment. With each passing year, a growing population of middle level learners are logging into full-time, or blended learning virtual courses. However, teachers often lack the training and experience necessary to address the developmental needs of middle level learners within this new context. In an effort to prepare tomorrow’s educators for the reality of the 21st century classroom, it’s time to consider our post-secondary education programs, and the manner in which we prepare our teacher candidates to teach middle level learners within the ...


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