Online and Distance Education Commons^™

Efl Learners’ Attitudes Toward The Usability Of Lmoocs: A Qualitative Content Analysis, Amir Reza Rahimi Mr, Dara Tafazoli Dr

The Qualitative Report

This qualitative study aimed to explore the usability of Language Massive Open Online Courses (LMOOCs) based on Iranian English as a Foreign Language (EFL) learners’ attitudes. We used a qualitative questionnaire to collect data from 12 EFL learners from five cities in Iran. The study’s findings address a broad range of positive and negative aspects of LMOOCs. According to content analysis, learners have agreement on the positive aspects of LMOOC, including the learning environment, usability in language learning, inclusive educational technology, and parental presence. However, the learners’ attitudes were inconsistent regarding affective factors and feedback through LMOOCs. Finally, they believed …

Three Paper Dissertation: Mooc Participation And Experiences Of Women Learners, Kinta Montilus

Seton Hall University Dissertations and Theses (ETDs)

Through three distinct investigations, this dissertation provides a unique approach to investigating the engagement of women in MOOCs. According to previous MOOC research, not only 10% of learners who enroll in the course complete it, but the majority of these students appear to be men (Christensen et al., 2013). Women's participation in MOOCs is generally low, but it varies greatly depending on whether the course is STEM or non-STEM (i.e., Science, Technology, Engineering, and Mathematics courses—STEM). The first study examines gender participation patterns in STEM and non-STEM MOOCs using data from existing MOOC platforms. The second research study looked at …

Replication Or Reinvention: Educators’ Narratives On Teaching In Higher Education During The Covid-19 Pandemic, Viola Manokore, Jeff Kuntz

Higher Learning Research Communications

Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on post-secondary educators.

Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in Canada. Educators were asked to reflect on their experiences during the transition from in-person to remote teaching and learning.

Results: Our thematic analysis revealed that educators’ experiences were influenced by three main factors: (a) student engagement, interactions, and persistence in learning; (b) competence in the application of teacher technological pedagogical content knowledge …

My First Time Ungrading: Approach Used And Reflections, Heather J. Leslie Phd

Learning Design Center: Staff Scholarship

A few months ago, I began devouring information about ungrading with a fervent appetite. I started with the book Ungrading: Why Rating Students Undermines Learning (and What To Do Instead), edited by Susan Blum, and listened to just about every podcast where she was interviewed about this topic. I then read other books she recommended, like Wad-Ja-Get: The Grading Game in American Education by Howard Kirschenbaum and Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, and Praise by Alfie Kohn. Recently, I have become much more dialed in to the ungrading movement by reading articles from Teachers …

Re:Thinking Virtual Faculty Learning Communities, Angela Atwell

Publications

Kickstarted with a POD Early Researcher Grant in 2016 and subsequent Research Grant in 2017, Virtual Faculty Learning Communities (V-FLC) have become a staple offering at our center. Since their inception, times and conditions have changed but the idea of reconnecting with colleagues, specifically remote colleagues remains at the heart of these V-FLC experiences. In this session, participants will explore the value and flexibility of V-FLCs by reviewing the development process, analyzing the concept of community, and scrutinizing the impact of size on a V-FLC. Participants will also leave with access to a framework for creating Virtual Faculty Learning Communities. …

Cognitive Load In Asynchronous Discussions In A Fully Online Course, Emily Faulconer

Publications

This study was designed as a quantitative descriptive investigation.

Instructional Efficiency In Asynchronous Online Discussions, Emily Faulconer, Darryl Chamberlain, Beverly Wood

Publications

Cognitive load mitigation strategies & community of inquiry framework are not discipline specific.

Case Study: Implementing A Virtual Induction Programme For Students, Cct College Dublin

CCT Case Studies

Prior to the pivot to emergency online teaching and learning, CCT staff and students gave the digital environment at CCT (hardware, software and digital teaching and learning) a high rating of 88.6% and 79.6% respectively in the Irish National Digital Experience INDEx survey. This robust digital environment provided a strong basis to underpin the migration of traditionally face-to-face student support services to an online environment. This was implemented during the COVID-19 pandemic but will be continued both as a supplement to face-to-face induction, and as a permanent feature for recently validated blended programmes. This case study outlines the development and …

Define “Learning Engineering” With The Trap Framework, Ke Zhang, Meina Zhu

Administrative and Organizational Studies

While the term “learning engineering” was first coined by Herbert [1]; it is becoming more salient recently. But there is not a commonly shared understanding of learning engineering as a professional or an academic field. Thus, we explored a range of resources, including scholarly publications and discussions, websites and initiatives of selected professional organizations, resources from related USA government and agencies, recent job posts and learning engineering degree programs to find relevant rhetoric, descriptions, curricula, task forces and other resources on learning engineering. Based on a critical synthesis of the above-mentioned materials, we argue that learning engineering is an emerging …

Introducing The Remote Mentoring Of Undergraduate Research Students (Rementurs) Workshop Series: Initial Evaluation And Plans For Wider Implementation, Elizabeth Sargent, Abid Shaikh, Karla-Sue Marriott, Taysia Porter, Dawn N. Cannon-Rech, Shainaz M. Landge

Justice Studies Faculty Publications

The primary objective of the Remote Mentoring of Undergraduate Research Students (ReMentURS) workshop series is to design a remotely available professional development training that will provide rigorous research concept and skills introduction to incoming undergraduate research students. This pilot run eight-week remote learning workshop series includes digital presentations, informational videos, virtual demonstrations, and aligned comprehension checks to foster student mindsets towards becoming independent research scientists. Preliminary assessment of the of ReMentURS program reveals that participants self-report gaining a variety of skills through the series and are likely to use the content in their future course and research laboratories. ReMentURS material …

Need For Comprehension Remediation In A University-Based Online Reading Clinic, Patricia Ash

Student Research Poster Presentations 2022

The significant areas of concern for this research include determining the most effective comprehension strategies that will address the needs of students who struggle with comprehension. There is no doubt that technology and alternative means of instruction have to be explored and used for education; however, the platforms must be evaluated with specific criteria to allow for seamless instruction and student interaction. Finally, this research will evaluate if the need for a reading clinic is one that school districts think needs to be filled.

Admission Variables Predict Success In A Hybrid-Online Physical Therapist Education Program, Evan M. Pucillo, Rossniel Marinas, Christine Salmon, Vibhor Agrawal

Physical Therapy Collection

Purpose: Screening student applicants can be a valuable measure for hybrid-online Doctor of Physical Therapy (DPT) programs.Institutions embrace a wide variety of measurements that drive admissions decisions. However, uncertainties exist regarding the most accurate admission predictors of academic outcomes, especially among hybrid-online DPT programs. The purpose of this study was to examine predictive relationships between applicants’ admission variables and program grade point average and National Physical Therapy Examination (NPTE) performance in a cohort of entry-level hybrid-online DPT students. Methods: A retrospective cohort design and convenience sampling method was used across two entry-level hybrid-online DPT programs in the Southeastern US. Hybrid-online …

Online Teaching Of Program Planning & Evaluation, Manoj Sharma

UNLV Best Teaching Practices Expo

Program Planning & Evaluation (PBH 440-1001) offered by the School of Public Health at University of Nevada, Las Vegas was taught asynchronously online by Manoj Sharma to undergraduate students (primarily from public health) in Spring 2021 (n=34). This course is designed to equip students with the knowledge and skills necessary to systematically develop, implement, and evaluate health-related programs, services, and interventions. The specific teaching techniques that were used in teaching this course were organizing the entire course in Canvas and making it available from day 1, recording all lectures beforehand in Panopto, utilizing cases studies in modules, embedding journal articles …

Improving Active Learning Through Advanced Teaching Practices On An Online Course, Jin Ouk O. Choi

UNLV Best Teaching Practices Expo

Since the outbreak of the COVID, there has been a great need to advance learning experiences and opportunities for students when the courses are taught remotely. To address the need, the author incorporated the teaching strategies learned from the Culturally Relevant & Responsive Teaching (CRRT) fellows program supported by the NSF TRANSCEnD project. In Fall 2021, the author implemented multiple new teaching techniques and strategies in the CEM453-653 course, delivered entirely online. The specific teaching practices and technologies are: 1) Delivering lectures both live (synchronous) and recordings (asynchronous); 2) Using adaptive technology (Mentimeter & WebEx Poll) with real-time feedback; 3) …

Collaborative Learning In An Asynchronous Online Introductory Statistics Course, Marla Lemmon

Theses and Dissertations--Education Sciences

Collaborative learning has been shown to improve student learning and performance; however, the influence of collaboration has not yet been examined in the context of an online introductory statistics course. Often the influence of collaborative learning is measured using only one outcome variable, typically course achievement. This study will contribute a more thorough examination of the influence collaboration has on student learning by operationalizing the learning construct with the use of multiple measures: academic performance, perceived learning, and growth in statistical knowledge. In addition, this study will provide a model for incorporating collaborative learning in an asynchronous online course.

A Virtual Physics Laboratory For Remote/Online Learning, Themistoklis Chronis

Summer Community of Scholars (RCEU and HCR) Project Proposals

No abstract provided.

Offering Online Peer Support To Students: The Case Of The Cct Student Mentoring Academy, Cct College Dublin

CCT Case Studies

The CCT Student Mentoring Academy is a key institutional student success and student partnership initiative. In the Academy, students work in partnership with faculty to provide peer support opportunities across the college as well as structured support and guidance for peer mentors. The College’s Student Success Strategy 2021-23 states: “CCT will continue to grow and expand its CCT Student Mentoring Academy through faculty supervised peer support. Programmes such as these will continue to prioritize working in partnership with students to optimise the learning environment.” (2021, p.8) During the academic year 2020/21, the Student Mentoring Academy successfully migrated its activities from …

An Exploration Of Factors Influencing Faculty Engagement With Open Practices At The School Of Education: A Pilot Study, Preeti Kamat, Jessica Kirschner, Hillary Miller, Sergio Chaparro, Jose Alcaine, Nina Exner

Graduate Research Posters

Background:

Open practices in academia are emerging as affordable tools in widening research access by removing many barriers in the scholarly research and learning process. While faculty engagement with open practices is increasing, there remain some barriers to widespread participation. Though research to date suggests faculty perceptions about promotion and tenure (P&T) policies influence faculty engagement with open practices, many studies limit their focus on a few influencing factors. Answering calls for more research, this pilot study aims to explore the influence of various factors on faculty engagement with open practices, with a focus on promotion and tenure (P&T) policies …

Exploring The Effect Of Online Course Design On Preservice Teachers’ Knowledge Transfer And Retention Through Learning Analytics, Yasemin Gülbahar, Mohamed Ibrahim, Rebecca Callaway

Faculty Publications - Curriculum & Instruction

There is a vast amount of data collected on e-learning platforms that can provide insight and guidance to both learners and educators. However, this data is rarely used for evaluation and understanding the learning process. Hence, to fill this gap in the literature this study explored the effect of online course design on students’ transfer and retention of knowledge through learning analytics. The aim was to reveal study behaviours of participants over a short time while exploring their academic performance. Using a mixed method approach, this research is conducted in two different countries in a limited time. The results showed …

And Finally... Systems And Instructional Design, Michael Simonson

Faculty Articles

Excerpt

A system is a set of interrelated parts, all working together toward a defined goal. The parts of the system depend on each other for input and output. The entire system uses feedback to determine if its desired goal has been reached. If not, then the system is modified until it reaches its goal (Dick et al., 2015).