Open Access. Powered by Scholars. Published by Universities.®
- Publication
- Publication Type
Articles 1 - 7 of 7
Full-Text Articles in Education
Building Relationship-Rich Opportunities Online, Shirley P. O'Brien, Kelli Spayd
Building Relationship-Rich Opportunities Online, Shirley P. O'Brien, Kelli Spayd
Pedagogicon Conference Proceedings
Mentoring is an important process in building rich relationships in learning. The use of e-mentoring as an innovative strategy to promote a relationship rich experience for faculty and students is described. Data collected reinforces learner-centered professional value in the promotion of student engagement.
First And Lasting Impressions: Creating Course Tour Videos To Guide Online Students, Melony Shemberger
First And Lasting Impressions: Creating Course Tour Videos To Guide Online Students, Melony Shemberger
Pedagogicon Conference Proceedings
Online course design has gained increased attention in education, given the global health crisis brought on by COVID-19. Students need to familiarize themselves at the beginning of an online course to be successful. An important item often overlooked, however, is the inclusion of a course tour video, which can help serve as an effective orientation for a student new to the course. This article will share best practices and insights on how to make a brief video guiding students to navigate a course more effectively, setting them up for success.
Using Video Technology For Discussion Forums: Building An Engaged Online Community, Shirley P. O'Brien, Steven Shisley Dr.
Using Video Technology For Discussion Forums: Building An Engaged Online Community, Shirley P. O'Brien, Steven Shisley Dr.
Pedagogicon Conference Proceedings
Faculty used various multimedia technology delivery methods within higher education in response to the COVID-19 pandemic. Instructors were urged to be more agile when considering tools to promote student engagement within the forced, online environment. Video technology is a mainstay in both online and hybrid education as well as in the workforce. Flipgrid, an agile learning tool, promotes asynchronous class discussions to reinforce higher levels of thinking in Bloom’s taxonomy of learning. Data collected from three courses suggests that Flipgrid promotes student engagement in a learner-centered approach. Implications are suggested for online learning.
The Importance Of Building A Social Presence In The Online Classroom, Amanda W. Joyce
The Importance Of Building A Social Presence In The Online Classroom, Amanda W. Joyce
Pedagogicon Conference Proceedings
While important, many of the guidelines put in place to prevent disease transmission during the Covid-19 pandemic (social distancing, quarantining, facial coverings, etc.) have created challenges to building student-student and student-faculty relationships. However, these relationships are, according to the Community of Inquiry model (Garrison et al., 2000), essential to learning. The purpose of this piece is to explore strategies to build social presence in the classroom to benefit students and faculty alike. Strategies such as the strategic use of discussion boards, collaborative assignments, class announcements, extra credit, and more are discussed in the context of improving student learning without significantly …
Give ‘Em Something To Smile About: Connecting With Online Students Through Humor, John Huss
Give ‘Em Something To Smile About: Connecting With Online Students Through Humor, John Huss
Pedagogicon Conference Proceedings
Humor and higher education are infrequently mentioned in the same conversation, but much empirical evidence supports the contention that the use of humor is related to positive student perceptions of the instructor and learning environment (Banas et al., 2011; Garner, 2006; James, 2004; Suzuki & Heath, 2014). The literature certainly establishes a foundation to consider humor as a critical element of any instructor’s online teaching arsenal and such an inclusion may be particularly pertinent at this time, given the undeniable shift in higher education dynamics as more institutions, both by choice and circumstance, witness unprecedented growth in their web-based programs. …
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
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 …
An Investigation Of Student Performance, Student Satisfaction , And Learner Characteristics In Online Versus Face-To-Face Classes--Research, Jennifer L. Vansickle, Chien-Chih Peng, Terry G. Elliott, Karen J. Pierce
An Investigation Of Student Performance, Student Satisfaction , And Learner Characteristics In Online Versus Face-To-Face Classes--Research, Jennifer L. Vansickle, Chien-Chih Peng, Terry G. Elliott, Karen J. Pierce
Kentucky Journal of Excellence in College Teaching and Learning
The purpose of this study was to investigate student performance, student satisfaction, and learner characteristics in online versus face-to-face delivery formats in accounting. Forty-four students, enrolled in either the face-to-face or online section of an accounting course, completed a survey assessing satisfaction, learning outcomes, and learner characteristics. Significant differences were found regarding satisfaction with learning and perception of the instructor. However, online learners displayed similar traits as their face-to-face counterparts. In addition, researchers compared pre-test / post-test, homework, quiz, and exam scores to determine if delivery method affected learning. A significant difference was found between face-to-face and online students in …