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Full-Text Articles in Education
A Case Study Of Community Of Inquiry Presences And Cognitive Load In Asynchronous Online Stem Courses, Emily Faulconer, Darryl Chamberlain, Beverly Wood
A Case Study Of Community Of Inquiry Presences And Cognitive Load In Asynchronous Online Stem Courses, Emily Faulconer, Darryl Chamberlain, Beverly Wood
Publications
The design and facilitation of asynchronous online courses can have notable impacts on students related to persistence, performance, and perspectives. This case study presents current conditions for cognitive load and Community of Inquiry (CoI) presences in an asynchronous online introductory undergraduate STEM course. Researchers present the novel use of Python script to clean and organize data and a simplification of the instructional efficiency calculation for use of anonymous data. Key relationships between cognitive load and CoI presences are found through validated use of NASA-TLX instrument and transcript analysis of discussion posts. The data show that student presences are not consistent …
A Case Study Of Community Of Inquiry Presences And Cognitive Load In Asynchronous Online Stem Courses, Emily K. Faulconer, Darryl J. Chamberlain Jr.
A Case Study Of Community Of Inquiry Presences And Cognitive Load In Asynchronous Online Stem Courses, Emily K. Faulconer, Darryl J. Chamberlain Jr.
Publications
The design and facilitation of asynchronous online courses can have notable impacts on students related to persistence, performance, and perspectives. This case study presents current conditions for cognitive load and Community of Inquiry (CoI) presences in an asynchronous online introductory undergraduate STEM course. Researchers present the novel use of Python script to clean and organize data and a simplification of the instructional efficiency calculation for use of anonymous data. Key relationships between cognitive load and CoI presences are found through validated use of NASA-TLX instrument and transcript analysis of discussion posts. The data show that student presences are not consistent …
Collaboration Between Library, Faculty, And Instructional Design To Increase All Open Educational Resources For Curriculum Development And Delivery, Kelly Whealan-George, Anne Marie Casey
Collaboration Between Library, Faculty, And Instructional Design To Increase All Open Educational Resources For Curriculum Development And Delivery, Kelly Whealan-George, Anne Marie Casey
Publications
Students at universities spend an average of $1,250 yearly on textbooks and course materials. Can a collaboration between the Library and the Instructional Design Department create value for student populations by incorporating OER into the course development process? This is a case study of one University with a large online and distributed network with controls over the course design, timeline and curriculum delivered by the faculty. This University’s team tested whether the entire course could be designed in a scalable format using OERs collaborating with a librarian to organize the resources so students will have ready access to OER every …
Book Review: High-Impact Practices In Online Education, Emily Faulconer
Book Review: High-Impact Practices In Online Education, Emily Faulconer
Publications
This document is Dr. Faulconer’s review of High-Impact Practices in Online Education, 2018. 221p ISBN 978-1-62036-847-3 (paperback), $35.00.
Arriving At A Better Answer: A Decision Matrix For Science Lab Course Format, Emily K. Faulconer, Laura S. Faulconer, James R. Hanamean
Arriving At A Better Answer: A Decision Matrix For Science Lab Course Format, Emily K. Faulconer, Laura S. Faulconer, James R. Hanamean
Publications
At first glance, scientific laboratory experiences might appear to be challenging to move to the cloud. Skeptics may point to sensory feedback limitations and inequivalence of student outcomes. However, emerging data increasingly provide evidence that scientific laboratory courses are not only amenable to online learning, but also can deliver student outcomes at or above traditional in-person courses. In identifying a science lab format, each institution weighs factors like lab course goals, budget, program growth, access, and safety. This article presents a single case study and a decision matrix for how one institution informed their choice for the modality of a …
Informing Online Doctoral Course Development Using Student Feedback, Haydee M. Cuevas, Jan G. Neal
Informing Online Doctoral Course Development Using Student Feedback, Haydee M. Cuevas, Jan G. Neal
Publications
This paper describes the initial development and continuous improvement of DAV 715: Human Factors in Aviation, an online post graduate course in the Ph.D. in Aviation program at Embry-Riddle Aeronautical University (ERAU), from the perspectives of the subject matter expert (SME)/course instructor and the instructional designer/course builder as well as with consideration of student feedback. The process was guided by the 3-Phase Design (3PD) model developed by Sims and Jones (2003). The first section of the paper presents a definition of instructional design and development and salient instructional design challenges. This section also includes descriptions of the Ph.D. in Aviation …
Educational Video Game Effects Upon Mathematics Achievement And Motivation Scores: An Experimental Study Examining Differences Between The Sexes, Wendi M. Kappers
Educational Video Game Effects Upon Mathematics Achievement And Motivation Scores: An Experimental Study Examining Differences Between The Sexes, Wendi M. Kappers
Publications
An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df …