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Articles 1 - 16 of 16
Full-Text Articles in Education
E-Mentoring The Online Doctoral Student From The Dissertation Prospectus Through Dissertation Completion, Ronald Black
E-Mentoring The Online Doctoral Student From The Dissertation Prospectus Through Dissertation Completion, Ronald Black
Walden Faculty and Staff Publications
Faculty who mentor online doctoral candidates face many of the same challenges and opportunities as those mentoring doctoral candidates in traditional, face-to-face modalities. The main difference is that E-Mentoring is based on interacting in the online space rather than interacting face-to-face, which may present challenges for both the candidate and the mentor. The concept of mentoring, which originated from Greek mythology, defined a close relationship between the mentor and the student. In Ancient India, the word Guru from the Sanskrit language stood to symbolize a caring mentor and expert teacher. Structured E-Mentor programs are formalized programs which provide training, coaching, …
Professional Doctorates 2016: Updates And Further Recommendations, Walden University Professional Doctorate Working Group 2
Professional Doctorates 2016: Updates And Further Recommendations, Walden University Professional Doctorate Working Group 2
White Papers
The charge to this second working group was to examine the 2012 recommendations and clarify Walden’s position on professional doctorates. Unlike the first effort that addressed differences between professional and academic doctorates, the expectations for this group were to focus on the commonalities in the university’s professional doctorates; set clear and consistent definitions, standards, and requirements for our professional doctorates; and link those programs to employment paths more directly. From the outset, the working group acknowledged that any outcome will be a “living document” that continues to be refined as discussion continues in the university community.
Instructional Design And Facilitation Approaches That Promote Critical Thinking In Asynchronous Online Discussions: A Review Of The Literature, Laura Schindler, Gary J. Burkholder Jr
Instructional Design And Facilitation Approaches That Promote Critical Thinking In Asynchronous Online Discussions: A Review Of The Literature, Laura Schindler, Gary J. Burkholder Jr
Center for Research Quality Publications
Asynchronous online discussions (AODs) are often used to promote critical thinking in online courses; however, recent research suggests that levels of critical thinking in discussions remain low. Furthermore, there is a lack of consensus in the literature about the definition of critical thinking and many of the existing studies focus on one specific cognitive construct. Therefore, it is unknown which instructional approaches have the strongest empirical support for promoting critical thinking across multiple cognitive constructs. The purpose of this article is to present a review of the literature related to instructional design and facilitation approaches that promote critical thinking in …
The Reeal Model: A Framework For Faculty Training In Online Discussion Facilitation, Laurie Bedford
The Reeal Model: A Framework For Faculty Training In Online Discussion Facilitation, Laurie Bedford
Center for Faculty Excellence Publications
Discussion forums are a primary tool for interactions in the online classroom. Discussions are a critical part of the learning process for students, and instructor facilitation should reflect this importance. Effective instructor discussion facilitation encourages students, provides evidence and analysis and links the discussion to subsequent discourse. However, instructors receive little guidance in strategies to meet these expectations. To fill this gap, the REEAL Model is presented to support faculty in developing appropriate discussion responses. In addition, a transcript analysis technique is described which can be used as part of a faculty development program to ensure faculty have appropriate skills …
International Perspectives On Retention And Persistence, Gary J. Burkholder Jr, Nicole Holland
International Perspectives On Retention And Persistence, Gary J. Burkholder Jr, Nicole Holland
Office of Institutional Research and Assessment Publications
Access to higher education globally is increasing dramatically; attainment of tertiary degrees is a high priority, as educational attainment is associated with increased personal incomes as well as growth of the middle class in developing countries. The purpose of this essay is to briefly examine retention and persistence issues from a global perspective, review some retention strategies that have been employed at schools outside the United States, and to identify several key factors that related to retention and persistence globally, including access, infrastructure, financial consideration, and readiness for tertiary education. There exists an opportunity to utilize knowledge gained in the …
Theoretical Development, Factorial Validity, And Reliability Of The Online Graduate Mentoring Scale. Mentoring And Tutoring: Partnership In Learning., Linda Crawford, Justus Randolph, Iris M. Yob
Theoretical Development, Factorial Validity, And Reliability Of The Online Graduate Mentoring Scale. Mentoring And Tutoring: Partnership In Learning., Linda Crawford, Justus Randolph, Iris M. Yob
Center for Faculty Excellence Publications
In this study, we sought to confirm the theoretical framework underlying an Online Graduate Mentoring Scale by establishing the scale’s factorial validity and reliability. Analysis of data received from doctoral students and alumni/ae of the College of Education of one large, online, accredited university reduced the initial theoretical framework from seven to six attributes, and resulted in a revision of the scale. Further research is needed to test the theoretical framework with other relevant populations and to refine the scale itself by reducing skewness and attaining item balance
Female Administrators Perceptions Of Distance Learning, Marydee A. Spillett, Mary Ann Mundy, Lori Kupczynski, Rebecca Davis
Female Administrators Perceptions Of Distance Learning, Marydee A. Spillett, Mary Ann Mundy, Lori Kupczynski, Rebecca Davis
Center for Research Quality Publications
Gender disparity is evident in tenure track and tenured faculty positions at universities. However, distance education may provide more supportive environments for female academicians to grow and develop. The term distance learning is used to encompass any type of instruction delivered off campus. Distance learning has increased dramatically and has gained strategic importance possibly presenting women with a new realm for advancement. Leaders in distance learning must have qualities such as good listening skills, be understanding, engage in collaboration, be cooperative, demonstrate openness, have interpersonal sensitivity and empathy; attributes traditionally associated with females. This qualitative study utilizing a survey design, …
Keeping Students In By Sending Them Out: Retention And Service-Learning, Iris M. Yob
Keeping Students In By Sending Them Out: Retention And Service-Learning, Iris M. Yob
Center for Faculty Excellence Publications
This review of recent literature examines the research on the impact of service-learning on student retention. The theoretical framework of the review draws on both Tinto’s model of student attrition and Knowles’s theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning, and application and relevancy of the subject-matter under study are key factors in student success. The role of these factors has been confirmed in a growing body of research around learning experiences in general and, as this review shows, particularly in service-learning experiences. Suggestions are made for how future research …
Hello My Name Is: Relationships As Motivation In The Undergraduate Classroom, Kimberlee Bethany Bonura, Michael Bonura
Hello My Name Is: Relationships As Motivation In The Undergraduate Classroom, Kimberlee Bethany Bonura, Michael Bonura
Center for Faculty Excellence Publications
Teacher-student relations are a strong motivator and indicator of learning. Trust between teacher and student is a fundamental prerequisite for higher learning (Curzon-Hobson, 2002). Further, the relationship allows for the construction of a safe and nurturing environment that facilitates the students’ ability to create and trust their knowledge (Raider-Roth, 2005). Relationships may even be correlated with student participation and enthusiasm for discussion (Davis, 1993). The purpose of this study was to assess the impact of a deliberate focus on relationship building in the undergraduate classroom at the United States Military Academy. Using a teacher-as-researcher method, the instructor asked students to …
Ethical Challenges And Adaptive Solutions Regarding Support Of Online Graduate Student Research In Regions With Limited Infrastructure, Lellani Endicott, Jenny Sherer
Ethical Challenges And Adaptive Solutions Regarding Support Of Online Graduate Student Research In Regions With Limited Infrastructure, Lellani Endicott, Jenny Sherer
Center for Research Quality Publications
Online graduate programs have a unique opportunity to serve students in global regions that have limited infrastructure (and thus fewer educational opportunities) due to remoteness, poverty, violent conflict, ideological values that might not necessarily support educational access for all people, or other reasons. In many cases, students in these regions feel a particularly urgent need to attain educational goals, obtain scientific training, and conduct research that can help improve conditions for their community. However, the same infrastructure limitations that make education and social research so desperately necessary (e.g., shortcomings in government, commerce, law enforcement) can also present barriers to the …
An Institutional Approach To Developing A Culture Of Student Persistence, Gary J. Burkholder Jr, Jim Lenio, Nicole Holland, Alan Seidman, Diane Neal, Jimmy Middlebrook, Rebecca Jobe
An Institutional Approach To Developing A Culture Of Student Persistence, Gary J. Burkholder Jr, Jim Lenio, Nicole Holland, Alan Seidman, Diane Neal, Jimmy Middlebrook, Rebecca Jobe
Office of Institutional Research and Assessment Publications
There continues to be increasing focus on college student retention and persistence. This focus is coming from the United States federal government, accrediting organizations, and from students, parents, and the public. Given the spiraling costs of education and the fact that retention rates have not improved over time, various stakeholders are concerned about the value of a higher education credential. The purpose of this manuscript is to describe the efforts of a for-profit, distance education institution to focus its resources, in an evidence-based manner, on retention and to develop a culture of retention and persistence throughout the institution. The literature …
Conceptual Framework For Mentoring Doctoral Students, Iris M. Yob, Linda Crawford
Conceptual Framework For Mentoring Doctoral Students, Iris M. Yob, Linda Crawford
Center for Faculty Excellence Publications
In the research and professional literature, there are at least four lines of inquiry around mentoring: perceptions of successful mentoring in general, mentoring of doctoral dissertations in particular, mentoring specific to the online environment, and relative importance of mentoring behaviors. In each case, particular qualities that make for successful mentoring are identified and described but not coalesced into a conceptual model of mentoring. In examining this literature, the authors identified 94 mentor behaviors and characteristics of effective mentors, which were reduced for redundancies to 55. These were clustered into a conceptual model of mentoring with two domains, academic and psychosocial …
Professional Doctorates: Literature, History, And Recommendations, Walden University Professional Doctorate Working Group
Professional Doctorates: Literature, History, And Recommendations, Walden University Professional Doctorate Working Group
White Papers
The purpose of this paper is to guide the Walden University academic community toward a consistent understanding of the standards and scope for our doctoral degrees, with a focus on the professional doctorates. The specific purpose of the findings in this paper is to help shape future development and assessment of professional doctorates within the University. Tools within this document can be used for guidance and criteria to help demonstrate that Walden is upholding basic agreed-upon standards of doctoral education
The Effect Of Gender, Ethnicity, And Income On College Students' Use Of Communication Technologies, Daniel W. Salter, R. Junco, D Merson
The Effect Of Gender, Ethnicity, And Income On College Students' Use Of Communication Technologies, Daniel W. Salter, R. Junco, D Merson
Walden Faculty and Staff Publications
Because campus officials are relying on personal communication technologies to communicate with students, a question arises about access and usage. Although communication technologies are popular among college students, some evidence suggests that differences exist in ownership and use. We examined patterns of student ownership and use of cell phones and use of instant messaging, focusing on three predictors of digital inequality: gender, ethnicity, and income. Logistic and hierarchical linear regression analyses were used to analyze results from 4,491 students. The odds that female and white students owned cell phones were more than twice as high as for men and African-American …
Exploring The Impact Of And Perceptions About Interactive, Self-Explaining Environments In Molecular-Level Animations, David A. Falvo, Michael J. Urban, Jerry P. Suits
Exploring The Impact Of And Perceptions About Interactive, Self-Explaining Environments In Molecular-Level Animations, David A. Falvo, Michael J. Urban, Jerry P. Suits
Walden Faculty and Staff Publications
This mixed-method study investigates the effects of interactivity in animations of a molecular-level process and explores perceptions about the animated learning tool used. Treatments were based on principles of cognitive psychology designed to study the main effects of treatment and spatial ability and their interaction. Results with students (n = 189) showed that science majors scored higher than non-science majors in retention measures (i.e., structure and function) but not in transfer. Significant main effects were found for treatment in function questions and spatial ability in structure questions. There was a significant interaction between treatment and spatial ability in structure questions. …
An Evaluation Study Of A College Success Course As A Counseling Intervention, Melissa Reyes Martinez, Michelle Stallone Brown, Cheryl L. Kelsey
An Evaluation Study Of A College Success Course As A Counseling Intervention, Melissa Reyes Martinez, Michelle Stallone Brown, Cheryl L. Kelsey
Walden Faculty and Staff Publications
Community colleges are attracting many first generation minority students. A question often asked is how can a college, faculty, and staff promote student achievement, particularly to underrepresented groups? One of the courses required at a South Texas community college, serving a predominately Hispanic population, is a College Success Course. Courses such as these are designed to facilitate students in developing the necessary skills/a college. The study explored the perceptions of counselors and students regarding the effectiveness of a College Success Course as a counseling intervention and as it related to improved student skills and achievement. The study included a between …