Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 6 of 6
Full-Text Articles in Education
Addressing Student Engagement During Covid-19: Secondary Stem Teachers Attend To The Affective Dimension Of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, Belinda Edwards
Addressing Student Engagement During Covid-19: Secondary Stem Teachers Attend To The Affective Dimension Of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, Belinda Edwards
Faculty and Research Publications
This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement …
Facilitating Authentic Learning Experiences In Distance Education: Embedding Research-Based Practices Into An Online Peer Feedback Tool, Tiffany Roman, Matthew Callison, Rodney D. Myers, Anne H. Berry
Facilitating Authentic Learning Experiences In Distance Education: Embedding Research-Based Practices Into An Online Peer Feedback Tool, Tiffany Roman, Matthew Callison, Rodney D. Myers, Anne H. Berry
Faculty and Research Publications
Authentic learning in online education is feasible with intentional instructional strategies and appropriate educational technologies, yet as a learning approach, barriers to implementation still exist. We argue that authentic learning in online education can be successfully supported when the characteristics of authentic learning are (a) intentionally applied and (b) supported through research-based tools that facilitate the learning process seamlessly for students. To address this challenge, we developed a research-based online application that supports authentic learning. In this article, the theoretical foundations and empirical support for the tool are described, along with critical design decisions that support suggested characteristics of authentic …
Perceptions Of Undergraduate Students Of Student-Regulated Online Courses, Victor K. Wakeling Cfa Cfp Cma, Patricia R. Robertson, Micheal Patrono, Murat Doral
Perceptions Of Undergraduate Students Of Student-Regulated Online Courses, Victor K. Wakeling Cfa Cfp Cma, Patricia R. Robertson, Micheal Patrono, Murat Doral
Faculty and Research Publications
Undergraduate students at a large, public, southeastern university enrolled in one of two independent, fully-online courses were released from the instructor-regulated structure mid-semester. Subsequently, the course was structured as student-regulated and students self-managed pace of study and timing of assessments for the remainder of the course. The objective of the research is to assess student preferences in learning structure (instructor-regulated versus student-regulated) in order to inform effective course design options in the online learning environment. At the end of each semester included in the study, a survey was administered to ascertain students’ perceptions of the student-regulated (self-paced) learning environment. After …
Interview With Joe Freidhoff: A Bird's Eye View Of K-12 Online Learning, Leslie Pourreau
Interview With Joe Freidhoff: A Bird's Eye View Of K-12 Online Learning, Leslie Pourreau
Faculty and Research Publications
This article showcases an interview conducted with Dr. Joe Freidhoff, Executive Director of the Michigan Virtual Learning Research Institute, specifically for this special issue of the OLC Online Learning Journal. The perspectives provided by Dr. Freidhoff on the ever-changing field of K-12 online learning served two purposes: to introduce long-time profession-based journal readership to the field of K-12 online learning and to provide K-12 online learning scholars with perspective and direction for meeting the current and future needs of K-12 stakeholders.
Student Interaction With Online Course Content: Build It And They Might Come, Meg C. Murray, Jorge Pérez, Debra B. Geist, Alison Hedrick
Student Interaction With Online Course Content: Build It And They Might Come, Meg C. Murray, Jorge Pérez, Debra B. Geist, Alison Hedrick
Faculty and Research Publications
Online learning continues to expand at educational institutions around the globe. Educators must better understand how interaction with online course content impacts student engagement and learning. Advances in technology amplify the imperative to gain further insights into how delivery of course materials can enhance and support the learning process. This study investigates student patterns of access to instructional resources provided in an asynchronous online digital literacy course offered at a regional university in the United States. Frequency counts and access rates collected from a learning management system were used to assess patterns of student retrieval of course materials in four …
From Traditional Delivery To Distance Learning: Developing The Model, Marie F. Holbein
From Traditional Delivery To Distance Learning: Developing The Model, Marie F. Holbein
Faculty and Research Publications
Today’s classrooms are no longer bound by geography. Distance learning has provided an attractive and increasingly highly regarded alternative to traditional face-to-face instruction. However, effective implementation requires a shift in thinking for both students and instructors. The purpose of this article is to describe a model for applying a traditional campus-based graduate course to a distance format.