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Articles 1 - 11 of 11
Full-Text Articles in Education
Variables Associated With Sense Of Community In Online And On-Ground Clinical Doctorate Education, Tracy Chapman
Variables Associated With Sense Of Community In Online And On-Ground Clinical Doctorate Education, Tracy Chapman
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This study examined classroom community, as measured by the Classroom Community Scale (Rovai, 2002c), among online and on-ground students (N = 386) enrolled in Doctor of Pharmacy or Doctor of Occupational Therapy courses. Multiple regression analysis identified variables (student and course variables) shown to significantly predict the presence of community among students. Results revealed the set of predictor variables are different for each sub-group of students. Community among on-ground students was predicted by the amount of small group work used in a course, the course’s primary type of learning outcome (affective or cognitive), and the students’ self-reported estimated grade. …
Coaching As A Catalyst: Distance Learning For Personal Innovation (Revised Presentation), Connie I. Reimers-Hild
Coaching As A Catalyst: Distance Learning For Personal Innovation (Revised Presentation), Connie I. Reimers-Hild
Kimmel Education and Research Center: Faculty and Staff Publications
Abstract of the paper and basis of the presentation:
Coaching is emerging as a tool that can be used to achieve sustainable personal and organizational innovation, and distance education technologies have made coaching more accessible, affordable and available. Distance learning professionals are in a unique position to help technology-based coaching evolve in an effective and sustainable manner. The expertise and experience of distance learning professionals has the potential to advance the interrelationships between teaching, learning and coaching in an effort to help individuals and organizations achieve sustainable and meaningful innovation. A coaching case study utilizing the Inner Leader Coaching Ecosystem …
Coaching As A Catalyst: Distance Learning For Personal Innovation, Connie I. Reimers-Hild
Coaching As A Catalyst: Distance Learning For Personal Innovation, Connie I. Reimers-Hild
Kimmel Education and Research Center: Presentations and White Papers
Abstract of the paper and basis of the presentation:
Coaching is emerging as a tool that can be used to achieve sustainable personal and organizational innovation, and distance education technologies have made coaching more accessible, affordable and available. Distance learning professionals are in a unique position to help technology-based coaching evolve in an effective and sustainable manner. The expertise and experience of distance learning professionals has the potential to advance the interrelationships between teaching, learning and coaching in an effort to help individuals and organizations achieve sustainable and meaningful innovation. A coaching case study utilizing the Inner Leader Coaching Ecosystem …
Comparison Of Level Of Satisfaction Between Distance Education And On-Campus Programs, Dae Shik Kim, Helen Lee, Annette Skellenger
Comparison Of Level Of Satisfaction Between Distance Education And On-Campus Programs, Dae Shik Kim, Helen Lee, Annette Skellenger
Assessment Publications & Presentations
No abstract provided.
It's Not That Tough: Students Speak About Their Online Learning Experiences, Michael Barbour, Angelene Mclaren, Lin Zhang
It's Not That Tough: Students Speak About Their Online Learning Experiences, Michael Barbour, Angelene Mclaren, Lin Zhang
Education Faculty Publications
K-12 online learning is growing in Canada and elsewhere in the world. However, the vast majority of literature is focused on practitioners and not on systematic inquiry. Even the limited published research has largely excluded the perspectives of students engaged in virtual schooling. This study examines secondary student perceptions of components of virtual schooling that were beneficial and challenging. Students largely enjoyed their virtual school courses and found the synchronous classes, the technology, and the ability to control their own learning as positive aspects of their experience. Students also found the lack of a sense of community, working during their …
Sense Of Community In Graduate Online Education: Contribution Of Learner To Learner Interaction, Jo Lita Shackelford, Margaret G. Maxwell
Sense Of Community In Graduate Online Education: Contribution Of Learner To Learner Interaction, Jo Lita Shackelford, Margaret G. Maxwell
Communication Sciences & Disorders Faculty Publications
Distance learning technologies offer a multitude of ways to build interaction into online courses to support learning. Based on social constructivism theory, this study explored which types of interaction are most predictive of students’ sense of community in online graduate courses at a regional comprehensive university. Surveys were used to measure sense of community and the frequency and importance of nine learner–learner interactions.
Interactions that were most predictive of sense of community were introductions, collaborative group projects, sharing personal experiences, entire class discussions, and exchanging resources. The interaction that offered the highest payoff to instructors was exchanging resources. The article …
Facebooking In Distance Education: Constructing Virtual Communities Of Practice, Virginia M. Tucker
Facebooking In Distance Education: Constructing Virtual Communities Of Practice, Virginia M. Tucker
English Faculty Publications
The growth of distance education warrants a closer look at how virtual communities of practice form in asynchronous online classrooms. Prior studies have sought to identify a process to virtual community formation, which may vary depending upon the media used for collaboration. This microstudy examines how one student group in a distance writing course used the popular social media site Facebook to construct community and whether the stages of virtual community development were observed in this setting. Findings suggest that revisions might be made to our current understanding of the process of building virtual community within small groups. “Othering” and …
Listening For The Squeaky Wheel: Designing Distance Writing Program Assessment, Virginia M. Tucker
Listening For The Squeaky Wheel: Designing Distance Writing Program Assessment, Virginia M. Tucker
English Faculty Publications
Distance writing programs still struggle with assessment strategies that can evaluate student writing as well as their ability to communicate about that writing with peers at a distance. This article uses Kim, Smith and Maeng's 2008 distance education program assessment scheme to evaluate a single distance writing program at Old Dominion University. The program's specific assessment needs include the ability to determine how well students are developing expert insider prose and working together as a virtual community. Kim, Smith and Maeng's assessment scheme was applied to six courses within the writing program, revealing that programmatic assessment weaknesses included providing varied …
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 …
Comparison Of Restricted And Traditional Discussion Boards On Student Critical Thinking, Jennifer R. Morrison, Ginger S. Watson, Gary R. Morrison
Comparison Of Restricted And Traditional Discussion Boards On Student Critical Thinking, Jennifer R. Morrison, Ginger S. Watson, Gary R. Morrison
STEMPS Faculty Publications
Interaction is a critical component of distance education and involves the transfer of information between the learner and content, learner and learner, or learner and instructor (Moore, 1989). Current distance education literature has examined the role of interaction, specifically learner-learner interaction, in learning and discussion design to enhance achievement. The purpose of this study was to compare the effects of restricted and traditional discussion boards on critical thinking and learning in a graduate-level online distance education course. Findings indicated improved critical thinking in the quality and preparation strategies of initial discussion board postings when participants' views of peer responses to …
Using Join.Me To Help Library Patrons, Ann Johnston
Using Join.Me To Help Library Patrons, Ann Johnston
Faculty Scholarship – Library Science
Article describes the process used by an Informatics Librarian to test out and implement join.me, a screen sharing service. Join.me is fairly intuitive and has been invaluable in helping patrons resolve their password and login issues. It has also been useful in demonstrating searching strategies and helping patrons with problems downloading pdfs.