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Articles 1 - 10 of 10
Full-Text Articles in Education
How Do Faculty At The University Of New Mexico Use Humor In Online Teaching, John T. Granato
How Do Faculty At The University Of New Mexico Use Humor In Online Teaching, John T. Granato
Organization, Information and Learning Sciences ETDs
Humor is a ubiquitous experience that facilitates learning, social coordination and wellbeing. This study examined how the faculty at the University of New Mexico used humor in its online courses. The process involved faculty interviews, a focus group of instructional online designers, questionnaires and documentation to collect data, and then used thematic analysis and code development to arrive at its findings. The study found that the humor pedagogy at the University of New Mexico has fallen into disuse for online courses because of (1) a hesitation (fear) to use humor, (2) fear of what students would think, and (3), hesitation …
Fostering Presence In Online Discussion, Julie A. Delello, Kathleen M. Everling, Rochell Mcwhorter, Heshium Lawrence
Fostering Presence In Online Discussion, Julie A. Delello, Kathleen M. Everling, Rochell Mcwhorter, Heshium Lawrence
Julie Delello
With increased demands for online courses, instructors are challenged to facilitate discussions that promote critical thinking and mastery of content. Synchronous and asynchronous discussion forums are used to create a Community of Inquiry (COI) across four respective disciplines and areas: English as a Second Language (ESL), Teacher Education, Industrial Technology, and Human Resource Development (HRD). Understanding the benefits and limitations of each forum and their applications allows instructors to facilitate quality online discussions that foster development of social, cognitive and teaching presence.
Community College Student Success In Online Versus Equivalent Face-To-Face Courses, Cheri B. Gregory, James H. Lampley
Community College Student Success In Online Versus Equivalent Face-To-Face Courses, Cheri B. Gregory, James H. Lampley
ETSU Faculty Works
As part of a nationwide effort to increase the postsecondary educational attainment levels of citizens, community colleges have expanded offerings of courses and programs to more effectively meet the needs of students. Online courses offer convenience and flexibility that traditional face-to-face classes do not. These features appeal to students with family and work responsibilities that typically make attending classes on campus difficult. However, many of the students who tend to take courses in this instructional format have characteristics that place them at high-risk for academic failure. Because of the traditional mission of community colleges, they generally serve more students who …
The Cu Online Handbook 2011, Patrick R. Lowenthal, Kathleen Pounders, Joanna C. Dunlap, Elizabeth Conner, Howard Cook, David Thomas, Jeffrey R. Nystrom, Rodney Muth, Kelly Bergman, Margarita Bianco, Dan Mccollom, Sherri Clemens, Melissa Kreider, Barbara J. Dray, Stephanie Townsend, Storm Gloor, Tod Duncan, Jozianne Mestas, David Paul, Connie L. Fulmer, Anna Thai, Brian Yuhnke, J. Dobrovolny
The Cu Online Handbook 2011, Patrick R. Lowenthal, Kathleen Pounders, Joanna C. Dunlap, Elizabeth Conner, Howard Cook, David Thomas, Jeffrey R. Nystrom, Rodney Muth, Kelly Bergman, Margarita Bianco, Dan Mccollom, Sherri Clemens, Melissa Kreider, Barbara J. Dray, Stephanie Townsend, Storm Gloor, Tod Duncan, Jozianne Mestas, David Paul, Connie L. Fulmer, Anna Thai, Brian Yuhnke, J. Dobrovolny
Margarita Bianco
No abstract provided.
Looking Through The Webcam Lens: Reflections On Moving Assessment Courses From Face-To-Face To Online, Jessica Rueter, Frank Dykes
Looking Through The Webcam Lens: Reflections On Moving Assessment Courses From Face-To-Face To Online, Jessica Rueter, Frank Dykes
Jessica Rueter
This article presents one university’s transition from a traditional face-to-face graduate program of special education with certification as an educational diagnostician to an online format. More specifically, the authors describe the development of assessment courses when teaching norm-referenced instruments in online environments. Strengths and weaknesses are presented and recommendations for other faculty members are discussed.
Community College Student Success In Online Versus Equivalent Face-To-Face Courses, Cheri B. Gregory
Community College Student Success In Online Versus Equivalent Face-To-Face Courses, Cheri B. Gregory
Electronic Theses and Dissertations
As part of a nationwide effort to increase the postsecondary educational attainment levels of citizens, colleges and universities have expanded offerings of courses and programs to more effectively meet the needs of students. Online courses offer convenience and flexibility that traditional face-to-face classes do not. These features appeal to students with family and work responsibilities that typically make attending classes on campus difficult. However, many of the students who tend to take courses in this instructional format have characteristics that place them at high-risk for academic failure. Because of the traditional mission of community colleges, they generally serve more students …
Community In The Telepresence Classroom, Jason A. Kaufman, G. David Mcnay
Community In The Telepresence Classroom, Jason A. Kaufman, G. David Mcnay
Educational Leadership Department Publications
We have been conducting surveys of our telepresence students at MSU since the spring of 2014. Initially (with our colleague Candace Raskin), we focused on students in our Educational Leadership Department; we subsequently extended our study to students in telepresence courses across campus. Our goal throughout has been to better understand how students experience telepresence courses and how we might improve the way in which we teach them. Here, we describe our findings thus far and offer a few recommendations for improving the student experience in telepresence courses.
Looking Through The Webcam Lens: Reflections On Moving Assessment Courses From Face-To-Face To Online, Jessica Rueter, Frank Dykes
Looking Through The Webcam Lens: Reflections On Moving Assessment Courses From Face-To-Face To Online, Jessica Rueter, Frank Dykes
Education Faculty Publications and Presentations
This article presents one university’s transition from a traditional face-to-face graduate program of special education with certification as an educational diagnostician to an online format. More specifically, the authors describe the development of assessment courses when teaching norm-referenced instruments in online environments. Strengths and weaknesses are presented and recommendations for other faculty members are discussed.
The Cu Online Handbook 2011, Patrick R. Lowenthal, Kathleen Pounders, Joanna C. Dunlap, Elizabeth Conner, Howard Cook, David Thomas, Jeffrey R. Nystrom, Rodney Muth, Kelly Bergman, Margarita Bianco, Dan Mccollom, Sherri Clemens, Melissa Kreider, Barbara J. Dray, Stephanie Townsend, Storm Gloor, Tod Duncan, Jozianne Mestas, David Paul, Connie L. Fulmer, Anna Thai, Brian Yuhnke, J. Dobrovolny
The Cu Online Handbook 2011, Patrick R. Lowenthal, Kathleen Pounders, Joanna C. Dunlap, Elizabeth Conner, Howard Cook, David Thomas, Jeffrey R. Nystrom, Rodney Muth, Kelly Bergman, Margarita Bianco, Dan Mccollom, Sherri Clemens, Melissa Kreider, Barbara J. Dray, Stephanie Townsend, Storm Gloor, Tod Duncan, Jozianne Mestas, David Paul, Connie L. Fulmer, Anna Thai, Brian Yuhnke, J. Dobrovolny
Joanna Dunlap
No abstract provided.
Nontraditional Student Risk Factors And Gender As Predictors For Enrollment In College Distance Education, Tammy Crews Pao
Nontraditional Student Risk Factors And Gender As Predictors For Enrollment In College Distance Education, Tammy Crews Pao
Educational Studies Dissertations
The purpose of this dissertation was to examine whether nontraditional student age, female gender, and the possession of nontraditional student risk factors predict enrollment in distance education college courses. This dissertation used data from the most recent National Postsecondary Student Aid Study (NPSAS:12), which consisted of approximately 95,000 undergraduate students who were enrolled in higher education in 2011-2012. The results of a logistic regression analysis indicated that both nontraditional student age and female gender were strong predictors of enrollment in distance education, whereas the number of nontraditional student risk indicators was a partial predictor. As leaders in higher education are …