Online and Distance Education Commons^™

Locked-In Learning: Honorlock And Surveillance Capitalism In The First Year Writing Department, Tehyah Carver

Seton Hall University Dissertations and Theses (ETDs)

This paper explores the impact of implementing the proctoring software Honorlock in the collegiate writing classroom. Through a framework inspired by Shoshana Zuboff’s The Age of Surveillance Capitalism and Foucault’s Discipline and Punish, the investigation analyzes the efficacy of Honorlock’s attempts to reduce plagiarism and student test-taking anxiety when applied to preliminary writing assessments in Seton Hall University’s First Year Writing program. With professor interviews, surveys, and observations, the paper exposes the flaws of Honorlock’s promise of student empowerment and honesty by dissecting the punitive language used in their marketing material to potential and current consumers, administrators and professors. …

Don't Panic! Chatgpt Doesn't Have All The Answers., Elizabeth Tate, Will Phillips, Shawn Keough

Journal of the North American Management Society

This theoretical paper aims to examine the potential benefits and harms of using ChatGPT, a large language model, in post-pandemic higher education institutions. Specifically, we explore how ChatGPT can assist educators in creating more interactive and personalized learning experiences for students. Additionally, we consider the potential negative effects of relying too heavily on ChatGPT. Furthermore, we address the ethical concerns raised by using ChatGPT in the classroom, such as issues of privacy and bias. Overall, this theoretical paper provides an analysis of the use of ChatGPT for promoting quality education in a post-COVID world.

Let All Voices Be Heard: Creating An Engaging And Inclusive Asynchronous Qr Classroom, Ruby A. Daniels, Kathryn Appenzeller Knowles

Numeracy

With the shift to remote teaching, many instructors used Zoom for synchronous work. However, this presented issues (fatigue, turning cameras off, inequitable technical hurdles) that motivated quantitative reasoning (QR) instructors to look for asynchronous alternatives. A common technique has been text-based online discussions, which can be difficult for students to find engaging. This mixed method study (N = 41) describes an inclusive video alternative, specifically for teaching QR and quantitative fluency skills, which was piloted in two asynchronous sections and one hybrid section of the same course. Students posted their video responses, watched their classmates’ videos, and wrote short …

The Writing’S On The Wall: Using Multimedia Presentation Principles From The Museum World To Improve Law School Pedagogy, Cecilia A. Silver

Dickinson Law Review (2017-Present)

Law school pedagogy is a relic. Nearly 150 years after Christopher Langdell pioneered the case method, the typical doctrinal course remains predominantly a verbal domain, featuring lectures, Socratic dialogue, and final exams. But the visual disconnect between legal education and legal practice does students a disservice. Under the proliferating influence of laptops, iPads, smartphones, and Zoom, students now read, work, and study electronically more than they ever have before. So instead of business as usual, it’s time to embrace “visualization”—using multimedia to enhance, or even supplant, the near-exclusive reliance on language—to build a more vibrant and inclusive learning environment.

Law …

The Show Must Go On: Challenges, Questions, And Pedagogical Pivots In Response To Covid-19, Patrick S. De Walt

Journal of Multicultural Affairs

On March 18, 2020, many universities and university systems had or were in their initial stages of transitioning to virtual teaching as a result of COVID-19. This transition had varied effects on all aspects of the university community. This paper explores this transition through the teaching experiences of a tenure-track professor during the pandemic. The examination of six sections of a capstone undergraduate course over the course of three semesters was conducted. Through self-reflection, many of the challenges faced shifting from face-to-face to a virtual environment were discussed. Among some of the challenges and limitations experienced when teaching nontraditional and/or …

Embedding Metaliteracy In Learning Design To Advance Metacognitive Thinking: From Oer To Moocs, Thomas P. Mackey, Trudi E. Jacobson

University Libraries Faculty Scholarship

No abstract provided.

Topr Turns 10! Celebrating 10 Years Of Curating Ucf’S Teaching Online Pedagogical Repository, Aimee Denoyelles, Sue Bauer, Shelly Wyatt

FDLA Journal

In this paper, the editors of the Teaching Online Pedagogical Repository (TOPR) will share global insights derived from the last ten years of pedagogical entries. What technologies and techniques of online teaching and learning were “hot” a decade ago, and what is currently trending? What are the most visited entries? TOPR’s value in relation to the COVID-19 crisis will be explored, as many educators were forced to teach in remote and online learning environments for the first time. Finally, readers will learn about the process of submitting their own strategies to TOPR, along with an update on the peer-review process …

Covid-19 Induced Transition From Classroom To Online Mid Semester: Case Study On Faculty And Students’ Preferences And Opinions, Sudipta Roy, Bonnie Covelli

Higher Learning Research Communications

Objectives: The purpose of this study was to investigate faculty and students’ reactions to the COVID-19 emergency move to online classes. The goal was to better inform instructional strategies to be used in similar circumstances and to inform best practices in online pedagogy.

Method: Online surveys were administered to students and faculty near the end of the semester to evaluate different aspects of the transition. Classes included in the study were scheduled as full-semester, on-campus classes but made an emergency switch to online post-spring break, after eight weeks.

Results: Students’ and faculty’s comfort levels at the time …

Service-Learning In The Covid19 Era: Learning In The Midst Of Crisis, Lauren Grenier, Elizabeth Robinson, Debra A. Harkins

Pedagogy and the Human Sciences

No abstract provided.

Introduction To "The State Of The Syllabus" Special Edition Of Syllabus Journal, Katherine Harris, Rebecca Frost Davis, Matthew Gold

Faculty Research, Scholarly, and Creative Activity

Positioning the syllabus as a key artifact in the modern academy, one that encapsulates many elements of intellectual, scholarly, social, cultural, political, and institutional contexts in which it is enmeshed, we offer in this special issue of Syllabus a set of provocations on the syllabus and its many roles. Including perspectives from full-time and part-time faculty, graduate students, and librarians, the issue offers a multifaceted take on how the syllabus is presently used and might be reimagined.

Somewhere I'Ve Never Been: Part 2, John Lanci

JRCA Pedagogy

In the first part of this essay, I suggested that teaching during a pandemic, while challenging and often uncomfortable in its remoteness, offers us the chance to re-examine all of the teaching we do, even in the good times. What if we focused less on content delivery, such as lectures, and instead attempted to explore methods of “deep learning,” a collaborative endeavor that would foster students’ abilities to evaluate, contextualize, and take ownership of their time in the classroom (or the Zoom gallery)? We scholars may feel most alive when immersed in the second or third centuries of the common …

Improving The Rigor Of Online Education: Exploring Characteristics Of Faculty And Syllabi Within An Online Program Assessment Process, Brad J. Hamel

All NMU Master's Theses

As online course enrollments grow, overall perception of rigor still lags compared to that of traditional face-to-face education. The purpose of this research was to tie faculty and syllabi characteristics to the rigor of online courses. This study explored the relationship between faculty and syllabi characteristics and performance on an online entry-level course design quality assurance assessment (pass, pass with concern, or fail). A decision tree analysis was used to predict the relationship of the independent (faculty and syllabi characteristics) and the dependent (entry-level course design assessment) variables. Findings suggest that faculty rank and writing intensive are key characteristics predictive …

Innovation In Pedagogy And Technology Symposium: University Of Nebraska, May 8, 2018, University Of Nebraska

Zea E-Books Collection

Selected Conference Proceedings, Presented by University of Nebraska Online and University of Nebraska Information Technology Services.

University of Nebraska Information Technology Services (NU ITS) and University of Nebraska Online (NU Online) present an education and technology symposium each spring. The Innovation in Pedagogy and Technology Symposium provides University of Nebraska (NU) faculty and staff the opportunity to learn from nationally recognized experts, share their experiences and learn from the initiatives of colleagues from across the system. This event is offered free to NU administrators, faculty and staff free of charge. Tuesday, May 8, 2018 The Cornhusker Marriott, Lincoln, NE

Technology …

Moocs 2.0: Reviewing N.Paradoxa's Mooc On Contemporary Art And Feminism, Parme Giuntini, Anne Swartz, Kathleen Wentrack

Art History Pedagogy & Practice

This collaboratively written article explores the pedagogical role of MOOCs today through analysis of a MOOC on contemporary art and feminism, created by Katy Deepwell, editor of the international feminist art journal n.paradoxa. Parme Giuntini offers an updated overview of MOOCs and their increasing value as OERs for faculty and students. Feminist art historians Anne Swartz and Kathleen Wentrack investigate the n.paradoxa MOOC from different, but complimentary perspectives. Wentrack explores the structure, documents, and interactivity of the MOOC as a rich source of feminist material useful to both students and scholars. Swartz addresses Deepwell’s international treatment of transnational feminism …

Pedagogy For A Plugged-In Age, Independent Study 2017, Andrew Hladkyj

Publications and Scholarship

This is an independent study for Hladkyj's graduate studies in Strategic Foresight and Innovation (MDes) at OCAD University. The study’s goal is to establish a “lay of the land” informing how technology and pedagogy might be designed in the Web Design Graduate Certificate program Hladkyj spearheaded at Sheridan College.

The research consists of a literature review validated by primary sources, composed of four 30-minute, semi-structured expert interviews with college-level design educators, administrators, and students (both current and former).

A modified, “human-centred” STEEP V (Social, Technological, Economic, Environmental, Political, Values) framework provides context to the findings.The output is actionable and threefold: …

Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1

Journal on Empowering Teaching Excellence

For our inaugural issue, we reviewed the feedback from our 2016 ETE faculty conference—an event for USU faculty hosted every August on the USU main campus. We identified several of the presenters who received high marks in post-session surveys and invited them to submit a proceedings paper for their presentation. Many responded, and their papers now comprise the majority of this issue. Because most of the articles began as stand-up presentations for a conference, several adopt a first-person narrative style in which the authors share examples of things they have tried in their teaching that have worked. In the process …

The Role Of Pedagogical Beliefs In Emerging Technology Integration: An Exploratory Case Study Of Faculty Perspectives, Marianne Justus

The Qualitative Report

The integration of social media, mobile/wireless and Web 2.0 technologies in higher education supports student engagement locally and globally to create new knowledge using innovative strategies. However, there remains a disconnect between the positive perceptions of faculty regarding the value of integrating technology and its adoption in online contexts. The purpose of this qualitative exploratory case study was to investigate the factors that influence faculty to integrate innovative and emerging technologies, and to consider whether pedagogical beliefs influence choice and adoption of technology. Participants included graduate and undergraduate faculty members who had experience teaching online; were representative of diverse disciplines …

Metaliteracy As Pedagogical Framework For Learner-Centered Design In Three Mooc Platforms: Connectivist, Coursera And Canvas, Kelsey L. O'Brien, Michele Forte, Thomas P. Mackey, Trudi E. Jacobson

University Libraries Faculty Scholarship

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a …

Use Of An Lms In Undergraduate Business Communications Courses, Arlene J. Nicholas

Faculty and Staff - Articles & Papers

Does the current college population embrace the use of technology for classwork? They may be devoted users of text messaging, Facebook and even Google, but do they take advantage of the learning tools created for their specific coursework? Does it advance their knowledge or understanding of course objectives? The cost for the university licensing, faculty and staff effort to create, upload, troubleshoot and maintain is considerable. A small case study of Business Communication students who used a learning management system (LMS) was conducted. Analysis of this study and other recent research in this pedagogical method will be reported.

Effective Teaching Practices In Online Higher Education, Kim Mcmurtry

CCE Theses and Dissertations

In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were:

1. What are the best practices of effective online teaching in higher education according to current research?
2. How do exemplary online instructors enact teaching presence in higher education?
3. What are the best practices of effective online teaching in …

Comparing Student Assessments And Perceptions Of Online And Face-To-Face Versions Of An Introductory Linguistics Course, David Johnson, Chris C. Palmer

Chris C. Palmer

This article examines the issue of whether linguistics is better suited for a face-to-face (F2F) environment than an online teaching environment. Specifically, it examines assessment scores and student perceptions of the effectiveness of an introductory linguistics course at an undergraduate state university that has been taught multiple times in both online and F2F modes. To study this issue data was collected about the types of students enrolled in either version of the course, including their GPAs and course grades. A survey with both closed- and open-ended questions was also used to ask students about their experiences and perceptions of the …

Adapting To A Virtual Learning Environment, Winston H. Maddox

Antioch University Full-Text Dissertations & Theses

This participatory action research (PAR) dissertation examines the experiences of five experienced faculty transitioning from teaching in a traditional classroom to a virtual learning environment. The research participants used technology to deliver course material and reflected on the changes in their pedagogical practice. Data were collected using four phased sessions, including the completion of interview questions, individual interview video sessions, and group video sessions and the review of participant video validation postings. Research participants used journaling to reflect on their values, beliefs, assumptions, and experiences associated with teaching and learning. Research participants teaching in virtual learning environments were provided an …

Faculty Integration Of Technology In Undergraduate Courses At Private Colleges And Universities, Evelyn G. Smith

Electronic Theses and Dissertations

The purpose of this quantitative research study was to investigate the integration of technology in undergraduate courses by faculty at private colleges and universities. Integration of technology is using technology as an instructional tool to improve teaching and learning (Clayton-Pedersen & O’Neill, 2005; Wilson & Hayes, 2000; Woodbridge, 2004). Chickering and Gamson’s (1987) 7 principles for good practice in undergraduate education provided the theoretical framework for this research. The researcher conducted a survey of full-time faculty at 21 private colleges and universities in Kentucky, North Carolina, Tennessee, Virginia, and West Virginia. The results of the study indicated that faculty use …

Counseling In An Andragogical Approach, John A. Henschke Edd

IACE Hall of Fame Repository

The introduction provides the unique preparation of the author in both field for merging counseling and andragogy - the art and science of helping adults learn. Providing general counseling information, he then gives a sketch and time gaps of publication in adult education and counseling. Next, he presents a chronology of publications merging the two fields. In future trends a comprehensive model for counseling in adult education is constructed, including: an andragogical approach, dimension of maturation, closing connecting counseling and learning, with life tasks, challenges, and dealing with our human values and priorities within human system of adult life. Examples …