Online and Distance Education Commons^™

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.

Investigating The Impact On Student Engagement From Converting Face-To-Face Classes To Online In Response To Covid-19, Anita Whiting

Atlantic Marketing Journal

Paper investigates the impact on student engagement from converting traditional face-to-face classes to online in response to Covid-19. In particular, this study investigated the impact of conversion to online on four different types of student engagement: (1) participation engagement, (2) emotional engagement, (3) skill engagement, and (4) performance engagement. Survey data were collected from 160 business students who had their face-to-face classes converted to online due to Covid-19. Results of study show that all four types of student engagement significantly declined when classes were converted to online. Participation engagement declined the most while performance engagement declined the least. Non-traditional students …

Survey Says--How To Engage Law Students In The Online Learning Environment, Andrele Brutus St. Val

Articles

The pandemic experience has made it clear that not everyone loves teaching or learning remotely. Many professors and students alike are eager to return to the classroom. However, our experiences over the last year and a half have also demonstrated the potentials and possibilities of learning online and have caused many professors to recalibrate their approaches to digital learning. While the tools for online learning were available well before March of 2020, many instructors are only now beginning to capitalize on their potential. The author of this article worked in online legal education before the pandemic, utilizing these tools and …

Unpacking Privilege In Pandemic Pedagogy: Social Media Debates On Power Dynamics Of Online Education, Roy Schwartzman

Journal of Communication Pedagogy

As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege …

Hello, Are You There? Creating And Measuring Online Student Engagement, Kirsten Passyn

Atlantic Marketing Journal

Engaging students in an online environment is frustrating for faculty and a concern of administration. Faculty and students report lower levels of satisfaction and lower engagement in online versus face to face learning. Dropout rates in fully online courses are often two times higher than face to face courses. This research attempted to engage online students by embedding a gamification-based scavenger hunt in an online course. Engagement was measured using a combination of quantitative and qualitative measurements. Although the scavenger hunt didn't significantly engage low performing students, it did motivate and deepen top-performing students' engagement. Interestingly, qualitative-based engagement measures proved …

Trifecta Of Student Engagement: A Framework For Engaging Students In Online Courses, Heather J. Leslie Phd

Learning Design Center: Staff Scholarship

This chapter describes a framework adapted from Michael Moore's three essential areas: student-content interaction, student-student interaction, and student-instructor interaction for engaging students in online courses. To be fully engaged in an online course, students need to be engaged with the course curriculum content, with their peers, and with their instructor. When students are engaged in all three areas, it is referred to as the Trifecta of Student Engagement. This chapter incorporates literature on each area of the Trifecta of Student Engagement: student-to-content engagement, student-to-student engagement, and student-to-instructor engagement as well as some suggested synchronous and asynchronous digital tools.

Tipping The Balance Towards 21st Century Skills Through Peer-To-Peer Learning: A Cross-Disciplinary Pilot Of Peer Review Software, John Mccormick, Liv Cummins, Lisa Spitz

Staff Scholarship

There is growing recognition that many college students enter the workplace lacking “21st Century Skills” such as critical thinking, collaboration and communication. Peer-to-peer feedback provides a large number of benefits, including these “lifelong learning” skills valued by industry. Peer review, however, poses many challenges: for instructors; these include management of the process and poor quality of peer feedback; and for students, socioemotional barriers. Key socioemotional challenges are learners’ lack of trust in the process, in their peers, and in themselves as reviewers. This paper describes a pilot of a web-based peer review software called “Peergrade”, which was found highly effective …

And Finally... Engagement, Michael Simonson

Faculty Articles

Excerpt

Engagement of a learner is defined as emotional and intellectual involvement or commitment—the participation in learning activities via interaction with others in meaningful ways. Engagement theory considers engagement as the process of involving learners in groups or teams working collaboratively on project-based and authentic activities.

An Inquiry Into Creating And Supporting Engagement In Online Courses, Robin Hummel, Genevieve Lowry, Troy Pinkney, Laura Zadoff

All Faculty and Staff Papers and Presentations

In this chapter, authors offer what they have discovered about creating and facilitating structures that support active engagement that promote social construction of knowledge in online interactions.

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 …