Teacher Education and Professional Development Commons^™

Online Assessment In Large Undergraduate Courses During Covid-19 Emergency Response Teaching, Kate Maloney Williams, Alice E. Donlan

Journal of Educational Research and Practice

The transition to online instruction during the COVID-19 pandemic was unprecedented and forced many universities to quickly embrace online distance learning. This context created new challenges, particularly around assessment strategies. Empirical research has demonstrated that formative assessment fosters more active learning in online classrooms. However, formative assessment strategies are not always adapted well to online platforms based on the nature of the subject matter and the size of the class. This qualitative case study sought to understand instructors’ experiences and strategies for conducting assessment remotely, specifically for large-size undergraduate courses. The investigation relied on data from semi-structured interviews with University …

Redefining “Lgbtq+ Interculture” In Academia, Samantha Winterberg, Michelle Mccraney

Journal of Educational Research and Practice

Members of the LGBTQ+ community often face discrimination, harassment, and exclusion in academic settings, which can negatively impact their academic and personal success. Studies have shown that LGBTQ+ students are more likely to experience negative mental health conditions, drop out of school, and struggle to find employment after graduation. Cultural humility fosters diversity, equity, and inclusion, which is critical to ensuring an equitable educational experience for all students, particularly those from marginalized communities. Intercultural understanding is essential to develop cultural humility so that attitudes reflect empathy and tolerance of differences, including sexual or gender orientation variances or ambiguity. Understanding how …

In Search Of Belonging Online: Achieving Equity Through Transformative Professional Development, Michelle Pacansky-Brock, Michael Smedshammer, Kimberly Vincent-Layton

Journal of Educational Research and Practice

Abstract

Online classes hold the potential to expand college access to Black, Latino/a/x, Indigenous, and other students of color who must be supported to diversify the STEM workforce. Research shows that fostering belonging is key to the academic success of students from minoritized groups. However, online classes often lack interpersonal interactions and are often left out of research about the positive impacts of belonging. This paper summarizes an equity-focused STEM grant project that produced an openly-shared online professional development program, the Humanizing Online STEM Academy. Through the Academy, STEM faculty are introduced to a model of humanized online teaching that …

Reflections On Inclusive Teaching, Michelle Pacansky-Brock

Journal of Educational Research and Practice

The COVID-era has left a lasting impression on each of us. How are college educators applying the full complexity of these experiences to their work to make teaching and learning in all modalities more welcoming, meaningful, and fulfilling for everyone? This reflection opens a conversation about inclusive teaching and invites you to be part of it.

Virtual Faculty Strategies For Supporting Motivation Of Online Doctoral Students, Crissie M. Jameson, Kelly Torres, Shereeza Mohammed

Journal of Educational Research and Practice

Our study focused on online faculty members and their perceptions of the strategies and activities they use to promote progress for and motivation in their online graduate students, particularly at the dissertation/doctoral study phase of the program. Results show high-achieving faculty members vary their strategies according to each students’ needs. High-achieving faculty members reach out to students often, offer encouragement throughout the process, and establish realistic goals.

An Evaluation Of Local Mentor Support In Ae E-Teacher Educational Technology Integration Online Teacher Training Course, Yasemin Yelbay Yilmaz, Seher Balbay

Journal of Educational Research and Practice

This study addressed a different approach to online language teacher training programs. The researchers investigated the pros and cons of having local mentor support for an online course titled Using Technology in the English Language Classroom provided by the AE E-Teacher Program. The course was offered to preservice teachers from 24 different universities across Turkey. The study collected data through a pre- and post-online survey and individual semistructured interviews. The results revealed that while local mentoring as a supplement to the main course content contributed to teacher candidates’ emotional and professional attachment to their profession by helping them relate theory …

A World Apart: How Distance Education Can Effectively Reach Around The Globe, Joseph J. Frantiska Jr.

Journal of Educational Research and Practice

Distance education has revolutionized the field of education by giving faculty the ability to reach students anywhere on Earth. In many cases, the distances between faculty and students can be rather large with associated opportunities and challenges. An obvious challenge is the need for timely communications between faculty and students as well as among the students themselves. This can be compounded if the nature of the course requires widely dispersed students to work together as a group with the transfer of documents and frequent communications driven by deadlines as well as the desire to produce a complete document that adheres …