Education Commons^™

Technology Acceptance Of Lms—Do Previous Online Learning Experiences Matter?, Yan Dai, Xi Lin, Li Li

Journal of Educational Technology Development and Exchange (JETDE)

Using the Technology Acceptance Model (TAM), this study explores the variability of Chinese college students’ technology acceptance of using Learning Management System (LMS) during two semesters of fully online learning. A total of 262 college students participated in this study at a Chinese university. Results showed a significant increase in student technology acceptance towards using the LMS with growing online learning experiences. To be specific, compared to taking fully online courses for the first time, students have a higher level of Facilitating Conditions, Perceived Usefulness, and Attitude of using Technology when attending fully online courses for the second time. However, …

Australian Strategic Partnerships In Remote Education, Yung Nietschke

International Education Research

This report highlights the achievements and lessons learned from the pilot stage of the Australian Strategic Partnerships in Remote Education (ASPIRE) initiative which was managed by the Australian Council for Educational Research (ACER) as part of the Australian Department of Foreign Affairs and Trade's Partnerships for Recovery: Australia’s COVID-19 Development Response. In its pilot phase ASPIRE partnerships have strengthened collaboration between Australian and Indo-Pacific institutions and promoted the value of Australian expertise in remote teaching and learning to key counterparts in government, tertiary institutions, community organisations and teachers. Partnerships included: 'Innovative Online Learning for Lao Lecturers between Monash College and …

The Effect Of E-Learning Media On The Quality Of Learning Of The Library Science Students Amidst The Covid-19 Pandemic, Retno Sayekti, Muslih Fathurrahman, Eben Haezarni Telaumbanua, Sitti Rahmah, Fitriani Lubis, Effi Amrina

Library Philosophy and Practice (e-journal)

The aim of this study is to investigate the effect of e-learning on the quality of learning of the Library Science students amidst the COVID-19 pandemic. This study was conducted in Universitas Islam Negeri Sumatera Utara Medan (UINSU), Indonesia. Data was obtained from 83 respondents, that were selected from a total population of 497 students using questionnaires, and, was analyzed using descriptive statistical and simple linear regression techniques. Furthermore, the analysis was carried out through descriptive and quantitative methods. The empirical results of the hypothesis test was obtained using the SPSS Version 23 software and it showed that the results …

Critically Analyzing The Online Classroom: Blackboard, Moodle, Canvas, And The Pedagogy They Produce, J.D. Swerzenski

Journal of Communication Pedagogy

Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies—in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas—support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances—what program functions are and are not made available to users—to observe how LMSs naturalize the transmission model. Rather than present a deterministic look at teaching technology, …

Using Praise To Increase Visual Attending In An Asynchronous Online Learning Environment: An Eye Tracking Study, Andrew J. Rozsa Iii

Master's Theses

With the emergence of online courses in the mid-1990s, the number of students enrolled in online courses has been growing at an exponential rate (Schwirzke, Vashaw, & Watson, 2018). This trend brings with it new problems, such as familiarity with evidence-supported behavioral techniques that will maintain student engagement and improve likelihood of academic success in online learning environments. The purpose of the present study was to examine how the use of praise may affect visual engagement with video lectures with the assistance of commercially available eye tracking technology. A secondary objective of the study was to identify how praise affects …

Covid Disruption Requires More Than Providing A Device: How Districts Are Engaging Students And Families Online, Jennifer Hill, Tracy Reimer

Teacher Development Faculty Publications

As school districts pivoted to online delivery in the spring of 2020, the urgent need for each student to have a device in hand and internet connectivity was a remarkable challenge. Immediate action was taken, incredible financial investments were made, and creative problem solving peaked to provide students access to the tools needed for online learning. Despite this laudable feat, districts are entering the third school year disrupted by COVID and confronted with the Delta surge, disheartening student learning loss, and an emerging reality that hybrid and online learning models are not going away. Truancy issues, unresponsive home supports, and …

Analyzing The Students' Intention To Use Online Learning System In The Context Of Covid-19 Pandemic: A Theory Of Planned Behavior Approach, Kamel Mouloudj, Ahmed C. Bouarar, Karolina Stojczew

University of South Florida (USF) M3 Publishing

COVID-19 caused universities to close their doors and compelled the switch toward online education system, Although this option was the best and the only way that guarantees the continuity of studies, yet students were not satisfied, in front of this situation exploring the key factors that affect students' intention to accept online education is of vital importance, and that is what the study seeks to pursuit. To empirically test the intentions to use online learning, the theory of planned behavior (TPB) was applied to Algerian university students. Data were collected using a structured questionnaire from 213 college students of six …

Video Use In Online And Blended Courses: A Qualitative Synthesis, Eric S. Belt, Patrick R. Lowenthal

Educational Technology Faculty Publications and Presentations

The use of video has become commonplace in education today. Educators are engaging students with video communication technology more frequently than ever before, given COVID-19. However, questions remain on how instructors use video as a communication and teaching tool in online and blended courses. The purpose of this literature review was to synthesize research on the use of video as a teaching tool in online and blended courses. A systematic approach was used to identify 64 peer-reviewed studies published from 2010 to 2020. A qualitative synthesis of the studies resulted in four themes: delivering video lectures, fostering discussions with video, …

Overarching Themes Of Moocs: An Integrative Literature Review, Gregory Bunn, Doris Lee

University of South Florida (USF) M3 Publishing

Massive open online courses (MOOCs) represent a growing means of offering mass instruction to students separated across distances and countries. MOOCs provide a flexible platform for instruction across numerous disciplines via the Internet. By incorporating a variety of online environments and discussion formats, MOOCs enable learners to engage with content and instructions in new ways. As MOOCs continue to evolve in design and involve more students, it becomes important to determine overarching themes in the literature discussing MOOCs. Such an investigation offers the potential to reveal new connections and ideas pertinent to the successful design and running of online courses. …

Teaching Students How To Code Qualitative Data: An Experiential Activity Sequence For Training Novice Educational Researchers, Jennifer E. Lineback

University of South Florida (USF) M3 Publishing

Coursework on qualitative research methods is common in many collegiate departments, including psychology, nursing, sociology, and education. Instructors for these courses must identify meaningful activities to support their students’ learning of the domain. This paper presents the components of an experiential activity sequence centered on coding and coding scheme development. Each of the three component activities of this sequence is elaborated, as are the students’ experiences during their participation in the activities. Additionally, the issues concerning coding and coding scheme development that typically emerge from students’ participation in these activities are discussed. Results from implementations of both in-person (face-to-face) and …

Addressing Student Engagement During Covid-19: Secondary Stem Teachers Attend To The Affective Dimension Of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, Belinda Edwards

Faculty and Research Publications

This case study examines how a cohort of eleven induction secondary STEM teachers engaged learners during the onset of COVID-19 and their designs for student engagement given an online or blended teaching context in fall 2020. Participants attended a summer professional development workshop guided by trauma-informed teaching practices and learner engagement conceptual frameworks. Through the analysis of teacher artifacts and interviews, we identified dimensions of student engagement that teachers prioritized. Results indicate a marked increase in teachers’ attention to affective and social dimensions of learner engagement. We argue that teacher awareness and action in the affective domain of student engagement …

Factors That Influence The Acceptance And Use Of Formative Feedback In An Online Undergraduate Module, Jameson Goto, Jacqueline Batchelor, Geoffrey Lautenbach

The African Journal of Information Systems

The focus of the study was to determine the factors that influence the acceptance and use of online feedback in an undergraduate module using the modified unified theory of acceptance and use of technology (UTAUT2). The participants were third-year pre-service teachers in the Bachelor of Education degree who were taking a fully online Teaching Studies module, in addition to their specialist subject areas at one of the universities in South Africa. A survey instrument was developed from the original UTAUT2 instrument and modified where appropriate, to fit the formative feedback context. Exploratory factor analysis was used to validate the instrument. …

The Factors That Facilitate Graduate Learners’ Participation In Online Training Programs: A Qualitative Case Study In Egypt, Niveen Salah

Theses and Dissertations

This study explored graduate learners’ perceptions of the factors that facilitate their participation in online training programs to advance their careers. The study adopted a qualitative approach and took place at the American University in Cairo (AUC), via Zoom. The study conducted virtual, semi-structured interviews with 10 participants who are currently attending online training courses in the Engineering and Science Services Department (ESS). It aimed to understand graduate learners’ perceptions of the factors that facilitate their participation in online training programs and advance their careers. The study participants perceived online learning as the future of higher education and lifelong learning …

Design, Development, Implementation, And Support (Ddis): A Curriculum Supporting Online Doctoral Candidates, Donna Russell

Higher Learning Research Communications

Objectives: The purpose of this paper is to comprehensively describe and justify the case design of an approach for the integration of synchronous virtual meetings to support nontraditional online doctoral candidates. As more nontraditional doctoral students are completing their degree programs virtually through online universities, the nature of their degree progression and the development of critical knowledge and skills differ from traditional on-campus programs.

Method: The case design of an approach to integrating synchronous online interactive meetings to support these learners is identified and justified through references to research in the learning sciences including sociocultural learning, heutagogy, and constructivist instructional …

The Influence Of Course Community And Personal Community Support On Learner Engagement In Online Courses, Kristin Kipp

Boise State University Theses and Dissertations

Borup, Graham, West, Archambault, and Spring (2020) theorized that a student’s level of engagement in an online course is influenced by course community support and personal community support, with both factors helping a student to achieve a level of engagement that is not possible independently. In other words, an individual student’s ability to engage in an online course can be explained by the kinds of community a student finds within a course and their social support from friends, family, and community as they take the class. The purpose of this study is to understand to what extent course community support …

The Value Of Instructor Interactivity In The Online Classroom, Greg Lucas, Gary Cao, Shaunna Waltemeyer, B. Jean Mandernach, Helen G. Hammond

Journal on Empowering Teaching Excellence

As the number of faculty teaching online continues to grow, so has the interest in and understanding of the role of instructor interaction in the online classroom. Online education provides a unique platform in which course design and teaching are independent factors. Understanding faculty and student perceptions about the shifting role of instructor interaction in the online classroom can provide insight on policies and procedures that can support student learning through student-instructor interaction. Participants included faculty and students responding to an anonymous online survey who indicated “online” as their primary mode of teaching. Three key “value” themes emerged as significantly …

Community And Connectedness In Online Higher Education: A Scoping Review Of The Literature, Jesús Trespalacios, Chareen Snelson, Patrick R. Lowenthal, Lida Uribe-Flórez, Ross Perkins

Educational Technology Faculty Publications and Presentations

Community and connectedness are important concepts in online higher education. However, researchers debate how they are defined, operationalized, or enacted in practice. A scoping study was conducted to review the research literature on the extent, range, and nature of research in community and connectedness in online higher education. A total of 66 studies published from 2001 through 2018 were identified for review. The findings illustrate how research on community and connectedness has focused on areas such as course design, technology tools, faculty, and students as well as highlight the important role these concepts have played in the last two decades …

Changes That Should Remain In Higher Education Post Covid-19: A Mixed-Methods Analysis Of The Experiences At Three Universities, Águeda Benito, Kubra Dogan Yenisey, Kavita Khanna, Manuel Felipe Masis, Rosa Maria Monge, Mehmet Ali Tugtan, Luis Diego Vega Araya, Rekha Vig

Higher Learning Research Communications

Objectives: The goal of the present study is to describe how the transition to remote emergency delivery was addressed in three universities during the COVID-19 pandemic, to determine the satisfaction levels of their students and faculty with this new teaching-learning experience, and to gather their opinions about the future of higher education.

Method: The study uses a mixed-methods approach, including faculty and student surveys and focus groups

Results: The study shows high satisfaction with the emergency remote delivery and clearly reflects the relevance of enhancing the digital components of future learning experiences in higher education and a unanimous preference for …

Teaching Mathematics Education Online: Instructional Theories, Strategies, And Technologies, Angie Hodge-Zickerman, Cindy S. York, Patrick R. Lowenthal

Educational Technology Faculty Publications and Presentations

This overview chapter provides an introduction to instructional theories, strategies, and technologies that can guide teachers new to teaching mathematics (both content and methods) online in a formal online classroom setting. We begin by discussing different types of online learning environments, including synchronous, asynchronous, bichronous, and HyFlex environments. We then focus on different theories, such as cognitive apprenticeship, individualized/personalized instruction, social learning, and inquiry-based mathematics education theories. After that, we focus on some common technologies and strategies, such as think/pair/share, student groups, whiteboards, discussion boards, and more that someone new to teaching mathematics teachers online may use to engage learners.

Online Instructors’ Use Of The Cognitive Theory Of Multimedia Learning Design Principles: A Mixed Methods Investigation, Thomas C. Pantazes

West Chester University Doctoral Projects

The growing use of digital video for online learning among US higher education instructors accelerated as a result of the COVID-19 pandemic raising questions about instructors’ knowledge of video creation principles (Bétrancourt & Benetos, 2018; Chorianopoulos, 2018; Kay, 2012; McCormack, 2020; Seaman, et al, 2018). This explanatory sequential mixed methods research describes the extent to which higher education instructors who create digital instructional video for online learning applied 11 multimedia design principles of the Cognitive Theory of Multimedia Learning (CTML). The case study triangulated self-reported survey data from 55 online instructors, interview data from five instructors with the highest implementation …

Graduate Students' Understanding, Perception, And Preference Of Time Management In Online Learning, Majed Ali

Legacy Theses & Dissertations (2009 - 2024)

The focus of this study is to explore graduate students’ understanding of timemanagement in online learning environments. The study also explores how the graduate students perceive and prefer to receive regularity of learning feedback. Specifically, an exploratory study was conducted following a sequential mixed methods design, dominated by a qualitative approach. Thirty-three participants voluntarily agreed to participate in this study. Six participants out of the 33 agreed to participate in the in-depth interviews. The Constructivist Grounded Theory approach was applied to collect and analyze the qualitative data. The quantitative data was collected separately and analyzed statistically. From analyzing the qualitative …

Examining Changes In Learning And Engagement Of Higher Education Students In A Fully Online Flipped Learning Distance Education Classroom, James David Riel

Graduate Theses, Dissertations, and Problem Reports

The challenge of implementing effective online distance education courses for academics and institutions is a centuries-old task. We can look across early developments in the 18^th century with the creation and delivery of correspondence courses; into the 20^th century with teaching and learning across analog methods such as audio and video; and now in the current era of digitized mechanisms that enable the online classroom. This includes advances in internet technologies and computing abilities that are the empowering the backbone processes, bridging connectivity between the student and the instructor. As society has trended toward massive increases in online …