Education Commons^™

Graduate Student Perceptions Of Cohort Delivery And Problem-Based Learning In Online Principal Certification Courses, Pam Winn Ed. D., James Gentry Ed. D., An Nguyen Ed. D.

School Leadership Review

This qualitative study examined graduate/post-graduate student perceptions regarding the use of a cohort model and Project-Based Learning (PBL) in a completely online principal certification preparation classes. As part of a TEA funded grant, two districts (a cohort of 17 students) completed 24-semester hours of principal certification courses. All classes were online and emphasized PBL to engage the students in higher-level thinking skills. Participants responded to an open-ended survey regarding their perceptions of cohort and PBL experiences. Findings indicate graduate/post-graduate student perceptions were positive concerning both the cohort model and the PBL learning experiences. However, participants provided valuable feedback for improvements …

Faculty Focus Groups: Experiences Teaching Flexsync And Online Synchronous During Fall 2020, Brooke N. Burk

Recreation, Parks and Leisure Services Department Publications

In Fall 2020, the Center for Excellence in Teaching and Learning (CETL) recruited faculty and staff who were teaching FlexSync and online (synchronous and asynchronous) courses to participate in focus groups about their experiences. Recruitment emails were shared in the Provost Weekly Announcements twice and the CETL weekly announcements four times between October and November.

A total of 19 faculty, staff, and graduate students indicated an interest in completing the focus groups, and 18 of those participated in focus groups that were scheduled in November and December. Five focus groups were conducted in total with the size of the groups …

An Evaluation Of The Impact Of Professional Development On Accessibility To Online Courses By Students With Special Needs At A Regional Four-Year Public Institution Of Higher Education In West Texas, Dallas Anne Swafford

Electronic Theses and Dissertations

Evaluation research, including qualitative and quantitative data, was used in this study to determine the impact of professional development on online courses’ accessibility by students with disabilities. The study focused on online courses and course content. Data collection took place in phases and included self-paced, online professional development and one-on-one support sessions, a pre- and postsurvey, and a focus group interview. The study took place at a regional 4-year public institution of higher education in West Texas. Change theory emerged as the primary theoretical lens guiding the research as the study unfolded.

Accidental Information Literacy Instruction: The Work A Link Landing Page Can Do, Elizabeth Pickard, Michelle R. Desilets

Scholarship of Teaching and Learning, Innovative Pedagogy (2018-2020)

This article reports on a surprise finding from a larger, long-term study that explores ways to provide effective information literacy instruction (ILI) in asynchronous, online-only courses. The finding occurred during a term in which students participating in the study received no formal ILI. However, these students did not turn to the web at large when doing independent research as some literature might predict. Instead, analysis of their final research project bibliographies suggests students modeled the search scopes of select prior assignments from that same course. This finding has potential to inform parameters for adapting pedagogy for asynchronous, online-only instruction as …

Examination Of Online Accommodation Information For College Students With Disabilities In New England, Emily Rakers

Honors Scholar Theses

The purpose of this study is to report on the status of information available to college students with disabilities on the websites of New England colleges’ centers for students with disabilities. Primarily, this study focused on information about the application process for a student to receive accommodations. Data was generated by compiling a list of common factors on the websites of centers for students with disabilities at colleges not in New England, and then searching the New England websites to see if they included these factors on their own websites. Three separate categories of schools were included in the study: …

Writing & Linguistics News, Georgia Southern University

Writing & Linguistics News (2012-2022)

• Writing and Linguistics welcomes you back (virtually) when classes resume on Monday, March 30

My News, Georgia Southern University

My News (2014-2020)

• Marine veteran finds new career through health and physical education at Georgia Southern
• Eagle Nation celebrates the life, legacy of Martin Luther King Jr.
• Georgia Southern's online MBA recognized as best in Georgia
• Men's, women's basketball to host Georgia State

My News, Georgia Southern University

My News (2014-2020)

• Georgia Southern associate dean named to National Advisory Mental Health Council
• Georgia Southern to offer new online Master of Public Health in Fall 2020
• Senior fine arts major selected for gallery show in California
• 'Bedtime Stories' visiting artists exhibition opens on Statesboro Campus
• Women's basketball, swimming and diving in action at home this week

Making Your Online Life Easier Through Tools To Reduce Student Questions & Master Online Group Work, Melissa Diegnau

Management and Entrepreneurship Department Publications

No abstract provided.

Online Engagement And Overall Performance: Tmfd 123: Clothing & Society Benchmark Portfolio – A Peer Review Of Teaching Portfolio, Claire Nicholas

UNL Faculty Course Portfolios

This benchmark course portfolio examines TMFD 123: Clothing & Society, a large enrollment, online delivery course offered in the Department of Textiles, Merchandising & Fashion Design at the University of Nebraska-Lincoln. In addition to detailed discussion of existing course materials, activities, and assessment tools, the portfolio focuses on the issue of student engagement and peer-to-peer interaction. It also tracks the impact of the introduction of a Yellowdig discussion forum assignment in an effort to boost engagement, create a sense of community, and foster connections between course materials and concepts and students’ everyday lives. The latter objective intersects with several of …

Advance, Georgia Southern Continuing Education

Advance

No abstract provided.

Establishing Teaching Presence In Higher Education Online Mathematics Courses: A Phenomenological Study, Deltrye Eagle Holt

Theses and Dissertations

The purpose of this phenomenological study was to describe, based on the teaching presence component of the Community of Inquiry (CoI) theoretical framework, the lived experiences of mathematics instructors while establishing teaching presence in online higher education mathematics courses. Teaching presence, which is one of the three core elements of the community of inquiry (CoI) framework, is necessary for achieving learning outcomes and student satisfaction. The three main research questions were: 1. How do mathematics instructors establish teaching presence in online higher education mathematics courses? 2. How do mathematics instructors establish teaching presence in face-to-face higher education mathematics courses? 3. …