Education Commons^™

Ensuring Culturally Inclusive Online Learning For International Students: A Delphi Study To Identify Requisite Instructor Competencies, Kristen Lina Heaster-Ekholm

Doctoral Dissertations

The dramatic expansion of online learning in U.S. higher education has been accompanied by a notable shift in the demographics of students enrolled in these courses. International students are among those participating in online courses in growing numbers, infusing the virtual space with greater cultural diversity. Many instructors are unprepared for this change. Culture plays an influential role in how we learn, yet instructors rarely consider it in the design and facilitation of their online courses. This can have a negative impact on learners and often affects international students in disproportionate ways. The purpose of this study was to identify …

Mandated Learning: Administrators' Perceptions Of Unfunded Mandates In Online Education, Ronald Aaron Hennen

Doctoral Dissertations

Online education has become a solution for many states to facilitate the growing requests from state legislatures to lower educational costs while meeting the academic needs of students. Legislation from Florida provided the impetus for this study, after Florida CS/CS/HB 7197 mandated that all students enroll in an online class for 1 credit as a graduation requirement. While the rationale for such legislation may be cost savings, for most school districts, implementation may be viewed as an unfunded state mandate. The purpose of this study was to examine administrator’s perceptions of mandated online teaching as an additional financial burden on …

Examining The Impact Of Course Modality And Course Content Presentation Modality On Undergraduate Grade Outcomes And Course Evaluations, Valerie E. Hogan-Sandi

Doctoral Dissertations

This study was conducted with students previously enrolled in an introduction to educational psychology course during the fall 2019 “F2F”, fall 2020 “online”, and fall 2021 “mixed” semesters, (N =515). The primary goal of this study was to examine how course modality, online and F2F, impacts certain course variables. Specifically, research questions examine how course modality impacts overall course performance, exam performance, homework completion, homework timeliness, and student ratings. Overall course grade, exam grades, and homework completion information were downloaded from Canvas and students identifying information were removed. De-identified student evaluation data were shared with the investigator.

A Kruskal-Wallis H …