Education Commons^™

Academic Outcomes Of The Covid-19 Pandemic: Awareness And Action, Tanner B. Howe

Culminating Experience Projects

Research has shown that the online learning implemented during the COVID-19-related school closures had impacts on academic outcomes among secondary students. As schools operate in proximity to this event, it is crucial to investigate and understand those academic outcomes. Research suggests that mathematics and reading/language courses displayed negative academic outcomes for the period of online learning. Through this investigation, stress was observed to have played a major role during this period for secondary students and may have also contributed to the academic outcomes observed. This project seeks to raise awareness of possible student educational needs by shining light on the …

Student Camera Use In Synchronous Classrooms: A Two-Study Exploration Of Ctml’S Embodiment Principle, Zac D. Johnson, Kevin C. Knoster

Journal of Communication Pedagogy

Two studies were conducted to ascertain whether or not the embodiment principle of the Cognitive Theory of Multimedia Learning would apply to student’s use of cameras in synchronous online instruction. Results from a cross sectional dataset indicate that students who utilize their cameras report more positive outcomes than students who do not utilize their cameras. Results from a quasi-experimental design indicate that students do not report any significant differences between experiencing classes where their peers keep their cameras-on or when their peers keep their cameras-off.

Mental Health Problems Among Elementary School Students Mandated To E-Learning: A Covid-19 Rapid Review Caveat, Renée M. D'Amore, Angelina N. Halpern, Lauren R. Reed, Kevin M. Gorey

International Journal of School Social Work

Extended lockdowns during the COVID-19 pandemic mandated millions of students worldwide to e-learning and by default made many of their parents proxy homeschool teachers. Preliminary anecdotal, journalistic and qualitative evidence suggested that elementary school children and their parents were probably most vulnerable to this stressor and most likely to experience mental health problems because of it. We responded with a rapid review of 15 online surveys to estimate the magnitude of such risks and their predictors between 2020 and 2021. The pooled relative risk of mental health problems among school children and their parents was substantial (RR = 1.97). Moreover, …

The Utilization Of Recorded Read Alouds By Teachers In Kindergarten Through Sixth Grade, Kira Hart

Curriculum and Instruction Undergraduate Honors Theses

In March of 2020, schools in the United States turned to virtual instruction due to the COVID-19 pandemic. Recorded read alouds flooded the internet during this time (Shedrow & Stoetzel, 2021). Now that school is back in person, the internet remains full of these recorded read alouds. The purpose of this study is to examine the utilization of recorded read alouds as an instructional practice by kindergarten through sixth grade teachers within in-person classrooms. This study also determines whether the use of a recorded read aloud by teachers has changed following COVID-19 and the purposes recorded read alouds serve. Research …

Diversity And Disconnection: Does An Online Setting Affect Student’S Understanding Of Privilege, Oppression, And White Guilt?, Shannon Mcqueen

Political Science Faculty Publications

Should educators teach diversity courses in online formats? Courses covering sexism, racism, ethnocentrism, or homophobia are increasingly part of the curriculum requirements for college students. This study compares student surveys from six sections of the author’s introductory Diversity in Politics course; three of these sections are taught asynchronously online, and three are taught in a face-to-face setting. Results reveal no difference between online and face-to-face students’ understandings of privilege and oppression, sense of belonging, or white guilt. However, although all Republican students increased their understanding of privilege and oppression from this course, Republican students uniquely entered the course with less …

Why Our Words Matter: Promoting A Growth Mindset In Online Graduate Courses, Elodie Jones

Advanced Education Programs Faculty Publications

In the research concerning the growth mindset utilized when evaluating academic persistence, Yeager states, “... to achieve, we need more than inborn ability—we need the right mindset. He [Yeager] studies how students and adults feel they belong and are respected, that their work is relevant and purposeful, and that they can overcome setbacks and continue to improve” (Mills). Through Yeager's combined research with other growth mindset researchers such as Carol Dweck and Angela Duckworth, their findings point to the idea that students must be allowed to explore, reflect, and create a level of self-awareness in their abilities to flourish while …

Self-Regulation And Academic Motivation As Predictors Of Academic Achievement Of Undergraduate Students In An Online Learning Environment, Sonia Almwalad

Dissertations

Problem

Online learning is a form of distance education that occurs via the Internet (Adams, 2004; Carliner, 1999). The success of online learning depends on student-related factors such as acceptance, willingness, and motivation (Almaiah et al., 2019; Almaiah et al., 2020). When online learning systems are not utilized, students cannot realize the concomitant benefit of improved performance. Online learning has many positives, but it does present a problem when it comes to academic success. Motivation and self-regulation are two of the key factors for successful online learning given that students are subject to minimal supervision or guidance from teachers in …

Designing For Accessibility In Online Learning: A Design Case, Mohan Yang, Victoria Lowell, Yishi Long, Tadd Farmer

STEMPS Faculty Publications

Despite laws in the United States (e.g., Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and its 2008 Amendments), students with various disabilities continue to experience access barriers to instructional content and inclusion in course activities. Online learning environments can present especially challenging circumstances for disabled students despite the advantages they could potentially bring. In this article, we present the design and development of three self-paced e-learning modules following a three-phased design process to prepare instructional design students to create accessible online learning content. The instructional design planning and development process can provide …