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Full-Text Articles in Education
Accessible Online Learning: A Preliminary Investigation Of Educational Technologists’ And Faculty Members’ Knowledge And Skills, Patrick R. Lowenthal, Amy Lomellini
Accessible Online Learning: A Preliminary Investigation Of Educational Technologists’ And Faculty Members’ Knowledge And Skills, Patrick R. Lowenthal, Amy Lomellini
Educational Technology Faculty Publications and Presentations
Colleges and Universities have a more diverse student body than ever before—this includes a growing number of students with disabilities. Many of these students are attracted to the flexibility and anonymity of learning online. However, research suggests that students with disabilities often face barriers learning online. Given this, we set out to investigate how faculty and educational technologists are prepared to design accessible online courses and instructional materials. We surveyed 95 educational technologists, directors, and disability access personnel in this exploratory study. In the following paper, we report the results of our inquiry into these professionals’ perspectives on faculty and …
From Emergency Remote Teaching (Ert) To Sustained Remote Teaching (Srt): A Comparative Semester Analysis Of Exchange Students’ Experiences And Perceptions Of Learning Online During Covid-19, William H. Stewart, Youngkyun Baek, Patrick R. Lowenthal
From Emergency Remote Teaching (Ert) To Sustained Remote Teaching (Srt): A Comparative Semester Analysis Of Exchange Students’ Experiences And Perceptions Of Learning Online During Covid-19, William H. Stewart, Youngkyun Baek, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
The COVID-19 pandemic caused universities worldwide to close campuses, forcing millions of teachers and students to resort to Emergency Remote Teaching (ERT) and learning. Though necessary, the sudden move to remote delivery marked a significant departure from the standards and norms in distance education. In Korea, the pandemic coincided with the start of the 2020 academic year. Though ERT was new and unplanned during the first semester of the year, it became Sustained Remote Teaching (SRT) in the second. Through the lens of performance improvement theory, we sought to determine if students’ experiences and perceptions with learning remotely via SRT …
Investigating Students’ Perceptions Of Screencasting Style Of Video Feedback In Online Courses, Patrick R. Lowenthal, Holly S. Fiock, Dana L. Shreaves, Eric S. Belt
Investigating Students’ Perceptions Of Screencasting Style Of Video Feedback In Online Courses, Patrick R. Lowenthal, Holly S. Fiock, Dana L. Shreaves, Eric S. Belt
Educational Technology Faculty Publications and Presentations
Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students received video feedback from their instructor, and provided and received video feedback to their peers. A total of 84 graduate students completed an end-of-course survey between 2018 and 2020 that focused in part on student satisfaction and perceived learning with video feedback and overall perceptions of social presence. Results …
Distance Education Under Duress: A Case Study Of Exchange Students’ Experience With Online Learning During The Covid-19 Pandemic In The Republic Of Korea, William H. Stewart, Patrick R. Lowenthal
Distance Education Under Duress: A Case Study Of Exchange Students’ Experience With Online Learning During The Covid-19 Pandemic In The Republic Of Korea, William H. Stewart, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
COVID-19 caused universities around the world to transition overnight to some type of remote learning or online format. The way this occurred, though necessary, was a departure from the standards and norms of traditional distance education and was a drastic change for the majority of faculty and students who had no prior experience with remote, blended, or online learning. This case study was conducted in the Republic of Korea with 15 international exchange students who found themselves forced to take distance education courses on an empty campus during the COVID19 pandemic. Themes of isolation and loneliness, diverse learning experiences, little-to-no …
Exploring Student Perceptions Of Asynchronous Video In Online Courses, Patrick R. Lowenthal
Exploring Student Perceptions Of Asynchronous Video In Online Courses, Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
Research suggests that video can improve social presence in online courses. Video, though, is not a panacea; rather the success of video use depends in part on how and when it is used. Online instructors are increasingly using video in various ways, but questions remain on which types of videos students value most when it comes to establishing social presence. Given this, this mixed-methods sequential explanatory study explored student perceptions of three types of asynchronous video: video announcements, instructional videos, and video feedback. The results suggest that while video has the potential to improve social presence, it ultimately depends on …
Video Use In Online And Blended Courses: A Qualitative Synthesis, Eric S. Belt, Patrick R. Lowenthal
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, …
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
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 …
Teaching Mathematics Education Online: Instructional Theories, Strategies, And Technologies, Angie Hodge-Zickerman, Cindy S. York, Patrick R. Lowenthal
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.
Video Feedback: Is It Worth The Effort? A Response To Borupe Et Al., Patrick R. Lowenthal
Video Feedback: Is It Worth The Effort? A Response To Borupe Et Al., Patrick R. Lowenthal
Educational Technology Faculty Publications and Presentations
It is easier than ever to provide video feedback. Research has shown that video feedback, among other things, can help increase conversational and afective communication. However, research also suggests that despite its benefts, instructors and students might prefer text-based feedback. The following paper responds to research by Borup, West, and Thomas (Educ Technol Res Dev 63(2): 161–184. https://doi.org/10.1007/s11423-015- 9367-8, 2015), describes the value of their research, how it can be applied, some limitations, and future areas of research in a time where colleges are shifting to digital
Developing Online Sense Of Community: Graduate Students' Experiences And Perceptions, Jesus Trespalacios, Lida J. Uribe-Florez
Developing Online Sense Of Community: Graduate Students' Experiences And Perceptions, Jesus Trespalacios, Lida J. Uribe-Florez
Educational Technology Faculty Publications and Presentations
Building a sense of community (SoC) is an important process in the success of distance education and students’ retention. However, developing a community in online learning environments is not an easy task. The purpose of this research study is to explore perceptions of graduate students on SoC and learning after using different collaborative activities with diverse forms of interaction (text, audio, and video) in an online educational research course. Quantitative data from two surveys and qualitative data from individual interviews were collected. Findings indicate that multimodal and scaffolding interactive activities help to support connectedness and learning, and therefore foster online …
Visions Of Quality Assurance In Online Mba Programs, Kerry Rice, Patrick R. Lowenthal, Ross Perkins
Visions Of Quality Assurance In Online Mba Programs, Kerry Rice, Patrick R. Lowenthal, Ross Perkins
Educational Technology Faculty Publications and Presentations
Online MBA programs have undergone significant growth in recent years. However, quality assurance measures have not kept pace with this growth. The purpose of this study was to identify and prioritize aspects of quality assurance specific to Association to Advance College Schools of Business (AACSB)-accredited online MBA programs. The Delphi methodology was used to facilitate a group conversation among administrators, faculty members, and instructional designers around the topic of quality assurance for online Master of Business Administration (MBA) programs over the next 3-5 years. This paper reports the results of this study and how the results will help to direct …
Teaching Massive, Open, Online, Courses (Moocs): Tales From The Front Line, Patrick R. Lowenthal, Chareen Snelson, Ross Perkins
Teaching Massive, Open, Online, Courses (Moocs): Tales From The Front Line, Patrick R. Lowenthal, Chareen Snelson, Ross Perkins
Educational Technology Faculty Publications and Presentations
Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the motivation, experiences, and perceptions of instructors who have taught massive open online courses. Findings indicate that instructors were motivated to teach MOOCs for three main reasons: (1) interest and passion, (2) publicity and marketing, or (3) benefits and incentives. Most instructors had little online teaching experience prior to teaching their first MOOC, but were satisfied with the experience. The majority believed their own …
Online Course Design And Development Among College And University Instructors: An Analysis Using Grounded Theory, Sally J. Baldwin, Yu-Hui Ching, Norm Friesen
Online Course Design And Development Among College And University Instructors: An Analysis Using Grounded Theory, Sally J. Baldwin, Yu-Hui Ching, Norm Friesen
Educational Technology Faculty Publications and Presentations
In this study, a grounded theory approach was used to investigate the process college and university instructors undergo to design and develop online courses. Fourteen instructors who created online courses for four-year colleges and universities were interviewed about their experience designing and developing online courses. Results showed that participants begin the process with objectives and/or with existing course outlines, typically taken from online and face-to-face courses. Next, the instructors structure the course and chunk content. The instructors interviewed rarely use formal instructional design principles, but their design tasks show a striking similarity to those formalized in the ADDIE model. Student …
The Design And Implementation Outcome Of An Online Undergraduate Thermodynamics Class, Dazhi Yang, Krishna Pakala
The Design And Implementation Outcome Of An Online Undergraduate Thermodynamics Class, Dazhi Yang, Krishna Pakala
Educational Technology Faculty Publications and Presentations
Online learning is not common for most undergraduate core engineering courses. However, the growing need for online engineering courses necessitates the design and delivery of online courses that can allow for the flexibility and convenience the distance learning experiences can offer. Thermodynamics is among the most difficult engineering subjects to teach, especially online, where instructors are unable to demonstrate the overwhelming number of equations and applications as they would in face-to-face lectures. This paper describes the design and development of an online, undergraduate thermodynamics class. It reports the implementation outcome of student final course grade and the students’ learning experience …
Exploring Small Group Analysis Of Instructional Design Cases In Online Learning Environments, Jesus Trespalacios
Exploring Small Group Analysis Of Instructional Design Cases In Online Learning Environments, Jesus Trespalacios
Educational Technology Faculty Publications and Presentations
The case-based approach is a constructivist instructional strategy that helps students apply their emerging knowledge by studying design problems in authentic real-world situations. One important instructional strategy in case-based instruction is to analyze cases in small groups before discussing them with the whole class. This study investigates the use of small-group structure to analyze case studies in online learning environments, as well as students’ perceptions of the use of VoiceThread presentations to improve their learning of instructional design. The results show that a small group strategy has great potential to help students analyze case studies and consequently enhance learning. The …
Sense Of Community, Perceived Learning, And Achievement Relationships In An Online Graduate Course, Jesus Trespalacios, Ross Perkins
Sense Of Community, Perceived Learning, And Achievement Relationships In An Online Graduate Course, Jesus Trespalacios, Ross Perkins
Educational Technology Faculty Publications and Presentations
The ubiquity of online programs in higher education requires continued focus on designing instructional environments that improve students’ learning. We examine students’ perceptions of sense of community and learning, as well as academic achievement, using grades obtained from a final project and participation in asynchronous discussion forums. Findings indicate a significant correlation between perceived learning and the sense of community connectedness subscale. Although sense of community is closely associated with interactions, the results did not show a significant relationship between the sense of community and the discussions achievement variable. Implications and challenges in implementing activities to foster sense of community …
Value-Added Results For Public Virtual Schools In California, Richard Ford, Kerry Rice
Value-Added Results For Public Virtual Schools In California, Richard Ford, Kerry Rice
Educational Technology Faculty Publications and Presentations
The objective of this paper is to present value-added calculation methods that were applied to determine whether online schools performed at the same or different levels relative to standardized testing. This study includes information on how we approached our value added model development and the results for 32 online public high schools in California. Student level California Standards Test results in English Language Arts and Mathematics for over 5,000 online students were analyzed. Mean value added metrics for each school were calculated for 8 courses held during the 2010-2011 academic year. We found that schools of distinction existed in 7 …
In Search Of Quality: Using Quality Matters To Analyze The Quality Of Massive, Open, Online Courses (Moocs), Patrick R. Lowenthal, Charles B. Hodges
In Search Of Quality: Using Quality Matters To Analyze The Quality Of Massive, Open, Online Courses (Moocs), Patrick R. Lowenthal, Charles B. Hodges
Educational Technology Faculty Publications and Presentations
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved MOOCs into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this article, we present the results of our inquiry, with a …
Exploring The Impact Of Role-Playing On Peer Feedback In An Online Case-Based Learning Activity, Yu-Hui Ching
Exploring The Impact Of Role-Playing On Peer Feedback In An Online Case-Based Learning Activity, Yu-Hui Ching
Educational Technology Faculty Publications and Presentations
This study explored the impact of role-playing on the quality of peer feedback and learners’ perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners’ generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported …
Peer Feedback To Facilitate Project-Based Learning In An Online Environment, Yu-Hui Ching, Yu-Chang Hsu
Peer Feedback To Facilitate Project-Based Learning In An Online Environment, Yu-Hui Ching, Yu-Chang Hsu
Educational Technology Faculty Publications and Presentations
There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners …
Mobile App Design For Teaching And Learning: Educators’ Experiences In An Online Graduate Course, Yu-Chang Hsu, Yu-Hui Ching
Mobile App Design For Teaching And Learning: Educators’ Experiences In An Online Graduate Course, Yu-Chang Hsu, Yu-Hui Ching
Educational Technology Faculty Publications and Presentations
This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning mobile apps. They had great sense of empowerment through developing unique apps by using App Inventor. They felt their own design work and creative problem solving were inspired by the customized mobile apps shared by peers. The learning activities, including sharing customized apps, providing peer feedback, composing design proposals, and keeping …
Mobile Microblogging: Using Twitter And Mobile Devices In An Online Course To Promote Learning In Authentic Contexts, Yu-Chang Hsu, Yu-Hui Ching
Mobile Microblogging: Using Twitter And Mobile Devices In An Online Course To Promote Learning In Authentic Contexts, Yu-Chang Hsu, Yu-Hui Ching
Educational Technology Faculty Publications and Presentations
This research applied a mixed-method design to explore how best to promote learning in authentic contexts in an online graduate course in instructional message design. The students used Twitter apps on their mobile devices to collect, share, and comment on authentic design examples found in their daily lives. The data sources included tweets (i.e., postings on Twitter), students' perceptions about mobile microblogging activities, and self-reported Twitter usage. Based on the tweet analysis, we found that the students appropriately applied the design principles and design terms in their critique of design examples. While the students were mainly engaged in assignment-relevant activities, …
Revealing Online Learning Behaviors And Activity Patterns And Making Predictions With Data Mining Techniques In Online Teaching, Jui-Long Hung, Ke Zhang
Revealing Online Learning Behaviors And Activity Patterns And Making Predictions With Data Mining Techniques In Online Teaching, Jui-Long Hung, Ke Zhang
Educational Technology Faculty Publications and Presentations
This study was conducted with data mining (DM) techniques to analyze various patterns of online learning behaviors, and to make predictions on learning outcomes. Statistical models and machine learning DM techniques were conducted to analyze 17,934 server logs to investigate 98 undergraduate students’ learning behaviors in an online business course in Taiwan. The study scientifically identified students’ behavioral patterns and preferences in the online learning processes, differentiated active and passive learners, and found important parameters for performance prediction. The results also demonstrated how data mining techniques might be utilized to help improve online teaching and learning with suggestions for online …