Education Commons^™

Giving Back: Exploring Service-Learning In An Online Learning Environment, Rochell Mcwhorter, Julie A. Delello, Paul B. Roberts

Rochell McWhorter

Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face …

Unpacking The Influence Of Online Students’ Perceived Course Satisfaction/Dissatisfaction On Their Performance, Firm Faith Watson, Debra Ferdinand-James

Firm Faith Watson

From Stopout To Scholar : Pathways To Graduation Through Adult Degree Completion Programs., Matt Bergman

Matt Bergman

Although colleges and universities are facing increased scrutiny to demonstrate a return on investment for their students, the demand for college-educated workers continues to grow. As of 2010, the U.S. Census Bureau estimated that more than one-fifth of Americans age 25 and older—around 43.5 million people—have some postsecondary education but no degree (Lumina, 2012). This article presents an integrative review of relevant, rigorous, and research based programs that create a fast path to degree completion for working adults. While national data still shows that postsecondary credentials remain a good investment for individuals and the overall economy (Carnavale & Rose, 2015), …

Optimizing Student' Satisfaction In Online Courses: Using A Two-Factor Theory As A Lens, Firm Faith Watson

Firm Faith Watson, Ph.D.

Comparing Student Assessments And Perceptions Of Online And Face-To-Face Versions Of An Introductory Linguistics Course, David Johnson, Chris C. Palmer

Chris C. Palmer

This article examines the issue of whether linguistics is better suited for a face-to-face (F2F) environment than an online teaching environment. Specifically, it examines assessment scores and student perceptions of the effectiveness of an introductory linguistics course at an undergraduate state university that has been taught multiple times in both online and F2F modes. To study this issue data was collected about the types of students enrolled in either version of the course, including their GPAs and course grades. A survey with both closed- and open-ended questions was also used to ask students about their experiences and perceptions of the …

Measuring The Community In Online Classes, Beth Rubin, Ron Fernandes

Beth Rubin

The paper proposes both theoretical and empirical approaches to differentiate the Community of Inquiry (CoI) in online classes at individual and group levels. Following the example of research on organizational climate, it assesses the strength of shared perceptions of teaching presence, social presence and cognitive presence. The paper develops a theory of composition that relates isomorphic constructs of these presences at the individual and the class levels. Hypotheses are made about the agreement among students on the survey that is used to measure individual perceptions of the three presences of the CoI. These are tested through a set of statistics …

The Effects Of Technology On The Community Of Inquiry And Satisfaction With Online Courses, Beth Rubin, Ron Fernandes, Maria Avgerinou

Beth Rubin

This paper extends the research on the Community of Inquiry (CoI) framework of understanding features of successful online learning to include the effects of the software used to support and facilitate it. This study examines how the Learning Management System (LMS) affords people the ability to take actions in an online course. A model is proposed to explain the effect of LMS affordances on the Community of Inquiry and on course satisfaction, and propose and test several hypotheses about their relationships. A pilot study found that while two common Learning Management Systems had different tools, faculty varied widely in their …

Finding Your Voice Through Online Discussion, Ginger M. Bidell

Ginger M. Bidell

In this Action Research Project, students will utilize online discussion boards to interact with one another in order engage in critical literacy practices. Online discussions will be utilized to provide students with an opportunity to be “heard” in a manner that is often difficult in classroom discussions. Students will have an opportunity to think and compose thoughtful responses to texts. In addition, they will be able to read the responses of classmates to consider multiple perspectives. Most importantly, online discussions will allow students who are reluctant to participate in classroom discussions an opportunity to find their voice.

Effectiveness Of Online Learning Program: A Case Study Of A Higher Education Institution, Hongjiang Xu, Omamerhi Ebojoh

Hongjiang Xu

Online learning has become a popular tool in addition to traditional learning methods. This study emphasizes on how assessment and delivery methods employed can influence the effectiveness of online program, as well as the benefits and constrains experienced in e-learning. The research project was conducted at a Higher Educational Institution for a period of three months. A case study methodology was employed to investigate the opinions and experiences of faculty and students involved in online programs. Various factors that affect the effectiveness of online programs were studied in order to provide insights on the major challenges, benefits and limitations faced. …

From Embedded To Integrated: New Teaching Models For Academic Librarians, Rob Morrison, Larissa Garcia, Marisa Walstrum

Rob Morrison

No abstract provided.

Online Learning For Older Adults: Dealing With Internet Visual Literacy Skills, Beth Rubin

Beth Rubin

This chapter describes key aspects of designing online courses for older adults who may have lower levels of internet visual literacy than younger learners, as described in existing literature. It describes a case in which such design was implemented and training offered, but was insufficient to support older learners. It recommends specific instructional actions, above and beyond those recommended in the literature, to support online course success.

Acl 533 Technology And Learning, Rob Morrison

Rob Morrison

No abstract provided.

The Effect Of Learning Management Systems On Student And Faculty Outcomes, Beth Rubin, Ron Fernandes, Maria Avgerinou, James Moore

Beth Rubin

This study examines the effects of interactive and learning structures enabled by different Learning Management Systems (LMS) on satisfaction and learner engagement in online courses. An LMS can support or hinder active engagement, meaningful connections between segments of the course, easy communication, and formative feedback by making it easier or more difficult for faculty to communicate course requirements, provide open-ended feedback, and place course elements that are used together contiguous to one another. This study compares sections of the same course, offered by the same instructors using the same course materials in at least two different LMSs. It examines whether …

Designing Multimedia For The Internet Visual Literacy Of Adult Online Learners, Beth Rubin, Dee Schmidgall, Lisa Ramos-Torrescano

Beth Rubin

This paper describes how to use multimedia effectively in online courses aimed at adult audiences who have lower internet visual literacy. This paper will help faculty and others who develop online courses for adults to understand key principles for using multimedia to increase engagement and learning, reduce distraction, and take cognitive load limits and student internet visual literacy into account.

Enhancing Authentic Assessment Through Information Technology, Beth Rubin

Beth Rubin

This chapter provides a framework to analyze the opportunities to enhance authenticity when assessment is mediated by information technology (IT), as well as the limitations of IT mediation on authenticity. The potential degree of authenticity is determined by several aspects of the competence being assessed: the chronicity of access to and use of information; the durability of the display; the use of written, oral and non-verbal communication; and computer use. The framework is used to identify IT tools that enable more authentic assessment as well as sample approaches and limitations on authenticity.

The Best-Laid Plans: A Case Of Cross-Cultural Online Learning, Beth Rubin

Beth Rubin

This article describes a case of cultural barriers affecting the success of an online course developed in one country and co-taught from two locations, and analyzes the cultural, communication and procedural factors that contributed to failure.