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Articles 1 - 21 of 21
Full-Text Articles in Education
Introduction (Online Learning December 2015 Special Issue), Anissa Lokey-Vega, Michael K. Barbour
Introduction (Online Learning December 2015 Special Issue), Anissa Lokey-Vega, Michael K. Barbour
Education Faculty Publications
While at an admittedly slower rate than the growth in enrollments, research in K-12 online learning has been picking up pace in the past decade and a foundation in best practice is now being laid.
A special K-12 issue of Online Learning is an ideal avenue for an academic dialogue. The focus of this special issue of Online Learning is to present rigorous research specific to the context of K-12 education including systematic inquiry into promising practices, various schooling models, measures of quality, and parent and teacher experience. All authors have provided explanations of K-12-specific terminology to support readers new …
Blended Online Learning Versus Traditional Classroom Learning: A Comparison Of Mathematics Content Mastery For High School Students Of Homeowners And Non-Homeowners, Jeannette Hallam
Doctoral Dissertations and Projects
The purpose of this causal-comparative study was to compare the methods of traditional face-to-face classroom instruction and blended online instruction for students from differing home environments who were repeating a Mathematics I course at the high school level. This quantitative study, conducted at three high schools in Georgia, used the theories of self-regulated learning, student-centered learning, Keller’s ARCS (Attention, Relevance, Confidence, and Satisfaction) model of motivational design of instruction, and cognitive load theory to compare the two approaches to learning. The participants in this study consisted of 398 high school students taking a Mathematics I class for the second time …
Interview With Joe Freidhoff: A Bird's Eye View Of K-12 Online Learning, Leslie Pourreau
Interview With Joe Freidhoff: A Bird's Eye View Of K-12 Online Learning, Leslie Pourreau
Faculty Articles
This article showcases an interview conducted with Dr. Joe Freidhoff, Executive Director of the Michigan Virtual Learning Research Institute, specifically for this special issue of the OLC Online Learning Journal. The perspectives provided by Dr. Freidhoff on the ever-changing field of K-12 online learning served two purposes: to introduce long-time profession-based journal readership to the field of K-12 online learning and to provide K-12 online learning scholars with perspective and direction for meeting the current and future needs of K-12 stakeholders.
Experiences And Lessons Learned From An International Master's Program On Universal Design Of Ict, Weiqin Chen, Siri Kessel, Norun Sanderson, George Giannoumis
Experiences And Lessons Learned From An International Master's Program On Universal Design Of Ict, Weiqin Chen, Siri Kessel, Norun Sanderson, George Giannoumis
Theme 1: Delivering Universal Design in Technical Subjects
No abstract provided.
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 …
Teaching And Assessing Engineering Design Thinking With Virtual Internships And Epistemic Network Analysis, Golnaz Arastoopour Irgens, David Williamson Shaffer, Zachari Swiecki, A. R. Ruis, Naomi C. Chesler
Teaching And Assessing Engineering Design Thinking With Virtual Internships And Epistemic Network Analysis, Golnaz Arastoopour Irgens, David Williamson Shaffer, Zachari Swiecki, A. R. Ruis, Naomi C. Chesler
Publications
An engineering workforce of sufficient size and quality is essential for addressing significant global challenges such as climate change, world hunger, and energy demand. Future generations of engineers will need to identify challenging issues and design innovative solutions. To prepare young people to solve big and increasingly global problems, researchers and educators need to understand how we can best educate young people to use engineering design thinking. In this paper, we explore virtual internships, online simulations of 21st-century engineering design practice, as one method for teaching engineering design thinking. To assess the engineering design thinking, we use epistemic network analysis …
Understanding Copyright & Transformative Fair Use, Andrée Rathemacher, Angel Ferria, Julia Lovett
Understanding Copyright & Transformative Fair Use, Andrée Rathemacher, Angel Ferria, Julia Lovett
Technical Services Faculty Presentations
Slides and workshop examples from a session, "Understanding Copyright & Transformative Fair Use," given at the Rhode Island Library Association Annual Conference, "RILA 2015," on May 28, 2015 in Newport, Rhode Island.
"This interactive workshop will outline the basics of copyright and fair use, emphasizing the notion of transformative fair use as highlighted in recent court decisions. The majority of the session will be devoted to real-life scenarios, and audience members will be able to analyze texts, images, video, and sound recordings to determine whether the proposed use is fair. You’ll also learn about handy alternatives for situations when fair …
Collecting & Infusing Locally Relevant Video To Support Teacher Learning, Aliex Ross, Jeanne Peloso, Nancy Dubetz, Laura H. Baecher, Leslie Lieman, Naliza Sadik
Collecting & Infusing Locally Relevant Video To Support Teacher Learning, Aliex Ross, Jeanne Peloso, Nancy Dubetz, Laura H. Baecher, Leslie Lieman, Naliza Sadik
Publications and Research
Context: Although online teaching videos are easy to find, few demonstrate locally relevant models for our aspiring teachers. Lehman College School of Education began a project in Fall 2014 to collect locally relevant video of teaching and student learning to demonstrate key practices in the field. We identified classrooms of highly competent program graduates as well as Professional Development Network Schools (PDS) teachers working in classrooms with co-teaching models and/or work with English Language Learners. 6 teachers and 2 literacy coaches from our Bronx public school PDS classrooms welcomed us to videotape teaching and student learning. Teachers and Lehman College …
Infusing Locally Relevant Video To Support Teacher Learning, Leslie Lieman, Aliex Ross, Jeanne Peloso, Nancy Cubetz, Laura Baecher
Infusing Locally Relevant Video To Support Teacher Learning, Leslie Lieman, Aliex Ross, Jeanne Peloso, Nancy Cubetz, Laura Baecher
Publications and Research
No abstract provided.
Evolving Strategies For Online Learning In Graduate Courses In Education, Maurice Digiuseppe, Roland Van Oostveen, Diana Petrarca
Evolving Strategies For Online Learning In Graduate Courses In Education, Maurice Digiuseppe, Roland Van Oostveen, Diana Petrarca
Stream 3: Digital Campus and Universal Design
Internet-based learning is becoming more commonplace in post-secondary settings in canada and internationally, though, often, instructors struggle to develop effective programming for their students. In this article, we present three cases in which instructors critically reflect on their experiences designing and implementing online learning environments for various courses in the graduate programs in education at the university of ontario institute of technology (uoit) in oshawa, canada. The first case focuses on an instructor’s efforts to develop courses involving problem-based learning (pbl) on the basis of a faculty-developed conceptual framework. In the second case, an instructor describes how her experiences as …
Adopting Online Lecturing For Improved Learning: A Case Study From Teacher Education, Marie Quinn, Shannon Kennedy-Clark
Adopting Online Lecturing For Improved Learning: A Case Study From Teacher Education, Marie Quinn, Shannon Kennedy-Clark
Education Papers and Journal Articles
This paper presents the results of a study that examined the integration of video lectures into a pre-service teacher unit of study. The aim of the research was to ascertain how students used the pre-recorded videos to complement their learning. The focus was on the pedagogy, and explored three factors: convenience, self-regulation of learning and design to aid learning. A mixed method approach to the data collection was used. Data sources included reflective journals, surveys and semi-structured interviews. An analysis of the data indicates that the pre-service teachers viewed the use of pre-recorded lectures positively and that they were a …
Experiential Learning: Using Virtual Simulation In An Online Rn-Bsn Program, Henny Breen, Melissa Jones
Experiential Learning: Using Virtual Simulation In An Online Rn-Bsn Program, Henny Breen, Melissa Jones
Faculty Publications
This article highlights the innovative experiential learning used by an online RN-BSN program through the use of simulation that takes place in an online classroom. Three experiential learning activities using a virtual community are described. These learning activities engage the students in thinking about social justice and health policy as well as teaching concepts that include community, leadership, influence, advocacy, networking, collaboration, and vulnerable populations. These concepts are critical to the learning needs of diploma and associate degree-prepared nurses who wish to continue their education to be better prepared to meet the complex needs of today’s health care environment.
Joining Forces: Enriching Rn To Bsn Education With Veteran-Centered Learning, Melissa Jones, Henny Breen
Joining Forces: Enriching Rn To Bsn Education With Veteran-Centered Learning, Melissa Jones, Henny Breen
Faculty Publications
This article highlights the commitment of the American Association of Colleges of Nursing to engage nursing schools to support the Joining Forces initiative by enhancing the education and preparation of the nation’s nurses to care for veterans, service members, and their families. The progress toward meeting the Joining Forces pledge and integrating veteran-centered learning in an online RN to BSN program is described.
Classroom Motivational Climate In Online And Face-To-Face Undergraduate Courses: The Interplay Of Gender And Course Format, Yan Yang, Yoon-Jung Cho, Angela Watson
Classroom Motivational Climate In Online And Face-To-Face Undergraduate Courses: The Interplay Of Gender And Course Format, Yan Yang, Yoon-Jung Cho, Angela Watson
College of Science and Engineering Faculty Research and Scholarship
In this study, the role of gender and course format in college students’ perceptions of classroom motivational climate (i.e., sense of classroom community and perceived classroom goal structure) was examined. Participants were 722 college students from a variety of majors at a comprehensive Midwest American university. Female students felt a stronger sense of community and perceived lower levels of performance-approach goal structure in online classes than their male counterparts experienced. Male students perceived the face-to-face classes as being more communal and less performance-approach oriented than the females did. Further, both male and female students perceived a stronger mastery-approach classroom goal …
Collaborative Curiosity: A Connected-Learning Course On Designing Community-Engaged Research, Valerie Holton, Tessa Mckenzie
Collaborative Curiosity: A Connected-Learning Course On Designing Community-Engaged Research, Valerie Holton, Tessa Mckenzie
Division of Community Engagement Resources
This was presented at the IARSLCE annual meeting in Boston, MA in November 2015.
Mooca: Massive Open Online Course For Accessibility, John Gilligan, Weiqin Chen, Sebastian Kelle, Jenny Darzentas
Mooca: Massive Open Online Course For Accessibility, John Gilligan, Weiqin Chen, Sebastian Kelle, Jenny Darzentas
Theme 1: Delivering Universal Design in Technical Subjects
No abstract provided.
Teaching Universal Design In Computer Science, Damian Gordon, Ciaran O'Leary
Teaching Universal Design In Computer Science, Damian Gordon, Ciaran O'Leary
Theme 1: Delivering Universal Design in Technical Subjects
No abstract provided.
Learning With Digital Technologies: Privileging Persons Over Machines, Mary E. Hess
Learning With Digital Technologies: Privileging Persons Over Machines, Mary E. Hess
Faculty Publications
Learning with digital technologies, at least when framed by moral commitments, requires lifting up specific epistemological frames, beginning with a conviction that learning involves human persons in interdependent communities who are involved in a shared search for truth. Such a conviction necessitates moving from teaching-centered to learning-centered pedagogies, and from explicit content to shaping tacit forms of knowing. Digital technologies can prove highly beneficial when used within those constraints.
Developing Critical Thinking Within A Master Of Science In Leadership Program, Daryl V. Watkins, Matthew P. Earnhardt
Developing Critical Thinking Within A Master Of Science In Leadership Program, Daryl V. Watkins, Matthew P. Earnhardt
Publications
Critical thinking involves an important set of competencies, skills, and behaviors that can be systematically developed and cultivated. Critical thinking is fostered within the Master of Science in Leadership Program to help students achieve higher levels of thinking through the program and also to help them improve their leadership acumen. The paper describes critical thinking, provides background on the Paulian view of critical thinking used within the program, and presents the approach used to infuse critical thinking into the curriculum. The Master of Science in Leadership Program introduces critical thinking in the first required course and weaves critical thinking concepts …
Student Online Questionnaire Protocol, Undergraduate Scholarly Habits Ethnography Project, Maura A. Smale, Mariana Regalado, Jean Amaral
Student Online Questionnaire Protocol, Undergraduate Scholarly Habits Ethnography Project, Maura A. Smale, Mariana Regalado, Jean Amaral
Publications and Research
This research protocol describes a questionnaire used for data collection in the Undergraduate Scholarly Habits Ethnography Project to explore the lived experiences of student use of technology in the hybrid and online courses they take.