Education Commons^™

Effective Use Of “Guest Lecturers” In Online Instruction, Emily Rogers, Howard S. Carrier

Libraries

“Guest lecturers” can share insight and experiences, especially in classes that support professional programs, but how can they be best utilized in the online teaching environment? In presenting this paper at DLA 2018, the authors seek to discuss this question, drawing upon their recent, empirical research investigating the role of guest lecturers in online library science classes.

Virtually There: Distant Freshmen Blended In Classes Through Synchronous Online Education, Phillip A. Olt Ed.D.

Advanced Education Programs Faculty Publications

Synchronous online education occurs when the students and faculty member are in different locations geographically and interaction occurs simultaneously through the internet at scheduled times. In this study I investigated the phenomenon of using synchronous online classes blended with a face-to-face classroom to complete the freshman year of college. The essence of the experience emerged around the concept of ambiguity, specifically in regard to group membership, functionality of technology, and place. This understanding of ambiguity provides a framework upon which to design practices for engaging such distance students and best promoting their learning.

The Relationship Between Mobile Learning And Academic Achievement In A Community College System Online Environment, Daniel Grenier

Doctoral Dissertations and Projects

This study poses the question: Is there a relationship between student use of mobile technology in an online environment and student achievement expressed by final grades? The purpose of this study is to examine the relationship between mobile learning (m-learning) using mobile technology and academic achievement in terms of final grades in an online environment. The literature on m-learning indicates the freedom and flexibility of the m-learner constitutes a new paradigm in education. The untethered nature of m-learning means students can access course content anywhere, anytime. Studies have focused on the use of specific technologies in learning environments; this study …

Integration Of Doctoral Students In Distance Programs: An Instrument Validation Study Of Educational Doctorate Students, Joseph Holmes

Doctoral Dissertations and Projects

Doctoral attrition rates range between 40%-60%. Attrition rates increase 10%-20% in the distance education (DE) environment. Academic integration and social integration are key elements of doctoral student integration and predictors of student persistence at any program stage. Instruments exist to measure academic integration and social integration for undergraduate students; however, no instruments exist that specifically measure both academic integration and social integration of doctoral students in DE programs at any program stage. The purpose of this research was to develop and analyze the structure, validity, and reliability of the Distance Doctoral Integration Scale (DDIS). Instrument development followed a multi-step process. …

Distance Education: Methods Of Education For Students In Remote Areas Of China, Emily R. Kaminsky

Student Publications

This paper illustrates that distance education is a useful mechanism of education for students living in remote areas or those who desire a native English-speaking teacher to improve their own language skills. However, it will also show the ways in which distance education is not the perfect solution. This paper will overall find that distance education improves future economic opportunities, causes changes in teacher/student power dynamics, and does, to some extent, increase access to schooling for children living in rural, remote areas.

And Finally... Engagement, Michael Simonson

Faculty Articles

Excerpt

Engagement of a learner is defined as emotional and intellectual involvement or commitment—the participation in learning activities via interaction with others in meaningful ways. Engagement theory considers engagement as the process of involving learners in groups or teams working collaboratively on project-based and authentic activities.

And Finally... Doing It Wrong—Who Says?, Michael Simonson

Faculty Articles

Excerpt

Several years ago there was considerable discussion among leaders of schools, colleges, universities, and organizations who wanted to offer instruction at a distance. In response, Distance Learning published a column titled “Designing the Perfect Online Program” hoping that the set of guidelines provided would assist organizations in their planning, and to reduce the likelihood that illconceived plans would be implemented.

And Finally … Let’S Go Deeply Digital?, Michael Simonson

Faculty Articles

Excerpt

The origination of the term “deeply digital” is widely credited to a Report to the President made in 2010 by the President’s Council of Advisors on Science and Technology. The core of this report was that technology, deeply digital technology, should not replace teachers but support them. Properly used, technology can extend the reach of teachers by giving them access to the best instructional and professional development tools that can create customized learning environments and assessments for students, and to capture rich information about individual performance. (p. 80)

And Finally … Seven Critical Elements, Michael Simonson

Faculty Articles

Excerpt

Robust research and decades of experience have yielded a wide variety of useful (if sometimes conflicting) guidelines for planning and implementing online instruction. However, seven elements are critical for an effective online course.

Distance Education And Technology Infrastructure: Strategies And Opportunities, Robert L. Moore, B. P. Fodrey

STEMPS Faculty Publications

Distance education provides a wealth of opportunities and areas for innovation, but it also presents unique challenges for implementation and eventual success. To mitigate these challenges, this chapter will present four critical components—systems, objectives, evaluation, and personnel—that combine into one to create a technology infrastructure that can support distance delivery. Through this chapter, e-learning leaders will gain the knowledge to not only identify key features of tools used for distance delivery, but also understand and appreciate the correlation between a holistic infrastructure approach and quality distance delivery. The absence of one of these critical components will likely result in an …