Online and Distance Education Commons^™

Making Decisions About Asynchronous And Synchronous Engagement Strategies: Access And Inclusion, Jessica Lantz, Eric M. Stauffer, Jamie Calcagno-Roach, Andrea H. Adams, Kristen S. Shuyler, Aaron Noland, Juhong Christie Liu

Libraries

This chapter conceptualizes an inclusive framework for decision-making in the selection of synchronous or asynchronous technologies to enhance engagement in online learning. Technologies are discussed in light of their utilization and value for course and curriculum design and development in online environments, with the considerations of providing sustained support, and optimizing technology and teaching efficacy. The content presented in the chapter will benefit those who develop and support synchronous and asynchronous learning environments to address challenges when transferring courses to online or hybrid modes.

Student Perspectives On Mandatory Conversion To Online Classes: A Qualitative Study, Anita Whiting, Joie S. Hain

Atlantic Marketing Journal

This qualitative research study investigates students’ perspectives on the mandatory conversion to online classes due to COVID-19. In particular, this study explores (1) students’ struggles with conversion of class to online, (2) students’ likes of converted online class, (3) students’ dislikes of converted online class, 4) students’ happiness toward converted online classes, and (5) students’ recommendations on ways to improve online classes. The study was conducted at three universities in the southeastern region of the United States. The major findings of the study are (1) almost 80 percent of students reported struggles when class was converted to online, (2) 88 …

Fostering Cognitive Presence In Online Courses: A Systematic Review (2008-2020), Robert L. Moore, Courtney N. Miller

STEMPS Faculty Publications

Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 2008-2020 that empirically analyzed cognitive presence in online courses. We share the patterns that emerged regarding the interplay between teaching and cognitive presence and social and cognitive presence. We also explore how the four phases of cognitive presence—triggering event, exploration, integration, and resolution—were evident within specific instructional activities. We conclude with implications for practice that will be helpful for course instructors and designers seeking to foster greater cognitive presence within their online courses.

The Writing’S On The Wall: Using Multimedia Presentation Principles From The Museum World To Improve Law School Pedagogy, Cecilia A. Silver

Dickinson Law Review (2017-Present)

Law school pedagogy is a relic. Nearly 150 years after Christopher Langdell pioneered the case method, the typical doctrinal course remains predominantly a verbal domain, featuring lectures, Socratic dialogue, and final exams. But the visual disconnect between legal education and legal practice does students a disservice. Under the proliferating influence of laptops, iPads, smartphones, and Zoom, students now read, work, and study electronically more than they ever have before. So instead of business as usual, it’s time to embrace “visualization”—using multimedia to enhance, or even supplant, the near-exclusive reliance on language—to build a more vibrant and inclusive learning environment.

Law …

Reconsidering The Call To Teach: K-12 Teacher Responses To Schools’ Addressing A Global Health Disruption, Dejuanna Parker

The Journal of Advancing Education Practice

This qualitative study explored K-12 teacher experiences with school responses to the pandemic that prompted instructors to reconsider the call to teach. Two theories provided a lens through which to view the problem. The Theory of Purpose was applied to analyzing instructors’ original decision to teach. Fortigenesis Theory undergirded the exploration of teacher responses to physical and emotional challenges. Three themes emerged as a result of data analysis: Discontent and Disdain for Post-Pandemic Teaching Practices, Emotional Distance Created by Physical Distance, and Administrative Priorities and Teacher Wellbeing.

Wait! Don’T Quit! Stay With Your Doctoral Program During The Global Pandemic: Lessons Learned From Program Completers, Sonya Hurt, Ericka Woods Ways, Barbara Holmes

The Journal of Advancing Education Practice

Using the self-determination theory framework developed by Ryan and Deci (2000), this study explored the facilitation strategies doctoral candidates used to stay on task during the global pandemic. Areas of inquiry included academic progression, dissertation research writing processes and addressing impacts on work, academic studies and persistence. The study used a phenomenological approach of qualitative research design. Ten participants were selected using a convenient sampling method. Three themes emerged from the data that included (1) Balancing work and life quality issues, (2) Mastering academic protocols (3) Developing collective efficacy in scholar development. This study revealed that student dependence on the …

Building Community For Completion: Doctoral Students’ Perceptions Of Technology Integration Within Dissertation Committee Collaboration, Scott Fillman, Barbara Holmes, Dejuanna Parker, Kent Willis

The Journal of Advancing Education Practice

The COVID-19 pandemic highlighted the prevalence of technology-mediated collaboration and mentorship between dissertation committee members and doctoral student scholars. Qualitative research methods were used to explore the role of technology for collaboration and building community within dissertation committees, focusing on dissertation scholars’ perspectives. The study was based on one overarching research question: How do doctoral students describe the integration of technology for collaborating with dissertation committees? Doctoral scholar participants described the importance of technological literacy within dissertation committees, most indicating that the COVID-19 pandemic exacerbated the importance of fluency with technology. Other participants portrayed the importance of technological literacy within …

Teaching In The Times Of Pandemic, Mileta Tomovic, Cynthia Tomovic

Engineering Technology Faculty Publications

The changes in academia are typically slow but very purposeful, they are carefully reviewed and strategically implemented, that is, until unpredictable massive tectonic shifts occur in society. Historically, academia has not experienced major distress on a global scale that would require a fundamental change and adaptation to new set of circumstances, until the world faced COVID-19 pandemic of proportions which caused academia to rapidly adjust to new realities and make major changes. The time frame in which the changes needed to be done, weeks and months, were so short that academia was placed under the significant stress to which it …

Online Teaching Of Program Planning & Evaluation, Manoj Sharma

UNLV Best Teaching Practices Expo

Program Planning & Evaluation (PBH 440-1001) offered by the School of Public Health at University of Nevada, Las Vegas was taught asynchronously online by Manoj Sharma to undergraduate students (primarily from public health) in Spring 2021 (n=34). This course is designed to equip students with the knowledge and skills necessary to systematically develop, implement, and evaluate health-related programs, services, and interventions. The specific teaching techniques that were used in teaching this course were organizing the entire course in Canvas and making it available from day 1, recording all lectures beforehand in Panopto, utilizing cases studies in modules, embedding journal articles …

Improving Active Learning Through Advanced Teaching Practices On An Online Course, Jin Ouk O. Choi

UNLV Best Teaching Practices Expo

Since the outbreak of the COVID, there has been a great need to advance learning experiences and opportunities for students when the courses are taught remotely. To address the need, the author incorporated the teaching strategies learned from the Culturally Relevant & Responsive Teaching (CRRT) fellows program supported by the NSF TRANSCEnD project. In Fall 2021, the author implemented multiple new teaching techniques and strategies in the CEM453-653 course, delivered entirely online. The specific teaching practices and technologies are: 1) Delivering lectures both live (synchronous) and recordings (asynchronous); 2) Using adaptive technology (Mentimeter & WebEx Poll) with real-time feedback; 3) …

My First Time Ungrading: Approach Used And Reflections, Heather J. Leslie Phd

Learning Design Center: Staff Scholarship

A few months ago, I began devouring information about ungrading with a fervent appetite. I started with the book Ungrading: Why Rating Students Undermines Learning (and What To Do Instead), edited by Susan Blum, and listened to just about every podcast where she was interviewed about this topic. I then read other books she recommended, like Wad-Ja-Get: The Grading Game in American Education by Howard Kirschenbaum and Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, and Praise by Alfie Kohn. Recently, I have become much more dialed in to the ungrading movement by reading articles from Teachers …

“The Illusion Of Collaboration”: An Integrated Examination Of The Antecedents, Processes, And Consequences Of Online Group Work, Jill Cathleen Woods

Graduate Theses, Dissertations, and Problem Reports (ETD)

Computer-supported collaborative learning (CSCL) presents postsecondary educators with a conundrum: how to design and support small-group activities without stifling deep and meaningful learning. The literature indicates that students are not consistently practicing higher-order cognitive activities, educators are not reliably designing or facilitating them, and/or researchers are not locating or identifying them where they are occurring. The aim of this dissertation is to explore these deficits by identifying the antecedent conditions that most affect collaboration. Specifically, I answer the question, how do learner’s prior knowledge, characteristics, and experiences manifest in their collaborative processes. Addressing a gap in the literature, this study …

The Influence Of Dual Enrollment On Rural Student College Persistence., Jeanne Toure Guerrero

Electronic Theses and Dissertations

Using the High School Longitudinal Study of 2009 (HSLS:09), this study addresses the research question of whether dual enrollment (DE) influences first- to third-year college persistence at a four-year institution, controlling for gender, race/ethnicity, socioeconomic status (SES), and rurality. The results revealed that there are statistically significant differences between the independent variables of DE Participation, Gender, Race/Ethnicity, SES, and Rurality and the dependent variable of College Persistence. Controlling for other variables, the following main effects results emerged: Students participating in DE courses were more likely to persist than non-DE students. Female DE students were more likely to persist when compared …

Cariño Pedagogy: A Framework Of Corazón, Ferial Pearson, Sandra Rodriguez-Arroyo, Gabriel Gutiérrez

Journal of Curriculum, Teaching, Learning and Leadership in Education

Change in the world of education has never been new or unexpected. However, the pandemic that swept the world at the beginning of 2020 caused our world to spin off its axis and force its practitioners into quickly re-evaluating their praxis, their priorities, and their professional responsibilities. Through this reflection, three BIPOC (Black, Indigenous, and People of Color) colleagues in the Teacher Education Department at a midwestern state university examine twelve months of teaching during the pandemic and the strategies they turned to, to stay true to their pedagogical values to ensure their students were taken care of personally and …

The Show Must Go On: Challenges, Questions, And Pedagogical Pivots In Response To Covid-19, Patrick S. De Walt

Journal of Multicultural Affairs

On March 18, 2020, many universities and university systems had or were in their initial stages of transitioning to virtual teaching as a result of COVID-19. This transition had varied effects on all aspects of the university community. This paper explores this transition through the teaching experiences of a tenure-track professor during the pandemic. The examination of six sections of a capstone undergraduate course over the course of three semesters was conducted. Through self-reflection, many of the challenges faced shifting from face-to-face to a virtual environment were discussed. Among some of the challenges and limitations experienced when teaching nontraditional and/or …

An Evaluation Of Local Mentor Support In Ae E-Teacher Educational Technology Integration Online Teacher Training Course, Yasemin Yelbay Yilmaz, Seher Balbay

Journal of Educational Research and Practice

This study addressed a different approach to online language teacher training programs. The researchers investigated the pros and cons of having local mentor support for an online course titled Using Technology in the English Language Classroom provided by the AE E-Teacher Program. The course was offered to preservice teachers from 24 different universities across Turkey. The study collected data through a pre- and post-online survey and individual semistructured interviews. The results revealed that while local mentoring as a supplement to the main course content contributed to teacher candidates’ emotional and professional attachment to their profession by helping them relate theory …

A Phenomenological Study Of Community College Career And Technical Education Graduates' Perceptions Of The Impact Of Online Delivery On Their Employability Skills Preparation, Jarett John Gilbert

Doctor of Education (EdD)

This qualitative study used a phenomenological approach to elevate and explore the voices of Oregon community college graduates of online career and technical education (CTE) programs to better understand how they perceive they were prepared with employability skills. The participants graduated from their program in Spring 2020, after their final term of classes were shifted completely online due to COVID-19. A three-interview protocol was conducted to explore how participants define employability skills, and the extent to which they felt their online learning experience prepared them with strong teamwork, communication, and results-orientation skills, requisite for success in their fields. Five major …

Supporting Students With An Autism Spectrum Disorder In Engineering: K-12 And Beyond, Jennifer L. Kouo, Alexis Hahn, Sarah Morton, Jay Gregorio

Journal of Science Education for Students with Disabilities

Individuals with disabilities, including individuals with an autism spectrum disorder (ASD), are underrepresented in science, technology, engineering, and mathematics (STEM) fields. With the importance of STEM skills in future employment and other disciplines, effective instructional strategies must be identified to enhance early and sustained access to STEM for students with ASD. However, the literature identifying effective STEM-specific supports and practices for this population of students is sparse and regarding engineering, there are no empirical studies that focus on teaching engineering skills to students with ASD. Therefore, the article aims to provide an overview of the available literature on the perspectives …

Multimedia Open Educational Resource Materials For Teaching-Online Diversity And Leadership: Aligning Bloom’S Taxonomy And Studio Habits Of Mind, Elizabeth Johnston, Cheryl Burleigh, Xeno Rasmusson, Patrick Turner, Drena Valentine, Liston Bailey

Higher Learning Research Communications

Objective: The purpose of this study was to explore, develop, test, and refine processes to incorporate meaningful and equitable use of open educational resources (OER) in online classrooms.

Method: The intent of this qualitative study was to use an action research process of interactive discussions between higher education practitioners to shape collective understanding of how to teach in an online learning environment using OER.

Results: The study resulted in the identification six exemplar learning opportunities which could be incorporated into the blended pedagogical model. Each exemplar OER included all four types of knowledge as defined by Bloom's taxonomy and required …

Unpacking Privilege In Pandemic Pedagogy: Social Media Debates On Power Dynamics Of Online Education, Roy Schwartzman

Journal of Communication Pedagogy

As one of the world’s major social media hubs dedicated to online education during the COVID-19 pandemic, the Facebook mega-group Pandemic Pedagogy provides a panoramic perspective of the key concerns educators and students face amid a public health crisis that forces redefinition of what constitutes effective education. After several months of instruction under pandemic conditions, two central themes emerged as the most extensively discussed and the most intensively contested: (1) rigor versus accommodation in calibrating standards for students, and (2) ways to improve engagement during classes conducted through videoconferencing, especially via Zoom. Both themes reveal deeply embedded systems of privilege …

Experiential Learning Across Borders: Virtual Exchange And Global Social Justice, Deniz Gokcora, Raymond Oenbring

Experiential Learning & Teaching in Higher Education

As the populations of college and university students become more diverse and have more demanding lifestyles, postsecondary institutions are showing greater interest in unconventional and innovative ways to offer students international experiential learning. Collaborative Online International Learning (COIL), also known as virtual exchange, connects students in two different countries to investigate global realities from a cross-cultural perspective. With international exchange experiences no longer limited to those in certain majors or with financial means, COIL creates more equitable and sustainable access to international engagement. In this study, we describe a COIL exchange between ESL students at the Borough of Manhattan Community …

A Case For Open Educational Resources (Oer) For Liberation: Leveraging Librarians And Library Skills, Aisling Coyne, Amy Fitzpatrick

Other

This paper will establish the case for Open Educational Resources (OER) for Liberation for Ireland, and the leveraging of librarians in pursuit of creating a database of Open resources for public good and public liberation within the context of post-neutrality librarianship. The researchers have conducted a literature review of existing OER initiatives and emerging areas of Open Education. The review is underpinned by the philosophical and pedagogical motivations of Open, with a keen focus on equity, access and accessibility. Through this research, it has been found that there is a strong framework available for establishing a national OER initiative, and …

Virtual Piano Instruction For The College Learner, Gena Greher, Dominique Haughton, Jacob Hiser, Brandon Vaccaro

Journal of the Association for Technology in Music Instruction

This article investigates the affordability and feasibility of conducting virtual piano lessons for the college level learner. It proposes an approach that works well and requires equipment costing approximately $300 per student. We outline the pros and cons of conducting virtual piano lessons online. The main benefit is overcoming geographical distances, whereas limitations include challenges such as the instructor being able to check issues such as fingerings or dynamics. Latency is not a major problem as long as only one person is playing at any given time, as found in past work. The process of teaching and learning online requires …

Embedding Metaliteracy In Learning Design To Advance Metacognitive Thinking: From Oer To Moocs, Thomas P. Mackey, Trudi E. Jacobson

University Libraries Faculty Scholarship

No abstract provided.

Career Preparedness: Perspectives From C&Cj Alumni At An Scu, Tracey Woodard, Courtney Mcdonald

Teacher-Scholar: The Journal of the State Comprehensive University

State comprehensive universities (SCUs) feature degree programs designed to help graduates achieve their career aspirations. Criminology and Criminal Justice (C&CJ) programs have become popular at SCUs, in part because students are inspired by media portrayals of law enforcement to work in the criminal justice field. Yet little is known about how C&CJ alumni of SCUs perceive their educational experiences. For this exploratory study, an online survey was distributed to alumni of a Southern SCU C&CJ program. Alumni were asked about their perceptions of their own career preparedness following graduation and their satisfaction with the C&CJ program. Overall, alumni were satisfied …

An Artificial Intelligence Tool For Accessible Science Education, Jacob D. Watters, April Hill Dr., Melissa Weinrich Dr., Cary Supalo, Feng Jiang Dr.

Journal of Science Education for Students with Disabilities

One of the most important issues in accessible science education is creating a laboratory workspace accessible to blind students or students with visual impairments (VI). Although these students are often provided access to the science lectures, they are usually denied full participation in hands-on laboratory work. Current solutions to this problem focus on providing special accommodations such as asking sighted lab partners to complete the hands-on work. Although the accessibility of laboratory devices in modern science education has been improved in recent years, students with VI often remain passive learners. In this work, we developed a new artificial intelligence tool, …

Making Scientific And Technical Materials Pervasively Accessible, Jason J.G. White

Journal of Science Education for Students with Disabilities

In this paper, the question is explored of what policies, standards and practices are desirable to ensure that hardware, software and publications in the sciences and associated disciplines are created from the outset to be accessible to people with disabilities. Insight into this question can be obtained by considering the unique accessibility challenges that these materials pose, including complexities of notation, language, and graphical representation.

Having analyzed what sets this problem apart from broader issues of accessibility, the advantages and limitations of current international standards are reviewed, and contemporary developments in standards and policies are considered from a strategic perspective. …

The Perceptions Of Teachers Of Students With Visual Impairments On Students With Visual Impairments And Graphing: How To Teach, Ashley N. Nashleanas Ph.D.

Journal of Science Education for Students with Disabilities

Many gaps exist in what is known around teaching students with visual impairments (SVI) about how to use graphs (Rosenblum et al., 2018; Rosenblum & Herzberg, 2015; Zebehazy & Wilton, 2014a;2014b;2014c). When teachers first experience a student with a visual impairment, some of the questions that come to mind are: How can I be sure this student understands what I am saying about these graphs I show on the board? Will this student be able to keep up? The study herein, based on findings from Author (2018), serves as a guide for teachers to consider in the case that SVI …

Learning In A Hyflex Model, Kirsten Passyn

Atlantic Marketing Association Proceedings

No abstract provided.

Factors That Influence The Acceptance And Use Of Formative Feedback In An Online Undergraduate Module, Jameson Goto, Jacqueline Batchelor, Geoffrey Lautenbach

The African Journal of Information Systems

The focus of the study was to determine the factors that influence the acceptance and use of online feedback in an undergraduate module using the modified unified theory of acceptance and use of technology (UTAUT2). The participants were third-year pre-service teachers in the Bachelor of Education degree who were taking a fully online Teaching Studies module, in addition to their specialist subject areas at one of the universities in South Africa. A survey instrument was developed from the original UTAUT2 instrument and modified where appropriate, to fit the formative feedback context. Exploratory factor analysis was used to validate the instrument. …