Online and Distance Education Commons^™

Re:Thinking Virtual Faculty Learning Communities, Angela Atwell

Publications

Kickstarted with a POD Early Researcher Grant in 2016 and subsequent Research Grant in 2017, Virtual Faculty Learning Communities (V-FLC) have become a staple offering at our center. Since their inception, times and conditions have changed but the idea of reconnecting with colleagues, specifically remote colleagues remains at the heart of these V-FLC experiences. In this session, participants will explore the value and flexibility of V-FLCs by reviewing the development process, analyzing the concept of community, and scrutinizing the impact of size on a V-FLC. Participants will also leave with access to a framework for creating Virtual Faculty Learning Communities. …

Cognitive Load In Asynchronous Discussions In A Fully Online Course, Emily Faulconer

Publications

This study was designed as a quantitative descriptive investigation.

Instructional Efficiency In Asynchronous Online Discussions, Emily Faulconer, Darryl Chamberlain, Beverly Wood

Publications

Cognitive load mitigation strategies & community of inquiry framework are not discipline specific.

Is A Framework Of Support Enough? Undergraduate Research For Online Stem Students, Emily Faulconer, Brent Terwilliger, Robert Deters, Kelly George

Publications

While undergraduate research is known as a high-impact practice, little research has been conducted for the online educational setting. Early research suggests that online students and faculty have similar interest in undergraduate research as their residential (face-to-face) counterparts. This point of view presents the framework of support developed for fully online students distributed globally and shares some of the challenges faced in online undergraduate research, including the issue of low recruitment (despite stated interest) that could be exacerbated by the COVID-19 pandemic.

Leveraging Interdisciplinary Expertise In Developing An Alternative Mathematics Pathway, Beverly Wood, Debra T. Bourdeau

Publications

How many instructors does it take for amazing course design? Or perhaps we should begin with “A mathematician, humanist, communication expert and statistician walk into a bar.” This unlikely team has co-developed a pair of courses, Learning to Reason I: Art and Quotient and Learning to Reason II: Commerce and Flux, that deeply investigate quantitative reasoning from multiple perspectives. Blending elements of rhetoric, logic, and history with mathematical computation, representation, and application breaks through the perceived barriers between the unyielding, obstinate world of mathematics and the ambiguous, equivocal world of the humanities. Developing the courses as an interdisciplinary team of …

Medium Altitude Long Endurance Rpa Training: Evaluating Blended Learning, Zachary Waller, Robert Stupnisky

International Journal of Aviation, Aeronautics, and Aerospace

The Heads Down Display (HDD) Menu Trainer – a stand-alone software trainer – was developed to familiarize students in Remotely Piloted Aircraft training with the layout and manipulation of the HDD menus for either the MQ-1 or MQ-9. Preliminary work by Waller et al. (2016) established the efficacy of the HDD Menu Trainer in improving student performance from pretest to posttest scores across several modalities (i.e. traditional, blended, and distance). Recognizing that students holding pilot certification scored higher in some aspects of the HDD Menu Trainer, this study sampled students across a curriculum to assess whether performance with the HDD …

Student Engagement In Aviation Massive Open Online Courses (Moocs), Jennifer M. Edwards, Haydee M. Cuevas, Felix Brito, Mark Friend, Maryjo O. Smith

Publications

As online training in the aviation industry continues to expand, understanding how learners engage in open online courses may help inform course design. Currently little is known about student engagement in aviation Massive Open Online Courses (MOOCs) and more information is needed about those who utilize, but do not complete them. Datasets from two aviation MOOCs were cluster-analyzed to determine subpopulations based on activity (discussions, videos, quizzes). Differences were examined for days of activity and completion. Survey data revealed differences in demographics and learning goals. Three significantly different subgroups were found for each MOOC. Engagement patterns were similar between corresponding …

Undergraduate Research In A Fully Online Engineering Program: Building The Framework Of Support, Emily Faulconer, Robert Deters, Brent Terwilliger

Publications

Undergraduate engineering programs often face low persistence and retention.

• Females and ethnic minorities are underrepresented and show lower persistence
• Certain minorities may be less likely to enroll in online programs
• Lower persistence and retention in online students across disciplines

Undergraduate research may increase persistence and retention.

• Online students likely underrepresented due to access limitations

Identifying Sources Of Anxiety In An Introductory Online Undergraduate Chemistry Course, Emily Faulconer, John C. Griffith

Publications

Learning chemistry in an online environment may have multiple sources of anxiety for students, including chemistry anxiety, math anxiety, computer anxiety, and trait anxiety (personality attribute of proneness to experience anxiety). While previous research has explored relationships between math and chemistry anxiety in a traditional setting, no studies have explored these anxieties in the online modality. Survey data were collected using existing scales (some with minor modifications), with a response rate of 31%. The scales used in this study demonstrated strong reliability. Highest sources of anxiety for each scale were presented. The perceived ease of use scale score was used …

Catching Lightning In A Bottle: Surveying Plagiarism Futures, Zachary Dixon, Kelly Whealan George, Tyler Carr

Publications

The digitization of higher education is evolving academic misconduct, posing both new challenges to and opportunities for academic integrity and its research. The digital evidence inherent to online-based academic misconduct produces new avenues of replicable, aggregate, and data-driven (RAD) research not previously available. In a digital mutation of the misuse of unoriginal material, students are increasingly leveraging online learning platforms like CourseHero.com to exchange completed coursework. This study leverages a novel dataset recorded by the upload of academic materials on CourseHero.com to measure how at-risk sample courses are to potential academic misconduct. This study’s survey of exchanged coursework reveals that …

Options And Experiences For Online Chemistry Laboratory Instruction, Emily Faulconer, Matt Morgan

Publications

While online course offerings have been on the rise for many years, there was a rapid transition to online courses due to campus closures and social distancing protocols associated with the COVID-19 pandemic. This has caused significant disruption in traditional chemistry laboratory activities. In this chapter, features of various distance laboratory approaches options are presented, including wet chemistry and dry laboratory options. Because the existing research comparing effectiveness of these strategies is scarce, no attempt is made to argue the effectiveness of one modality over the other, but rather advantages and disadvantages of each method are presented and discussed. The …

Remote Elementary Education: A Comparative Analysis Of Learner Development (Part1), Stefan Kleinke, David Cross

Publications

Purpose – The purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part one, presented in this paper, examined achievement differences between learners in a fully remote learning environment and those in a hybrid setting. Design/methodology/approach – A quantitative, quasi-experimental study with factorial design was used to investigate group differences in student achievement between the different learning environments. Ex-post-facto data from standardized test scores were utilized to examine in which ways the learning environment may have affected learner progress in two distinct subject areas crucial to elementary education: English language …

Does Instructor Quality Affect Student Performance In A College Statistics Course?, John Griffith, Emily Faulconer, Bobby Mcmasters

Publications

Various instructor qualities have been shown to have variable influences student outcomes in online courses. In this study, the impact of faculty quality on student performance was examined by comparing student performance when taught by excellent faculty and average faculty (determined through administrative evaluations). We examined 328 student grades from a 2019 January term 200 level elementary statistics course. Student performance measures included final course scores, grade distributions and pass rates. Learning modality (asynchronous vs. synchronous) and course design (e.g. syllabus, textbook, assignment and assessment design, etc.) as confounding variables were controlled through the template approach implemented at the study …

Pivoting To Online Learning—The Future Of Learning And Work, Danielle J. Camacho, Jill M. Legare

Publications

The purpose of this article is to contribute to the emergent body of research that addresses the changing landscape of education transitioning from brick and mortar to online/remote learning. A review of related literature for this paper includes an early perspective of online education, emergent trends, methods used to support educators and learners and a summary of best practices and opportunities for educators. Transitioning courses from on-ground to online education requires a student-centered approach, a clear understanding of the objectives, and a plan to address each of the learning goals. Remote learning does not equate to a less rigorous learning …

The Relationship Between Learning Mode And Student Performance In An Undergraduate Elementary Statistics Course In The United States, John C. Griffith, Emily K. Faulconer, Bobby L. Mcmasters

Publications

Faculty have conducted many studies on the relationship between learning mode and student performance but few researchers have evaluated final grades, grade distribution, and pass rates in a sophomore introductory statistics course with a non-traditional student population who self-selected the learning mode from among different course sections. Accordingly, we examined 307 end-of-course grades from four different modes of instruction: (a) online, (b) videosynchronous learning classroom, (c) videosynchronous learning home, and (d) traditional classroom in an introductory statistics course. All data on grades, which included pass rate and grade distribution, were collected from the nine-week January 2019 term. All learning modes …

Peer Learning In Introductory Engineering, Kimberly Luthi, Mohua Kar, Lisa Macon

Publications

Our research aim was to understand if PLTL and engagement in problem-based learning activities increase commitment to engineering pathways and academic success. We used both qualitative and quantitative data collection and analysis to answer our research questions and give recommendations. The findings show that while there is an overall improvement in grades and commitment to engineering pathways for those involved in PLTL activities, there is still a concern with integration and scalability of PLTL in engineering education.

Working With Human Subjects: Data Access, Use, Storage, & Sharing, Emily Faulconer, Jeremy Ernst

Publications

Researchers must protect the rights, welfare, and safety of human research subjects.

Research: systematic investigation that develops generalizable knowledge Human Subjects: living individuals targeted by an investigator for conducting research by obtaining data through:

• intervention or interaction with the person
• identifiable personal information

Discussion Board Facilitation, Emily Faulconer

Publications

Setting expectations allows students to take responsibility for their learning Discussion Board Engagement Guidelines

• Participation
• Analysis and Interpretation
• Scholarly Dialogue Clear due dates Detailed rubrics Gradebook feedback and feedforward
• Explain your role and be visible
• Model your expectations Idea

Engaging In Scholarly Activities: Conferences & Publication, Emily Faulconer, Amy Riordan

Publications

Scholarly activities have key characteristics.

• Intellectually rigorous
• Expands disciplinary knowledge or creative expression
• Documented
• Validated by the relevant community of professionals

Personalizing The Online Learning Experience Part 1: Persona & Social Presence, Emily Faulconer

Publications

• Instructor Presence
• Learner Profiles
• Building Persona
• Building Social Presence
• Discussions
• Online Office
• Wrap Up

Personalizing The Online Learning Experience Part Ii: Instructional Presence, Emily Faulconer

Publications

• Instructor Presence
• Persona
• Social Presence
• Instructional Presence
• Learner Profiles
• Instructional Presence
• Providing Instructions
• Gradebook Feedback
• Checkpoints
• Wrap Up

Safety Made Simple: Online, Emily Faulconer

Publications

An e-training program can address many logistical factors that limit effectiveness

• 24-Hour remote access
• Long-term access to materials
• Self-paced learning
• Accessible with disabilities
• Long-term record
• Allows program assessment
• Scalable

Does "Significant Difference" Hold True? Comparing Student Performance In Online Vs. Traditional Science Courses, Emily Faulconer, John C. Griffith

Publications

Meta-analysis studies comparing student outcomes in online and traditional courses indicate no significant difference (or a slight improvement in online courses)

Scientific And Information Literacy In Online Discussion Forums, Emily Faulconer

Publications

Scientific Literacy

• identify a valid scientific argument
• analyze scientific evidence including graphical representations of data
• use mathematical information, and critical thinking in decision-making processes

Does Instructor Quality Affect Student Grades?, Emily Faulconer, John C. Griffith, Bobby Mcmasters

Publications

High quality instructors positively influence student outcomes.

• Course design with strong organization
• Feedback
• Community of inquiry presences
• Cultural responsiveness

Humanistic Stem: From Concept To Course, Debra T. Bourdeau, Beverly L. Wood

Publications

Blending perspectives from the humanities and STEM fosters the creativity of all students. The culturally implicit dichotomy between the two meta-disciplines can be overcome with carefully designed courses and programs intent on doing so. The why and how of doing so through an online course is described with qualitative evidence of the success. Future plans for a full slate of such course and a virtual community are discussed.

Eservice-Learning: A Decade Of Research In Undergraduate Online Service-Learning, Emily Faulconer

Publications

With an increasing number of courses taught asynchronously online, it is important to explore how to implement high-impact practices in this modality. Service-learning – a high impact practice - is a course-based, credit-bearing type of experiential learning. It is important to understand instructional strategies and course design for service-learning in the online modality. This review provides an analysis of the last decade of research of Type II and Type IV eService-Learning (with service component online). Analysis of the literature reveals the absence of STEM disciplines, cursory attention to detailing reflection and assessment in describing learning environments in eService-Learning research, and …

Assessment As A Learning Opportunity: Feedforward With Multiple Attempts, Emily Faulconer

Publications

High quality feedback is well-known to provide multiple student benefits, especially if students are provided the opportunity to apply the feedback. It reasons, then, that we can support student success on summative assessments by combining multiple attempts with high-quality immediate feedback. This study explores student behaviors, performance, and perspectives regarding this strategy.

Model For Building Diversity And Fostering Research Collaboration Between Faculty And Students In An Online Environment, Kimberly Luthi

Publications

Best practices to engage a diverse group of learners

• Build awareness of existing research opportunities
• Connect students to hands-on research experiences Use mentoring to build student interest in research
• Create activities and services focused on strengthening academic skills and orienting students to STEM fields (e.g. student support, academic enrichment, and research skill development)
• Provide course-based undergraduate research experiences
• Require a peer review process

Evaluating The State Of The Adjunct Faculty Relationship To The College Of Aeronautics, Embry-Riddle Aeronautical University – Worldwide, Narcrisha Norman, Federica Robinson-Bryant

Publications

More than half of all faculty in the United States are adjunct faculty (Edmonds, 2015). As of 10/22/2015, the College of Aeronautics (COA) at Embry-Riddle Aeronautical University – Worldwide (ERAU-WW) included 684 adjunct faculty. This fact creates a necessity to conduct comprehensive research into the value of these faculty, the quality of the adjuncts who are teaching ERAU-WW courses, their affinity for the College, etc. Additionally, it is imperative to evaluate adjunct faculty performance, effectively communicate with adjuncts, at some level predict the commitment of adjunct faculty to the University and communicate the University’s commitment to the adjunct faculty. The …