Open Access. Powered by Scholars. Published by Universities.®
Online and Distance Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Leadership (4)
- Higher Education (3)
- Other Education (3)
- Teacher Education and Professional Development (3)
- Adult and Continuing Education (2)
-
- Adult and Continuing Education and Teaching (2)
- Community College Leadership (2)
- Curriculum and Instruction (2)
- Curriculum and Social Inquiry (2)
- Disability and Equity in Education (2)
- Educational Methods (2)
- Educational Technology (2)
- Higher Education and Teaching (2)
- Instructional Media Design (2)
- Other Teacher Education and Professional Development (2)
- Scholarship of Teaching and Learning (2)
- Vocational Education (2)
- Adult and Continuing Education Administration (1)
- Arts and Humanities (1)
- Bilingual, Multilingual, and Multicultural Education (1)
- Community College Education Administration (1)
- Community-Based Learning (1)
- Community-Based Research (1)
- Digital Humanities (1)
- Educational Administration and Supervision (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Psychology (1)
- Educational Sociology (1)
- Keyword
-
- Adult learning theory (1)
- African American women (1)
- Applied baccalaureate (1)
- Auntieship (1)
- Collaborative online teaching (1)
-
- Critical Race Theory/CRT (1)
- Critical race theory (1)
- Disparate online outcomes (1)
- ELearning persistence. (1)
- ELearning satisfaction (1)
- Equitable online design (1)
- Equitable online learning (1)
- Keywords: eLearning (1)
- Literacy (1)
- Native American and Community member (1)
- Online learning (1)
- Online learning systems (1)
- Participant Observation Through Social Media (1)
- Professional capital (1)
- Professional development (1)
- Quality online education (1)
- Return on investment (1)
- Sense of belonging (1)
- Situated learning theory (1)
- Tribal Critical Race Theory/TribalCRT (1)
- Washington State (1)
Articles 1 - 5 of 5
Full-Text Articles in Online and Distance Education
Off The Rez: Witnessing Indigenous Knowledges Through Social Media, Deborah Hales
Off The Rez: Witnessing Indigenous Knowledges Through Social Media, Deborah Hales
Ed.D. Dissertations in Practice
The term “Off the Rez” is used, in the title, to mean research that is not done on a reservation or in urban areas. This study aims to discover if social media can be used as an innovative option for non-Indigenous allies to conduct respectful research. The study research questions were, (1) can social media be used as a research tool, to witness Indigenous Knowledges? (2) Can social media be used as research, by non-Indigenous research allies, to have the least impact on Indigenous communities?
This research was conducted using social media, with selected Indigenous participants who were 18, identified …
Effective Strategies For Third-Party Stakeholders To Promote Autonomous Student Learning, Meaghan Solenberger
Effective Strategies For Third-Party Stakeholders To Promote Autonomous Student Learning, Meaghan Solenberger
M.Ed. Literature Reviews
Shifting the focus of learning to be centered around the student rather than the course content
presents a unique opportunity for third-party stakeholders to engage differently with students.
Traditionally, the behavior-centered approach in the classroom has driven the flow of
curriculum, the development of parent-teacher relationships, and the way that students
comprehend and retain important learning. This paper highlights the autonomous teaching and
learning approach which puts students as drivers of their learning experience. Also discussed are
the various strategies that parents, guardians, and caregivers can use to promote the use of these
learning practices. Finally, this project includes the …
Equity By Design And Delivery Model In Online Learning: Educator And Student Perceptions And Behaviors As Leading Indicators Of Systemic Change, Miebeth Bustillo-Booth
Equity By Design And Delivery Model In Online Learning: Educator And Student Perceptions And Behaviors As Leading Indicators Of Systemic Change, Miebeth Bustillo-Booth
Ed.D. Dissertations in Practice
The purpose of this study is to explore educator and student perceptions of and behaviors in the Equity by Design and Delivery (EDD) model and its online courses as leading indicators of systemic change. The EDD model is a pilot intervention to eliminate opportunity to learn gaps at the program level in a mid-sized northwestern college in the United States. It shifts instructional behavior from individual efforts to collective approaches to limit quality variances in online courses, theorized to be a major contributor of missed opportunities to learn at high levels, by developing and delivering reliable quality courses based on …
Experiences Of African American Women In Washington State’S Applied Baccalaureate Programs: A Mixed Methods Study, Stefanie Mcirvin
Experiences Of African American Women In Washington State’S Applied Baccalaureate Programs: A Mixed Methods Study, Stefanie Mcirvin
Ed.D. Dissertations in Practice
As the nation continues to strive for excellence in higher education at home and abroad, baccalaureate degree attainment remains a steady and consistent goal. Public community and technical colleges play a vital role in achieving this goal by offering applied baccalaureate programs at two-year institutions. Despite Washington State being a national leader in applied baccalaureate programs, disparities in enrollment and completion for minoritized women exist. These disparities are particularly prominent for African American women. The purpose of this mixed methods study was to explore the enrollment considerations, challenges faced, and student support services utilized by African American women in applied …
Corporate E-Learning: Perceptions Of Persistence And Satisfaction, Staci Bain
Corporate E-Learning: Perceptions Of Persistence And Satisfaction, Staci Bain
Ed.D. Dissertations in Practice
This study examined eLearning perception factors of persistence and satisfaction in a for-profit business setting. The input of 32 company leaders, eLearning content designers, and course participants was investigated to identify the convergent and divergent eLearning beliefs of stakeholders. Using the Delphi consensus-building method, results suggested three salient course elements influenced eLearning persistence and satisfaction. Findings highlight the importance of being cognizant to include specific factors in eLearning courses when designing and implementing online learning, while also acknowledging and navigating the divergent eLearning beliefs of corporate stakeholders.