Online and Distance Education Commons^™

Student Stories Of Online Learning, Carrie Lewis Miller, Michael Manderfeld

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

Instructional designers at a Midwest university piloted a survey based on the Quality Matters general standards asking students about their online course experience prior to the COVID-19 pandemic. Students were asked to indicate whether they experienced a specific course design element and whether they considered that element to be important to their learning experience. Follow-up interviews with some participants were also held. Data from the survey indicated students perceive their online course experience to be good based on course design elements they encountered. Implications for providing additional faculty development programming based …

Full Issue: Journal On Empowering Teaching Excellence, Volume 6, Issue 2, Fall 2022

Journal on Empowering Teaching Excellence

The full-length Fall 2022 issue (Volume 6, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2022 issue presents research and guidance on topics related to reflective practice and learning. The first article examines the impact of the SOAP Notes tool on teaching, learning, and instructor reflection. The second article provides guidance for faculty on how to collect, explain, and showcase their efforts in a teaching portfolio. Article three shares the findings of a student survey to identify students' experience with the design elements found in the Quality …

Building Educator E-Pedagogy Skill Efficacy And Capacity To Successfully Engage Students In The Online Learning Environment, Karen M. Roeck

The Dissertation in Practice at Western University

Students around the world are increasingly seeking options for completing their learning in an online format due to its convenience, flexibility, and opportunity for innovative experiences. Higher education institutions need to adapt their course offerings to include robust online programs and train their faculty with the necessary skills to successfully engage their virtual learners to remain competitive in today’s market. This Organizational Improvement Plan (OIP) identifies gaps of inadequacy of infrastructure to support online learning, limited knowledge of e-pedagogy, lack of clarity about teacher identity, and lack of focus on equity and humanity in the online classroom at a Christian …

Investigating Discussion Forum Impact On Students’ Social Justice Beliefs In Online Undergraduate Mathematics Courses: A Mixed Methods Study, Ashlee Lynn Akin Matney

Theses and Dissertations--Education Sciences

While teaching math for social justice and equity has become a heavily researched topic in recent decades with Jo Boaler (2008, 2015, 2016), Rochelle Gutiérrez (2009, 2013), and Eric (Rico) Gutstein (2003, 2006, 2007, 2013) emerging as recent leaders in the charge, the focus has consistently remained on traditional classroom teaching (e.g. Boaler, 2008; Gutiérrez, 2009; Gutstein, 2003). This convergent design mixed methods study investigated the impact of teaching math for social justice in the online learning environment, specifically, the impact of discussion forums on students’ social justice beliefs in fully online undergraduate math courses.

Quantitatively, 56 students completed pre- …

Collaborative Learning In An Asynchronous Online Introductory Statistics Course, Marla Lemmon

Theses and Dissertations--Education Sciences

Collaborative learning has been shown to improve student learning and performance; however, the influence of collaboration has not yet been examined in the context of an online introductory statistics course. Often the influence of collaborative learning is measured using only one outcome variable, typically course achievement. This study will contribute a more thorough examination of the influence collaboration has on student learning by operationalizing the learning construct with the use of multiple measures: academic performance, perceived learning, and growth in statistical knowledge. In addition, this study will provide a model for incorporating collaborative learning in an asynchronous online course.