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Fostering Cognitive Presence in Online Courses: A Systematic Review (2008-2020) Online Learning Pub Date : 2022-03-01 Robert L. Moore,Courtney N. Miller
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
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Predicting Cognitive Presence in At-Scale Online Learning: MOOC and For-Credit Online Course Environments Online Learning Pub Date : 2022-03-01 Jeonghyun Lee,Farahnaz Soleimani,India Irish,John Hosmer, IV,Meryem Yilmaz Soylu,Roy Finkelberg,Saurabh Chatterjee
In this study, we work towards a strategy to measure and enhance the quality of interactions in discussion forums at scale. We present a machine learning (ML) model which identifies the phase of cognitive presence exhibited by a student’s post and suggest future applications of such a model to help online students develop higher-order thinking. We collect discussion forum transcript data from two online
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Perceived and Actual Cognitive Presence: A Case Study of an Intentionally-Designed Asynchronous Online Course Online Learning Pub Date : 2022-03-01 Gamze Ozogul,Meina Zhu,Tanner M. Phillips
Online instructional design and how to engage students cognitively in online asynchronous courses have been an ongoing question. This case study presents an intentional design of an asynchronous online graduate course to foster cognitive presence. The research questions investigate students’ cognitive presence (CP) captured by two measures: Community of Inquiry (CoI) survey (for self-report) and Linguistic
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Shared Metacognition in a Community of Inquiry Online Learning Pub Date : 2022-03-01 Randy Garrison
The article begins with a review of the shared metacognition construct and its function within the Community of Inquiry theoretical framework. The primary focus of the shared metacognition construct is the role of learners to take responsibility and control for monitoring and managing learning in a community of inquiry. Pragmatic challenges are explored through an analysis of recent research and a
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Manifestations of Cognitive Presence in Blended Learning Classes of the Philippine K-12 System Online Learning Pub Date : 2022-03-01 Juliet Aleta Rivera Villanueva,Petrea Redmond,Linda Galligan
Through an exploratory case study, this research sought to determine the applicability of the Community of Inquiry in the K–12 setting. There are research gaps to leverage support for blended learning and flexible learning options to benefit Filipino youth and school-leavers under the Alternative Delivery Mode of the Philippine K–12 system. This study was driven by the following research questions:
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Development and validation of the Online Instructor Support Survey (OISS) Online Learning Pub Date : 2022-03-01 Swapna Kumar,Albert Ritzhaupt,Neuza Sofia Pedro
Online instructors play a critical role in online student success, and need various forms of institutional support to succeed in online teaching. This article describes the creation, validation, and results of the Online Instructor Support Survey (OISS) consisting of six sections (a) Technology and technical support (b) Pedagogical (Course Development and Teaching) support (c) Online Education Academic
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Designing an Online Discussion Strategy with Learning Analytics Feedback on the Level of Cognitive Presence and Student Interaction in an Online Learning Community Online Learning Pub Date : 2022-03-01 Enas Alwafi
This study investigated the impact of using a discussion strategy with learning analytics on the level of student cognitive presence and interaction. The study used a quasi-experimental design with control and experimental groups. The experimental group applied open-ended discussion and elaborated feedback with learning analytics while the control group applied open-ended discussion and elaborated
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Relationships between Connectedness, Performance Proficiency, Satisfaction, and Online Learning Continuance Online Learning Pub Date : 2022-03-01 Hungwei Tseng,Yu-Chun Kuo,Hsin-Te Yeh,Yingqi Tang
Maintaining momentum is vital in terms of how soon students can complete a program, especially for those who are in the early stage of taking online courses. This study attempted to extend the existing literature by examining the influence of online students’ perceived sense of connectedness, performance proficiency, and satisfaction on their intentions to continue an online learning course. A quantitative
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Fostering self-directed learning in MOOCs: Motivation, learning strategies, and instruction Online Learning Pub Date : 2022-03-01 Meina Zhu,Curtis J. Bonk,Sara Berri
Given the increasing number of learners in massive open online courses (MOOCs), students’ self-directed learning (SDL) skills are necessary for their success. The purpose of this study was to explore learners’ motivation for enrolling in MOOCs and their SDL strategies, as well as instructional elements that support SDL from learners’ perspectives. This qualitative study adopted a phenomenological research
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“Simplicity is Key”: Literacy Graduate Students’ Perceptions of Online Learning Online Learning Pub Date : 2022-03-01 Ann Van Wig,Shuling Yang,Chelsey Bahlmann Bollinger,Xiufang Chen,Tala Karkar Esperat,Kathryn Pole,Nance Wilson
Even before COVID-19, literacy graduate coursework was increasingly offered online, replacing the traditional campus-based courses This study investigated how graduate literacy students perceive coursework in an online learning environment. This understanding is important because (a) student perceptions regarding online learning are critical to motivation and learning; and (b) faculty designing courses
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A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments Online Learning Pub Date : 2022-03-01 Florence Martin,Tong Wu,Liyong Wan,Kui Xie
The Community of Inquiry (CoI) framework describes three essential presences (i.e., teaching presence, cognitive presence, and social presence) and how these presences interact in providing an educational experience in online and blended learning environments. This meta-analysis examined 19 empirical studies on the CoI Presences (Teaching Presence, Social Presence, and Cognitive Presence) and their
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Evaluating a Structured Online Peer Evaluation System Among Graduate-Level Communication Capstone Students Through Action Research Online Learning Pub Date : 2022-03-01 Karen L Wilkinson
Although enrollment in online courses continues to accelerate, challenges exist in online learning. A failure to experience collaboration and interaction can impact student retention and success. While peer review activity promotes student interaction, a collaborative community of learners, and critical thinking skills, higher education environments have failed to equip students with the knowledge
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Cheating on Unproctored Online Exams: Prevalence, Mitigation Measures, and Effects on Exam Performance Online Learning Pub Date : 2022-03-01 Jacob Pleasants,John M Pleasants,Barbara Pleasants
As online courses become increasingly common at the college level, an ongoing concern is how to ensure academic integrity in the online environment. One area that has received particular attention is that of preventing cheating during unproctored online exams. In this study, we examine students’ behavior during unproctored exams taken in an online introductory biology course. A feature of the learning
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The Challenges of Remote K–12 Education During the COVID-19 Pandemic: Differences by Grade Level Online Learning Pub Date : 2022-03-01 Nancy L Leech,Sophie Gullett,Miriam Howland Cummings,Carolyn A Haug
The transition to remote teaching in K–12 schools during the spring of 2020 as a result of the coronavirus pandemic (COVID-19) presented new challenges to teachers across the United States. This survey-based mixed methods study investigates these challenges, as well as differences by grade level, to better understand teachers’ experiences remote teaching. A total of 604 teachers who had completed the
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Identifying a Gap in the Project Management Approach of the Online Program Management and University Partnership Business Model Online Learning Pub Date : 2022-03-01 Swati Ramani
As the number of online courses increase in higher education, many higher education institutions outsource online course development to an Online Program Management (OPM) provider because of a lack of budget, staff, and technology. Current research indicates that OPM providers often do not have instructional design (ID) services tailored to a specific university. This research uses a case study to
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Supporting Holistic Student Development Through Online Community Building Online Learning Pub Date : 2021-12-02 Katrina Borowiec,Deoksoon Kim,Lizhou Wang,Julie Kim,Stanton Wortham
Faculty members abruptly transitioned to online course delivery during the COVID-19 public health crisis. Unfortunately, the isolation of learning online had the potential to damage students’ well-being during an already stressful pandemic. Furthermore, many faculty members had little experience with online modes of instruction and few effective strategies for building community online. This exploratory
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Learning Presence and the Reconceptualization of Language and Literacy Teachers’ Online Professional Development Online Learning Pub Date : 2021-12-02 Faridah Pawan,Rajagopal Sankaranarayanan,Rodney Myers,Xinqing Dorcas Miao
Besides teaching the way they were taught, teachers teach the way they learned (Oleson & Hora, 2014). Thus, if teachers are to be guided to teach online effectively, their learning experiences and the ways they learn online need to be understood. This study focused on second/foreign language and literacy teachers’ (LLTs) Learning Presence (LP) as they engaged online to update their teaching expertise
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A Case Study of Learners’ Engagement in Mobile Learning Applications Online Learning Pub Date : 2021-12-02 Chenxi Liu,Ana-Paula Correia
Although mobile learning applications play a crucial role in today’s education and can support learning, the low retention rate is a prevalent challenge in mobile learning. Existing studies have found that interpersonal interaction, high expectations, and supportive environment (from an educational perspective) as well as compatibility, interactivity, and usability (from a marketing perspective) can
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Exploring Online Pedagogical Practices for Enhancing Transfer of Learning in Higher Education Online Learning Pub Date : 2021-12-01 Tamara Galoyan,Kristen Betts,Brian Delaney,Mariette Fourie
Institutions of higher education play a critical role in bridging academia and workforce, yet college students find it challenging to transfer their learning across and beyond instructional formats, including online, hybrid, and face-to-face. The goals of this exploratory, sequential, mixed-methods study were to (1) explore graduate students’ conceptualizations of transfer, and (2) examine online pedagogical
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Coaching from a Distance: Exploring Video-based Online Coaching Online Learning Pub Date : 2021-12-01 Cynthia D Carson,Jeffrey Choppin,Jeffrey Choppin
This study explored an innovative coaching model termed video-based online video coaching. The innovation builds from affordances of robot-enabled videorecording of lessons, accompanied by built-in uploading and annotation features. While in-person coaching has proven effective for providing sustained support for teachers to take up challenging instructional practices, there are constraints. Both logistical
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Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching Online Learning Pub Date : 2021-12-01 Florence Martin,Swapna Kumar,Liane She
Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with
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The Scale of Online Course Anxiety: Assessing College Students’ Anxiety in Online Courses Online Learning Pub Date : 2021-12-01 Xinyang Li,William Lan,Amanda Williams
The purpose of this study was to develop an instrument to measure student online course anxiety, a factor that detrimentally affects student learning in the online environment. Based on Keegan’s theoretical framework that identified fundamental differences between online education and traditional education, the instrument of Scale of Online Course Anxiety (SOCA) was developed and tested with a sample
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Reflecting on Best Practices for Online Learning in a Post-COVID-19 World Online Learning Pub Date : 2021-12-01 Nathan Schrenk,Kelly Alves,Brianne Schrenk,Drew Van Dam
When the novel coronavirus 2019 caused many schools to immediately go online in March 2020, many instructors had significant training and experience teaching residentially but little to no experience teaching online courses. All classes were immediately converted to online, and some schools are still uncertain as to when they will return to full traditional classroom settings. Regardless of online
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In Memorium: Dr. Karen Swan Online Learning Pub Date : 2021-12-01 Peter Shea
The community that makes up the Online Learning journal lost a colleague, leader, and dear friend recently. Dr. Karen Swan, a founding member of the Online Learning Consortium and the James J. Stukel Distinguished Professor of Educational Leadership at the University of Illinois Springfield passed away on September 5, 2021. Karen was a central figure on the editorial board of this journal and we
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Introduction to the Special Issue: Highlighting AERA’s Online Teaching and Learning SIG 2021 Online Learning Pub Date : 2021-12-01 Daniela Castellanos-Reyes,Jennifer C Richardson,Karen Swan
The ten research articles in this year’s issue showcased research devoted to advancing high-quality online learning around four themes: learner engagement, the use synchronous video-based communication to support teaching, instructors’ perspectives and experiences, and pedagogical recommendations.
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Student Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation Online Learning Pub Date : 2021-12-01 Yishi Long,Adrie A. Koehler
Discussion is an essential component in case-based learning (CBL), as it offers students the opportunity to consider diverse perspectives, clarify confusion, and construct understanding. As a facilitator bears most of the responsibility for the overall success of CBL, understanding how facilitation strategies influence interactions during discussions is worthwhile. However, previous CBL facilitation
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Teaching Presence in Online Courses: Similar Perceptions but Different Experiences from Multiple Instructor Perspectives Online Learning Pub Date : 2021-12-01 Murat Turk,Ali Ceyhun Muftuoglu,Sinem Toraman
Online course instructors’ perceptions and perspectives regarding their teaching presence as a key presence in online learning environments significantly influence, if not determine, their online teaching practices, which in turn influence the quality of online students’ learning experiences. Although gaining deeper insights into online course instructors’ perceptions and experiences of teaching presence
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Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic Online Learning Pub Date : 2021-12-01 Burhan Ozfidan,Hala Ismail,Orchida Fayez
This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness
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Understanding the Roles of Personalization and Social Learning in a Language MOOC Through Learning Analytics Online Learning Pub Date : 2021-12-01 Napat Jitpaisarnwattana,Hayo Reinders,Pornapit Darasawang
In the last decade, there has been a great deal of interest in language MOOCs (LMOOCs) and their potential to offer learning opportunities for large audiences, including those in disadvantaged communities. However, experiences and research have shown MOOCs to suffer from several challenges. Chief among these have been low participation and completion rates, which are often attributed to limitations
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“An Overwhelming Cloud of Inertia”: Evaluating the Impact of Course Design Changes Following the COVID-19 Pandemic Online Learning Pub Date : 2021-12-01 Joann S. Olson,Rita Kenahan
In the wake of the COVID-19 pandemic, beginning in March 2020, educators at all levels faced the challenge of responding to student needs and utilizing technology for instruction. While much of the emerging research highlights the experiences of students and instructors as they shifted from face-to-face to remote learning, this study explores the experiences of students in a fully online graduate program
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Comparing the Outcomes of the Different Teaching Modes: All-in-Person, Hybrid, and Online, for Different Student Demographic Groups in a Business School Online Learning Pub Date : 2021-12-01 Douglas Rome Moodie
The concept of hybrid education is spreading. Far less research has been done comparing hybrid teaching to online and F2F teaching. Nearly all this research assumes that there is no difference in the students entering F2F, Hybrid, or online sections of a course. This study used data from four years of courses that were taught in Coles College of Business at Kennesaw State University. This data set
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Examination of the Hexad User Types and their Relationships with Gender, Game Mode, and Gamification Experience in the Context of Open and Distance Learning Online Learning Pub Date : 2021-12-01 Dilek Şenocak,Köksal Büyük,Aras Bozkurt
Gamification, which is defined as the use of game design elements in non-game contexts, is put forward as a solution to low motivation and is suggested for the creation of a sustainable learning ecology in open and distance learning (ODL). The overall purpose of the present study was to examine the distribution of the Hexad gamification user types and the correlations of gamification experience, game
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What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms Online Learning Pub Date : 2021-12-01 Rebecca M. Quintana,Juan D. Pinto,Yuanru Tan
We compared discussion posts from a data science ethics MOOC that was hosted on two platforms. We characterized one platform as “open” because learners can respond to discussion prompts while viewing and responding to others. We characterized the other platform as “locked” because learners must respond to a discussion prompt before they can view and respond to others. Our objective is to determine
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An Exploratory Examination of Student-Led, Asynchronous Collaborative Online Discussions in Fostering Higher-Order Cognitive Skills and Ethical Leadership Learning Online Learning Pub Date : 2021-12-01 Graziella Pagliarulo McCarron,Larisa Olesova,Brianna Calkins
Previous studies have contextualized student-led, asynchronous online discussions as collaborative learning experiences that positively impact students’ learning and foster higher order cognitive skills. From a leadership education perspective, student-led discussions have come to the fore as a helpful resource for deepening learning because of their focus on collaboration and shared leadership. While
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Faculty Perceptions of Using Synchronous Video-based Communication Technology Online Learning Pub Date : 2021-12-01 Patrick R. Lowenthal,Richard E. West,Leanna Archambault,Jered Borup,Eric Belt
Online learning has traditionally relied on asynchronous text-based communication. The COVID-19 pandemic, though, has provided many faculty members with new and/or additional experience using synchronous video-based communication. Questions remain, though, about how this experience will shape online teaching and learning in the future. We conducted a mixed method study to investigate faculty perceptions
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Using Academic Social Networks to Enhance the Student Experience in Online Education Online Learning Pub Date : 2021-12-01 Tiffani Bateman
Online universities utilize academic social networks to build connections among students, faculty, and alumni through affinity groups. This study explored how students interact in academic social networks, who they collaborate with, why they use academic social networks, and how this influences their educational experience. This qualitative, interpretive, phenomenological study explored the lived experiences
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“We Overwhelm Them with Hope”: How Online Mentors Can Support Online Learners Online Learning Pub Date : 2021-12-01 Camey L. Andersen,Richard E. West
This survey research study analyzed responses from 143 mentors from around the world participating in a global higher education initiative. Results confirmed the effectiveness of four mentoring domains identified in the literature, reporting the most success from providing emotional and psychological support for students. This article provides mentoring strategies including student goal setting, identifies
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Advancing Sociotechnical-Pedagogical Heuristics for the Usability Evaluation of Online Courses for Adult Learners Online Learning Pub Date : 2021-12-01 Isa Jahnke,Nathan Riedel,Kanupriya Singh,Joi Moore
Online courses often include interface designs that do not support a positive learner experience. Literature shows a variety of heuristics to detect issues of online courses. While heuristic-based inspection of usability is a dominant method for evaluating digital systems, these methods cannot be easily transferred to online courses. To close this gap, we identified an initial set of social, technical
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A content analysis of change management strategies used in technological transitions in higher education institutions from the lens of a strategic alignment framework Online Learning Pub Date : 2021-09-01 Ingrid Guerra-López,Siba EL Dallal
Technology innovations have the potential to significantly strengthen the ability of higher education institutions to deliver on their core educational mission with greater quality, efficiency, and effectiveness. Not surprisingly, managing technological changes is among the chief concerns for institutional leaders, and yet there is a dearth of research that provides concrete frameworks for managing
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How Can We Improve Online Learning at Community Colleges?: Voices from Online Instructors and Students Online Learning Pub Date : 2021-09-01 Qiujie Li,Xuehan Zhou,Brad Bostian,Di Xu
With the rapid growth of online learning at community colleges and the low course completion and performance associated with it, there has been increasing need to identify effective ways to address the challenges in online teaching and learning at this setting. Based on open-ended survey responses from 105 instructors and 365 students from multiple community colleges in a state, this study examined
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Development and Testing of a Roleplaying Gamification Module to Enhance Deeper Learning of Case Studies in an Accelerated Online Management Theory Course Online Learning Pub Date : 2021-09-01 Audrey Smith Pereira,Monika Wahi
Research has established that “cognitive rehearsal,” (CR) or the visualization of application of a behavioral response to a situation, can increase self-efficacy through vicarious experience, but is challenging to induce online. Online higher education curricula can include collaborative game-based learning (GBL) in the form or roleplaying, which can facilitate CR. The purpose of this study was to
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Does Mode of Access Make a Difference? Mobile Learning and online student engagement Online Learning Pub Date : 2021-09-01 Sarah Nichter
Even though student use of mobile devices for educational purposes has increased in recent years, the research on the possible impact on student success or engagement has been minimal. This study investigated the impact of mobile device use on student engagement and student success in online courses. The theory of Self-Regulated Learning (SRL) was a foundation for understanding and measuring engagement
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Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach Online Online Learning Pub Date : 2021-09-01 Lorna Stephanie Gonzalez,Christopher Salem Ozuna
Embedded within advice for starting simple with online, blended, or technology-enhanced teaching are practices that can be troublesome for some faculty who are learning to teach this way. For example, embedded within the principle of a clear, organized, navigable course can be the concept of chunking content into modules, the skills associated with screen casting and posting a course tour, and the
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Developing Peer Review of Instruction in an Online Master Course Model Online Learning Pub Date : 2021-09-01 John Haubrick,Laura Cruz,Deena R. Levy
In this study we looked at how participation in a peer-review process for online Statistics courses utilizing a master course model at a major research university affects instructor innovation and instructor presence. We used online, anonymous surveys to collect data from instructors who participated in the peer-review process, and we used descriptive statistics and qualitative analysis to analyze
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Catching lightning in a bottle: Surveying plagiarism futures Online Learning Pub Date : 2021-09-01 Zachary Dixon,Kelly George,Tyler Carr
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
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Student Initiative Empowers Engagement for Learning Online Online Learning Pub Date : 2021-09-01 Houston Heflin,Suzanne Macaluso
Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students
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Parents’ Use of Digital Literacies to Support their Children with Disabilities in Online Learning Environments Online Learning Pub Date : 2021-09-01 Mary Frances Rice,Kelsey Ortiz
An emerging research base has highlighted various roles and responsibilities that parents of students with disabilities accept when they enroll their children in online schools. Since finding and using online texts and using various programs and applications that require search and evaluation skills to do work are typical for online learning, it follows that part of parent responsibilities in many
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Student Self-Disclosure and Faculty Compassion in Online Classrooms Online Learning Pub Date : 2021-09-01 Colleen Ann Lindecker,Jennifer Danzy Cramer
Compassion fatigue is well documented among professionals working in social service fields such as healthcare, emergency response, social work, and education. In higher education, there is a growing demand for faculty led student mental health support and life coaching services to support student retention and success. Students in online settings tend to disclose personally traumatic experiences and
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Introduction to the Special Issue: Select Papers Presented at the 2020 OLC Accelerate Conference and the 2021 OLC Innovate Conference Online Learning Pub Date : 2021-09-01 Patsy Moskal
Each year, OLJ presents a special section devoted to research shared at the Online Learning Consortium conferences. We are happy to present five research articles selected from the many presented at OLC Accelerate, held virtually November 9-18, 2020 and OLC Innovate, held virtually March 15-19, 2021. We invite the readers to consider presenting their research to OLC conferences in the future and submitting
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The Story is in the Structure: A Multi-Case Study of Instructional Design Teams Online Learning Pub Date : 2021-09-01 Jason Drysdale
Although instructional designers are experienced and positioned to be leaders in online learning (Shaw, 2012), it was not previously known how organizational structures influenced their ability to act as leaders in their institutions. This problem warranted a deep exploration of the organizational structures for instructional design teams in higher education. This qualitative, multi-case study consisted
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Connections Before Curriculum: The Role of Social Presence During COVID-19 Emergency Remote Learning for Students Online Learning Pub Date : 2021-09-01 Suzanne Ensmann,Aimee Whiteside,Lina Gomez-Vasquez,Ronda Sturgill
This study examined the student experience (n=507) during emergency remote learning at a medium-sized private southeastern university during the COVID-19 pandemic, leveraging the Social Presence Model (SPM) as a guiding framework. Tensions were high at this critical time as students were stressed with financial burdens, supply shortages, overlapping work and educational schedules, and shared technological
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Student Performance in Online Classes at a Hispanic-Serving Institution: A Study of the Impact of Student Characteristics in Online Learning Online Learning Pub Date : 2021-09-01 Rebecca S Cottrell
As online enrollment increases in the United States, it is important to understand the impact of course modality on student outcomes. In particular, there has been limited research on the effect of course enrollment at Hispanic-serving institutions (HSI). The current study evaluated the effect of online course enrollment on student grades and on student withdrawal rates by comparing outcomes in online
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Supporting Student-Initiated Mobile Device Use in Online Learning Online Learning Pub Date : 2021-09-01 Karen Milheim,Christy Fraenza,Kim Palermo-Kielb
Understanding the experiences of students who self-initiate mobile device use for online courses or course-related activities provides institutions with valuable insights. In this study, we report how students enrolled in online courses in higher education voluntarily used mobile devices for their coursework and course-related activities, the challenges in using these devices, and how they managed
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Hybrid Flexible Instruction: Exploring Faculty Preparedness Online Learning Pub Date : 2021-09-01 Enilda Romero-Hall,Caldeira Ripine
The aim of this investigation was to survey faculty members on their perceived level of preparedness to design and implement hybrid flexible (HyFlex) instruction. Participants included 121 full- and part-time faculty. Using an electronic survey, faculty members: a) rated their preparedness to engage on different HyFlex instruction competencies, b) shared which pedagogical strategies they felt prepared
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The Effects of E-Learning on Students’ Motivation to Learn in Higher Education Online Learning Pub Date : 2021-09-01 Elgilani Elshareif,Elfadil Abdalla Mohamed
The recent COVID-19 pandemic has forced educational institutions worldwide to adopt e-learning. UAE higher education institutions have implemented e-learning systems and programs to cope with this unprecedented situation. This paper measured the strength of association between key aspects of e-learning systems and programs and students’ motivation to learn in Ajman University (AU). Cronbach’s coefficient
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Investigating E-Learning Motivational Strategies of Higher Education Learners against Online Distractors Online Learning Pub Date : 2021-06-01 Ali Erarslan,Meral Şeker
Exploring higher education learners’ e-learning experiences and the challenges they encounter is required to equip them with necessary skills and strategies to attain their academic goals (Cooper & Corpus, 2009). By identifying the types of and the frequency of exposure to distractors, the study was specifically geared towards finding out the level of motivational self-regulated strategies, including
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Realistic Job Preview as an Alternative Tool to Improve Student Readiness for Online Learning Online Learning Pub Date : 2021-06-01 Zahir Ibrahim Latheef,Robert Robinson,Sedef Smith
Readiness for online learning has been established as a key component of student success in online classes. In addition, the COVID-19 pandemic has underscored how vital being prepared for online can be. This paper highlights an orientation technique widely used in the business field, namely Realistic Job Preview (RJP), as a method to prepare students for what online learning might be like. Our research
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Powerful or Powerless? Chief Online Education Officers’ Legitimate Power over Online Program Quality in U.S. Higher Education Institutions Online Learning Pub Date : 2021-06-01 Georgianna Laws
As the online higher-education market continues along its trajectory of steady growth, it becomes increasingly competitive. Since quality sets online programs apart in the current competitive market, it is a priority for higher-education institutions. Consequently, presidents and provosts at many U.S. higher education institutions have been placing the quality of online program administration under