Journal of asynchronous learning networks最新文献

Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting K-12网络教师的工作满意度、组织承诺与离职倾向

Journal of asynchronous learning networks Pub Date : 2016-07-11 DOI: 10.24059/OLJ.V20I3.986

Ingle M. Larkin, Laurie Brantley-Dias, Anissa Lokey-Vega

{"title":"Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting","authors":"Ingle M. Larkin, Laurie Brantley-Dias, Anissa Lokey-Vega","doi":"10.24059/OLJ.V20I3.986","DOIUrl":"https://doi.org/10.24059/OLJ.V20I3.986","url":null,"abstract":"The purpose of this study was to measure and explore factors influencing K-12 online teachers’ job satisfaction, organizational commitment, and turnover intentions. Using Maslow’s Hierarchy of Needs (1954), Herzberg’s Two-Factor Theory of Satisfaction (1959, 1968), Meyer and Allen’s measure of Organizational Commitment (1997), and Fishbein and Ajzen’s Theory of Reasoned Action and Planned Behavior (1975), this mixed-methods study was conducted in public, private, charter, for-profit, and not-for-profit K-12 online schools in a single Southeastern state. The researchers used a sequential explanatory design by collecting and analyzing quantitative data and then qualitative data in two consecutive phases. Phase I included a 74-item survey with responses from 108 participants. Results revealed that K-12 online teachers have a moderate to high level of job satisfaction, which corresponds to their affective commitment to their organization and their intent to remain teaching in the online setting in the immediate, intermediate, and long-term future. Participants identified flexibility, meeting student needs, technical support, and their professional community as the most satisfying aspects of their jobs. Compensation, workload, missing face-to-face interaction with students, and unmotivated students were identified as least satisfying aspects of their work. In Phase II, eight qualitative focus group interviews were conducted and analyzed using constant comparative methods; these findings confirmed and illuminated quantitative results from Phase I. This study informs K-12 online school leaders, policymakers, and researchers of statistically significant variables that influence K-12 online teacher satisfaction, commitment, and retention.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133448904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 74

Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond. K-12在线学习中的学生问责制:来自密歇根州利益相关者及其他方面的观点。

Journal of asynchronous learning networks Pub Date : 2016-07-08 DOI: 10.24059/OLJ.V20I3.975

Leanna M. Archambault, Kathryn Kennedy, Joseph R. Freidhoff

{"title":"Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond.","authors":"Leanna M. Archambault, Kathryn Kennedy, Joseph R. Freidhoff","doi":"10.24059/OLJ.V20I3.975","DOIUrl":"https://doi.org/10.24059/OLJ.V20I3.975","url":null,"abstract":"Policy surrounding K-12 online learning continues to evolve as the field grows exponentially. In Michigan, Section 21f of the State School Aid Act enacted in 2013 strengthened parents’ and students’ ability to request online courses: “A student enrolled in a district in any of grades 6 to 12 is eligible to enroll in an online course as provided for in this section.” The passing of 21f raised concerns around accountability in a choice environment. Examples of such concerns included a pervasive belief about the lack of rigor or quality in online courses, an aversion to another district educating a student for one or two courses yet remaining responsible for that student’s growth, and uncertainty about how mentors and teachers would be evaluated on their online students. Consequently, a legislative directive was issued to the Michigan Virtual Learning Research Institute, the research arm of Michigan Virtual University that centered on accountability. In response to that directive, Michigan stakeholders, as well as experts from other course access states and national organizations, were interviewed to better understand the conversations surrounding accountability in K-12 online learning in Michigan and beyond and to make key recommendations for moving the field forward in an informed way. Data were analyzed using thematic analysis. Implications for research, policy, and practice are shared.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123850329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Students' Desired and Experienced Levels of Connectivity to an Asynchronous, Online, Distance Degree Program. 学生期望和经验水平的连接到异步，在线，远程学位课程。

Journal of asynchronous learning networks Pub Date : 2016-06-21 DOI: 10.24059/OLJ.V20I3.691

Shawnda Schroeder, Mary Baker, Katherine L. Terras, P. Mahar, Karl Chiasson

{"title":"Students' Desired and Experienced Levels of Connectivity to an Asynchronous, Online, Distance Degree Program.","authors":"Shawnda Schroeder, Mary Baker, Katherine L. Terras, P. Mahar, Karl Chiasson","doi":"10.24059/OLJ.V20I3.691","DOIUrl":"https://doi.org/10.24059/OLJ.V20I3.691","url":null,"abstract":"This study examined graduate students’ desired and experienced levels of connectivity in an online, asynchronous distance degree program. Graduate students enrolled in the Masters of Science in Special Education distance degree program at a Midwest university were surveyed on both desired and experienced connectivity to their program, students, instructors, and advisors. Overall, student’s desired and experienced high connectivity to the program, their advisors, and their instructors; experiencing and wanting less connectivity to their fellow students. Specifically, three significant findings were noted: (1) students wanted high connectivity overall, with greatest connectivity desired with advisors and less connectivity wanted with other students; (2) there was variation among age cohorts and wanted connectivity with peers, advisors, instructors, and the program with statistically significant differences with regard to instructors, and other students; and (3) students experienced high connectivity. The relationships between graduate online learners and their instructors and advisors were correlated with the level of connectivity students experienced with their program. It was not as important to foster high connectivity among peers in the online learning environment. Further study should compare desired and wanted connectivity between departments, and across other universities to determine variables that may influence connectivity, and to identify best practices.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124176663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 24

Information Sharing, Community Development, and Deindividuation in the eLearning Domain 电子学习领域的信息共享、社区发展和去个性化

Journal of asynchronous learning networks Pub Date : 2016-05-26 DOI: 10.24059/OLJ.V20I2.614

Nicole A. Cooke

{"title":"Information Sharing, Community Development, and Deindividuation in the eLearning Domain","authors":"Nicole A. Cooke","doi":"10.24059/OLJ.V20I2.614","DOIUrl":"https://doi.org/10.24059/OLJ.V20I2.614","url":null,"abstract":"In a study of the information behaviors of graduate students enrolled in an online Masters of Library and Information Science (MLIS) program, it was determined that learners engage in threaded discussions not only for cognitive purposes but for affective reasons as well. The information sharing among students was particularly prolific during a session in which medical ailments and information were discussed. Data were collected from an asynchronous class in a graduate LIS program, and were examined through learner/context analysis and textual analysis. This study used syllabi, course construction, specific assignments and requirements, and other details that contribute to the totality of the learning environment. Specific attention was given to the threaded discussions assigned in the class. This data provided insight into the students’ activities and learning during 15 weeks, and enhanced the overall context for the small world that develops within an online learning community. \u0000Students connected with their peers and instructor through copious exchanges of information during which a concerted and consistent effort was made to connect with one another by using personal names, engaging in humor and joke-telling, using emoticons, and expressing support and empathy.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127501775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Global Times Call for Global Measures: Investigating Automated Essay Scoring in Linguistically-Diverse MOOCs. 《环球时报》呼吁采取全球措施:研究语言多样化mooc中的自动论文评分。

Journal of asynchronous learning networks Pub Date : 2016-05-16 DOI: 10.24059/OLJ.V20I2.638

Erin D. Reilly, Kyle M. Williams, R. E. Stafford, S. Corliss, J. Walkow, D. Kidwell

{"title":"Global Times Call for Global Measures: Investigating Automated Essay Scoring in Linguistically-Diverse MOOCs.","authors":"Erin D. Reilly, Kyle M. Williams, R. E. Stafford, S. Corliss, J. Walkow, D. Kidwell","doi":"10.24059/OLJ.V20I2.638","DOIUrl":"https://doi.org/10.24059/OLJ.V20I2.638","url":null,"abstract":"This paper utilizes a case-study design to discuss global aspects of massive open online course (MOOC) assessment. Drawing from the literature on open-course models and linguistic gatekeeping in education, we position freeform assessment in MOOCs as both challenging and valuable, with an emphasis on current practices and student resources. We report on the findings from a linguistically-diverse pharmacy MOOC, taught by a native English speaker, which utilized an automated essay scoring (AES) assignment to engage students in the application of course content. Native English speakers performed better on the assignment overall, across both automated- and human-graders. Additionally, our results suggest that the use of an AES system may disadvantage non-native English speakers, with agreement between instructor and AES scoring being significantly lower for non-native English speakers. Survey responses also revealed that students often utilized online translators, though analyses showed that this did not detrimentally affect essay grades. Pedagogical and future assignment suggestions are then outlined, utilizing a multicultural-lens and acknowledging the possibility of certain assessments disadvantaging non-native English speakers within an English-based MOOC system.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126509037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 18

Chair Perceptions of Trust between Mentor and Mentee in Online Doctoral Dissertation Mentoring 在线博士论文指导中导师和学员之间信任的主席感知

Journal of asynchronous learning networks Pub Date : 2016-01-25 DOI: 10.24059/OLJ.V20I1.605

Linnea L. Rademaker, J. Duffy, Elizabeth L. Wetzler, Helen Zaikina-Montgomery

引用次数: 30

Developing Learning Analytics Design Knowledge in the "Middle Space": The Student Tuning Model and Align Design Framework for Learning Analytics Use 在“中间空间”发展学习分析设计知识:学习分析使用的学生调整模型和对齐设计框架

Journal of asynchronous learning networks Pub Date : 2016-01-10 DOI: 10.24059/OLJ.V20I2.783

A. Wise, Jovita M. Vytasek, S. Hausknecht, Yuting Zhao

引用次数: 60

Using Community College Prior Academic Performance to Predict Re-Enrollment at a Four-Year Online University 利用社区大学之前的学习成绩来预测四年制在线大学的重新入学

Journal of asynchronous learning networks Pub Date : 2016-01-04 DOI: 10.24059/OLJ.V20I2.800

Denise Nadasen, Alexandra List

引用次数: 8

Let's talk learning analytics: A framework for implementation in relation to student retention 让我们谈谈学习分析:与学生留存率相关的实施框架

Journal of asynchronous learning networks Pub Date : 2015-12-22 DOI: 10.24059/OLJ.V20I2.792

Deborah West, D. Heath, H. Huijser

{"title":"Let's talk learning analytics: A framework for implementation in relation to student retention","authors":"Deborah West, D. Heath, H. Huijser","doi":"10.24059/OLJ.V20I2.792","DOIUrl":"https://doi.org/10.24059/OLJ.V20I2.792","url":null,"abstract":"Free to read at publisher's site. This paper presents a dialogical tool for the advancement of learning analytics implementation for student retention in Higher Education institutions. The framework was developed as an outcome of a project commissioned and funded by the Australian Government’s Office for Learning and Teaching. The project took a mixed-method approach including a survey at the institutional level (n = 24), a survey of individual teaching staff and other academics with an interest in student retention (n = 353), and a series of interviews (n = 23). Following the collection and analysis of these data an initial version of the framework was developed and presented at a National Forum attended by 148 colleagues from 43 different institutions. Participants at the forum were invited to provide commentary on the usefulness and composition of the framework which was subsequently updated to reflect this feedback. Ultimately, it is envisaged that such a framework might offer institutions an accessible and concise tool to structure and systematize discussion about how learning analytics might be implemented for student retention in their own context. © 2016 Online Learning Consortium. All rights reserved.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"51 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132154633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 48

Real-Time Virtual Teaching: Lessons Learned From a Case Study in a Rural School 实时虚拟教学:以某农村学校为例

Journal of asynchronous learning networks Pub Date : 2015-09-22 DOI: 10.24059/OLJ.V19I5.705

M. Barbour

引用次数: 21