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Journal of asynchronous learning networks最新文献

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Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). 测量学生对在线课程的参与:在线学生参与量表(OSE)。
Journal of asynchronous learning networks Pub Date : 2015-07-30 DOI: 10.24059/OLJ.V19I4.561
Marcia D. Dixson
{"title":"Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE).","authors":"Marcia D. Dixson","doi":"10.24059/OLJ.V19I4.561","DOIUrl":"https://doi.org/10.24059/OLJ.V19I4.561","url":null,"abstract":"Abstract \u0000 \u0000Student engagement is critical to student learning, especially in the online environment, where students can often feel isolated and disconnected. Therefore, teachers and researchers need to be able to measure student engagement. This study provides validation of the Online Student Engagement scale (OSE) by correlating student self-reports of engagement (via the OSE) with tracking data of student behaviors from an online course management system. It hypothesized that reported student engagement on the OSE would be significantly correlated with two types of student behaviors: observational learning behaviors (i.e., reading e-mails, reading discussion posts, viewing content lectures and documents) and application learning behaviors (posting to forums, writing e-mails, taking quizzes). The OSE was significantly and positively correlated with application learning behaviors. Results are discussed along with potential uses of the OSE by researchers and online instructors.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123770454","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: 365
Design of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students 促进博士后专业博士生转型学习的网络课程设计
Journal of asynchronous learning networks Pub Date : 2015-04-08 DOI: 10.24059/OLJ.V19I3.526
Ingrid M Provident, Joyce Salls, Cathy D. Dolhi, Jodi Schreiber, Amy M. Mattila, Emily Eckel
{"title":"Design of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students","authors":"Ingrid M Provident, Joyce Salls, Cathy D. Dolhi, Jodi Schreiber, Amy M. Mattila, Emily Eckel","doi":"10.24059/OLJ.V19I3.526","DOIUrl":"https://doi.org/10.24059/OLJ.V19I3.526","url":null,"abstract":"Written reflections of 113 occupational therapy clinical doctoral students who graduated from an online program between 2007 and 2013 were analyzed for themes which reflected transformative learning and characteristics of curricular design which promoted transformative learning. Qualitative analyses of written reflections were performed. Several themes emerged which are presented using the framework of Person/Learner, Environment/Learning Context, and Occupation/Engagement in Learning Activities. Strategies such as active learning; assignments that directly apply to students’ work settings; implementation of a cohort model; and use of reflection, dialog, and project implementation appear to be effective in facilitating transformative learning in an online clinical doctoral program.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132224488","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
Comparing Asynchronous and Synchronous Video vs. Text Based Discussions in an Online Teacher Education Course. 在线教师教育课程中异步、同步视频与文本讨论的比较
Journal of asynchronous learning networks Pub Date : 2015-03-19 DOI: 10.24059/OLJ.V19I3.668
Cynthia Clark, Neal Strudler, K. Grove
{"title":"Comparing Asynchronous and Synchronous Video vs. Text Based Discussions in an Online Teacher Education Course.","authors":"Cynthia Clark, Neal Strudler, K. Grove","doi":"10.24059/OLJ.V19I3.668","DOIUrl":"https://doi.org/10.24059/OLJ.V19I3.668","url":null,"abstract":"The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course when compared with the university’s current text-based discussion platform. Undergraduate students in an online teacher education course were randomly assigned to either the text-based discussion platform or the video-based discussion platform. A switched replications design was used and halfway through the semester students switched platforms. Analysis of student interviews and surveys administered at the end of the semester indicated self-reported perceptions of social and teaching presence were significantly higher when using the video-enabled discussion site. Implications of the added value of video, both in synchronous and asynchronous contexts, are discussed and recommendations for further study are provided.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"441 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117000472","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: 103
Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning 扩大学习在场以解释监管意图的方向:在线学习中的自我、共同和共享监管
Journal of asynchronous learning networks Pub Date : 2015-02-27 DOI: 10.24059/OLJ.V19I3.530
S. Hayes, S. Smith, P. Shea
{"title":"Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning","authors":"S. Hayes, S. Smith, P. Shea","doi":"10.24059/OLJ.V19I3.530","DOIUrl":"https://doi.org/10.24059/OLJ.V19I3.530","url":null,"abstract":"As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry (CoI) theoretical framework of online learning, needs to be included in these conversations. To this end, they re-articulate and clarify the underlying structure of LP by drawing on the theoretical models of self-regulation, co-regulation, and socially shared regulation. They further present examples to illustrate how LP can manifest itself in learners’ discourse in the online learning environment. Finally, they conclude by outlining strategies online instructors can use to help learners execute regulatory behaviors and thus demonstrate LP in online courses.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116804591","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: 42
The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap. 在线或F2F讲座选择对学生成绩和参与大型讲座型科学课程的影响:缩小差距。
Journal of asynchronous learning networks Pub Date : 2015-02-26 DOI: 10.24059/OLJ.V19I3.670
Cheryl A. Murphy, J. Stewart
{"title":"The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap.","authors":"Cheryl A. Murphy, J. Stewart","doi":"10.24059/OLJ.V19I3.670","DOIUrl":"https://doi.org/10.24059/OLJ.V19I3.670","url":null,"abstract":"Blended learning options vary and universities are exploring an assortment of instructional combinations, some involving video lectures as a replacement for face-to-face (f2f) lectures. This methodological study investigates the impact of the provision of lecture choice (online or f2f) on overall student achievement and course engagement. This research uses a within-group design to obtain baseline data on a single set of physics students (n=168), and investigates the impact of providing a lecture viewing choice (online, f2f) mid-semester on student achievement (tests, homework, and standardized conceptual evaluation scores), and course engagement (student lecture viewing, homework submissions, bonus project submissions, and note taking behaviors). The study reveals that the type of lecture does not serve to significantly impact overall student achievement or engagement. However, although recorded and f2f lectures demonstrate an overall educationally equivalent impact, students who elect a high level of recorded lecture use were significantly lower performing and less engaged before the option to watch recorded lectures was introduced and largely continued to be so after the option was introduced, but there was evidence of a reduction in achievement and engagement differences after the option is introduced. Therefore, results of this study suggest weaker performing students self-select higher levels of recorded lecture use, and the use of these video lectures may assist this specific group of students in closing the gap between themselves and students who were initially higher performing and more engaged.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130167969","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: 17
Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom 人与教育学的机械化:在网络课堂中建立社会存在
Journal of asynchronous learning networks Pub Date : 2015-02-09 DOI: 10.24059/OLJ.V19I3.476
Jennifer M. Cunningham
{"title":"Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom","authors":"Jennifer M. Cunningham","doi":"10.24059/OLJ.V19I3.476","DOIUrl":"https://doi.org/10.24059/OLJ.V19I3.476","url":null,"abstract":"This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the opportunity to harness different technologies and new ways of being in a digital classroom that can enhance student engagement in ways similar to yet unlike face-to-face instruction, but this current research questions the effectiveness of these technologies. Original data was obtained from forty students in an online writing course who responded to open-ended questions about their perception of social presence. This study reiterates the importance of establishing social presence in an online course, but suggests students may find specific Web 2.0 technology less effective than other pedagogical methods.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130817206","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: 38
Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning. 在在线数学课程中使用教师生成的视频讲座可以提高学生的学习效果。
Journal of asynchronous learning networks Pub Date : 2015-02-09 DOI: 10.24059/OLJ.V19I3.484
J. Hegeman
{"title":"Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning.","authors":"J. Hegeman","doi":"10.24059/OLJ.V19I3.484","DOIUrl":"https://doi.org/10.24059/OLJ.V19I3.484","url":null,"abstract":"Low retention rates in online freshman-level mathematics courses are a concern, especially at postsecondary institutions that serve academically unprepared students. The purpose of this study was to determine if student performance in an online College Algebra course that relies heavily on text-based multimedia tools can be improved by replacing publisher-generated educational resources with instructor-generated video lectures. The original online College Algebra course placed the publisher-generated educational resources in the role of content provider by enabling all publisher-generated learning aids within the online homework system and treating instructor-generated educational materials as supplemental resources. In contrast, the redesigned online College Algebra course enhanced the course instructor’s teaching presence by requiring students to complete instructor-generated guided note-taking sheets while watching instructor-generated video lectures, treating publisher-generated learning aids as supplemental resources by removing them from within the online homework system. Results indicate students who enrolled in a redesigned online College Algebra course that strategically placed the instructor in the role of content provider performed significantly better on both online and handwritten assessments than did students who enrolled in an online College Algebra course that placed the publisher-generated educational resources in that role.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130580684","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: 57
Blended Learning at the Boundary: Designing a New Internship 边界上的混合学习:设计一种新的实习
Journal of asynchronous learning networks Pub Date : 2015-02-04 DOI: 10.24059/OLJ.V19I3.521
Robert Heckman, Carsten S. Østerlund, J. Saltz
{"title":"Blended Learning at the Boundary: Designing a New Internship","authors":"Robert Heckman, Carsten S. Østerlund, J. Saltz","doi":"10.24059/OLJ.V19I3.521","DOIUrl":"https://doi.org/10.24059/OLJ.V19I3.521","url":null,"abstract":"This paper explores how blended learning can enhance learning at the boundary between academia and industry, and make possible the design of a new kind of internship. Boundary theory proposes that socio-cultural discontinuities between different environments create opportunities for learning. Blended learning pedagogy makes it possible to make the boundary between the classroom and the work place more salient and continuous. We present principles for designing internships that leverage blended learning to exploit boundaries, and describe an internship program based on these principles. Finally, we reflect on what we have learned through two years experience offering the program to students and employers.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122466542","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: 11
Introducing the Social Presence Model to Explore Online and Blended Learning Experiences 引入社会存在模式来探索在线和混合学习体验
Journal of asynchronous learning networks Pub Date : 2015-01-14 DOI: 10.24059/OLJ.V19I2.453
Aimee L. Whiteside
{"title":"Introducing the Social Presence Model to Explore Online and Blended Learning Experiences","authors":"Aimee L. Whiteside","doi":"10.24059/OLJ.V19I2.453","DOIUrl":"https://doi.org/10.24059/OLJ.V19I2.453","url":null,"abstract":"This study explores the level of social presence or connectedness, in two iterations of a 13-month, graduate-level certificate program designed to help K-12 school leaders integrate technology in their districts. Vygotsky’s Social Development Theory serves as the theoretical lens for this programmatic research. The methods include a case study approach for coding discussions for 16 online courses using the pre-established Social Presence coding scheme as well as conducting instructor and student interviews and collecting observation notes on over a dozen face-to-face courses. The results of this study suggest the need for further research and development on the Social Presence coding scheme. Additionally, this study unveiled the Social Presence Model, a working model that suggests social presence consists of the following five integrated elements: Affective Association, Community Cohesion, Instructor Involvement, Interaction Intensity, and Knowledge and Experience. Finally, this study also highlighted the importance of multiple data sources for researchers, the need for researchers to request access to participant data outside the formal learning environment, and the inherently unique challenges instructors face with multimodal literacy and social presence in blended learning programs.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124278991","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: 99
Adopting MOOCs on Campus: A Collaborative Effort to Test MOOCs on Campuses of the University System of Maryland 在校园采用mooc:在马里兰大学系统校园内测试mooc的合作努力
Journal of asynchronous learning networks Pub Date : 2014-12-23 DOI: 10.24059/OLJ.V19I2.523
Rebecca Griffiths, Christine Mulhern, R. Spies, Matthew M. Chingos
{"title":"Adopting MOOCs on Campus: A Collaborative Effort to Test MOOCs on Campuses of the University System of Maryland","authors":"Rebecca Griffiths, Christine Mulhern, R. Spies, Matthew M. Chingos","doi":"10.24059/OLJ.V19I2.523","DOIUrl":"https://doi.org/10.24059/OLJ.V19I2.523","url":null,"abstract":"To address the paucity of data on the use of MOOCs in “traditional” postsecondary institutions, Ithaka S+R and the University System of Maryland studied the feasibility of repurposing MOOCs for use in hybrid, credit-bearing courses. In this paper we will describe the design of a large-scale study undertaken to examine the use of MOOCs in fourteen campus-based courses, followed by two types of findings: First, we will share quantitative outcomes from students in hybrid sections, comparing students who took MOOCs with those who were taught in a traditional face-to-face manner; second, we will share qualitative findings on the opportunities and challenges presented by the use of MOOCs on campus. Finally, we will reflect on what would need to occur in order for these models to see widespread adoption in the future.","PeriodicalId":298605,"journal":{"name":"Journal of asynchronous learning networks","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116637254","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: 46
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