American Journal of Distance Education最新文献_第10页

The Synergy of Leadership, Quality, Policy, Change: Opportunities and Tensions 领导力、质量、政策、变革的协同作用：机遇与紧张

IF 3.2

American Journal of Distance Education Pub Date : 2022-01-02 DOI: 10.1080/08923647.2022.2036550

K. Shattuck, D. Olcott

引用次数: 0

Creating a Culture of Online Quality: The People, Policies, and Processes that Facilitate Institutional Change for Online Course Quality Assurance 创建在线质量文化：促进在线课程质量保证制度变革的人员、政策和流程

IF 3.2

American Journal of Distance Education Pub Date : 2021-12-16 DOI: 10.1080/08923647.2021.2010021

Bethany Simunich, Elizabeth A. McMahon, Leigh Hopf, B. Altman, W. Zimmerman

{"title":"Creating a Culture of Online Quality: The People, Policies, and Processes that Facilitate Institutional Change for Online Course Quality Assurance","authors":"Bethany Simunich, Elizabeth A. McMahon, Leigh Hopf, B. Altman, W. Zimmerman","doi":"10.1080/08923647.2021.2010021","DOIUrl":"https://doi.org/10.1080/08923647.2021.2010021","url":null,"abstract":"ABSTRACT The success of quality assurance initiatives in online education is dependent on the successful implementation of the processes, resources, and tools created to ensure quality. There is scant research, however, on the factors that most enable quality assurance implementation at higher education institutions. This research examined a specific population of institutions who were assessed as engaging in high levels of online course quality assurance efforts, as measured by their activity level of using the Quality Matters (QM) framework. The specific people, policies, and processes that enabled and supported institutional course design quality assurance are examined using a mixed-methods approach. Forty-three implementation coordinators from high-activity institutions completed a survey on institutional quality assurance efforts specific to course design and development. Seventeen of those coordinators also engaged in an individual interview to provide greater depth and insight into the institutional journey of quality assurance implementation for online course quality. Key takeaways showed an impact for focused, institutionally-supported goals for course design; choosing an experienced person who was passionate about quality assurance as the implementation lead; and utilizing an inclusive, flexible, collaborative implementation approach, rather than a top-down approach or mandates. The respondents also indicated that adapting the implementation to the institutional context was a key success factor, as was focusing on creating buy-in and shared goals for quality learning as a pathway toward creating an institutional culture shift.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46158307","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: 0

Micro-Credentials: A Catalyst for Strategic Reset and Change in U.S. Higher Education 微型证书：美国高等教育战略重置和变革的催化剂

IF 3.2

American Journal of Distance Education Pub Date : 2021-12-02 DOI: 10.1080/08923647.2021.1997537

D. Olcott

{"title":"Micro-Credentials: A Catalyst for Strategic Reset and Change in U.S. Higher Education","authors":"D. Olcott","doi":"10.1080/08923647.2021.1997537","DOIUrl":"https://doi.org/10.1080/08923647.2021.1997537","url":null,"abstract":"ABSTRACT Micro-credentials vis a vis competency-based certifications of skill domains have existed for decades across vocational-technical education and the professions. What appears to be changing is the priority ascribed to different micro-credentials along a credentials continuum that has focused on formal degrees and certificates. This paper will provide a descriptive analysis of the emerging trend toward micro-credentials by colleges, universities, and other public-private providers in the United States. A major question that emerges for institutional leaders is: Can micro-credentials help position the institution’s academic, public service, and economic and workforce development market positions for the future? Driven by student graduates unable to find good jobs, by employers who cannot find the skill-based workforce they need, by increasing competition, by insurmountable student debt, and by a need for faster pathways from school to work, this aggregate ‘credentials rethink” is forcing colleges and universities to consider reframing their traditional credentials arsenal. The paper will conclude with some observations and key considerations for leaders to navigate their institutions during this period of “strategic reset” for potentially shifting institutional directions to adapt and compete in this new higher education landscape.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41638795","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: 9

Leading University Change: A Case Study of Meaning-Making and Implementing Online Learning Quality Standards 引领大学变革：网络学习质量标准的制定与实施案例研究

IF 3.2

American Journal of Distance Education Pub Date : 2021-11-27 DOI: 10.1080/08923647.2021.2005414

Christi U. Edge, Elizabeth Monske, Stacy Boyer‐Davis, Steven VandenAvond, Brad Hamel

{"title":"Leading University Change: A Case Study of Meaning-Making and Implementing Online Learning Quality Standards","authors":"Christi U. Edge, Elizabeth Monske, Stacy Boyer‐Davis, Steven VandenAvond, Brad Hamel","doi":"10.1080/08923647.2021.2005414","DOIUrl":"https://doi.org/10.1080/08923647.2021.2005414","url":null,"abstract":"ABSTRACT This case study reports the collaborative meaning-making process and strategies for organizational change used by a diverse leadership team at a regional comprehensive university. The purpose of the study was to engage in continuous learning and improvement by producing knowledge for informing action; that is, to learn from analyzing the first phase of implementation in order to continue to improve, understand, and perhaps adjust in order to contribute to institutional change. Initiated by outcomes from a 2017 regional accreditation review and the recent development of a Global Campus, administrators, faculty, and instructional design and technology staff were charged with developing standards for quality university distance education. This study addresses lived experiences in the story of institutional change by reporting critical events, tensions, and turning points experienced by the leadership team relative to a change framework applied to distance education in a higher education setting. Over a two-year period (2018–2020), the team piloted, communicated, and refined plans as they began implementing the first of four phases in their quality assurance plan, including assessing 751 course syllabi for entry-level design standards. Findings indicate the process of enacting change also began shifting the culture of the university for purposes of quality assurance, consistency, and shared understandings of rigor. In this article, the team describes and discusses their framework using Kotter’s Change Model, their process, and their outcomes related to organizational change in higher education. Discussion addresses starting points for other higher education stakeholders involved in pursuing quality distance education.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47586591","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: 2

Reshaping University Continuing Education: Leadership Imperatives for Thriving in a Changing and Competitive Market 重塑大学继续教育：在不断变化和竞争的市场中成长的领导力要求

IF 3.2

American Journal of Distance Education Pub Date : 2021-11-09 DOI: 10.1080/08923647.2021.1996217

Gary W. Matkin

{"title":"Reshaping University Continuing Education: Leadership Imperatives for Thriving in a Changing and Competitive Market","authors":"Gary W. Matkin","doi":"10.1080/08923647.2021.1996217","DOIUrl":"https://doi.org/10.1080/08923647.2021.1996217","url":null,"abstract":"ABSTRACT University continuing and distance education is at a crossroads. This article asserts that a radical disruption in the competitive landscape for university-based continuing education (CE) is on the immediate horizon. University CE is threatened by external trends beyond its control and will likely not survive in its present form, or survive at all, without adapting to the changing marketplace. This disruption is occurring at the same time and is partially due to the increasing university demands on CE units to produce more income in part by scaling new markets and increasing customers in new ways. The signals and drivers of that change will be detailed, followed by a description of the competitive landscape that university CE will soon face. Universities will experience barriers in combating this competition, which, if not overcome, will spell the decline of many CE units and disruptions will also manifest themselves into major problems for the university as a whole. This article concludes with recommendations for CE and university leaders that may allow them to thrive and prosper as a part of that dynamic landscape.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49485660","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: 3

Student-Produced Podcasts as a Teaching and Learning Tool 学生制作的播客作为教学和学习工具

IF 3.2

American Journal of Distance Education Pub Date : 2021-10-27 DOI: 10.1080/08923647.2021.1995256

Naomi M. Hall, Jason M. Jones

引用次数: 5

Speaking Personally—with Chris Dede Chris Dede的私人谈话

IF 3.2

American Journal of Distance Education Pub Date : 2021-10-10 DOI: 10.1080/08923647.2021.1988832

K. Shattuck

引用次数: 1

Antiquated Policies, Missteps, Misconceptions – And Perhaps a Tipping Point Toward Change 过时的政策，失策，误解——也许是变革的转折点

IF 3.2

American Journal of Distance Education Pub Date : 2021-10-02 DOI: 10.1080/08923647.2021.1997396

W. Diehl

引用次数: 0

Modelo Predictivo Multivariable En Tiempo Real Para Predecir El Desempeño De Los Estudiantes, En Programas Virtuales De Posgrado, Empleando Inteligencia Artificial 实时多变量预测模型预测学生在虚拟研究生项目中的表现，使用人工智能

IF 3.2

American Journal of Distance Education Pub Date : 2021-10-02 DOI: 10.1080/08923647.2021.1954839

Juan Rincón, Mayerling Vila

{"title":"Modelo Predictivo Multivariable En Tiempo Real Para Predecir El Desempeño De Los Estudiantes, En Programas Virtuales De Posgrado, Empleando Inteligencia Artificial","authors":"Juan Rincón, Mayerling Vila","doi":"10.1080/08923647.2021.1954839","DOIUrl":"https://doi.org/10.1080/08923647.2021.1954839","url":null,"abstract":"ABSTRACT En los últimos años han proliferado los programas de educación virtual en posgrado, con altas tasas de deserción, implicando múltiples falencias, como la falta de individualización en entornos virtuales. Se propone una solución novedosa basada en el modelado de un estudiante a partir de su huella digital, con Deep Learning y procesamiento de lenguaje natural – (NLP), para predecir si terminará con éxito el programa académico (GRA), o será expulsado (PFU), o suspenderá los estudios (SUS), o si terminará las asignaturas, pero no entregará la tesis o trabajo de grado (LTH). 1 1 Una tesis es también conocida como un trabajo de licenciatura o de grado, requisito formal que un estudiante debe cumplir después de terminar todas las asignaturas, para obtener el diploma de pregrado o posgrado en una Universidad. Metodológicamente se diseñó un estudio de cohorte retrospectivo a partir de datos capturados durante un período de 15 años (2005–2020) de los programas de postgrado: Maestría en Gestión de la Tecnología Educativa (MGTE) y Especialización en Aplicación de TIC para la Enseñanza (EATICE), 100% virtual. Se utilizó la metodología iterativa incremental (CRISP_DM) para las predicciones basadas en inteligencia artificial (IA). Se obtuvo un modelo predictivo adaptado a cada programa educativo, con métricas de desempeño excepcionales de precisión, al predecir GRA (96,87%), PFU (97,53%), SUS (85,32%) y LTH (97,18%). Los resultados de esta investigación muestran que la generalización y extrapolación de modelos algorítmicos son factibles utilizando datos comunes a plataformas digitales, y pueden ayudar, a ingenieros a mejorar el diseño y arquitectura del software, y a profesores, a conocer, en tiempo real, las necesidades futuras de los estudiantes, y, por ende, adaptar preventivamente el proceso educativo.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46695501","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: 2

Speaking Personally–with Farhad Saba and Rick Shearer 私人谈话——与法哈德·萨巴和里克·希勒

IF 3.2

American Journal of Distance Education Pub Date : 2021-10-02 DOI: 10.1080/08923647.2021.1989234

Rebecca E. Heiser

引用次数: 0