American Journal of Distance Education最新文献

{"title":"What Might Have Been: A First-Rate Black Correspondence School, 1927-1930","authors":"R. Hampel","doi":"10.1080/08923647.2023.2180263","DOIUrl":"https://doi.org/10.1080/08923647.2023.2180263","url":null,"abstract":"ABSTRACT Nine distinguished Black scholars created an academically rigorous correspondence school in 1927. It lasted only three years. This article explores the reasons why the school failed.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43620627","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}

{"title":"Student Engagement in Online Graduate Program in Education: A Mixed-Methods Study","authors":"Hyun‐Sook Kang, Yoon K. Pak","doi":"10.1080/08923647.2023.2175560","DOIUrl":"https://doi.org/10.1080/08923647.2023.2175560","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41912837","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}

{"title":"Anonymity and Grading Fairness in Online Education","authors":"Sarah T. Zipf","doi":"10.1080/08923647.2023.2174745","DOIUrl":"https://doi.org/10.1080/08923647.2023.2174745","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47364557","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}

{"title":"Protective Factors Contributing to Academic Resilience in College Students During COVID-19","authors":"C. Cobb, Jianling Xie, Kasia Gallo, Marlon Boyd, Margaret Z. Wilkins, M. Wadsworth, Lucy Brake","doi":"10.1080/08923647.2023.2168106","DOIUrl":"https://doi.org/10.1080/08923647.2023.2168106","url":null,"abstract":"We sought to examine the potential environmental protective factors contributing to academic resilience among college students during emergency distance education. Data were collected from a sample of undergraduate students (n = 195) representing various majors and academic classifications. Our study results revealed that students perceived their motivation and comprehension of course material during emergency distance education as significantly lower than those before emergency distance education. Moreover, over 26% of the participants reported a decreased GPA during this period. However, a positive physical learning environment and student-perceived teacher academic support benefited students' academic performance. Interestingly, the physical learning environment positively predicted teacher academic support, β=.31, t(193) = 4.32, p < .001. The physical learning environment also explained a significant proportion of variance in teacher academic support scores, R 2 = .08, F(1, 193) = 16.25, p < .001, suggesting student perceptions of teacher support partially depends on their physical learning environment. Finally, students that had a higher classification were more likely to report an increased GPA;seniors were better at coping with the negative effects of emergency distance education than juniors and sophomores. [ FROM AUTHOR]","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47255538","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}

{"title":"The Effect of Supplementary Instruction on STEM Course Performance","authors":"Keith Zvoch, L. Letourneau, Patricia Spaniol-Mathews","doi":"10.1080/08923647.2023.2165355","DOIUrl":"https://doi.org/10.1080/08923647.2023.2165355","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41744227","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}

{"title":"Incorporating Learners’ Digital Trace Data into Self-Regulated Learning Research","authors":"Dan Ye","doi":"10.1080/08923647.2023.2165862","DOIUrl":"https://doi.org/10.1080/08923647.2023.2165862","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47020842","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}

{"title":"Dare We Hope Research Finally Goes Beyond No Significant Difference?","authors":"K. Shattuck","doi":"10.1080/08923647.2023.2175732","DOIUrl":"https://doi.org/10.1080/08923647.2023.2175732","url":null,"abstract":"Distance education (DE) research has been sprinkled with comparative studies for nearly 100 years (See NSD https://detaresearch.org/research-support/no-significantdifference/view-fulldatabase/?frm-page-651=21). Two decades ago, Twigg (2000) called upon researchers/educators to move beyond no significant difference to (1) individualization of distance education; (2) improving quality; (3) increasing access; (4) reducing the costs of teaching and learning; and (5) sustaining innovation. Yet, the 2020 emergency pivot to online course and support delivery resulted in a plethora of articles in which we sadly read of experiences of largely frustrated and stressed-out students and unprepared and stressed-out instructors as they tried valiantly to complete courses designed and facilitated as still within the walled classroom. Dare we hope for a new realization in DE research, as we head deeper into the 2020s, that we will likely continue living, working, and learning in a blended world of online, when desired, convenient, or required and of in-person, when possible, desirable, and convenient? Dare we hope for educational institutions to have learned something positive, something scalable from the pivot year? Dare we hope researchers will be intrigued enough to appreciate that their micro-level questions likely could be resolved with a good review of the existing literature and to move more into institutional meso-level research questions (Zawacki-Richter & Bozkurt, 2023)? In this issue we invite you to read and consider recommendations from a few authors who are looking deeper than cursory comparative research. Xu and colleagues explored 2005–2012 data from a large inter-institutional set that focused on adopting online learning in college developmental education coursework: impact on course persistence, completion, and subsequent success of adoption of online learning in college development education coursework. The authors noted that not much has changed; that other researchers are continuing to show poor results of online developmental education courses. They pointed out needed institutional commitment with the evolving realities of education:","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49420537","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}

{"title":"Relationships between Dimensions of Instructional Quality and Trainee-Teacher Effectiveness","authors":"Felix Senyametor, Lydia Aframea Dankyi, Emmanuel Dorsah, M. Asare","doi":"10.1080/08923647.2022.2157664","DOIUrl":"https://doi.org/10.1080/08923647.2022.2157664","url":null,"abstract":"ABSTRACT This study examined the relationship between two dimensions of instructional quality and trainee-teacher effectiveness in the delivery of instruction among trainee-teachers at the College of Distance Education, University of Cape Coast (CoDE, UCC). The correlational design was adopted for the study. The accessible population was 53,293 comprising 1,837 CoDE course tutors and, 51,456 CoDE trainee-teachers. The sample size for the study was 726, made up of 397 trainee teachers and 329 course tutors. The data collected were analyzed with the Pearson product-moment correlation. The results showed that faculty quality and quality interaction had a positive and significant relationship with trainee-teacher effectiveness. It was recommended that the management of CoDE, UCC should continuously organize seminars and workshops to upgrade the competencies and interactive capacities of faculty members in order to enhance their relevance and competitiveness.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48231726","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}

{"title":"Distance Education Effectiveness and Employability during and Post-COVID-19: A Longitudinal Study among University Students","authors":"Ayten Yağmur, Kemal Koksal","doi":"10.1080/08923647.2022.2157628","DOIUrl":"https://doi.org/10.1080/08923647.2022.2157628","url":null,"abstract":"ABSTRACT The current longitudinal study investigated distance education efficiency (DEE) through two specific objectives. The first objective is to examine whether the DEE perception differs according to demographic factors and having the necessary infrastructure. The second aim is to explore the effect of DEE on employability with two different and complex models. Time one sample included students in the emerging remote education period in 2020 in Turkey. Time two had the same 382 students in the hybrid education period in 2021. Using PROCESS, we examined the mediating effect of DEE on unemployment worries and the employability relationship in the first study and the causal impact of DEE on employability, the mediating effect of environmental uncertainty, and the moderating role of courage in the second study. Providing the necessary infrastructure and educational content and the readiness of trainers and students increases DEE. Unemployment worries were negatively related to employability, and DEE mediated this relationship. DEE was especially necessary for low-courageous students to decrease environmental uncertainty and increase employability. Longitudinal analysis indicated that suitable learning materials, required resources, practice, and knowledge from previous failures improved DEE perception.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42260351","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}

{"title":"A Novel Approach to an Online Microbiology Experiment Yields Greater Student Success","authors":"N. Dutton","doi":"10.1080/08923647.2022.2157627","DOIUrl":"https://doi.org/10.1080/08923647.2022.2157627","url":null,"abstract":"ABSTRACT An increase in online science course offerings requires a closer evaluation of the online laboratory experience. While it has been established that students can successfully learn from online laboratory simulations, there is a lack of knowledge regarding factors that impact student success. Grounded in the constructivist learning theory, a unique laboratory design was utilized to determine whether collaboration during an online microbiology lab experiment had an impact on student success. Additionally, the impacts of demographic factors were investigated. This study concluded that collaboration had a significantly positive impact on student success while demographics such as age, gender, ethnicity, and socioeconomic status did not have an impact. Although this illuminates the need for online lab developers to create collaborative science laboratory simulations that more closely mimic the traditional laboratory experience, more research is needed to elucidate additional factors that impact student success in the online science laboratory.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47044264","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}