American Journal of Distance Education最新文献_第8页

Systematic Review (2000 to 2021) of Online Accessibility Research in Higher Education 高等教育网络无障碍研究系统综述（2000-2001）

IF 3.2

American Journal of Distance Education Pub Date : 2022-06-08 DOI: 10.1080/08923647.2022.2081438

Liane She, Florence Martin

引用次数: 3

An Investigation of the Forms of Support Needed to Promote the Retention and Success of Online Students 促进网上学生保持和成功所需支持形式的调查

IF 3.2

American Journal of Distance Education Pub Date : 2022-05-19 DOI: 10.1080/08923647.2022.2061235

D. Kember, Allison Trimble, Si Fan

{"title":"An Investigation of the Forms of Support Needed to Promote the Retention and Success of Online Students","authors":"D. Kember, Allison Trimble, Si Fan","doi":"10.1080/08923647.2022.2061235","DOIUrl":"https://doi.org/10.1080/08923647.2022.2061235","url":null,"abstract":"ABSTRACT This research conducted an exploratory study of online students’ perceptions of forms of support which might promote their retention and success. Data came from interviews with 41 online students at a dual-mode regional Australian university. Interviewees reported very limited involvement with centralized support services. These appear to have been originally configured to provide support to on-campus students and had not adapted significantly to a substantial increase in online students at the university. Instead, the students looked to online teachers for support, to a greater extent than did on-campus students. The online teachers provided support by building ties to students through interactions via discussion forums and individual communications. Peers also provided support through online forums and webinar-facilitated exchanges. Online teacher and peer student support contributed to the formation of virtual online learning communities. This is important as social and academic integration are mechanisms for retention and success. This research is significant as the numbers of online students have increased markedly in recent times, but student support services do not appear to have changed accordingly. Further, support models for retention and success have not been adequately adapted to suit online learners’ needs.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":"37 1","pages":"169 - 184"},"PeriodicalIF":3.2,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47951000","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: 4

How Does OER Efficacy Vary Based on Student Age and Course Modality? A Multi-institutional Analysis OER的效果如何根据学生年龄和课程形式而变化?多机构分析

IF 3.2

American Journal of Distance Education Pub Date : 2022-05-19 DOI: 10.1080/08923647.2022.2077061

Virginia Clinton-Lisell

{"title":"How Does OER Efficacy Vary Based on Student Age and Course Modality? A Multi-institutional Analysis","authors":"Virginia Clinton-Lisell","doi":"10.1080/08923647.2022.2077061","DOIUrl":"https://doi.org/10.1080/08923647.2022.2077061","url":null,"abstract":"ABSTRACT Open educational resources (OER) are teaching and learning materials that are less expensive than commercial course materials. Previous findings have indicated that learning outcomes are similar between OER and commercial resources (which typically require fees to access), but there is considerable variation in the findings. It is not well known which students in what kinds of courses may have different outcomes with OER use. Two characteristics that are important to examine because they are becoming more commonplace in higher education and may struggle with social integration are nontraditionally-aged (age 25 and older) and online students. The purpose of this study is to examine how student age and course modality may vary how OER adoption relates to course grades, withdrawal, and number of credits enrolled in a given semester. To address this purpose, a dataset from seven public postsecondary institutions with 8,033 students was analyzed. Based on multilevel modeling findings, traditionally-aged students had higher grades with OER whereas OER did not reliably relate to the grades of nontraditionally-aged students. However, nontraditionally-aged students in face-to-face courses with OER had greater enrollment intensity (number of credits in a term). OER was not associated with withdrawal rate. Future directions are suggested, which include a need to consider instructor effects and directly hearing student voices on OER experiences.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":"37 1","pages":"217 - 233"},"PeriodicalIF":3.2,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49010978","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

The Impact of Video Feedback on Student Assessments and Performance 视频反馈对学生评估和表现的影响

IF 3.2

American Journal of Distance Education Pub Date : 2022-05-17 DOI: 10.1080/08923647.2022.2073113

Cheri Ketchum, Elaine Phompheng, Chelsey Yeats, Daria S. LaFave, James F. Hardy

引用次数: 0

California Independent Study Charter Schools: Summary of Home-Based Pedagogies, Enrollment Trends, and Student Demographics 加州独立研究特许学校:家庭教学、入学趋势和学生人口统计摘要

IF 3.2

American Journal of Distance Education Pub Date : 2022-05-10 DOI: 10.1080/08923647.2022.2068316

Brandy Anderson, Karen Amesse

{"title":"California Independent Study Charter Schools: Summary of Home-Based Pedagogies, Enrollment Trends, and Student Demographics","authors":"Brandy Anderson, Karen Amesse","doi":"10.1080/08923647.2022.2068316","DOIUrl":"https://doi.org/10.1080/08923647.2022.2068316","url":null,"abstract":"ABSTRACT The purpose of this study was to establish historical enrollment trends, student demographics, and home-based pedagogies of nonclassroom-based schools in California in an effort to gain insights into lesser-known homeschooling practices. According to the United States Department of Education, in 2016, homeschooling had progressively increased to 3.3%. To determine whether California has a similar trend in students’ learning outside of a traditional classroom-based learning environment, we evaluated eight years of student enrollment data from the California Department of Education. Potential implications for this student population in relation to California’s vaccination legislation, as well as the impact of the Covid-19 pandemic, are explored. The demographic information of nonclassroom-based public school students in California was summarized and compared to that of classroom-based students in California and homeschooled students in the United States, finding less ethnic diversity in nonclassroom-based schools. Our findings of home-based pedagogies suggest families of California nonclassroom-based charter schools lean more toward a standards-based, traditional (57.8%) pedagogy, followed by Classical (10.8%) and Project/Unit-based (9%).","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":"36 1","pages":"265 - 287"},"PeriodicalIF":3.2,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44940506","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

Reliability and Validity Evidence of Two Distance Education Learning Environments Scales 两种远程教育学习环境量表的信度和有效性证据

IF 3.2

American Journal of Distance Education Pub Date : 2022-05-08 DOI: 10.1080/08923647.2022.2065147

T. Brown, Luke S Robinson, K. Gledhill, Mong-lin Yu, Stephen T. Isbel, C. Greber

{"title":"Reliability and Validity Evidence of Two Distance Education Learning Environments Scales","authors":"T. Brown, Luke S Robinson, K. Gledhill, Mong-lin Yu, Stephen T. Isbel, C. Greber","doi":"10.1080/08923647.2022.2065147","DOIUrl":"https://doi.org/10.1080/08923647.2022.2065147","url":null,"abstract":"ABSTRACT Students more than ever are completing their university studies online. At the onset of the Covid-19 pandemic, most higher education providers were required to move to exclusively deliver online curriculum. It is therefore imperative that educators have access to psychometrically sound measures of students’ online learning experiences. The reliability and validity properties of the Distance Education Learning Environments Scale (DELES) and Student Engagement in the e-Learning Environment Scale (SELES) were examined. A sample of 151 Australian undergraduate students completed the DELES and SELES after completing their studies online during 2020 due to Covid-19. Cronbach alpha coefficients, subscale item correlations and linear regression analyses were completed with bootstrapping. Cronbach alpha coefficients for the SELES subscales ranged from .68 to .93 and .75 to .96 for the DELES subscales. The within subscale correlations ranged from .29 to .66 for the SELES (p < .001) and .30 to .68 for the DELES (p < .001) and the between subscale correlations ranged from .18 to .75 (p < .001) respectively. Regression findings indicated that the SELES and DELES subscale models each accounted for 56.6% and 22.2% of the unique variance of the DELES Enjoyment, respectively. These findings present important psychometric evidence about the DELES and SELES.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":"37 1","pages":"199 - 216"},"PeriodicalIF":3.2,"publicationDate":"2022-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49490239","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

Leveraging Artificial Intelligence to Predict Young Learner Online Learning Engagement 利用人工智能预测年轻学习者的在线学习参与度

IF 3.2

American Journal of Distance Education Pub Date : 2022-04-28 DOI: 10.1080/08923647.2022.2044663

Xiaoqiu Xu, Deborah M. Dugdale, Xin Wei, Wenjuan Mi

{"title":"Leveraging Artificial Intelligence to Predict Young Learner Online Learning Engagement","authors":"Xiaoqiu Xu, Deborah M. Dugdale, Xin Wei, Wenjuan Mi","doi":"10.1080/08923647.2022.2044663","DOIUrl":"https://doi.org/10.1080/08923647.2022.2044663","url":null,"abstract":"ABSTRACT The recent surge of online language learning services in the past decade has benefitted second language learners. However, there is a lack of understanding of whether learners, especially young learners, are engaged in online learning, and how educators can enhance the engagement of the online learning experience. This study examines an artificial intelligence (AI)- powered automated system that uses voice and facial recognition to track both teacher and learner speech, facial expressions, and interactions in real-time in a one-to-one 25-minute online English class. Each learner completed a learner engagement survey within 72 hours of the online class. Results demonstrated that young learners were highly engaged during this one-to-one online learning setting (mean = 4.5, out of 5). Learners’ frontal face exposure (indicating their attentiveness during class) and English proficiency levels are significant and positive predictors of learner engagement. Teachers’ total length of speech and instructional time tended toward significance in predicting learner engagement. Educational implications are discussed.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":"37 1","pages":"185 - 198"},"PeriodicalIF":3.2,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47364063","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

Open Learning 37-01 Table of Contents 开放学习37-01目录

IF 3.2

American Journal of Distance Education Pub Date : 2022-04-03 DOI: 10.1080/08923647.2022.2077559

W. Diehl

引用次数: 0

Catalyzing “Cohortness” in Leadership Programs Pivoting to a Virtual Environment  在以虚拟环境为中心的领导力项目中催化“团队性”

IF 3.2

American Journal of Distance Education Pub Date : 2022-04-03 DOI: 10.1080/08923647.2022.2057091

Claudia S P Fernandez, Lia Garman, Cheryl C. Noble, Katherine Donnald, Suzanne E. Singer, Gaurav Dave, Giselle Corbie

{"title":"Catalyzing “Cohortness” in Leadership Programs Pivoting to a Virtual Environment ","authors":"Claudia S P Fernandez, Lia Garman, Cheryl C. Noble, Katherine Donnald, Suzanne E. Singer, Gaurav Dave, Giselle Corbie","doi":"10.1080/08923647.2022.2057091","DOIUrl":"https://doi.org/10.1080/08923647.2022.2057091","url":null,"abstract":"ABSTRACT Leadership training commonly brings individuals or teams together in face-to-face settings to network and build their skills in groups referred to as “cohorts.” The pandemic of 2020 forced leadership training programs to be held virtually, bringing into question how programs could foster a sense of “cohortness,” or a collegial sense of group identity, even when the participants could not meet face-to-face. For this study, two programs, the Clinical Scholars (CS) program (n = 34), and the Food Systems Leadership Institute (FSLI) (n = 23), collaborated to explore how participants expecting an in-person program responded to adaptations made for a virtual launch of their program and how connected they felt to their fellow classmates. Analysis of qualitative and quantitative data showed that prior to attending each program, fewer than half of participants expected to feel slightly to very connected as a cohort. At program completion, 96% reported feeling slightly to very connected. Both CS and FSLI participants ranked 1) Frequent small group exercises, 2) small group ice breakers, 3) Team introductions prior to the retreat 4) Virtual orientation as the top activities contributing to their sense of being a cohort. Although the pandemic will pass, the insights gained from examining how to foster professional networks and a collegial sense of group identity (“cohortness”) among virtually convened participants can benefit leadership development programs that must continue to meet virtually for financial or other reasons and can benefit those programs, which eventually resume in-person convenings. ","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":"36 1","pages":"135 - 149"},"PeriodicalIF":3.2,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49528491","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

Análisis sistémico de la educación a distancia escolar peruana en el entorno de la COVID-19 COVID-19环境下秘鲁学校远程教育的系统分析

IF 3.2

American Journal of Distance Education Pub Date : 2022-04-03 DOI: 10.1080/08923647.2022.2073745

Mauro Marino-Jiménez, Lizlaleyne Ramírez-Rodríguez

引用次数: 2