American Journal of Distance Education最新文献_第9页

A Contemporary Snapshot of Distance Education Practice 远程教育实践的当代快照

IF 3.2

American Journal of Distance Education Pub Date : 2022-04-03 DOI: 10.1080/08923647.2022.2077547

W. Diehl

引用次数: 0

Hablar Personalmente–con Santiago Acosta Aide 亲自与圣地亚哥·阿科斯塔·艾德交谈

IF 3.2

American Journal of Distance Education Pub Date : 2022-04-03 DOI: 10.1080/08923647.2022.2065148

Santiago Acosta Aide, Francisco Cervantes Pérez

引用次数: 0

“I’m Not Trying to Recreate the Classroom”: A Qualitative Study to Help Faculty Make Sense of Online Interactions “我不是在重建课堂”:一项帮助教师理解在线互动的定性研究

IF 3.2

American Journal of Distance Education Pub Date : 2022-03-08 DOI: 10.1080/08923647.2022.2049150

A. Samuel

引用次数: 2

Social Network Interaction and Self-regulated Learning Skills: Community Development in Online Discussions 社交网络互动与自律学习技能：网络讨论中的社区发展

IF 3.2

American Journal of Distance Education Pub Date : 2022-02-24 DOI: 10.1080/08923647.2022.2041330

Cherng-Jyh Yen, C. Tu, E. E. Ozkeskin, Hoda Harati, Laura E. Sujo-Montes

引用次数: 2

In-Person or Virtual Training?: Comparing the Effectiveness of Community-Based Training 现场培训还是虚拟培训?:比较社区培训的有效性

IF 3.2

American Journal of Distance Education Pub Date : 2022-01-31 DOI: 10.1080/08923647.2022.2029090

G. Gross, Rui Ling, Brad Richardson, Nayong Quan

引用次数: 5

Student Experiences in Pre-COVID Virtual Internships: Integration, Barriers, Motivation Challenges, Supportive Supervisors, and Intern Growth covid - 19前虚拟实习的学生体验:整合、障碍、激励挑战、支持性主管和实习生成长

IF 3.2

American Journal of Distance Education Pub Date : 2022-01-30 DOI: 10.1080/08923647.2022.2034399

Ian Baker, Dan Fitzpatrick

引用次数: 3

COVID-19 and Student Perceptions toward a Swift Shift in Learning Format: Does Experience Make a Difference? 新冠肺炎和学生对学习方式快速转变的看法：经验会产生影响吗？

IF 3.2

American Journal of Distance Education Pub Date : 2022-01-09 DOI: 10.1080/08923647.2021.2013749

J. E. Pettigrew, Pauline A. Howes

{"title":"COVID-19 and Student Perceptions toward a Swift Shift in Learning Format: Does Experience Make a Difference?","authors":"J. E. Pettigrew, Pauline A. Howes","doi":"10.1080/08923647.2021.2013749","DOIUrl":"https://doi.org/10.1080/08923647.2021.2013749","url":null,"abstract":"ABSTRACT This study examined university students’ response to the sudden change from face-to-face to emergency remote education (ERE) and the impact of the COVID-19 pandemic on their educational experience in spring 2020 through the lens of self-determination and adaptability. Results of a survey of 3,747 college students showed an overwhelming majority perceived a negative impact on their education, their grades and motivation to do academic work. The pandemic also created personal health and financial concerns that affected students and their studies. Statistically significant results found that experience – with fully online learning and as a college student – made a difference in how students responded to COVID-19 and the class format change. Chi-square analysis showed that students who had not taken a fully online class were more likely to have concerns related to COVID-19 and the class format change than those who had done so. In addition, the percentage of students expressing concerns about the effects of the pandemic on their education declined with each year in college, but high numbers of students were still affected","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":"37 1","pages":"3 - 20"},"PeriodicalIF":3.2,"publicationDate":"2022-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46300428","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: 7

Liderazgo Y Tensiones En La Universidad: El Reto De Integrar La Educación Digital 大学的领导和压力：整合数字教育的挑战

IF 3.2

American Journal of Distance Education Pub Date : 2022-01-02 DOI: 10.1080/08923647.2022.2027687

Albert Sangrá, Deborah Arnold, Josep Gallifa

{"title":"Liderazgo Y Tensiones En La Universidad: El Reto De Integrar La Educación Digital","authors":"Albert Sangrá, Deborah Arnold, Josep Gallifa","doi":"10.1080/08923647.2022.2027687","DOIUrl":"https://doi.org/10.1080/08923647.2022.2027687","url":null,"abstract":"ABSTRACT The university is facing, once again, a deep transformation process. On this occasion, the continuous increase in the digital dimension of society and its consequent impact on teaching and research plays a fundamental role. The effects of the pandemic, which have made digital education the only option to avoid the complete interruption of higher education in most of the world, have further accentuated this impact. This article combines two investigations. A qualitative one on the rationale behind the transformation processes of the university, analyzing in-depth interviews with eleven international university experts, who identified ten tensions that the university is experiencing at this time. The other one is a mixed methodology study that, based on three case studies located in three universities, determines the leadership literacies necessary for the integration of digital education in the transformation process of universities. The results make it possible to relate the leadership competencies necessary to solve the ten tensions raised, concluding with the importance of developing these leadership literacies for digital education proposed by the DELLHE framework.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":"36 1","pages":"70 - 83"},"PeriodicalIF":3.2,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47225668","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

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":"36 1","pages":"36 - 52"},"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