Online learning : the official journal of the Online Learning Consortium最新文献_第2页

Refugees and Online Engagement in Higher Education: A Capabilitarian Model 难民与高等教育在线参与：一种能力模式

Online learning : the official journal of the Online Learning Consortium Pub Date : 2023-06-01 DOI: 10.24059/olj.v27i2.3762

Gabi Witthaus

{"title":"Refugees and Online Engagement in Higher Education: A Capabilitarian Model","authors":"Gabi Witthaus","doi":"10.24059/olj.v27i2.3762","DOIUrl":"https://doi.org/10.24059/olj.v27i2.3762","url":null,"abstract":"There are almost 90 million forced migrants around the world, many of whom could benefit from online higher education, and yet there is evidence that displaced people face challenges in online learning environments. This paper reports on a study in the context of a UK university’s master’s-level distance learning program that offers Sanctuary Scholarships to forced migrants. The study’s aims were: (1) to identify practical ways in which higher education institutions can support displaced learners to engage in online learning, and (2) to add to our theoretical understanding of refugees’ and asylum seekers’ engagement in online degree programs. The methodology included a theoretical and an empirical component. In the theoretical analysis, the indicators from Redmond et al.’s (2018) Online Engagement Framework were mapped onto capability lists drawn from the literature on the Capability Approach, generating a set of proposed underpinning capabilities for online engagement. The empirical analysis, which was carried out in parallel, was based on semi-structured interviews with ten online Sanctuary Scholars. Thematic analysis of the empirical data showed how the research participants had enacted behavioral, emotional, cognitive, social, and collaborative engagement and revealed some of the ways in which engagement fueled further engagement, alongside the mediating role of personal agency. When combined with the theoretical analysis, the findings enabled the creation of a capabilitarian online engagement model. The paper concludes with a discussion of the implications for institutional policies and practices around learning design and delivery to support online engagement among displaced learners, and potentially also among other underrepresented students.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41417969","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: 1

Impact of Online Exams on the Quality of Distance Learners' Exam and Exam Revision Experience: Perspectives from The Open University UK 在线考试对远程学习者考试质量和考试修改经验的影响:来自英国开放大学的观点

Online learning : the official journal of the Online Learning Consortium Pub Date : 2023-06-01 DOI: 10.24059/olj.v27i2.3761

Simon Cross, M. Aristeidou, Klaus-Dieter Rossade, Carlton Wood, Andrew Brasher

{"title":"Impact of Online Exams on the Quality of Distance Learners' Exam and Exam Revision Experience: Perspectives from The Open University UK","authors":"Simon Cross, M. Aristeidou, Klaus-Dieter Rossade, Carlton Wood, Andrew Brasher","doi":"10.24059/olj.v27i2.3761","DOIUrl":"https://doi.org/10.24059/olj.v27i2.3761","url":null,"abstract":"This paper reports findings from a research study at The Open University, UK into the quality of distance learners’ online exam experience and the differences in experience between online (pandemic) and in-person (pre-pandemic) modes of examination. Our research responds to the ongoing need for greater insight into the exam experience and is uniquely positioned in two ways. First, we made use of a robust reference dataset collected before the COVID-19 pandemic and compared this with a second survey administered a year after the pandemic started; second, we asked students about their experience preparing and revising for the exam as well as the exam itself. Exam revision represents an important transitional period for learners. Our results show that, overall, the shift to online remote exams did not impact the quality of distance learners’ experience of revising for exams or taking the exam itself. We found no significant change in the revision experience across six of eight measures, including the learning benefits of learning while revising, enjoyment, and support. However, students reported feeling less anxious when revising for online exams. The quality of the exam experience itself was largely unaffected by the move from in-person to online remote exams. No significant differences were found for seven of the nine measures of exam experience. However, we found satisfaction with the exam environment was significantly higher for online exams and that learners felt the online exam was harder than they expected. Age and gender differences are also explored. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42809124","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: 1

Remote Global Learning: The Role and Use of Virtual Exchange for U.S. and Irish Graduate Students 远程全球学习：美国和爱尔兰研究生虚拟交流的作用和使用

Online learning : the official journal of the Online Learning Consortium Pub Date : 2023-06-01 DOI: 10.24059/olj.v27i2.3380

Katherine C. Aquino, E. Tobin, Seaneen Sloan

引用次数: 0

Online Credit Recovery School-Level Enrollment: Intended and Unintended Consequences 在线信用恢复学校级招生：预期和意外后果

Online learning : the official journal of the Online Learning Consortium Pub Date : 2023-06-01 DOI: 10.24059/olj.v27i2.3331

Samantha Viano

{"title":"Online Credit Recovery School-Level Enrollment: Intended and Unintended Consequences","authors":"Samantha Viano","doi":"10.24059/olj.v27i2.3331","DOIUrl":"https://doi.org/10.24059/olj.v27i2.3331","url":null,"abstract":"Prior to the COVID-19 pandemic, online credit recovery (OCR) was the most popular use of distance learning in high schools in the United States. With high course failure rates during the height of the COVID-19 pandemic, high schools have turned to OCR to help students recover lost credit. This study examined the potential consequences of increasing OCR enrollment at the school level using administrative data from North Carolina and found that increasing OCR enrollment is associated with higher rates of passing previously failed courses but with diminishing returns after about three-quarters of students who failed courses enrolling in OCR. Consistent OCR enrollment increases over four years is associated with higher graduation rates. Contrary to prior research, this study finds no evidence that school-level OCR enrollment increases are associated with lower test score proficiency rates. Using pre-pandemic data to help inform post-pandemic decision making, the results suggest that increasing OCR enrollment might address increased pandemic-induced course failure rates by expanding opportunities to re-earn course credit, but this would not necessarily translate to higher graduation rates.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48624189","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

A Comparison of Cognitive and Social Presence in Online Graduate Courses: Asynchronous vs. Synchronous Modalities 在线研究生课程中认知和社会存在的比较:异步与同步模式

Online learning : the official journal of the Online Learning Consortium Pub Date : 2023-06-01 DOI: 10.24059/olj.v27i2.3046

R. Presley, Denise M. Cumberland, Kevin Rose

{"title":"A Comparison of Cognitive and Social Presence in Online Graduate Courses: Asynchronous vs. Synchronous Modalities","authors":"R. Presley, Denise M. Cumberland, Kevin Rose","doi":"10.24059/olj.v27i2.3046","DOIUrl":"https://doi.org/10.24059/olj.v27i2.3046","url":null,"abstract":"Over the last decade, online courses have continued to expand, and students in higher education are being offered increased access to technology and communication tools in online learning programs. This action research study analyzed the impact of two distinct types of online course instruction (100% asynchronous and weekly online synchronous meetings) on learning outcomes, including cognitive and social presence, knowledge gained, and student perceptions. Study participants consisted of graduate students enrolled in online sections of a course on program evaluation. Four sections of the course were available: two included a synchronous meeting using web-conferencing, and two used an asynchronous format. A quasi-experimental design was used and included a pre-post test knowledge assessment, a modified version of the Community of Inquiry questionnaire (CoI), and end-of-course student evaluations. The mean ratings of the CoI in this study ranged from 3.75–4.60 out of 5. There was a significant difference in the cognitive presence scores for synchronous (M=4.26, SD=.529 asynchronous (M=4.47, SD=.454) conditions; t(97)=-2.07, p =.041. Our results suggest when students learn in an asynchronous format, they have a higher cognitive presence. The average scores on the knowledge pre-test were the same for both sections but post-test scores were slightly higher in the asynchronous section. Instructor ratings were high for all courses. These findings may offer valuable implications to higher education programs that have recently transitioned to online teaching modalities. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42728353","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

Keep Learning: Student Engagement in an Online Environment 持续学习:在线环境下的学生参与

Online learning : the official journal of the Online Learning Consortium Pub Date : 2023-06-01 DOI: 10.24059/olj.v27i2.3287

Akanksha Bedi

引用次数: 1

Development and Validation of the German Version of the Community of Inquiry Survey 德文版本调查社区的开发和验证

Online learning : the official journal of the Online Learning Consortium Pub Date : 2023-03-01 DOI: 10.24059/olj.v27i1.3306

Lisa-Maria Norz, W. Hackl, Nils-Hendrik Benning, P. Knaup-Gregori, E. Ammenwerth

引用次数: 1

Student Satisfaction and the Future of Online Learning in Higher Education: Lessons from a Natural Experiment 学生满意度与高等教育在线学习的未来:来自自然实验的经验教训

Online learning : the official journal of the Online Learning Consortium Pub Date : 2023-03-01 DOI: 10.24059/olj.v27i1.3224

G. Wright, Sasha Volodarsky, S. Hecht, Leonard Saxe

{"title":"Student Satisfaction and the Future of Online Learning in Higher Education: Lessons from a Natural Experiment","authors":"G. Wright, Sasha Volodarsky, S. Hecht, Leonard Saxe","doi":"10.24059/olj.v27i1.3224","DOIUrl":"https://doi.org/10.24059/olj.v27i1.3224","url":null,"abstract":"Although there is substantial research on the effectiveness of online learning at the individual class level, there is little reliable data on how a shift to a mostly or fully virtual campus would impact undergraduates’ satisfaction, engagement, and academic achievement. Until the COVID-19 pandemic, the limited adoption of widespread online learning at selective schools and challenges of selection bias hindered a reliable assessment of such a shift in selective institutions. After the initial period of “emergency remote learning” in 2020, many selective institutions continued widespread online learning in the second year of the pandemic. Treating the expanded deployment of online learning as a natural experiment, the present study assesses the impact of frequent online learning during the spring semester of 2021 on representative samples of undergraduate students at three selective, four-year universities. The study finds that students who participated in classes that met in person at least once a week had higher evaluations of faculty engagement and higher overall levels of academic satisfaction, compared to those who never or rarely participated in an in-person class. This relationship appears less pronounced for Black and Asian students than for White students but does not vary significantly by gender. Although online learning has great potential, these results suggest a need to better understand the conditions that will support an expansion of online learning that can maintain student satisfaction.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48357083","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

OLJ March 2023 27(1) OLJ 2023年3月27（1）

Online learning : the official journal of the Online Learning Consortium Pub Date : 2023-03-01 DOI: 10.24059/olj.v27i1.3887

M. Rice

引用次数: 0

A Systematic Review of the Research Topics in Online Learning During COVID-19: Documenting the Sudden Shift COVID-19期间在线学习研究主题的系统回顾:记录突然转变

Online learning : the official journal of the Online Learning Consortium Pub Date : 2023-03-01 DOI: 10.24059/olj.v27i1.3405

M. Doo, Meina Zhu, Curtis J. Bonk

引用次数: 2