Online learning : the official journal of the Online Learning Consortium最新文献_第7页

A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses 异步在线STEM课程中探究性社区呈现与认知负荷的个案研究

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.3386

E. Faulconer, Darryl Chamberlain, B. Wood

{"title":"A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses","authors":"E. Faulconer, Darryl Chamberlain, B. Wood","doi":"10.24059/olj.v26i3.3386","DOIUrl":"https://doi.org/10.24059/olj.v26i3.3386","url":null,"abstract":"The design and facilitation of asynchronous online courses can have notable impacts on students related to persistence, performance, and perspectives. This case study presents current conditions for cognitive load and Community of Inquiry (CoI) presences in an asynchronous online introductory undergraduate STEM course. Researchers present the novel use of Python script to clean and organize data and a simplification of the instructional efficiency calculation for use of anonymous data. Key relationships between cognitive load and CoI presences are found through validated use of NASA-TLX instrument and transcript analysis of discussion posts. The data show that student presences are not consistent throughout a course but are consistent across sections. Instructor presences are not consistent throughout a course or across sections. The study also explored predominant factors within each presence, confirming previous reports of low cognitive presence in discussions. The highest extraneous cognitive load was reported for understanding expectations and preparing an initial post. These results provide support for improvements to course design and instructor professional development to promote Community of Inquiry and reduce extraneous cognitive load. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45110715","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

Creating a Social Presence Measure: Self-Rated Behaviors that Indicate Mediated Presence 创建一个社会存在的测量:自评行为表明中介存在

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.2202

Scott Christen, Michelle T. Violanti, J. Morrow

引用次数: 1

“It Helped to Know I Wasn't Alone”: Exploring Student Satisfaction in an Online Community with a Gamified, Social Media-Like Instructional Approach “知道我并不孤单很有帮助”：用游戏化的、类似社交媒体的教学方法探索在线社区中的学生满意度

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.3340

Suzanne Ensmann, Aimee L. Whiteside

{"title":"“It Helped to Know I Wasn't Alone”: Exploring Student Satisfaction in an Online Community with a Gamified, Social Media-Like Instructional Approach","authors":"Suzanne Ensmann, Aimee L. Whiteside","doi":"10.24059/olj.v26i3.3340","DOIUrl":"https://doi.org/10.24059/olj.v26i3.3340","url":null,"abstract":"This descriptive study offers lessons learned from students’ experiences with a gamified, social media-like instructional approach in eighteen courses from spring 2021 through spring 2022. Researchers at a mid-sized university in the southeastern United States leveraged Christensen’s (2011) disruptive innovation theory as a guiding framework to explore student satisfaction with this instructional method. This first phase of the study measures learner satisfaction with this approach using the Ritzhaupt (2019) Electronic Learning Satisfaction Survey (eLSS). Preliminary results suggest that learners (n=145) rated their experience with this disruptive technology above average on all Likert scale questions on the eLSS. Identified best practices for instructional design using similar approaches include repeating the game rules, reframing the purpose beyond the game, helping students appreciate their community, guiding students to lead their own posts and gain reactions, and thwarting those trying to game the system. Initial findings across multiple courses suggest that instructors can leverage the gameful experience and social media-like engagement to foster critical connections and increase course satisfaction. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47165284","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

Advising Sleep Deprived Students to Take Online Classes 建议睡眠不足的学生上网课

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.2797

Richard J. Fendler, C. Ruff

{"title":"Advising Sleep Deprived Students to Take Online Classes","authors":"Richard J. Fendler, C. Ruff","doi":"10.24059/olj.v26i3.2797","DOIUrl":"https://doi.org/10.24059/olj.v26i3.2797","url":null,"abstract":"Surveys indicate that nearly three-fourths of all college students do not get an adequate amount of sleep on most nights and over half report daytime sleepiness. Sleep deficiency impairs cognitive function, diminishes academic performance, and impedes learning. Asynchronous online education, which provides flexibility to participate in learning exercises and complete assignments at a time and pace that better matches a student’s sleep schedule, may offer a solution to this problem. In this study, we examine the impact of reported sleep deprivation on learning outcomes for a group of students who took an asynchronous online class versus a similar group of students who took the same class in a face-to-face (F2F) setting (N = 399). Our results indicate that whereas sleep deprivation, all other factors held constant, significantly negatively affects learning for F2F students, no such influence is observed for online learners. Student counselors and school administrators should therefore consider advising sleep-deprived students to take more online classes to enhance student learning outcomes, which in turn may improve student retention and degree completion.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47200234","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

Effect of Role-Play in Online Discussions on Student Engagement and Critical Thinking 在线讨论中角色扮演对学生参与和批判性思维的影响

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.3367

Laurie A. Berry, K. Kowal

{"title":"Effect of Role-Play in Online Discussions on Student Engagement and Critical Thinking","authors":"Laurie A. Berry, K. Kowal","doi":"10.24059/olj.v26i3.3367","DOIUrl":"https://doi.org/10.24059/olj.v26i3.3367","url":null,"abstract":"Without a strategy in place, online discussions in asynchronous courses rarely rise above the level of information sharing. As a result, it is important to design discussion strategies that push students further in their interactions with both the content and each other. In this case study, the role-play strategy was examined to determine whether it fosters critical thinking and student engagement. Student discussion transcripts were examined from an online, self-paced human biology course using both Garrison et al.’s four-phase model of cognitive presence and Gunawardena et al.’s five-stage model of knowledge construction to look for evidence of higher-order thinking. Furthermore, the transcripts were examined qualitatively for phrasing that signified evidence of student engagement. The findings indicate that the role-play instructional strategy, when used in online discussions, does support student engagement and critical thinking. This strategy places students in authentic, real-world contexts and enables them to explore different perspectives while engaging with the content to discover new knowledge and construct new meaning. The research presented here also supports evidence that written reflection should be incorporated when employing the role-play strategy. Based on the insights from this study, the researchers have developed a framework for students to achieve deeper, more engaging online discussions. This framework is called the “Framework for Student Engagement and Critical Thinking in Online Discussions.”","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41376185","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: 6

Transitioning to Online Learning amid COVID-19: Perspectives in a Civil Engineering Program 在COVID-19期间向在线学习过渡:土木工程项目的观点

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.2616

M. Maraqa, Mohamed Hamouda, Hilal El-Hassan, Amr S. El Dieb, A. Aly Hassan

{"title":"Transitioning to Online Learning amid COVID-19: Perspectives in a Civil Engineering Program","authors":"M. Maraqa, Mohamed Hamouda, Hilal El-Hassan, Amr S. El Dieb, A. Aly Hassan","doi":"10.24059/olj.v26i3.2616","DOIUrl":"https://doi.org/10.24059/olj.v26i3.2616","url":null,"abstract":"The transition from face-to-face classes to fully online learning (OL) during the spring semester of 2020 occurred almost globally because of the imposed COVID-19 lockdown. The present study investigated the perception and experiences of undergraduate students and faculty members of the Civil Engineering program at the United Arab Emirates University concerning switching to OL during COVID-19. Quantitative questionnaires were distributed to faculty members and students following the end of the spring semester of 2020. Students and faculty members identified student engagement and online exams as major areas that require improvement. Online exams were challenging for students and difficult to prepare, control, and administer for faculty. Providing technical support is critical for the successful streaming of online courses. Initially, half of the surveyed students began the transition with a positive attitude toward OL, and this percentage increased during the transition. The capacity to continue learning during the COVID-19 crisis and the availability of recorded materials were perceived by the students as the main advantages of OL while challenging online examinations and the lack of social interaction were the main disadvantages. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43772472","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

Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019 随着时间的推移，教师对在线教育和技术使用的看法：2013年至2019年教师对技术态度年度调查的二次分析

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.2824

Nicole Johnson, G. Veletsianos, Olga Reitzik, C. VanLeeuwen

{"title":"Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019","authors":"Nicole Johnson, G. Veletsianos, Olga Reitzik, C. VanLeeuwen","doi":"10.24059/olj.v26i3.2824","DOIUrl":"https://doi.org/10.24059/olj.v26i3.2824","url":null,"abstract":"Research on faculty use of technology and online education tends to be cross-sectional, focusing on a snapshot in time. Through a secondary analysis of the annual Survey of Faculty Attitudes on Technology conducted by Inside Higher Ed each year from 2013 through 2019, this study investigated changes in faculty attitudes toward technology and online education over time. Specifically, the study examined and synthesized the findings from surveys related to attitudes toward online education, faculty experiences with online learning, institutional support of faculty in online learning, and faculty use of technology. Results showed a low magnitude of change over time in some areas (e.g., proportion of faculty integrating active learning strategies when converting an in-person course to a hybrid/blended course) and a large magnitude of change in other areas (e.g., proportion of faculty who believe that online courses can achieve the same learning outcomes as in-person courses). These results reveal that, prior to the widespread shift to remote and online learning that occurred in 2020 because of the COVID-19 pandemic, faculty perceptions of technology and online learning were static in some areas and dynamic in others. This research contextualizes perceptions towards online learning prior to the pandemic and highlights a need for longitudinal studies on faculty attitudes toward technology use going forward to identify factors influencing change and sources of ongoing tension.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47598672","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

Defining Different Modes of Learning: Resolving Confusion and Contention Through Consensus 定义不同的学习模式:通过共识解决困惑和争论

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.3565

Nicole M Johnson, J. Seaman, Russell Poulin

{"title":"Defining Different Modes of Learning: Resolving Confusion and Contention Through Consensus","authors":"Nicole M Johnson, J. Seaman, Russell Poulin","doi":"10.24059/olj.v26i3.3565","DOIUrl":"https://doi.org/10.24059/olj.v26i3.3565","url":null,"abstract":"There has been longstanding contention about how terms related to online and hybrid learning should be defined. In this study, we report survey findings on how administrators and faculty apply the following terms in practice: online learning, hybrid learning, hyflex learning, in-person learning, synchronous learning, and asynchronous learning. Drawing upon the literature, the research team developed survey definitions for each of these terms. The survey then asked participants to rate the extent to which they agreed with the survey definitions. A total of 987 faculty and 1,051 administrators participated in the study. Participants represented the full range of higher education institutions in the United States. The key finding from the study is that there was widespread agreement with the survey definitions, which is contrary to much of the literature that indicates confusion and contention about how online and hybrid learning terms should be defined. In light of the findings, we provide a framework for categorizing common learning modes and the variations that exist within these modes. This study provides a foundation for establishing common language and shared understandings as online and hybrid course offerings (and learning technologies, in general) continue to evolve.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68973513","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

Exploring the Factors Associated with Undergraduate Students’ Online Learning Anxiety: Development of the Online Learner Anxiety Scale 大学生网络学习焦虑的相关因素探讨:网络学习者焦虑量表的编制

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.2810

Albert D. Ritzhaupt, M. Rehman, Matthew L. Wilson, Krista Ruggles

{"title":"Exploring the Factors Associated with Undergraduate Students’ Online Learning Anxiety: Development of the Online Learner Anxiety Scale","authors":"Albert D. Ritzhaupt, M. Rehman, Matthew L. Wilson, Krista Ruggles","doi":"10.24059/olj.v26i3.2810","DOIUrl":"https://doi.org/10.24059/olj.v26i3.2810","url":null,"abstract":"The purpose of this research was to explore the factors associated with online learning anxiety by carefully designing, developing, and providing preliminary validity and reliability evidence of a scale to measure undergraduate students’ online learning anxiety. We created a conceptual framework to organize the literature surrounding online learning anxiety and used this framework to develop an initial item pool of 30 items. The researchers recruited N = 297 undergraduate student participants from four public universities in the southeastern United States from whom we collected and analyzed data for descriptive statistics, internal consistency reliability, exploratory factor analysis, and correlational analysis. Following systematic analytic procedures, we arrived at a three-factor model explaining approximately 65% of the variability in these data and retained 24 items in the final model with minimal cross-loadings in the pattern matrix. We labeled the identified factors as (1) online learner feelings of negativity and inadequacy, (2) online learner apprehension towards personal communication, and (3) online learner discomfort with instructor capacity and communication. The final instrument was named the Online Learner Anxiety Scale (OLAS). Scores on the OLAS were correlated with five other measures hypothesized to relate to online learning anxiety thereby providing stronger construct validity evidence. The OLAS was found to produce reliable scores that can be validly inferred as measures of online learning anxiety among undergraduate students in institutions of higher education. These findings are discussed and framed in light of current literature on online learning and possible future research directions. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43509731","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

Culturally Responsive Teaching in an Undergraduate Online General Education Course 大学生网络通识教育课程中的文化响应教学

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.2805

B. Schirmer, A. Lockman

{"title":"Culturally Responsive Teaching in an Undergraduate Online General Education Course","authors":"B. Schirmer, A. Lockman","doi":"10.24059/olj.v26i3.2805","DOIUrl":"https://doi.org/10.24059/olj.v26i3.2805","url":null,"abstract":"While inclusive pedagogies such as culturally responsive teaching may be common in face-to-face learning, there is little published research regarding culturally responsive teaching and learning in higher education online settings. It is not known whether faculty members employ culturally responsive teaching strategies or what types of strategies they use in online courses. The purpose of this study was to determine whether online faculty members practice culturally responsive teaching and to explore the characteristics of culturally responsive teaching that are reflected in the responses of 12 instructors in a fully online undergraduate general education course required in the first few terms of enrollment. Qualitative methodology was utilized, involving deductive and inductive coding methods of analysis. Data were coded deductively based on four major categories of cultural competence: sociopolitical/cultural consciousness, community of learners, and high academic expectations. Data were coded inductively for culturally nonresponsive interactions. Findings from deductive analysis revealed partial use of culturally responsive teaching strategies in online classrooms. Results for inductive analysis showed themes of nondifferentiated responses, missed opportunities for addressing linguistic or cultural differences, and lack of encouragement for collaboration or sense of community. These findings indicate a need for further research in culturally responsive teaching in online learning as well as faculty professional development that focuses on culturally responsive teaching. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43323788","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