Online learning : the official journal of the Online Learning Consortium最新文献_第8页

Teaching and Learning with AI-Generated Courseware: Lessons from the Classroom 使用人工智能生成的课件进行教学:来自课堂的经验教训

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.3370

K. Schroeder, Martha Hubertz, Rachel Van Campenhout, Benny G. Johnson

引用次数: 3

Towards Professionalism in Higher Education: An Exploratory Case Study of Struggles and Needs of Online Adjunct Professors 走向高等教育专业化——网络兼职教授的奋斗与需求探索性个案研究

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.2801

Dennis Butters, Courtney Gann

{"title":"Towards Professionalism in Higher Education: An Exploratory Case Study of Struggles and Needs of Online Adjunct Professors","authors":"Dennis Butters, Courtney Gann","doi":"10.24059/olj.v26i3.2801","DOIUrl":"https://doi.org/10.24059/olj.v26i3.2801","url":null,"abstract":"The purpose of this research was to gain an understanding of the unique professional development needs related to the struggles of online adjunct professors. Twenty-one participants from within a purposefully selected group of online adjunct professors in the United States participated in this qualitative investigation. Data were gathered in two phases: the first phase consisted of a six open-ended-question Qualtrics questionnaire completed by the 21 respondents, and the second phase was follow-up interviews with six of the 21 participants along with the collection of pertinent documents related to professional development. Results indicate that online adjunct professors receive varied and limited professional development, and therefore need more training in the following major categories: course preparation and technology awareness, access to course materials and online resources, and improved communication interaction and engagement. The participating online adjunct professors confirmed that training within these professional development areas would be most beneficial for all stakeholders and should be provided by their employing institution or attained through self-initiated methods. ","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":"45289905","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

Using Online Tools to Develop Higher Order Learning Among Tertiary Students 利用网络工具开展大学生高等教育

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.2667

Angela Page

引用次数: 1

OLJ September 2022 26(3)

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-09-01 DOI: 10.24059/olj.v26i3.3621

M. Rice

引用次数: 0

From Emergency Remote Teaching (ERT) to Sustained Remote Teaching (SRT): A comparative semester analysis of exchange students’ experiences and perceptions of learning online during COVID-19 从紧急远程教学(ERT)到持续远程教学(SRT):对2019冠状病毒病期间交换生在线学习经历和看法的比较学期分析

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-06-01 DOI: 10.24059/olj.v26i2.2661

W. Stewart, Youngkyun Baek, Patrick R. Lowenthal

{"title":"From Emergency Remote Teaching (ERT) to Sustained Remote Teaching (SRT): A comparative semester analysis of exchange students’ experiences and perceptions of learning online during COVID-19","authors":"W. Stewart, Youngkyun Baek, Patrick R. Lowenthal","doi":"10.24059/olj.v26i2.2661","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2661","url":null,"abstract":"The COVID-19 pandemic caused universities worldwide to close campuses, forcing millions of teachers and students to resort to Emergency Remote Teaching (ERT) and learning. Though necessary, the sudden move to remote delivery marked a significant departure from the standards and norms in distance education. In Korea, the pandemic coincided with the start of the 2020 academic year. Though ERT was new and unplanned during the first semester of the year, it became Sustained Remote Teaching (SRT) in the second. Through the lens of performance improvement theory, we sought to determine if students’ experiences and perceptions with learning remotely via SRT would change over time as a result of institutional preparedness and faculty support/experience. In total, 140 (Spring) and 93 (Fall) exchange students rated their perceptions of Teaching and Learning Processes, Student Support, and Course Structure with their ERT/SRT learning experiences via an electronic survey. An independent-samples one-way ANOVA indicated several statistically significant benchmarks, though results are interpreted as minor real world improvement. Implications for ERT/SRT policy and future research in the context of specific student groups are discussed.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48915126","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: 10

A Comparison of Three Assessment Types on Student Engagement and Content Knowledge in Online Instruction 网络教学中学生参与度与内容知识的三种评估类型比较

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-06-01 DOI: 10.24059/olj.v26i2.2720

L. Randall, Jessica Jaynes

引用次数: 0

Relationships Between Online Student Engagement Practices and GPA Among RN-to-BSN Students rn - bsn学生在线参与实践与GPA的关系

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-06-01 DOI: 10.24059/olj.v26i2.2680

Kathryn E. Rioch, Jennifer L. Tharp

{"title":"Relationships Between Online Student Engagement Practices and GPA Among RN-to-BSN Students","authors":"Kathryn E. Rioch, Jennifer L. Tharp","doi":"10.24059/olj.v26i2.2680","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2680","url":null,"abstract":"The purpose of this quantitative, correlational study was to investigate the relationships between perceived online student engagement and self-reported grade point average (GPA) among post-licensure, undergraduate nursing students. Participants for this study were RN-to-BSN students at a mid-sized university in the Midwest. Approximately 110 students were contacted for participation, with 27 complete student responses (N= 27). Study participants were predominately 36 years or older (63%), full-time students (55.6%), and female (77.8%). The Community of Inquiry survey instrument by authors Arbaugh et al. (2008) measured perceived student engagement. Significant, positive correlations among the variables of cognitive presence (rs= .467, p= .014), teaching presence (rs= .448, p= .019), and self-reported GPA were determined among RN-to-BSN students. Significant effect differences were found between student engagement groups and self-reported GPA (p< .05); thus, within this study, student engagement significantly related to academic outcomes. Subsequently, the utilization of institution standards that heighten online student engagement could relate to improved student academic outcomes for RN-to-BSN students.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43939821","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

Understanding the Lived Experience of Online Learners: Towards a Framework for Phenomenological Research on Distance Education 理解网络学习者的生活体验：走向远程教育现象学研究的框架

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-06-01 DOI: 10.24059/olj.v26i2.2642

J. Becker, M. Schad

{"title":"Understanding the Lived Experience of Online Learners: Towards a Framework for Phenomenological Research on Distance Education","authors":"J. Becker, M. Schad","doi":"10.24059/olj.v26i2.2642","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2642","url":null,"abstract":"Not all instructors in higher education enter the classroom with teaching experience, but all have observed teaching in higher education from the perspective of a student. This “apprenticeship of observation” that Lortie (1975) wrote about decades ago at least gives instructors the opportunity to empathize with their students, an important disposition for successful instructors. As more and more instructors are being asked to teach via distance education, they are being asked to do so with no online teaching experience and no or limited experience as an online student. One way, then, for them to develop empathy for online students and become a better online instructor would be to read systematic explications of the lived experiences of online learners. Phenomenology as a research design is purposeful towards gaining an understanding of “lifeworlds.” There is a small but growing body of phenomenological research on distance education, but most of the work is thin, not consistent with core principles of phenomenological research, and not tailored to the uniqueness of the distance education environment. This article makes the case for more phenomenological research on distance education and works towards a framework for this kind of research.","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48023350","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

Facilitating Cognitive Presence Online: Perception and Design 促进在线认知存在:感知与设计

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-06-01 DOI: 10.24059/olj.v26i2.3056

Julie McCarroll, Peggy Hartwick

{"title":"Facilitating Cognitive Presence Online: Perception and Design","authors":"Julie McCarroll, Peggy Hartwick","doi":"10.24059/olj.v26i2.3056","DOIUrl":"https://doi.org/10.24059/olj.v26i2.3056","url":null,"abstract":"In this paper, we focus on perceived cognitive presence (CP) in three sections of an intermediate level English for Academic Purposes (EAP) course facilitated online. The researchers intend to demonstrate how lesson design, scaffolding, and a blend of synchronous and asynchronous delivery create perceived CP. Data was collected from the CoI survey (Arbaugh et al., 2008), administered to both student and instructor participants, as well as an analysis of the lesson plans. Focusing on the survey questions related to the four phases of CP, researchers assigned numerical values to responses reported by participants (cf. Arbaugh et al., 2008). Student participants consistently reported lower levels of CP than teachers in the triggering event and exploration phases. Student participants in two of the three sections also reported lower levels of the integration and resolution phases than the teacher, but students in the third section reported higher levels. Moreover, student-reported experiences of CP in all four phases, except the exploration phase, increased with each iteration of the lesson plan. In addition, we analyze the weekly lesson plans in relation to the four phases of CP. Results demonstrate the relationship between lesson plans and perceived CP and will help to inform best practices in online learning contexts. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45463131","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 Case Study Approach to Exploring Resilient Pedagogy During Times of Crisis 危机时期弹性教育学探索的个案研究方法

Online learning : the official journal of the Online Learning Consortium Pub Date : 2022-06-01 DOI: 10.24059/olj.v26i2.2695

Katie Clum, Elizabeth Ebersole, D. Wicks, Munyi Shea

{"title":"A Case Study Approach to Exploring Resilient Pedagogy During Times of Crisis","authors":"Katie Clum, Elizabeth Ebersole, D. Wicks, Munyi Shea","doi":"10.24059/olj.v26i2.2695","DOIUrl":"https://doi.org/10.24059/olj.v26i2.2695","url":null,"abstract":"In response to the COVID-19 pandemic of 2020 and the ensuing public health crisis, thousands of higher education institutions (HEIs) worldwide have had to grapple with rapid pivots to emergency remote online learning modalities with relatively little time to prepare, and the need to maintain these modalities continues to extend longer than most institutions anticipated. However, this is not the first time HEIs have had to enact an emergency switch to online learning in a time of crisis, and there is perhaps much to be learned from examining the experiences of institutions that have been through this before. Resilient pedagogy is an emerging field in education, but it is intrinsically tied to online learning in a crisis insofar as it describes the ability to intentionally and effectively shift instructional tactics given a change in environment or context. Using a case study approach, this paper explores indicators of resilient pedagogy in emergency pivots to online learning following crisis situations—including the COVID-19 pandemic—in the United States, New Zealand, and South Africa. The data informing this research are qualitative, derived from interviews with faculty members and students in each higher education context. ","PeriodicalId":93037,"journal":{"name":"Online learning : the official journal of the Online Learning Consortium","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44079311","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