bluuebunny/crossref_metadata_2025 huggingface dataset:
ANALISIS HUTANG LUAR NEGERI INDONESIA PENDEKATAN KESEIMBANGAN MAKROEKONOMI
Authors: Yuliadi Imamudin
Published: February 2017

There are so many interesting phenopenon if we discuss of Indonesian economy especially at monetary sector. Foreign debt is one of several popular problem on developing countries like Indonesia. It is one of practice solution about saving debt to maintain the development process. The aim of this research is to analyse some factors that affect foreign debt and their implications on Indonesian economy. Analytical method used in this research is explanatory method is to test hyphotesis about simultaneous relationship among variables that research by developing the characteristics of verificative research by doing some testing at every step of research. We used secondary data taken from BI, BPS, World Bank and IFS. The result of this research shows that ratio between domestic interest rate and international interest rate, government expenditure and national income did not affect significantly to foreign debt. Exchange rate affected positive and significantly to foreign debt.
PENGARUH TATA KELOLA PROSES PEMBELAJARAN TERHADAP KEPUASAN PESERTA PELATIHAN TEKNIS PENYULUH INDUSTRI DAN PERDAGANGAN DI BALAI DIKLAT INDUSTRI REGIONAL V SURABAYA
Authors: Sonang Sitohang Sonang Sitohang
Published: February 2017

The objective of this study is to investigate the simultaneous and partial effect of Executed Learning Process consist of; Instructor Competency, Curriculum, Library Facility, Learning Media, Laboratory, Training Scheduling, Administration Service, and Program Evaluation on Satisfaction of Training Participants Technical Extension Industrial and  Trade on Industrial Training Office Region V Surabaya. The sample of this study consist of 139 Functional Extension Staffs, the training participants in the period of 2003 – 2007. The study uses population research method (Arikunto:1998). Data Estimated is using Multiple Linear Regression Model.The empirical result of study by simultaneous F-test shows that Instructor Competency, Curriculum, Library Facility, Learning Media, Laboratory, Training Scheduling, Administration Service, and Program Evaluation influence on satisfaction of Technical Training Participants on Industrial Training Office Region V Surabaya. The result by partial t-test shows that Instructor Competency, Learning Media not influence satisfaction, but another factors such as; Curriculum, Library Facility, Laboratory, Training Scheduling, Administration Service, and Program Evaluation influence on Satisfaction of Training Participants Technical Extension Industrial and Trade on Industrial Training Office Region V Surabaya.
PENGARUH BUDAYA ORGANISASI TERHADAP KEPEMIMPINAN DAN KINERJA KARYAWAN PEMERINTAH KABUPATEN-KABUPATEN DI MADURA
Authors: Ismail Iriani
Published: February 2017

One of big problems for almost all regions in this autonomy era lately is about quality and quantity which less and scarce on human resources in a region. Concerning those problem, the development of human resources become crucial object to be described in this research.The study was an research which explain causality relation in many variables that study, these blue print research include in prediction classification examine and explain. The data collected by polling to gather primary data, beside that also done by interview with respondent directly. These research analisys unit are the employees of Pemerintah Kabupaten-kabupaten at Madura. This research respondent were focused on structural official functionary IIb and IIa inside Pemerintah Kabupaten-kabupaten at Madura with one hundreds and fifty samples.The result of contribution theory by Structural Equation Modelling (SEM) analisys is to search empirical evidence that the organizational cultureis not significantly influence toward leadership. Empirically this research is also found evidence that Organizational Culture influence toward employee performance. Next, leadership influence toward employee performance.
PENGARUH KOMITMEN PROFESIONAL, TIPE KEPRIBADIAN, GENDER TERHADAP KEPUASAN KERJA AKUNTAN PUBLIK
Authors: Iswati Sri
Published: February 2017

The objective of the research is to test professional commitment affects to the job satisfaction of public accountant by means of the personality and gender as moderator variables. This is a quantitative research that uses multiply regression analysis. Primary data are gathered through questionnaires and executed by reliability and validity test.And the results show that the six hypotheses have proved significantly: (1) the professional commitment affect the job satisfaction; (2) personalit affect to the job satisfaction; (3) the gender do not affect to the job satisfaction; (4) the interaction between professional commitment and personality affect the job satisfaction; (5) the interaction between professional commitment and gender affect to the job satisfaction; and (6) all variables affect to the job satisfaction of  public accountant.
PENGHAMPIRAN ”NEO FUZZY NEURON” WACANA DALAM RANCANGAN KONSEPSUAL SISTEM PENILAIAN KARYAWAN
Authors: Wirjodirdjo Budisantoso
Published: February 2017

This research was conducted in a cooperation namely KOPSAE, located in three villages, Jurang Jero, Pujon Lor, and Sebaluh, distric of Pujon. Malang, East Java. The research objective is to investigate the women involvement in improving family life of diery farmer in tose  villages and to evaluate the women’s contribution in their family’s revenue. This research results can be used by East Java Animal Husbandary Office, financial institutions, cooperative enterprises, and other external parties in determining prolicies for supervision and improvement of farm business in rural areas. Data are collected through survey. Population used are 40 families who own cows.The result shows that women have potential roles in improving the family’s revenues. The women contribution is approximately 44,99% of total family’s revenues. The women allocate  their time about 1-2 hours a day in diery family activities, meanwhile, men spent about 2-4 hours a day. It appears that supervision is still needed for using their idle time in order to improve their skills as well as their revenues.
OPEN EDUCATIONAL RESOURCES FOR BLENDED LEARNING IN HIGH SCHOOLS: OVERCOMING IMPEDIMENTS IN DEVELOPING COUNTRIES
Authors: Larson Richard , Murray M. Elizabeth
Published: February 2017

In mid-October 2004, we had the privilege of visiting schools in the isolated and economically depressed villages of the Yuanzhou District in Ningxia Province, China. These schools were so poor that despite the frigid autumn temperatures, officials were unable to heat the buildings until late November. Teachers and students sat at their desks wrapped in heavy coats, hats and boots. All of the faces we met were red with cold, and it was difficult to see how any valuable teaching or learning could be accomplished in such an environment. Yet one scene left a lasting impression. As we entered yet another cold and crowded classroom, this time at the Touying Middle School, we observed each red face locked attentively upon a television screen at the front of the room. A lesson on the Human Body was being presented asynchronously via DVD by a professor from Tsinghua University in Beijing, and the students, despite their bleak environment, enthusiastically digested the information. Every once in while, the classroom teacher would pause the DVD while adding her own content. This lesson was provided by the Tsinghua University Education-Aiding-the-Poor Project (EAPP) which aims to provide people in underdeveloped areas with the opportunity to access high-quality educational resources by means of modern information technology. The project’s goal is to eliminate poverty by spreading knowledge.
POSITIONING ONLINE LEARNING AS A STRATEGIC ASSET IN THE THINKING OF UNIVERSITY PRESIDENTS AND CHANCELLORS
Authors: Smith Pete , Smith Samuel H. , Samors Robert , Mayadas A. Frank
Published: February 2017

Both the qualitative and quantitative research studies outlined in this paper emerged from a series of discussions with Dr. A. Frank Mayadas, who raised the core questions: how do college and university presidents and chancellors view online learning? What levels of information do they have about this developing field, and do they view it as a strategic asset or simply a newer means of teaching students?

Online learning is becoming an increasingly popular way for students to take courses and for faculty to teach, with enrollments in online courses growing more than ten times as rapidly as the overall growth rate of enrollments in post-secondary education. Clearly, the time is right to reframe a national dialogue amongst the leaders of our traditional universities and colleges about this asset.
ACADEMIC DISHONESTY IN TRADITIONAL AND ONLINE CLASSROOMS: DOES THE “MEDIA EQUATION” HOLD TRUE?
Authors: Greaser Joe , Black Erik W , Dawson Kara
Published: February 2017

Limited empirical research exists regarding the prevalence of academic dishonesty in the online classroom. This limited evidence supports the notion that factors contributing to academic dishonesty in the traditional classroom also apply to online courses. The purpose of this study is to explore the relationship between factors known to contribute to academic dishonesty in traditional courses with undergraduate students’ perceptions of cheating in online courses.

1068 undergraduates enrolled in online courses completed a survey exploring factors known to contribute to academic dishonesty in face-to-face classes and their perception of their peers’ level of cheating in online courses. Researchers employed bivariate correlations and multiple regression on data obtained from the sample of 1068 students. Results suggest factors known to contribute to academic dishonesty in face-to-face classes have little influence in online courses and suggest students who engage in online learning may have differing ideals as to what constitutes cheating.
A MODEL FOR DEVELOPING HIGH-QUALITY ONLINE COURSES: INTEGRATING A SYSTEMS APPROACH WITH LEARNING THEORY
Authors: Puzziferro Maria Jean , Shelton Kaye
Published: February 2017

As the demand for online education continues to increase, institutions are faced with developing process models for efficient, high-quality online course development. This paper describes a systems, team-based, approach that centers on an online instructional design theory (Active Mastery Learning) implemented at Colorado State University-Global Campus.
Multiple Modes in Corporate eLearning: Propelling Business IQ with Formal, Informal and Social Learning
Authors: Ambrose John , Olgilvie Julie
Published: February 2017

Recognizing that the shifting corporate environment is placing ever greater stresses on learning organizations, this paper reports how companies are increasingly offering employees a wide choice of learning options beyond conventional classroom training, including online, social learning, and other modalities in “blended” programs. Identifying a number of trends—a multi-generational workforce, remote employees, off-shoring and contract workers, and talent management requirements—that are contributing to the changing corporate human capital landscape, the authors suggest that these changes are transforming the learning enterprise, placing learners at the center and altering the learning mix with the introduction of web-based and other technologies. Outlining taxonomy of corporate learning, the authors divide the training enterprise into formal, informal, and social learning modalities. Under formal learning, they identify pre-work, groupwork, and post-work as principal elements. The paper concludes with a call for companies to deliver a comprehensive, multi-modal learning portfolio that cost-effectively satisfies a wide range of employee and corporate needs.
Designing Corporate Training in Developing Economies Using Open Educational Resources
Authors: Geith Chris , Vignare Karen , Bourquin Leslie D. , Thiagarajan Deepa
Published: February 2017

The Food Safety Knowledge Network (FSKN) is a collaboration between Consumer Goods Forum (CGF—formerly known as Global Food Safety Initiative) and Michigan State University. FSKN’s goal is to help strengthen the food industry’s response to the complex food safety knowledge and training challenges that affect emerging markets by providing access to free learning resources. The resources were built to be available on demand and as a structured learning experience which can support face to face training and fully online training. The pilots thus far have shown a clear increase in participant’s knowledge. The paper will share the processes used to set up an efficient open educational resources including understanding licensing, using open software, establishing competencies and working with corporate and other international partners.
Why Online Education Will Attain Full Scale
Authors: Sener John E
Published: February 2017

Online higher education has attained scale and is poised to take the next step in its growth. Although significant obstacles to a full scale adoption of online education remain, we will see full scale adoption of online higher education within the next five to ten years. Practically all higher education students will experience online education in some form during their collegiate career, and college students will be able to take an online or blended degree programs and certificates in almost any subject. Full scale online education will occur as the result of compounded growth, increased familiarity and acceptance, various models of scalability, and possible ‘wildcards’ which may accelerate growth. Online education will also attain full scale by becoming fully integrated into mainstream education. This transformation is necessary for online learning to reach its potential to improve the quality of education.
A Quality Scorecard for the Administration of Online Education Programs
Authors: Shelton Kaye
Published: February 2017

As the demands for public accountability increase for the higher education, institutions are seeking methods for continuous improvement in order to demonstrate quality within programs and processes, including those provided through online education. A six round Delphi study was undertaken with 43 seasoned administrators of online education programs who agreed upon 70 quality indicators that administrators should examine within their programs to evaluate quality. A method for scoring was also developed. The original set of quality indicators from the Institute for Higher Education Policy study, Quality on the Line: Benchmarks for Success in Internet-Based Distance Education (2000) were used as a starting point and determined still valid in 2010, with modifications. The study resulted in a quality scorecard for the administration of online education programs.
Content Vs. Learning: An Old Dichotomy in Science Courses
Authors: Bergtrom Gerald
Published: February 2017

The principles of course redesign that were applied to a gateway Cell Biology course at the University of Wisconsin-Milwaukee are applicable to courses large and small, and to institutions of any size. The challenge was to design a content-rich science course that kept pace with present and future content and at the same time use principles of active learning to model how science is done, from deduction and inference to the articulation and testing of hypotheses and the interpretation of experimental data. Redesign began with a recognition that active learners achieve deeper understanding that passive learners. Key features of the resulting blended course include (a) online delivery of all basic content; (b) greater responsibility of students for their own learning; (c) student-centered activities with specific learning objectives; (d) a new balance of summative and low- stakes progressive assessment of student achievement of learning objectives. In the final version of the blended course, there are no F2F lectures. Freed from the anxieties of content coverage, the instructor facilitates student engagement with content and with each other in assessed activities that support broadly defined essential learning outcomes. Samples of integrated online and F2F interactive, collaborative learning activities are included with preliminary data indicating a positive impact of blended learning in Cell Biology.
Online Teacher Education: Exploring the Impact of a Reading and Literacy Program on Student Learning
Authors: Weschke Dr. Barbara , Barclay Dr. Raymond , Vandersall Kirk
Published: February 2017

This study presents findings from an investigation of the impact of teachers who graduated from a fully online master’s degree program with training in pedagogy and a content-specialization in elementary reading and literacy (oERL) on reading achievement in a large urban public school system in the northwestern United States. The research team used a non-equivalent group design and matched pairs of teachers based on degree, grade-level taught, and teaching experience to construct the study on three years of student and teacher data. The study consisted of 70 teachers and 3,828 student observations. Hierarchical linear modeling was employed to understand the teachers’ effects on student learning over time. Results indicate there was a significant positive effect of the oERL on student achievement. Broadly, this study is an example of a serious attempt to ascertain the impact of a high demand and fully online program on the community where graduates are employed. More narrowly, these results support the view that a fully online program aimed at training teachers, a rarity in graduate education, can provide opportunities for those teachers to obtain the pedagogical content knowledge that can positively influence instructional effectiveness.
An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses
Authors: Ice Philip , Gibson Angela M. , Boston Wally , Becher Dave
Published: February 2017

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.
Leader Challenge: What Would You Do?
Authors: Miller Chris , Self Nate , Garven Dr. Sena , Allen COL Nate
Published: February 2017

Given the complex environment in which the U.S. military operates, leaders at all levels must be prepared for a force that is more responsive to regional combatant commanders needs, better employs joint capabilities, facilitates force packaging and rapid deployment, and fights self contained units in non-linear, non-contiguous battle space. This project’s goal is to provide computer-mediated environments for learning from simulated leadership challenges within the discussion space of professional forums. The primary tool used in the project is the Simulated Cognitive Leadership Challenge, “Leader Challenge,” a platform where Soldiers can construct solutions to various scenarios presented to them by their peers and/or predecessors.

The U.S. Army’s web-based peer-to-peer professional forums provide a good avenue to explore multi-modal, distributed, asynchronous education to troops deployed in a combat environment. These forums provide a collaborative learning environment where the “field” Army and the institutional Army education system (the “schoolhouse”) can overlap in a distributed and powerful manner.

These professional forums (namely the PlatoonLeader and CompanyCommand forums) employ a variety of techniques to foster connections, content, and conversation—all with the goal of improving member effectiveness and advancing the practice. The particular intervention discussed herein is a cognitive constructive simulation based on dialogue interviews.

Currently, over 3200 participants have provided data. Overall, participants found the Leader Challenges engaging and worthwhile. Participants reflect learning through an increase in response quality from pre-test to post-test. Participants also report increased perceptions of self-efficacy from initial engagement in the Leader Challenge modules to the exit surveys.
The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools
Authors: Sangra Albert , González-Sanmamed Mercedes
Published: February 2017

The purpose of this study is to analyse what is happening at schools regarding the integration and use of information and communication technologies (ICT) and to examine teachers’ perceptions about what teaching and learning processes can be improved through the use of ICT.
The Identification of Competencies for Online Teaching Success
Authors: Bigatel Paula Mae , Ragan Lawrence C. , Kennan Shannon , May Janet , Redmond Brian F.
Published: February 2017

This exploratory study examined teaching behaviors, attitudes, and beliefs (referred to as tasks) that reflect potential competencies for online teaching success. In this study, teaching tasks are those tasks performed during course delivery. Based on faculty interviews and a review of relevant research, 64 teaching tasks were identified and included in 7-point Likert scale survey instrument. It was distributed to experienced online faculty and staff asking them to rate the level of importance of a list of teaching tasks and resulted in a sample of 197 responses. Of interest was the fact that over half of the teaching tasks had a rating of 6.0 on the 7-point scale and more than half of the tasks that were rated 6.0 or higher did not load into categories using factor analysis. Further examination of the results is required to determine why highly rated teaching tasks did not fall (load onto) into any factor. Results of the importance of the tasks will form the basis of faculty development efforts aimed at providing faculty with professional development in critical competencies to ensure online teaching success.
Zero to Sixty Plus in 108 Days: Launching a Central Elearning Unit and Its First Faculty Development Program
Authors: Orozco Monica , Fowlkes James K , Jerzak Page , Musgrove Ann
Published: February 2017

The Center for eLearning was established at Florida Atlantic University (FAU) as a result of a university-wide task force. A brief overview of the center’s start-up activity is followed by a thorough report of the first faculty development program created and implemented. The structure of the program is described, and data are provided showing evidence of faculty improvement and positive ratings for the program. Conclusions about the program and modifications for its second iteration are included.
Promoting Continuous Quality Improvement in Online Education: The Meta Model
Authors: McCracken Holly , Dittmar Eileen
Published: February 2017

Experienced e-learning faculty members share strategies for implementing a comprehensive faculty development program essential to continuous improvement of instructional skills. The high-impact META Model (centered around Mentoring, Engagement, Technology, and Assessment) promotes information sharing and content creation, and fosters collaboration among a large geographically dispersed postsecondary faculty teaching one hundred percent online. Among its goals are to increase student satisfaction, promote instructional quality and continuous improvement, and motivate faculty. Model components include customized individual mentoring, an emphasis on continuous professional engagement and development, the integration of technologies to reinforce ongoing communication and interaction, and ongoing assessment measures using self, peer, and student evaluations to guide the development of exemplary practices.
Introduction to the Special Issue: Faculty Development for Online Teaching
Authors: Jones Stephanie J. , Meyer Katrina A.
Published: February 2017

As co-editors of this special issue on faculty development for online teaching, we would like to make a few points before readers engage in the articles included in the issue. First, we intended the special issue to include research on faculty development programs, especially research that was based on an appropriate theory. These studies seem especially important given their exploration of the usefulness of theory for creating faculty development activities and evaluating their effectiveness.
The Evolution of Big Data and Learning Analytics in American Higher Education
Authors: Picciano Anthony G
Published: February 2017

Data-driven decision making, popularized in the 1980s and 1990s, is evolving into a vastly more sophisticated concept known as big data that relies on software approaches generally referred to as analytics. Big data and analytics for instructional applications are in their infancy and will take a few years to mature, although their presence is already being felt and should not be ignored. While big data and analytics are not panaceas for addressing all of the issues and decisions faced by higher education administrators, they can become part of the solutions integrated into administrative and instructional functions. The purpose of this article is to examine the evolving world of big data and analytics in American higher education. Specifically, it will look at the nature of these concepts, provide basic definitions, consider possible applications, and last but not least, identify concerns about their implementation and growth.
Interaction in an Asynchronous Online Course: a Synthesis of Quantitative Predictors
Authors: Zingaro Daniel , Oztok Murat
Published: February 2017

The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful collaboration. And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted) but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications.
A Comparison of Non-Mandatory Online Dialogic Behavior in Two Higher Education Blended Environments
Authors: Gorsky Paul , Caspi Avner , Blau Ina
Published: February 2017

This study compares dialogic behavior in asynchronous course forums with non-mandatory student participation at a campus-based college and at a distance education, Open University. The goal is to document similarities and differences in students' and instructors' dialogic behavior that occur in two similar instructional resources used in two dissimilar learning environments. Quantitative content analysis, derived from the "Community of Inquiry" model, was performed on a year-long course forum from the college. These data were compared with data obtained previously from the Open University course forums. Findings showed that the dialogic behavior in the college forum differed greatly from the dialogic behavior exhibited in distance education forums. Specifically, the frequencies of "social presence", "teaching presence" and "cognitive presence" in the forums differed significantly. However, high frequencies of social presence coupled with low frequencies of cognitive presence at both institutions raise doubts regarding the popular assumption that deep and meaningful learning occurs in asynchronous course forums.
FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS
Authors: Herman Jennifer Heather
Published: February 2017

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.
ONLINE MENTORING FOR BIOTECHNOLOGY GRADUATE STUDENTS: AN INDUSTRY ACADEMIA PARTNERSHIP
Authors: Khan Rana , Gogos Arhonda
Published: February 2017

The Professional Science Master’s Biotechnology program at the University of Maryland University College implemented a novel online mentoring program that pairs masters’ students with mentors from the biotechnology industry. The program has grown from 19 mentor-mentee pairs in fall 2009 to 46 pairs in fall 2011. The student retention in the program is currently 80%. Data indicate that the students who continued participating after the first semester had completed more courses before joining the program than the students who dropped. The end-of semester questionnaires show general student satisfaction and provide specific examples of gains in the students’ ability to identify and pursue their career goals. The number of courses completed by the mentees was significantly higher than the number of courses completed by the comparison group, indicating a possible effect of their participation in the mentoring program. So far, more mentees graduated than the comparison group of non-participants, and in less overall time. As the program progresses, possible effects on students’ academic achievement and time-to-graduation will be reevaluated. The effectiveness of the mentoring program on improving the participants’ career prospects after graduation will also be examined.
What Do Unsuccessful Online Students Want Us To Know?
Authors: Fetzner Marie
Published: February 2017

Over the past twelve years, Monroe Community College (MCC), in Rochester, NY, has administered three surveys to non-successful online students to ask about their perceptions of online learning and to learn about student perceived barriers in the online environment. For these surveys, non-successful students were defined as those students who received a grade of F or W in an MCC online course. Typically, these particular students do not share their perceptions of online learning with the college because they rarely participate in end of the year student satisfaction surveys. Thus, their perceptions are often invisible and unknown to institutions. In the MCC surveys, students were asked to: share their perspectives on why they felt that were not successful in their online class; comment on their expectations for online classes; and share the advice that they would give to a student who was considering taking an online MCC class. The students’ responses to these questions were fairly consistent over the course of time that the surveys were conducted, 2000-2001, 2005-2006, and 2009-2010. The combined responses for the three surveys indicated that the number one reason why students felt that they were not successful in their online course was because they “got behind and couldn’t catch up.” Although online student satisfaction surveys provide insights into the perceptions of online students, the voluntary respondents to these surveys are those students who typically did well in the course. A review of the results of the responses from unsuccessful online students broadens the scope of the voice of the students and brings to the forefront the perspectives of students who were not successful. These data can help to inform the types of student services support that unsuccessful online MCC students feel are needed.
Providing Innovative Service to Students Inside and Outside of the Online Classroom: A Student Perspective
Authors: Crawley Anita , Fetzner Marie
Published: February 2017

While institutions recognize the need to provide online student support services, the most effective approaches for developing and delivering these services are not always clear. The need to support students inside and outside the online classroom calls for collaborative efforts from many constituencies. The articles in this volume illustrate good practices in providing student-centered service innovations designed to improve academic success and retention.
Turning the digital divide into digital dividends through free content and open networks: WikiEducator Learning4Content (L4C) Initiative
Authors: Schlicht Patricia Elisabeth
Published: February 2017

In today’s world, where tuition fees continue to rise rapidly and the demand for higher education increases in both the developing and developed world, it is important to find additional and alternative learning passage ways, learners can afford.

Traditional education as we have known it has begun to change, allowing for new parallel learning opportunities to take shape and avenues to open up.

This paper describes the world’s largest online training initiative in open education, teaching wiki technology online to educators in the formal education sector worldwide but not limited to.

“WikiEducator” founded in 2006, operated with funding support by the William and Flora Hewlett Foundation (WFHF) and under the auspices of the Commonwealth of Learning (COL), an intergovernmental organization created by Commonwealth Heads of Government, to encourage the development and sharing of open learning and distance education knowledge, resources and technology.

In May 2009, it became its own entity residing under the Otago Polytechnic’s International Centre for Open Education Resources under the auspices of the Open Education Resource Foundation (OERF) in Dunedin, New Zealand, where it is still today.

WikiEducator’s flagship, the Learning4Content (L4C) project builds capacity among global educators by teaching wiki technology to newcomers in open education and experts alike, and asks participant to create open content on WikiEducator, to contribute towards WikiEducator’s strategic objectives, in exchange for the one free training opportunity received.

The success of the L4C project provided the basis for WikiEducator reaching its target figures of teaching 2500 educators wiki skills in three year, two years in advance and was the reason why large number of newbies and experts alike joined the project.

Even though most learners make users of the offered free learning opportunities through the L4C project, there are learners in today’s world who will never have the opportunity to learn online or even have access to computers. WikiEducator developed a feature called “wiki-to-print” which allows you to select and combine free and open WikiEducator content into a book that can be printed out and used offline. This provides an opportunity to reach the unreached to gain access to knowledge and information.

The paper will take you through the different development stages and outcomes and is the world’s largest attempt to build wiki skills among global educators.
USING MULTILINGUAL ANALYTICS TO EXPLORE THE USAGE OF A LEARNING PORTAL IN DEVELOPING COUNTRIES
Authors: Protonotarios Vassilis , Stoitsis Giannis , Kastrantas Kostas , Sanchez-Alonso Salvador
Published: February 2017

Learning analytics is a domain constantly evolving throughout the last years, due to the acknowledgement of its importance. Learning analytics may be applied in a variety of different cases but their role in understanding the multilingual requirements of users of learning portals is of an outstanding significance. As the adaptation of existing portals in multilingual environments is a cost and time-consuming aspect of the development of a portal, the outcomes of learning analytics may provide the requirements on which further multilingual services of a portal will be built, ensuring their efficiency. This paper aims to identify and interpret the behavior of users from developing countries in a multilingual learning portal using the log files of the portal by applying the methodology defined in a previous work by Stoitsis et al. (2012). The paper also aims to identify the aspects which should be further studied by future related works, by focusing on specific regions and countries, which exhibit special interest for further adaptation of the portal to additional multilingual environments.
ADDRESSING THE LOCAL IN LOCALIZATION: A CASE STUDY OF OPEN TEXTBOOK ADOPTION BY THREE SOUTH AFRICAN TEACHERS
Authors: Jimes Cynthia , Weiss Shenandoah , Keep Renae
Published: February 2017

This article presents a case study of the adoption and use of open textbooks by three high school teachers in the KwaZulu-Natal province of South Africa. The textbooks, collaboratively authored and distributed through the South African-initiative, Siyavula, are available online and are openly licensed, allowing teachers to freely use, modify, print, and share them with peers. Building on prior research conducted on the Siyavula project, the study consisted of interviews with teachers in South Africa to assess their reasons for adopting open textbooks, and their experiences using Siyavula’s open textbooks in the classroom.

The study revealed that beyond the cost-savings and flexible printing possibilities afforded by using open textbooks, the teachers’ adoption and use of the open textbooks were tied to the local nature of the textbooks, as well as the localization opportunities made possible through open licensing. Specifically, the study revealed the importance of content rooted in the cultural and geographic contexts in which teachers teach—for example, through authentic scenarios and accessible texts for students and teachers to work with. Moreover, because the Siyavula textbooks were collaboratively written by local field experts and scholars, the content was viewed by the teachers as higher quality than proprietary textbooks, which often have few authors and are disseminated by large publishing companies. Furthermore, the study found that localization of the textbooks involved not only to the ability to modify and annotate the content to meet classroom needs, but also the ability to meet local socioeconomic constraints, including technological and budgetary limitations. The findings also indicated that the textbooks’ collaborative authorship and possibilities for user modifications facilitated communication about enhancements to the textbook between the textbook authors and the teacher users.

On the whole, the findings support nascent, prior research revealing that when open educational resources (OER) are created, developed and evaluated through processes drawing upon individuals who live and work within the context in which the OER are being created for, the end result is more useable. The results of the study support the need for further research in other settings globally, centering on, for example, the role of collaborative authorship in relation to perceived quality of content.
Creating Open Education Resources for Teaching and Community Development through Action Research: The Milk Production and Hygiene Module
Authors: Ssajjakambwe Paul , Kisaka Stevens , Vudriko Patrick , Setumba Christopher , Bahizi Gloria , Kabasa John D. , Kaneene John B.
Published: February 2017

One of the cornerstones of the AgShare program is the application of an information loop of action research in the training of graduate students to generate new and practical educational materials and interventions for creating OER modules for teaching at universities, and designing interventions and training programs for making improvements in the dairy value chain in Uganda. One major output of the action research project was the generation of data for use in partial fulfillment of a Master’s of Science and Master’s in Agribusiness and Management degrees by participating students. A Milk Production and Hygiene OER module was developed based on components in milk safety, dairy policy, contaminants in milk and dairy products, quality assurance, and dairy planning and management. The OER module was incorporated into an existing graduate level course at Makerere University. As the AgShare approach continuously updates educational materials through the information loop, this ensures that university training of students is applicable to the current needs of the dairy industry.
Agshare Open Knowledge: Improving Rural Communities through University Student Action Research
Authors: Geith Christine , Vignare Karen
Published: February 2017

The aim of AgShare is to create a scalable and sustainable collaboration of existing organizations for African publishing, localizing, and sharing of science-based teaching and learning materials that fill critical resource gaps in African MSc agriculture curriculum. Shared innovative practices are emerging through the AgShare projects, not only for creating and sharing Open Educational Resources (OER), but also for collaborating with stakeholders and with students to bridge the gap between theory and local practice in African university agriculture curriculum.
Leveraging Disinhibition to Increase Student Authority in Asynchronous Online Discussion
Authors: Martin Kenneth H.
Published: February 2017

Disinhibition is recognized as an effect that prompts online users to communicate with less constraint than in face-to-face discussion. This article describes how disinhibition may affect more than individual entries. In a blended learning environment, it may alter the entire context of discussion by disrupting established patterns of interaction among students and their teacher. In this case, asynchronous online discussion accompanied classroom instruction in a twelfth grade English class. Online, students interacted with a wider circle of classmates and took more responsibility for managing their discussion while the teacher’s presence was more restrained. This study has implications for educators that wish to increase student authority in discussion while supporting their achievement of particular academic and discipline-specific discourse practices.
K-12 online learning and students with disabilities: Perspectives from state special education directors
Authors: Burdette Paula J. , Greer Diana , Woods Kari L.
Published: February 2017

K-12 special education policies and practices that ensure students with disabilities receive a free appropriate public education in the least restrictive environment are coming under pressure from rapid expansion of online learning. Forty-six state and non-state jurisdiction special education directors responded to a brief survey about K-12 online learning. Findings demonstrated the increased number of states providing online instruction; indicated students with many different types of disabilities participate in online learning; and described the directors’ reflections on current issues as well as anticipated barriers to students with disabilities participating in online learning. Ambiguity and variability existed across state policies as each state may have been in a different stage of adopting this relatively new approach to K-12 education. The authors suggest that federal guidance might be required to safeguard the civil rights of students with disabilities in online learning.
DO STUDENTS EXPERIENCE FLOW CONDITIONS ONLINE?
Authors: Meyer Katrina A. , Jones Stephanie J.
Published: February 2017

This study asked graduate students enrolled in higher education programs at two institutions to ascertain whether and to what extent they experienced nine flow-related conditions in two settings: online courses or surfing or gaming online. In both settings, flow was experienced “sometimes,” although no significant difference in mean frequency was found for the two settings. When asked for examples of flow, however, students gave more examples drawn from non-class-related activities (n = 35) than class activities (n = 3), including researching a number of topics related to health, travel, or shopping, or engaging with Facebook. Finally, students found that online class experiences “frequently” impacted their satisfaction with the course and three flow conditions were found to be correlated with course satisfaction at p ≤ 0.05: clear goals, concentration and focus, and a sense of personal control over activity.
UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS
Authors: Betts Kristen , Welsh Bill , Hermann Kelly , Pruitt Cheryl , Dietrich Gaeir , Trevino Jorge , Watson Terry , Brooks Mike , Cohen Alex , Coombs Norman
Published: February 2017

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.
A Multimedia-Rich Platform to Enhance Student Engagement and Learning in an Online Environment
Authors: Bledsoe T. Scott
Published: February 2017

Utilizing multimedia tools such as videos and audio clips can be an effective way to promote student learning and engagement in online settings. This study explores the implementation of a photo-rich comprehensive counseling center environment through which students of a semester-long online graduate psychology class learned about important research methodology concepts. Student feedback is provided along with implications for student learning in future online course endeavors. This multimedia course design was the recipient of the 2013 Sloan-C Effective Practices Award.