bluuebunny/crossref_metadata_2025 huggingface dataset:
Advancing Pedagogy: Evidence for the Role of Online Instructor Training in Improved Pedagogical Practices
Authors: Koepke Kristin , O’Brien Alexander
Published: February 2017

An Online Instructor Training program at the University of Wisconsin-La Crosse provides a three-week asynchronous training, focused on design, delivery, and facilitation of online courses. OIT trainees from 2010 and 2011 participated in a three-phase evaluation of the OIT. In Phase I, common conceptions (myths) about online education were assessed both pre and post OIT. In Phase II, trainees provided data about how OIT influenced the implementation of new pedagogical strategies in their online courses, as well as in their face-to-face courses. In Phase III, trainees provided additional in-depth qualitative data about the pedagogical themes that surfaced in their courses as a result of the OIT. Results indicate that OIT significantly changed trainees’ beliefs about some common conceptions (myths) of online education, and that OIT led to a significant increase in the implementation of 21 of 21 pedagogical strategies in online courses, and 5 of 21 pedagogical strategies in face-to-face courses.
Analytics that Inform the University: Using Data You Already Have
Authors: Dziuban Charles , Moskal Patsy , Cavanagh Thomas B. , Watts Andre
Published: February 2017

The authors describe the University of Central Florida’s top-down / bottom-up action analytics approach to using data to inform decision-making at the University of Central Florida. The top-down approach utilizes information about programs, modalities, and college implementation of Web initiatives. The bottom-up approach continuously monitors outcomes attributable to distributed learning, including student ratings and student success. Combined, this top-down/bottom up approach becomes a powerful means for using large extant university datasets to provide significant insights that can be instrumental in strategic planning.
No Significant Difference in Service Learninng Online
Authors: McGorry Sue Y.
Published: February 2017

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.
INTERPERSONAL INTERACTION IN ONLINE LEARNING: EXPERIENCED ONLINE INSTRUCTORS' PERCEPTIONS OF INFLUENCING FACTORS
Authors: York Cindy S. , Richardson Jennifer C
Published: February 2017

A multitude of factors influence interpersonal interaction between students and instructors in an online course. This study examined perceptions of six experienced online instructors to determine factors they believe increase interaction among their students and between the students and instructor of online courses. The end result is an inventory of strategies that can be used by novice and experienced online instructors alike to impact interpersonal interaction in online courses.
DO STUDENTS EXPERIENCE “SOCIAL INTELLIGENCE,” LAUGHTER, AND OTHER EMOTIONS ONLINE?
Authors: Meyer Katrina A. , Jones Stephanie J.
Published: February 2017

Are online activities devoid of emotion and social intelligence? Graduate students in online and blended programs at Texas Tech University and the University of Memphis were surveyed about how often they laughed, felt other emotions, and expressed social intelligence. Laughter, chuckling, and smiling occurred “sometimes,” as did other emotions (e.g., anticipation, interest, surprise). The capacities comprising social intelligence were also experienced “sometimes,” but more frequently in online classes than in non-class-related online activities. The students were mostly likely to present themselves effectively and care about others and least likely to sense others’ emotions. In a comparison of social intelligence capacities in the online course and other non-course-related but online activities (e.g., surfing and gaming), a paired t-test confirmed that the means were different (p < 0.05) and perhaps documented greater occurrence of social intelligence in the online course setting.
MEETING ACCREDITATION REQUIREMENTS: ARE YOU SERVING DISTANCE LEARNERS?
Authors: Hardy Kimberly , Meyer-Griffith Katherine
Published: February 2017

Recent changes in the higher education landscape have called for greater access and accountability in a number of areas, most particularly distance learning. While there is a very significant instructional aspect to this equation, providing effective support and services to students enrolled in online education is becoming comparatively important, especially with accrediting bodies. However, in meeting the needs of this unique population, institutions are discovering that the services they provide to distance learners can be offered to all students, regardless of where they live or how they choose to take their classes. This article provides an overview of the Welcome Center, created in 2009 at Florida State College at Jacksonville, as a model for delivering quality and effective online student services to students, to include strategic planning, assessment and evaluation, environmental work design, functions, staffing, training, and technological systems.
LARGE SCALE QUALITY ENGINEERING IN DISTANCE LEARNING PROGRAMS
Authors: Herron Rita I. , Holsombach-­Ebner Cinda , Shomate Alice K. , Szathmary Kimberly Jo
Published: February 2017

Embry-Riddle Aeronautical University serves more than 36,000 online students across the globe, many of whom are military and other non-traditional students, offering 34 undergraduate, graduate, and professional education/workforce certificate programs, presented both online (Blackboard) and via blended delivery modes. Our highly-centralized model of online course production and management produces and maintains more than 200 turnkey-style courses, including several award winners, which all meet the highest quality standards. Courses are designed by faculty members in partnership with an instructional design production team, working together to ensure course goals and learning objectives are achieved. Then, more than 800+ geographically- dispersed instructors are prepared to facilitate the courses and are monitored and coached throughout each course delivery term. With a student satisfaction rate above 85%, how do we ensure that quality is pervasive at every stage in the distance learning process? In addition, how do we innovate and continue to ensure the quality of design and instruction remains our top priority? The article addresses components of our distance learning model at ERAU-Worldwide, including administration, course design, instructor professional development, and course delivery, all with a focus on how we assure instructional quality at every stage. The people and processes used and how we harness Web 2.0, mobile, and cloud technologies to facilitate distance learning administration, teaching, and learning are detailed.
Defining the role adjustment profile of learners and instructors online
Authors: Burkle Martha , Cleveland-Innes Marti
Published: February 2017

The purpose of this research was to analyze the experience of post-secondary first time online students combining time spent in the classroom-workshop with an online course access, and their interactions with instructors. In the following discussion, and following Cleveland et al (1) model, a comparison between the categories ‘student’s role adjustment’ and ‘instructors’ role’ is presented.
Strategies to Increase Online Student Success for Students with Disabilities
Authors: Betts Kristen , Cohen Alex , Veit Daniel , Alphin Henry C. , Broadus Chanel
Published: February 2017

Online education provides extensive opportunities for individuals with disabilities to enroll in degree and certificate programs. However, accessibility must be a key component of online program development since this can have a profound affect on student engagement in and outside of the online classroom, academic performance, and completion rates. This article provides a unique perspective on accessibility in online education. One current online student and three alumni of online programs provide video self-introductions, an overview of their online experience., and strategies for increasing student success in online courses and programs for students with disabilities. Strategies are also shared for integrating accessibility as a critical component within faculty development to ensure accessibility goes beyond the Office of Disability Services and becomes an integral part of online teaching, learning, and assessment.
PROGRAMMATIC, SYSTEMATIC, AUTOMATIC: AN ONLINE COURSE ACCESSIBILITY SUPPORT MODEL
Authors: Bastedo Kathleen , Sugar Amy , Swenson Nancy , Vargas Jessica
Published: February 2017

Over the past few years, there has been a noticeable increase in the number of requests for online course material accommodations at the University of Central Florida (UCF). In response to these requests, UCF’s Center for Distributed Learning (CDL) formed new teams, reevaluated its processes, and initiated a partnership with UCF’s Student Disability Services (SDS) office to address these needs. This article presents the Online Course Accessibility Support Model that was developed and implemented by CDL. This model was designed to provide a scalable and programmatic approach to creating accessible online course materials. It identifies the following three strategies that were developed specifically to address these needs: 1. Teach faculty Universal Design for Learning (UDL) principles through professional development programs as UDL relates to accessible online materials for new courses; 2. Provide legacy faculty members with the opportunity to update their existing online course materials to accommodate diverse learners; and 3. Expedite accommodations for online course materials to address immediate needs (e.g., when a student is currently enrolled in a class that has some inaccessible materials). As a result of implementing this model, the overall communication between CDL and SDS improved, roles related to making course materials accessible were defined, and students gained faster access to accessible online course materials.
A CONCEPTUAL FRAMEWORK FOR INTEGRATING INDUSTRY/CLIENT-SPONSORED PROJECTS INTO ONLINE CAPSTONE COURSES
Authors: Khan Rana
Published: February 2017

To address the growing need for incorporating experiential learning into online degree programs, this paper proposes a design framework that would integrate industry-sponsored projects into online capstone courses. The design lends itself to be applicable to any program at any institution. The research and data used to develop the framework was gathered from literature review, and a survey of UMUC graduate programs. The proposed framework was tested in two capstone courses using industry/client sponsored projects, in the authors’ disciplines, as the first stage of testing of the model.
Good Quality Discussion is Necessary but Not Sufficient in Asynchronous Tuition: A Brief Narrative Review of the Literature
Authors: Fear William James , Erikson-Brown Andrew
Published: February 2017

Online learning is a growing field of education with a corresponding increase in the use of asynchronous discussion. Asynchronous discussion is a form of interaction that is mediated rather than direct and where there is a time lag in the interactions between discussants. In this paper we conducted a brief narrative review of the literature on asynchronous discussion. We argue, initially, that discussion is necessary, but not sufficient, for successful pedagogic outcomes and more so in the case of online learning. We identified agreement in the literature on what can be considered the key factors for successful asynchronous discussion.
Peer Grading in a MOOC: Reliability, Validity, and Perceived Effects
Authors: Luo Heng , Robinson Anthony C. , Park Jae-Young
Published: February 2017

Peer grading affords a scalable and sustainable way of providing assessment and feedback to a massive student population, and has been used in massive open online courses (MOOCs) on the Coursera platform. However, currently there is little empirical evidence to support the credentials of peer grading as a learning assessment method in the MOOC context. To address this research need, this study examined 1825 peer grading assignments collected from a Coursera MOOC with the purpose of investigating the reliability and validity of peer grading as well as its perceived effects on students’ MOOC learning experience. The empirical findings proved that the aggregate ratings of student graders can provide peer grading scores that were fairly consistent and highly similar to the instructor grading scores. Student responses to a survey also show that the peer grading activity was well received as the majority of MOOC students believed it was fair, useful, beneficial, and would recommend it to be included in future MOOC offerings. Based on the empirical results, this study concludes with a set of principles for designing and implementing peer grading activities in the MOOC context.
The SAMR Model as a Framework for Evaluating mLearning
Authors: Romrell Danae , Kidder Lisa C. , Wood Emma
Published: February 2017

As mobile devices become more prominent in the lives of students, the use of mobile devices has the potential to transform learning. Mobile learning, or mLearning, is defined as learning that is personalized, situated, and connected through the use of a mobile device. As mLearning activities are developed, there is a need for a framework within which mLearning activities can be evaluated. The SAMR Model (Puentadura, 2012) provides such a framework. This paper reviews recent literature on mLearning and provides examples of activities that fall within each of the four classifications of the SAMR Model: substitution, augmentation, modification, and redefinition.
Digging Beneath the Surface: Analyzing the Complexity of Instructors' Participation in Asynchronous Discussion
Authors: Clarke Lane Whitney , Bartholomew Audrey
Published: February 2017

This study is situated at the nexus of contradictory research about the role of the instructor in asynchronous discussions. The goal of this descriptive study was to provide a deeper analysis of instructor comments and participation in these discussions. By developing an analytical tool based on the Community of Inquiry framework (Garrison, Anderson, & Archer, 2001) we categorized the types of comments made by instructors as well as identified more complex profiles of instructor interaction. In addition, we looked at student and instructor data around instructor participation in these discussions. We found that instructors relied more heavily on social codes and were less likely to employ cognitive codes, that there was a variance in the types of discursive interactions as indicated by different discursive profiles, and that it is difficult for instructors to find the right balance of participation in asynchronous discussions. We believe engaging in this type of analysis can help us become more effective online instructors and provide a good next step for some larger relationship studies to further understand how the instructors’ comments do impact student discussion.
Why do Institutions Offer MOOCs?
Authors: Hollands Fiona Mae , Tirthali Devayani
Published: February 2017

By reviewing the literature and interviewing 83 individuals knowledgeable about massive open online courses (MOOCs), we investigate the goals of institutions of higher education that are currently developing and delivering such courses. We identify six major goals for MOOC initiatives: extending reach and access; building and maintaining brand; improving economics by reducing costs or increasing revenues; improving educational outcomes; innovation in teaching and learning; and conducting research on teaching and learning. Comparing these goals with the data being collected about MOOCs, their participants, and educational outcomes, as well as the resource requirements and cost drivers of the development and delivery process, we assess whether these goals are being met, or are likely to be in the future. While quantification of success in achieving these goals is for the most part lacking, we conclude that institutions are experiencing at least partial success in achieving each of these goals except for improving economics. We identify obstacles to fuller achievement of the goals and some potential solutions.
Supporting Student Veterans: Utilizing Game-Based Role-Plays with Virtual Humans to Build Military Cultural Competency and Helping Behaviors in Faculty and Staff
Authors: Cate Chris Andrew , Albright Glenn
Published: February 2017

Veterans and military service members enter the classroom with valuable life and leadership experience; however, transitioning to student life represents unique challenges. Like the larger veteran population, student veterans may bring to campus the negative aftereffects of their combat experiences in the form of Post-Traumatic Stress, substance abuse, depression, and thoughts of suicide. To better support and retain the nation’s growing number of student veterans, higher-education institutions are beginning to train faculty and staff to more effectively understand and meet the needs of student veteran populations. This study examines the impact of a new and innovative game-based virtual training simulation where users role-play with emotionally responsive virtual student veterans to understand the unique value veterans bring to campus, the obstacles they face in their pursuit of a college degree, effective tactics for managing challenging conversations and the best practices for connecting student veterans exhibiting signs of psychological distress with appropriate support services. Longitudinal data showed significant (p
A Core Course on Veterans' Health in an Online RN to BSN Program
Authors: Keavney Elaine
Published: February 2017

The Joining Forces Initiative challenges nursing programs throughout the country to develop curriculum that address the unique healthcare issues facing veterans. This article describes how the RN to BSN program at American Public University System responded to the Joining Forces Initiative by developing the core curriculum course, Caring for Today’s Veterans. In this course, students have the opportunity to learn about veterans’ healthcare issues through reading, discussion, interviews, and visits within their local communities. Comments from students indicate they have a greater understanding of veterans’ healthcare needs and how they, as baccalaureate-prepared nurses, can help to meet those needs.
Exploring Adult Learners Usage of Information Communication Technology during a Virtual Peer Coaching Experience
Authors: Ladyshewsky Richard , Pettapiece Ronald G.
Published: February 2017

The purpose of this study was to explore how post-graduate students in a fully online business course used information communication technology during a virtual peer coaching experience. In this exploration of technology use it was found students required additional guidance in the use of technologies such as email, telephone calling, and more media rich tools such as Skype and Blackboard Collaborate during a virtual peer coaching session. They did not fully understand how to use these different mediums to guide and structure the coaching experience. They were frustrated by the lack of media richness when using tools with low levels of audio-visual connectivity. The findings suggest that the increasing use of technology in education does not necessarily mean that students will use it appropriately, even if they are adept at learning online or use the technology in their daily lives. Therefore, instructors cannot make assumptions about students’ technological literacy even though these same students may appear to have a high level of competency learning online. Guidelines for using ICT in virtual peer coaching are provided as a result of this exploration.
Comparing Asynchronous and Synchronous Video versus Text Based Discussions in an Online Teacher Education Course
Authors: Clark Cynthia
Published: February 2017

The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course when compared with the university’s current text-based discussion platform. Undergraduate students in an online teacher education course were randomly assigned to either the text-based discussion platform or the video-based discussion platform. A switched replications design was used and halfway through the semester students switched platforms. Analysis of student interviews and surveys administered at the end of the semester indicated self-reported perceptions of social and teaching presence were significantly higher when using the video-enabled discussion site. Implications of the added value of video, both in synchronous and asynchronous contexts, are discussed and recommendations for further study are provided.
A Systematic Review of Empirical Studies on Participants’ Interactions in Internet-Mediated Discussion Boards as a Course Component in Formal Higher Education Settings
Authors: Zhou Hong
Published: February 2017

This systematic review and synthesis of existing empirical studies examines peer-reviewed research articles published between January 2000 and May 2014 on the use of Internet-mediated discussion boards in higher education settings with a specific interest in the participants’ interactions. Forty-two primary studies were examined after a systematic search and full text review. The findings from the primary studies regarding participants’ interactions were analyzed using constant comparison coding techniques. The analysis and its results indicate several potential directions for future research, and connect the primary studies to provide a more holistic understanding of the participants’ interactions in Internet-mediated discussions in the higher education setting.
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE)
Authors: Dixson Marcia D
Published: February 2017

Abstract

Student engagement is critical to student learning, especially in the online environment, where students can often feel isolated and disconnected. Therefore, teachers and researchers need to be able to measure student engagement. This study provides validation of the Online Student Engagement scale (OSE) by correlating student self-reports of engagement (via the OSE) with tracking data of student behaviors from an online course management system. It hypothesized that reported student engagement on the OSE would be significantly correlated with two types of student behaviors: observational learning behaviors (i.e., reading e-mails, reading discussion posts, viewing content lectures and documents) and application learning behaviors (posting to forums, writing e-mails, taking quizzes). The OSE was significantly and positively correlated with application learning behaviors. Results are discussed along with potential uses of the OSE by researchers and online instructors.
Innovative Orientation leads to Improved Success in Online Courses
Authors: Taylor Jean M.
Published: February 2017

A team of instructional designers, educators, and the School of Liberal Arts (SLA) academic program coordinator from a nonprofit online college, collaborated on producing short voice-over videos with interactive elements that address the most common technology frustrations of beginning students. These videos were inserted into the “Start Here” page of the pilot study courses. Courses were selected that had a higher than average withdrawal rate and that also tended to have a broad grade distribution for students who completed the course. The videos with voice-over covered basic navigation, such as posting to a discussion board, submitting an assignment to a drop box, reviewing a grading rubric in the grade book, and opening a graded copy of an assignment to view instructor feedback. The orientation element contained interactive tools that allowed students to check their learning of the skills covered in the videos. The orientation videos were available throughout the 8 weeks of the course. After viewing the videos, the students were asked to complete a short survey, which included both quantitative and qualitative feedback. The responses to the survey were extremely positive, ranging from 84.48 to 90.67 on a 100-point scale. The team also examined course withdrawal rates and the grade distribution before and after the insertion of the videos. The data for almost all of the pilot study courses showed a drop in withdrawals after the use of the video orientation element. Several courses showed a significant drop in withdrawals. The examination of the pre- and postintervention grade distribution showed an improvement in grades for almost all of the pilot courses. This improvement in grade distribution was statistically significant in some courses.
Planning for Online Education: A Systems Model
Authors: Picciano Anthony G
Published: February 2017

The purpose of this article is to revisit the basic principles of technology planning as applied to online education initiatives. While not meant to be an exhaustive treatment of the topic, the article is timely because many colleges and universities are considering the development and expansion of online education as part of their planning activities. The article suggests that purposeful planning is key to the successful implementation of online education as opposed to disruption or radical transformation that may be damaging to an institution’s culture.
UDL in Online College Coursework: Insights of Infusion and Educator Preparedness
Authors: Scott LaRon , Temple Peter , Marshall David
Published: February 2017

Teacher education programs are increasing the use of online courses to train and prepare teachers. The Universal Design for Learning (UDL) framework is one strategy used to effectively train and prepare special education teachers in the online learning environment. The purpose of this study was to examine participants’ perception of UDL in online graduate-level courses and their preparation after completing the online courses using UDL. Mean ratings are reported for course alignment with UDL principles as are teacher preparation ratings. Participants reported that they perceived the online courses to be aligned with the UDL principles and that their learning and preparation was positively impacted. The results contribute to the application of these findings to online coursework and teacher preparation. Limitations and implications are discussed.
The Impact of Previous Online Course Experience on Students' Perceptions of Quality
Authors: Hixon Emily , Ralston-Berg Penny , Buckenmeyer Janet , Barczyk Casimir
Published: February 2017

The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses differently than novice online students (who have completed three or fewer online courses) or students with an intermediate level of online course experience (those who have completed four to six online courses). Overall, 3,160 online students completed a survey which asked them to indicate the extent to which statements derived from the Quality Matters rubric contributed to student success. The results indicate that students rated some items differently based on their previous online course experience. Novice online learners felt that having netiquette guidelines clearly stated was more important than experienced online learners. Experienced learners rated several items as being more important than novice and/or intermediate online learners, including items related to self-introductions, appropriateness of assessments, relevance and quality of instructional materials, clarity of requirements for interaction, ease of navigation, and availability of required technologies. The implications of these findings for course designers and instructors are discussed.
Student Success Factors in Graduate Psychology Professional Programs
Authors: Newhouse Noelle
Published: February 2017

Research examining factors contributing to online students’ success typically focuses on a single point in time or completion of a single course, as well as individual difference variables, such as learning style or motivation, that may predispose a student to succeed. However, research concerning longer term online student outcomes, such as graduation rates or how events occurring during matriculation may impact students’ progress, is lacking. Moreover, little is known about the factors that contribute to graduate psychology students’ successful completion of their online degree programs. This exploratory archival study uniquely focuses on data gathered from admissions files and the student information system to identify and examine possible factors contributing to students’ final program grade point average (GPA) and graduation rates in two distinct, fully online masters of psychology programs. Findings derived from chi-square tests and regression and logistic regression analyses indicate that placement on academic probation at any time during enrollment is associated with both lower final program GPA and a decreased probability of graduation. Prior graduate school experience and taking a leave of absence (LOA) were also associated with lower probability of graduation, whereas failing any course during matriculation was associated with a lower final program GPA. Implications include identifying students who fail any course, take an LOA, and/or are placed on academic probation as “at risk,” and proactively connecting with them to provide tailored advisement and resources to support their continued matriculation.
Massive Open Online Courses (MOOCs): Participant Activity, Demographics, and Satisfaction
Authors: Shrader Sara , Wu Maryalice , Owens-Nicholson Dawn , Santa Ana Kathleen
Published: February 2017

This paper examines activity patterns, participant demographics, and levels of satisfaction in multiple MOOC offerings at the University of Illinois at Urbana-Champaign from August 2012—December 2013. Using the following guiding questions: “Who are MOOC participants, how do they participate, and were they able to get what they wanted out of the course?” we have uncovered unique patterns of engagement that correlate with certain demographic characteristics. Our analysis employed both qualitative and quantitative methods, and serves as a model for further studies seeking to uncover the significance of participant activity within MOOCs.
Global Times Call for Global Measures: Investigating Automated Essay Scoring in Linguistically-Diverse MOOCs
Authors: Reilly Erin Dawna , Wiliams Kyle M , Stafford Rose E , Corliss Stephanie B. , Walkow Janet C. , Kidwell Donna K.
Published: February 2017

This paper utilizes a case-study design to discuss global aspects of massive open online course (MOOC) assessment. Drawing from the literature on open-course models and linguistic gatekeeping in education, we position freeform assessment in MOOCs as both challenging and valuable, with an emphasis on current practices and student resources. We report on the findings from a linguistically-diverse pharmacy MOOC, taught by a native English speaker, which utilized an automated essay scoring (AES) assignment to engage students in the application of course content. Native English speakers performed better on the assignment overall, across both automated- and human-graders. Additionally, our results suggest that the use of an AES system may disadvantage non-native English speakers, with agreement between instructor and AES scoring being significantly lower for non-native English speakers. Survey responses also revealed that students often utilized online translators, though analyses showed that this did not detrimentally affect essay grades. Pedagogical and future assignment suggestions are then outlined, utilizing a multicultural-lens and acknowledging the possibility of certain assessments disadvantaging non-native English speakers within an English-based MOOC system.
Exploring the Relationships between Facilitation Methods, Students’ Sense of Community and Their Online Behaviours
Authors: Phirangee Krystle , Demmans Epp Carrie , Hewitt Jim
Published: February 2017

The popularity of online learning has boomed over the last few years pushing instructors to consider the best ways to design their courses to support student learning needs and participation. Prior research suggests the need for instructor facilitation to provide this guidance and support, whereas other studies have suggested peer facilitation would be better because students might feel more comfortable learning and challenging each other. Our research compared these two facilitation methods and discovered that students participated more in instructor-facilitated online courses where they wrote more notes, edited and reread notes more, and created more connections to other notes than students in peer-facilitated courses. We identified student activity patterns and described differences in how those patterns manifest themselves based on the facilitation method that was used. Our findings also show that instructor-facilitated courses had a stronger sense of community than peer-facilitated courses.
Let’s Talk Learning Analytics: A Framework for Implementation in Relation to Student Retention
Authors: West Deborah , Heath David , Huijser Henk
Published: February 2017

This paper presents a dialogical tool for the advancement of learning analytics implementation for student retention in Higher Education institutions. The framework was developed as an outcome of a project commissioned and funded by the Australian Government’s Office for Learning and Teaching. The project took a mixed-method approach including a survey at the institutional level (n = 24), a survey of individual teaching staff and other academics with an interest in student retention (n = 353), and a series of interviews (n = 23). Following the collection and analysis of these data an initial version of the framework was developed and presented at a National Forum attended by 148 colleagues from 43 different institutions. Participants at the forum were invited to provide commentary on the usefulness and composition of the framework which was subsequently updated to reflect this feedback. Ultimately, it is envisaged that such a framework might offer institutions an accessible and concise tool to structure and systematize discussion about how learning analytics might be implemented for student retention in their own context.
Using Community College Prior Academic Performance to Predict Re-Enrollment at a Four-Year Online University
Authors: Nadasen Denise D , List Alexandra
Published: February 2017

Students’ re-enrollment in the subsequent semester after their first semester at a four-year institution is a strong predictor of retention and graduation. This is especially true for students who transfer from a community college to a four-year institution because of the many external or non-academic factors influencing a student’s decision to re-enroll. This research study examines student learner characteristics and course-taking behaviors at the community college and first-term GPA at a four-year institution to predict the likelihood of re-enrollment for 8,200 students from two community colleges who transferred to an online, public, four-year institution. The logistic regression models showed that gender, age, and first-term GPA at the four-year institution were significant predictors of re-enrollment. These findings contribute to the growing literature on transfer students and may provide researchers and practitioners a greater understanding of how community college factors influence the progression and success for transfer students at four-year institutions.
Introduction to the Special Issue: Best Papers Presented at the OLC 21st International Conference on Online Learning and Innovate 2016
Authors: Picciano Anthony G. , McDonald Paige , Moskal Patsy
Published: February 2017

The Online Learning Consortium (OLC) traces its roots to the Alfred P. Sloan Consortium (Sloan-C) that emerged in the 1990s when a cadre of early adapters of online learning began to coalesce into a professional community. Funded by the Alfred P. Sloan Foundation, this community embarked on a number of activities designed to promote quality in the design and implementation of online and blended learning applications. In 1995, a one-day meeting of grantees of the Alfred P. Sloan Foundation’s Anytime, Anyplace Learning Program met in Philadelphia to discuss their work and share their experiences. Ninety individuals attended this first event. This meeting grew into an annual event for the next five years. In 2001, it was decided that the event be expanded into a full conference with paper submissions and reviews, workshops, and exhibit areas. The University of Central Florida agreed to host the conference in Orlando in November. That was a fateful decision as the attack on the World Trade Center on 9/11 followed by the anthrax scare in Florida in October of that year severely limited the number of people willing to fly to Orlando to attend the conference. Still, three hundred and sixty participants attended to share and discuss research, effective practices, student services, and administrative support for online learning. Since 2001, the conference has grown and has evolved into the premiere event for presenting current ideas, research, and best practices in online learning.

In 2015, the Online Learning Consortium celebrated the 21st anniversary of the International Conference on Online Learning. The theme of the conference, Shaping the Future of Online Learning, focused on the latest developments in online and blended learning. Almost 3,000 individuals attended this conference either in person or virtually. Six hundred and sixty-eight proposals were submitted for presentation.

In April, 2016, the Online Learning Consortium initiated a new conference, OLC Innovate: Innovations in Blended and Online Learning. Almost 2,000 individuals attended this conference and 506 individuals submitted presentation proposals. Of the 1,172 proposals submitted for both conferences, the nine articles selected for this special edition represent the best presentations as determined by the conference track chairs and editorial staff of the Online Learning Journal.
An Integrated Approach to Preempt Cheating on Asynchronous, Objective, Online Assessments in Graduate Business Classes
Authors: Sullivan Daniel P
Published: February 2017

Cheating, left untended, erodes the validity of evaluation and, ultimately, corrupts the legitimacy of a course. We profile an approach to manage, with an eye toward preempting, cheating on asynchronous, objective, online quizzes. This approach taps various technological and social solutions to academic dishonesty, integrating them into a technology-centered, socially-sensitive pedagogy. The resulting design engages a battery of technology tools, within a social context moderated by the testing effect, to minimize the practicality, productivity, and hence, students’ propensity to cheat. Operationally, we used the Canvas LMS to generate a differentiated series of objective quizzes from question banks holding several hundred potential items. We assess cross-sectional data from 178 MBA students spanning eight online-only classes. The results support the effectiveness of an integrated blend of technology tools and social methods to encourage students’ consciousness of the resulting uselessness of cheating. We review the implications of the results to test anxiety, student engagement, learning effectiveness, and workflow efficiency.
Comparing Physical, Virtual, and Hybrid Flipped Labs for General Education Biology
Authors: Son Ji Y , Narguizian Paul , Beltz Dwight , Desharnais Robert A.
Published: February 2017

The purpose of this study was to examine the impact on learning, attitudes, and costs in a redesigned general education undergraduate biology course that implemented web-based virtual labs (VLs) to replace traditional physical labs (PLs). Over an academic year, two new modes of VL instruction were compared to the traditional PL offering: (1) all VL with an in-person help center (VL-A) and (2) a hybrid flipped VL model where online labs alternated with in-person labs every week (VL-H). All three lab types included a face-to-face lecture with the same materials. Engaging inquiry-based exercises were developed for each VL activity in which students were provided background information, guided through a series of basic experiments, encouraged to design their own experiments, and required to produce a simple scientific report that was delivered for evaluation electronically. The VL-A group had the highest proportion of repeatable grades (below a C, 2.0 grade points). Students in the VL-H group achieved significantly better grades compared to the other lab instruction groups. The VL-H group also experienced statistically significant favorable shifts in their self-reported attitudes towards biology. The personnel costs for the VL-A and VL-H models were 29% and 63% of the PL model, respectively, allowing more sections to be offered. These results suggest that carefully designed online lab opportunities can result in higher student grades and more favorable attitudes towards science while reducing costs compared to traditional labs.
Adaptive Learning in Psychology: Wayfinding in the Digital Age
Authors: Dziuban Charles , Moskal Patsy , Cassisi Jeffrey , Fawcett Alexis
Published: February 2017

This paper presents the results of a pilot study investigating the use of the Realizeit adaptive learning platform to deliver a fully online General Psychology course across two semesters. Through mutual cooperation, UCF and vendor (CCKF) researchers examined students’ affective, behavioral, and cognitive reactions to the system. Student survey results indicated that students found the system easy to use and were generally positive about their seamless transition to adaptive learning. While the majority of students were successful, learning outcome metrics utilizing Realizeit indices indicated a potential for early prediction of students who are likely to be at risk in this environment. Recommendations are presented for the benefits of cooperative research between users and vendors.
Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond
Authors: Archambault Leanna , Kennedy Kathryn , Freidhoff Joe
Published: February 2017

Policy surrounding K-12 online learning continues to evolve as the field grows exponentially. In Michigan, Section 21f of the State School Aid Act enacted in 2013 strengthened parents’ and students’ ability to request online courses: “A student enrolled in a district in any of grades 6 to 12 is eligible to enroll in an online course as provided for in this section.” The passing of 21f raised concerns around accountability in a choice environment. Examples of such concerns included a pervasive belief about the lack of rigor or quality in online courses, an aversion to another district educating a student for one or two courses yet remaining responsible for that student’s growth, and uncertainty about how mentors and teachers would be evaluated on their online students. Consequently, a legislative directive was issued to the Michigan Virtual Learning Research Institute, the research arm of Michigan Virtual University that centered on accountability. In response to that directive, Michigan stakeholders, as well as experts from other course access states and national organizations, were interviewed to better understand the conversations surrounding accountability in K-12 online learning in Michigan and beyond and to make key recommendations for moving the field forward in an informed way. Data were analyzed using thematic analysis. Implications for research, policy, and practice are shared.
Exploring the Effect of Scripted Roles on Cognitive Presence in Asynchronous Online Discussions
Authors: Olesova Larisa , Slavin Margaret , Lim Jieun
Published: February 2017

The purpose of this study was to identify the effect of scripted roles on students’ level of cognitive presence in asynchronous online threaded discussions. A mixed methods design was used to investigate: (1) what level of cognitive presence is achieved by students’ assigned roles in asynchronous online discussions; (2) differences between students’ cognitive presence when the asynchronous online discussions occur during a 5-week intensive summer courses versus 15-week regular semesters (fall and spring); and (3) the impact of the types of questions on students’ cognitive presence in role-based asynchronous online discussions across three semesters in an online introductory nutrition course. The participants of this study were 129 undergraduate students at a major public University in the mid-Atlantic region of the United States. The results of this research corresponds to the findings of previous research that scripted roles can be an effective strategy to improve both learning processes and outcomes. In addition, this study didn’t find any differences in students’ level of cognitive presence when they enrolled in 5-week summer courses or 15-week regular semesters in fall and spring. Finally, this study found evidence that the types of questions related to the level of cognitive presence, i.e., higher level questions can lead to higher level of cognitive presence and vice versa.
Ethos and Practice of a Connected Learning Movement: Interpreting Virtually Connecting Through Alignment with Theory and Survey Results
Authors: Bali Maha , Caines Autumm Lee Ann , DeWaard Helen , Hogue Rebecca
Published: February 2017

Virtually Connecting (VC) is a connected learning volunteer movement that enlivens virtual conference experiences by partnering those that are at the conference with virtual participants that cannot attend. In looking to articulate the ethos and intentions of VC, a manifesto was developed by a group of core members and presented at the Digital Learning Research Network in 2015. This paper connects the group’s ethos, as defined in this manifesto, to various learning theories including Connectivism, connected learning, and the practice of online communities. The paper reports on both quantitative and qualitative results from a survey sent to members of the community over February and March of 2016, as well as some information obtained from blogs and other forms of social media, and ties these results to the manifesto items. This alignment of theory and participant feedback shows continuity between the stated ethos of the community and the impressions of those living the volunteer experience.