bluuebunny/crossref_metadata_2025 huggingface dataset:
ANALISIS SWOT DAYA DUKUNG DAERAH TERHADAP PENGEMBANGAN KAWASAN INDUSTRI KABUPATEN BLITAR
Authors: Khuzaini Khuzaini , Suwitho Suwitho
Published: February 2017

The first step of industrial area development needs to find out the current conditional supportiveness in the smallest area unit. The smallest unit of Regency or Municipality is subdistrict. The setting of this study is Blitar Regency while its smallest area units studied are the Subdistricts of Bakung, Wonotirto, Sutojayan, Panggungrejo, Wates, Binangun, Kesamben, Selorejo, Doko, Wlingi, Talun, Selopuro, Kanigoro, Kademangan, Sanankulon, Srengat, Udanawu, Wonodadi, Ponggok, Nglegok, Garum and Gandusari..The method used is SWOT analysis which considers internal factor constructed in IFAS (Internal Strategic Factor Analysis Summary) table and external factor constructed in EFAS (External Strategic Factor Analysis Summary) table. The highest IFAS values is Subdistrict Ponggok, while the highest EFAS values is Kademangan. Based on IFAS and EFAS values, the quadrant position will be derived in SWOT matrix whose x axis is IFAS and y axis is EFAS. There are four quadrants in SWOT matrix, they are S-O (Strengths – Opportunities), W-O (Weakness-Opportunities), S-T (Strengths-Threats), and W-T (Weakness-Threats). The results of this current study suggest that from 22 Subdistricts we studied, there are ten Subdistricts in S-O quadrant, two in W-O quadrant, five in  S-T quadrant and five in W-T quadrant. Based on the position of these Subdistricts in SWOT quadrant, the appropriate strategy for each Subdistrict in developing their area in order to support the development of industrial area will be determined.
ORIENTASI PELANGGAN, ORIENTASI PASAR DAN INOVASI SERTA PENGARUHNYA TERHADAP KINERJA BISNIS HOTEL BERBINTANG TIGA DI INDONESIA
Authors: Rachmat Basuki
Published: February 2017

This research was aimed at exploring the influence of marketing strategy with customer orientation, market orientation, and innovation on the business performance in the hotel three-star hotel in Indonesia, the purposes of the research are as follows: 1). to test the influence of the customer orientation on the business performance and market orientation, 4). to test the influence of the market orientation on the business performance and innovation, 5). to test the influence of innovation on the business performance.  The research populations are all the three-star hotels in Indonesia as many as 227 hotels. While the unit of the research sample is three-star hotels in Java, Bali, and Lombok Island with amount 158 hotels and by achieved 107 questionaires of the sample unit (response rate 67.7%) are valid. The respondents are human resource managers, general managers, marketing managers, and financial managers. The data were analyzed by using stuctural equation modelling (SEM), and the AMOS Program which has 4.0 version. Structural Equation Modelling (SEM) is a set of statistical technics enable testing a complex relationship combination simultantly.  The hypothesis tested by regression weight-standardized estimates by comparing p-value method and 5% (a=5%) significance level. The hypothesis is significant if probability value (p-value) is < 5%. The results of the research show that three hypothesis are significant and acceptable and two hypothesis are non significant which have non significant influence customer orientation on the business performance (H1), positive significant influence customer orientation on the market orientation (H2), non significant influence market orientation on the business performance (H3), positive significant influence market orientation on the innovation (H4), and positive significant influence innovation on the business performance (H5) have been found.
PENGARUH PARTISIPASI PEMAKAI DAN DUKUNGAN MANAJEMEN PUNCAK TERHADAP KEPUASAN PEMAKAI DALAM PENGEMBANGAN SISTEM INFORMASI AKUNTANSI
Authors: Kusumawati Fariyana
Published: February 2017

This Reseach examine influence user participation and top management motivation to user satisfaction in improvement of accountong information system: user skill as moderating variabel. This reseach is done in PT Telkon Divre V Surabaya, the sampel are 30 respondent by multiple regretion analysis.The result is 99,6% (R2) is large of influence independent variable to user satisfaction in improvement accounting information system. The result of examine H1 is user participation significant influence by user skill as moderating variable dan top management variable significant influence to user satisfaction in improvment accounting information system.
Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .
Authors: Meyer Katrina A.
Published: February 2017

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.
Community of Inquiry and Learning in Immersive Environments
Authors: McKerlich Ross , Anderson Terry
Published: February 2017

In higher education institutions around the world, educators and administrators are actively engaged in sometimes lively discussions about immersive environments and their application for learning. Innovative educators are excited about the possibilities of learning collaboratively in a virtual place without loss of visual cues and the enhanced sense of presence that this new media affords. Like every new technology, immersive environment's application to learning must be evaluated and tested before it earns a place in the often crowded technological tool chest of both distance, campus and blended educators. To aide in the evaluation of these tools, the paper describes the initial development of an immersive environment education evaluation tool based on the well regarded community of inquiry model of online learning.

After a brief overview of both immersive environments for learning and the community of inquiry model, the following research questions are addressed: Is the Community of Inquiry recognizable in a MUVE learning environment? Are new indicators required if the community of inquiry was used as an evaluation tool for MUVE learning environments? Could the Community of Inquiry model be used as a framework for evaluating educational events in immersive environments? Observations of five diverse educational events are described in the context of the community of inquiry model. The research questions are then revisited and the Multi User Virtual Environment Education Evaluation Tool (MUVEEET ™) is proposed.
Bringing the Real World of Science to Children: A Partnership of the American Museum of Natural History and the City University of New York
Authors: Picciano Anthony G , Steiner Robert V.
Published: February 2017

Every child has a right to an education. In the United States, the issue is not necessarily about access to a school but access to a quality education. With strict compulsory education laws, more than 50 million students enrolled in primary and secondary schools, and billions of dollars spent annually on public and private education, American children surely have access to buildings and classrooms. However, because of a complex and competitive system of shared policymaking among national, state, and local governments, not all schools are created equal nor are equal education opportunities available for the poor, minorities, and underprivileged. One manifestation of this inequity is the lack of qualified teachers in many urban and rural schools to teach certain subjects such as science, mathematics, and technology. The purpose of this article is to describe a partnership model between two major institutions (The American Museum of Natural History and The City University of New York) and the program designed to improve the way teachers are trained and children are taught and introduced to the world of science. These two institutions have partnered on various projects over the years to expand educational opportunity especially in the teaching of science. One of the more successful projects is Seminars on Science (SoS), an online teacher education and professional development program, that connects teachers across the United States and around the world to cutting-edge research and provides them with powerful classroom resources. This article provides the institutional perspectives, the challenges and the strategies that fostered this partnership.
Determined to Learn: Accessing Education Despite Life-Threatening Disasters
Authors: SchWeber Claudine
Published: February 2017

The ‘right to education’ proclaimed by the 1948 Universal Declaration of Human Rights requires access to learning as well as the support systems. Since access can be interrupted by various circumstances, the possibility of providing continuity despite external dangers by using online distance education, offers an intriguing and valuable option. For example, life-threatening disasters, such as war or hurricanes, can interrupt or halt ongoing higher education coursework. Despite that reality, some students remain determined to continue the learning. How can institutions respond to this determination fast enough to be of use and effective enough to maintain their educational reputations? Empire State College’s (New York) activities in its Lebanon Residence Program after the 2006 war and Xavier University in New Orleans’ actions in the aftermath of Hurricane Katrina provide valuable answers. Together with the unique Sloan Semester--created to temporarily provide educational continuity for hurricane affected students-- these programs also offer lessons on resilience and survival in a crisis.
Facilitating critical thinking in online courses
Authors: Lunney, RN, PhD Margaret , Frederickson, RN, PhD Keville , Spark, EdD, RD, FADA, FACN Arlene , McDuffie, RN, PhD Georgia
Published: February 2017

Development of critical thinking abilities is essential for students in clinical disciplines of the health sciences. Past research has shown that critical thinking is a learned skill that can be fostered through teaching strategies. Ten educational strategies that were developed and tested by the authors in online courses are presented to assist instructors to encourage students in the health sciences to improve critical thinking processes.
The Sloan-C Pillars: Towards a Balanced Approach to Measuring Organizational Learning
Authors: Yeo Kee Meng , Mayadas A. Frank
Published: February 2017

The Sloan Pillars have set the standard for university-wide online learning program assessment for more than a dozen years. In this paper, the authors propose the extension of the Pillars to corporate e-learning, offering an alternative to traditional enterprise learning assessments. Claiming that conventional methods stress individual courses or programs, rather than encompassing a company’s learning ecology, a new corporate version of Sloan Pillars is proposed. The authors claim that their holistic approach—assessing employee access, learning and cost effectiveness, and learner and management satisfaction—provides companies with the tools they need to assess the effectiveness of company learning efforts overall.
Measuring Success and ROI in CorporateTraining
Authors: Barnett Kent , Mattox John R.
Published: February 2017

When measuring outcomes in corporate training, the authors recommend that it is essential to introduce a comprehensive plan, especially when resources are limited and the company needs are vast. The authors hone in on five critical components for shaping a measurement plan to determine the success and ROI of training. The plan’s components should provide a roadmap to address complex corporate training environments in which large numbers of courses are delivered to thousands of learners. Recommendations offered apply equally in smaller, less complex organizations. Following a brief historical perspective covering the development of evaluation methods, the authors examine each of their five critical components—strategy, measurement models, resources, measures and cultural readiness. They claim that while their approach applies to all learning methods, it is especially useful in technology-mediated programs, such as self-paced, web-based, online-facilitated, and simulation courses.
Introduction to the Section on Workforce Development
Authors: Sachs David
Published: February 2017

When unemployment is high and education budgets are shrinking, people flock to community colleges and other providers to learn new job skills. Asynchronous and blended education provide solutions for meeting large scale demand, thus this issue features four cases about innovative workforce development programs. Each one of them advances the possibilities and provides replicable practices for expanding access.
Automating Expertise in Collaborative Learning Environments
Authors: LaVoie Nadezhda Noelle , Streeter Lynn , Lochbaum Karen , Boyce Lisa , Krupnick Charles , Psotka Joseph , Wroblewski David
Published: February 2017

We have developed a set of tools for improving online collaborative learning including an automated expert that monitors and moderates discussions, and additional tools to evaluate contributions, semantically search all posted comments, access a library of hundreds of digital books and provide reports to instructors. The technology behind these tools is Latent Semantic Analysis (LSA), a machine learning technology that understands the meaning of words and text in ways that agree highly with human judgments. These tools were evaluated in a series of studies with the U.S. Army War College and U.S. Air Force Academy. At the Army War College, we found that the automated monitor was as accurate at identifying discussion groups in trouble as trained human instructors, and has the potential to effectively reduce the amount of time instructors spend monitoring distance learning courses. At the Air Force Academy, the expert moderator significantly improved the quality of cadets’ discussion comments in a collaborative learning environment.
Introduction to the Special Issue on Transitioning to Blended Learning
Authors: Picciano Anthony G
Published: February 2017

In 2004, the Alfred P. Sloan Foundation funded an invitation-only workshop on blended learning. It was one of the first such events to focus entirely on the concept of combining online and face-to-face instruction into a new instructional modality and since has evolved into the Annual Sloan Consortium Blended Learning Conference and Workshop. Over the past seven years, this Conference and Workshop has added significantly to the research base and best practices that apply to blended learning. Its scholarly production includes a plethora of important studies and resources that have contributed significantly to what is known about blended learning. For example, the work of this Conference and Workshop has produced:

• a comprehensive look at a definition of the term “blended learning”;

• the first book dedicated entirely to the research on blended learning [1]; and

• an extensive review of blended learning instructional models. [2]

In April 2010, the 7th Annual Sloan Consortium Blended Learning Conference and Workshop attracted almost three hundred educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. The purpose of this special edition of the Journal of Asynchronous Learning Networks is to preserve some of the knowledge and insights shared at this event. The articles selected also represent well the theme of this special edition – transitioning to blended learning.
Beyond the Yellow Brick Road: mobile Web 2.0 informing a new institutional e-learning strategy
Authors: Cochrane Thomas Donald
Published: February 2017

This paper overviews how mobile Web 2.0 has been instrumental in facilitating pedagogical change and informing an institution’s new e-learning strategy that focuses upon social constructivist pedagogies.
Enrollment in Distance Education Classes is Associated with Fewer Enrollment Gaps Among Independent Undergraduate Students in the US
Authors: Pontes Manuel Cosmas , Pontes Nancy Marie Hurley
Published: February 2017

The purpose of this research is to determine whether nontraditional undergraduate students in the US who enroll in distance education classes are less likely to have an enrollment gap (enrollment gap=part year enrollment). Previous research has shown that preference for distance education classes is significantly greater among nontraditional than among traditional undergraduate students; nontraditional students invariably have a greater number of competing demands (work and family) on their time. Since distance education courses provide students with more convenient and flexible class schedules, nontraditional students, who have time or location constraints that prevent them from enrolling in face-to-face classes during a semester or quarter, may be more likely to enroll in distance education classes in order to stay enrolled for the entire academic year. Based upon this rationale, we predicted that enrollment in distance education classes is significantly related to a decreased likelihood of an enrollment gap among nontraditional students. To test this prediction, we used data from the National Postsecondary Student Aid Survey (NPSAS) conducted in 2008. The NPSAS 2008 used a complex survey design to collect data from a nationally representative sample of about 113,500 postsecondary undergraduate students in the US. Results confirm our prediction, and show that enrollment in distance education is significantly related to a decreased likelihood of an enrollment gap among nontraditional students, but not among traditional students. Results also show that five of the seven dropout risk factors (identified by previous research to decrease 6-year graduation rates) are each significantly associated with an increased likelihood of an enrollment gap. These results suggest that the offer of distance education classes could increase degree progress and possibly completion rates for nontraditional undergraduates who are at high risk for dropout.
Early Participation in Asynchronous Writing Environments and Course Success
Authors: Warnock Scott , Bingham Kenneth , Driscoll Dan , Fromal Jennifer , Rouse Nicholas
Published: February 2017

Researchers have documented connections between student motivation/proactive student behavior and academic success. This study investigates if early participation on course message boards is connected with success in online and hybrid courses. Investigating 12 first-year writing classes, eight hybrid and four fully online, the authors found that first posters on course message boards had better grades than the class final average in every course, and later posters tended to have lower grades than the course average. The researchers also correlated course performance with average length of posts, finding earlier posts to be longer. This study was conducted in two phases, with the researchers initially investigating six courses and then engaging in a more robust analysis with additional metrics of six additional courses. The results provide teachers with evidence to support the connection between student volition and success in classes that rely heavily on learning in asynchronous writing environments.
Graduate Students Rate Institutional Websites: The Must Have, Nice to Have, and Delighted to Have Services
Authors: Meyer Katrina A. , Jones Stephanie J.
Published: February 2017

The graduate students admitted to the online and blended programs at Texas Tech University and the University of Memphis were surveyed about their respective university websites, or the institution’s “virtual face.” A total of 42 students rated 30 web-based services as “must have,” “nice to have,” “delighted to have (but not necessary),” or “I’m indifferent to this service” based on the Kano model of marketing research into customer satisfaction. The majority (11 of 17) of services in the “must have” category are essential for functioning as a student (e.g., course registration, program costs, helpdesk) while the social media services (podcasts and i-Phone applications) were in the “nice to have” category. Items of importance to the institution (history of the university, strategic plan, contributions to community) were in the “nice to have” or “delighted to have” categories. The continuing interest in viewing photos (of the campus, students, athletics) as a “nice to have” is intriguing for students in online and blended programs. Based on this research, several recommendations are offered to institutions.
Learning Analytics Considered Harmful
Authors: Dringus Laurie P
Published: February 2017

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.
Introduction to the Special Issue on Learning Analytics
Authors: Swan Karen
Published: February 2017

We have passed from an industrial to an information age. One consequence of this move is the information overload envisioned by Vannevar Bush over a half century ago. The growth of data often seems to threaten the ability of organizations to make sense of it. However, the gargantuan amount of available data also has enabled the development of new techniques that have changed the very ways businesses are managed, doctors make diagnoses, and baseball managers recruit and coach players. Advances in knowledge modeling and representation, data mining, and analytics are creating a foundation for new models of knowledge development and analysis. Perhaps nowhere are these new models more needed than in education.
STUDENT-STUDENT ONLINE COACHING AS A RELATIONSHIP OF INQUIRY: AN EXPLORATIVE STUDY FROM THE COACH PERSPECTIVE
Authors: Stenbom Stefan , Hrastinski Stefan , Cleveland-Innes Martha
Published: February 2017

There are comparatively few studies on one-to-one tutoring in online settings, even though it has been found to be an effective model. This paper explores student-student online coaching from the coach perspective. The empirical case is the project Math Coach, where K-12 students are coached by teacher students using instant messaging. This research is an adaptation of the community of inquiry model to an online coaching setting, which we refer to as a relationship of inquiry. The adapted model was used to gain a better understanding of the practice of online coaching by exploring the extent to which cognitive, social, and teaching presence exist in this case of online coaching. A relationship of inquiry survey was distributed to and answered by all active coaches (n=41). The adapted cognitive, social and teaching presence measures achieved an acceptable level of reliability. Differences between three presences, and their respective sub-categories, demonstrate a unique pattern of interaction between coaches and coachees in the online coaching environment. Findings suggest the online inquiry model fits as well for a relationship of inquiry as it does for a community of inquiry. The model provides valuable information for better understanding of online coaching.
EDUCATIONAL LEADERSHIP IN AN ONLINE WORLD: CONNECTING STUDENTS TO TECHNOLOGY RESPONSIBLY, SAFELY, AND ETHICALLY
Authors: Ribble Mike , Miller Teresa Northern
Published: February 2017

This article highlights the issues that surround the use of digital technologies in today's educational institutions. From cyberbullying to online texts, education is caught up in the issues and is looking for a solution to help its faculities and students. This article provides a foundation for helping users to become digital citizens and begin taking responsibility for their and others technology use.
DEVELOPING AND IMPLEMENTING COMPREHENSIVE STUDENT SUPPORT SERVICES FOR ONLINE STUDENTS
Authors: Britto Marwin , Rush Susan
Published: February 2017

The issue of “student retention” in higher education has become a critical focus in recent years. This problem is even more severe with students enrolled in online courses. While many institutions have tried to address this persistent issue, few have been able to mount an effective and sustained strategy to decrease attrition rates, particularly for students in online courses. This paper describes the efforts of Lone Star College-Online and its Online Student Support Services unit to build and implement a comprehensive suite of services for online students with the intention of enhancing the online student experience and ultimately, directly and indirectly, improving student retention rates. It is hoped that others can learn and gain from the shared successes and challenges presented in this paper.
cMOOCs and Global Learning: An Authentic Alternative
Authors: Yeager Carol , Hurley-Dasgupta Betty , Bliss Catherine A.
Published: February 2017

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.
AN OPEN AND SCALABLE LEARNING INFRASTRUCTURE FOR FOOD SAFETY
Authors: Manouselis Nikos , Thanopoulos Charalampos , Vignare Karen , Geith Christine
Published: February 2017

In the last years, a variety of approaches and tools have been developed for giving access to Open Educational Resources (OER) related to food safety, security and food standards, as well to a various targeted audience (e.g. farmers, agronomists). The aim of this paper is to present a technology infrastructure, currently in demonstration mode at Michigan State University that will collect various agricultural education content (training descriptions, open educational content, competences and standards) and provide them through various interfaces, based on the needs of the targeted audience. The overall architecture of the infrastructure for the food safety sector and the needed components are presented, as well as the main usage scenarios that explain how the infrastructure can enhance existing platforms and services in the area of food safety and food security.
INTRODUCTION TO THE SPECIAL ISSUE ON OER AND ONLINE FOR INTERNATIONAL, RURAL, AND HARD-TO-REACH POPULATIONS
Authors: Vignare Karen , Geith Christine
Published: February 2017

This special issue of the Journal of Asynchronous Learning Networks on Online Learning and Open Educational Resources (OER) for International, Rural & Hard-to-Reach Populations is a compilation of projects spurred by global changes and needs in education. Extending knowledge and education to masses through internet technologies has flourished for the last 15 years. The reach of online education is just beginning to penetrate international and rural populations. OER plus online learning are a powerful set of tools that extend reach and lower costs [1]. This special issue showcases projects and trends which, when combined, are changing the scope and reach of education.
NATIONAL PERSPECTIVE: Q&A WITH NATIONAL FEDERATION OF THE BLIND & ASSOCIATION OF HIGHER EDUCATION AND DISABILITY
Authors: Betts Kristen
Published: February 2017

Student success for online students with disabilities requires an institutional commitment to accessibility. It also requires an understanding of the benefits and opportunities as well challenges and barriers related to online learning. This question and answer session provides a national perspective from the National Federation of the Blind (NFB) and the Association of Higher Education And Disability (AHEAD) on online learning, accessibility, and students success. Organizational representatives for this session include Mark Riccobono, the Director of the Jernigan Institute, NFB, and Kelly Hermann, Chairs of AHEAD's Special Interest Group on Online and Distance Learning.
CONCEPTUAL FRAMEWORK OF A BLENDED PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHERS
Authors: Lee Hea-Jin
Published: February 2017

The study presents a conceptual framework of a blended professional development program for teacher success in deep learning and enhanced practice. Twenty-nine middle school teachers (22 first year and 7 continuing teachers) participated in a year-long blended professional development program. Effects of the blended PD program were measured by analyzing the content of participants’ virtual interactions, i.e. 1,149 online threaded discussion messages. The continuing teachers were more actively engaged in the Online Community of Practice than the first year teachers. The types of structured assignments and learning time influenced the level of participation but did not make a significant impact on the content of interactions. Most virtual interactions involved the sharing of instructional ideas based on personal experiences. Results showed the changes of participants’ teaching practice toward more student-centered lessons, encouraging students’ (verbal) engagement, using various questioning strategies, and using collaborative group work employing a wider variety of resources.
A National Study of Training Content and Activities for Faculty Development for Online Teaching
Authors: Meyer Katrina A. , Murrell Vicki
Published: February 2017

This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the institutions) was assessment of student learning, followed by creating online community (91.1%), and training on the institution’s CMS, student learning styles, and instructional design models (all at 84%). Most frequent training activities (over 90% of institutions) were the workshop, one-on-one training, short sessions, hands-on training, one-time training, and creating an online course. Interesting differences by Carnegie institution type were found, perhaps explained by developers placing more value on teaching pedagogies than tools.
How Much "Group" is there in Online Group Work?
Authors: Lowes Susan
Published: February 2017

The ability to work in groups across time and space has become a frequent requirement for the workplace and is increasingly common in higher education, but there is a surprising lack of research on how online groups work. This research applies analytic approaches used in studies of face-to-face classroom “talk” to multiple groups in two online high school courses. We found two activities that demanded group problem-solving styles—one for deciding how to work as a group and a second for responding to the content of the assignment; that successful groups had directive leaders; and that most groups divided the labor, working in parallel rather than collaboratively.
An Analysis of the Cost and Cost-Effectiveness of Faculty Development for Online Teaching
Authors: Meyer Katrina A.
Published: February 2017

This article presents the results of a national study of 39 higher education institutions that collected information about their cost measures used to evaluate faculty development for online teaching as well as decisions they would make to expand, keep, scale back, or eliminate various faculty development activities and contents in a budget-cutting situation. Generally, institutions are more likely to expand low marginal cost training (e.g., online modules) and eliminate training content dealing with tools (e.g., Facebook/Twitter). The two most popular cost measures used are dollars per hours of training provided per academic year and dollars spent per new online course per academic year.
The Effect of Structured Divergent Prompts on Knowledge Construction
Authors: Howell Ginger Sue , Sutherlin Autumn , Akpanudo Usen , James Laura , Chen Mengyi
Published: February 2017

Discussion forums are a widely used activity in online courses. However, knowledge construction within online discussion rarely reaches higher levels. Therefore, it is important to understand which aspects of online discussion encourage learning and increase knowledge construction. This paper investigates the effect three Structured Divergent prompts (playground prompts, brainstorm prompts, and focal prompts) have on knowledge construction as compared to Convergent prompts. Participants (N=58) were required to post in an online discussion thread during a graduate education course at a private university. The Interaction Analysis Model was used to determine the levels of knowledge construction demonstrated within students’ posts. The posts were given a score using the following codes: 0-no post/no understandable post; 1-sharing information, 2-disagreeing; 3-negotiation of meaning; 4-testing co-construction; 5-agreement of the constructed meaning. The analysis revealed that two of the three Structured Divergent prompts (focal and brainstorm) yielded significantly higher levels of knowledge construction as compared to Convergent prompts.
Exploring the Use of Discussion Strategies and Labels in Asynchronous Online Discussion
Authors: Gao Fei
Published: February 2017

Drawing on research in both constrained online discussion environments and strategy instruction, this approach combines explicit instruction on discussion strategies with the use of post type labels. In a trial of this approach in an online course, students actively used the discussion strategies and post type labels in their discussion. Analysis of student posts and survey responses suggested that students in the experimental group used discussion strategies more frequently after the intervention as compared to the control group and perceived that this approach positively impacted their discussions. In addition, there is a certain degree of improvement in the quality of discussion measured by Gunawardena, Lowe and Anderson’s (1997) critical analysis model.
Rules of Engagement: Considering Good Policy and Practice with Online Military Learners
Authors: Starr-Glass David
Published: February 2017

In online distance learning environments military learners are not particularly obvious or distinctive; however, they do possess a degree of difference that needs to be recognized. The military can be considered to possess a Janusian culture; two distinctive cultural patterns that emerge in different situations. The culture they display in online distance learning situations is not particularly different from their non-military peers; however, online facilitators should be aware of their other cultural dimension and the difficulties that they encounter in participating online. Drawn from the author’s ten years of working with military learners, this article explains these different cultural perspectives, explores the negative impacts of stereotyping, and provides practical suggestions for harnessing the strengths of these learners in productive online learning.
Online Training for Working with Student Veterans: A Social Work Elective Course
Authors: Selber Katherine , Biggs Mary Jo Garcia , Chavkin Nancy Feyl , Wright Micah C.
Published: February 2017

Abstract

This article describes one school of social work’s innovative online elective course to prepare Masters of Social Work (MSW) students for practice with the military, veterans, and their families. Developed as part of a university-wide Veterans Initiative, this online course keeps the focus on the student veteran and uses best practices of online education. The authors share their strategies and make recommendations for future trainings.
Planning for Veterans' Success! The Degree Map as an Advising Solution
Authors: Richardson Tracey M
Published: February 2017

Due of the expected influx of veterans attending college, it is critical that higher education not only be cognizant of the projected growth, but take a proactive stand and properly plan for these students’ success. Academic planning begins with the advising professionals developing open communications and be able to guide veteran students through the matriculation process. The purpose of this mixed method study is to explore the potential impact of degree maps on facilitating veteran students’ success. This study’s findings suggest the degree map is a powerful tool to help students through class selection and sequencing. The results provide insight into the similarities and differences between military, veteran, and civilian adult students’ needs. The degree map data provides transparency that will contribute to institutional and governmental monitoring for ongoing outreach to student veterans.
Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning
Authors: Hayes Suzanne , Uzuner-Smith Sedef , Shea Peter
Published: February 2017

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry (CoI) theoretical framework of online learning, needs to be included in these conversations. To this end, they re-articulate and clarify the underlying structure of LP by drawing on the theoretical models of self-regulation, co-regulation, and socially shared regulation. They further present examples to illustrate how LP can manifest itself in learners’ discourse in the online learning environment. Finally, they conclude by outlining strategies online instructors can use to help learners execute regulatory behaviors and thus demonstrate LP in online courses.
Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom
Authors: Cunningham Jennifer M.
Published: February 2017

This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the opportunity to harness different technologies and new ways of being in a digital classroom that can enhance student engagement in ways similar to yet unlike face-to-face instruction, but this current research questions the effectiveness of these technologies. Original data was obtained from forty students in an online writing course who responded to open-ended questions about their perception of social presence. This study reiterates the importance of establishing social presence in an online course, but suggests students may find specific Web 2.0 technology less effective than other pedagogical methods.
Design of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students
Authors: Provident Ingrid Mary , Salls Joyce , Dolhi Cathy , Schreiber Jodi , , Mattila Amy , Eckel Emily
Published: February 2017

Written reflections of 113 occupational therapy clinical doctoral students who graduated from an online program between 2007 and 2013 were analyzed for themes which reflected transformative learning and characteristics of curricular design which promoted transformative learning. Qualitative analyses of written reflections were performed. Several themes emerged which are presented using the framework of Person/Learner, Environment/Learning Context, and Occupation/Engagement in Learning Activities. Strategies such as active learning; assignments that directly apply to students’ work settings; implementation of a cohort model; and use of reflection, dialog, and project implementation appear to be effective in facilitating transformative learning in an online clinical doctoral program.
Supporting Online Faculty through a Sense of Community and Collegiality
Authors: Terosky Aimee LaPointe , Heasley Chris
Published: February 2017

In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan & Chavis, 1986) and collegiality (Gappa, Austin, & Trice, 2007). We found: (1) participants reported that their sense of community and collegiality around online course development and teaching was lacking, (2) participants’ communities for online teaching, if available, primarily focused on technical support, and (3) participants desired greater community and collegiality for philosophical and psychological concerns with the medium of online teaching. We conclude with recommendations for practice for online faculty professional growth.
Implicit Bias and First Name Stereotypes: What are the Implications for Online Instruction?
Authors: Conaway Wendy , Bethune Sonja
Published: February 2017

The online classroom is perceived as being a non-threatening, unbiased, safe environment due to the lack of visual cues that normally trigger hidden attitudes and biases. However, it is possible that stereotypical student names often trigger implicit bias in instructors leading to group expectations that can often manifest in a variety of ways including lack of attention or negative evaluations. In this study, we explored the relationship of underlying attitudes and biases of online instructors with respect to racially or ethnically identifiable student first names using the Brief Implicit Attitudes Test (BIAT) instrument specifically designed for this purpose. Participants included 147 online instructors with at least a Master’s degree in their given field of expertise. Using an experimental research design, we found that to a small degree, implicit bias does exist with respect to stereotypical student names. This study also found that instructors consciously believed themselves to be warm and accepting of stereotypical names. In other words, what instructors say they feel and what they really feel are distinctly different?
An Evaluation of Low Versus High-Collaboration in Online Learning
Authors: Wicks David , Craft Baine B. , Lee Donghun (Don) , Lumpe Andrew , Henrikson Robin , Baliram Nalline , Bian Xu , Mehlberg Stacy , Wicks Katy
Published: February 2017

Abstract

Researchers in a recent study found that online students’ ability to self-regulate led to more focused attention and time on task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in this area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare differences between high- versus low-collaboration teams in an online assignment to determine if higher levels of student-to-student collaboration led to higher levels of self-regulation or learning presence (forethought and planning, monitoring, strategy use, and reflection). Specifically, we explored how the use of high-collaboration technologies, such as Google Docs and Google Hangouts, impacted the level of learning presence students demonstrated while participating in a small group project. The low-collaboration group made minimal use of an asynchronous discussion forum for collaboration. Differences in collaboration were measured using student grades, peer evaluations, pre- and posttests, and community of inquiry surveys. In addition, quantitative content analysis and social network analysis were used to assess collaboration by examining learning presence in the two groups.
Understanding Faculty Attitudes about Distance Education: The Importance of Excitement and Fear
Authors: Bunk Jennifer , Li Rui , Smidt Esther , Bidetti Christopher , Malize Brett
Published: February 2017

The purpose of the present study is to further understand faculty attitudes about distance education by exploring the psychological processes through which these attitudes are influenced. We explored the following research question: Do feelings of excitement versus fear mediate and/or moderate the relationship between online teaching experience and various faculty attitudes about online education? Survey data from 152 part- and full-time faculty from a midsize public university in the Mid-Atlantic region of the United States was utilized. Multiple regression analyses revealed that excitement versus fear mediates the relationship between online teaching experience and all of our outcome variables, and that excitement versus fear moderates the relationship between online teaching experience and the extent to which faculty feel that their institution is pushing too much instruction online. Our results demonstrate the importance of excitement versus fear in explaining why some faculty have negative rather than positive attitudes about distance education. Our results suggest that university administrators may find it helpful to implement policies and practices that instill a sense of excitement about distance education in all faculty.
Introduction
Authors: Shea Peter
Published: February 2017

Introduction to Section II: Faculty Attitudes and Student Engagement