bluuebunny/crossref_metadata_2025 huggingface dataset:
IDENTIFIKASI FAKTOR-FAKTOR DALAM MENGEMBANGKAN MODEL KELEMBAGAAN INVESTASI TERPADU DI PROVINSI JAWA TIMUR
Authors: Ngumar Sutjipto , Budi Riharjo Ikhsan
Published: February 2017

The purpose of this research is to dig information about factors that influence decision to invest in an area. The digging information is about service model and conducive invesment facilities in the business world.Data processing was conducted by comparing service and license between Licencing Department and Capital Investment that have not conducted One Stop Service, and respondents’ response to service and licence in those five regencies/ sities.The result of the research shows that there is a difference pattern and licencing service investment system in the regencies and cities in East Java Province. In fact, from 40 regencies and cities in East Java Province, there are five regions which form Licensing and Capital Investment Department with One Stop Service. The regencies and cities that are examined are Pasuruan Regency, Surabaya City, Gresik Regency, Sidoarjo Regency and Lamongan Regency, and there are only three regencies and cities that have not applied the policy of One Stop Service. They are Surabaya City, Gresik Regency and Lamongan Regency.Besides the efforts of increasing service in investment, investment climate is influenced by several factors, that is economic factors and non economics factor. Economic factors are export value, real income, foreign currency rate of exchange inflation, price level and credit availability. Meanwhile, non economic factors are political factor, law, security and social condition of the society. Therefore, there should be policy’s steps in order to optimize investment service in each region.
PENGARUH SK. MENDIKNAS NO. 36/O/D/2001 TERHADAP PERKEMBANGAN PERGURUAN TINGGI SWASTA DI LINGKUNGAN KOPERTIS WILAYAH VII
Authors: Subroto Subroto
Published: February 2017

The purposes of this research are to formulate/ to identify the apparent impact of the policy of credit point assessment of lecturer academic position as stated in national education minister’s decree No. 36/D/O/2001 and to give input to the decision maker to consider the impact when they make correction toward the policy. Besides that, its purpose is to provide the description to the leaders of private colleges and to the lecturers who are instructed to work there and the foundation lecturer that the academic position is very important both for themselves and for increasing the private college independence.The result of this research shows that there is increase quantitatively of full time lecturer qualification, the ratio between the number of full time lecturers and the number of student and graduates. However, the quantitative increase is not comparable with the expected target of a policy such as accreditation, lecturers ranks, examiners and so on.There are some factors which impede the achievement of private college independence of coordinator of private college of region VII that is policy factor itself, aparatus as the policy operators and the motivation of the private colleges.Related to the problem above, it is necessary to create monitoring mechanism which enables the private colleges to encourage to increase the qualification of the full time lecturers periodically both through the level increase of formal education (S-2/S-3) and through the increase of their rank of academic position, and the private colleges are given real authority in carrying out their functions.
PERANAN KEPEMIMPINAN DAN BUDAYA ORGANISASI TERHADAP PERILAKU KARYAWAN
Authors: Koesmono Teman
Published: February 2017

Managing human resource is part of one’s leadership design, therefore a leader plays an important role in leading his/her subordinates. There is not the best leadership style out of many types of leadership design, but the leadership design will be matched to the existing environment. All leadership designs will be led to company’s goal that has been established in which it is suitable with the company’s vision and mission. The company as the gathering place for one’s many characteristics will be in trouble if it doesn’t have a behavior guidance for everyone who gets involved in managing the organization. One’s behavior will be effected by stimulus occuring in one’s environment. The leader’s job is to establish the behavior  guidance for all of the employees in the company, the behavior guidance mentioned is the organizational culture. Two very important things that must be paid attention seriously in leading employees’ behavior are Leadership Design and Organizational Culture as behavior guidance for all members in the organization.
PENGARUH DESENTRALISASI, KETIDAKPASTIAN LINGKUNGAN DAN PENGENDALIAN AKUNTANSI TERHADAP KINERJA MANAJERIAL PADA PEMERINTAH KOTA BAU-BAU DAN KABUPATEN BUTON
Authors: Abdullah Muntu
Published: February 2017

The purpose of this research is knowing the effect of decentralization, environment uncertainty and accounting control to the managerial performance. Approach which is used to test the research hypothesis is by using the statistical test. The method of data collection use survey method through questionnaire that allotted to 300 people of low and middle level manager in Governmental Office of Bau-Bau City and Buton Regency. However, the valid questionnaires to be used are 212. Independent variables in this research are decentralization (X1), environment uncertainty (X2), and accounting control (X3). While dependent variable is managerial performance (Y). Regression coefficient of X1 variable = 0.262, X2 variable = -0.260, and X3 variable, regression coefficient = 0.307. Partial determination coefficient of X1 variable is 0.41 (41%), for X2 variable, partial determination coefficient = 0.30 (30%), and X3 variable, partial determination coefficient = 0.38 (38%). The research result indicated that the coefficient of simultaneous correlation is 0.783 (78.3%), it meant by together variable of X1, X2 and X3 are strongest correlation with managerial performance variable (Y). The coefficient of simultaneous determination is 0.612 (61.2%) it meant that by together variable of X1, X2 and X3 can explaine variance of the fluctuation of managerial performance variable (Y) is 61.2% and the remain is 38.8% determined by other factors. The result of F-test, indicated that the result of F-Value is (109.563) > from F-table (2.65) so hypothesis which state that “Variable of X1, X2, and X3 which estimated simultaneously have affected managerial performance variable (Y), indicated that the first hypothesis has been proved or accepted, it is according to probability or significant on 0.000 (0.0 %) which be under 5 % of the tolerance limit. The result of T test, for decentralization variable (X1) t-Value is 7.755 > t-table 1.960 it meant that decentralization significantly affected to managerial performance. For variable of environment uncertainty (X2) t-Value is 5.561 > t-table 1.960, indicated that environment uncertainty significantly affected to managerial performance. For variable of accounting control (X3) t-Value is 7.207 > t-table is 1.960 it meant that the accounting control significantly affected to managerial performance.
ANALISIS PENGARUH SHIP’S CALL, INFLASI, TARIF BONGKAR MUAT TERHADAP MUAT G.C KAPAL INTERINSULER DI TANJUNG PERAK
Authors: Sasono Herman Budi
Published: February 2017

Inter-Island transportation support the links for various goods delivery and the availability of commodities among islands throughout Indonesia. When the scarcity of a commodity exists in one island beause of the delay of goods arrival sechedule, the price of the commodity will rise up and inflation rate can also increase. Therefore, this research investigates the influence of some internal and external factors: unit ship’s call (X1), DWT ship’s call (X2), inflation (X3), and loading-unloading tariff (X4) towards load volume of general cargo (Y) in Tanjung Perak port, Surabaya.And the results are concluded that loading-unloading tariff is influenced strongly with the investigated variables: X1 with regression coefficient by 361.105; X2 with regression coefficient by 0.020; X3 with regression coefficient by 2765.239; and X4 with regression coefficient by 24.854.
If Higher Education Is a Right, and Distance Education Is the Answer, Then Who Will Pay?
Authors: Meyer Katrina A.
Published: February 2017

If higher education is a right, and distance education is the avenue for making higher education universally available, then who shall pay? This article asks (1) can state governments in the United States afford to fund this initiative and (2) can public higher education institutions in the U.S. fund this effort through capitalizing on cost-efficiencies of online learning? To answer the first question, data on funding of higher education by states are reviewed and a negative conclusion reached. To answer the second question, research on methods for achieving cost-efficiencies through online learning is reviewed and a cautious positive conclusion is reached, assuming states and institutions are willing to invest in the people and processes, and the time, effort, and will, that makes achieving efficiencies possible.
BRICS AND CLICKS
Authors: Bold Mary , Garimella Nirisha K. , Garimella Nirisha K. , Chenoweth Lillian , Chenoweth Lillian
Published: February 2017

Projections for the global economy frequently center on the BRIC countries: Brazil, Russia, India, and China. As futurists and economists alike define and re-define both formal and informal coalitions (for example, by broadening the R in BRIC to include all Eastern European economies or instead re-directing the discussion to G-8 countries or to World Trade Organization members), the education profiles of the individual nations sometimes resemble economic indicators: what's imported, what's exported, and what's the potential for expansion. Higher education, and specifically distance learning (the Clicks element of this paper), can already be charted in these terms for some nations. This paper describes the current role of distance learning in countries described as growing economies and proposes a typology for tracking change.
ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?
Authors: Geith Christine , Vignare Karen
Published: February 2017

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.
Support for Study: Online Educational Environments and the Rights to Education
Authors: Lin Lin , Swan Karen
Published: February 2017

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.
Promoting Hybrid Learning through an Open Source EBook Approach
Authors: Bai Xin , Smith Michael B.
Published: February 2017

Educational technology is developing rapidly, making education more accessible, affordable, adaptable, and equitable. Students now have the option to choose a campus that can provide excellent blended learning curriculum with minimal geographical restraints. We proactively explore ways to maximize the power of educational technologies to increase enrollment, reduce failure rates, improve teaching efficiency, and cut costs without sacrificing high quality or placing extra burden on faculty. This mission is accomplished through open source learning content design and development.

We developed scalable, shareable, and sustainable e-learning modules as book chapters that can be distributed through both computers and mobile devices. The resulting e-learning building blocks can automate the assessment processes, provide just-in-time feedback, and adjust the teaching material dynamically based upon each student’s strengths and weaknesses. Once built, these self-contained learning modules can be easily maintained, shared, and re-purposed, thus cutting costs in the long run. This will encourage faculty from different disciplines to share their best teaching practices online. The end result of the project is a sustainable knowledge base that can grow over time, benefit all the discipline, and promote learning.
Faculty Actions that Result in Student Satisfaction in Online Courses
Authors: Jackson Lana C , Jones Stephanie J , Rodriguez Roy C
Published: February 2017

This study identified faculty actions which positively influenced student satisfaction in the online classroom at the community college level. The escalating demand for Internet-based, distance education courses has been met by an increased inventory of them. However, while online education has been in existence for over a decade, standardized practices in the online classroom have not been fully identified, developed, and implemented. Data was collected from student evaluations of web-based courses at two Texas community colleges. Descriptive statistics, bivariate correlations and multiple regressions were used to identify faculty behaviors which affected the satisfaction of students enrolled in these courses. The results of the study indicated that faculty actions within online courses appeared to impact student satisfaction. The identification of faculty actions which impact student satisfaction in online courses will greatly assist colleges and universities in strengthening their abilities to provide quality online experiences for their students.
From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education
Authors: Smith Peter P.
Published: February 2017

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.
Advances in Online Education at For-Profit Colleges and Universities
Authors: Klor de Alva Jorge
Published: February 2017

Online education has been associated closely with for-profit higher education since 1989, when the University of Phoenix began to offer degrees fully online. Since that time, this modality of education has expanded widely and is now in place or on the drawing boards of most of the nation’s private and public institutions. However, the very fact of its close association with the fast growing for-profit sector has long led a number of academics to question online education’s capacity to deliver quality instruction where effective learning can take place.

The four articles in this issue should mark a turning point in this skepticism, not by showing that online education is “as good as or better” than face-to-face—a fact now too widely accepted to merit defense here—but by illuminating the path by which online education will ultimately make such skepticism more quaint than considered. Two factors help to ground this assertion.
CROSS-CULTURAL DIFFERENCES IN UNDERGRADUATE STUDENTS' PERCEPTIONS OF ONLINE BARRIERS
Authors: Olesova Larissa A , Yang Dazhi , Richardson Jennifer C
Published: February 2017

The intent of this study was to learn about students’ perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods approach utilizing surveys and interviews was used to investigate (1) the types of barriers the students perceived participating in an asynchronous online course across the two cultural groups, and (2) the impact of those barriers on the quality of students’ postings. Findings indicate that cultural influences can add potential barriers to online learning aside from those widely reported in the literature. The study has implications for instructors and designers in creating online learning environments, especially as it relates to asynchronous communication across multiple locations and cultural backgrounds.
Transforming distance education curricula through distributive leadership
Authors: Keppell Mike , O'Dwyer Carolyn , Lyon Betsy , Childs Merilyn
Published: February 2017

This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education.
Change, technology and higher education: are universities capable of organizational change?
Authors: Marshall Stephen
Published: February 2017

Technology and change are so closely related that the use of the word innovation seems synonymous with technology in many contexts, including that of higher education. This paper contends that university culture and existing capability constrain such innovation and to a large extent determine the nature and extent of organizational change. In the absence of strong leadership, technologies are simply used as vehicles to enable changes that are already intended or which reinforce the current identity. These contentions are supported by evidence from e-learning benchmarking activities carried out over the past five years in universities in the United States, the United Kingdom, Australia and New Zealand.
THOUGHT-LEADERS IN ASYNCHRONOUS ONLINE LEARNING ENVIRONMENTS
Authors: Waters Jim
Published: February 2017

The growth of online learning has exposed fundamental gaps in our knowledge, both theoretical and pragmatic. This research investigated some questions of the role of emergent leaders in online leaning and the influence of different behaviors. Firstly are there any common factors that identify thought-leaders? Secondly does the presence of thought-leaders affect student perceptions of online discussion? Finally it addressed the question of perceived influence vs. actual influence. Student interactions in Asynchronous Online Discussion boards were analyzed and student backgrounds and perceptions gathered. Clear patterns of strong emergent leadership behaviors were evident in the majority of courses. Thought-leaders could be distinguished from non-thought-leaders from both their professional backgrounds and the role-behaviors they exhibited. Student perceptions of peers as thought-leaders were highly influenced by factors such as the extent to which students could bring in relevant professional experience into the discussions.
A Synthesis of Sloan-C Effective Practices, as of December 2011
Authors: Moore Janet C.
Published: February 2017

Encouraging continuous improvement in the quality, scale and breadth of online education, the Sloan Consortium invites practitioners to share effective practices. This report synthesizes effective practices submitted by Sloan-C members to the online collection at http://www.sloanconsortium.org/effective as of December 2011. The synthesis includes links to detailed postings about practices, including the authors and their institutions.
Faculty Development for Online Teaching as a Catalyst for Change
Authors: McQuiggan Carol A.
Published: February 2017

This action research study explored the change in face-to-face teaching practices as a result of faculty professional development for online teaching. Faculty’s initial teaching model is typically born from that of their own teachers, and they teach as they were taught. However, few have any online experience as a student or a teacher. Learning to teach online may be a catalyst for faculty to reflect on and evaluate their current teaching practices. Data was collected through three rounds of action research that included individual interviews, participants’ reflective journalling activities, researcher’s journal and field notes, and classroom observations. The qualitative data analysis steps included data reduction, data display, and conclusion drawing/verification. The results of the study indicated that learning to teach online has the potential to transform faculty’s assumptions and beliefs about teaching, changing their face-to-face teaching practices. The identification of the aspects of professional development activities that were most effective in helping faculty to reflect on and question their previously held assumptions and beliefs about teaching will assist administrators and faculty development specialists move from one-size-fits-all programs to a redesign within an adult learning framework that supports opportunities for change.
USING A GENERALIZED CHECKLIST TO IMPROVE STUDENT ASSIGNMENT SUBMISSION TIMES IN AN ONLINE COURSE
Authors: Cavanaugh Terence William , Lambkin Marcia L. , Hu Haihong (Helen)
Published: February 2017

Learning environments such as web-based instruction require more learner self-control and proactive learning to construct knowledge and acquire skills. However, online students often fail to complete some components of their online work each week, damaging their overall academic progress in the course. To assist students in completion and submission of work, three professors at a public southeastern university implemented the use of a generalized assignments checklist to enhance student self-monitoring in their online courses. Data on the submission of assignments was analyzed for relative timeliness. The results of this study showed a statistically significant difference based on the checklist received students to the control group, with a marked improvement of assignment submission timeliness, improving course satisfaction for students and instructors.
The Social & Mobile Learning Experiences of Students Using Mobile E-books
Authors: Kissinger Jeff S
Published: February 2017

This research was designed to explore the learning experiences of state college students using mobile e-book readers. The purpose of the study was to build a rich description of how students used electronic textbooks delivered on mobile computing devices for college-level, introductory sociology courses at a Southeastern public state college in the United States. This research employed a multiple case study design that thoroughly investigated and documented student experiences with this instructional technology.

The bounding frame was comprised of the literature on mobile technology, mobile learning theories, and e-books. Situated within the mobile learning framework was a theoretical lens of learning theories commonly found in the literature on mobile learning (constructivism, social cognitive theory, self-efficacy theory, expectancy x value theory, self-determination theory, and situated cognition). This lens was used to provide insight into the student’s learning experiences.

Students were found to be competent with the e-books, confident, metacognitive, and desirous of more social learning opportunities within their e-books. Six major conclusions were reached. These were: (1) students expressed competence in their use of the mobile e-books, (2) students expressed feelings of high self-efficacy when using the mobile e-books, (3) students overall valued the use of the e-book for their learning, (4) students were individualized and metacognitive in their learning with the mobile e-books, (5) students enhanced their learning socially and within situated learning opportunities, and (6) the students and the instructor had divergent views on the value and utility of social, interactive textbooks.
IMPLEMENTING ELECTRONIC PORTFOLIOS THROUGH SOCIAL MEDIA PLATFORMS: STEPS AND STUDENT PERCEPTIONS
Authors: Denton David , Wicks David Andrew
Published: February 2017

Over the last two decades, students and teachers, across educational levels and disciplines, have been subject to a variety of school reform efforts. Nevertheless, some instructional practices, such as portfolio assessment, persist and grow in popularity even in the midst of changing educational reform goals and shifting priorities. Teacher education programs have used paper-based portfolios for more than three decades. Recently, institutions have migrated to electronic portfolios since these provide several advantages. Early models of these systems required special technical skills, hardware, or fee-based contracts with service providers. The newest iteration of portfolio platforms are based on social media applications, which are easy to use, free, and customizable. However, the accelerated adoption of social media applications as repositories for student portfolio content has produced several gaps in the literature. Three of these include steps for implementing electronic portfolios in social media platforms, instructional methods for soliciting quality entries from students through questions and prompts, and student perceptions about using social media as a repository for electronic portfolio content. Results from a case study identifying student perceptions of combining social media and electronic portfolios are examined. Future lines of inquiry are discussed.
Thematic Analysis of the ‘Games' Students Play in Asynchronous Learning Environments
Authors: MacMillan Thalia , Forte Michele , Grant Cynthia
Published: February 2017

The dynamics of the student-student relationship within the asynchronous online classroom, as evidenced by conversations in an online discussion board, is one of a balancing act and are potentially more complex than those occurring in real-time. In order for learning to truly be considered effective, a collaborative, safe environment needs to exist among students within the online conversation (McDonald & Gibson, 1998). Conversations and postings made by students were examined by three raters using qualitative analysis. Thematic coding and member checking was conducted. Several prevalent themes emerged around the metaphor of playing a game. Students established rules for the game of asynchronous learning. They followed suit of the lead of player and formed team alliances while establishing who was ‘in’ and who was ‘out’ of the game. Based on these results, strategies have been identified to demonstrate techniques in how instructors can create a more effective learning environment for students, and what strategies can be used to examine and advance conversations, regardless of discipline. The techniques focus on creating awareness among students of potential issues of conflict in asynchronous student to student interactions, how to examine and engage a diversity of student perspectives, and ways to facilitate intellectual growth and advancement in the asynchronous online classroom.
Differences in Classroom Versus Online Exam Performance Due to Asynchronous Discussion
Authors: Jorczak Robert
Published: February 2017

This study compares undergraduate student exam performance of classroom and online course sections that have nearly identical instructional designs. The sections differed only in lecturing and peer discussion activities that are typical differences of classroom and online instruction. Classroom discussion activities were synchronous speech and online discussion were asynchronous text. Composite mean exam scores show a large effect size difference that is statistically significant. Results suggest that asynchronous peer-to-peer discussion is more effective than traditional classroom lecture-discussion for undergraduate students.
Teaching Presence in Online Education: From the Instructor's Point-of-View
Authors: Preisman Kristi A.
Published: February 2017

Most often the topic of creating any type of presence in online education is viewed from the student perspective (Oztok & Brett, 2011). This research examines the creation of teaching presence from the vantage point of the instructor. Over the course of three semesters, the researcher/instructor incorporated various techniques to create a greater sense of teaching presence in one of two simultaneous graduate assessment courses. Data was collected and analyzed from discussion board postings, emails, grades, and course evaluations in order to determine if efforts and tools used to enhance teaching presence were a worthwhile investment of the instructor’s time and energy. The results from this study indicate there is minimal evidence which demonstrates that creating a greater sense of teaching presence in the online classroom impacts student grades, student-instructor communication, instructor course evaluations or instructor satisfaction. Also, it was determined that teaching presence was not a required and/or needed part of this online learning environment. Instructors play a key role in the creation and facilitation of the learning process, but this research validates that it is more important for the instructor to be present rather than to create a sense of presence in online learning (Sheriden & Kelly, 2010).
Using Technology to Promote Active and Social Learning Experiences in Health Professions Education
Authors: Ruckert Elizabeth , McDonald Paige , Birkmeier Marissa , Walker Bryan , Cotton Linda , Lyons Laurie , Straker Howard , Plack Margaret
Published: February 2017

Time and space constraints, large class sizes, competition for clinical internships, and geographic separation between classroom and clinical rotations for student interaction with peers and faculty pose challenges for health professions educational programs. This article presents a model for effectively incorporating technology to overcome these challenges and enhance student engagement and interaction in traditionally face-to-face (FTF) health professions (physical therapy and physician assistant) curricula across learning environments (classroom to clinic). Four faculty members interested in redesigning a course or course unit(s) met with the IMPACT (Instructional Media and Programming to Advance Collaboration and Teaching) Initiative instructional design team. Instructional designers provided education, training, and support to faculty for increased use of technology within their course. Four exemplars using Blackboard, videos, VoiceThread®, and Twitter® are described. Themes and “lessons learned” were developed from each of the exemplars. A model emerged for integrating technology into health professions curricula with an emphasis on engaging students in active, realistic, and social learning environments. This model demonstrates how technology can be integrated successfully into traditionally FTF health professions curricula to support learning outcomes essential for practice.
Comparing Student Assessments and Perceptions of Online and Face-to-Face Versions of an Introductory Linguistics Course
Authors: Johnson David , Palmer Chris C
Published: February 2017

This article examines the issue of whether linguistics is better suited for a face-to-face (F2F) environment than an online teaching environment. Specifically, it examines assessment scores and student perceptions of the effectiveness of an introductory linguistics course at an undergraduate state university that has been taught multiple times in both online and F2F modes. To study this issue data was collected about the types of students enrolled in either version of the course, including their GPAs and course grades. A survey with both closed- and open-ended questions was also used to ask students about their experiences and perceptions of the two environments. Students responded to questions on factors such as procrastination, engagement with socially sensitive discussion topics, preferences for discussion modality, and motivations for course enrollment. Results of the data problematize the notion that linguistics (and perhaps other disciplines) is equally suited for an online and F2F environment since students fare better academically and engage more with the F2F linguistics course. Results also show that students with higher GPAs gravitate toward F2F classes. Regarding the course itself, convenience is the primary category that students consistently noted as a reason for selecting the online linguistics course versus its F2F counterpart. Even so, results do show some effectiveness in treating linguistic content online. Suggestions and strategies are offered to further strengthen online delivery of linguistic material to overcome some of the structural hurdles presented by student enrollment patterns and (dis)engagement.
Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning
Authors: Hegeman Jennifer
Published: February 2017

Low retention rates in online freshman-level mathematics courses are a concern, especially at postsecondary institutions that serve academically unprepared students. The purpose of this study was to determine if student performance in an online College Algebra course that relies heavily on text-based multimedia tools can be improved by replacing publisher-generated educational resources with instructor-generated video lectures. The original online College Algebra course placed the publisher-generated educational resources in the role of content provider by enabling all publisher-generated learning aids within the online homework system and treating instructor-generated educational materials as supplemental resources. In contrast, the redesigned online College Algebra course enhanced the course instructor’s teaching presence by requiring students to complete instructor-generated guided note-taking sheets while watching instructor-generated video lectures, treating publisher-generated learning aids as supplemental resources by removing them from within the online homework system. Results indicate students who enrolled in a redesigned online College Algebra course that strategically placed the instructor in the role of content provider performed significantly better on both online and handwritten assessments than did students who enrolled in an online College Algebra course that placed the publisher-generated educational resources in that role.
The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap
Authors: Murphy Cheryl A. , Stewart John C.
Published: February 2017

Blended learning options vary and universities are exploring an assortment of instructional combinations, some involving video lectures as a replacement for face-to-face (f2f) lectures. This methodological study investigates the impact of the provision of lecture choice (online or f2f) on overall student achievement and course engagement. This research uses a within-group design to obtain baseline data on a single set of physics students (n=168), and investigates the impact of providing a lecture viewing choice (online, f2f) mid-semester on student achievement (tests, homework, and standardized conceptual evaluation scores), and course engagement (student lecture viewing, homework submissions, bonus project submissions, and note taking behaviors). The study reveals that the type of lecture does not serve to significantly impact overall student achievement or engagement. However, although recorded and f2f lectures demonstrate an overall educationally equivalent impact, students who elect a high level of recorded lecture use were significantly lower performing and less engaged before the option to watch recorded lectures was introduced and largely continued to be so after the option was introduced, but there was evidence of a reduction in achievement and engagement differences after the option is introduced. Therefore, results of this study suggest weaker performing students self-select higher levels of recorded lecture use, and the use of these video lectures may assist this specific group of students in closing the gap between themselves and students who were initially higher performing and more engaged.
Blended Learning at the Boundary: Designing a New Internship
Authors: Heckman Robert , Ã˜sterlund Carsten S. , Saltz Jeffrey
Published: February 2017

This paper explores how blended learning can enhance learning at the boundary between academia and industry, and make possible the design of a new kind of internship. Boundary theory proposes that socio-cultural discontinuities between different environments create opportunities for learning. Blended learning pedagogy makes it possible to make the boundary between the classroom and the work place more salient and continuous. We present principles for designing internships that leverage blended learning to exploit boundaries, and describe an internship program based on these principles. Finally, we reflect on what we have learned through two years experience offering the program to students and employers.
Book Review: Online, Blended, and Distance Education: Building Successful Programs in Schools
Authors: Roycroft Anne
Published: February 2017

Editors Tom Clark and Michael Barbour assemble an array of research and case studies from some of today’s leading scholars in digital learning in this user-friendly compilation. With over 30 years of experience in online learning research between them, Clark and Barbour’s wisdom is evident in their choices of contributors and themes. The book provides a greatly needed overview of research in online teaching and learning, which also shows that there is ample opportunity for investigation and innovation. Chapters on instructional design, technology infrastructure, and equitable access provide useful summaries for program planning, while the variety of case studies will no doubt trigger expanded investigation and future study.
The Nature of Parental Engagement at an Online Charter High School
Authors: Borup Jered , Stevens Mark A. , Hasler Waters Lisa
Published: February 2017

As enrollments in cyber charter schools grow, it becomes increasingly important to understand how parents engage in their students’ learning. Researchers have hypothesized that parental engagement is even more critical when online students learn from home, but few researchers have examined parents’ engagement behavior–especially parents of adolescent learners. In this case study we addressed this gap using parent and student interviews at a full-time online charter school. Our analysis of 19 interviews with 9 parents and 10 interviews with 10 students identified five primary types of parental engagement within this setting: (1) nurturing relationships and interactions, (2) advising and mentoring, (3) organizing, (4) monitoring and motivating student engagement, and (5) instructing. We also identified obstacles to effective parental engagement, and in this paper we discuss how programs can work with parents to foster more collaborative relationships.
Retention, Progression and the Taking of Online Courses
Authors: James Scott , Swan Karen , Daston Cassandra
Published: February 2017

Online learning continues to grow at post-secondary institutions across the United States, but many question its efficacy, especially for students most at-risk for failure. This paper engages that issue. It examines recent research on the success of community college students who take online classes and explores similar comparisons using 656,258 student records collected through the Predictive Analytics Reporting (PAR) Framework. In particular, the research investigated retention rates for students in three delivery mode groups — students taking only onground courses, students taking only online courses, and students taking some courses onground and some courses online at five primarily onground community colleges, five primarily onground four-year universities, and four primarily online institutions.

Results revealed that taking some online courses did not result in lower retention rates for students enrolled in primarily onground community colleges participating in the PAR Framework. Moreover, although retention rates were lower for such students taking only online courses than for similar students taking only onground or blending their courses, much of the difference could be explained by extraneous factors. Essentially no differences in retention between delivery mode groups were found for students enrolled in primarily onground four-year universities participating in the PAR Framework, while at participating primarily online institutions, students blending their courses had slightly better odds of being retained than students taking exclusively onground or exclusively online courses. No differences between the latter groups were found at these institutions.

Patterns of retention were similar regardless of gender across institutional categories, and were mostly similar regardless of Pell grant status with the exception of fully online students at traditional community colleges. Age, however, did differentially affect delivery mode effects. Older students taking only online courses were retained at higher rates than younger students taking only online courses at both primarily onground community colleges and primarily online institutions. The results suggest that, despite media reports to the contrary, taking online courses is not necessarily harmful to students’ chances of being retained, and may provide course-taking opportunities that otherwise might not be available, especially for nontraditional students.
Learning Analytics Methods, Benefits, and Challenges in Higher Education: A Systematic Literature Review
Authors: Nunn Sandra , Avella John T. , Kanai Therese , Kebritchi Mansureh
Published: February 2017

Higher education for the 21st century continues to promote discoveries in the field through learning analytics (LA). The problem is that the rapid embrace of of LA diverts educators’ attention from clearly identifying requirements and implications of using LA in higher education. LA is a promising emerging field, yet higher education stakeholders need to become further familiar with issues related to the use of LA in higher education. Few studies have synthesized previous studies to provide an overview of LA issues in higher education. To address the problem, a systemic literature review was conducted to provide an overview of methods, benefits, and challenges of using LA in higher education. The literature review revealed that LA uses various methods including visual data analysis techniques, social network analysis, semantic, and educational data mining including prediction, clustering, relationship mining, discovery with models, and separation of data for human judgment to analyze data. The benefits include targeted course offerings, curriculum development, student learning outcomes, behavior and process, personalized learning, improved instructor performance, post-educational employment opportunities, and enhanced research in the field of education. Challenges include issues related to data tracking, collection, evaluation, analysis; lack of connection to learning sciences; optimizing learning environments, and ethical and privacy issues. Such a comprehensive overview provides an integrative report for faculty, course developers, and administrators about methods, benefits, and challenges of LA so that they may apply LA more effectively to improve teaching and learning in higher education.
Analytics Research and Case Studies in Online Learning
Authors: Vignare Karen , Moskal Patsy
Published: February 2017

Introduction
Introduction to Section Two: MOOCs, Psychological Constructs, Communication Behaviors
Authors: Shea Peter
Published: February 2017

This issue of Online Learning also contains four articles outside the theme of learning analytics. This section contains papers investigating MOOCs, a comparison of anxiety levels and the “imposter phenomenon” between online and classroom students, and a qualitative analysis of information behaviors among online students.
Desired and Experienced Levels of Connectivity to an Asynchronous, Online, Distance Degree Program
Authors: Schroeder Shawnda , Baker Mary , Terras Katherine , Mahar Patti , Chiasson Karl
Published: February 2017

This study examined graduate students’ desired and experienced levels of connectivity in an online, asynchronous distance degree program. Graduate students enrolled in the Masters of Science in Special Education distance degree program at a Midwest university were surveyed on both desired and experienced connectivity to their program, students, instructors, and advisors. Overall, student’s desired and experienced high connectivity to the program, their advisors, and their instructors; experiencing and wanting less connectivity to their fellow students. Specifically, three significant findings were noted: (1) students wanted high connectivity overall, with greatest connectivity desired with advisors and less connectivity wanted with other students; (2) there was variation among age cohorts and wanted connectivity with peers, advisors, instructors, and the program with statistically significant differences with regard to instructors, and other students; and (3) students experienced high connectivity. The relationships between graduate online learners and their instructors and advisors were correlated with the level of connectivity students experienced with their program. It was not as important to foster high connectivity among peers in the online learning environment. Further study should compare desired and wanted connectivity between departments, and across other universities to determine variables that may influence connectivity, and to identify best practices.
Assessing Readiness for Online Education — Research Models for Identifying Students at Risk
Authors: Wladis Claire , Conway Katherine M. , Hachey Alyse C.
Published: February 2017

This study explored the interaction between student characteristics and the online environment in predicting course performance and subsequent college persistence among students in a large urban U.S. university system. Multilevel modeling, propensity score matching, and the KHB decomposition method were used. The most consistent pattern observed was that native-born students were at greater risk online than foreign-born students, relative to their face-to-face outcomes. Having a child under 6 years of age also interacted with the online medium to predict lower rates of successful course completion online than would be expected based on face-to-face outcomes. In addition, while students enrolled in online courses were more likely to drop out of college, online course outcomes had no direct effect on college persistence; rather other characteristics seemed to make students simultaneously both more likely to enroll online and to drop out of college.