bluuebunny/crossref_metadata_2025 huggingface dataset:
ANALISA VARIABEL-VARIABEL YANG MEMPENGARUHI PROFITABILITY NET MARGIN
Authors: Diniarti Sri
Published: February 2017

This research is an explanatory research, because it explaining about the relationship among the hypnotized variables. This research aims to knowing about the relationship and the influence between the accounts, location to the other bank, and loans to the net margin in Bank Jatim Madiun. The results are between accounts to net margin has positive relationship, between location to another bank to net margin has negative relationship, and between loans to net margin has positive relationship. Together, the variables have strong enough relationship to net margin, it showing by coefficient of determination value is 0,956, it means that the value close to 1. So, 4,4% of Profitability Net Margin influenced by the others variables.The method of research was by using field research that including observation, interview and library research.The analyzing data method was by using Multiple Regression Analysis, Correlation Analysis, and Coefficient of Determination Analysis.
PENGARUH STRUKTUR KEPEMILIKAN, STRATEGI DIVERSIFIKASI, LEVERAGE, FAKTOR INTERN DAN FAKTOR EKSTERN TERHADAP NILAI PERUSAHAAN (Studi Empirik Pada Perusahaan Manufaktur Dan Non Manufaktur Di Bursa Efek Jakarta)
Authors: Sujoko Sujoko
Published: February 2017

The main objective of the study is to examine the impact of ownership structure, diversification strategy, leverage, external factor, internal factor on the value of the firms in Jakarta Stock Exchange. It is argued that unlike the agency problem of advanced stock market, the agency problem in the Jakarta Stock Exchange is the divergence of interest between the minority holders and majority holders. This is because the Jakarta Stock Exchange is characterized, among other things, by the domination of large shareholders. The hypotheses are: (1) there are the impact of ownership structure, external factor, and internal factor on diversification strategy, (2) there are the impact of ownership structure, external factor, internal factor, and diversification strategy on leverage, (3) there are the impact of ownership structur, external factor, internal factor, leverage ,diversification strategy on value of the firm. This study is to examine Agency Theory, Jensen and Meckling (1976), Pecking Order Theory, Myers (1984), Trade Off Model and Signaling Theory (1979). Population in this study are public company listed in Jakarta Stock Exchange  during 2000 – 2004. As many as 134  firms listed in Jakarta Stock Exchange were taken as a sample using a purposive sampling method.The data were then analyzed by the structural equation modeling ( SEM) analysis, using the AMOS Program version 4.01.The results of this study show that (1) there are the impact of ownership structure, external factor, internal factor on diversification strategy, (2) there are the impact of ownership structure, diversification, external factor, internal factor on leverage,(3)there are the impact of ownership structure, external factor, internal factor, leverage, diversification on value  of the  firm. The result of the study does not support the Agency Theory, from Jensen and Meckling (1976), but the result of the study  supports  Pecking Order Theory from  Myers (1984),  Trade off model and Signaling Theory from Battacharya (1979). The result of the study is hoped to contribute theoretically and practically.Theoritical contribution is bounded to examine the Agency Theory from Jensen and Meckling (1976), Pecking Order Theory from Myers (1984), Trade off model and Signaling Theory from Battacharya (1979). The result of the study to indicate that  practice public company in Indonesia is not concern with Agency Theory from Jensen and Meckling (1976). The result of the study indicates that Pecking Order Theory from Myers (1984). Trade Off Model and Signaling Theory from Battacharya,(1979) are concerned with the practice public company in Indonesia.
PERBEDAAN KEPUTUSAN MAHASISWA DALAM MEMILIH STIE DI JAWA TIMUR
Authors: Handayani Nur
Published: February 2017

This research aim is to know the factors which influence student in selecting STIE in east java and to know factor differences which influence student’s decision in selecting STIESIA Surabaya,STIE Perbanas and STIE Malangkucecwara.This research population is college student in the second semester of 2003/2004. Data analysis technique uses .factor analysis and discriminant analysis. Factor analysis result indicates that proposed hypothesis is can not be rejected or there are several factors which influence the student’s decision differences in  selecting STIE (13 variables in 12 .factors).  Discriminant analysis result indicates that the variables which are differenciate the decision. The variables are divided in two factors, which are internal factor and eksternal  factor. Internal  factor consists of (1) reguler learning system, (2) school  fee credit, while eksternal factor consists of (I) health facility, clean environment and (3) boarding house location.
ANALISA FAKTOR-FAKTOR YANG MEMPENGARUHI KONSUMEN MEMBELI DI HERO PASAR SWALAYAN SURABAYA
Authors: Yud Padmono Yazid
Published: February 2017

This research is aimed at finding out factors that influence custemers buy in Hero Super Market. Some conclusion from the research result are: (1). Results of correlation matrix indicate relations among vatriables in the population.I can be seen from value of barlett’s test of spherity as many as 2298.599 and value of Kaiser-Mayer-Olhin o,601. It means analysis of significant factor to analyze the matrix correlation,because its value > 0,50. (2).Results of  factor analyses indicate cumulative petrcentage as much as 60.10 %, it shows that the research is able to explain factors that influence attitudes of consumers indeciding to  buy in Hero Super Market  Surabaya, while the remaining 39.90 % influenced by others factors. (3).Through rotation by way of using factor analysis from 26 variables summarized into 22 variables and classified into 9 component or core factor.
PENGARUH KOMPENSASI, MOTIVASI DAN KEPUASAN KERJA TERHADAP KELUAR MASUK PEGAWAI (LABOUR TURNOVER) PADA PT. ASURANSI ABC SURABAYA
Authors: Soekiman J.F.X Susanto
Published: February 2017

The research oberves the effects of compensation, motivation, and woriking satisfaction toward the labour turnover in PT Asuransi ABC Surabaya.The results are known that (1) the coeficien correlation value (R) from linier regression is 0.882, meaning correlation between dependent & independent variables is trong at 88,2 %; (2) the value of coeficien determination square (R2) is 0.778, meaning 77.8 % of labour turnover variations are influenced by three variables i.e. : compensation variable (X1), motivation (X2), and working satisfaction (X3); (3) the rest value 22.2 % is known that labour turnover is PT Asuransi ABC Surabaya is influenced by ather independent variable. So, there are simultaneous and partial effects from dependent variable toward independent variable.
PENGARUH SISTEM PENGENDALIAN ANGGARAN BIAYA TERHADAP KINERJA MANAJER PERUSAHAAN KELAPA SAWIT DI PROPINSI KALIMANTAN SELATAN
Authors: Wahyu Sapto Rini Wahyu Sapto Rini
Published: February 2017

This reserch’s target to know the level of system variable operation of budget which consist of compilation of program (X1), compilation of budget (X2), execution and measurement (X3), analysis and reporting (X4), clarity of budget and target(X5), and the difficulty level of budget (X6) to performance of manager measured with story; level efficiency of manager through eight evaluation criterion; planning, investigation of, coordination, election of staff, negotiation, representative, evaluation and observation.Analysis technique used to know the level of influence of system operation of budget which consist of six variabels to manager performance used doubled linear regression analysis. This research’s result succed to support the hypothesis, that is (X1), (X2), (X3), (X4), (X5), and (X6) by simultan have influence to manager performance. This matter means model of regression used in this research is good to progressively explain variation in manager performance. While conducted examination to second hypothesis giving result supporting the hypothesis. The result indicate that compilation of six variables have influence to manager performance by parsial.To be more improve manager performance, management should be more pay attention to manager participation level in course of compilation of budget, considering  this variable is biggest of influence to  manager performance, so that manager will be more productive because owning opportunity to develop the ability in the field of budgeting. Although contribution influence of clarity of budget target to variation in small manager performance relative, but to be more improve manager performance by top management remain to pay attention budget can always comprehend and presented detailedly, so that not generate difference of perception among executors of budget.
PENGARUH KARAKTERISTIK KUALITATIF LAPORAN KEUANGAN TERHADAP PENGGUNAANNYA DALAM PENGAMBILAN KEPUTUSAN KREDIT BANK UMUM DI BANJARMASIN
Authors: Rusmanto Rusmanto
Published: February 2017

This research objective is to know the influence of company’s qualitative characteristics of financial statement and its usage for public banks in Banjarmasin to give credit approval. Population in this research are 32 companies which accept credit firm banks with minimum credit amount of Rp. 500.000.000 and with working capital during 2004 to 2005 in 12 banks in Banjarmasin. And the respondents, taken with simple random sampling method, are credit analists or superintendents who are competent in giving a credit decision. And the results indicate that company’s qualitative characteristics of financial statement which are comprehensive (X1), relevant (X2), reliable (X3), and comparative (X4) simultaneously have positive effect (about 64,01%) for public banks in Banjarmasin in considering a credit approval.
MICROFRANCHISING MICROLEARNING CENTERS: A SUSTAINABLE MODEL FOR EXPANDING THE RIGHT TO EDUCATION IN DEVELOPING COUNTRIES?
Authors: Ivins Tiffany Zenith
Published: February 2017

While availability of information and access to it enables education in developing countries, information alone does not secure transmission of knowledge – especially to remote learners in low-tech, infrastructure-poor communities. For this reason, 21st century distance education tools require innovative mechanisms for reaching the hardest-to-reach learners. This paper explores a specific case study from Nepal as a means for illuminating the possibility for expanding the right to education in developing countries through an innovative approach: the microfranchising of microlearning centers.
THE DEVELOPMENT OF A COMMUNITY OF INQUIRY OVER TIME IN AN ONLINE COURSE: UNDERSTANDING THE PROGRESSION AND INTEGRATION OF SOCIAL, COGNITIVE AND TEACHING PRESENCE
Authors: Akyol Zehra , Garrison D. Randy
Published: February 2017

The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied in order to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students’ perceived learning and satisfaction in the course.
The Road Not Taken: The Divergence of Corporate and Academic Web Instruction
Authors: Ubell Robert N
Published: February 2017

Although corporate elearning and academic online education have evolved along different paths, each reaches approximately 25% of its respective market. Because they have different philosophies and methods, the two fields will never completely merge, yet each may learn from the other.
Skepticism to Success: Meeting Critical Workforce Needs Through Innovation and Collaboration
Authors: Anderson Margaret , Maier Linda , Shepard Michael
Published: February 2017

Health science degrees are in increasing demand at community and technical colleges and have traditionally been challenging to integrate into an asynchronous model. In an effort to meet workforce demand and the needs of working or place-bound students, Whatcom Community College developed an online version of their existing face-to-face Physical Therapist Assistant program in 2006. This program has been successful in meeting a diverse range of needs and interests through innovation, partnerships and use of technology. The program has been recognized nationally by the National Council of Instructional Administrators for Community College Exemplary Initiatives in 2009 and was also recognized statewide with the Washington State 2008 Governor’s Award for Workforce Best Practices. The online Physical Therapist Assistant program has served as a model for the development of other lab-based health science degrees at Whatcom Community College (WCC). Faculty provide leadership to both the WCC campus and community colleges statewide. This article will describe research studies that support the program’s practices and will include the story of how the program successfully developed despite faculty and professional community skepticism.
A Synthesis of Sloan-C Effective Practices, November 2010
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 November 2010. The synthesis includes links to the provider institutions and to detailed postings about practices.
Faculty Development: A Stage Model Matched to Blended Learning Maturation
Authors: Fetters Michael L. , Duby Tova Garcia
Published: February 2017

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.
Blended Environments: Learning Effectiveness and Student Satisfaction at a Small College in Transition
Authors: Banerjee Gouri
Published: February 2017

As higher education moves increasingly to blended and fully online environments, smaller institutions often ask whether this is a desirable trend. They face many challenges in transforming their largely face-to-face didactic teaching traditions to the technology mediated learning environments. Learning effectiveness and student satisfaction are seen to be decisive in whether blended environments are a positive development or not. Using survey data from a liberal arts and sciences institution, we show that student satisfaction with blended learning depends largely on the challenges presented by the subject matter, the degree to which self-directed learning and problem solving are required, and the effectiveness of the chosen pedagogies by which face-to-face and online methods are combined. Blended environments that provide multiple modalities for learning, significant interactivity, familiar technologies, and sustained connections with teachers and peers are preferred by increasing numbers of students in this institution. Although many students and faculty remain skeptical about blended learning, there are others who are very satisfied learners.
Blending at Small Colleges: Challenges and Solutions
Authors: Liu Ying-Hsiu , Tourtellott Mark
Published: February 2017

The implementation of blended accelerated learning programs or courses requires a systematic approach, not just the addition of new technologies. Small colleges face challenges when they move toward blended learning because of already-constrained resources. In this article, we will survey issues faced by small colleges in moving to blended learning, document a case on how a small private college (student enrollment less than 3,000) implemented a blended accelerated learning program, and recommendations for small colleges looking to move toward a similar direction.
Using Text Mining to Characterize Online Discussion Facilitation
Authors: Ming Norma , Baumer Eric P.S.
Published: February 2017

Facilitating class discussions effectively is a critical yet challenging component of instruction, particularly in online environments where student and faculty interaction is limited. Our goals in this research were to identify facilitation strategies that encourage productive discussion, and to explore text mining techniques that can help discover meaningful patterns in the discussions more efficiently. Based on a close reading of selected discussion threads from online undergraduate science classes, we observed a variety of facilitation strategies associated with discussion quality. These observations informed our selection of a larger dataset of discussion threads to analyze via text mining techniques. Using latent semantic analysis to produce topic models of the content of the discussions, we constructed visualizations of the topical and temporal development of those discussions among students and faculty. These visualizations revealed patterns that appeared to correspond with specific facilitation styles and with the extent to which discussions remained focused on particular topics. From a case study focusing on six of these discussions, we documented distinct patterns in the types of facilitation strategies employed and the character of the discussions that followed. In our conclusion, we discuss potential applications of these analytical techniques for helping students, faculty, and faculty developers become more aware of their participation and influence in online discussions, thereby improving their value as a learning environment.
HOW ONLINE FACULTY IMPROVE STUDENT LEARNING PRODUCTIVITY
Authors: Meyer Katrina A. , McNeal Larry
Published: February 2017

Ten experienced online faculty were interviewed to elicit examples of how they improved student learning productivity in their online courses. The ten faculty represented nine different states, 13 different fields or disciplines, and all were tenured or tenure-track at master’s or doctoral level higher education institutions. Based on a thematic analysis of the examples given, improvement in student learning occurred by 1) increasing student access to content, 2) changing the role of faculty (which had two parts: increasing access to and changing faculty roles), 3) increasing interaction with students, 4) emphasizing student effort (including use of experiential learning, group work, learning to learn, and feedback), 5) connecting to the “real world,” and 6) focusing on time. These findings suggest that faculty can and do find ways to use different tools in different ways to improve student learning productivity.
Teacher Professional Development in the Amazon Region: Strategies to Create Successful Learning Communities
Authors: Teles Lucio , Coutinho Laura Maria
Published: February 2017

The Faculty of Education, University of Brasilia, implemented an online undergraduate degree program for classroom teachers (student-teacher) who have not yet completed their studies. There are 1501 classroom teachers in the Brazilian state of Acre, bordering Peru and Bolivia, who have completed only high school. However, a new directive from the Ministry of Education makes it mandatory to have a degree in education to be a classroom teacher. A mixed program combining online work with face-to-face meetings was implemented to address this need. The first group with a total of 810 teachers began the program in 2007 and graduated in April 2010. The dropout rate was very low, at 5.5%. A collaborative learning strategy was used to create learning communities and to bridge the various schools, regions and ethnic groups allowing participants to feel integrated despite distance, cultural diversity, language, and religion. To conduct this research we collected data from observations in teacher meetings, online discussions and participants´ Reflective Diary, a diary written by each teacher throughout the program. Here we discuss the challenges found in implementation of the project and the strategies used to create learning communities.
IMPROVING INSTRUCTOR RESPONSE TO STUDENT E-MAILS USING TEMPLATE AND REMINDER INTERVENTIONS
Authors: Elbeck Matthew , Song Minjung
Published: February 2017

Student e-mails without the student’s name, message, file attachment, etc may impede a timely and thorough instructor response. To help resolve this issue, we apply template and reminder interventions to improve student e-mail format defined as the degree of agreement between a student’s e-mail format and an instructor provided template. A pilot study (Study 1) employing a sample of 36 online undergraduate marketing students concluded that instructor supplied e-mail format template significantly improved student e-mail format. Additional refinements were examined in Study 2 to test three instruction formats (verbal, separated graphic and verbal, and integrated graphic and verbal) and two levels of instruction reminders (once and three times) using a sample of 78 online undergraduate marketing students. Results show that integrated graphic and verbal instructions, and independently, reminder announcements improve student e-mail format. Results from the two studies are discussed in terms of pedagogical benefits for the marketing educator.
Assessment of Individual Student Performance in Online Team Projects
Authors: Alden Jay
Published: February 2017

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment
Enhancing online distance education in small rural US schools: a hybrid, learner-centred model
Authors: De la Varre Claire , Keane Julie , Irvin Matt
Published: February 2017

Online distance education (ODE) is widely acknowledged to have the potential to deliver an individualised, learner-focused educational experience that facilitates the communicative and collaborative skills needed by the twenty-first-century workforce for lifelong and independent learning.
Using Voice Boards: pedagogical design, technological implementation, evaluation and reflections
Authors: Yaneske Elizabeth , Oates Briony
Published: February 2017

A Voice Board (VB) is an asynchronous audio discussion forum. This paper discusses the use of the VB produced by Wimba, a company providing collaborative learning software for education. The Wimba VB allows users to record and post audio, audio and text, and text-only messages without requiring additional software or knowledge of complex audio editing tools.
Faculty Development for E-Learning: A Multi-Campus Community of Practice (COP) Approach
Authors: Reilly Janet , Vandenhouten Christine , Gallagher-Lepak Susan , Ralston-Berg Penny
Published: February 2017

Faculty development is a critical process, enabling instructors to remain abreast of new discipline specific content and innovations in the scholarship of teaching and learning. The explosion of online higher education and unbounded advances in technology provide examples and rationale for why faculty development for e-learning is needed. Literature on faculty development and e-learning is reviewed and a multi-campus faculty development program using distance technology and a community of practice model for nursing educators will be described. Successful strategies, barriers and an evaluation of the multi-campus faculty development model experience will be presented in a format that allows for replication across disciplines.
Writing Professor as Adult Learner: An Autoethnography of Online Professional Development
Authors: Henning Teresa Beth
Published: February 2017

This paper is an autoethnography of the author’s experiences taking a six-week, asynchronous, online, faculty development class for educators at the secondary and postsecondary levels. Using narrative inquiry, the author details her learning and the ways her experiences support adult learning theory. Implications of this research suggests that adult learning theory should also be applied to faculty development experiences because teachers are more likely to benefit from online faculty development if they are given the opportunity to direct the course of their development to suit their own needs.
Learning Analytics: A Case Study of the Process of Design of Visualizations
Authors: Olmos Martin , Corrin Linda
Published: February 2017

The ability to visualize student engagement and experience data provides valuable opportunities for learning support and curriculum design. With the rise of the use of learning analytics to provide “actionable intelligence” [1] on students’ learning, the challenge is to create visualisations of the data which are clear and useful to the intended audience. This process of finding the best way to visually represent data is often iterative, with many different designs being trialled before the final design is settled upon. This paper presents a case study of the process of refining a visualization of students’ learning experience data. In this case the aim was to create a visual representation of the continuity of care students were exposed to during a longitudinal placement as part of a medical degree. The process of visualization refinement is outlined as well as the lessons learnt along the way.
Multidimensional Assessment of Blended Learning: Maximizing Program Effectiveness Based on Faculty and Student Feedback
Authors: Calderon Orly , Ginsberg Amy Patraka , Ciabocchi Liz
Published: February 2017

Faculty and student feedback on blended courses is instrumental to improving blended courses and programs. The purpose of this article is to describe the process and results of blended learning outcome assessment at a large, multi-campus, private university. The outcome measures used in this assessment were developed in the context of current literature about best practice in assessment of blended learning and were designed to gather feedback from faculty and students on multiple aspects of the blended courses. The results suggest that overall, students and faculty were satisfied with the blended courses. The sufficiency of the university’s resources for blended learning emerged as the strongest predictor of student satisfaction. Faculty rated their blended courses high in terms of course organization, but low in terms of the availability of resources and information about on-line learning and the quality of pedagogy in blended instruction. This university has found great value in the use of student and faculty feedback toward the improvement of blended courses and programs. An emphasis has been placed on providing additional resources, making the available resources more accessible and offering faculty development and training in online and blended pedagogy.
BRINGING LIFE TO LEARNING: IMMERSIVE EXPERIENTIAL LEARNING SIMULATIONS FOR ONLINE AND BLENDED COURSES
Authors: Watkins Michael , Beckem II John M.
Published: February 2017

In order to keep pace with today’s networked society, Higher Education instructors face the daunting challenge of integrating new technologies into their courses. This imperative is driven by the need to create engaging content for today’s learner and to better prepare students with the skills that they will need after graduation to achieve success in the 21st Century workplace. At the same time, these online learning tools must both support the needs of instructors and help institutions to achieve greater long term sustainability.

Of the emerging online social tools, rich media immersive learning simulations that enable “learning by doing” have achieved widespread adoption in a relatively short period of time and are now demonstrating exciting results. Building upon the ancient Confucian wisdom, “What I hear, I forget; What I see, I remember; What I do, I understand,” these experiential learning tools have become an important asset within a growing number of online and blended learning courses.

In this paper, we will share results of a pilot deployment of experiential immersive simulations within the course, "Diversity in the Workplace,” as part of the business program at the State University of New York (SUNY) Empire State College. This course, completed in March 2012, was taught by Dr. John Beckem and taken by two cohorts of undergraduate students. Results show this approach was effective in achieving improved subject matter retention and student success as demonstrated by outcomes of the in-class assignments and Exit Surveys.
Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Algebra 1 Course
Authors: Bissell Ahrash N
Published: February 2017

The question we face is whether technology in general, and OER in particular, might offer some solutions for improving math scores across the nation.
U-PACE INSTRUCTION: IMPROVING STUDENT SUCCESS BY INTEGRATING CONTENT MASTERY AND AMPLIFIED ASSISTANCE
Authors: Reddy Diane M. , Fleming Raymond , Pedrick Laura E. , Jirovec Danielle L. , Pfeiffer Heidi M. , Ports Katie A. , Barnack-Tavlaris Jessica L. , Helion Alicia M. , Swain Rodney A.
Published: February 2017

U-Pace, an instructional intervention, has potential for widespread implementation because student behavior recorded in any learning management system is used by U-Pace instructors to tailor coaching of student learning based on students’ strengths and motivations. U-Pace utilizes an online learning environment to integrate content mastery with Amplified Assistance (instructor-initiated, individually tailored feedback on concepts not yet mastered and constructive support that every student receives via email weekly or more often as needed). Evaluation findings for U-Pace instruction revealed that compared to conventional, face-to-face instruction, U-Pace instruction was associated with greater academic success for all students and reductions in the achievement gap for “disadvantaged” students. Additionally, “disadvantaged” U-Pace students showed improvements in the rate of content mastery and intrinsic motivation. Consistent with these indicators of improvement in self-regulated learning skills, U-Pace students reported greater improvements in their time management and study skills, greater control over their learning and a greater sense of achievement than conventionally-taught students. The convergence of findings from student reports, performance measures recorded within the learning management system, and objectively determined grades suggests U-Pace instruction holds promise for higher education.
Social and Student Engagement and Support: The Sloan-C Quality Scorecard for the Administration of Online Programs
Authors: Moore Janet C. , Shelton Kaye
Published: February 2017

As combinations of place-based, blended and fully online education proliferate, so do options for support and services. Regional accreditors provide criteria for student support. Aligning with regional criteria, the Sloan-C Quality Scorecard for the Administration of Online Programs is a useful way for institutions to measure and compare the quality of social and student engagement and support. The Scorecard aids quality efforts in institutional strategic planning, compliance reporting, and internal and external evaluation. Focusing on two of the nine categories of quality indicators—Social and Student Engagement and Student Support—this paper illustrates some ways institutions can meet Scorecard indicators while complementing regional accreditation guidelines.
Creating Open Education Resources for Teaching and Community Development through Action Research: An Overview of the Makerere AgShare Project
Authors: Kaneene John B. , Ssajjakambwe Paul , Kisaka Stevens , Miller RoseAnn , Kabasa John D.
Published: February 2017

The AgShare Phase I Program, conducted at Makerere University, Kampala, Uganda, was created to create open education resources for teaching and community development through action research. The study was conducted by an interdisciplinary team of investigators from fields of veterinary medicine and agri-business. Two Master of Science students conducted dairy value chain action research that produced case materials that were used to create OER course modules (milk hygiene and marketing modules), and design interventions that would improve milk production, quality and safety, reduce milk spoilage, increase prices received by farmers, and support on-farm processing of yogurt and other dairy products. This research was used in partial fulfillment of the requirement for the Master’s degree in Livestock Development, Planning and Management (MLD) and the Master’s degree in Agri-business Management (M Agbus Mgt) by these students. The conceptual design, implementation, monitoring, and impacts of action research on teaching, students learning, and the dairy industry are discussed in detail.
Designing Online Courses for Screen Reader Users
Authors: Kearns Lorna R. , Frey Barbara A. , McMorland Gabriel
Published: February 2017

A review of multiple online courses at one institution was conducted by a skilled screen reader user for the purpose of assessing the extent to which the courses were navigable and understandable to online students using assistive technologies. This paper identifies features of online courses that may present problems for screen reader users and recommends solutions to address those problems. The following two overarching recommendations are suggested and elaborated: 1) Just as a roadmap assists drivers in navigating unfamiliar terrain, principles of clarity, consistency, and organization should be applied to the design of online courses to orient students to the virtual learning environment. 2) Web pages and course documents should make effective use of metadata, i.e., machine-understandable information about computer-based content, in order for course material to be accurately understood by students using a screen reader.
MEASURING THE COMMUNITY IN ONLINE CLASSES
Authors: Rubin Beth
Published: February 2017

The paper addresses individual and group level phenomena in online classes, and proposes both theoretical and empirical approaches to examining them, following the example of organizational climate. It applies the concepts to the Community of Inquiry (CoI) model and develops a theory of composition for teaching presence, social presence and cognitive presence that relates isomorphic constructs at the individual and the class levels. Hypotheses are made about the agreement among students on survey questions that are used to measure individual perceptions of the three presences of the CoI, and tested through a set of statistics designed to measure the extent to which shared perceptions of these presences exist within classes.
AN ANALYSIS OF THE RESEARCH ON FACULTY DEVELOPMENT FOR ONLINE TEACHING AND IDENTIFICATION OF NEW DIRECTIONS
Authors: Meyer Katrina A.
Published: February 2017

This article presents the results of an extensive review of the published literature on faculty development for online teaching. This review included 68 articles and five books, which were reviewed to identify elements of the training and the findings (e.g., theoretical bases, training aims and organization, content of training, nature of sample (number and type of participants), outcome measures used). The emphasis was not on the recommendations of the authors, but the methods of arriving at the findings. The review produced seven insights, from the importance of basing faculty development on theory, the frequency of publications that present models of faculty development for online teaching, the need to disentangle treatments, the need for rigorous evaluations, and the importance of considering individual faculty differences, designing and evaluating faculty development with specific outcome measures, and considering cost (either cost-efficiency or cost-effectiveness) when evaluating faculty development programs.
Khan Academy: The Illusion of Understanding
Authors: Schwartz Marc
Published: February 2017

This paper examines the ongoing challenge of defining what learning means from the perspective of the cognitive and learning sciences especially as it unfolds in on-line environments. To better define learning as well as offer guiding principles, the paper uses Khan Academy as an example of what some high profile individuals like Bill Gates are claiming to be the future of education. I offer five guiding observations that provide a structure for understanding the learning process and apply them to Khan Academy as a means of revealing what amounts to what I call the illusion of understanding and to replace that view of with a more authentic understanding of the learning process and the means to achieve it.
BUILDING A FOUNDATION FOR SUCCESS THROUGH STUDENT SERVICES FOR ONLINE LEARNERS
Authors: Newberry Ruth
Published: February 2017

Retaining students in distance education programs requires institutions to field a strategically aligned, cross-unit team able to provide streamlined and effective services to online learners throughout the student’s academic lifespan (applicant to alumni). If any team member drops the ball during interaction with the online student, the online student becomes frustrated or distracted, and the student’s retention is jeopardized. In a highly competitive marketplace in which students have a “universe of opportunities” for how and where they obtain their education and advance their careers, attracting and retaining students is crucial to traditional institutions like Duquesne University’s ability to remain competitive in the online education marketplace space. Driven by its mission and Spiritan tradition of “serving God by serving students,” Duquesne University is fully committed to student success for all students. Having recently committed to formalizing its online education offerings at the graduate level through the creation of an Online Campus entity to bring strategic planning, oversight, resources, and support to students, the Online Campus Director initiated an examination of the services necessary for online students to be successful learners. As Duquesne found out, retaining online students goes beyond offering “equivalent” services to online learners; it requires a holistic and networked approach that leverages existing technologies and an institutional commitment to its online learners, or what the authors have designed as the C.O.M.F.O.R.T. model.
ARE WE WHO WE THINK WE ARE? EPORTFOLIOS AS A TOOL FOR CURRICULUM REDESIGN
Authors: Matthews-DeNatale Gail
Published: February 2017

This promising practice focuses on the use of ePortfolios for formative assessment in the redesign and development of academic degree programs. The practice aligns with the Connect to Learning (C2L) Design Principles of Inquiry, Reflection, and Integration (IRI), which are nested within C2L’s “Catalyst for Learning” model for successful ePortfolio implementation. In 2011 Northeastern instituted an ePortfolio requirement for students enrolled in the university's Master of Education program. Systematic review of student ePortfolios as a collection informed planning for a 2012 Masters program redesign that began implementation in fall 2013. This redesign includes the articulation of a program vision, program- and concentration-level outcomes, course map with signature assignments designed to evidence outcomes, ePortfolio curricular integration, and shared foundational courses across four concentrations. The program redesign is intended to improve the integration of theory with professional practice; enhance the connection between academic and workplace-based learning; increase value for students in the portfolio development process; create greater outcomes transparency for faculty and students; and support ongoing improvement of the program.
A Study of Personal Information Management Strategies for Online Faculty
Authors: Kearns Lorna R. , Frey Barbara A. , Tomer Christinger , Alman Susan
Published: February 2017

The literature suggests that personal information management is a serious challenge for many computer users. Online faculty are especially challenged because of the large number of electronic files necessitated by teaching online. Those who have experience in this environment may offer valuable insights regarding information management challenges and practices. Faculty who teach online courses as part of the WISE (Web-based Information Science Education) Consortium responded to a survey that questioned the ways they manage email, computer desktop, Web-based information and learning management systems. The authors concluded that “filter failure” rather than information overload is the key issue in information management. The study concludes with a list of recommendations for faculty to manage their personal information.
A Confirmatory Factor Analysis of Teaching Presence Within Online Professional Development
Authors: Miller Melinda G. , Hahs-Vaughn Debbie L. , Zygouris-Coe Vicky
Published: February 2017

The Community of Inquiry model provides a framework for recognizing and evaluating interpersonal behaviors in online educational settings. One of its three components, teaching presence, describes behaviors that are under the auspices of the online instructor. By examining behaviors through the theoretical lens provided by teaching presence, and by measuring them with the Teaching Presence Scale (TPS), it may be possible to better understand the most effectively online instruction practices. The purpose of the study was to confirm the factor composition of TPS in an online professional development course and to determine the relationship between teaching presence and student satisfaction. Participants (n = 718) were in-service educators enrolled in online professional development. Confirmatory factor analysis results provided strongest support for a three-factor TPA model using 17 of the 28 original TPS items and evidence of a strong relationship between TPS and student satisfaction. The implications for practice center primarily on how enhanced knowledge of teaching presence may be used to develop instructor/facilitators as online educators of adults. It is important that such instructors have a solid knowledge base in their field, as well as knowledge and experience with andragogy.
Comparing Student Performance in Online and Face-to-face Delivery Modalities
Authors: Helms Jeffrey L
Published: February 2017

The purpose of the research was to compare student performance in an online or face-to-face (F2F) required Psychology course on three distinct sets of variables (i.e., pre-course, course, and post-course variables). Analyses revealed mixed significant and nonsignificant results. Students did not differ in terms of such variables as hours transferred to the university from prior schools, total hours earned toward their degrees, and number of hours currently attempted. However, online students had significantly lower grade point averages, missed significantly more grade opportunities, and were significantly more likely to fail the course compared to their F2F counterparts. These and other results are discussed in relation to potentially developing a different lens through which to view student performance in online courses.
Teaching Presence: Co-Creating a Multi-National Online Learning Community in an Asynchronous Classroom
Authors: Dzubinski Leanne
Published: February 2017

The pace of globalization coupled with growing institutional pursuit of online education means that online classes are increasingly composed of a multi-national, multi-ethnic, and multi-cultural student body. Teaching presence, which is the ability to structure the class, create the social environment, give instruction, and assess student work, is the basis for creating a community of inquiry in an online class where successful learning can occur. However, little is known about effective teaching presence in a multinational classroom. The purpose of this study was to examine my own efforts to co-create a social context in an online classroom that was welcoming and supportive to an extremely diverse student population enrolled in a graduate research methods course. Findings show that building student confidence, affirming student voice, and the strategic use of groups help create a climate of safety. Effective instructor techniques include setting up the class, having ongoing public and private interaction with students, giving effective feedback, and recognizing and valuing cultural differences
The Role of Enrollment Choice in Online Education: Course Selection Rationale and Course Difficulty as Factors Affecting Retention
Authors: Wladis Claire , Conway Katherine Wladis, c/o Katherine , Hachey Alyse C.
Published: February 2017

There is well-documented evidence that online retention rates are lower than face-to-face retention rates; however, most past research on online retention focuses on student characteristics, with little knowledge existing on the impact of course type. This study uses a matched sample of 2,330 students at a large urban community college to analyze two key course-level factors which may be impacting online retention: the student’s reason for taking the course (as an elective or a requirement) and course difficulty level. The results of this study indicate that the online modality increases dropout risk in courses that are taken as an elective or distributional requirement, particularly for lower-level courses. The findings suggest that in the online environment, the student’s reason for course enrollment may be considered a risk indicator and that focused learner support targeted at particular course types may be needed to increase online persistence and retention.
Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework
Authors: Vandenhouten Christine Lynn , Lepak Susan Gallagher , Reilly Janet , Berg Penny Ralston
Published: February 2017

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E-learning requires greater collaboration among team members and use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. Collaboration is a key component in creating quality E-learning. Effective collaboration requires faculty to understand various roles (e.g., instructional designers, multimedia specialists), and activities involved in e-learning as well as how professionals in different roles work together. This article discusses the use of an E-Learning framework and development of a survey based on the framework’s dimensions as two strategies to broaden faculty understanding of E-Learning collaboration. The survey was used to expose faculty across five Midwestern campuses to all dimensions of E-learning including areas such as management, ethics, and interface design.