bluuebunny/crossref_metadata_2025_split huggingface dataset:
Keeping Online Asynchronous Discussions on Topic
Authors: Beaudin Bart P. 
Published: March 2019

The purpose of this research was to identify various techniques recommended and used by online instructors for keeping online learners on topic during asynchronous discussion and to identify what factors affected selection. A thirty-seven item online questionnaire was developed and completed by 135 online instructors subscribing to an international distance education listserv. Thirteen techniques for keeping online asynchronous learners on topic were rated using a sixpoint Likert scale. The results of the study showed that online instructors rated the following as the top four techniques for keeping asynchronous online discussion on topic: 1) Carefully design questions that specifically elicit on-topic discussion, 2) provide guidelines to help online learners prepare on-topic responses, 3) reword the original question when responses are going in the wrong direction and 4) provide discussion summary on a regular basis. Experience, training and differences between what respondents recommended and used to keep online asynchronous discussion on topic produced statistically significant results at the 0.05 level.
Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network
Authors: Fredericksen Eric , Pickett Alexandra , Shea Peter , Pelz William , Swan Karen 
Published: March 2019

The State University of New York (SUNY) Learning Network (SLN) is the online instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support.This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment.The second section examines issues that contribute to on-line teaching satisfaction from a faculty-development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned.The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with online teaching and offers recommendations for course and program design based on these factors.The fourth section examines faculty satisfaction at the level of individual institutions with examples from specific courses. This section will introduce the reader to local implementation of SLN courses at two college programs in the SUNY system: the Department of Educational Theory and Practice at the University at Albany (UA), and the Internet Academy (IA) of Herkimer County Community College (HCCC). These case studies present and examine important evidence of faculty satisfaction from a single-institution and individual-faculty perspective.
Faculty Satisfaction in ALNs: A Dependent or Independent Variable?
Authors: Hartman Joel , Dziuban Charles , Moskal Patsy 
Published: March 2019

The authors describe relationships among infrastructure, student outcomes, and faculty satisfaction at the University of Central Florida (UCF). The model focuses on developmental process that progresses from courses with some Web presence to those that are driven by ALN. Faculty receive support for online teaching in the form of release time for training and development, upgraded hardware, and complete course development services. Students receive assistance in the form of orientation, around-the-clock help services, a Pegasus Connections CD-ROM, and a learning on-line Web site. The results of the impact evaluation at UCF indicate that faculty feel that their teaching is more flexible and that interaction increases in the ALN environment. On the other hand, they are concerned that on-line teaching may not fit into the academy culture. The authors argue that faculty satisfaction and student outcomes are strongly related and that their interaction is the most important outcome. Finally, the authors conclude that faculty satisfaction is both a dependent and independent variable that is nested within colleges, departments,and program areas.
ALN Teaching as Routine Faculty Workload
Authors: Hislop Gregory , Atwood Michael 
Published: March 2019

If the current growth in online education continues, teaching online will become part of routine faculty workload at many traditional, research-oriented universities. This is already occurring within some faculties, and this paper focuses on one of those cases. The paper describes faculty issues related to a completely online graduate degree in Information Systems at Drexel University. Following a brief overview, the paper presents results of a survey of the faculty affected by this degree. The survey addresses faculty support for the degree, and for the prospect of online teaching as a significant, permanent part of the work of the college.
Introducing the Penn State World Campus through Certificate Programs in Turfgrass Management and Geographic Information Systems
Authors: Turgeon Alfred , DiBiase David , Miller Gary 
Published: March 2019

This paper describes two of the distance educational programs—Turfgrass Management and Geographic Information Systems—offered through the Penn State World Campus during its first year of operation in 1998. Detailed information is provided on how these programs were selected and supported, the nature of the students who enrolled and the faculty who developed and taught the courses, and the technology and infrastructure employed for delivering content and engaging students in collaborative learning. The organization of the World Campus, the evolution of these programs, and the results obtained from them during the first 18 months of operation are presented. Several contemporary issues are addressed from a faculty perspective, including: teaching effectiveness, relationship with students, satisfaction with product, compatibility with other responsibilities, ethical concerns, incentives and rewards, team efforts, support services, perceptions by colleagues, scholarly value, opportunity cost for faculty, intellectual property concerns, and compensation.
STRETCHING THE BOUNDARIES: USING ALN TO REACH ON-CAMPUS STUDENTS DURING AN OFF-CAMPUS SUMMER SESSION
Authors: Wang Christine , Kanfer Alaina , Hinn Michelle , Arvan Lanny 
Published: March 2019

In this article we study an innovative use of asynchronous learning networks (ALN) to stretch the boundaries of the traditional university campus.An ALN was used to allow traditional on-campus students to take a required course, ECON 300: Intermediate Microeconomic Theory, during summer session while they were off campus, working summer jobs at home. Pre- and post surveys consisting of open-ended and rating scale questions were administered to 29 students. The surveys were used to assess the degree of student satisfaction with various aspects of the online learning experience and their learning environments at home as well as to assess additional important characteristics for successful online learning such as motivation, self-discipline and time management.The results indicate that the transfer from the traditional face-to-face classroom during the academic year to the online summer session requires strong motivation, self-discipline, good time management skills, and a comfortable learning environment including a stable Internet connection. The students' learning outcomes were closely related to their satisfaction with online communication, technical support, and the course design. Furthermore, prior online class experience affected learning outcomes. Additionally, prior experience with the technologies and a positive attitude toward technology were found to be important for successful online learning.The importance of online course design and student preparation, particularly when traditional on-campus students attend a summer school course through ALN, is discussed.
TESTIMONY TO THE KERREY COMMISSION ON WEB-BASED EDUCATION
Authors: Mayadas Frank 
Published: March 2019

Online learning today, is of two basic kinds (although there are grades in between): one is a self-study, or “broadcast” model in which materials, maybe quite sophisticated multimedia, but self-study materials nonetheless, are posted on the web, and these are perused and studied by learners at their own pace. This model can also be thought of as a form of online publishing. I remind you that self-study, mainly through books, but more recently augmented by videotapes or broadcast TV, has been available for over a century, and unusually disciplined individuals have been able to learn and earn credentials on their own.The second model, the “interactive” model is one where “classes” begin on a particular day with a cohort group, are taught by a faculty member who interacts with individuals or the cohort through group e-mail tools, generally referred to as group conferencing software. Interaction with the instructor is not occasional or incidental, rather it is regular and continuous, as is interaction among students. The student/faculty ratio is about the same for these online classes as that for equivalent campus classes. The “class” also ends on a particular day, i.e. the “term” is completed. This interactive model is the basis for most of the grants made by Sloan, because we believe it most closely parallels the learning environments associated with quality learning.
DETERMINING COSTS AND BENEFITS OF AN ONLINE GRADUATE PROGRAM IN HEALTHCARE EDUCATION: PRELIMINARY FINDINGS
Authors: York Joseph W. 
Published: March 2019

The Master of Health Professions Education degree offered by the University of Illinois’ College of Medicine recently added an online track to its traditional in class format. The objective is to make the course available to healthcare professionals who might not be able to attend classes at the University. An analysis of enrollments and costs of the program indicate that interest in the online format is strong, and even with large costs for faculty time to convert and develop the courses in an online format, the program is financially viable. We also discuss future inquiry into learning outcomes and other economic aspects of online instruction.
INFLUENCE OF NON-MODERATED AND MODERATED DISCUSSION SITES ON STUDENT SUCCESS
Authors: Kashy Deborah A. , Albertelli Guy , Bauer W. 
Published: March 2019

One of the most successful applications of networked technology in education has been the development of individualized homework assignments. Such assignments provide immediate feedback to students and discourage copying. However, networked technology also allows students to develop sophisticated schemes designed to beat the system. This paper, supported in part by Andrew W. Mellon and Alfred P. Sloan Foundations, reports the educational outcomes for introductory physics students who used two web sites, one designed by the course instructor to provide assistance to students and the other a site designed by a third party to provide students with the solutions to problems. Results indicated that students who used the third-party site more tended to perform more poorly on all measures of success in the course, and that these relationships held even after accounting for students’ academic ability. On the other hand, students who more often used the site designed by the instructor tended to perform better in the course.
THE ROAD TO DOTCALM IN EDUCATION
Authors: Milliron Mark David 
Published: March 2019

The DotCom era has educators running faster and faster to keep up with technology that feels more and more elusive. This paper recognizes this chase for what it is—educationally hazardous—and suggests that if we continue racing ahead, we are at risk for personal and professional crashes. Based on the work of the League for Innovation in the Community College with hundreds of colleges through conferences and consultations, this paper shares individual, organizational, and societal road hazards that have proven challenging on this road. The paper concludes with a vision of a journey toward DotCalm, with a focus on learning and inclusiveness in our technology and education adventures.
ROLES OF FACULTY IN TEACHING ASYNCHRONOUS UNDERGRADUATE COURSES
Authors: Morris Libby V. , Xu Haixia , Finnegan Catherine L. 
Published: March 2019

Although the availability of web-based education and the number of totally asynchronous courses have grown exponentially in the last decade, the literature on online instruction offers limited empirical guidance to faculty teaching in this environment. Much of the literature is anecdotal and prescriptive, and much more research needs to be done to situate research in practice settings. This study examines faculty roles in the online environment through the perceptions of faculty teaching online and through the archival analysis of their courses. Data were collected through document analysis of ten online courses and from interviews with thirteen instructors in the humanities and social sciences. Using Berge’s typology of online facilitator roles, this study examined the relationship between roles as perceived and enacted by faculty, identified wide variations in faculty roles and participation between experienced and novice instructors, and explored the relationship between faculty workload and perception of facilitation in the online environment. Directions for future research are suggested.
Perception towards the Preparedness for Disaster Management among Nurses in Community Clinics
Authors: Sham Fatimah , Musa Lailatul Hazzliza , Mohamed Nor Marini , Othman Norjah 
Published: March 2019

Disasters are defined as extraordinary events which occur abruptly, bringing great damage or harm, loss, and destruction to people and the environment. Nurses may have a more conflict and difficulties in disaster decision making where the victim condition need to be treated in disaster place. Nurses play a key role in hospital as a leaders and managers in the disaster operation and command center but limited data shows that the nurses experience in disaster management. The aim of this study is to evaluate the perception of knowledge and skills on the preparedness in disaster management among nurses in community clinics. A descriptive cross-sectional study was conducted in 27 government clinics in one of the states in Malaysia with a convenient sampling, 260 participants are selected. The questionnaire consisted of three sections; socio-demographic characteristics, the perception of knowledge and skill towards preparedness for disaster management rated on a Likert scale. In the effort to collect the intended data, a self-report questionnaire adapted and modified from Disaster Preparedness Evaluation Tool (DPET) was implemented (Alrazeeni, 2015). This study revealed that Nurses in these community clinics were moderate in terms of the perception of knowledge (Mean= 3.65, SD= 0.61) and the perceived skills (Mean= 3.68, SD= 0.56) on the preparedness in Disaster Management. Nevertheless, they were interested in disaster preparedness management training (n=227, 87.3%) and were confident as first responders of disaster (Mean= 3.88, SD= 0.61). However, they were not much involved in disaster preparedness plan (Mean= 3.23, SD= 0.90) and claimed that there was a lack of leadership figure in disaster situation (Mean= 3.06, SD= 0.92). In conclusion, nurses in community clinics need to gain knowledge and skills by involving themselves in disaster planning and drills as the preparation for disaster management for them to be the first responders in helping and managing people in this situation.
STRATEGI PENGEMBANGAN PRASARANA PERMUKIMAN DI JAGOI BABANG SEBAGAI PENUNJANG KAWASAN PERBATASAN DI KABUPATEN BENGKAYANG
Authors: Kurniadi Gabriel Roy , Mulki Gusti Zulkifli , Priadi Eka 
Published: March 2019

Secara geografis dan kemudahan akses jangkauan bahwa letak Kabupaten Bengkayang (Jagoi Babang) menjadi sentral di wilayah Utara Kalimantan Barat yang juga dihubungkan dengan perlintasan antar Kabupaten (Aruk/Kabupaten Sambas, Entikong/Kabupaten Sanggau, Bengkayang sebagai Ibukota Kabupaten Bengkayang ) serta akses ke Perbatasan Malaysia Timur (Serikin) dengan Ibukota Kuching. Potensi sumber daya alam di kawasan perbatasan Kalimantan Barat cukup besar dan memiliki nilai ekonomi yang baik, akan tetapi masih belum memadainya fasilitas infrastruktur yang mendukung konsentrasi pengembangan kawasan perbatasan tersebut khususnya infrastruktur pengembangan kawasan permukiman. Hal ini dikaji agar kawasan perbatasan di Jagoi Babang khususnya akan menjadi kawasan penunjang di perbatasan yakni sebagai pusat aktifitas lokal dan regional yakni di Take. Dalam pelaksanaan penelitian ini menggunakan penelitian deskrifptif yang relevan dengan strategi pengembangan prasarana permukiman di Jagoi Babang sebagai penunjang kawasan perbatasan, dimana proses pengkajiannya diperlukan pemaparan secara deskriptif dan terperinci terhadap obyek penelitian yang diamati. Teknik pengumpulan data yang dilaksanakan diantarannya dilakukan dengan wawancara, angket dan observasi. Metode analisis yang digunakan adalah Location Quotion (LQ) yang mengkaji sub-sektor yang paling potensial untuk dikembangkan menjadi komoditas unggulan di Kecamatan Jagoi Babang, khuusnya di kawasan perbatasan yaitu tanaman pangan (padi dan kacang kedelai) dan komoditi perkebunan (lada dan kelapa sawit). Demikian pula penggunaan metode analisis SWOT yang berada di kuadran II memiliki kekuatan internal yang cukup baik, namun namun daya tarik bidang kegiatan lemah serta peluang relatif kecil, strategi yang harus diterapkan adalah menggunakan kekuatan untuk memanfaatkan peluang jangka panjang diantaranya: (a) Merevitalisasi kawasan permukiman padat di pusat perdagangan kota; (b) Mengatur perkembangan permukiman yang tidak terkendali; (c) Menyediakan sarana dan prasarana dasar pendukung pengembangan kawasan; (d) Mengendalikan pengembangan kawasan permukiman dengan pembatasan kepadatan dan luasan; (e) Mengembangkan kawasan permukiman baru dengan konsep hunian berimbang; (f) Penyediaan infrastruktur baru.Upaya pengambangan perdagangan di kawasan perbatasan Jagoi- Serikin dengan tujuan untuk meningkatkan usaha ekonomi masyarakat lokal khususnya masyarakat di Jagoi Babang. Selanjutnya mendorong upaya Kawasan Take menjadi Kota yang mandiri dan berkelanjutan yakni kawasan tersebut menjadi kota mandiri yang mampu memenuhi dan suplai dengan keberadaan produksi yang menjadi daya tarik kawasan sekitar Take tersebut dan meminimalkan ketergantungan dengan pasar Serikin ( Malaysia Timur). Kata kunci : Permukiman, Kota Mandiri, Berkelanjutan
PEMANFAATAN LIMBAH CANGKANG KERANG (KEPAH) DAN LIMBAH KACA SEBAGAI BAHAN ALTERNATIF SUBSTITUSI PARSIAL SEMEN UNTUK CAMPURAN BETON
Authors: Syahrani Deny 
Published: March 2019

Limbah cangkang kepah dan kaca selama ini merupakan jenis limbah yang sampai saat ini tidak memiliki nilai ekonomis. Potensi cangkang kepah di wilayah pesisir Kalbar yang memiliki garis pantai yang panjang (1136 km) merupakan peluang yang harus bisa dimanfaatkan seoptimal mungkin. Demikian pula dengan limbah kaca di Kalbar yang sampai saat ini belum pernah didaur ulang kembali menjadi sesuatu yang bermanfaat. Penelitian ini mencoba memanfaatkan kedua limbah tersebut agar memilik nilai dan kegunaan bagi masyarakat, yaitu dengan mengolahnya menjadi semen alternatif.Sebagaimana diketahui, cangkang kepah dan kaca memiliki senyawa yang sama dengan senyawa pembentuk semen. Cangkang kepah mengandung senyawa CaCO3 sedangkan kaca mengandung SiO2. Penelitian ini mencoba mengolah limbah cangkang kepah, limbah kaca, serta material tambahan yaitu tanah liat (clay) yang mengandung Al2O3 dengan proporsi campuran 80% : 5% : 15%. Proses pengolahan mencoba mengikuti proses pembuatan semen biasa walaupun menggunakan peralatan yang sederhana. Seluruh material harus dicampur dan dihaluskan semaksimal mungkin kemudian dibakar pada suhu 15000 C selama kurang lebih 15 jam. Hasil pembakaran berupa klinker kemudian ditumbuk dan disaring menggunakan saringan no.200. Hasilnya berupa serbuk semen alternatif yang akan digunakan untuk mensubstitusi jumlah semen untuk pembuatan benda uji beton, yaitu sebesar 0%, 10%, 20%, dan 30%. Mutu beton f’c direncanakan sebesar 25 MPa. Perancangan Job mix beton menggunakan metode ACI. Hasil pengujian terhadap variasi campuran semen 0%,10%,20%,30% adalah; setting time untuk menentukan waktu ikat adalah 4 jam 54 menit,4 jam 20 menit,3 jam 18 menit,2 jam 36 menit, batas minimal setting time adalah 45 menit sehingga waktu ikat semua variasi semen memenuhi syarat; nilai Slump adalah 8 cm;9,3 cm;10,5 cm;dan 11,5 cm, nilai slump sesuai dengan perencanaan; daya serap air sebesar 0,534%;0,570%; 0,769%; 1,163%; berat volume beton segar sebesar 2,46 t/m3;2,366 t/m3;2,498 t/m3; 2,423 t/m3 ; f’c beton usia 3 hari sebesar 11,149 MPa;10,889 MPa; 10,678 MPa;10,117 MPa dengan angka korelasi terhadap f’c beton normal 28 hari adalah 0,396;0,387;0,38;0,360; f’c beton usia 7 hari sebesar 18,494 MPa ;17,489 MPa;16,331 MPa;16,124 MPa dengan angka korelasi adalah 0,658;0,622;0,581;0,573; f’c usia 28 hari sebesar 28,122 MPa; 26,482 MPa; 25,057 MPa; 23,291 MPa dengan angka korelasi adalah 1,00;0,942; 0,891; 0,832; nilai f’ct sebesar 5,427 MPa;4,43 MPa;4,1 MPa; 3,257 MPa; dengan angka korelasi terhadap f’c beton normal 28 hari adalah 0,193;0,158;0,146;0,081. Secara keseluruhan hasil pengujian menunjukkan hasil yang cukup baik, walaupun ada sedikit yang di bawah perencanaan, namun selisihnya relatif kecil. Untuk ke depan, dapat dilakukan penelitian lanjutan untuk meningkatkan dan memperbaiki hasil penelitian ini.Kata kunci : semen, cangkang kepah, kaca.
PRINCIPES DÉRIVATIFS ET COGNITIFS DE LA SPHÈRE VERBALE RUSSE
Authors: Balakin Sergey Vladimirovich 
Published: March 2019

Este trabalho é o estudo do sistema verbal de base cognitiva da língua russa, e analisa o potencial de derivação sintética e analítica em termos de elementos cognitivos, tais como sujeito, objeto, predicado e as circunstâncias. O nível da sintética visto no contexto das mudanças visuais nas estruturas das palavras usando elementos morfológicos, como sufixos, prefixos e etc.Também irá explorar o papel de elementos latentes no sistema conceitual de predicados. Foram identificadas quatro classes de unidades de desvio, que têm características específicas e que foram identificados, principalmente na estrutura de prefixos russos. A capacidade destas partículas está na diversidade de expressão e geralmente é um sistema de verbo conjunto conceptual.O modelo de desvio cognitivo, baseado nos prefixos, como apresentado neste artigo.A derivação analítica potencial Derivational do verbo é representada pelo contexto russo predicados latentes. Deve notar-se a produtividade de "nodos" de desvio do sujeito e as circunstâncias, e o papel de predicados latentes na formação dos significados metafóricos, o resumo das palavras secundárias.