ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Exams and Cheating: An Empirical Analysis of Business Students' Views
Author: King, Chula G.
Date: 2009-01-00
Type: Journal Articles
Subjects: Cheating,Integrity,Ethics,Business Education,Student Attitudes,Computer Assisted Testing,Undergraduate Students,Influence of Technology,Incidence,Questionnaires,Intermode Differences,Comparative Analysis,Student Evaluation,Evaluation Methods,Testing Problems

Academic integrity has been a perennial issue in higher education. Undoubtedly, the advent of the Internet and advances in user-friendly technological devices have spurred both concern on the part of faculty and research interest in the academic community regarding inappropriate and unethical behavior on the part of students. This study is designed to (a) gauge the attitudes of business students toward various issues and behaviors when taking an examination &quot;online&quot; and (b) obtain an estimate of the extent of &quot;cheating&quot; in traditional versus online coursework from the perspective of college students. The results, based on a sample of 121 undergraduate business students from a university in the South, indicate that respondents felt quite liberal in their views of potentially &quot;cheating&quot; behaviors when there was no test-taking policy set by the course instructor. In addition, 73.6% of the students in the sample held the perception that it is easier to cheat in an online versus traditional course. We believe that, based on prior research, the current results would be applicable to general student populations in other academic disciplines. The findings are discussed in light of prior research on academic integrity issues and recommendations for future research are noted. (Contains 2 tables.)
A Conceptual Model for Engagement of the Online Learner
Author: Angelino, Lorraine M.
Date: 2009-01-00
Type: Journal Articles
Subjects: Distance Education,Student Attrition,Academic Persistence,Learner Engagement,Models,Electronic Learning,Online Courses,Web Based Instruction,College Instruction,Program Effectiveness,Program Descriptions,Allied Health Occupations,Allied Health Occupations Education,Educational Certificates,Educational Strategies,Guidelines,Management Development

Engagement of the online learner is one approach to reduce attrition rates. Attrition rates for classes taught through distance education are 10-20% higher than classes taught in a face-to-face setting. This paper introduces a Model for Engagement and provides strategies to engage the online learner. The Model depicts various opportunities where student-instructor, student-student, student-content, and student-community engagement can occur. The Model is divided into four strategic areas: (a) recruitment, (b) coursework, (c) post coursework, and (d) alumni. The theoretical framework for the model is Tinto's student integration model. The conceptual design of the model is based on engagement practices from an online Health Care Management (HCMT) certificate program at a university in South Carolina. (Contains 1 figure and 5 tables.)
Expanding the Scope of Faculty Educator Development for Health Care Professionals
Author: Lewis, Kadriye O.
Date: 2009-01-00
Type: Journal Articles
Subjects: Medical Education,Physicians,Masters Programs,Faculty Development,Teaching Methods,Teacher Education Programs,Allied Health Occupations Education,Electronic Learning,Distance Education,Online Courses,Web Based Instruction,Student Attitudes,Graduate Students,College Instruction,Instructional Effectiveness,Student Surveys,Program Descriptions,Program Evaluation

Although many medical institutions offer faculty development in education, this does not provide the in-depth knowledge of the science of teaching required for medical education research and careers in medical education. This paper describes our expanding faculty development activities at Cincinnati Children's Hospital Medical Center (CCHMC) that have culminated in the development and implementation of an innovative Online Master's Degree in Education program. Working in collaboration with the University of Cincinnati College of Education, CCHMC developed an Online Master's Degree in Education program targeting physicians and other health care professionals. The master's program has proven to be an effective means of developing health care professionals' educational pedagogy and skills as measured by program growth and outcomes of the participants. Medical institutions may approach faculty development through various methods, but the unique nature of online programs provides more flexible learning opportunities to nurture healthcare professionals beyond traditional programs. (Contains 2 tables.)
Comparing AACSB Faculty and Student Online Learning Experiences: Changes between 2000 and 2006
Author: Alexander, Melody W.
Date: 2009-01-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Learning Experience,Business Administration Education,Student Motivation,Teacher Motivation,Distance Education,Web Based Instruction,Student Attitudes,College Instruction,Comparative Analysis,Participant Satisfaction,Teacher Attitudes,College Faculty,College Students,Student Surveys,Teacher Surveys,Questionnaires,Technical Support

This study identified and compared the online learning experiences of faculty and students in 2006 and compared results with those found in 2000. Data were collected from faculty and students participating in online learning courses at AACSB accredited business colleges in the United States. The findings indicate that (a) although faculty and students in both 2000 and 2006 reported satisfaction with the online learning experience, students in 2006 reported significantly higher satisfaction levels than did faculty for online administrative support (b) while faculty and students in both 2000 and 2006 reported few serious concerns with online learning courses, there were differences relating to the concerns noted in 2000, and (c) although faculty and students in 2000 and 2006 agreed that two important motivating factors for enrolling in online learning courses were flexibility and increased learning opportunities. There were several directional changes between faculty and students perceptions of motivational factors in 2006 when compared to 2000. (Contains 5 tables.)
Encouraging Critical Thinking in Online Threaded Discussions
Author: Arend, Bridget
Date: 2009-01-00
Type: Journal Articles
Subjects: Online Courses,Critical Thinking,Teacher Role,Community Colleges,Electronic Learning,Distance Education,Web Based Instruction,Technical Support,Educational Technology,Video Technology,Internet,Computer Mediated Communication,Teacher Attitudes,College Faculty,College Students,Student Attitudes,College Instruction,Instructional Effectiveness,Student Evaluation,Content Analysis,Student Surveys,Teacher Surveys,Grounded Theory,Interviews,Discussion Groups

Critical thinking is a highly desirable goal of online higher education courses. This article presents qualitative data from a mixed-method study that explores how asynchronous discussions within online courses influence critical thinking among students. In this study, online discussions were related to higher levels of critical thinking, but qualitative data indicate that the way discussions are used and facilitated is vital for encouraging critical thinking. Online discussions typically have the purpose of creating a space and time for informal, open-ended thinking to occur. Critical thinking appears to be best encouraged among students when a more consistent emphasis is placed on the discussions, and when instructor facilitation is less frequent but more purposeful. (Contains 2 tables.)
An Exploratory Study into the Efficacy of Learning Objects
Author: Farha, Nicholas W.
Date: 2009-07-00
Type: Journal Articles
Subjects: Resource Units,Instructional Effectiveness,Outcomes of Education,Comparative Analysis,Conventional Instruction,Textbooks,Educational Technology,Teaching Methods,Accounting

Learning objects have quickly become a widely accepted approach to instructional technology, particularly in on-line and computer-based learning environments. While there is a substantial body of literature concerning learning objects, very little of it verifies their efficacy. This research investigated the effectiveness of learning objects by comparing learning outcomes using a learning object with outcomes using a traditional textbook-based method of instruction. Participants were 327 undergraduate college students at a traditional public four-year coed institution, a private four-year women's college, a private four-year engineering institution, and a public two-year community college. Through a series of independent samples t-tests and Analyses of Variance, results revealed mean scores for the learning object group that were nearly three times higher than the mean scores for the textbook-taught group. Gaming experience, age, gender, and learner preference were evaluated for their potential influence on the results; no statistically significant differences were found, implying that the learning object itself was central to the outcomes achieved. The future of learning objects is bright, and more empirical research is called for in the area of learning object effectiveness. (Contains 1 figure, 14 tables, and 2 footnotes.)
The Effectiveness of an Online MBA Program in Meeting Mid-Career Student Expectations
Author: Grzeda, Maurice
Date: 2009-07-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,North Americans,Expectation,Student Educational Objectives,Participant Satisfaction,Program Effectiveness,Motivation,Business Administration Education,Blended Learning,Telephone Surveys,Midlife Transitions,Outreach Programs

Advances in teaching technologies have made online MBA programs more accessible to mid-career learners; precisely those who many suggest should be targeted. Previous research on the value of the MBA has focused on various student motivations, but not specifically on the experiences of North American mid-career learners. This study reports the results of a survey which asked online MBA students about expected career outcomes, why they had chosen the online format, and what skills they expected to acquire. A better understanding of the expectations of mid-career learners enrolled in online MBA studies may assist program designers in developing meaningful curriculum, and lead to improved pedagogies. (Contains 4 tables.)
Effective Instructor Feedback: Perceptions of Online Graduate Students
Author: Getzlaf, Beverley
Date: 2009-07-00
Type: Journal Articles
Subjects: Feedback (Response),Graduate Students,Allied Health Occupations,Student Surveys,Student Evaluation of Teacher Performance,Instructional Effectiveness,Teacher Effectiveness,Questionnaires,Likert Scales,Online Courses,Best Practices,Teaching Methods,Educational Practices

This descriptive study explored online graduate students' perceptions of effective instructor feedback. The objectives of the study were to determine the students' perceptions of the content of effective instructor feedback (&quot;what should be included in effective feedback?&quot;) and the process of effective instructor feedback (&quot;how should effective feedback be provided?&quot;). The participants were students completing health-related graduate courses offered exclusively online. Data were collected via a survey that included open ended questions inviting participants to share their perspectives regarding effective online instructor feedback. Thematic analysis revealed five major themes: student involvement/individualization, gentle guidance, being positively constructive, timeliness and future orientation. We conclude that effective instructor feedback has positive outcomes for the students. Future studies are warranted to investigate strategies to make feedback a mutual process between instructor and student that supports an effective feedback cycle. (Contains 1 table.)
The Impact of Instructor Immediacy and Presence for Online Student Affective Learning, Cognition, and Motivation
Author: Baker, Credence
Date: 2010-01-00
Type: Journal Articles
Subjects: Electronic Learning,Teacher Student Relationship,Teaching Methods,Online Courses,Student Motivation,Schemata (Cognition),Predictor Variables,Surveys,Student Attitudes,Graduate Students,Undergraduate Students,Measures (Individuals)

This study sought to examine instructor immediacy and presence in an online learning environment in relation to student affective learning, cognition, and motivation. It found a statistically significant positive relationship between instructor immediacy and presence. It also found that the linear combination of instructor immediacy and presence is a statistically significant predictor of student affective learning, cognition, and motivation. However, it did not find instructor immediacy to be a significant individual predictor of the aforementioned variables, whereas it did find instructor presence to be a significant individual predictor. The study also showed that students in synchronous online courses reported significantly higher instructor immediacy and presence. Implications for researchers and practitioners of online instruction are discussed at the conclusion of the paper. (Contains 6 tables.)
Web Accessibility Theory and Practice: An Introduction for University Faculty
Author: Bradbard, David A.
Date: 2010-01-00
Type: Journal Articles
Subjects: Web Sites,Design,Academic Accommodations (Disabilities),Accessibility (for Disabled),Special Needs Students,College Faculty,Diaries,Internet,Legal Responsibility,Theory Practice Relationship,Standards,Literature Reviews,Evaluation Methods,Evaluation Criteria

Web accessibility is the practice of making Web sites accessible to all, particularly those with disabilities. As the Internet becomes a central part of post-secondary instruction, it is imperative that instructional Web sites be designed for accessibility to meet the needs of disabled students. The purpose of this article is to introduce Web accessibility to university faculty in theory and practice. With respect to theory, this article first reviews empirical studies, highlights legal mandates related to Web accessibility, overviews the standards related to Web accessibility, and reviews authoring and evaluation tools available for designing accessible Web sites. With respect to practice, the article presents two diaries representing the authors' experiences in making their own Web sites accessible. Finally, based on these experiences, we discuss the implications of faculty efforts to improve Web accessibility. (Contains 7 tables, 7 figures and 8 footnotes.)
Distance Education in a Cost Accounting Course: Instruction, Interaction, and Multiple Measures of Learning Outcomes
Author: Chen, Clement C.
Date: 2010-07-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Accounting,Learning Experience,Teaching Methods,Surveys,Outcomes of Education,Conventional Instruction,Tests,Scores,Comparative Analysis,Student Attitudes,Teacher Student Relationship

Students in online and traditional classroom sections of an intermediate-level cost accounting course responded to a survey about their experiences in the course. Specifically, several items related to the instruction and learning outcomes were addressed. Additionally, student examination performance in the two types of sections was compared. The results suggest that students in both learning environments generally rated the instruction, professor/student interaction, and learning outcomes at a high level. However, where differences in satisfaction levels exist, the ratings generally were higher among students in the traditional classroom. Examination performance was comparable on 14 of 18 topic areas with the traditional method producing better comprehension in three of the remaining four areas. While student learning, instruction, and interaction between students and with the instructor were good in the online sections, the results suggest that the traditional learning approach provided a level of richness to the student learning experience that was not matched in the online approach. Overall, the survey results have implications for course design going forward, regardless of course delivery method. (Contains 5 tables and 5 footnotes.)
Reflective Pedagogy: Making Meaning in Experiential Based Online Courses
Author: Guthrie, Kathy L.
Date: 2010-07-00
Type: Journal Articles
Subjects: Experiential Learning,Reflection,Online Courses,Virtual Classrooms,Student Attitudes,Service Learning,Student Placement,Internship Programs,Web Based Instruction

The use of reflective pedagogies has long been considered critical to facilitating meaningful learning through experientially based curricula; however, the use of such methods has not been extensively explored as implemented in virtual environments. The study reviewed utilizes a combination of survey research and individual interviews to examine student perceptions of the meaningful learning which occurred as a result of their participation in two Web-based courses that utilized reflective pedagogies. One course focuses on topics related to service-learning and the second on placement-based internships. Both were instructed using online coursework based in reflective pedagogies to compliment on-site placements within local communities.
Faculty Perceptions of Technology Distance Education Transactions: Qualitative Outcomes to Inform Teaching Practices
Author: Schulte, Marthann
Date: 2010-07-00
Type: Journal Articles
Subjects: Distance Education,College Faculty,Teacher Attitudes,Educational Attitudes,Grounded Theory,Teaching Methods,Course Content,Computer Mediated Communication,Integrated Learning Systems

Understanding instructors' perceptions of distance education transactions is becoming increasingly important as the mode of distance learning has become not only accepted, but preferred by many students. A need for more empirical qualitative data was evident as anecdotal information still dominates the research literature. The study focused on the faculty of an established distance learning program at a small Midwestern university. Qualitative interviews were gathered, coded and analyzed. Faculty who used technology in their distance education courses were targeted. Faculty perceptions on course context, students, interpersonal and procedural transactions, learning and teaching transactions, and assessment transactions were gathered. The qualitative analysis provided rich data to further inform distance education programs' administrative, technological, and andragogical needs. Recommendations for future study, including a model for transactional hierarchy, were proffered.
University Supports for Open Access: A Canadian National Survey
Author: Greyson, Devon
Date: 2009-00-00
Type: Journal Articles
Subjects: Research Universities,Research Administration,National Surveys,Librarian Attitudes,Administrator Attitudes,Access to Information,Faculty Publishing,Research Reports,Delivery Systems,Questionnaires,Compliance (Legal),Familiarity,Responsibility,Barriers,Teacher Researchers,Foreign Countries

The advent of policies at research-funding organizations requiring grantees to make their funded research openly accessible alters the life cycle of scholarly research. This survey-based study explores the approaches that libraries and research administration offices at the major Canadian universities are employing to support the research-production cycle in an open access era and, in particular, to support researcher adherence to funder open-access requirements. Responses from 21 universities indicated that librarians feel a strong sense of mandate to carry out open access-related activities and provide research supports, while research administrators have a lower sense of mandate and awareness and instead focus largely on assisting researchers with securing grant funding. Canadian research universities already contain infrastructure that could be leveraged to support open access, but maximizing these opportunities requires that research administration offices and university libraries work together more synergistically than they have done traditionally. (Contains 2 figures, 1 table, and 1 note.)
Librarians and Libraries Supporting Open Access Publishing
Author: Richard, Jennifer
Date: 2009-00-00
Type: Journal Articles
Subjects: Library Role,Access to Information,Social Sciences,Academic Libraries,Library Services,Librarians,Open Source Technology,Foreign Countries,Outreach Programs,Library Development,Library Automation,Electronic Publishing,Faculty Publishing,Information Management

As new models of scholarly communication emerge, librarians and libraries have responded by developing and supporting new methods of storing and providing access to information and by creating new publishing support services. This article will examine the roles of libraries and librarians in developing and supporting open access publishing initiatives and services in higher education. Canadian university libraries have been key players in the development of these services and have been bolstered by support from librarians working through and within their professional associations on advocacy and advancement initiatives, and by significant funding from the Canadian Foundation for Innovation for the Synergies initiative--a project designed to allow Canadian social science and humanities journals to publish online. The article also reflects on the experiences of three librarians involved in the open access movement at their libraries, within Canadian library associations, and as creators, managers, and editors in two new open access journals in the field of library and information studies: Evidence-based Library and Information Practice published out of the University of Alberta; and Partnership: the Canadian Journal of Library and Information Practice and Research hosted by the University of Guelph. As active participants in the creation of open access content within their own field, the authors are able to lend their experience to faculty in other disciplines and provide meaningful and responsive library service development. (Contains 1 table and 25 notes.)
A Matter of Discipline: Open Access, the Humanities, and Art History
Author: Tomlin, Patrick
Date: 2009-00-00
Type: Journal Articles
Subjects: Art History,Scholarship,Humanities,Concept Mapping,Case Studies,Bibliometrics,Historiography,Access to Information,Influence of Technology,Journal Articles,Electronic Publishing,Knowledge Management,Foreign Countries,Faculty Publishing

Recent events suggest that open access has gained new momentum in the humanities, but the slow and uneven development of open-access initiatives in humanist fields continues to hinder the consolidation of efforts across the university. Although various studies have traced the general origins of the humanities' reticence to embrace open access, few have actually considered the scholarly practices and disciplinary priorities that shape a discipline's adoption of its principles. This article examines the emergence, potential and actualized, of open access in art history. Part case study, part conceptual mapping, the discussion is framed within the context of three interlocking dynamics: the present state of academic publishing in art history; the dominance of the journal and self-archiving repository within open-access models of scholarly production; and the unique roles played by copyright and permissions in art historical scholarship. It is hoped that tracing the discipline-specific configuration of research provides a first step toward both investigating the identity that open access might assume within the humanities, from discipline to discipline, and explaining how and why it might allow scholars to better serve themselves and their audiences.