scholarly journals A Study of Anecdotal Student Response to Virtual Art Museums in Online History Courses

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Adam Attwood
Keyword(s):  
United States ◽  
Community College ◽  
Student Engagement ◽  
Online Discussion ◽  
Art Museum ◽  
Art Museums ◽  
Student Response ◽  
Online Instructors ◽  
Course Content

This anecdotal pilot case study of practice addresses the question: How can technology be used to make online history courses more engaging with museums? Findings from this case study suggest that virtual art museums via the Google Cultural Institute (now Google Arts & Culture) were an effective way to encourage students to do more than the minimum required for the online forum response assignment in a survey (100-level) history course at a community college in the northwest United States. The instructor designed an assignment that was posted in the learning management system as a PDF. Implications for practice are that online instructors of history, as well as online instructors of humanities, can assign virtual art museum visits with an online discussion component to encourage student engagement centered on course content.

scholarly journals Student engagement with course content and peers in synchronous online courses discussions

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Allison M Truhlar ◽  
Kimberly M Williams ◽  
M Todd Walter
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Engagement ◽  
Online Courses ◽  
Student Interaction ◽  
Interaction Type ◽  
Student Interactions ◽  
Course Content ◽  
The Third

As higher education institutions in United States offer online courses to growing audiences, there is increasing desire to understand how best to engage students with both course content and their peers. This case study examines the effects of assigning chat roles and facilitating self and group reflection on student-content and student-student interaction outcomes in four synchronous chats conducted in an online introductory-level sustainability course. We also considered what occurred within group reflections to inform how they are structured in the future. We found that assigning roles increased the proportion of critical student-student interactions. Self-reflections had no effect on either interaction type. Groups completing group reflections had a greater proportion of critical student-content interactions in the third chat and critical student-student interactions in the fourth chat than the groups that did not complete the group reflections. Based on our results, we plan to keep roles and group reflections going forward, and eliminate self-reflections. Furthermore, to increase the effectiveness of the group reflections, we propose some ideas to increase student ability to convert their ideas into change during subsequent chats.

Peace Studies at a California Community College

2021 ◽  
pp. 160-183
Author(s):  
David Paul Overly
Keyword(s):  
Community College ◽  
Peace Studies ◽  
Spring Semester ◽  
California Community College ◽  
Course Content ◽  
Peace And Conflict Studies ◽  
Peace And Conflict ◽  
Student Reactions ◽  
First Time

This is a case study of the development of a new peace studies program at Citrus College in Glendora, California, the third such program at a California community college. The program began in the spring semester of 2016 when the cornerstone course, Humanities 123 – Introduction to Peace Studies, was taught for the first time. The course is an introduction to peace and conflict studies, with an emphasis on war's destructive impact on culture. The course examines the systematic approaches that combatants have historically used to obliterate the cultural heritage of their battlefield opponents. It encourages tolerance and respect for different perspectives, as well as hope for peaceful conflict resolution. The chapter reviews the course content, as well as student reactions to the material. Overall, the students find the course to be rewarding and are surprised at how interesting peace studies can be. The program is now being expanded to include a study abroad component in Oslo, Norway.

scholarly journals Using the Photovoice Method to Elicit Authentic Learning in Online Discussions

2018 ◽  
Vol 7 (1) ◽  
pp. 125-138
Author(s):  
Beatriz M Reyes-Foster ◽  
Aimee DeNoyelles
Keyword(s):  
Critical Thinking ◽  
Social Action ◽  
Research Method ◽  
Online Discussion ◽  
Authentic Learning ◽  
Online Discussions ◽  
Course Content ◽  
College Classrooms ◽  
Points Of View

While online discussions remain popular in college classrooms, mixed results persist about their effectiveness in eliciting authentic learning. This case study explores how students perceive the influence of the Photovoice method on their authentic learning, critical thinking, engagement, and peer interaction in an asynchronous online discussion. Photovoice is a research method combining photography with social action, in which people express their points of view by photographing scenes that highlight certain themes. Students in an online undergraduate course engaged in an online discussion which asked them to connect personal images to the course content. Students reported that this strategy supported authentic learning, critical thinking, engagement, and interaction; in addition, a correlational analysis found that these factors are highly interrelated. This case study proposes recommendations for practitioners interested in using a similar approach.

scholarly journals Nine Potential Solutions to Abate Grade Inflation at Regionally Accredited Online U.S. Universities: An Intrinsic Case Study

2017 ◽  
Author(s):  
David Blum
Keyword(s):  
United States ◽  
Research Question ◽  
Grade Inflation ◽  
The United States ◽  
Student Knowledge ◽  
Instructor Training ◽  
Online Instructors ◽  
E Mail ◽  
Regionally Accredited

Grade inflation must be abated. The effect of grade inflation weakens academic standards to the point where accurately assessing levels of competency and student knowledge is difficult to determine. Using intrinsic case study design, I contacted 411 online instructors in the United States exploring potential solutions to abate grade inflation. Of 411 faculty members contacted via personal e-mail, 27 instructors at three regionally accredited online universities in the United States agreed to be interviewed by the use of an interview protocol and recorded via Skype. The research question guiding the study was “What are potential solutions to abate grade inflation?” The research addressed a gap in research related to potential solutions to abate grade inflation at online universities located in the United States. Concepts developed from data analysis were (a) use rubrics, (b) revising student evaluations (c) re-evaluating academic policies, (d) instituting objective exams, (e) instructor training program, (f) take instructors out of grading, (g) pass / fail grading, (h) ranking rather than GPA, and (i) best practices.

Exploring Participation in SkillsUSA Among Postsecondary Students

2020 ◽  
Vol 45 (3) ◽  
pp. 21-44
Author(s):  
Laura G. Maldonado ◽  
Audrey J. Jaeger
Keyword(s):  
United States ◽  
Community College ◽  
Qualitative Case Study ◽  
The United States ◽  
Postsecondary Students ◽  
Campus Community ◽  
Career And Technical ◽  
Psychology Of Working ◽  
Work Choices

Industries across the United States are facing a shortage of skilled technical workers. This qualitative case study investigated how participation in SkillsUSA, a career and technical student organization, influenced community college students' preparedness for the workforce and their connection to campus. Data were gathered from interest questionnaires, interviews, resumes, and observations. Using the psychology of working theory to frame the study, findings revealed participation in SkillsUSA influenced students' work choices, initiative, and confidence in overcoming obstacles. Participants also reported benefitting from a supportive campus community. The study provided an extension of the psychology of working theory to community college populations and has implications for practitioners and policymakers.

Saving Civilization

2017 ◽  
pp. 260-277
Author(s):  
David Overly
Keyword(s):  
Community College ◽  
Peace Studies ◽  
Spring Semester ◽  
California Community College ◽  
Course Content ◽  
Peace And Conflict Studies ◽  
Peace And Conflict ◽  
Student Reactions ◽  
First Time

This is a case study of the first time Humanities 123 Saving Civilization - Strategies for Peace was taught at Citrus Community College in Glendora, California in the spring semester of 2016. It is the cornerstone course of a new peace studies program at Citrus College, the third such program at a California community college. The course is an introduction to peace and conflict studies, with an emphasis on war's destructive impact on culture. The course examines the systematic approaches that combatants have historically used to obliterate the cultural heritage of their battlefield opponents. It encourages tolerance and respect for different perspectives, as well as hope for peaceful conflict resolution. The chapter reviews the course content, as well as student reactions to the material. Overall, the students found the course to be rewarding and were surprised at how interesting peace studies can be.

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