Usability of Activity-Based and Image-Based Challenge Questions in Online Student Authentication

2015 ◽  
pp. 131-140
Author(s):  
Abrar Ullah ◽  
Hannan Xiao ◽  
Trevor Barker
Keyword(s):  
Online Student

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

Development of an online transdisciplinary student wellbeing bundle: a thematic analysis (Preprint)

2020 ◽  
Author(s):  
Jena Buchan ◽  
Bonnie Clough ◽  
Jonathan Munro ◽  
Tatjana Ewais ◽  
Jaime Wallis ◽  
...  
Keyword(s):  
Focus Groups ◽  
Thematic Analysis ◽  
Personal Growth ◽  
Professional Staff ◽  
Self Awareness ◽  
Online Student ◽  
Student Wellbeing ◽  
Community Connectedness ◽  
Emerging Themes ◽  
Further Development

BACKGROUND The consequences of burnout for tertiary students across the health professions are well documented and include higher rates of mental health challenges, suicide, alcoholism, and relationship problems. As a key stakeholder in University-offered wellbeing services and support, it is desirable for students to hold a central role in development of such resources, particularly given effectiveness relies on student uptake. Hence there is a compelling need to develop a student-driven approach to promote wellbeing in the tertiary setting at individual, curricula, and systems levels. OBJECTIVE Based on this need, an online student-focused platform was developed using a bottom-up approach to support participant-driven enhancement of wellbeing and resilience to counteract burnout. This study reports on the development of the initial online “Student Bundle”, providing a foundation to inform the design of more locally based approaches to improve wellness and prevent burnout. METHODS Students and academic and professional staff from Griffith University Health groups were invited to participate in a series of focus groups. Sessions sought to collect information on desired structure, resources and overall content of the Student Bundle, with a thematic analysis undertaken to identify emerging themes. RESULTS Focus groups were conducted separately with staff (n=17) and students (n=7). Six main themes in relation to the development of the bundle emerged: Communication/Engagement; Accessibility/Flexibility; Professional practice; Community; Awareness; and Opportunity for personal growth. Stakeholders emphasized a bundle should be engaging and proactive to address wellbeing issues, incorporate aspects linked to professional identity and foster community, connectedness and self-awareness, providing an opportunity for growth. CONCLUSIONS Our research has revealed significant needs in relation to how an online student-focused wellbeing bundle could be delivered and what it could provide. Findings from this study will be used to guide further development and implementation of a multimodal, interactive student wellbeing bundle.

scholarly journals Automatic Identification of Ineffective Online Student Questions in Computing Education

2018 ◽  
Author(s):  
Qiang Hao ◽  
April Galyardt ◽  
Bradley Barnes ◽  
Robert Maribe Branch ◽  
Ewan Wright
Keyword(s):  
Automatic Identification ◽  
Online Student ◽  
Computing Education ◽  
Student Questions

How Many Responses Do We Need? Using Generalizability Analysis to Estimate Minimum Necessary Response Rates for Online Student Evaluations

2015 ◽  
Vol 27 (4) ◽  
pp. 395-403 ◽  
Author(s):  
Margaret W. Gerbase ◽  
Michèle Germond ◽  
Bernard Cerutti ◽  
Nu V. Vu ◽  
Anne Baroffio
Keyword(s):  
Response Rates ◽  
Student Evaluations ◽  
Online Student ◽  
Generalizability Analysis

Vocabulary and Computer Technology: A Commentary on Four Studies for JALT Vocabulary SIG

2020 ◽  
Vol 9 (2) ◽  
pp. 39-47
Author(s):  
Tatsuya Nakata ◽  
Keyword(s):  
Computer Technology ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Online Student ◽  
Question Format

Four papers by Clint Denison and Imogen Custance, Louis Lafleur, James Rogers, and Andrew Obermeier will be presented at the Eighth Annual JALT Vocabulary SIG Symposium in Tokyo, Japan, on September 20, 2020. The topics covered in the four papers are vocabulary learning using online student-created vocabulary lists, development of a flashcard program that manipulates the review schedule and question format, creation of a list of multi-word units based on corpora, and examination of the acquisition of declarative and tacit vocabulary knowledge from deliberate computer-assisted learning. This commentary briefly summarizes each study and offers suggestions for future research. All of the four studies exhibit how computer technology can be used to facilitate vocabulary research, teaching, and learning.

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