scholarly journals 191 Equine Extension Program Delivery Methods

2020 ◽  
Vol 98 (Supplement_3) ◽  
pp. 22-22
Author(s):  
Colleen Brady
Keyword(s):  
Online Courses ◽  
Geographical Area ◽  
Group Extension ◽  
Extension Programs ◽  
Theoretical Frameworks ◽  
Delivery Methods ◽  
Face To Face ◽  
Horse Owner ◽  
Digital Methods ◽  
Use Of Social Media

Abstract Equine Extension programs have existed since the beginning of extension. Although traditionally programs have been delivered through face to face meetings, workshops, camps and fact sheets, in the 21st century the clientele are seeking information in the traditional ways, as well as through other outlets. Electronic and digital methods of delivery are becoming increasingly used, and popular for delivery of equine extension programs. These range from the use of social media outlets such as Facebook, Twitter, and YouTube, to the development and dissemination of online courses and seminars that are targeted to equine audiences. The national group Extension Horses, Inc., has used all of these methods to increase their reach and impact to national, and international, horse extension audiences. As of November, 2019, Extension Horses, Inc. had 11,059 likes on Facebook, with a reach of 125,478 for the week the report was generated, and engagement of 10,120. YouTube has been a very successful delivery method for the group, with 14,532 followers, 8.436 million views, and over 148,000 minutes of video watched. Webinars are frequently used to conduct equine extension programs, and Pulec, et al (2016), showed that they were an effective tool for reaching horse owner audiences. One of the advantages of using digital methods to conduct equine extension programs is that they allow the audience to access the programs 24/7/365. This is especially important in areas where there may not be enough clientele in a geographical area to justify a face to face event. In this presentation, we will discuss best practices for development of digitally based equine extension delivery, as well as educational theoretical frameworks to assist in the assessment of the effectiveness of these programs.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2018 ◽  
pp. 1-19
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

scholarly journals Impact of the Stringency of Attendance Policies on Class Attendance/Participation and Course Grades

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Liugen Zhu ◽  
Edgar Huang ◽  
Joseph Defazio ◽  
Sara Anne Hook
Keyword(s):  
Online Courses ◽  
Course Delivery ◽  
Student Attendance ◽  
Delivery Methods ◽  
Face To Face ◽  
Course Grades ◽  
Attendance Policy ◽  
Course Delivery Methods ◽  
The Impact ◽  
Attendance Policies

The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students’ final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent attendance policy significantly impacts student attendance, absences were negatively correlated with course grades, and that course delivery methods were not predictive of either attendance/participation or course grades.  Additional research is needed to determine what other factors might influence attendance and participation and correlation to course grades.

scholarly journals Emergency Remote Online Course Experience From Students Perspective: A Case Study

2021 ◽  
pp. 13-27
Author(s):  
Imelda Hermilinda Abas ◽  
Ngoge Tabley Amos
Keyword(s):  
Family Environment ◽  
Online Courses ◽  
Learning Experience ◽  
Delivery Methods ◽  
Face To Face ◽  
Telephone Interviews ◽  
Virtual Courses ◽  
Supportive Family ◽  
Course Experience

The Coronavirus has changed the world in many ways, including education. The epidemic outbreak led to the conversion of courses in many schools and universities from traditional face-to-face classrooms to virtual courses. This situation is a major challenge in a country like Kenya, where IT facilities remain basic. Not all students have the advantage of technological conditions or a supportive family environment. This qualitative case study design is aimed to explore how students portrayed their participation in remote online courses. This study focuses on the experiences of six Standard Eight students in one of the elementary schools in Kisii, Kenya, with ages between 13-15 years old, to cope with multilevel challenges during the Covid-19 pandemic. The data were collected through semi-structured telephone interviews with each participant after permissions were acquired from the students’ parents or guardians. The findings of the study show six emergent themes and sub-themes. The themes that emerged from the interviews are 1) Course descriptions; 2) learning experience; 3) Delivery methods; 4) Materials; 5) Interactions; 6) Challenges.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Political Interaction Beyond Party Lines: Communication Ties and Party Polarization in Parliamentary Twitter Networks

2021 ◽  
pp. 089443932098756
Author(s):  
Marc Esteve Del Valle ◽  
Marcel Broersma ◽  
Arnout Ponsioen
Keyword(s):  
Social Media ◽  
Political Parties ◽  
Geographical Area ◽  
Political Polarization ◽  
Exponential Random Graph Models ◽  
Party Polarization ◽  
Exponential Random Graph ◽  
Political Networks ◽  
Use Of Social Media ◽  
High Degree

A growing body of research has examined the uptake of social media by politicians, the formation of communication ties in online political networks, and the interplay between social media and political polarization. However, few studies have analyzed how social media are affecting communication in parliamentary networks. This is especially relevant in highly fragmented political systems in which collaboration between political parties is crucial to win support in parliament. Does MPs’ use of social media foster communications among parliamentarians who think differently, or does it result in like-minded clusters polarized along party lines, confining MPs to those who think alike? This study analyzes the formation of communication ties and the degree of homophily in the Dutch MPs’ @mention Twitter network. We employed exponential random graph models on a 1-year sample of all tweets in which Dutch MPs mentioned each other ( N = 7,356) to discover the network parameters (reciprocity, popularity, and brokerage) and individual attributes (seniority, participation in the parliamentary commissions, age, gender, and geographical area) that facilitate communication ties among parliamentarians. Also, we measured party polarization by calculating the external–internal index of the mentions. Dutch MPs’ communication ties arise from network dynamics (reciprocity, brokerage, and popularity) and from MPs’ participation in the parliamentary commissions, age, gender, and geographical area. Furthermore, there is a high degree of cross-party interactions in the Dutch MPs’ mentions Twitter network. Our results refute the existence of “echo chambers” in the Dutch MPs’ mentions Twitter network and support the hypothesis that social media can open up spaces for discussion among political parties. This is particularly important in fragmented consensus democracies where negotiation and coordination between parties to form coalitions is key.

scholarly journals Resilient Research in the Field: Insights and Lessons From Adapting Qualitative Research Projects During the COVID-19 Pandemic

2021 ◽  
Vol 20 ◽  
pp. 160940692110161
Author(s):  
Syahirah Abdul Rahman ◽  
Lauren Tuckerman ◽  
Tim Vorley ◽  
Cristian Gherhes
Keyword(s):  
Qualitative Research ◽  
Social Interaction ◽  
Research Methods ◽  
Research Process ◽  
Qualitative Research Methods ◽  
Research Projects ◽  
Social Distancing ◽  
Face To Face ◽  
Building Resilience ◽  
Digital Methods

The onset of the COVID-19 pandemic has seen the implementation of unprecedented social distancing measures, restricting social interaction and with it the possibility for conducting face-to-face qualitative research. This paper provides lessons from a series of qualitative research projects that were adapted during the COVID-19 pandemic to ensure their continuation and completion. By reflecting on our experiences and discussing the opportunities and challenges presented by crises to the use of a number of qualitative research methods, we provide a series of insights and lessons for proactively building resilience into the qualitative research process. We show that reflexivity, responsiveness, adaptability, and flexibility ensured continuity in the research projects and highlighted distinct advantages to using digital methods, providing lessons beyond the COVID-19 context. The paper concludes with reflections on research resilience and adaptation during crises.

scholarly journals Maintaining Academic Standards and Integrity in Online Business Courses

2020 ◽  
Vol 9 (2) ◽  
pp. 248
Author(s):  
Delbert Goff ◽  
Jarrod Johnston ◽  
Bryan Bouboulis
Keyword(s):  
Online Courses ◽  
University Education ◽  
University Graduates ◽  
Online Classes ◽  
Business Courses ◽  
Face To Face ◽  
Business Colleges ◽  
Online Business ◽  
Online Cheating ◽  
High Level

As the number of online courses being offered at universities has increased dramatically over the past several years, the level of oversight has lagged and created an environment ripe for cheating. We find that students admit to higher levels of cheating in online classes and believe other students also cheat more relative to face-to-face classes. This is likely due to the lack of tools to combat online cheating and the lack of policy from universities. We know from previous studies that business colleges have a comparatively high level of cheating and the amount of cheating at universities has been rising. These trends threaten to create an unfair system where cheaters are rewarded with higher grades than non-cheaters, thereby encouraging otherwise honest students to cheat. This may result in declining and erratic knowledge among university graduates, diminishing the value of a university education.

Digital tools to promote remote lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joanna C. Weaver ◽  
Gabriel Matney ◽  
Allison M. Goedde ◽  
Jeremy R. Nadler ◽  
Nancy Patterson
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Online Courses ◽  
Digital Tools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Isolation ◽  
Content Type ◽  
Face To Face ◽  
Using Data

PurposeThe authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.Design/methodology/approachThis is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.FindingsDigital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.Research limitations/implicationsDigital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.Practical implicationsLS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.Social implicationsLS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.Originality/valueThis study is original work that has not been published elsewhere.

Emergency remote education and smart working at three European higher education institutions

2022 ◽  
Vol 17 (6) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Remote Education ◽  
Face To Face ◽  
The World ◽  
Administrative Procedures ◽  
European Higher Education ◽  
Smart Working

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

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