Fostering Emotional Intelligence in Online Higher Education Courses

2017 ◽  
Vol 28 (4) ◽  
pp. 135-143 ◽  
Author(s):  
Robin A. Majeski ◽  
Merrily Stover ◽  
Teresa Valais ◽  
Judah Ronch
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Adult Learners ◽  
Cultural Awareness ◽  
Course Design ◽  
Self Control ◽  
Future Research ◽  
Leadership Management ◽  
Online Higher Education ◽  
Education Courses

Given the complex challenges organizations face and the importance of emotional intelligence to effective leadership, management education has begun to help adult learners develop emotional intelligence competencies. These include emotional self-control, conflict management, teamwork, cultural awareness, and inspirational leadership, among other qualities. Leaders and managers must navigate a landscape of challenges which demand effective teamwork, fresh perspectives, and an empathic understanding of others with whom they work to inform sound decision making. This article discusses aspects of Mayer and Salovey’s model of emotional intelligence. It proposes specific course design and instructional strategies which may foster emotional intelligence in adult learners, especially those in the online learning environment, based on this model. The article points to directions for future research which would empirically examine the effectiveness of these strategies on the development of emotional intelligence in adult learners in online higher education courses.

Video-Based Discussion

2019 ◽  
pp. 128-153
Author(s):  
Leila Mahmoudi ◽  
Susie Gronseth
Keyword(s):  
Higher Education ◽  
Design Guidelines ◽  
Graduate Course ◽  
Online Higher Education ◽  
Individual Personality ◽  
Survey Responses ◽  
Education Courses ◽  
Video Format

Video-based discussion is an emerging technology that can be used in online higher education courses as part of introduction, debate, personal exploration, and reflection activities. The video format bridges the distance gap in course conversations and offers benefits of providing contextual details, emotion, and individual personality while also enabling asynchronous flexibility. This chapter provides an overview of research in this area and describes an exploratory case study in which video-based discussion was used as part of an online graduate course. Data gathered included video postings and follow-up survey responses. Design guidelines and strategy recommendations are offered for planning and implementing video-based discussion activities in online higher education courses.

Online Higher Education for Nontraditional Adult Students

2021 ◽  
pp. 265-285
Author(s):  
Junghwan Kim ◽  
Heh Youn Shin ◽  
Kim L. Smith ◽  
Jihee Hwang
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Career Planning ◽  
Critical Role ◽  
Future Research ◽  
State University ◽  
University Of Oklahoma ◽  
Online Higher Education ◽  
Education Environment ◽  
The University

This chapter examines two U.S. four-year public universities, the Pennsylvania State University World Campus and the University of Oklahoma Outreach, that have successfully developed online adult education system/programs for adults. Using the principles of effectiveness for serving adult learners, the integrated review reveals not only how they advance online higher education environment for adults, but the types of challenges they have. Key findings highlight that, under a strong tradition of distance education, “self-assessment system,” “financial independence,” and “diverse active supports for life and career planning” play a critical role in increasing the academic engagement and retention of adult students. However, they also have several challenges: “high tuition rates and limited scholarship options,” “monitoring students' experience,” “learning outcome assessment,” and “commitment of faculty members.” The authors close with practical/academic implications and future research agendas.

Applying Andragogy to Backward Design to Support Adult Learners

2021 ◽  
pp. 210-227
Author(s):  
Melissa L. McCartney ◽  
Mary A. Tkatchov
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theory ◽  
Course Design ◽  
Adult Learning Theory ◽  
Design Model ◽  
Backward Design ◽  
New Concepts ◽  
Essential Questions

Andragogy, also known as adult learning theory, and backward design are not new concepts in higher education, but often the two are not layered together cohesively, or the misconceptions about adult learning theory and backward design stymie the design process. The purpose of this chapter is to present a course design model for faculty, administrators, and design team professionals to apply andragogy to backward design in a layered approach to better support adult learners. This chapter explores the application of backward design and andragogy in higher education with these essential questions: How are andragogy and backward design applied in higher education course design? How can considerations of andragogy strengthen the backward design model? What misconceptions about backward design and adult learning theory underly current practices?

Facilitation of Web-Based Courses Designed for Adult Learners

2011 ◽  
pp. 918-921
Author(s):  
Bonnie McCall Ordonez
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Course Design ◽  
Online Courses ◽  
Faculty Members ◽  
Online Course ◽  
University Faculty ◽  
Web Based ◽  
Professional Students ◽  
College And University

Web-based courses have currently surpassed all other forms of distance education in the higher education field. One of the main reasons in growth is the demand from adult and professional students looking for a convenient yet quality education (Kearsley, 2000). College and university faculty members are a key component in the development and delivery of online courses. Many studies have been conducted on effective course design, and student achievement and outcomes (Kearsley, 2000, p. 46), but less research is available on the instructional techniques necessary to facilitate an online course.

scholarly journals Utilizing Instantaneous Feedback to Promote Self-Regulated Learning in Online Higher Education Courses

2020 ◽  
pp. 41-59 ◽  
Author(s):  
Melissa Fanshawe ◽  
Nicole Delaney ◽  
Alwyn Powell
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Online Community ◽  
Self Regulation ◽  
Retention Rates ◽  
Self Regulated Learning ◽  
Online Higher Education ◽  
Summative Feedback ◽  
Support Students ◽  
Education Courses

In higher education learning environments, there is a dual need for educators to use supportive strategies to motivate students throughout the course, while also aiming to increase the capacity of students to self-regulate their learning. Using instantaneous tools to deliver formative or summative feedback through digital technology has been shown to lead to higher achievement and retention rates. This chapter shows how digital badges can provide instantaneous feedback to support students to feel belonging in the online community and develop self-regulation skills. Instantaneous feedback tools can be used to provide teacher presence throughout higher education courses to increase student engagement, retention, and achievement.

Designing Online Curriculum for Adult Learners

2014 ◽  
pp. 233-249
Author(s):  
Laura L. Bierema
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Teaching And Learning ◽  
Future Research ◽  
Online Learners ◽  
Online Curriculum ◽  
Emerging Trends ◽  
Future Research Directions ◽  
Impact Of Technology ◽  
Learning With Technology

The Digital Age has brought change and automation to almost every aspect of our lives, and learning is no exception. This chapter considers adult learners engaged in online higher education. The purpose of this chapter is to present a framework for designing adult learner-friendly eLearning in higher education settings. What pedagogy is most effective for facilitating eLearning? What emerging trends will influence eLearning? This chapter introduces the challenges of living and learning with technology, considers the impact of technology on teaching and learning, examines the characteristics of online learners and online learning, offers strategies for designing and facilitating eLearning in higher education, and muses about future research directions.

scholarly journals Critical Thinking in Asynchronous Online Discussions: A Systematic Review | La pensée critique dans les discussions asynchrones en ligne : examen systématique

2018 ◽  
Vol 44 (2) ◽  
Author(s):  
Joshua DiPasquale ◽  
William Hunter
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Instructional Strategies ◽  
Online Discussions ◽  
Future Research ◽  
Common Goal ◽  
Research And Practice ◽  
Online Higher Education ◽  
Asynchronous Online Discussions ◽  
Mise En Pratique

Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. Our literature review was qualitative and systematic, and focused specifically on strategies that were effective in fully-online higher education contexts. Thematic analysis was used to synthesize the findings and conclusions from the various studies into recurrent themes and sub-themes. The results of the analysis indicated that practitioners should employ a multi-step approach to facilitating critical thinking and reflection in asynchronous online discussions. Implications for future research and practice are discussed.Améliorer la pensée critique est un objectif courant de l’éducation supérieure. Concevoir et faciliter des environnements d’apprentissage dans lesquels la pensée critique peut se développer est une responsabilité importante pour les instructeurs. Dans cet article, nous cherchons à renseigner les études et les pratiques futures en examinant les stratégies didactiques qui pourraient être utilisées pour promouvoir une pensée critique et réfléchie dans les discussions asynchrones en ligne. Notre examen des publications a été qualitatif et systématique. Il a été particulièrement axé sur les stratégies qui étaient efficaces dans les contextes d’éducation supérieure entièrement en ligne. L’analyse thématique a servi à synthétiser les résultats et les conclusions des différentes études en thèmes et thèmes sous-jacents récurrents. Les résultats de l’analyse indiquent que les intervenants devraient se servir d’une approche en plusieurs étapes pour promouvoir la pensée critique et réfléchie dans les discussions asynchrones en ligne. Une discussion de ce que cela implique pour les recherches et la mise en pratique est incluse.

scholarly journals Emotional intelligence in South African women leaders in higher education

2017 ◽  
Vol 43 (0) ◽  
Author(s):  
Claude-Hélène Mayer ◽  
Rudolf M. Oosthuizen ◽  
Sabie Surtee
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Emotional Intelligence ◽  
Women Leaders ◽  
South African ◽  
African Women ◽  
Future Research ◽  
Structured Interviews ◽  
Leadership Qualities ◽  
South African Women

Orientation: This study contributes to an in-depth understanding of emotional intelligence (EI) in women leaders in Higher Education Institutions (HEIs) in South Africa from an inside perspective.Research purpose: The purpose of this study is to explore EI in South African women leaders working in HEIs to identify women leader’s strengths, foci and their possible areas of development. The aim is to get deeper insights in EI in women leaders because EI is associated with effective leadership qualities, creativity and innovation, as well as empathetic communication which is needed in the challenging HEI workplaces.Motivation for the study: Emotional intelligence is an important source for women leaders to increase leadership qualities. This study is motivated by a deep interest to explore aspects of EI in women leaders in this specific professional context.Research design, approach and method: The study uses a qualitative research design and an approach based on Dilthey’s modern hermeneutics of ‘Verstehen’ (understanding). Twenty-three women leaders of the Higher Education Research Service (HERS-SA) network were interviewed through semi-structured interviews. One researcher observed behaviour in one HEI to support the interpretation of the data. Data were analysed through content analysis.Main findings: Findings show that women leaders mainly refer to intrapersonal emotional quotient (EQ), followed by interpersonal EQ, adaptability, stress management and, finally, general mood. The most highly rated components of EQ are self-regard, followed by interpersonal relationships, problem solving, empathy, emotional self-awareness, assertiveness, impulse control and social responsibility. Findings also provide ideas on what EQ components can be further developed.Practical/managerial implications: New insights are provided on what components of EI should be developed in women leaders to increase overall EI, on cognitive and behavioural levels.Contribution/value-add: This research provides new and original context-specific insights on EI in HEIs in South Africa, which can be used as a basis for future research on women leaders while providing a knowledge base for contemporary training of EI in HEIs.

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