scholarly journals Assessing Accessibility: Are Online Courses Better Than Face-to-Face Instruction At Providing Access to Course Content for Students with Disabilities?

2016 ◽  
Vol 16 (1) ◽  
pp. 69-79 ◽  
Author(s):  
Lindsey R. Massengale ◽  
Eleazar Vasquez
Keyword(s):  
Students With Disabilities ◽  
Visual Analysis ◽  
Online Courses ◽  
Future Research ◽  
Course Content ◽  
Face To Face ◽  
History Of ◽  
Course Material ◽  
Future Research Directions ◽  
Face To Face Instruction

Delivering course material in a manner that is accessible to all students including those with disabilities is important in the online environment. This article presents an analysis focusing on the accessibility of six courses presented through the Webcourses platform. Six professors volunteered one course for analysis. The tool use for analyzing the courses was the WAVE tool bar. Analysis of course was completed individually, but results were reported across courses. Overall results indicated 13 types of challenges and of these 5 were the most prevalent across courses. The author discusses a brief history of distance education, the tool used for analysis, challenges that were identified within course and offers suggestion of how to minimize those challenges. Within the methodology, screen shots of the WAVE tool bar are provided. Visual analysis of the frequency of the 13 challenges is provided. Implications of the WAVE tool are shared with future research directions.

The Same but Different

2019 ◽  
pp. 1-32
Author(s):  
Maria Northcote
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Future Research ◽  
Technological Innovations ◽  
Research Directions ◽  
Learning Programs ◽  
History Of ◽  
Future Research Directions ◽  
Practical Recommendations

The field of online learning, like many other technological innovations, has not burgeoned without controversy. Despite the debates about the role and value of online learning, it has continued to grow in many sectors, especially in higher education. Alongside the growth of online learning, discussions about its benefits and limitations have also flourished, and many studies have investigated the quality and integrity of online courses. This chapter offers an investigation of some of the history of online learning, concluding with a collection of practical recommendations and suggestions for future research directions to guide institutions embarking on online learning programs.

Engaging Flipgrid

2020 ◽  
pp. 185-210
Author(s):  
Madeline Craig
Keyword(s):  
Technology Integration ◽  
Student Engagement ◽  
Online Courses ◽  
Future Research ◽  
Limited Extent ◽  
Research Directions ◽  
Face To Face ◽  
Future Research Directions ◽  
Level Process ◽  
Levels Of Integration

This chapter explores the use of Flipgrid for student engagement in a gradual three-level process of technology integration. The three levels of integration, or “immersion,” are acclimation, movement, and submersion, and this is demonstrated by comparing Flipgrid integration to a day at the beach. Flipgrid is a comprehensive tool that provides opportunities for educators to integrate it into their face-to-face, hybrid, and online courses to a limited extent or to fully use all of the features available to them at no cost. The background of Flipgrid, as well as the benefits of using video as an educational tool, was thoroughly researched to provide evidence to support the use of Flipgrid for student engagement and assessment. The chapter concludes by including the limitations of Flipgrid and future research directions.

scholarly journals History, Research, and Theory to Practice: Scaffolding Framework for Graduate Online Courses

2020 ◽  
Vol 3 (3) ◽  
pp. p9
Author(s):  
Bernice Y. Sanchez
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Historical Context ◽  
Modern Technology ◽  
Delivery Mode ◽  
Graduate Course ◽  
Course Content ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Pedagogical Research

The expansion of modern technology has vastly changed and continues to change the way we learn, communicate, and connect with one another. Institutions of higher learning including Community Colleges and Universities, traditionally known for their face-to-face courses, have had to reconsider programmatic and delivery mode over the years to transfer their face-to-face courses into online courses based on the growing demand. With this transition, comes reflective reevaluation of curriculum and programmatic structure of courses. These programmatic courses must provide instructional experiences that are meaningful and purposeful for graduate students in higher education and prepare them in the same manner and level of quality as face-to-face courses. There is a need for pedagogical research to assist faculty and instructors to make this transition to online teaching. The following paper examines 1) the historical context of distance education 2) research on face-to-face instruction in comparison to online instruction 3) a modern framework for scaffolding graduate courses and graduate course content.

Using Course Maps for Easy Classroom to Computer Transition

2011 ◽  
pp. 2226-2230
Author(s):  
Stephanie J. Etter ◽  
Lisa T. Byrnes
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
History Of Higher Education ◽  
Web Based ◽  
Course Content ◽  
Face To Face ◽  
Learning Programs ◽  
History Of

Online learning is the fastest growing segment in the educational marketplace (Conhaim, 2003). As the number of online courses increases and distance learning programs grow in popularity, questions of quality and comparability of online courses with traditional methods naturally arise (Schulman & Sims, 1999). While online learning is the fastest growing educational segment, partly in thanks to on-campus students who choose to take courses online, there are still debates about not only the quality of the course content, but the quality of the technology used as well. According to Bowman (2003), in “the history of higher education, online classes are relatively new, and it is yet to be determined how to take full advantage of the technology” (p. 73). Traditional face-to-face courses, which may have been proven successful in terms of evaluations and outcomes assessments, are increasingly being converted to online courses. A study by Smith, Ferguson, and Caris (2000) concluded: “Contrary to intuition, current Web-based online college courses are not an alienating, mass-produced product. They are a laborintensive, highly text-based, intellectually challenging forum which elicits deeper thinking on the part of the students” (p. 67). Converting a traditional classroom course that is intellectually challenging and that elicits deeper thinking into an online course that can do the same can be a harrowing task. The process of converting a face-to-face course into an online course without compromising the course’s integrity and quality is a difficult burden to overcome. The burden of the conversion process can be eased, however, through the use of course maps.

Using Online Engagement Activities in International Studies Courses

2020 ◽  
Author(s):  
Karthika Sasikumar
Keyword(s):  
Students With Disabilities ◽  
Social Networking Sites ◽  
Online Courses ◽  
International Studies ◽  
Discussion Boards ◽  
Course Content ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Class Participation ◽  
Online Engagement

Although instructors are increasingly adopting the practices of online engagement in the field of international studies, there are few discussions in the disciplinary literature of its methods, advantages and disadvantages. Online engagement can be considered as a type of class participation that takes place on the Internet. It refers to engagement between groups of students and an instructor, as well as engagement among students. Online engagement activities can be integrated into fully-online courses, or they may supplement in-class participation in traditional courses., There are five common methods that can be used to create online engagement among students: online discussion boards, class blogs, social networking sites such as Twitter and Facebook, wikis, and online simulations. Each of these has its advantages and disadvantages. For each there are case studies in the literature, and best practices can be summarized. Online engagement should not be technology-driven; rather, it should be integrated with the course content and learning outcomes. Instructors should craft assignments in ways that encourage creative and critical thinking, and should take into account the particular problems that arise in the absence of face-to-face interaction. Online engagement activities should be chosen to mitigate some of the issues with traditional classroom activities, and/or develop novel skills that are relevant to the 21st-century economy. These activities should be accessible to all—including, but not restricted to, students with disabilities. Instructors and institutions should also be aware of ethical and legal issues, such as privacy, and the ownership of the data generated by online engagement activities by users.

scholarly journals A Digital Forensic Readiness Architecture for Online Examinations

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Ivans Kigwana ◽  
H. S Venter
Keyword(s):  
Online Courses ◽  
Relevant Information ◽  
Content Management ◽  
International Standards ◽  
Future Research ◽  
International Electrotechnical Commission ◽  
Course Content ◽  
Digital Forensic ◽  
Online Examination ◽  
Proactive Measures

Some institutions provide online courses to students to ease the courses’ workload. Online courses can also be convenient because the online course content management software conducts marking of tests and examinations. However, a few students could be willing to exploit such a system’s weaknesses in a bid to cheat in online examinations because invigilators are absent. Proactive measures are needed and measures have to be implemented in order to thwart unacceptable behaviour in situations where there is little control of students’ conduct. Digital Forensic Readiness (DFR) employs a proactive approach for an organisation to be forensically prepared for situations where there is little control over people. This can be achieved by gathering, storing and handling incident response data, with the aim of reducing the time and cost that would otherwise be spent in a post-event response process. The problem this paper addresses is that, at the time of writing this paper, there existed no known DFR architecture that can be used to collect relevant information for DFR purposes, specifically in the course of an online examination, as described in the standard published by the International Standards Organisation (ISO) and the International Electrotechnical Commission (IEC) (ISO/IEC 27043:2015) for incident investigation principles and processes. Due to the lack of DFR architecture, the authors propose an Online Examination Digital Forensic Readiness Architecture (OEDFRA) that can be used to achieve DFR when online examinations are conducted. This architecture employs already existing DFR techniques, discussed in the study, to help educational institutions achieve DFR in online examinations. This architecture, (OEDFRA), when implemented, will be tested in future research in order to confirm its contribution to the field of DFR.

scholarly journals Exploring E-leadership Behaviour of Sri Lankan Small and Medium Enterprises

2020 ◽  
pp. 1-19
Author(s):  
E. A. G. Sumanasiri
Keyword(s):  
Qualitative Method ◽  
Small And Medium Enterprises ◽  
Future Research ◽  
Sri Lankan ◽  
Leadership Roles ◽  
Research Directions ◽  
Face To Face ◽  
Leadership Behaviour ◽  
Future Research Directions ◽  
Medium Enterprises

This paper explores the e-leadership behaviours of Sri Lankan Small and Medium Entreprises and the barriers to e-leadership in SME sector. To explore these research objectives a qualitative method was used with 23 semi-structured face-to-face interviews with owners of fast-growing SMEs in Sri Lanka. To understand the effective e-leadership behaviours the study used Gary Yukl’s Hierarchical Taxonomy of Leadership Behaviours model. Findings confirmed that most SME leaders use ‘Internet of things’ in performing their leadership roles. Among the four effective e-leadership behaviours described by Gary Yukl, most SME leaders use e-leadership for change-oriented decision making while relationship-oriented leadership behaviours became the least important. Theoretical contributions, limitations and future research directions are discussed in the concluding section of the paper.

Organizational Innovation beyond Technology

2015 ◽  
pp. 416-435 ◽  
Author(s):  
M. Isabel Sánchez-Hernández
Keyword(s):  
Organizational Innovation ◽  
Empirical Evaluation ◽  
Internal Marketing ◽  
Internal Market ◽  
Future Research ◽  
Business Services ◽  
History Of ◽  
Future Research Directions ◽  
Knowledge Intensive ◽  
Moments Of Truth

This chapter illustrates internal market orientation's philosophy (IMO) and the innovative Internal Marketing practices in competitive firms. The chapter begins with an explanation of the field of innovation in services going beyond technology to IMO research topics. A brief history of Internal Marketing (IM) and main literature contributions are provided. After that, the focus turns to the empirical evaluation of IMO's dimensions. The analysis is undertaken with data from a survey in Spanish and Portuguese knowledge intensive business services (KIBs). An exploratory factor analysis was performed and eight factors have been extracted from the data set via principal components analysis: Efforts to create a good place to work, Focus on competencies, Dissemination, Awareness of labour market conditions, Focus on individual training and development, Feed-Back communication, Managing the moments of truth, and Internal market research. The chapter concludes with some reflections and suggestions for managers and future research directions are also highlighted.

Cyber Conflict and Management

2012 ◽  
pp. 1088-1095
Author(s):  
Kumi Ishii ◽  
Brittany R. Black
Keyword(s):  
Daily Life ◽  
Computer Mediated Communication ◽  
Online Communication ◽  
Future Research ◽  
Mediated Communication ◽  
Research Directions ◽  
Face To Face ◽  
Computer Mediated ◽  
Future Research Directions ◽  
Cyber Conflict

With the diffusion of networked technology in our society, online communication has become an integral part of daily life, and conflict no longer occurs only in face-to-face (FtF) contexts. Many people experience cyber conflict (i.e., a perceived incompatibility of goals among two or more cyber parties over computer-mediated communication (CMC) or online communication) and manages it online. While research in this significant and emerged topic is scattered across contexts and disciplines, this chapter provides preliminary knowledge by discussing the antecedents and outcomes of cyber conflict as well as factors that affect cyber conflict management. The chapter also offers future research directions.

Learning to Teach Online

2016 ◽  
pp. 2092-2113
Author(s):  
Christina M. Tschida ◽  
Elizabeth M. Hodge ◽  
Steven W. Schmidt
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Online Courses ◽  
Rapid Expansion ◽  
Pedagogical Issues ◽  
State University ◽  
Faculty Professional Development ◽  
Course Content ◽  
Face To Face ◽  
Institutions Of Higher Learning

The rapid expansion of distance education in higher education has left a high demand for faculty willing to design and teach online courses, often with little or no training. The path from face-to-face to online courses is not an easy one and can be filled with frustration and doubt for many faculty. Professional development often focuses on technology tools rather than pedagogical issues of online learning or course content. This chapter focuses on research that examines the experience of several faculty from the college of education at a state university in the Southeast United States, as they learned to teach online. It presents their negotiations of issues of online platform and pedagogy and their efforts to find professional development to meet their needs. The implications for institutions of higher learning are important as distance education continues to increase and more and more faculty are asked (or told) to transfer their courses online.

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