Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

scholarly journals Aligning digital literacy and student academic success: Lessons learned from COVID-19 pandemic

2021 ◽  
Vol 12 (01) ◽  
Author(s):  
Veronica Udeogalanya ◽  
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Online Education ◽  
Student Success ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
The United States ◽  
Face To Face ◽  
Literacy Training ◽  
Graduating Students

In this paper the alignment of computer and digital literacy as well as student academic success were examined. Lack of adequate functional digital literacy training and the unreadiness of higher education institutions for the impact of random shocks such as COVID-19 pandemic has gravely affected teaching and learning. The purpose of this paper is to make the case for preparedness of students to meet the needs of technology jobs by mandating and aligning digital literacy and student success. As COVID-19 Pandemic was spreading through the communities of the United States, institutions of higher education transitioned to fully online teaching and learning. Prior to the pandemic, fully online education was secondary to face-to-face format. Only about 20% of classes were fully online while 80% were face-to-face. Digital literacy was given a token treatment as a percentage of the entire curriculum and relegated to only the departments of computer information systems and computer sciences. Faculty, students, staff, families, and communities were not trained for the intensity of fully online education as the only format. Many of them never heard of most of the digital literacy tools. Both faculty and students were forced to learn the use of computers and digital literacy tools to survive the spring 2020 semester. Low-income families were left to the operational schedules of local libraries, many of whom did not have internet presence. The institutions provided limited training for faculty and students to meet the urgency of the time. Faculty and students were forced to purchase expensive tools and hardware to withstand the intensive demand of teaching and learning. Many students were overwhelmed by the pressure of the new way of learning; some dropped out of school while many performed very poorly in their examinations which negatively impacted their overall grade point averages. One year later in spring 2021, the student success outcomes have barely changed. At the same time, technology is advancing despite the raging COVID pandemic. Millions of technology-enabled jobs remain unfilled while millions of university graduates are unemployed. There continues to be a mismatch between current job requirements in the industries and graduating students’ skills. This paper discusses the indispensable value of building computer and digital literacy training into all undergraduate curriculums. We argue for mandated computer and digital literacy exit skills assessment test for all graduating students irrespective of their discipline. We also make the case for increased institutional investment in faculty training in computer and digital literacy readiness. There are a number of remedies suggested to address the speed of advancement in technology, faculty and student functional mastery of basic computer and digital literacy skills. We conclude that all institutions must be proactive rather than reactive to systemic shocks by preparing students for academic success and technological readiness for today’s job markets.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

Tackling the Emerging New Norms in Higher Education in Post-Recession America

2017 ◽  
pp. 46-62
Author(s):  
Wayne Perry Webster ◽  
Zach P. Messitte
Keyword(s):  
Higher Education ◽  
The United States ◽  
Private Higher Education ◽  
Private Institutions ◽  
Prospective Students ◽  
Public And Private ◽  
Cost Structures ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
New Situation

This chapter will examine emerging new norms across higher education in the United States following the recession of 2008-09. Colleges and universities face an environment increasingly made up of prospective students and their families shopping and bargaining for the best college deal; institutions are struggling to control student costs by raising discount rates; administrators are seeking to find new sources of revenue and programmatic niches; and faculty are increasingly focused on how to make their curriculum more unique and relevant. Finally, higher education leaders should closely examine long-held recruitment and financial aid strategies, cost structures, academic calendars and mission to meet the new situation. This chapter will summarize the development of the new landscape in public and private higher education, including the growing similarities facing public and private institutions including their common efforts to keep higher education affordable and accessible, and conclude with recommendations for administrators as they navigate their way through the new norm.

The Future of Transversal Competencies in Higher Education Assessment

2022 ◽  
pp. 253-268
Author(s):  
Jean Cushen ◽  
Lauren Durkin
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Early Stage ◽  
University Teaching ◽  
Assessment Practices ◽  
Education Assessment ◽  
Higher Education Assessment ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
Student Centred Learning

This chapter evaluates the rising significance of transversal competencies and the implications for higher education assessment practices. Transversal competencies are expected to play a definitive role in future of work scenarios. This chapter evaluates the decisions and impacts surrounding the integration of transversal competencies into higher education assessments. In particular, the chapter explores the commitments and adjustments that higher education leaders must make to build the competence assessment infrastructure and supports required. The guiding role ‘student-centred learning' pedagogies can play is discussed. Relatedly, early-stage competence frameworks are offered as insight into how student-centred learning can deliver novel, active, reflective assessments that embrace competence diversity and target meaningful development. Finally, a roadmap is offered for higher education leaders to guide them in this challenging but pertinent transformation of university teaching and learning.

scholarly journals BRIDGES AND BARRIERS TO TEACHING ONLINE COLLEGE COURSES: A STUDY OF EXPERIENCED ONLINE FACULTY IN THIRTY- SIX COLLEGES

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Education Student ◽  
Online Faculty ◽  
Teaching Online ◽  
Barriers To Teaching

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlyingconstructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.

The Implementation of Wi-Fi Technology in Higher Education in the United States

2011 ◽  
pp. 365-382
Author(s):  
Xubin Cao ◽  
Eric Y. Lu ◽  
Hongyan Ma
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
The United States ◽  
Great Promise ◽  
Ohio University ◽  
Technology In Higher Education

This chapter discusses the implementation of Wi-Fi technology in higher education of the United States. It includes Wi-Fi standards, security, the adoption of the technology, Wi-Fi to support teaching and learning, and challenges of Wi-Fi implementation. The last section is a case study of Wi-Fi at Ohio University. Although Wi-Fi technology has a great promise in higher education, institutions are still at the beginning stage of adoption. Institutions need to make a long-term sustainable plan to develop instructional strategies, successful practices, and technology supports to improve teaching and learning using Wi-Fi technology

scholarly journals Redistributing work during COVID-19: Penn State University Libraries’ job bank

2020 ◽  
Vol 81 (8) ◽  
pp. 394
Author(s):  
Leo S. Lo ◽  
Binky Lush ◽  
Dace Freivaids
Keyword(s):  
Higher Education ◽  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Colleges And Universities ◽  
State University ◽  
University Libraries ◽  
Penn State ◽  
The Impact ◽  
Financial Losses

March 2020 became a pivoting moment for higher education in the United States, when the COVID-19 pandemic forced colleges and universities to switch to remote delivery of instruction within weeks. The impact of this event is deep and far-reaching. There is already a deluge of articles about how most faculty and students have had to adjust to a new way of teaching and learning--or how administrators have had to brace for financial losses. However, little has been written about the situations librarians and library staff are facing.

The State of Online Education in Kinesiology in the United States

2014 ◽  
Vol 3 (4) ◽  
pp. 177-185 ◽  
Author(s):  
Matthew T. Mahar ◽  
Tyler R. Hall ◽  
Michael D. Delp ◽  
James R. Morrow
Keyword(s):  
United States ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
The State ◽  
Administrator Perceptions ◽  
Education Funding ◽  
Academic Rigor ◽  
Online Delivery ◽  
Face To Face

Administrators of kinesiology departments (N = 101) completed a survey that requested information about online education, funding for online courses, and administrator perceptions of the rigor and future of online courses. More master's (n = 18) than undergraduate degree (n = 9) programs were totally online. Forty-nine percent of institutions provide funding to faculty and 37% provide funding to departments for online offerings. Respondents indicated concern about the rigor of online courses. Sixty-one percent indicated that academic rigor is a concern of faculty, 42% did not feel that totally online courses were as rigorous as face-to-face classes, and 65% indicated tests for online courses are not proctored. Despite concerns, 76% indicated they expect to have some or many online courses in the next 5-10 years. Few respondents indicated they expected to have no online courses or almost totally online delivery of courses. Online delivery of instruction is impacting kinesiology, and expansion of online education is likely.

Tuning the discipline of history in the United States: Harmony (and dissonance) in teaching and learning

2017 ◽  
Vol 16 (4) ◽  
pp. 337-357
Author(s):  
Daniel J McInerney
Keyword(s):  
Higher Education ◽  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Union Commitment ◽  
The Us ◽  
Educational Structures ◽  
Coherent Frame ◽  
Pro Forma

Tuning's progress in the discipline of history in the United States since 2009 illustrates the project's continuing capacity to develop “educational structures and programmes on the basis of diversity and autonomy”, maintaining the initiative's original European Union commitment in a markedly different academic environment across the Atlantic. Struggling initially against a backdrop of confusion, hesitancy, and resistance among US faculty, Tuning has been adopted by a steadily expanding number of educators in individual institutions, state systems, and the history discipline's premier professional society. Though operating, at times, in an uneven, imprecise, or pro forma manner, Tuning in the US manages to address several important goals: bringing a more coherent frame of reference to scattered conversations about higher education; framing a more meaningful discussion about the knowledge, skills, and non-monetized “value” developed through higher education; focusing on the central role of faculty discipline experts in the work of assessment, accreditation, and accountability; and engaging professional scholarly societies on questions of teaching and learning.

scholarly journals Characterizing Ethical Decision-Making and Its Influences: Examining Higher Education Leaders in the United States

2015 ◽  
Vol 6 (2) ◽  
pp. 50-73
Author(s):  
Tara Shollenberger
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
The United States ◽  
Ethical Decisions ◽  
Education Leaders ◽  
Diverse Student ◽  
Higher Education Leaders ◽  
Delphi Research

The ethical decision-making (EDM) process that leaders should follow to avoid scandals and unethical behavior is often overlooked. In addition, visit few studies have focused on EDM within higher education. Yet, educational leaders have an ethical responsibility due in part to increasingly diverse student populations enrolled that is having an impact on the growth of educational institutions. This exploratory study used the Delphi research technique to identify an EDM definition that leaders use to make ethical decisions and identify the environmental factors that influence their decisions as well as an EDM model within the U.S.

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