scholarly journals AN EXAMINATION OF SENSE OF CLASSROOM COMMUNITY AND LEARNING AMONG AFRICAN AMERICAN AND CAUCASIAN GRADUATE STUDENTS

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Alfred P. Rovai ◽  
Michael K. Ponton
Keyword(s):  
African American ◽  
Graduate Students ◽  
Student Learning ◽  
Online Courses ◽  
Group Discussion ◽  
Classroom Community ◽  
Discussion Boards ◽  
Advance Student ◽  
White Sample ◽  
Education Administrators

Higher education administrators and faculty members seek ways in which to advance student learning in online courses, and student affairs professionals seek ways to promote a sense of belonging and connectedness of students to their schools. The present study examined how a set of three classroom community variables were related to a set of two student learning variables in a predominantly White sample of 108 online African American and Caucasian graduate students. Using canonical correlation, the two subscales of the Classroom Community Scale and the mean number of messages posted each week to the online course’s group discussion boards were found to be related significantly to perceived learning and total points earned in the course along a single dimension. Moreover, African American students scored significantly lower across all five variables than their Caucasian peers, suggesting that the achievement gap that exists in many traditional educational programs also exists in graduate ALN programs and that this gap extends to sense of community.

Best Practices for Engaging Graduate Students in Problem-Based Learning

2019 ◽  
pp. 21-48
Author(s):  
Marcella Jeanne Kehus
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Online Courses ◽  
Online Discussion ◽  
Problem Based Learning ◽  
Discussion Board ◽  
Discourse Community ◽  
Discussion Boards ◽  
Online Discussion Board ◽  
The One

In this chapter, the author discusses two graduate online courses and the use of the online discussion boards specifically as they were used for problem-based learning. In the first course, the instructor scaffolded the learning more closely by providing a specific case to be solved by students and by providing specific instructions. In the second course, students were in the field tutoring and were to use the online discussion board as a place to bring their problems or issues to be problem-solved by the group. In this second context, graduate students became a discourse community developed their own ways of solving problems, working sometimes as more knowledgeable others and sometimes as the one seeking assistance, and generally encouraged each other. The instructor, after providing instruction and modeling during the first course, had little role during the second course besides providing resources, monitoring, and providing occasional corrections.

scholarly journals Student Perceptions of the Impact of “Quality Matters” Certified Online Courses on their Learning and Engagement

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Ayesha Sadaf ◽  
Florence Martin ◽  
Lynn Ahlgrim-Delzell
Keyword(s):  
Factor Analysis ◽  
Graduate Students ◽  
Best Practices ◽  
Student Learning ◽  
Student Perceptions ◽  
Exploratory Factor Analysis ◽  
Online Courses ◽  
Quality Matters ◽  
The Impact

The Quality Matters (QM) is one of the most widely-adopted set of standards for best practices in online courses to promote student learning. In this study, we examined student perceptions of the impact of QM certified courses on students learning and engagement. Fifty graduate students enrolled in online courses completed a survey developed based on the QM rubric items. The QM framework includes 43 standards in eight categories. Among eight categories, Course Activities and Learner Interactionwere rated to have the highest impact and Learning Objectiveswere rated to have the second highest impact on both student learning and engagement. The exploratory factor analysis revealed that 12 factors explained 88.89% of the variance of the impact on learning and 8 factors explained 85.72% of the variance of the impact on engagement. Clear expectations loaded as the highest factor for both learning and engagement.

scholarly journals Modern Learning Theories Provide Applications For Distance Learning Practice

2008 ◽  
Vol 5 (5) ◽  
Author(s):  
Dana V. Tesone ◽  
Denver Severt ◽  
Monica L. Carpenter
Keyword(s):  
Distance Learning ◽  
Graduate Students ◽  
Student Learning ◽  
Online Courses ◽  
The United States ◽  
Learning Preferences ◽  
Learning Theories ◽  
Learning Design ◽  
Online Learning Environments ◽  
Modern Learning

This article reports the findings of a recent empirical study that was conducted at a large university in the United States.  The study compared the findings from modern learning theories to reported perceptions of undergraduate and graduate students taking courses in online learning environments.  The intention of the study was to compare perceived student learning preferences with theories that support distance learning design and delivery.  The article provides a report of objectives, methodology, findings, discussion, conclusions, and implications relative to the study.  Final suggestions concerning online courses aimed at satisfying student learning expectations are implicated from the findings of the study.

scholarly journals Critical Race Theory and Caring as Channels for Transcending Borders between an African American Professor and Her Latina/o Students

2018 ◽  
Vol 20 (2) ◽  
pp. 101 ◽  
Author(s):  
Jacqueline B. Koonce
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
Effective Teaching ◽  
Student Learning ◽  
Critical Reflection ◽  
Participant Observation ◽  
Archival Data ◽  
Critical Race ◽  
Race Theory ◽  
Reflective Essay

This reflective essay uncovers ways in which critical race theory and caring are key to crossing racial, cultural, and linguistic borders between professors and their students. Many scholars have noted how critical reflection relates to effective teaching, especially when taking into account student learning. Reflecting upon archival data and participant observation, the author describes, through various stories, how she uses critical race theory and caring to connect with her students in spite of their differences. The author also provides examples of how her students reciprocate her care in extravagant ways.

scholarly journals Teachers beliefs and technology use in kindergarten and elementary classrooms

2015 ◽  
Vol 7 (3) ◽  
pp. 149 ◽  
Author(s):  
Majedah Fawzi Abu Al Rub
Keyword(s):  
Educational Technology ◽  
Elementary Teachers ◽  
Elementary Students ◽  
Student Learning ◽  
Technology Use ◽  
Elementary Classrooms ◽  
Distinct Difference ◽  
Advance Student ◽  
Technology Tools ◽  
Teachers Beliefs

With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms.Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants. Keywords: teachers’ beliefs, technology use, kindergarten and elementary students

scholarly journals The Issue of Student Achievement of Primary Teacher Education (PGSD) in Group Discussion

2019 ◽  
Author(s):  
Dewingga Fizzy Keni Pratama ◽  
Muhammad Nur Wangid
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Mastery Learning ◽  
Group Discussion ◽  
Primary Teacher ◽  
Group Discussions ◽  
Learning Achievement ◽  
Primary Teacher Education ◽  
The Relationship ◽  
Improve Student Learning

This article considers the relationship between group discussion and student achievement of PGSD University PGRI Wates. The results showed there group discussion can increase student learning achievement. Students achieve minimal mastery learning. Based on empirical evidence from group discussions and learning achievements, it explores the extent to which forms of group discussion can contribute to learning achievement. This article argues that group discussions offer new and important things in the practice of learning. The results showed that group discussion can improve students learning achievement. In other words the use of group discussion in student learning can improve student learning achievement.

scholarly journals FROM POSTS TO PATTERNS: A METRIC TO CHARACTERIZE DISCUSSION BOARD ACTIVITY IN ONLINE COURSES

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Catherine A. Bliss ◽  
Betty Lawrence
Keyword(s):  
Online Courses ◽  
Large Data ◽  
Discussion Board ◽  
Discussion Boards ◽  
Participation Rates ◽  
Data Set ◽  
Mathematics Courses ◽  
State College ◽  
Empire State College

Asynchronous text based discussion boards are included in many online courses, however strategies to compare their use within and between courses, from a disciplinary standpoint, have not been well documented in the literature. The goal of this project was to develop a multi-factor metric which could be used to characterize discussion board use in a large data set (n=11,596 message posts) and to apply this metric to all Mathematics courses offered in the January 2008 term by the Center for Distance Learning at Empire State College. The results of this work reveal that student participation rates, quantity of student posts, quality of student posts and the extent of threading are well correlated with instructor activity.

scholarly journals Measuring Faculty-Student Interaction in Online Courses Using Asynchronous Discussion Boards

2020 ◽  
Author(s):  
Crystal Gasell
Keyword(s):  
Student Satisfaction ◽  
Social Exchange ◽  
Learning Analytics ◽  
Online Courses ◽  
Discussion Board ◽  
Management Systems ◽  
Discussion Boards ◽  
Instructor Interaction ◽  
Data Points ◽  
Learning Management

Online learning is growing. As such, institutions want to grow programs, while ensuring quality. Part of ensuring quality in online courses is ensuring that there is regular and substantive interaction (RSI) between students and instructors. Discussion boards are often used in online courses as a way to promote social exchange, interaction, and the discussion of course concepts. Therefore, discussion board activity can provide a glimpse into the RSI that occur between students and instructors. Until recently, data from learning management systems was difficult to access and analyze. However, advances in technology and an increased interest in learning analytics provides researchers and institutions with billions of data points about student and instructor activity within a learning management system (LMS). This study used LMS data to explore the frequency of interaction between instructors and students in discussion boards in online courses at one institution. 415 courses were selected for the study, spanning two semesters. Results from the study found that the average number of posts by an instructor was 32.9. The average instructor interaction was 1.49 instructor posts per student. 23% of courses had no instructor posts. Student posts averaged 470 per course and the average posts per student was 19.9. Based on the discussion board activity, the most discussion interaction occurred during the first two weeks of the semester. Results suggested that there is no relationship between student satisfaction and the number of total posts in a course.

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