scholarly journals Are they paying attention, or are they shoe-shopping? Evidence from online learning

2021 ◽  
Vol 5 (1) ◽  
pp. 200-209
Author(s):  
Jo Smith ◽  
Karen Schreder
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Adult Learners ◽  
Education Program ◽  
Online Courses ◽  
Mixed Methods Study ◽  
Online Classes ◽  
Teaching Online ◽  
Abrupt Transition ◽  
Doctorate Of Education

In response to the coronavirus pandemic, schools across the nation made an abrupt transition to teaching online as states instituted stay-at-home measures. This mixed methods study examines the attentiveness of adult learners in an online Doctorate of Education program. Three main findings emerged: 1) online courses where the students and instructor all are logged on to Zoom synchronously had higher average attentiveness compared to hybrid format courses where some students are physically in the classroom and some are on zoom; 2) average attentiveness was higher during the synchronous portion of classes with an asynchronous portion compared to fully synchronous online classes; and 3) average attentiveness was lower for class segments of over 30 minutes than class segments under 30 minutes.

scholarly journals Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education

2020 ◽  
Vol 12 (4) ◽  
pp. 163
Author(s):  
Colin William Campbell
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mixed Methods ◽  
Self Efficacy ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Instructional Delivery ◽  
Mixed Methods Study ◽  
Face To Face

The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.

Online Group Projects

2005 ◽  
pp. 19-50 ◽  
Author(s):  
Valerie Taylor
Keyword(s):  
Online Learning ◽  
Staff Development ◽  
Online Courses ◽  
Online Classes ◽  
Online Instructors ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Group Projects ◽  
Online Staff Development ◽  
Online Group

This chapter provides an overview of the literature on group projects in online learning and outlines lesson modules for teaching online instructors to use group projects in their courses. The lessons themselves are structured to be an example of online staff development for distance learning faculty. While group projects are often included in on-campus classes, faculty teaching online courses are reluctant to use group projects for these classes. The technology and the students’ acceptance of the online learning environment should be used to extend the pedagogical benefits of group work. With adequate staff development, online instructors can successfully integrate group learning into online classes.

scholarly journals An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

2018 ◽  
Vol 12 (7) ◽  
pp. 70
Author(s):  
Hueyzher Ng ◽  
Sakina Sofia Baharom
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Quantitative Methods ◽  
Online Courses ◽  
Secondary School Teachers ◽  
College Level ◽  
Mixed Methods Design ◽  
Self Regulated Learning ◽  
Students Satisfaction

The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS.  The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.

scholarly journals The Parenting Education Needs of Women Experiencing Incarceration in South Australia: Proposal for a Mixed Methods Study

10.2196/18992 ◽  
2020 ◽  
Vol 9 (8) ◽  
pp. e18992
Author(s):  
Belinda Lovell ◽  
Mary Steen ◽  
Adrian Esterman ◽  
Angela Brown
Keyword(s):  
Mixed Methods ◽  
Scoping Review ◽  
Education Program ◽  
Research Training ◽  
South Australia ◽  
Mixed Methods Study ◽  
Parenting Education ◽  
Current Evidence ◽  
Torres Strait ◽  
Education Needs

Background The mother-child relationship is extremely important, and for mothers experiencing incarceration, this relationship has unique challenges. There is limited evidence currently available to identify the type and content of parenting education that would best suit women who are incarcerated. Objective This study aims to design and evaluate a parent education program for women experiencing incarceration in South Australia. The program must meet the specific needs of incarcerated women and considers the cultural needs of Aboriginal and or Torres Strait Islanders and migrant women. Hereafter Aboriginal and/or Torres Strait Islander peoples will be referred to as Aboriginal; the authors acknowledge the diversity within Aboriginal cultures. Methods This study will utilize a mixed methods approach, including six phases framed by a community-based theoretical model. This methodology provides a collaborative approach between the researcher and the community to empower the women experiencing incarceration, allowing their parenting education needs to be addressed. Results A scoping review was undertaken to inform this study protocol. This paper describes and discusses the protocol for this mixed methods study. Recruiting commenced in December 2019, results will be published in 2020, and the project will be completed by August 2022. This project has been supported by a Research Training Scholarship from the Australian Government. Conclusions The scoping review highlighted a lack of rigorous evidence to determine the most appropriate parenting education program to suit women experiencing incarceration specifically, and there was little consideration for the cultural needs of women. It also became clear that when quantitative and qualitative data are utilized, the women’s voices can assist in the determination of what works, what will not work, and what can be improved. The data collected and analyzed during this study, as well as the current evidence, will assist in the development of a specific parenting education program to meet the needs of women experiencing incarceration in South Australia and will be implemented and evaluated as part of the study. International Registered Report Identifier (IRRID) PRR1-10.2196/18992

Differentiating Instruction for Adult Learners in an Online Environment

2014 ◽  
pp. 1190-1207
Author(s):  
Dixie Massey
Keyword(s):  
Teacher Education ◽  
Adult Learners ◽  
Online Courses ◽  
Relevant Literature ◽  
Teaching Online ◽  
Differentiating Instruction ◽  
Online Platforms ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Education Courses

Teacher education courses offered online are becoming increasingly common. Unfortunately, few instructors of online teacher education courses have specific preparation for teaching adult learners or in teaching online courses, resulting in faltering attempts to transfer traditional methodology such as lectures to online platforms. This chapter considers the background of distance education and examines relevant literature on adult learners. Differentiated instruction is proffered as a means of meeting the needs of adult learners in online teacher education courses. Specific examples of differentiating content, process, and product are suggested.

A Mixed Methods Examination of Instructor Social Presence in Accelerated Online Courses

2016 ◽  
pp. 147-159 ◽  
Author(s):  
Patrick Ryan Lowenthal
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Multiple Methods ◽  
Online Learning Environments ◽  
Future Studies ◽  
Computer Mediated ◽  
Being There

Social Presence theory seeks to explain how people present themselves as being “there” and “real” while using a communication medium. Most studies on social presence focus on how students present themselves and/or are perceived as being “there” and “real” in computer-mediated environments. However, to date, very few studies have focused on how instructors establish and maintain their own social presence in online learning environments. The following study explored the phenomenon of instructor social presence in accelerated online courses. The results suggest that the construct of presence is more complicated than previously thought and that future studies should employ multiple methods to further explore the concept of instructor social presence.

A Mixed Methods Examination of Instructor Social Presence in Accelerated Online Courses

2016 ◽  
pp. 949-963
Author(s):  
Patrick R. Lowenthal
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Multiple Methods ◽  
Online Learning Environments ◽  
Future Studies ◽  
Computer Mediated ◽  
Being There

Social Presence theory seeks to explain how people present themselves as being “there” and “real” while using a communication medium. Most studies on social presence focus on how students present themselves and/or are perceived as being “there” and “real” in computer-mediated environments. However, to date, very few studies have focused on how instructors establish and maintain their own social presence in online learning environments. The following study explored the phenomenon of instructor social presence in accelerated online courses. The results suggest that the construct of presence is more complicated than previously thought and that future studies should employ multiple methods to further explore the concept of instructor social presence.

Practical Guidelines for Creating Online Courses in K-12 Education

2016 ◽  
pp. 507-529
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

A Mixed Methods Study Exploring the Factors and Behaviors That Affect Glycemic Control Following a Structured Education Program

2014 ◽  
Vol 10 (2) ◽  
pp. 182-203 ◽  
Author(s):  
Dympna Casey ◽  
Mary Clare O’Hara ◽  
Ben Meehan ◽  
Molly Byrne ◽  
Sean F. Dinneen ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Glycemic Control ◽  
Education Program ◽  
Mixed Methods Study ◽  
Structured Education ◽  
And Behaviors

scholarly journals Fostering Online Student Participation

2011 ◽  
Vol 2 (7) ◽  
Author(s):  
Regina Bento ◽  
Barry Brownstein ◽  
Cindy Schuster ◽  
Susan Zacur
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Student Participation ◽  
Transformation Model ◽  
Transmission Model ◽  
Online Student ◽  
Teaching Online ◽  
Body Of Knowledge ◽  
Pedagogical Approaches

The challenges of teaching online include encouraging student participation.  Although many instructors would like to increase participation in their online courses, there is no established body of knowledge on the various forms such participation may take, or how it should be evaluated.  This paper outlines two major pedagogical approaches, the transmission model and the transformation model and suggests that the transformation model is uniquely suited for online learning.  Once the preferred model is established, guidance in ways to foster online student participation is provided.

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