From Digital Exclusion to Digital Inclusion for Adult Online Learners

2019 ◽  
pp. 345-355
Author(s):  
Virginia E. Garland
Keyword(s):  
Adult Students ◽  
The United States ◽  
Attrition Rate ◽  
Digital Inclusion ◽  
Online Learners ◽  
Online Instructors ◽  
Solution Strategies ◽  
Adult Online Learners ◽  
Digital Exclusion ◽  
Education Administrators

There is an alarming attrition rate of adult students in distance education programs because of socio-economic, gender, and technology factors. In the United States, digitally excluded online adult learners include the poor, mostly women, who have minimal technology skills. This chapter provides some solution strategies for ICT directors, higher education administrators, online instructors, and the older students they serve. With technology training and financial assistance, adult online learners can be motivated to succeed.

From Digital Exclusion to Digital Inclusion for Adult Online Learners

2018 ◽  
pp. 2503-2511
Author(s):  
Virginia E. Garland
Keyword(s):  
Adult Students ◽  
The United States ◽  
Attrition Rate ◽  
Digital Inclusion ◽  
Online Learners ◽  
Online Instructors ◽  
Solution Strategies ◽  
Adult Online Learners ◽  
Digital Exclusion ◽  
Education Administrators

There is an alarming attrition rate of adult students in distance education programs because of socio-economic, gender and technology factors. In the United States, digitally excluded online adult learners include the poor, mostly women, who have minimal technology skills. This chapter provides some solution strategies for ICT directors, higher education administrators, online instructors, and the older students they serve. With technology training and financial assistance, adult online learners can be motivated to succeed.

The Digitally Excluded Learner and Strategies for Success

2015 ◽  
pp. 2400-2408 ◽  
Author(s):  
Virginia E. Garland
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Academic Success ◽  
Students With Disabilities ◽  
English Language ◽  
Information Science ◽  
Economic Status ◽  
The United States ◽  
Digital Inclusion ◽  
Digital Exclusion

Disparities in Information Science and Communication Technologies (ICT) skills exist both globally and nationally, between developed and developing countries and also between digitally included and digitally excluded students in developed nations such as the United States. Recent research and policy initiatives are recognizing the connections between achievement levels and Internet access. Students in families of poverty, minorities, immigrant children, and special needs students are more likely to have lower levels of academic success than their more affluent, white, non-disabled peers. This article addresses the need to provide effective ICT resources and teacher training to meet the specific needs of these groups of digitally excluded learners in elementary and secondary level American public schools: low socio-economic status (SES) students, minority students, English Language Learners (ELLs), and students with disabilities. Recommendations for moving from digital exclusion to digital inclusion are made at the end of the article.

Chinese and American Collaborations through Educational Exchange during the Era of Exclusion, 1872–1955

2012 ◽  
Vol 83 (2) ◽  
pp. 314-332 ◽  
Author(s):  
Madeline Y. Hsu
Keyword(s):  
United States ◽  
International Education ◽  
Foreign Students ◽  
The United States ◽  
Educational Systems ◽  
Higher Education Administrators ◽  
Overlapping Communities ◽  
American Missionaries ◽  
Education Administrators

Overlapping communities of American missionaries and higher education administrators and faculty laid the foundations for international education in the United States during the first half-century of that movement’s existence. Their interests and activities in China, in conjunction with Chinese efforts to develop modern educational systems in the early twentieth century, meant that Chinese students featured prominently among foreign students in the United States. Through the education and career of Meng Zhi, an American-educated convert to Christianity, staunch patriot, and long-term director of the China Institute in America, this article examines the transition of international education programs from U.S.-dominated efforts to extend influence overseas to initiatives intended to advance Chinese nationalist projects for modernization.

scholarly journals Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Suzanne Hayes ◽  
Sedef Uzuner-Smith ◽  
Peter Shea
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Self Regulation ◽  
Theoretical Models ◽  
Underlying Structure ◽  
Learning Needs ◽  
Online Learners ◽  
Online Instructors ◽  
Pedagogical Strategies ◽  
Learning Presence

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry (CoI) theoretical framework of online learning, needs to be included in these conversations. To this end, they re-articulate and clarify the underlying structure of LP by drawing on the theoretical models of self-regulation, co-regulation, and socially shared regulation. They further present examples to illustrate how LP can manifest itself in learners’ discourse in the online learning environment. Finally, they conclude by outlining strategies online instructors can use to help learners execute regulatory behaviors and thus demonstrate LP in online courses.

Understanding Online Learners' Media Literacy for Effective Training of Online Instructors

2019 ◽  
pp. 1-19
Author(s):  
Cathryn Crosby
Keyword(s):  
Media Literacy ◽  
Online Courses ◽  
Online Course ◽  
Academic Literacies ◽  
Online Learners ◽  
Online Instructors ◽  
Course Content ◽  
Literacy Proficiency ◽  
Academic Reading ◽  
Writing Practices

The increase in online courses offered in higher education, the reliance on highly developed academic literacy skills to learn course content, the complex nature of media literacy, the negotiation of multiple technologies, and the corresponding media literacy together can be quite challenging for online learners. Most research conducted on academic literacies has focused primarily on academic reading and writing practices rather than on media literacy. This chapter discusses an investigation of media literacy in an online course, the experience learners had with this literacy and online tasks. The chapter discusses results of data from the online learners and instructor, which showed the instructor required different media literacy proficiency than what the online learners possessed prior to beginning the online course. Finally, the chapter presents implications the study findings have for online instructors' effective development, design, and delivery of online courses and development of online learners' media literacy.

Evaluating and Implementing Teaching Standards

2011 ◽  
pp. 66-83
Author(s):  
Bob Barrett
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
The United States ◽  
Online Instructors ◽  
Teaching Standards ◽  
Learning Programs ◽  
Training Standards ◽  
Virtual Classes ◽  
Online Teacher ◽  
Online Teacher Training

As of the end of 2006, 38 states in the United States have established state-led online learning programs, policies regulating online learning, or both. Also, 25 states have state-led online learning programs, and 18 states are home to a total of 147 virtual charter schools serving over 65,000 students (http://www.nacol.org). This chapter will survey current online teacher training standards and trends, in terms of what is required of new online instructors. It will also focus on the use of the online learning environment as a vehicle to help instructors to prepare for online teaching in terms of current teaching strategies used – both from the live (on-ground) and online learning environments. This chapter will focus on several universities in terms of their approaches to online teacher training for experienced instructors, as well as new teaching recruits as they prepare to transition from traditional classrooms over to virtual classes.

Online Teaching Partnerships in Diverse Socio-Cultural Institutions

2010 ◽  
pp. 27-41
Author(s):  
Julian Scheinbuks ◽  
Anthony A. Piña
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Online Learners ◽  
Online Instructors ◽  
Heterogeneous Learning ◽  
Diverse Student ◽  
Distance Learning Technologies ◽  
Diverse Student Population ◽  
Experiential Backgrounds

In this chapter, the authors present the case of an inter-institutional online teaching partnership. The partnership has allowed faculty and students from racially and socio-economically diverse institutions to interact with each other through synchronous and asynchronous distance learning technologies. Courses were developed and team-taught by faculty from the three partner institutions. Faculty who were new to the online teaching environment collaborated with and were mentored by experienced online instructors. These instructors became more experienced in teaching a diverse student population and more comfortable and competent within technology-mediated teaching environments. Students from diverse socio-economic, racial and experiential backgrounds engaged in a more heterogeneous learning environment and learned how to be more effective online learners. Cross-discipline partnerships resulted in new courses being added to the curriculum. The inter-institutional online teaching partnership is a way to provide teaching and learning that is socially accessible, technologically adaptable, economically viable, and politically agreeable.

Why the Institutional Access Digital Divide Might Be More Significant than the Home Broadband Divide

2020 ◽  
pp. 61-79
Author(s):  
Christopher McConnell ◽  
Joseph Straubhaar
Keyword(s):  
Social Context ◽  
Internet Use ◽  
The United States ◽  
Descriptive Statistics ◽  
The Internet ◽  
Broadband Access ◽  
Digital Inclusion ◽  
The Family ◽  
Use Of The Internet ◽  
Policy Priority

Digital-inclusion policy in the United States has historically emphasized home broadband access as both its policy priority and goal. Supplying households with broadband access may not do much to improve the ability of individuals to make meaningful use of the Internet, however, since it provides Internet access with little social context beyond the family. Drawing on Bourdieu's concepts of disposition, habitus, and multiple forms of capital, this paper endeavors to situate Internet use in its broader social context and explores the importance of institutional access, Internet use at work or school, in developing the dispositions and competencies needed to use the Internet in instrumental ways, such as applying for educational programs or communicating with governments. Through descriptive statistics, it identifies which segments of a US city lack institutional access, and, using multivariate analysis, it highlights the role institutional access plays in developing these abilities and its role in further inequality.

A Description of Online Instructors Use of Design Theory

2010 ◽  
pp. 1-9
Author(s):  
MarySue Cicciarelli
Keyword(s):  
Social Presence ◽  
Coding Theory ◽  
Design Theory ◽  
The United States ◽  
Online Instructors ◽  
Multiple Representation ◽  
Form Theory ◽  
Survey Results ◽  
Applied Design ◽  
Using Data

In a recent dissertation study, research was conducted to evaluate online instructors’ characteristics and preferences concerning the use of a telementor, or online instructor’s assistant, as a part on an online course. Those who participated in the anonymous survey came from a sample of two thousand online instructors from colleges and universities located across the United States. Of those contacted, 323 online instructors responded to the survey. Results presented in this article were produced using data from nine of the questions included in the survey. These Likert Scale questions specifically asked the instructors about their use of theory of multiple representation, Gagne’s conditions of learning, instructional transaction theory, cognitive flexibility theory, three form theory, dual-coding theory, elaboration theory, theory of transactional distance, and theory of immediacy and social presence. Outcomes showed that a larger number of online instructors applied design theory when creating a course compared to the instructors who indicated that they did not apply design theory. Descriptive results presented illustrate how often the participants said that they utilized each of the different theories.

Participation and Degree Attainment of African-American and Latino Students in Graduate Education Relative to Other Racial and Ethnic Groups: An Update from Office of Civil Rights Data

1992 ◽  
Vol 62 (1) ◽  
pp. 45-66 ◽  
Author(s):  
Gail Thomas
Keyword(s):  
Higher Education ◽  
Civil Rights ◽  
Latino Students ◽  
Degree Attainment ◽  
Graduate Programs ◽  
The United States ◽  
Graduate Degrees ◽  
Engineering Mathematics ◽  
Education Administrators ◽  
Black And Latino

In this article, Gail Thomas uses 1988-1989 degree completion data from the U.S. Department of Education's Office of Civil Rights Survey to track the number of Black and Latino students awarded graduate degrees in engineering, mathematics, and science by U.S. institutions of higher education. Her study reveals the severe underrepresentation of Black and Latino students in graduate programs in these fields. Given the changing racial composition of the United States and projected shortages of science and engineering professionals and faculty by the year 2010, Thomas's findings challenge higher education administrators and policymakers to examine and correct the conditions that hinder the participation of U.S.-born minorities in science, mathematics, and engineering graduate programs and professions.

Sign in / Sign up

Export Citation Format

Share Document