Why Choose an Online Course?

2011 ◽  
pp. 332-344
Author(s):  
Lawrence A. Tomei ◽  
April Kwiatkowski ◽  
Lorie Brown ◽  
Lori Pash ◽  
Christine Javery ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Online Course ◽  
Review Of The Literature ◽  
Independent Colleges ◽  
Teaching Online ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Independent Colleges And Universities

OCICU is the Online Consortium of Independent Colleges and Universities and consists of five provider institutions which are located throughout the United States and Ireland. This consortium is the first of its kind to exist in distance education. The researchers wanted to understand why students choose to take courses through the consortium as well as why students opt for online learning instead of traditional face to face instruction. The research was limited courses that were completed in the Fall 2006, Spring 2007, and Fall 2007. The review of the literature revealed several factors of teaching online that affect why member schools recommend an OCICU course to their students and why these students succeed or fail in an online environment. The response rate of 25% diminishes the ability of this investigation to generalize to this population of 64 institutions.

Why Choose an Online Course?

2010 ◽  
pp. 59-72
Author(s):  
Lawrence A. Tomei ◽  
April Kwiatkowski ◽  
Lorie Brown ◽  
Lori Pash ◽  
Christine Javery ◽  
...  
Keyword(s):  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Online Course ◽  
Review Of The Literature ◽  
Independent Colleges ◽  
Teaching Online ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Independent Colleges And Universities

OCICU is the Online Consortium of Independent Colleges and Universities and consists of five provider institutions which are located throughout the United States and Ireland. This consortium is the first of its kind to exist in distance education. The researchers wanted to understandwhy students choose to take courses through the consortium as well as why students opt for online learning instead of traditional face to face instruction. The research was limited courses that were completed in the Fall 2006, Spring 2007, and Fall 2007. The review of the literature revealed several factors of teaching online that affect whymember schools recommend an OCICU course to their students and why these students succeed or fail in anonline environment. The response rate of 25% diminishes the ability of this investigation to generalize to this population of 64 institutions.

Do Orientation Materials Help Students Successfully Complete Online Courses?

2010 ◽  
pp. 1590-1606
Author(s):  
Lawrence A. Tomei ◽  
Holly Hagle ◽  
Ashley Rineer ◽  
Lisa A Mastandrea ◽  
Jennifer Scollon
Keyword(s):  
United States ◽  
Growth And Development ◽  
Online Courses ◽  
The United States ◽  
Colleges And Universities ◽  
Online Course ◽  
Review Of The Literature ◽  
Independent Colleges ◽  
Teaching Online ◽  
Independent Colleges And Universities

OCICU is the Online Consortium of Independent Colleges and Universities and consists of five provider institutions which are located throughout the United States and Ireland. This consortium is the first of its kind to exist in distance education. The researchers wanted to understand the importance of orientation materials to successfullycompleting an online course taken from another institution. The review of the literature revealed several factors of teaching online that supported the position that pro-active development of orientation materials is essential to the growth and development of online learning and results in additional revenue to participating institutions.

Do Orientation Materials Help Students Successfully Complete Online Courses?

2011 ◽  
pp. 345-360
Author(s):  
Lawrence A. Tomei ◽  
Holly Hagle ◽  
Ashley Rineer ◽  
Lisa A Mastandrea ◽  
Jennifer Scollon
Keyword(s):  
United States ◽  
Growth And Development ◽  
Online Courses ◽  
The United States ◽  
Colleges And Universities ◽  
Online Course ◽  
Review Of The Literature ◽  
Independent Colleges ◽  
Teaching Online ◽  
Independent Colleges And Universities

OCICU is the Online Consortium of Independent Colleges and Universities and consists of five provider institutions which are located throughout the United States and Ireland. This consortium is the first of its kind to exist in distance education. The researchers wanted to understand the importance of orientation materials to successfully completing an online course taken from another institution. The review of the literature revealed several factors of teaching online that supported the position that pro-active development of orientation materials is essential to the growth and development of online learning and results in additional revenue to participating institutions. [Article copies are available for purchase from InfoSci-on-Demand.com]

scholarly journals Comparing Jamaican Students Performance With Students In The United States, The Grand Bahamas And The Online Program

2011 ◽  
Vol 1 (2) ◽  
pp. 5 ◽  
Author(s):  
Bahaudin Mujtaba
Keyword(s):  
United States ◽  
Student Performance ◽  
The United States ◽  
Final Exam ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Contact Hours ◽  
Face To Face Instruction ◽  
Online Format

This study documents learning and student performance through objective tests with graduate students in Kingston-Jamaica and compares the final exam results with students taking the same course, the same test, with the same instructor at different sites throughout the United States and in the Nassau cluster, Grand Bahamas. The scores are further compared with students who completed this course and final exam in the online format. The group of Jamaican, Bahamian and students in Tampa completing this course received traditional, face-to-face instruction in a classroom setting, with classes delivered in a weekend format with 32 face-to-face contact hours during the semester. As expected, findings revealed that there was a statistically significant difference (% = .05) in the mean test scores of the pre-test and post-test for this group of students enrolled at the Kingston cluster.Furthermore, the results of final exam comparison with similar groups in the United States and Bahamas showed no significant differences. The comparison of student performance in Kingston with online students is also discussed.Overall, it is concluded that many of the learning outcomes designed to be achieved as a result of the course activities, specifically the final exam, were achieved consistently for students taking this course with the assigned faculty member in Jamaica, the United States and the Grand Bahamas.

K-12 Online Education

2014 ◽  
pp. 385-400 ◽  
Author(s):  
Wayne Journell ◽  
Ben McFadyen ◽  
Marva S. Miller ◽  
Kathryn Kujawski Brown
Keyword(s):  
United States ◽  
Online Learning ◽  
Online Education ◽  
The United States ◽  
Future Research ◽  
Learning Needs ◽  
Face To Face ◽  
Diverse Learning ◽  
Face To Face Instruction ◽  
K 12

It is growing increasingly evident that online learning is the future of K-12 education, both in the United States and the rest of the industrialized world. Improved technology, coupled with the perceived cost-effectiveness of online education, has resulted in growing numbers of states and K-12 school districts embracing “anytime, anywhere” education. Research on K-12 online education, however, has not kept up with its growth. This chapter explores three structural issues that are currently limiting online learning from being a viable alternative to K-12 face-to-face instruction in the United States: inadequate training of online K-12 teachers, issues related to accessibility for students with diverse learning needs, and the importance of structuring courses in a way that responds to the diverse backgrounds of K-12 students. Although this chapter is framed from an American perspective, largely because the vast majority of K-12 online learning occurs in the United States, future research on these issues is essential to K-12 online education in any context.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

Examining Disparities in Food Access Between Historically Black Colleges and Universities and Non-Historically Black Colleges and Universities

2021 ◽  
pp. 089011712110244
Author(s):  
Mariah Kornbluh ◽  
Shirelle Hallum ◽  
Marilyn Wende ◽  
Joseph Ray ◽  
Zachary Herrnstadt ◽  
...  
Keyword(s):  
United States ◽  
Historically Black ◽  
Food Access ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Census Tracts ◽  
Neighborhood Socioeconomic Status ◽  
Black Colleges And Universities

Purpose: Examine if Historically Black Colleges and Universities (HBCUs) are more likely to be located in low food access area (LFA) census tracts compared to public non-HBCUs. Design: ArcGIS Pro was utilized to capture food environments and census tract sociodemographic data. Setting: The sample included 98 HBCUs and 777 public non-HBCUs within the United States. 28.9% of study census tracts were classified as LFA tracts. Measures: University data were gathered from the National Center for Education Statistics. Census tract-level LFA classification was informed by the United States Department of Agriculture’s Food Access Research Atlas. Covariates included population density and neighborhood socioeconomic status of census tracts containing subject universities. Analysis: Multilevel logistic regression was employed to examine the relationship between university type and LFA classification. Results: A higher percentage of HBCUs (46.9%) than public non-HBCUs (26.6%) were located in LFAs. After adjusting for population density and neighborhood socioeconomic status, university type was significantly associated with food access classification (B=0.71;p=.0036). The odds of an HBCU being located in LFA tracts were 104% greater than for a public non-HBCU (OR=2.04;95% CI=1.26,3.29). Conclusion: Findings underscore the need for policy interventions tailored to HBCU students to promote food security, environmental justice, and public health.

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