When Going Online Isn’t Going

2011 ◽  
pp. 234-246
Author(s):  
Elizabeth Osika ◽  
Rochelle Johnson ◽  
Rosemary Buteau
Keyword(s):  
Online Courses ◽  
State Funding ◽  
Degree Programs ◽  
State University ◽  
Southern State ◽  
Online Programs ◽  
Teaching Online ◽  
Future Success ◽  
Small Cohort ◽  
Enrollment Data

Over the last few years, Southern State University (SSU) has experienced a decline in enrollment and state funding. However, one aspect that holds promise, based on past enrollment data, is the potential movement towards providing online degree programs. While SSU provides rewards and encouragement for the development of online courses and programs, and students consistently are quick to fill the online sections, there has only been a small cohort of faculty who embrace teaching online. Therefore, there has been little to no growth in the number of online courses compared to other schools in the area, and not a single program has been established as being offered completely online. SSU is now faced with the issue of how to convince the heavily unionized faculty and other stakeholders that movement to the offering of online programs is a vital aspect of the university’s future success.

Grade Validity Of Online Quantitative Courses

2011 ◽  
Vol 2 (1) ◽  
pp. 71
Author(s):  
Judson C. Faurer
Keyword(s):  
Quality Control ◽  
Faculty Member ◽  
Online Courses ◽  
Degree Programs ◽  
Academic Rigor ◽  
Academic Institutions ◽  
Online Programs ◽  
Course Grades ◽  
Evaluative Criteria ◽  
Online Degree

Are prospective employers getting “quality” educated degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a student’s acquired knowledge in quantitative online courses need evaluation and thought to arrive at a more circumspect solution. Is the grade earned truly indicative of a student’s competency and level of acquired knowledge and understanding in an online quantitative course or merely an indication that the student somehow just satisfied proscribed evaluative criteria set by the faculty member without adequate measures of assessment?

scholarly journals Ensuring Online Learning Quality: Perspectives from the State University of New York

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Kristyn Muller ◽  
Kim A Scalzo ◽  
Alexandra M Pickett ◽  
Lisa Dubuc ◽  
Lawrence Dugan ◽  
...  
Keyword(s):  
New York ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
The State ◽  
State University ◽  
Institutional Perspective ◽  
Online Programs ◽  
Quality Scorecard

As online learning continues to grow within higher education, it is important for colleges and universities to ensure that they are delivering quality online courses and programs. This paper will discuss the evaluation and assessment of online learning from an institutional perspective. Open SUNY, the system-wide office of online education that supports and services the State University of New York (SUNY), has developed a process using the Online Learning Consortium’s (OLC) Quality Scorecard for the Administration of Online Programs to help SUNY campuses examine and improve the quality of online learning. The first half of this paper will describe the development of that tool and the implementation of the Open SUNY Institutional Readiness Process. The second half of this paper will explain the OLC Quality Scorecard standards for the Evaluation & Assessment section and provide examples of best practices from four different SUNY community colleges.

scholarly journals Grade Validity Of Online Quantitative Courses

2013 ◽  
Vol 6 (1) ◽  
pp. 93 ◽  
Author(s):  
Judson C. Faurer
Keyword(s):  
Quality Control ◽  
Faculty Member ◽  
Online Courses ◽  
Degree Programs ◽  
Academic Rigor ◽  
Academic Institutions ◽  
Online Programs ◽  
Course Grades ◽  
Evaluative Criteria ◽  
Online Degree

Are prospective employers getting quality educated, degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a students acquired knowledge in quantitative online courses need evaluation and thought to arrive at a more circumspect solution. Is the grade earned truly indicative of a students competency and level of acquired knowledge and understanding in an online quantitative course or merely an indication that the student somehow just satisfied proscribed evaluative criteria set by the faculty member without adequate measures of assessment?

A MODEL FOR DEVELOPING HIGH-QUALITY ONLINE COURSES: INTEGRATING A SYSTEMS APPROACH WITH LEARNING THEORY

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Maria Jean Puzziferro ◽  
Kaye Shelton
Keyword(s):  
Online Education ◽  
Design Theory ◽  
Systems Approach ◽  
Online Courses ◽  
Process Models ◽  
State University ◽  
High Quality ◽  
Colorado State University ◽  
Online Instructional Design ◽  
Online Course Development

As the demand for online education continues to increase, institutions are faced with developing process models for efficient, high-quality online course development. This paper describes a systems, team-based, approach that centers on an online instructional design theory (Active Mastery Learning) implemented at Colorado State University-Global Campus.

scholarly journals Designing Rich Interactive Content for Blended Learning: A Case Study from Indonesia

2020 ◽  
Vol 18 (4) ◽  
Author(s):  
Didik Dwi Prasetya ◽  
Aji Prasetya Wibawa ◽  
Tsukasa Hirashima ◽  
Yusuke Hayashi
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Online Courses ◽  
Digital Publishing ◽  
Learning Activities ◽  
Asynchronous Learning ◽  
State University ◽  
Content Model ◽  
Instructional Content ◽  
Digital Book

Blended learning is a hybrid of traditional face‑to‑face and different types of online learning services. Blended learning offers synchronous and asynchronous learning experiences that combine the conveniences of online courses while maintaining in‑person contact. Blended learning addresses the needs of students who are unable to attend classes entirely, but who nonetheless demand opportunities for personal interaction. The appropriate instructional content design becomes one of the crucial components to support the success of blended learning activities. This study proposed the development and practical use of document‑based rich and interactive content in EPUB3 to provide an exciting instructional content model. EPUB3 is a digital publishing standard with prosperous features and flexible implementation that is widely accepted in academic and industry. The EPUB3 digital book content was integrated into a Moodle learning management system to support synchronous and asynchronous blended learning environments. A questionnaire was applied to find out the learners' responses and involved 155 undergraduate students at The State University of Malang, Indonesia. The questionnaire results showed the developed content model was feasible and suitable to be implemented in a blended learning environment. Students seem interested and enthusiastic about being involved in various learning activities that add new experiences.

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.

High Tech, High Touch, High Context

2014 ◽  
pp. 30-48
Author(s):  
Matthew Eichler ◽  
Carrie J. Boden-McGill ◽  
Tennille Lasker-Scott
Keyword(s):  
Student Perceptions ◽  
Online Courses ◽  
Retention Rate ◽  
Social Needs ◽  
High Tech ◽  
Degree Programs ◽  
Graduate Degree ◽  
Online Classes ◽  
Graduate Degree Programs ◽  
The Social

In this chapter, the authors explore the challenge of maintaining a “high touch” learning environment in online and hybrid adult graduate degree programs. The literature suggests that although online degree programs are popular, the retention rate in online classes is low, and online courses may not meet the social needs of adult learners. Few interventions thus far have been successful. The authors used learning pods, small, geographically-oriented teams of students working on individual learning projects as self-directed communities of scholars, as an intervention. Student perceptions of learning pods are explored in this chapter, and suggestions for practice based on student feedback are offered.

Capturing Educator Voices

2018 ◽  
pp. 265-284
Author(s):  
Anne Katz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Albert Einstein ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Century ◽  
Online Reading ◽  
Teaching Online ◽  
Apply Research ◽  
Reading Endorsement

According to Albert Einstein, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” This quote illustrates my online teaching philosophy as I work to mentor graduate-level educators, deepening their knowledge of how to best facilitate their students' abilities to tackle twenty-first century literacy demands. Through designing and teaching online courses for a fully online Reading Specialist M.Ed. program as well as for students pursuing an M.Ed. in Early Childhood Education or a Reading Endorsement, I have evolved as an online educator committed to inspire student success. This chapter will present the reader with strategies to create an online learning environment where students are provided with authentic opportunities to apply research-based approaches and modes of developing their pupils' literacy, communication, and critical thinking skills through innovative means.

Case Study

2018 ◽  
pp. 45-68
Author(s):  
Sophia Palahicky ◽  
Adrianna Andrews-Brown
Keyword(s):  
Online Instruction ◽  
Online Courses ◽  
Orientation Programs ◽  
Design Development ◽  
Student Orientation ◽  
Online Programs ◽  
Online Orientation ◽  
Instructor Presence ◽  
New Students

Student orientation programs can enhance new student self-esteem, which is in turn a significant positive predictor of personal, social, and academic achievement (Hickman, Bartholomae, & McKenry, 2000). Furthermore, these programs can help students develop the basic technical skills they will need to be active learners. According to Dixson (2010), research into effective online instruction supports the argument that “online instruction can be as effective as traditional instruction, [and] to do so, online courses need cooperative/collaborative (active) learning, and strong instructor presence.” Likewise, online orientation programs for new students must provide opportunities for active engagement and strong facilitator presence to be effective. This chapter presents a case study that describes the design, development, implementation, and evaluation of the online orientation modules for new students at a Canadian postsecondary institution that offers primarily blended and online programs.

The Journey from Dissenter to Advocate

2013 ◽  
pp. 1-15
Author(s):  
Terry S. Atkinson
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching Practice ◽  
Online Courses ◽  
Teacher Preparation Program ◽  
Delivery Mode ◽  
Online Student ◽  
Teaching Online ◽  
The Social ◽  
University Professor

This chapter details the experiences of a university professor whose perspectives shifted from one of initial dissent to eventual advocacy for online learning as a delivery mode for her reading/literacy courses. Spanning eight years, her distance education teaching practices were shaped by her personal ventures as an online student, the outcomes gained by enhancing the social presence of her online courses, collaboration with colleagues, and systematic examination of her online teaching practice relative to its rigor, quality, and effectiveness within a teacher preparation program. Insights gained while teaching online conclude with recommendations for faculty members, institutions, systems, and organizations with vested interest in the future of teacher education.

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