A Holistic Approach to Integrating ePortfolios as Instructional Methods in Online Programs

2020 ◽  
pp. 271-289
Author(s):  
Barbara Miller Hall ◽  
Miranda R. Regnitz
Keyword(s):  
Student Engagement ◽  
Instructional Methods ◽  
Holistic Approach ◽  
Instructional Method ◽  
Evidence Based ◽  
Degree Programs ◽  
Digital Portfolios ◽  
Online Programs ◽  
Online Degree ◽  
Course Integration

The purpose of this chapter is to review a holistic approach to the integration of digital portfolios (“ePortfolios”) as an instructional method in online degree programs. The chapter reviews the evidence-based best practices that support four phases to the integration of ePortfolios as an instructional method in online degree programs: scaffolding, tutorials, course integration, and student engagement. Each phase offers a different way to make a lasting impact on students. The innovative instructional method is not the portfolio itself, the supporting tutorials, or any one piece of the ePortfolio project. Rather, the true innovation is the project as a whole, taking a holistic look at how portfolios fit into the program and how to support the development and evaluation of the portfolio for both students and faculty.

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 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?

From Cramming and Convenience to Engagement and Retention

2018 ◽  
pp. 226-242 ◽  
Author(s):  
Laura Michelle Galloway
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Instructional Methods ◽  
Educational Needs ◽  
Educational Goals ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
The Past ◽  
Innovative Methods

Online learning has shown persistent and unrelenting growth over the past few years and serves a wide variety of modern educational needs. However, attrition can be a troublesome phenomenon unless course designers and instructors develop methods of engaging students through use of the Four Pillars discussed in this chapter. The strategies and tactics associated with and springing from these Pillars will go a long way in retaining students in online programs. Face-to-face instructional methods simply will not work in the online environment, and the innovative methods discussed in this chapter will yield student engagement and completion of their educational goals.

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.

Innovative Instructional Methods Integrating 21st-Century Competencies

2021 ◽  
pp. 272-292
Author(s):  
Robin Williams
Keyword(s):  
Student Engagement ◽  
21St Century ◽  
Instructional Methods ◽  
Innovative Technology ◽  
Emotional Needs ◽  
Social Emotional ◽  
Instructional Tools ◽  
Global Connections ◽  
Quality Professional Development ◽  
Supporting Teachers

Innovative instructional methods integrating 21st century competencies need to be taught strategically by educators in virtual, hybrid, and traditional classroom settings. Several challenges with engaging students in virtual and hybrid environments have emerged. However, findings have indicated that implementing innovative technology tools and teaching methods can enhance student engagement. Addressing students' social-emotional needs before expecting them to master the 21st-century competencies is crucial; therefore, understanding synchronous and asynchronous instructional tools is necessary to enhance student engagement. Because the digital divide among students living in poverty continues to grow during the pandemic, developing global connections is critical. Therefore, high-quality professional development is essential to supporting teachers to become innovators.

Elective interventions

2020 ◽  
pp. 283-314
Keyword(s):  
Pain Management ◽  
Arthroscopic Surgery ◽  
Holistic Approach ◽  
Evidence Based ◽  
Preoperative Preparation ◽  
Joint Replacements ◽  
Total Joint Replacements ◽  
Concise Information ◽  
Hands And Feet

This chapter provides an overview of common elective interventions used in the specialty of orthopaedics. Evidence-based concise information is provided regarding total joint replacements and revision of joint replacements including preoperative preparation. Other procedures such as osteotomy, arthrodesis, and arthroscopic surgery are also explained. Common procedures used for correction of deformity of hands and feet are also explained with an emphasis on good pain management and a holistic approach to supporting patients before and following these procedures.

scholarly journals The University of Texas System TeleCampus: A statewide model for collaboration

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Darcy W. Hardy ◽  
Robert L. Robinson
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Faculty Development ◽  
Support Services ◽  
Degree Programs ◽  
High Quality ◽  
Online Programs ◽  
University Of Texas ◽  
The University ◽  
Barriers To Collaboration

The University of Texas (UT) System has been meeting educational needs of students for over 150 years. In 1997, the UT System initiated the development of the UT TeleCampus, a centralized facilitation point for distance learning. The TeleCampus opened its virtual doors in May 1998, focused entirely on support services for students. By late 1998, the TeleCampus had begun developing what would become collaborative benchmark online programs for the UT System. As a result of having developed over 12 complete online degree programs since that time, many lessons have been learned about (1) barriers to collaboration and how to overcome them; (2) faculty development and interaction; and (3) the commitment required to build successful online programs. This article describes the UT TeleCampus initiative and how it has grown from a services-only organization to a nationally recognized model for delivering high quality distance education.

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