University of Nevada, Las Vegas - Reflections Drive Online Course Quality (by Nicole Hudson)

Title:

Reflections Drive Online Course Quality

 

Author:

Nicole Hudson

University of Nevada, Las Vegas

 

Published:

University of Nevada, Las Vegas, 14 January 2021

https://digitalscholarship.unlv.edu/btp_expo/139/

From the description:

The teaching practice that the department found helpful was self-guided reflection and assessment of professional development needs to improve course design and delivery. Professional development opportunities included cohort experiences, webinars, and self-paced trainings on online best practice including: course organization, student engagement, content delivery and assessment.

A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities [EdD dissertation by M Murders, 2017]

Title:

A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities

 

Author:

Michael Murders, University of Arkansas, Fayetteville

 

Degree name:

Doctor of Education in Higher Education (EdD)

 

Published:

University of Arkansas, Theses and Dissertations, December 2017

https://scholarworks.uark.edu/etd/2518/

 

Abstract:

The body of research concerning college students with learning disabilities is sparse relative to the percentage of college students with learning disabilities who attend college. Further, the majority of existing research fails to capture the student voice and the lived experiences of the students themselves. The purpose of this study was to explore the experiences of college students with learning disabilities who utilized online education at a public university centrally located in the United States, resembling numerous comprehensive regional universities. Using a qualitative, phenomenological research framework, this study uses in-depth individual interviews to collect data from eight participants. Interviews were recorded, transcribed, and thematically analyzed. Four categories emerged as central to their experiences as college students with learning disabilities: (1) faculty engagement, (2) student engagement, (3) course organization, and (4) needed resources. These four categories and their interconnections resulted in five major themes determined to be the results of this study: (1) students with learning disabilities like the convenience and flexibility of schedule afforded by online classes, (2) online structure and organization affords students with learning disabilities more time to process and understand information (3) students with learning disabilities feel more independent and confident with the structure and organization of online courses, (4) students with learning disabilities perceive a lack of interaction in online classes, and (5) instructors lack understanding and support of accommodations and students with learning disabilities.  

 

This study provides numerous opportunities for future research related to the topic and findings. The findings from this study may also provide context and insights for postsecondary institutions, faculty, student services personnel, and family of students with learning disabilities, as well as the students themselves.

Scholarly Article (2020) - COVID-19 Threat to Higher Education: Africa’s Challenges, Responses, and Apprehensions

Title:
COVID-19 Threat to Higher Education: Africa’s Challenges, Responses, and Apprehensions

Authors:
Wondwosen Tamrat & Damtew Teferra

Published:
International Higher Education, Special Issue No 102 (2020)
Click here to access/download this article (pdf).

Abstract:
"This article examines the challenges and uncertainties that the African higher education sector is experiencing due to the outbreak of the coronavirus pandemic, and some of the responses so far."

Scholarly Article (April 2020) - The benefits and caveats of using clickstream data to understand student self-regulatory behaviors: opening the black box of learning processes

Title:
The benefits and caveats of using clickstream data to understand student self-regulatory behaviors: opening the black box of learning processes

Authors:
Rachel Baker, Di Xu, Jihyun Park, Renzhe Yu, Qiujie Li, Bianca Cung, Christian Fischer, Fernando Rodriguez, Mark Warschauer & Padhraic Smyth

Published:
International Journal of Educational Technology in Higher Education, 17(13), 2020
https://doi.org/10.1186/s41239-020-00187-1

From the abstract:
"Student clickstream data—time-stamped records of click events in online courses—can provide fine-grained information about student learning. Such data enable researchers and instructors to collect information at scale about how each student navigates through and interacts with online education resources, potentially enabling objective and rich insight into the learning experience beyond self-reports and intermittent assessments. Yet, analyses of these data often require advanced analytic techniques, as they only provide a partial and noisy record of students’ actions. Consequently, these data are not always accessible or useful for course instructors and administrators. In this paper, we provide an overview of the use of clickstream data to define and identify behavioral patterns that are related to student learning outcomes." 

Scholarly Article (2020) - Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors

Title:
Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors

Authors:
HyunKyung Lee, Heewon Chang & Lynette Bryan

From the abstract:
"This study examines how technological and relational factors independently and interactively predict the perceived learning success of doctoral students enrolled in online-based leadership programs offered in the United States."

Citation:
Lee, H., Chang, H., & Bryan, L. (2020). Doctoral Students’ Learning Success in Online-Based Leadership Programs: Intersection With Technological and Relational Factors. The International Review of Research in Open and Distributed Learning, 21(1), 61-81. https://doi.org/10.19173/irrodl.v20i5.4462

Teaching intelligence: how to take your classes online (Short Article in Times Higher Education)

Title:
Teaching intelligence: how to take your classes online

Author: 
Catherine Shea Sanger

Published:
Times Higher Education, 13 March 2020

From the article:
"Many universities have begun to teach online amid concerns that traditional classes could spread the coronavirus. Yale-NUS lecturer Catherine Shea Sanger explains how it can be done quickly and effectively."

To read this article:
https://www.timeshighereducation.com/career/teaching-intelligence-how-take-your-classes-online

Scholarly Article - Predictors of Online Doctoral Student Success: A Quantitative Study

Title:
Predictors of Online Doctoral Student Success: A Quantitative Study

Authors:
Scott W.M. Burrus, Todd D. Fiore & Melanie E. Shaw

Published:
Online Journal of Distance Learning Administration, Volume XXII, Number 4, Winter 2019

From the abstract:
Online doctoral education is expanding; however, there is a paucity of research on the predictors of student success in these programs. Institutional leaders struggle to provide the academic environment and interventions to help online doctoral students make continual progress and complete their doctoral research, especially in open enrollment environments. In this study, a primarily online doctoral-granting institution undertook significant financial and philosophical investments, in the form of modified processes and interventions, to support student success in completing their doctoral research. To better understand the impact of these investments, this study used student intervention and progress data to analyze which interventions were predictors of online doctoral student success as measured by accelerated progression."

To read this article:
https://www.westga.edu/~distance/ojdla/winter224/burrusfioreshaw224.html

Short Article: History of Online Education

Title:
History of online education

Author:
David Ferrer

Published:
The Quad Magazine, 17 July 2019

This short article shows "a timeline to help better understanding where today's online colleges and online degrees come from."

To read this article:
https://thebestschools.org/magazine/online-education-history/