Browsing by Subject "Distance education"

Now showing 1 - 10 of 14
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    Assessing academic performance between traditional and distance education course formats
    (Journal of Educational Technology & Society, 2008) Urtel, Mark G.
    The goal of this study was to explore whether differences in student academic indicators exist between taking a course face-to-face (F2F) and taking a course via distance education (DE). Three hundred and eighty five students were enrolled in a course offered, both, as F2F (n = 116) and as DE (n = 269). Course content, instructor, textbook adopted, and assessment methods were consistent between the two course delivery formats. Final grades, DFW rates, and end of term course and instructor evaluations were used as the outcome indicators. In addition, student demographic information was factored into data analyses. Results indicated that there was a statistically significant difference in final grade, DFW rates, and end of term course evaluation response rates between the course offerings. Further analysis suggested that freshman grade performance was significantly different between course offerings. Implications and policy suggestions regarding distance education will be discussed.
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    A capability approach for online primary and secondary students with disabilities
    (Wiley, 2017-10-06) Stella, Julie; Corry, Michael; Technology and Leadership Communication, School of Engineering and Technology
    A capability approach was used to identify and synthesise research studies about online students with disabilities in primary and secondary school (aged five to 18 years) in an attempt to describe the experience from an empirical perspective. A capability approach is intended to maximise agency and can be used to describe the extent to which individuals are able to use limited resources to build a satisfying and enjoyable life. In this analysis, a derived capability set was used to narrow the larger body of research about primary and secondary students in online education in order to consider only studies that described ways in which students successfully used online education to maximise agency. The derived capability set was: autonomy, judgement, practical reason, affiliation, high school graduation and a desire to help others. A method for deriving the capability set and ways in which a capability approach fails to describe this experience are discussed.
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    Distance Learning
    (H.W. Wilson Company, 2002) Logsdon, Robert
    This special issue of INDIANA LIBRARIES has a twofold purpose. First, it seeks to introduce distance learning to those individuals not familiar with it, especially in library settings. Secondly, for those librarians currently providing distance learning services in their institutions, it will broaden their horizons and stimulate ideas to investigate and expand their current application.
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    Distance Learning Library Services: Challenges and Opportunities for an Academic Library System
    (H.W. Wilson Company, 2002) Haynes, Anne
    This article evolved out of a presentation given at the 2002 Indiana Library Federation (ILF) Conference in Indianapolis, as my contribution to the panel discussion, “Distance Learning: Challenge or Opportunity,” sponsored by the ILF Continuing Education Committee. The presentations by the other librarians on that panel – from a public library, a high school, and a community college – certainly expanded my awareness of the various kinds of exciting endeavors that other types of Indiana libraries are engaged in that are made possible by distance technology. The kinds of distance education (DE) services offered by an academic library system reflect its need to provide seamless library service to students and faculty, regardless of their location, to meet the specific needs of teaching/learning and research. And among academic institutions, each views and organizes DE differently, according to its academic mission. The library’s services for DE students must be responsive to the mission of the institution.
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    Exploring the Effectiveness of Adaptive Technologies to Improve the Quality of Online Library and Information Science Courses
    (IDEALS, 2020-10-13) Murillo, Angela
    Adaptive Technologies and Quality Matters© Rubric standards have been created to mitigate the technological challenges for students taking online courses, to improve the overall quality of online courses, and to increase the effectiveness of student learning in online courses. This poster presents preliminary results of a two-year project that is testing the potential usefulness of these online teaching techniques. The activities for this project include incorporating Adaptive Technologies and the Quality Matters© Rubric into an online Library and Information Science (LIS) course and measuring the impact of these changes to the online course through student focus groups, Technology Acceptance Model (TAM)-based surveys, and formative and summative assessments. The objective of this project is to measure the effectiveness of Adaptive Technologies and the Quality Matters© Rubric in improving the online educational experience of the students impacted. This project addresses the following research questions: 1. When incorporating Adaptive Technologies into online courses, what is the perceived usefulness and ease of use for students interacting with these technologies? 2. When implementing the Quality Matters© standards into an online course, what is the perceived usefulness and ease of use for students interacting with a course site based on the Quality Matters© standards? 3. Do Adaptive Technologies and Quality Matters© standards, by removing technology barriers, assist students’ overall outcomes in online courses? The purpose of this study is two-fold, to test how well these tools improve online education and to develop a framework for incorporating Adaptive Technologies and Quality Matters© in other online LIS courses.
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    Intervention in Online Writing Instruction: An Action-theoretical Perspective
    (Elsevier, 2016-06) Stella, Julie; Corry, Michael; Technology and Leadership Communication, School of Engineering and Technology
    This analysis argues for an interwoven perspective of motivation, engagement, agency, and action in Online Writing Instruction (OWI) compiled from shared elements of empirical research in online education, writing instruction, and especially student academic engagement in traditional classrooms, where the research domain is comparatively mature. Engagement is the common element shared by these domains. In online education research, engagement is sometimes understood through intentional student actions. In writing instruction, engagement is commonly understood through human agency. In academic settings, engagement can be seen as a foundational part of Self-Determination Theory, which is comprised of cognitive, behavioral, and emotional engagement (Deci and Ryan, 1985). Educators often find measures of engagement valuable because they are reliable predictors of student outcomes, and they suggest a reasonable point of intervention for struggling students. A measure of agentic engagement, which describes the extent to which a student exerts agency to personalize a learning experience, could add value to measures of engagement, especially in OWI where actions and agency are integral to student success. In addition, a focus on engagement and intervention/remediation may offer an opportunity for students to succeed in learning online, not just in OWI, which is a valued skill in the workplace.
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    Minds, A New Way of Learning*
    (H.W. Wilson Company, 2002) Holt, Tim J.
    INCOLSA and the Indiana State library have worked the last few years on creating a video conference network among Indiana Libraries. Today, there are 18 sites around the state using state of the art equipment, paid for with LSTA (Library Services and Technology Act) funding, to interact and train the staff and public via Distance Learning. These sites include 16 public libraries, INCOLSA and the Indiana State Library.
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    Nursing students' perceptions of presence in online courses
    (2015-08-27) Van Schyndel, Jennie L.; Halstead, Judith Ann; Pesut, Daniel J.; Fisher, Mary L.; Bakas, Tamilyn
    Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students' perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies. The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey. Findings indicated students' perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly (p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students' perceptions of presence in online courses and improve student satisfaction with online learning.
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    Postsecondary Distance Learners and Public Libraries: Challenges and Opportunities
    (H.W. Wilson Company, 2002) Barsun, Rita
    Elsewhere in this issue Anne Haynes describes the challenges and opportunities within an academic library system that offers services to distance learners. This article also addresses the challenges and opportunities presented by the library needs of distance learners, but outside an academic library system.
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    Teacher self-efficacy in online education: a review of the literature
    (Association for Learning Technology, 2018-10-17) Corry, Michael; Stella, Julie; Technology and Leadership Communication, School of Engineering and Technology
    Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery.