Browsing by Subject "Online education"

Now showing 1 - 6 of 6
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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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    Despite faculty skepticism: Lessons from a graduate-level seminar in a hybrid course environment
    (Taylor & Francis, 2014) Palmer, Megan M.; Shaker, Genevieve; Hoffmann-Longtin, Krista
    A recent survey of 2,251 university faculty members revealed that only one in five agreed that online courses can achieve learning outcomes equivalent to those of in-person courses (Lederman and Jaschik 2013). In an effort to determine if online graduate courses can be effective, in this study we explore the extent to which qualities commonly found in graduate level seminars can be replicated in hybrid graduate-level courses. A course for students in a higher education graduate program titled “The American Community College” serves as the study case. The course was developed as a hybrid with synchronous, asynchronous, and in-person elements intended to foster highly interactive exchanges of information, deep analysis of subject matter, and advanced means of communicating one’s ideas: all elements of a successful graduate-level course. Web technologies including wikis, blogs, and podcasting provided creative and varied pedagogical tools, which could be fully realized only when students were immersed in the online learning environment. Data collected from students across two semesters and assessment of learning outcomes indicate the value and success of the approach and several advantages to in-person courses, generating a set of implications.
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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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    A Short History of Free Open Access Medical Education. The Past, Present, and Future
    (American Thoracic Society, 2020-06-03) Chan, Teresa; Stehman, Christine; Gottlieb, Michael; Thoma, Brent; Emergency Medicine, School of Medicine
    Free Open Access Medical education (FOAM) has taken the emergency medicine and critical care worlds by storm in the past decade. This article represents one perspective on the stages of transition for FOAM from its humble beginnings as a grassroots movement to the more recent multiauthor blogs that are described in the peer-reviewed literature. In this article, the authors describe the following four distinct waves of people within the movement, with each wave creating a new stage in the evolution of the FOAM community: Creation by the Founders, Adoption by the Enthusiasts, Structure and Formalization by the Structuralists, and Engagement and Activity by the End Users. The authors contextualize some of the phenomena that have been observed within this field and highlight challenges for the field moving forward.
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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.
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    Understanding Online Teacher Best Practices: A Thematic Analysis to Improve Learning
    (SAGE, 2014-01-01) Corry, Michael; Ianacone, Robert; Stella, Julie; Technology and Leadership Communication, School of Engineering and Technology
    The purpose of this study was to examine brick-and-mortar and online teacher best practice themes using thematic analysis and a newly developed theory-based analytic process entitled Synthesized Thematic Analysis Criteria (STAC). The STAC was developed to facilitate the meaningful thematic analysis of research based best practices of K-12 education delivery options. In the study, data for the thematic analysis consisted of published research about best practices in both brick-and-mortar and online education. The use of both brick-and-mortar as well as online teacher best practices provided an opportunity to identify commonalities among these modes of delivery. Based on these commonalities, the thematic analysis detected emergent themes, which could be used as a foundation upon which online teachers might build specialized practice. As well, research-validated teacher best practice themes generated from this study may be considered a starting point for defining teacher best practices in online education and for their development. Emergent themes were discussed in the context of the data and the environment of online education. The STAC analytic process provides a foundation for analysis and may be used by researchers for other thematic analyses in the future.