Browsing by Subject "distance education"
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Item Addressing Diverse Needs: Differentiation in Distance Learning(2009) Lamb, Annette; Johnson, LarryItem Adopting e-Social Work Practice: Pedagogical Strategies for Student Decision Making to Address Technology Uncertainty(Taylor & Francis, 2019) Wilkerson, David A.; Wolfe-Taylor, Samantha N.; Kinney, M. Killian; School of Social WorkStudent technology uncertainty was investigated in an introductory e-Social Work (e-SW) practice course. e-SW practice includes technology-mediated advocacy, research, and services delivery. A convergent parallel mixed methods design included pre- and post-test e-SW self-efficacy surveys and student reflections. There were significant measurable changes in the practice self efficacy scale and sub-scales. Thematic analysis demonstrated the course addressed student needs for increasing their knowledge and confidence prior to engaging in e-SW practice. Privacy and security regulation compliance showed the least increase in self-efficacy and should be an area for further development in future e-SW courses. The findings contribute to a growing literature supporting the need for investment in harnessing technology for future growth in the field of social work.Item Integrating Service Learning and Digital Technologies: Examining the Challenge and the Promise(RIED. Revista Iberoamericana de Educación a Distancia, 2020) Bringle, Robert G.; Clayton, Patti H.Our intent is to frame the integration of service learning and digital technologies broadly in teaching and learning and to explore some of the complexities of the challenge and the promise, thereby setting up readers’ engagement with the questions and issues that follow in the papers of RIED. We seek to provide perspectives that may contribute to subsequent implementation of pedagogical innovations and research that will improve practice and, in turn outcomes for all. We begin by offering an overview of the what’s and why’s of service learning. We then examine some of the how’s of service learning in the context of its integration with digital technologies. Finally, we explore several issues that may shape new developments at the interface of these two pedagogical innovations.Item A “just-in-time” pragmatic approach to creating Quality Matters-informed online courses(Emerald, 2020-07) Murillo, Angela P.; Jones, Kyle M. L.; Library and Information Science, School of Informatics and ComputingPurpose Quality Matters is one of the most widely regarded standards for online course design. Due to the COVID-19 pandemic, many instructors have needed to quickly convert face-to-face classes into an online environment. However, many instructors do not have online education expertise. Standards such as Quality Matters can help guide the creation of quality online course environments. This paper aims to provide a research-based and pragmatic approach for creating QM-informed online courses. Design/methodology/approach The Quality Matters Standards Rubric consists of eight General and 42 Specific Review Standards. Each standard was analyzed to determine the ease of implementation and implementation approach for a Quality Matters-informed online course template. Findings Of the 42 specific review standards, 16 (38%) are easily achievable, 20 (48%) are achievable, but required some intervention, and six (14%) are difficult to achieve through a course template. Practical implications This study provides guidance for implementing Quality Matters-informed online course design. As many instructors without an instructional design or online education background now need to conduct online classes, Quality Matters provides structure and guidance to assist with creating high-quality learning environments. As receiving formal Quality Matters certification is time-consuming and requires peer-review, this research provides guidance to create Quality Matters-informed online courses in a timely manner. Originality/value This study is particularly timely due to the COVID-19 pandemic and will help prepare instructors for any second-wave scenarios. Furthermore, through providing guidance on the creation of Quality Matters-informed online course design, this paper will help instructors have a greater chance of instructional success for online course delivery.Item Key Words in Instruction: Online Learning and Virtual Schools(2005-05) Lamb, Annette; Callison, DanielItem A Social Work Distance Educator Community of Practice: Description, Outcomes, and Future(2021) Wilkerson, David A.; McCarthy, Katherine M.; School of Social WorkThe growth of social work distance education has increased the need for teaching faculty to develop as effective online instructors. We researched how faculty made use of an online practice community during a semester teaching in an online MSW program. Community of practice theory guided the development of a persistent community space for mentoring, support, and pedagogy building using moderated asynchronous discussion forums. Qualitative analysis provided a description of how faculty made use of the community, their needs for professional development, and the importance of peer support. Discussion considered motivation and the use of community for all faculty ranks.Item Top Ten Facts of Life for Distance Education(2000-02) Lamb, AnnetteItem Top Ten Facts of Life for Distance Education(2000-02) Lamb, AnnetteItem Towards Quality: A Project to Systematically Develop Quality Matters Skills and Capacities for an Online Department(IDEALS, 2019-09) Jones, Kyle M. L.; Murillo, Angela; Yoon, Ayoung; Library and Information Science, School of Informatics and ComputingA three-person faculty team from the Department of Library and Information Science (DLIS) at Indiana University-Indianapolis (IUPUI) is developing Quality Matters competencies and peer-training artifacts to help design and evaluate online courses. DLIS teaches graduate students online; however, the department recently developed an undergraduate minor and major in the broad area of "data studies," which will include online courses. There is a significant need in the department to develop new courses and to do so according to best practices, which the Quality Matters program has identified. Through its 41 standards, Quality Matters sets research-based expectations for how online courses should be developed, though it makes no claim to the substantive content of a course. Certified Peer Reviewers use the Quality Matters rubric to evaluate courses and make recommendations for the improvement of courses. The rubric covers eight categories: 1. Course Overview and Introduction; 2. Learning Objectives; 3. Assessment and Measurement; 4. Resources and Materials; 5. Learner Engagement; 6. Course Technology; 7. Learner Support; and 8. Accessibility Each team member is working to achieve Certified Peer Review status, develop standards-based courses, and build artifacts (e.g., course site templates) aligned with Quality Matters standards to improve online education in the department. The team is sharing its work with institutional colleagues and developing peer-to-peer workshops. The poster will describe the team’s motivation, goals, successes, pain points, and work-to-date.