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Online Students Perceptions And Utilization Of A Proximate Community Of Engagement At An Online Independent Study Program
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Book Synopsis Online Students' Perceptions and Utilization of a Proximate Community of Engagement at an Online Independent Study Program by : Darin Reed Oviatt
Download or read book Online Students' Perceptions and Utilization of a Proximate Community of Engagement at an Online Independent Study Program written by Darin Reed Oviatt and published by . This book was released on 2017 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Distance learning has provided solutions for students for more than a century. Students access distance learning due to issues with access, credit recovery need, or need for flexibility in location, time, pace, or duration of instruction. Recent advances in technology and instructional designs allow more interactive and synchronous instruction. Researchers suggest that designs using collaborative-constructivist approaches result in deeper learning and increased student satisfaction. Such courses implement theories based on interactions, creation of communities, and learner-centered design. The increase in online curriculum offered and, in some cases, required for K-12 students indicates a need to consider learning characteristics of adolescent learners. Adolescent learners are not as self-regulated, metacognitive, and technologically capable as adult learners. Communities and interactions require the involvement of parents or other involved adults to encourage learner engagement. New theories are emerging concerning learning engagement by adolescents including the adolescent community of engagement (ACE) framework.
Book Synopsis Research, Practice, and Innovations in Teacher Education During a Virtual Age by : Zimmerman, Aaron Samuel
Download or read book Research, Practice, and Innovations in Teacher Education During a Virtual Age written by Zimmerman, Aaron Samuel and published by IGI Global. This book was released on 2022-11-18 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research have shown that early-career teachers face a number of challenges and hold an increasingly wide set of responsibilities. Teacher educators, therefore, must think carefully about how to prepare early-career teachers for the profession. Additionally, however, the work of teaching and teacher education has become increasingly complex within the context of the current virtual age, including the prominent reality of social media and the significant possibilities of online teaching and learning. Research, Practice, and Innovations in Teacher Education During a Virtual Age makes a significant contribution to the scholarship on teacher education by presenting a variety of evidence-based methods that can be used to develop and improve aspects of teacher education within this virtual age, including the curriculum and pedagogy of online teacher education as well as effective ways to prepare preservice teachers for the realities of online teaching and online learning. Covering topics such as virtual caring, learning material adaptation, and instructional coaching, this premier reference source is a dynamic resource for teacher educators, pre-service teachers, administrators and educators of both K-12 and higher education, government officials, policymakers, researchers, and academicians.
Book Synopsis An Intrinsic Exploratory Case Study : Instructors' and Graduate Students' Perceptions of Community Engagement Quality Factors Within a Selected Hybrid Program at a Private University by : Samantha C. Mercanti-Anthony
Download or read book An Intrinsic Exploratory Case Study : Instructors' and Graduate Students' Perceptions of Community Engagement Quality Factors Within a Selected Hybrid Program at a Private University written by Samantha C. Mercanti-Anthony and published by . This book was released on 2014 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods exploratory single case study examined instructors' and graduate students' perceptions of the factors that support high quality student engagement in hybrid learning communities in selected doctoral courses at a private university. The purpose of this study was to analyze the graduate student and instructor perceptions of the factors that support high quality student engagement in hybrid learning communities so that a framework for high quality student engagement could be developed. The literature review was designed to review the faculty and student perceptions of the online learning constructs within the engagement theory. These constructs are connected to the quality components of online learning, and the perceptions reflect both student and instructor perceptions of quality. The study showed that instructors and students within the hybrid-learning environment positively perceived the components connected to a quality fully online learning environment. Moreover, the study showed that team building to create a cohesive positive cohort was paramount for students' perceptions of their program. Lastly, the study showed that the role of the instructor was at times constrained in the course due to the pre-loaded content and the role of the student required more ownership to engage the content.
Book Synopsis Student Engagement Online: What Works and Why by : Aehe
Download or read book Student Engagement Online: What Works and Why written by Aehe and published by John Wiley & Sons. This book was released on 2014-12-03 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: What makes online learning engaging to students? Engagement depends upon designing learning that is active and collaborative, authentic and experiential, constructive and transformative. While students and instructors can inadvertently act in several ways to decrease student engagement in online coursework, research indicates a range of options that have been proven to engage students in their online courses. This report explores the learning theories, pedagogies, and active learning options that encourage student engagement, push them to think more deeply, and teach them how to learn. It guides instructors on how to evaluate the effectiveness of technological and software tools, and to evaluate and assess the activities, learning, and retention occurring in their online classes. Finally, it will help instructors find inspiration for engagement from the face-to-face settings that can be translated into the online environment. This is the 6th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Book Synopsis The Effects of Online Collaborative Learning Activities on Student Perception of Level of Engagement by : Ondrea Michelle Quiros
Download or read book The Effects of Online Collaborative Learning Activities on Student Perception of Level of Engagement written by Ondrea Michelle Quiros and published by . This book was released on 2006 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: As online learning becomes more popular, higher education is becoming more interested in this new medium of learning. However, attrition has become a developing problem for colleges and universities that offer online classes, as some students found it was difficult to stay engaged in their online courses. From the literature, it was hypothesized that instructional designs that incorporate collaborative activities will lead to higher perceived engagement levels than those that incorporate individualistic learning. An exploratory study used a self-report survey instrument to measure students' perception of level of engagement in six graduate-level online classes (n=66). Half of the courses in the study integrated formal collaborative activities as a significant component of the course and half represented learning environments characterized by whole group and individualistic learning. The results showed a significant positive relationship between classes that used collaborative activities and engagement levels. However, the coded responses of the participants showed that while classes that use such activities had higher levels of engagement, it is possible that this may be attributable to other factors external to the formal elements of collaboration in the course. Recommendations are offered for future research that may help identify the elements that contribute to engagement in online courses.
Book Synopsis Online Student Engagement by : Cynthia Lynne Parker
Download or read book Online Student Engagement written by Cynthia Lynne Parker and published by . This book was released on 2015 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the current environment focused on quality, documenting online program quality has become an imperative for higher education leaders. Student engagement is considered an essential element of effective academic programs, and numerous studies of face-to-face academic programs have documented a connection between student engagement and student learning. There have been few efforts to evidence the relationship between student engagement and student learning in online programs. This mixed methods sequential explanatory study examined the relationship among student perceptions of their levels of engagement in online courses, demographic characteristics, and perceptions of their learning. Participants were online students enrolled in online degrees at a large private institution in the Northeast. The study’s quantitative phase employed a survey based on items from the National Survey of Student Engagement. Correlation analyses showed statistically significant correlations (at p
Book Synopsis A Quantitative Study of Student Perceptions of the Community of Inquiry Presences in Community College Online Courses by : Carol Leigh Boosembark Billing
Download or read book A Quantitative Study of Student Perceptions of the Community of Inquiry Presences in Community College Online Courses written by Carol Leigh Boosembark Billing and published by . This book was released on 2020 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: This three-article dissertation studied the student perceptions of the Community of Inquiry's cognitive presence, social presence and teaching presence in education and general education online community college courses. Students were queried over several semesters using the Community of Inquiry (CoI) instrument. Manuscript 1 evaluated CoI's cognitive presence, social presence and teaching presence as self-reported by community college students in one instructor's online education courses. The research focused on the associations between the three constructs. The results of a multiple linear regression analysis indicated the teaching presence and social presence explained 68% of the variability of the cognitive presence. Further investigation of the associations of each CoI presence with sub-constructs from the remaining two CoI presences indicated a pair of predictor variables for each presence. The cognitive presence sub-construct exploration and the teaching presence sub-construct design and organization showed a significant, strong positive correlation to the social presence. The teaching presence was significantly, positively associated with two cognitive presence sub-constructs resolution and exploration. The analysis also showed a significant association between the cognitive presence and the teaching presence sub-construct facilitation and the social presence sub-construct group cohesive. Using indicators for each CoI sub-construct from previous research, this study aligned pedagogical benchmarks to the predictor variables. In Manuscript 2, the CoI framework and instrument is used to investigate the commonalities and differences between perceived CoI presences experienced by community college students enrolled in an online education (major-specific) course as compared to students enrolled in an online freshmen orientation (general education) course. A Pearson product-moment correlation coefficient was calculated for each of the paired associations between CoI constructs within each group of students. The data used was an interval scale measure because it was an average of several values. Both groups showed significant correlations between the teaching presence and the cognitive presence, as well as the social presence and the cognitive presence. Multiple regression models indicated the teaching presence and social presence explained 68% of the variability of the cognitive presence in the major-specific group. For the general education group, the teaching and social presences explained 76% of the variability of the cognitive presence.Within each group, multiple linear regression was used to study associations between each CoI presence and sub-constructs from the remaining two CoI presences. The cognitive presence sub-construct exploration and the teaching presence sub-construct design and organization were significant predictors, explaining 61% of the variance of the social presence within the major-specific sample. Sixty-five percent of the variance of the social presence within the general education sample was explained by the cognitive presence sub-construct integration and the teaching presence sub-construct facilitation. The cognitive presence sub-constructs resolution and exploration were significant predictors, explaining 63% of the variance of the teaching presence for the major-specific group. The cognitive presence sub-construct integration and the social presence sub-construct group cohesion were significant predictors explaining 66% of the variance in the teaching presence for the general education group. Both teaching presence sub-construct facilitation and the social presence sub-construct group cohesive were significant predictors, explaining 73% of the variability of the cognitive presence in the major-specific group, and 75% of the variability of the cognitive presence in the general education group. Once each CoI sub-construct was aligned to previously established indicators, this study defined specific pedagogical benchmarks to each predictor variable to provide instructional suggestions specific to a major-specific or general education online course.The satisfaction construct was introduced in Manuscript 3, to better understand the relationship between the students' perceived CoI presences and course satisfaction. Used in conjunction with the CoI instrument, online community college students enrolled in education (major-specific) or freshmen orientation (general education) online courses were surveyed to provide a stronger understanding of their online learning experience. A Pearson product-moment correlation coefficient was calculated for each of the paired associations between the CoI presences and the satisfaction construct. Analysis showed a significant, strong positive correlation between the teaching presence and the satisfaction construct. The cognitive presence showed a slightly less significant, strong positive correlation to the satisfaction construct. The social presence also displayed a significant, strong positive correlation to the satisfaction construct. A Pearson product-moment correlation coefficient was calculated for each of the paired associations between the CoI sub-presences and the satisfaction construct. For each pairwise comparison, a significant correlation was found. The two strongest associations occurred between the teaching presence's sub-construct facilitation and satisfaction; and the cognitive presence's sub-construct resolution and satisfaction.Multiple linear regression was used to further investigate the strengths of the associations between variables. The results indicated the teaching and social presences explained 70% of the variability of the satisfaction construct. When multiple linear regression was conducted using the satisfaction construct and CoI sub-constructs, two predictive variables were identified. In this model, the teaching presence sub-construct facilitation and the cognitive presence sub-construct resolution were significant predictors, explaining 70% of the variance of the satisfaction construct. A one-way ANOVA was calculated for each demographic item and the satisfaction construct. No significant differences were found between the demographic items and the satisfaction construct.
Book Synopsis Student Engagement in Campus-Based and Online Education by : Hamish Coates
Download or read book Student Engagement in Campus-Based and Online Education written by Hamish Coates and published by Routledge. This book was released on 2006-09-27 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Blended learning is firmly established in universities around the world, yet to date little attention has been paid to how students are enaging with this style of learning. Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education. Covering the key qualities of blended learning, it analyses how online learning influences campus-based education, develops the student perspective of online learning, examines online learning systems as agents of change, provides insights and guidance for educational developers and administrators attempting to improve quality of learning, and considers how institutions can maximise educational returns from large investments in online learning technologies. Illustrated with case studies and developing ideas for practice, this book will be valuable reading for researchers and developers keen to improve their understanding of the emerging dynamics of contemporary student engagement with online learning.
Book Synopsis Student Engagement in Community College Online Education Programs by : Karla Ann Fisher
Download or read book Student Engagement in Community College Online Education Programs written by Karla Ann Fisher and published by . This book was released on 2010 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving student outcomes in community college online education requires understanding how institutional practices and student characteristics affect levels of student engagement in online courses. This study investigated community college online student engagement using an ex post facto quantitative methodology, reporting the results of an online survey administered to students enrolled in online courses at four community colleges and one statewide community college online consortium in the fall 2009 academic term. Online engagement levels were measured based on five constructs from the Community College Survey of Student Engagement (Active and Collaborative Learning, Student-Faculty Interaction, Academic Challenge, Student Effort, and Support for Learners) and a sixth construct from the literature (Presence). The study measured the engagement levels of 906 survey respondents taking classes exclusively online compared with 1,179 survey respondents taking classes both online and on-campus. Differences in engagement levels also were explored in terms of student characteristics including gender, race/ethnicity, age (traditional/nontraditional), enrollment status; experience in online classes, and veteran status. The results of this study revealed the following: Community college online students are less engaged than students taking courses both online and on campus. Enrollment status is a strong predictor of online student engagement; online students enrolled part-time are substantially less engaged than online students enrolled full-time. Experience with online learning is another strong predictor of engagement; as students gain experience in online courses, they become more engaged online learners. Student demographics appear to play less of a role in student engagement online than on campus. Although measurably less engaged, online students scored high on Student Effort, suggesting respondents found courses taught exclusively online required substantial individual effort. Online students are isolated relative to other students and faculty, and are unlikely to reach out to make connections within the college community without assistance. Based on their distinctive experiences and characteristics, online students should be tracked as a unique cohort within community college student populations. This study concludes with recommendations for further research and strategies that community colleges could implement to increase online student engagement, retention, and ultimately success.
Book Synopsis Student Engagement in Online Learning by : Joseph J. Salomone
Download or read book Student Engagement in Online Learning written by Joseph J. Salomone and published by . This book was released on 2013 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study represented intent to understand and define the shared social and academic experiences that online Graduate students encounter as part of their online courses along with their associated personalization and interpretation of such experiences. It sought to understand a student's individual perception of the concept of engagement in online learning and how they defined, participated and related to such experiences. Engagement experiences were easily identified and further defined when they involved, collaboration, communication, feedback, interaction and exposure to real world ideas and concepts. The experience was very personal to the student and required reflection to understand their role in that experience. They needed to be ready for the experience, as it required a degree of personal self-regulation to prepare for the engagement opportunity. When they were prepared for the experience they were far more likely to acknowledge the experience and successfully participate in the overall learning environment. The readiness that was required to be part of these experiences also helped them create knowledge from these interactions, forming a cognitive mosaic of rich stories that they could recount as if they had just happened hours ago. The conclusions were that students' reflective interactive experiences and subsequent personalization of such experiences in their online courses were extremely critical in helping them define their overall engagement experience. The use of active collaborative learning within a meaningful construct created optimal engagement opportunities for students, which helped them stay connected, and ultimately engaged. In addition students enjoyed assignments and projects as part of the course, which were grounded in real world applications. These aspects of the course made collaboration a much more meaningful and realistic experience which allowed students the ability to uniquely define their own engagement experience. Students understood the idea that the concept of engagement or their respective levels of active participation in both the course and the program were extremely relative. By self-regulating these levels both personally and with respect to engagement as part of the course, it could then directly impact their success in not only the course but subsequently the program. Recommendations and implications for current practice included promoting the concept of mentorship by defining the role of the faculty member as a collaborative coach within online learning with the intent to creatively foster an ongoing mentorship environment between not only the faculty and their students but also amongst faculty members By also promoting the use of interactive course design, it would allow students the ability to collaborate, create, communicate, and reflect on their engagement experiences while relating to their classmates. In addition reviewing the course evaluation process by promoting ways to make it a more student centered experience, rather than faculty centered. With respect to course design, additional recommendations were made to explore the infusion of creativity through the use role-playing to create meaningful projects and assignments, which are grounded in real world theory and application. Finally as institutions continue to expand their online populations and understand the online learning model they need to establish a level of commitment to faculty. In doing so, this will help to provide ongoing faculty development, regarding new technologies with intent to promote opportunities for engagement in online learning using meaningful contextual constructs.
Book Synopsis The Affect of Environmental Web-design on Student Perceptions of Social Presence in Online Learning Communities by : Christopher Michael Hovey
Download or read book The Affect of Environmental Web-design on Student Perceptions of Social Presence in Online Learning Communities written by Christopher Michael Hovey and published by . This book was released on 2014 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify the affect of environmental web-design on students' perceptions of social presence and the development of community amongst small groups in an online course. The nature of online learning can be framed by many theoretical approaches, but two especially relevant theories have been utilized in this study: (1) Constructivism and (2) Social Presence Theory. Constructivism refers to the nature of human interaction and the emergence of shared meaning within groups (Delia, 1977). Social Presence Theory predicts how an individual perceives another during Computer Mediated Communications (CMC) (Short, Williams, & Christie, 1976). Social presence is an attribute of the medium based on the user's perception of others' personality, intention, and communication in CMC. The environmental web-design features used in a learning environment may affect user experiences and interpersonal interactions, ergo affecting social presence perceptions of the medium. High social presence facilitates group dynamics that develop and aid in creating a sense of personal belonging and community amongst group members. In the present study, it was hypothesized that online college students utilizing individual identity presentations would have higher levels of perceived social presence than students in an online course utilizing group identity-presentations. To test the hypothesis, a 25-item questionnaire was developed. Thirteen items were adapted from the Computer Mediated Communication Questionnaire by Tu (2002). Data were gathered via thirty-seven participants who were placed into one of two conditions: individual or group identity-presentations. First, participants introduced themselves, and then they completed a group activity before completing the questionnaire. The social presence scores were compared between the individual and group identity-presentation conditions using an independent samples t-test. Results had homogenous variance and yielded a p-value of .35 (t= .94, df= 35); therefore, the null hypothesis was retained. Although results yielded no significance, there may have been mitigating factors such as participant attrition and the group activity design that contributed to the outcomes. Suggestions for future research on social presence and student interaction in online learning include addressing platform learning curves, time required for relationship development in online courses, and engaging authentic activity design. It is further recommended that activities be pilot tested for authenticity before being utilized to test social presence perceptions.
Book Synopsis Student Engagement in Online Courses by : Jennifer Fields Humber
Download or read book Student Engagement in Online Courses written by Jennifer Fields Humber and published by . This book was released on 2018 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the evolution of online learning, enrollments in online course have reached an all-time high. The concept of student engagement, a historically popular term used within higher education, has adopted many definitions and descriptions over time. As institutions have historically linked student engagement to aspects of academic achievement, retention, student satisfaction, and institutional success, research to determine student engagement as it relates to online students would be beneficial to the field of higher education. To understand how student engagement applies in distance education, it is necessary to first determine the definition of student engagement as perceived by online students. In this qualitative case study, twenty online learners were interviewed to gain student perceptions of engagement in online course required for distance education programs at a large public institution. Using a constructivist grounded theory approach, their perceptions were used to determine how online students define student engagement in online learning environments. Students involved in this study defined engagement by referencing the completion of coursework, communicating with instructor and peers, and individual engagement. In addition, participants interviewed in this study found discussion boards, video lectures, and individual structured assignments to be among the most engaging activities offered in this specific online course. The study also revealed certain motivations and challenges associated with online learning that contributes to students' perception and reluctance to define student engagement in online learning. The experiences shared by students lead me to conclude that online learners develop individual definitions of online engagement by consideration of their own perceptions, personal feelings, and processes of engaging. The results of this study provide higher education administrators the ability to develop resources to enhance instructional design and communication with online learners to increase overall success in online programs as well as the academic success of virtual campus students. Findings can be shared with administrators across disciplines to implement practices that enhance engagement and improve student satisfaction within online degree programs.
Book Synopsis An Investigation of Community College Students' Perceptions of Elements Necessary for Success in Online Study by : Jenette Flow
Download or read book An Investigation of Community College Students' Perceptions of Elements Necessary for Success in Online Study written by Jenette Flow and published by . This book was released on 2007 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is the conclusion of this research that greater consideration should be granted by educational professionals to student perceptions of the elements necessary to successfully complete online studies.
Book Synopsis Student Participation in Online Discussions by : Khe Foon Hew
Download or read book Student Participation in Online Discussions written by Khe Foon Hew and published by Springer Science & Business Media. This book was released on 2012-06-13 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increasingly prevalent use of online- or blended-learning in schools universities has resulted in asynchronous online discussion forum becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This proposed academic book contributes to the literature on asynchronous online discussions in the following three main ways: First, it reviews previous research studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, students exhibiting surface-level thinking or students demonstrating low-level knowledge construction in online discussions. It then identifies the various empirically-based guidelines to address the factors. Second, three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation are introduced. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Third, nine exploratory case studies related to student-facilitation and audio-based discussion are reported on and examined. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. Using audio discussion would be useful for participants with poor typing skills or those who prefer talking to typing. The proposed book is distinctive in comparison to current competitor titles because all the findings and guidelines are empirically-based. Furthermore, the nine expanded case studies provided specifically address the issue of student/peer facilitation and audio-based discussion. Student/peer facilitation and audio discussion are two areas that hitherto received comparatively lesser attention compared to instructor facilitation and text-based discussion.
Book Synopsis On-campus and Online by : Jeffrey Robert Mayo
Download or read book On-campus and Online written by Jeffrey Robert Mayo and published by . This book was released on 2015 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education's potential to "scale-up" the traditional lecture-based, face-to-face course while maintaining or improving the quality of instruction attracts the attention of university administrators, faculty, and policymakers interested in opening access to higher education and expanding access to faculty experts. However, previous research has focused on distance education and not online education offered through campus-based institutions. As such, this dissertation used a qualitative, phenomenological approach to examine the lived experiences of students enrolled in online courses offered through a major research university (MRU). This study employed student engagement and developmental ecology theories to present the perspectives of 11 students through the analysis of student interviews, journals, and questionnaires; course syllabi; and faculty interviews. The significance of this study lies in its capacity to capture student perceptions and behaviors to better understand how online courses, and specific components of such courses, promote or discourage undergraduate student engagement in the modern research university. The interview and journal data indicated that online courses have the capacity to promote active and collaborative learning, academically challenge students, and contribute to a supportive campus environment at an MRU. Students related an enhanced sense of being independent and responsible for their own learning to online courses' physical and transactional distance. Further, they considered anonymity as crucial to honest interactions with peers and teaching assistants and strengthened their commitment to one another. With regard to student-faculty interactions, students in the synchronous courses tended to form meaningful connections with faculty through intimate, face-to-face interactions rather than through online activities. The study also found that the perception held by some students that online courses equate to an "easy 'A'" and mandated course enrollment negatively influenced participants' investment of time and effort in their online courses. Given these findings, this dissertation calls for instructors and policymakers at major research universities to integrate key online and face-to-face components into online course designs and dedicate the necessary resources to engage students across the physical and transactional gap. For their part, students may consider how settings beget certain behaviors in their selection of physical workspaces and strategically utilize in- and out-of-class activities as active and collaborative learners.
Book Synopsis Finding what Works Online by : Joanna M. Miller
Download or read book Finding what Works Online written by Joanna M. Miller and published by . This book was released on 2012 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on research performed at a single California community college, this study concludes that instructors in online classes can engage students and increase their completion and success rates by being present and visible to their students, responding quickly and robustly to student inquiries and assignments, providing ample opportunity for students to interact and work with their peers, and by presenting an organized class. The study offers suggestions for implementing online innovations to improve student engagement, completion and success. The study population was 561 students enrolled in 99 online classes at a single California community college. The study focuses on ten course features identified in literature as indicative of an engaging online class and provides descriptive statistics on those ten features as they are present in online course offerings at this community college. This study examines the impact of the features on student engagement, course completion and success. Specifically, this study examines the relationships of features in instructor presence, student interaction and course design to self-reported student engagement and institutional aggregated course completion and success rates. Additionally, this study examines the impacts of student characteristics on engagement, completion and success.
Book Synopsis Community Engagement in the Online Space by : Dennis, Michelle
Download or read book Community Engagement in the Online Space written by Dennis, Michelle and published by IGI Global. This book was released on 2023-02-17 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the advent of the internet, online communities have emerged as a way for users to share their common interests and connect with others with ease. As the possibilities of the online world grew and the COVID-19 pandemic raged across the world, many organizations recognized the utility in not only providing further services online, but also in transitioning operations typically fulfilled in-person to an online space. As society approaches a reality in which most community practices have moved to online spaces, it is essential that community leaders remain knowledgeable on the best practices in cultivating engagement. Community Engagement in the Online Space evaluates key issues and practices pertaining to community engagement in remote settings. It analyzes various community engagement efforts within remote education, online groups, and remote work. This book further reviews the best practices for community engagement and considerations for the optimization of these practices for effective virtual delivery to support emergency environmental challenges, such as pandemic conditions. Covering topics such as community belonging, global health virtual practicum, and social media engagement, this premier reference source is an excellent resource for program directors, faculty and administrators of both K-12 and higher education, students of higher education, business leaders and executives, IT professionals, online community moderators, librarians, researchers, and academicians.
