Distance Learning

Name: Distance Learning | Volume 19 #4
Brand: IAP - Information Age Publishing
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Volume 19 #4

Michael Simonson(Editor)

IAP - Information Age Publishing

1st Edition

Published on 1. December 2022

127 pages

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Content

Intro
Articles
Exploring Levels and Patterns of Social Presence in Asynchronous Online Discussions: A Longitudinal Study
19
A Hybrid Approach to HyFlex Teaching: Lessons Learned From a 2-Year Pilot With Online and Residential Students
39
Designing and Implementing a Performance Improvement/ Instructional Design Authentic Learning Capstone Experience
51
The Impact of Case-Based Discussion Design on Students' Perceived Cognitive Presence and Learning in Online Courses
69
The Online Syllabus: A Means of Communication to Enhance Student Success
81
Where Destiny Meets Legacy: Open Educational Resource, OER Pilot Project in Introduction to Effective Oral Communication Course (General Education)
Short Paper
Educational Technology in Physical Therapy
Columns
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Exploring Levels and Patterns of Social Presence in Asynchronous Online Discussions
A Longitudinal Study
Qi Wu, Tiffany A. Koszalka, and Zhijuan Niu
A positive online learning community fosters active social interaction and deep social connectedness among learners. Social presence in asynchronous online discussions (AODs) is critical to forming an active learning community. Observation techniques...
Introduction
Literature Review
Social Interaction in Asynchronous Online Discussions
Social Presence in Asynchronous Online Discussions
The Current Study
Table 1. Summary of Fall 2020 and Spring 2021 Courses
Research Questions
1. What were the patterns of SP identified within a single cohort of students in AODs across two online courses over two semesters?
2. What were the levels of SP noted within a single cohort of students in AODs across two online courses over two semesters?
3. How did social interaction and SP emerge in AODs across two online courses over two semesters? Did they remain consistent or appear different?
Methodology, Data Collection, and Analysis
Results
Participants
Learner Participation
Table 2. Summary of Students' Participation for Fall 2020 and Spring 2021 AODs
12
12
276 (2,054)
289 (1,698)
63 (467)
60 (316)
46 (331)
52 (253)
46 (383)
67 (369)
50 (332)
55 (325)
71 (541)
55 (435)
55 (411)
58 (340)
Table 3. Descriptive Statistics of Social Presence for Fall 2020 and Spring 2021 AODs
188
37.6
11.87
257
51.4
16.17
58
11.6
7.77
82
16.4
4.28
30
6
3.39
14
2.8
2.17
20
4
1.58
21
4.2
2.95
80
16
7.58
140
28
13.45
451
90.2
17.12
380
76.0
14.02
129
25.8
4.76
127
25.4
7.64
87
17.4
7.09
63
12.6
2.97
61
12.2
9.88
35
7
3.74
174
34.8
9.73
155
31
6.4
493
98.6
24.55
506
101.2
27.66
27
5.4
2.97
13
2.6
.55
234
46.8
4.91
248
49.6
13.69
214
42.8
18.83
245
49
15.44
18
3.6
5.86
0
0
0
1,132
226.4
30.45
1,143
228.6
36.61
Social Presence Category Pattern
Social Presence Indicator Pattern
Levels of Social Presence Categories
Table 4. Levels of Social Presence Across Fall 2020 and Spring 2021 Courses
188
0.091
257
0.151
0.061
58
0.028
82
0.048
0.02
30
0.014
14
0.008
-0.006-
20
0.009
21
0.012
0.003
80
0.039
140
0.082
0.043
451
0.220
380
0.223
0.003
129
0.063
127
0.075
0.012
87
0.042
63
0.037
-0.005-
61
0.030
35
0.021
-0.009-
174
0.085
155
0.091
0.006
493
0.240
506
0.300
0.060
27
0.013
13
0.008
-0.005-
234
0.113
248
0.150
0.037
214
0.104
245
0.144
0.040
18
0.009
0
0
-0.009-
1,132
0.551
1,143
0.673
0.122
Levels of Social Presence Indicators
Levels of Social Presence by Each AOD
Levels of Social Presence by Each Student
Student Interaction and Relationship Patterns
Table 5. Level of Social Presence Categories by Individual
185
170
82
(0.44)
112
(0.66)
12
(0.06)
24
(0.14)
36
(0.19)
42
(0.25)
34
(0.18)
46
(0.27)
156
88
72
(0.46)
54
(0.61)
3
(0.02)
17
(0.19)
37
(0.24)
9
(0.10)
32
(0.21)
28
(0.32)
117
118
80
(0.68)
84
(0.71)
26
(0.22)
33
(0.28)
23
(0.20)
17
(0.14)
31
(0.26)
34
(0.29)
174
116
142
(0.82)
94
(0.81)
50
(0.29)
41
(0.35)
47
(0.27)
11
(0.09)
45
(0.26)
42
(0.36)
162
171
107
(0.66)
130
(0.76)
10
(0.06)
22
(0.13)
43
(0.27)
44
(0.26)
54
(0.33)
64
(0.37)
93
179
61
(0.66)
119
(0.67)
11
(0.12)
17
(0.09)
18
(0.19)
50
(0.28)
32
(0.34)
52
0.29)
151
76
50
(0.33)
40
(0.53)
9
(0.06)
8
(0.11)
18
(0.12)
10
(0.13)
23
(0.15)
22
(0.29)
188
145
100
(0.53)
96
(0.66)
13
(0.07)
14
(0.10)
50
(0.27)
47
(0.32)
37
(0.20)
35
(0.24)
81
86
63
(0.78)
67
(0.78)
2
(0.02)
9
(0.10)
29
(0.36)
28
(0.33)
32
(0.40)
30
(0.35)
246
251
119
(0.48)
174
(0.69)
14
(0.06)
37
(0.15)
53
(0.22)
62
(0.25)
52
(0.21)
75
(0.30)
184
149
100
(0.54)
82
(0.55)
18
(0.10)
16
(0.11)
29
(0.16)
27
(0.18)
53
(0.29)
39
(0.26)
278
96
141
(0.51)
61
(0.64)
19
(0.07)
8
(0.08)
57
(0.21)
21
(0.22)
65
(0.23)
32
(0.33)
39
55
15
(0.38)
30
(0.55)
1
(0.02)
11
(0.2)
11
(0.28)
12
(0.22)
3
(0.08)
7
(0.13)
Discussion
Instruction Stages
Social Interaction and Social Presence
Instructor Involvement
Conclusion
References
Appendix: Coding Schemes
A Hybrid Approach to HyFlex Teaching
Lessons Learned From a 2-Year Pilot With Online and Residential Students
Matthea Marquart, Elise Verdooner, Martin Englisher, Joanne Standlee, and Valerie Samuel
Colleges and universities are exploring the possibilities of teaching residential and online students simultaneously, within one course, via a modality commonly known as hybrid flexible, or HyFlex, and known by other names, including blended, blended...
Keywords: blended, blended synchronous learning, blendflex, gxLearning, hybrid, Hyflex, hyhlex blended, online teaching, remote live participation, SLIDE, synchromodal, synchronous hybrid learning
Literature Review
Table 1. A Reference of Schools, the Teaching Model Used, and Unique Characteristics of the Model
Table 1. Continued
Intro to Columbia University School of Social Work's Remote Live Participation Pilot
Logistics During the Pilot: Year 1
Logistics During the Pilot: Year 2
The Instructor Experience and Advice for Instructors: Year 1
The Instructor Experience and Advice for Instructors: Year 2
The Associate Experience and Advice for Associates: Year 1
The Associate Experience and Advice for Associates: Year 2
The Student Experience and Advice for Students: Year 1
Conclusion
References
Designing and Implementing a Performance Improvement/ Instructional Design Authentic Learning Cohort Experience
Anthony Tolson and Holley Handley
Providing authentic learning experiences to connect theory to practice is a principal component of effective distance/online education. Authentic learning prepares students for the workforce. This article will describe the process of designing, deliv...
Keywords: process improvement, capstone course, senior, students, authentic learning, problem-solving
Opportunity for Improvement
Review of Relevant Research
1. effectively communicate orally,
2. work effectively with differing perspectives in a team dynamic,
3. Effectively communicate through writing,
4. perform ethical judgment and decision-making,
5. critically think and utilize analytical reasoning skills, and
6. apply knowledge and skills to a real- world setting.
High Impact Practices
Connecting Research, Education, and Practice
Design
Project Execution
Table 1. Project Timeline
Outcomes
Future Considerations
Author Note
References
The Impact of Case-Based Discussion Design on Students' Perceived Cognitive Presence and Learning in Online Courses
Ayesha Sadaf, Stella Y Kim, and Leonardo Herrera
This study examined the impact of online case-based discussions on students' perceived cognitive presence and learning outcomes and the design elements that contribute to students' learning. Eighty graduate students enrolled in an online instruc...
Keywords: online case-based discussion, cognitive presence, perceived learning, online case-based discussion design, learning outcomes
Introduction
Literature Review
Cognitive Presence in Online Discussions
Perceived Learning and Grades
Online Case-Based Discussions
Online Case-Based Discussion Design
Purpose of Study
1. What is the impact of OCBD on students' perceived cognitive presence and learning?
2. What is the relationship between perceived cognitive presence, learning, and grades in OCBD?
3. What is the relationship between each indicator of perceived cognitive presence levels in OCBD and the course grade?
4. What are student perceptions of the design elements of OCBD that contribute to their cognitive presence and learning?
Methods
Participants
Context of the Study
Data Collection
Data Analysis
Validity and Reliability
Results
Table 1. Students' Level of Cognitive Presence and Learning in OCBD (n = 80)
4.17
0.62
4.13
0.66
4.19
0.71
4.29
0.67
4.15
0.80
Table 2. Pearson Correlation Coefficients Between Cognitive Presence, Learning, Discussion Grades, and Course Grade (N = 80)
0.020
0.085
0.491**
Table 3. Pearson Correlation Coefficients Between Course Grade and Each Indicator of Cognitive Presence
0.351
0.389
0.138
0.108
0.044
0.176
0.311
0.052
0.098
0.029
0.061
0.333
Discussion Task
Initial Questions
Embedded Peer Interaction
Relevant Topic
Well-Structured Activities
Discussion
Conclusion and Implications
Limitations and Future Research
References
Appendix: Online Survey
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Demographic questions:
The Online Syllabus
A Means of Communication to Enhance Student Success
Tricia M. Mikolon, Brooke Nelson Murphy, and Erin Justice
The syllabus has consistently provided educators and students with a foundation for their courses. The change in higher education brought on by COVID-19 highlights many necessary changes in the syllabus to communicate more effectively between educato...
Keywords: syllabus, communication, online learning, student success
History of the Syllabus: Synchronous Versus Asynchronous
The Evolution of the Syllabus
Changes in the Online Student Profile
Understanding Technology in the Classroom
Institutional Responsibilities for Technology
Implications for the Educator
Understanding Online Education
What Is the Syllabus?
Importance of Communication in Online Education
Means to Increase Accountability of the Student
A Brief Overview of the Content to Include Unique to Online
Liability Coverage for Educators
Summary
References
Where Destiny Meets Legacy
Open Educational Resource, OER Pilot Project in Introduction to Effective Oral Communication Course (General Education)
Kekeli Kwabla Nuviadenu
Introduction
Literature Review
Methodology
Findings
Table 1. ELOA Pre-OER 2014-2017
2017-2018
644
510
480
94%
Met
2016-2017
609
438
397
91%
Met
2015-2016
289
165
162
98%
Met
2014-2015
769
519
500
96%
Met
Table 2. ELOA OER Pilot Project Fall 2018
Fall 2018
5
5
5
100%
Met
Table 3. ELOA OER Pilot Project Online Sections Spring 2019
Academic Year
Enrolled
Students
ELOA
ELOA%
Met or Unmet
Spring 2019
69
46
46
100%
Met
Table 4. ELOA OER All Sections 2018-2022
2021-2022
430
370
353
95%
Met
2020-2021
480
371
328
88%
Unmet
2019-2020
559
502
440
88%
Unmet
2018-2019
668
483
434
90%
Met
Conclusions
References
Educational Technology in Physical Therapy
Cynthia Slomowitz
Setting the Stage
Implementation of Strategies
Telehealth
References
New Artificial Intelligence Technologies and Potential Educational Implications
Ryan Watkins, Natalie B. Milman, and Michael Corry
What Happened?
Implications
First Do No Harm (Primum Non Nocere)
Recommendations
1. Test drive the tools for yourself. You can best understand the potentials (positive and negative) if you first understand the capabilities of the tools.
2. Take time to reflect on the ethical implications of using AI tools. Discuss these reflections with colleagues and students.
3. Consider how AI tools might impact educational policies currently in place or ones that should be developed.
4. Provide ethics and plagiarism resources to your students to ensure that they are knowledgeable of the context for the expectations you set.
5. Do not panic and avoid "knee jerk reactions."
6. Be careful not to anthropomorphize these technologies (e.g., avoid "chatGPT knows .", or "the AI thinks .").
7. Remain flexible since your policies and practices will likely have to change as AI tools evolve.
8. Look for opportunities. Though changes (to your course assignments, for instance) will require work, there are going to be opportunities to use AI technologies to achieve teaching/ research goals that you could not achieve before.
References
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The New Distance Learning Instructor
A Miniguide for Those Never Previously Teaching Online
Errol Craig Sull
Get to Know Training (If Applicable)
Ask These Instructors for Online Areas of Weakness and Strength
Have a Detailed Checklist
Be Sure There Is a Veteran "Shadow" in the First Two Courses
Have a Phone Call Every 2 Weeks
Offer a Minievaluation at the End of First Course
Be Sure to Have a "We Are so Glad You Are Here!" Personality
Have the New Instructor Keep a List of Questions, Problems, Et Cetera During the First Class
Include a Session on Language and "Political Correctness"
Make Available Important Contacts
Encourage the Personalization of the New Online Educator's Course-As Much as Is Allowed
Ask Errol!
Errol Craig Sull
Interacting With an ESL Student Where No ESL Course Exists
Giving a Crucial Boost to a Conference Proposal
Overkill of Engagement Efforts
Get Your Copy Today-Information Age Publishing
Evaluation- Let's Try to AEIOU
Michael Simonson
Component 1-Accountability
Component 2-Effectiveness
Component 3-Impact
Component 4- Organizational Context
Component 5- Unanticipated Consequences
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