Quarterly Review of Distance Education

Name: Quarterly Review of Distance Education | Volume 19 #3
Brand: Information Age Publishing
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Volume 19 #3

Michael Simonson(Editor)

Information Age Publishing

1st Edition

Published on 11. January 2018

87 pages

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978-1-64113-580-1 (ISBN)

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Front Cover
Statement of Purpose
Quarterly Review of Distance Education
"Research That Guides Practice"
Volume 19, Number 3, 2018
ARTICLES
INTERNATIONAL ARTICLE
Quarterly Review of Distance Education Editors and Editorial Board
Editors
Assistant Editor
Editorial Assistant
Department Editors
International
Ray J. Amirault, Illinois State University Yusra Laila Visser, Illinois State University
Michelle Rogers-Estable, SUNY Oneonta
Editorial Board
The Correlation of Self-Regulation and Motivation With Retention and Attrition in Distance Education
Larry Peck Jill E. Stefaniak Smruti J. Shah
Old Dominion University University of Georgia Old Dominion University
This study surveyed 113 undergraduate and graduate distance education students at 2 U.S. universities using the Motivated Strategies for Learning Questionnaire (MSLQ). The MSLQ is an 81-item, self-report instrument designed to measure study participa...
INTRODUCTION
The Importance of Interaction in Achievement
Self-Regulated Learning
Selection and Use of Strategies
Purpose of Study
1. To what extent is there a correlation between the student's score on the motivation scales and retention?
2. To what extent is there a correlation between the student's score on the learning strategies scales and retention?
3. What are the expressed reasons given by students for either dropping a course beyond the allowable drop date, dropping out of the program completely, or for continuing with a course until completion?
METHODS
Research Design
Setting
Participants
Instrument
RESULTS
Table 1
Means and Standard Deviations for Each MSLQ Subscale Across Retention Groups
5.534
0.907
5.635
0.882
4.886
1.115
4.942
1.261
5.709
0.809
5.972
0.970
5.000
0.883
5.412
0.993
5.426
0.859
5.906
0.749
3.827
1.084
3.620
1.573
4.341
1.538
4.264
1.393
4.977
1.099
5.249
0.924
4.114
1.447
4.646
1.221
4.855
1.532
4.969
1.043
4.508
0.938
4.805
0.752
5.173
1.336
5.460
1.074
5.489
1.248
5.981
0.901
2.788
1.121
3.403
1.340
3.409
1.278
3.668
1.270
Motivation and Retention
Table 2
Correlation Between Motivation Subscales and Retention
Table 3
Correlation Between Learning Strategies and Retention
1
Learning Strategies and Retention
Reasons for Dropping and Continuing
DISCUSSION
Limitations of the Study
Implications for Future Research
REFERENCES
Appendix A
Part 1: Motivation
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Discovering Utilization Patterns in an Online K-12 Teacher Professional Development Platform
Clustering and Data Visualization Methods
Javier Leung
University of Missouri
Teachers have many options for continuing education and professional development. Online platforms are 1 option that can provide 24/7 access to professional development. This article describes an analysis of utilization patterns of resources and site...
INTRODUCTION
LITERATURE REVIEW
What We Know About the Impact of Teacher Professional Development
Evaluating Teacher Professional Development
Understanding Resource Utilization With Clustering of Digital Libraries, Online Courses, and Massive Open Online Courses
STATEMENT OF PURPOSE
METHODS
Research Setting
Data Mining Process
Table 1
Google Analytics Dimension and Metric Descriptions
Table 2
Davies-Bouldin Index
2
1.508
10
0.997
20
0.980
30
1.102
40
1.002
Table 3
User Type Distribution
212,719
212,719
46.17
248,002
248,002
53.82
0
460,721
RESULTS
Descriptive Statistics
Feature Selection
Overall Patterns for the Most Searched Terms, Most Accessed Resources, and Most Accessed Features
Figure 1
Visualizing Cluster Patterns for New and Returning Visitors
Figure 2
Figure 4
Figure 5
Figure 7
Figure 8
Figure 9
DISCUSSION
User Search Behavior
Deriving Use Cases From New and Returning Visitor Cluster Patterns
Examining Small Cluster Patterns
Comparing Tasks From New and Returning Cluster Patterns
Table 4
Comparison Among Cluster Patterns by User Type
Table 5
Topic Descriptions
CONCLUSION AND FUTURE WORK
REFERENCES
Learning From the Learners
Student Perception of the Online Classroom
Gregory R. Berry
Central Connecticut State University
Many online learners have frustrations and concerns regarding the online experience. These concerns include institutional complaints, course-room and professor complaints, personal concerns about academic ability and time management skills, and more....
INTRODUCTION
Research Methods and Limitations
STUDENT PERCEPTION OF PERSONAL COST, FINANCIAL AND OTHERWISE
STUDENT PERCEPTIONS OF THE TRADITIONAL CLASSROOM
Table 1
Comparing the Online and Face-to-Face Classroom
USING ASYNCHRONOUS COMMUNICATION IN THE ONLINE CLASSROOM
STUDENT FRUSTRATIONS WITH CML
STUDENT PERCEPTION OF TIME MANAGEMENT AND SELF-DISCIPLINE ISSUES
STUDENT PERSONAL CONCERNS AND ISSUES
SOLVING IDENTIFIED ISSUES AND PROBLEMS
CONCLUSION
Table 2
Modest Advice to Institutions, Instructors, and Students
Institutions
Professors and Instructors
Students
REFERENCES
Appendix A: Basic Demographics of this Sample
132
97
229
54
126
11
38
229
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45
32
24
229
128
101
229
188
41
229
106
72
44
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229
Appendix B: Open-Ended Questions Asked of the Students
1. Please comment on the issue of financial and personal cost in gaining an education generally in the online or in the traditional face-to-face classroom/program.
2. Please comment on the various benefits and/or frustrations you personally found/ find in the face-to-face (traditional) classroom, and relate these to your perceptions of difference from the online classroom.
3. Please comment on the various benefits and/or frustrations you personally found/ find in the online classroom, and relate these to your perceptions of difference from the face-to-face classroom.
4. Please comment on the responsibility or role differences for both professor and student comparing the online classroom and the face-to-face classroom.
5. Please comment on any other general issues experienced in the online classroom, aside from specific course expectations.
6. How could some of these issues from questions one through five above be resolved?
7. Please offer any final thoughts regarding these questions as impacted by either online or the face-to-face classroom. What could the institution, the professor, or you personally do to improve these situations?
Online Learning in Romania
Part of a Nation's Transformative Experience
Ray J. Amirault
Illinois State University
REFERENCES
The State of Distance Education in Romania
Lumita Hartle
Illinois State University
Online distance education, now commonplace in various countries of the world, is still a relatively new educational modality for learners in Romania. The rapid growth and increased use of a wide variety of computer- and networked-based technologies, ...
Figure 1
TRADITIONAL EDUCATIONAL SYSTEMS IN ROMANIA
LEGAL FRAMEWORKS OF DISTANCE LEARNING IN ROMANIA
E-LEARNING IN ROMANIA
Early Steps Toward e-Learning in Romania
Acceptance and Perceptions of E-Based Systems in Romania
Research on E-Learning in Romania
The "Official" Start and Early History of E-Learning Initiatives within Romania
Romanian E-Learner Student Demographics
Romanian Distance Education Institutions
THOUGHTS ON DISTANCE EDUCATION EFFORTS IN ROMANIA
NOTES
References
Conference Calendar
Charles Schlosser
Nova Southeastern University
SITE, March 18-22, 2019, Las Vegas, NV
Ed-Media + Innovate Learning, June 24-28, 2019, Amsterdam, The Netherlands
AERA Annual Meeting, April 5-9, 2019, Toronto, Canada
Distance Teaching & Learning Conference, August 6-8, 2019, Madison, WI
AECT International Convention, October 21-25, 2019, Las Vegas, NV
E-Learn World Conference on E-Learning, November 4-7, 2019, New Orleans, LA
Author Biographical Data
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Quarterly Review of Distance Education

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