Quarterly Review of Distance Education

Name: Quarterly Review of Distance Education | Volume 21 #4
Brand: IAP - Information Age Publishing
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Volume 21 #4

Michael Simonson Anymir Orellana(Editor)

IAP - Information Age Publishing

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Published on 1. December 2020

83 pages

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978-1-64802-519-8 (ISBN)

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Front Cover
Statement of Purpose
Quarterly Review of Distance Education
Quarterly Review of Distance Education Editors and Editorial Board
Anymir Orellana Editor
Vanaja Nethi Assistant Editor
Department Editors
International
Ray J. Amirault, Illinois State University
Michelle Rogers-Estable, SUNY Oneonta
Deborah Seepersaud, Barry University
Editorial Board
How Teaching With Rapport Can Improve Online Student Success and Retention
Data From Two Empirical Studies
Rebecca A. Glazier and Heidi Skurat Harris
University of Arkansas at Little Rock
Higher education in the United States faces an online retention crisis. Online enrollment is increasing, spurred on by the COVID-19 online shift, yet online students are failing and dropping out at rates far higher than face- to-face students. We pre...
Introduction
Student Retention in Online Classes
RAPPORT AND ONLINE LEARNING
Materials and Methods
Table 1
Measuring Rapport: Question Wording and Descriptive Statistics for Study 1
Table 2
Measuring Rapport: Question Wording and Descriptive Statistics for Study 2
Table 3
Study 1: Logit Model of Student Success in 35 Online Courses
0.121 (0.198)
0.254 (0.191)
-.009 (0.010)
0.339 (0.193)
1.749 (0.145)**
0.340 (0.209)
0.048 (0.027)
0.056 (0.023)*
-103.124 (55.123)
RESULTS OF STUDY 1
Figure 1
RESULTS OF STUDY 2
Table 4
Study 2: Difference of Means Tests for Rapport and Control Conditions
2.98
2.7
0.27
Yes
3.88
3.35
0.52
Yes
3.99
3.71
0.27
Yes
5.61
5.46
0.14
No
4.41
4.11
0.3
Yes
20.56
19.3
1.25
Yes
36.76
30.94
5.82
Yes
Table 5
Study 2: Logit Models of the Effects of Rapport on Staying Enrolled and Expected Grade
0.594 (0.278)*
0.740 (0.302)*
0.520 (0.165)**
0.695 (0.175)**
0.079 (0.139)
0.083 (0.152)
-0.221 (0.281)
0.496 (0.326)
-0.438 (0.285)
-.395 (0.299)
0.064 (0.029)*
0.142 (0.031)**
0.033 (0.149)
0.281 (0.157)
/cut1 = -1.901 (1.100)
/cut1 1.264 (1.034)
/cut2 = -0.607 (0.928)
/cut2 1.457 (1.019)
/cut3 = 1.557 (0.874)
/cut3 2.375 (0.976)
/cut4 = 2.861 (0.889)
/cut4 4.728 (0.996)
Log likelihood = -227.53035
Log likelihood = -183.53998
N = 213
N = 261
LR chi2(7) = 26.47
LR chi2(7) = 53.34
Prob & chi2 = 0.0004
Prob & chi2 = 0.0000
Pseudo R2 = 0.055
Pseudo R2 = 0.1269
Discussion
1. Explain how course materials will prepare students for their future careers/ lives early in and throughout the course. Why will students be learning this material? How will it fit into and enhance their current knowledge? Consider asking students ...
2. Explain assignments and instructional material clearly and give clear instructions. Written instructional materials should NOT be transcripts of lectures or lecture notes posted online. Instead, write materials that use visual formatting and clear...
3. Be available and approachable. Include a faculty photo and information about how to contact you, including information about anticipated response times (i.e., "I answer emails within 24 hours on weekdays and 48 hours on weekends."). Online ins...
4. Provide prompt, encouraging feedback. Faculty who use exams in a learning management system can use the response features in the exam area to include feedback on tests and quizzes and, if the exam is not going to be autoscored, a message letting s...
5. Organize the course clearly and provide instructions of what to do in the course. Course navigation should be consistent with clear weekly schedules and instructions about how to complete assignments (in addition to what to complete and why). Intr...
References
Appendix A: Differences in Control and Experimental Class Conditions in the Minimum Rapport Study
Appendix B: Survey Question Wording and Descriptive Statistics for Course Evaluation Measure
Breaking the Last Bottleneck for Online Teaching
Using Screencasting for Personalized Feedback
Berlin Fang and Leah Wickersham-Fish
Abilene Christian University
We explore the value of using screencast videos to give feedback and how videos can improve the quality of feedback and student learning. With COVID-19, many teachers have had to become familiar with the use of screencast to lecture, but they could u...
Introduction
The Case for Effective Feedback
Problems With Traditional Text-Based Feedback
Alternatives to Text-Based Feedback
Benefits of Screencasting for Feedback
Best Practices for Using Screencasting to Give Feedback
Figure 1
Table 1
Taxonomy of Feedback
Conclusion
References
Impact of Science Mobile Applications on Interest and Learning Among Undergraduate Science Students
Santanu De and Vanaja Nethi
Nova Southeastern University
One of the challenges facing undergraduate science programs is keeping students interested in science and minimizing attrition from their discipline. Prior research shows that showcasing real-life applicability of science is one way to keep students ...
Introduction
Mobile Learning in Higher Education
Pedagogical Use of Mobile Apps at the College Level
Pedagogical Use of Science Mobile Apps in College
Methodology
Purpose
1. What factors had led students in undergraduate science programs to become interested in science?
2. What are the science mobile apps used by these students in undergraduate science programs?
3. What do these students in undergraduate science programs perceive as the impact of science mobile apps on their interest in science?
4. What do these students in undergraduate science programs perceive as the impact of science mobile apps on their learning (grades) in science?
Context
Participants
Table 1
Participants in the Study
Dataset
Data Analysis
Results
Current Level of Interest in Science
Figure 1
Reasons for Students' Interest in Science
Science Mobile Apps' Usage Among Students
Table 3
Types of Science Apps Used by Students
57/67 (85.1%)
8/67 (11.9%)
2/67 (3.0%)
Impact of Science Mobile Apps on Student Interest
Figure 2
Impact of Science Mobile Apps on Student Learning
Usage of Science Mobile Apps After Transitioning to Online Learning
Figure 4
Discussion
Conclusions
Table 4
Summary of the Findings
Implications for the School-to-College STEM Pipeline
1. Expose students to STEM careers and motivate them to develop a career goal in STEM fields.
2. Show students the real-life applications of STEM in all aspects of our lives whether man-made or natural. Provide them with opportunities to use science to think about solving real-life problems like droughts, global warming, food shortage, lack o...
3. Most importantly, make science interesting, fun, and interactive. This study has shown that suitable science mobile apps on the topics being taught can help achieve this.
References
APPENDIX 1
APPENDIX 2
Quantitative Data Supporting Figure 2: Ways Science Mobile Apps Impacted Students' Interest
32
51.61
25
40.32
22
35.48
18
29.03
10
16.13
4
6.45
4
6.45
4
6.45
3
4.84
2
3.23
2
3.23
Quantitative Data Supporting Figure 3: Ways Science Mobile Apps Impacted Students' Learning
36
58.06
30
48.39
15
24.19
12
19.35
2
3.23
2
3.23
Quantitative Data Supporting Figure 4: Ways Science Mobile Apps Served After Transitioning to Fully Online Learning
28
45.16
19
30.65
13
20.97
12
19.35
5
8.06
3
4.84
1
1.61
Utilizing the Pandemic Disruption to Identify Distance Learning Challenges
Tamara Champa
Pine Island School District, MN
Theresa Waterbury
Winona State University, MN
Angela McQuinn
Winona Public High School, MN
The COVID-19 pandemic disrupted education beyond what was previously imaginable. This study was conducted immediately at the completion of the 2020 school year and focused on the challenges southeast Minnesota teachers experienced while teaching in a...
Introduction
Literature Review
Progression of Distance Learning
Teacher Preparation for Distance Learning Environments
Student Engagement
Table 1
Schlecty's Levels of Student Engagement
1
2
3
4
5
Methodology
RESULTS AND DISCUSSION
Conclusion
References
A Research Brief
A Virtual Senior Nursing Practicum
The Impact of COVID-19
Sonique Sailsman and Faye Milne
Barry University
The senior nursing practicum is designed to provide students with hands-on learning experience in the clinical environment supported by a preceptor. In the spring of 2020, secondary to COVID-19, nurse educators quickly pivoted to a virtual clinical m...
Introduction
STANDARD (PRE-COVID) COURSE STRUCTURE
Rapid Curriculum Revision
Innovative Teaching Strategies
Virtual Clinical Groups
Evaluation
Midterm
Final
Reflection and Implications for Future
References
Conference Calendar
Compiled by Vanaja Nethi
Nova Southeastern University
ICDET 2021: 15. International Conference on Distance Education Technology, April 5-6, 2021, Cancun, Mexico (Digital)
ELCC 2021 Virtual Conference, April 7-9, 2021
Virtual TIE Conference 2021, April 18-19, 2021
ISTELive 2021, June 26-30, 2021, Theme: Designing a New Learning Landscape
Ed Media + Innovate Learning Online Conference, July 6-8, 2021
OLC Accelerate 2021 Conference, Virtual: September 20-24, 2021, Onsite in Washington DC: October 5-8, 2021, Theme: Accelerating Online Learning Worldwide
SITE Interactive 2021 Online Conference, October 26-28, 2021
Innovate Learning 2021 Summit Online, November 9-11, 2021
Author Biographical data
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Quarterly Review of Distance Education

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