Quarterly Review of Distance Education

Name: Quarterly Review of Distance Education | Volume 22 #2
Brand: IAP - Information Age Publishing
Price: 62.33 EUR
Availability: OnlineOnly

Volume 22 #2

Michael Simonson Anymir Orellana(Editor)

IAP - Information Age Publishing

1st Edition

Published on 1. October 2020

66 pages

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978-1-64802-705-5 (ISBN)

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Content

Front Cover
Statement of Purpose
Quarterly Review of Distance Education
"Research That Guides Practice"
Volume 22, Number 2, 2021
Book Reviews
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
An Exploratory Study of Self-Efficacy for K-12 Online Teachers
Michael Corry and William R. Dardick Ray E. Reichenberg
George Washington University University of Nebraska-Lincoln
Research suggests that teacher self-efficacy shares a relationship with student achievement. This relationship has mostly been examined in face-to-face contexts and it remains to be seen how that relationship translates to online settings. Furthermor...
Introduction
Method
Measures
Table 1
Text and Alignment for the OTSECIS Scale
Q1
CM
Q2
ENG
Q3
ENG
Q4
ENG
Q5
IS
Q6
CM
Q7
CM
Q8
CM
Q9
IS
Q10
IS
Q11
ENG
Q12
IS
Q13
INT
Q14
INT
Q15
INT
Q16
INT
Q17
INT
Data Collection
Sample Characteristics
Table 2
Frequency Tables by Demographic Indicators
2
42
15
8
4
0
11
60
8
9
46
9
0
0
21
51
0
16
52
4
12
60
0
15
48
9
Analysis
Results
Strength and Direction of Association of Ranked Variables
Table 3
Spearman Correlation Coefficients Among Variables and the Missing Data Indicator
1.00
Table 4
Rotated Loadings (Geomin) for a Four-Factor EFA
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Q14
Q15
Q16
Q17
Psychometric Analyses
Patterns of Change
Group Comparisons
Discussion
Validity of the OTSECIS
Patterns of Change and Group Differences
Additional Opportunities for Further Research
References
Accessible Online Learning
An Analysis of Online Quality Assurance Frameworks
Patrick R. Lowenthal Amy Lomellini
Boise State University Molloy College
Chris Smith Krista Greear
North Carolina Virtual Public School Blackboard
Interest in accessibility has grown recently. Despite this, we have found that most people focus too much on compliance and often on the fundamental elements of creating compliant online courses. Instructional designers and online educators often tur...
Introduction
Background
Disability Laws
Diversity in Higher Education
Theoretical Framework
QUALITY ASSURANCE FRAMEWORKS
1. course overview and introduction
2. learning objectives
3. assessment and measurement
4. instructional materials
5. learning activities and learner interaction
6. course technology
7. learner support
and
8. accessibility and usability.
Method
1. Reviewer name?
2. Quality assurance framework/rubric reviewed?
3. What year was the rubric/framework written/created?
4. What is the general focus of the rubric?
5. Does the framework/rubric address accessibility?
6. What is the name of the section focused on accessibility?
7. List the standards on accessibility.
8. What are the strengths of the accessibility standards?
9. What are the weaknesses of the accessibility standards?
10. On a scale from weak to strong, rate this framework's approach to accessibility.
11. If we were to create our own accessibility standards, is there anything you might copy or use from this framework/ rubric?
12. Additional comments?
Results
Top Six Evaluated Rubrics
Open SUNY Course Quality Review Scorecard (OSCQR)
1. course overview and information
2. course technology and tools
3. design and layout
4. content and activities
5. interaction
and
6. assessment and feedback.
Quality Matters (QM)
National Standards for Quality Online Courses (NSQOC)
1. Section A: Content
2. Section B: Instructional Design
3. Section C: Student Assessment
4. Section D: Technology
and
5. Section E: Course Evaluation and Support.
Quality Learning and Teaching Evaluation Instrument (QLT-SF State)
1. course overview and introduction
2. assessment of student learning
3. instructional materials and resources
4. students interaction and community
5. facilitation and instruction (course delivery)
6. technology for teaching and learning
7. learner support and resources
8. accessibility and universal design
9. course summary and wrap-up
and
10. mobile platform readiness.
Quality Learning and Teaching (QLT-CSU)
1. Course Overview and Introduction
2. Assessment and Evaluation of Student Learning
3. Instructional Materials and Resources Utilized
4. Students Interaction and Community
5. Facilitation and Instruction
6. Technology for Teaching and Learning
7. Learner Support and Resources
8. Accessibility and Universal Design
9. Course Summary and Wrap-Up
and
10. Mobile Design Readiness.
Blackboard Exemplary Course Program Rubric (ECP)
Discussion
Conclusion
References
College Students' Attitudes Toward an App for Creating Videos in Online Introductory Spanish Classes
Gloria Monzon, Dalal Alrmuny, and Heng-Yu Ku
University of Northern Colorado
The purpose of this study was to investigate 69 college students' attitudes toward the Recap app as part of their online language learning process. The Recap app is a free language learning application that uses student-created videos to facilitate...
Introduction
Research Aim and Questions
1. What are student attitudes toward using the Recap app in online elementary Spanish classes?
2. What are student attitudes toward the effectiveness of the Recap app in improving their Spanish language skills?
3. Is there any difference between female and male students' attitudes toward the Recap app?
Methods
Participants
Research Instrument
Procedures
Data Analysis
Results
Students' Attitudes Toward the Recap App
Table 1
Descriptive Analysis of Survey Items
1
4.30
0.91
2
4.18
1.05
3
4.14
0.86
4
4.09
1.05
5
3.88
1.18
5
3.88
1.10
7
3.45
1.32
8
3.39
1.27
9
3.21
1.35
10
3.20
1.27
3.77
1.21
Advantages of the Recap App
Disadvantages of the Recap App
The Recap App's Impact on Students' Spanish Language Skills
Student Attitudes Toward the Recap App by Gender
DISCUSSION
CONCLUSIONS
References
Synchronous Online Distance Learning Applications in "History of Architecture" and its Impacts on Students' Skills for Acquiring Knowledge During the Coronavirus Pandemic
Shaher Rababeh Rabab Muhsen
Hashemite University, Jordan Hashemite University, Jordan University of Texas at Arlington
Rama Al Rabady Nadine Al-Bqour
Hashemite University, Jordan Alexandria University, Alexandria, Egypt
Mohammad Rababeh
University of Texas at Arlington
The coronavirus pandemic that occurred during spring semester 2020 led to the sudden termination of conventional in-class learning systems. Online distance learning (ODL) has been employed as an alternative tool. The purpose of this study is to deter...
INTRODUCTION: CHALLENGES AND PROBLEMS
Literature Review
Online Distance Learning
Architectural History Learning
Theoretical Framework
Learning Processes
ODL and Students' Skills for Acquiring Knowledge
Model A: Group Work
1. PowerPoint Presentation: Students prepare a set of slides that systematically introduce the monument
describing its historic features and analyzing its main architectural, structural, constructional, and geometrical properties that are subject to...
2. Report Writing: The teamwork should allow a comprehensive understanding of the selected monument, especially after the group members discuss their work with their classmates and then organize it in the form of a short report that expressively expl...
3. Poster Presentation: Information collected about the monument in the first two phases (PowerPoint presentation and report writing) is converted into an organized poster that demonstrates the students' skill to visually communicate their ideas, t...
4. Model Building: Models (in the form of physical or digital models) for the selected monument are made on a scale of 1:100. Other scaled models are made for specific architectural, structural, or constructional details
using the scale of 1:50 or 1...
5. Active Participation: Encouraging students' engagement with online lectures is advanced through allowing chatting, open question and answer sessions, and also sharing information through supportive social media (such as Messenger, WhatsApp, etc....
Model B: Individual Work
1. Online Quizzes, Tests, and Exams
Online quizzes are conducted occasionally in order to stimulate students' attention and attendance but also to construct architecture knowledge and its related expressive language (written and imaged). Tests and...
2. Note-taking and sketchbook preparation: Students are trained to build their own sketchbook that includes terminologies, ideas, thoughts, sketches, notes, and reflexes. Training the students on this activity is recommended because the role of cogni...
Methodology
Study Sample
Data Collection and Analysis
Findings
Establishment of Knowledge
Table 1
Question A: Establishment of Knowledge
26
67
7
39
48
13
72
28
0
72
26
2
33
59
8
41
50
9
49
51
0
50
39
11
Sources for Acquiring Knowledge
Table 2
Question B: Sources for Acquiring Knowledge
21
41
38
26
52
22
67
23
10
70
20
10
72
26
2
67
30
3
46
41
13
31
46
23
Table 3
Question C: Method for Acquiring Knowledge
74
18
8
70
28
2
28
54
18
43
37
20
36
33
31
48
37
15
72
28
0
74
22
4
49
38
13
65
26
9
Methods for Acquiring Knowledge
Activities for Acquiring Knowledge
Table 4
Question D: Activity for Acquiring Knowledge
33
54
13
26
52
22
64
31
5
61
28
11
49
44
8
43
52
4
Table 5
Question E: Communication of Acquired Knowledge
28
64
8
59
33
8
51
46
3
57
37
6
74
23
3
76
20
4
62
36
2
48
50
2
59
38
3
59
33
8
Communication of Acquired Knowledge
Discussions and Conclusion
References
Teaching in the Online Classroom: Surviving and Thriving in the New Normal, by Doug Lemov and the Teach Like a Champion Team
Reviewed by John Strickland
University of North Texas
SUMMARY
WHAT THIS BOOK IS AND IS NOT
Conclusion
Rethinking Pedagogy for a Digital Age: Principles and Practices of Design (3rd ed.), Edited by H. Beetham and R. Sharpe (2020)
Reviewed by Frances Dendy Mahaffey
University of North Texas
Rethinking Pedagogy for a Digital Age: Principles and Practices of Design (3rd ed.) argues for reconsidering pedagogy in light of modern technologies. The book identifies theories concerning learner engagement, complex learning environments, and lear...
Theories and Principles
Practices
INFLUENCES AND FUTURES
Discussion
References
Conference Calendar
Compiled by Vanaja Nethi
Nova Southeastern University
200+ Hours of FREE Conference Recordings on Online Learning (posted by Heba Lewdon, on March 30, 2021)
OLC Accelerate 2021 Conference
Focus on Teaching & Technology Conference
SITE Interactive 2021
Innovate Learning 2021 Summit Online
International Conference on Distance Education and Online Courses
Conference on Meaningful Living and Learning in a Digital World 2022
OLC Innovate: Education Reimagined
Author biographical data
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Quarterly Review of Distance Education

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