Quarterly Review of Distance Education

Name: Quarterly Review of Distance Education | Volume 23 #1
Brand: IAP - Information Age Publishing
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Volume 23 #1

Michael Simonson Anymir Orellana(Editor)

IAP - Information Age Publishing

1st Edition

Published on 1. August 2022

107 pages

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Content

Front Cover
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
Quarterly Review of Distance Education
Statement of Purpose
Successful Transfer of Face-To-Face Active Learning Instructional Design to Online Synchronous Format During the COVID-19 Pandemic
Dan Cernusca and Sanku Mallik
North Dakota State University, School of Pharmacy
Before the pandemic, an introductory pharmaceutics course was redesigned to integrate active deep-learning tasks. Due to COVID-19 pandemic restrictions, the instructor decided to implement a fully synchronous online course format. The primary objecti...
Motivation and Objectives of the Study
ANALYSIS OF INSTRUCTIONAL DESIGN AFFORDANCES AND CONSTRAINTS
Design Affordances
Design Constraints
TRANSFER OF THE COURSE TO ONLINE SYNCHRONOUS FORMAT
Research Questions
Effectiveness of Course Transfer to the Online Synchronous Format
Research Design
Data Collection
Table 1
Constructs' Internal Reliability
0.91
0.62
0.97
0.97
Participants
Data Analysis
Results
Discussions and Further Research
References
Technostress
Classroom Teachers' Socioemotional Health in the COVID-19 Pandemic Transition to Virtual Teaching
Kathy R. Fox, Kathleen Roney, and Tracy Hargrove
Watson College of Education
INTRODUCTION AND PURPOSE
Framework
A Brief Review of the Literature
Logistics as Related to Socioemotional Health
Socioemotional Effects on Teachers
Methodology
Design
Analysis
Findings
Concern for Children's Health and Well-Being
Concern for Children's Academic Accountability
Concern for Evaluation of Teaching
Concern for Additional Workload
Concern for "Specials," or Noncore Subject Areas
Concern and Dissatisfaction With New Role(s) of Teacher
Discussion: Emerging Technostress
Implications of the Study
References
Confessions of a (Former) Killer Course
Using the QM Review Process to Improve an Undergraduate Research Course
Chera A. LaForge
Indiana University East
Many of us know the courses within our curriculum that slow student progress toward graduation. Existing research has found that research design courses often serve as barriers, as one of these students arrive on the first day with high anxiety and l...
THE PROBLEM OF KILLER COURSES
INTRODUCTORY RESEARCH DESIGN AND METHODS AS A KILLER COURSE
THE KILLER COURSE
THE INTERVENTION- QUALITY MATTERS TRAINING AND REVIEW
Alignment, Transparency, and Purpose
Increased Opportunities to Acquire Knowledge and Demonstrate Proficiency
Table 1
Distribution of Assignment Value Over Time
13
2
25
INCREASED FORMATIVE FEEDBACK ON THE RESEARCH PROCESS
Results of Changes
Conclusion
NOTES
REFERENCES
Systematic Review of Research on Graduate Online Education From 2000 to 2020
Florence Martin Janet Morse Swapna Kumar
North Carolina State University University of North Carolina Charlotte University of Florida
Graduate online learners have specific needs and challenges highlighted in the research on graduate online education. This systematic review examined 271 studies on broader research themes on graduate online education. Publication trends by year and ...
Keywords
graduate online education, graduate education, online learning, online teaching
Introduction
Systematic Reviews on Graduate Online Education
Table 1
Reviews of Research on Graduate Online Education
23
20
66
28
PURPOSE OF THIS SYSTEMATIC REVIEW AND RESEARCH QUESTIONS
1. What are the publication trends and outlets of research on graduate online education (years of publication, journals that publish research on graduate online education)?
2. What are the research methods (country, participant level, discipline) used in published research on graduate online education?
3. What are the research themes in the published research on graduate online education?
Methods
Data Sources and Search Strategies
Inclusion/Exclusion Criteria
Table 2
Inclusion/Exclusion Criteria
Process Flow for Selection of Articles
Developing Review Protocol and Data Coding
Table 3
Data Coding
Research Themes in Graduate Online Education
Table 4
Research Themes in Graduate Online Education
Data Analysis
RESULTS
Publication Trends and Outlets
Research Methodology Components
Research Context
Table 6
Research Context
160
59.0
73
26.9
19
7.0
19
7.0
271
100.0
Table 7
Research Participants
87
32.1
19
7.0
2
.7
25
9.2
3
1.1
10
3.7
10
3.7
1
.4
114
42.1
271
100.0
Participants
Discipline
Table 8
Research Disciplines
137
50.55
41
15.13
29
10.70
17
6.27
11
4.06
7
2.58
7
2.58
6
2.21
3
1.11
3
1.11
3
1.11
2
0.74
2
0.74
3
1.11
271
100.00
Table 9
Research Methods
106
39.1
100
36.9
65
24.0
271
100.0
Research Methods
Research Themes
Table 10
Research Themes
65
24.0
37
13.7
23
8.5
14
5.2
12
4.4
24
8.9
19
7.0
16
5.9
14
5.2
14
5.2
10
3.7
9
3.3
10
3.7
3
1.1
1
0.4
271
100.0
Most Researched Themes in Graduate Online Education Research
Moderately Researched Themes
Least Studied Themes
Research Theme by Research Method
Table 11
Research Themes Cross-Tabulated by Research Methods
21
19.81
29
29.00
15
23.08
16
15.09
11
11.00
10
15.38
12
11.32
7
7.00
4
6.15
2
1.89
9
9.00
3
4.62
3
2.83
6
6.00
3
4.62
9
8.49
7
7.00
8
12.31
7
6.60
10
10.00
2
3.08
10
9.43
1
1.00
5
7.69
2
1.89
8
8.00
4
6.15
10
9.43
2
2.00
2
3.08
2
1.89
4
4.00
4
6.15
4
3.77
2
2.00
3
4.62
5
4.72
4
4.00
1
1.54
2
0.94
0
0.00
1
1.54
1
0.94
0
0.00
0
0.00
106
100
65
Research Themes by Decade
Table 12
Research Themes Cross-Tabulated by Decade
17
22.37
48
24.62
9
11.84
28
14.36
4
5.26
19
9.74
6
7.89
8
4.10
5
6.58
7
3.59
10
13.16
14
7.18
4
5.26
15
7.69
4
5.26
12
6.15
6
7.89
8
4.10
5
6.58
9
4.62
3
3.95
7
3.59
0
0.00
9
4.62
2
2.63
8
4.10
1
1.32
2
1.03
0
0.00
1
0.51
76
100.00
195
100.00
Discussion
Limitations
Publication Patterns
Research Themes
Implications and Future Directions
References
Gender Differences in Students' Engagement Ratings of Instructor Presence in Online Courses
Kizito Mukuni and Doris Kincade Oscar Solis
Virginia Tech West Texas A & M University
Xuqing Wang and Wejdan Almunive
Virginia Tech
This quantitative study investigated the differences between male and female students' ratings on how engaging they perceived instructor presence in an online course. The research questions centered on 4 aspects of instructor presence
instructor i...
Introduction
LITERATURE REVIEW
Student Engagement in Online Learning
Interactions in Online Learning
Instructor Presence in Online Learning
Gender Differences in Online Learning
RESEARCH QUESTIONS
(a) the instructor's feedback on course submissions,
(b) the timeliness of the feedback,
(c) the instructor's attempt to develop a rapport with the students, and
(d) the instructor's interaction with the students throughout the course.
(a) the instructor's feedback on course submissions,
(b) the timeliness of the feedback,
(c) the instructor's attempt to develop a rapport with the students, and
(d) the instructor's interaction with the students throughout the course.
Methods
(a) the instructor's feedback on course submissions,
(b) the timeliness of the feedback,
(c) the instructor's attempt to develop a rapport with the students, and
(d) the instructor's interaction with the students throughout the course.
Participants
Table 1
Means and Standard Deviations of Survey Participants
146
20.68
1.958
146
4.00
4.051
146
2.00
.502
146
3.00
.697
Instrumentation-Survey and Variables
(a) the instructor's feedback on course submissions,
(b) the timeliness of the feedback,
(c) the instructor's attempt to develop a rapport with the students, and
(d) the instructor's interaction with the students throughout the course.
Data Analysis
Results
Variable Testing for Normalcy
Table 3
Instructor Presence Score for Male Group
Table 4
Instructor Presence Score for the Female Group
Hypothesis Testing
Differences Between Male and Female Ratings of Engagement of Instructor Presence (H0(1))
Differences Between Male and Female Ratings of Engagement of Selected Measures of Instructor Presence (H0(b))
Table 5
Instructor Presence Score
1.561
.214
-2.944
144
.004
-2.093
.711
-3.498
-.688
-2.934
139.322
.004
-2.093
.713
-3.504
-.683
Table 6
The Instructor Gives Feedback on Course Submissions Scores
3.0
4.2%
1.0
1.3%
9.0
12.7%
3.0
4.0%
15.0
21.1%
12.0
16.0%
18.0
25.4%
17.0
22.7%
17.0
23.9%
20.0
26.7%
9.0
12.7%
22.0
29.3%
Table 7
Timeliness of Instructor Feedback Scores
2.0
2.8%
0.0
0.0%
4.0
5.6%
2.0
2.7%
13.0
18.3%
8.0
10.7%
18.0
25.4%
14.0
18.7%
24.0
33.8%
25.0
33.3%
10.0
14.1%
26.0
34.7%
Table 8
Instructor Attempt to Develop A Rapport With the Student Scores
2.0
2.8%
0.0
0.0%
4.0
5.6%
2.0
2.7%
13.0
18.3%
8.0
10.7%
18.0
25.4%
14.0
18.7%
24.0
33.8%
25.0
33.3%
10.0
14.1%
26.0
34.7%
Table 9
Interaction Between the Instructor and Students' Score
5.0
7.0%
1.0
1.3%
8.0
11.3%
6.0
8.0%
13.0
18.3%
15.0
20.0%
15.0
21.1%
20.0
26.7%
17.0
23.9%
13.0
17.3%
13.0
18.3%
20.0
26.7%
DISCUSSION
Results Summary and Connection to the Literature
Recommendations
Limitations
Areas for Future Studies
REFERENCES
Appendix: Sample Questions and Survey Format
Student Perception of Engagement in Online Courses
Demographics
Instructor Interaction/Instructor Presence
12. The instructor gives feedback on course submissions.
13. The timeliness of instructor feedback.
14. The instructor attempts to develop a rapport with students.
15. The instructor interacts with students throughout the course.
Table 2
Instructor Presence
.005
.941
-3.018
144.0
.003
-.644
.213
-1.065
-.222
-3.013
142.3
.003
-.644
.214
-1.066
-.221
1.020
.314
-3.178
144.0
.002
-.599
.188
-.972
-.227
-3.172
141.2
.002
-.599
.189
-.972
-.226
.194
.661
-1.256
144.0
.211
-.293
.233
-.753
-.168
-1.253
141.1
.212
-.293
.233
-.754
-.169
.369
.545
-2.720
144.0
.007
-.558
.205
-.963
-.152
-2.711
139.6
.008
-.558
.206
-.965
-.151
The Prevention and Detection of Academic Dishonesty
Watch the Online Exam Proctoring Videos
Jill M. Oeding
Romain College of Business, University of Southern Indiana
One of the primary findings from this study is the importance of watching the exam proctoring videos for online, remotely proctored exams. Proctors do not need to be experts in academic dishonesty to detect the misconduct. The key to detecting academ...
Introduction
Literature Review
Prevalence of Cheating
Justifications for Cheating
The Prevention of Cheating
PRESENT STUDY
RECOMMENDATIONS
Conduct That Raises Suspicion for Cheating
1. An examinee's eyes do not stay focused on the screen but instead consistently look to the left and/or right and/or front of the screen. This action is highly suspicious behavior when the examinee reads something other than the exam question. Eye...
2. The sound of paper rustling can be heard during the exam. An examinee taking a closed-book exam that does not require any calculations or scratch paper should not be handling any type of paper during the exam.
3. A paper document or cell phone is viewed by the webcam. A test taker of a closed- book exam should not use outside resources during the exam. Sometimes a cheating test taker "slips up" and accidentally moves the cell phone or paper in front of...
4. An examinee fails to complete a room scan and a desk/table scan, as required by the exam rules prior to or during the exam. In this study, many examinees who committed academic dishonesty omitted the required desk/table scan during the room scan. ...
5. Loud sounds such as music, television, or people talking in the background can be heard. Cheaters often used loud sounds to cover up the sound of paper rustling during the exam. In one instance, the examinee obviously communicated with another per...
6. The examinee's eyes are not viewable by the webcam. Sometimes the examinee wore a hat, which blocked the webcam's view of the examinee's eyes
in this case, the examinee may position the bill of the hat so that the webcam may not view the ex...
7. Other people are in the room and/or communicating with the examinee. In some cases, the examinee obviously communicated exam material with another person throughout the exam and committed academic dishonesty. Occasionally, a person, whom the exami...
8. The distance between the student's eyes/ face and the screen is larger than normally expected. In some cases of academic dishonesty, the student kept a significant distance between the computer screen and the student's eyes. The closer the exa...
9. The examinee eats during the exam, and the examinee's eyes linger near the food, appearing to be reading something. This case requires a careful examination of whether the examinee is reading something near the food. The proctor can quickly elim...
10. The examinee's arms and hands appear to be holding/turning paper or an electronic device. Several examinees who cheated used their hands to turn or hold an outside resource. If the upper arms are in view of the webcam, the proctor can check for...
Conduct That Demonstrates Overwhelming Evidence of Cheating
Recommended Exam Instructions
1. The instructor should communicate that the exam proctoring videos will be viewed.
2. The instructor should communicate and impose severe consequences for academic misconduct, such as an F for the course.
3. The author recommends that instructors mandate the following rules for individual remotely proctored, online exams:
(a) This is an individual, closed-book exam.
(b) Keep your eyes focused on the exam questions, not elsewhere.
(c) After starting the exam, the proctoring software will ask you to scan the room. During the scan, you must show the room and the desk or table on which you will be taking the exam.
(d) The testing environment must be quiet. No music, television, or talking may be heard in the background during the exam.
(e) No hats, headphones, or earbuds may be worn during the exam.
(f) Your entire face must be shown in the camera at all times.
(g) Your face and testing space must be illuminated and may not be dark during the exam. You may need to adjust your webcam so your face is illuminated.
(h) No other people may be in the room while you are taking the exam. Make appropriate people aware that you will be taking an exam, so they do not talk to you or distract you during the exam.
(i) You must stay seated during the entire exam.
(j) You may not eat during the exam.
Failure to follow any of the above rules may result in a claim of academic misconduct. The instructor watches exam proctoring videos. While it may be tempting for students to cheat during an online exam, it is very easy to detect. Do not waste your t...
Conclusion
Conflict of Interest Disclosure
Statement of Internal Review Board Approval
References
Utilizing Online Collaborative Technology to Promote Active Learning in Nursing Students
Sonique Sailsman
Mercer University
Fostering student engagement online can be significantly more challenging than in the traditional classroom, and students are often distracted or lack the motivation to participate in the planned class activities. Faculty are encouraged to utilize va...
Preparation
Google Doc
Zoom
Class Time
Strengths and Drawbacks
Conclusion
References
Conference Calendar
Compiled by Vanaja Nethi
Nova Southeastern University
International Conference on Distance Learning and Education Systems. August 8-9, 2022, Vancouver, Canada
International Conference on Blended Learning and Technology-Mediated Instruction, September 15-16, 2022, Rome, Italy
2022 AECT International Convention, October 24-28, 2022, Las Vegas, NV
DevLearn Conference & Expo, October 26-28, 2022, Las Vegas, NV
International Conference on Distance Education and Teaching Methodologies, November 3-4, 2022, San Francisco, CA
2022 6th International Conference on Education And E-Learning, November 21-23, 2022, Tsuru, Japan
International Conference on E-Learning and Distance Learning, January 28-29, 2023, New York, NY
National Future of Education Technology Conference, January 23-26, 2023, New Orleans, LA
Instructional Technology Council 2023 Annual Conference - eLearning, February 12-15, 2023, Las Vegas, NV
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Quarterly Review of Distance Education

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