Quarterly Review of Distance Education

1 - Front Cover [Seite 1]
2 - Statement of Purpose [Seite 6]
2.1 - Quarterly Review of Distance Education [Seite 4]
2.2 - "Research That Guides Practice" [Seite 4]
2.2.1 - Volume 15 Number 4, 2014 [Seite 4]
2.2.1.1 - ARTICLES [Seite 4]
2.2.1.2 - Research Briefs [Seite 4]
2.2.1.3 - Book Reviews [Seite 4]
2.3 - Quarterly Review of Distance Education Editors and Editorial Board [Seite 3]
2.3.1 - Editors [Seite 3]
2.3.2 - Assistant Editor [Seite 3]
2.3.3 - Editorial Assistant [Seite 3]
2.3.4 - Department Editors [Seite 3]
2.3.5 - International [Seite 3]
2.3.6 - Lya Visser, Learning Development Institute [Seite 3]
2.3.7 - Lucy Green, Georgia Southern University [Seite 3]
2.3.8 - Editorial Board [Seite 3]
3 - Students' Perceptions of a Twitter- Based Assignment in a Graduate-level Instructional Technology Course [Seite 8]
3.1 - Shanda Nygard Micah Day [Seite 8]
3.1.1 - Southern Illinois University Edwardsville The University of Memphis [Seite 8]
3.2 - Gretchen Fricke and Dave S. Knowlton [Seite 8]
3.2.1 - Southern Illinois University Edwardsville [Seite 8]
3.2.1.1 - This article examines Twitter as an innovation to enhance student learning within an online graduate-level course. Specifically, this article includes 3 narratives from students who were charged with using Twitter as a medium for sharing photographs ... [Seite 8]
3.2.1.1.1 - INTRODUCTION [Seite 8]
3.2.1.1.2 - THE CONTEXT AND ASSIGNMENT [Seite 9]
3.2.1.1.3 - METHODS [Seite 10]
3.2.1.1.4 - STUDENTS' NARRATIVES [Seite 10]
3.2.1.1.5 - Micah's Narrative [Seite 10]
3.2.1.1.6 - Gretchen's Narrative [Seite 13]
3.2.1.1.7 - Shanda's Narrative [Seite 16]
3.2.1.1.8 - IMPLICATIONS [Seite 19]
3.2.1.1.9 - The Strain of New Interactions [Seite 19]
3.2.1.1.10 - Media Versus Method [Seite 19]
3.2.1.1.11 - CONCLUSIONS [Seite 20]
3.2.1.1.12 - REFERENCES [Seite 21]
3.2.1.1.12.1 - Figure 1 [Seite 11]
3.2.1.1.12.2 - Figure 2 [Seite 12]
3.2.1.1.12.3 - Figure 3 [Seite 15]
3.2.1.1.12.4 - Figure 4 [Seite 16]
3.2.1.1.12.5 - Figure 5 [Seite 17]
3.2.1.1.12.6 - Figure 6 [Seite 18]
4 - A Qualitative Analysis of Faculty and Student Perceptions of Effective Online Class Communities Using Herzberg's Motivator-Hygiene Factors [Seite 22]
4.1 - Rebecca Costello S. A. Welch [Seite 22]
4.1.1 - Rasmussen College University of Wisconsin-Whitewater [Seite 22]
4.1.1.1 - This article describes a qualitative approach in understanding factors that are evident in effective online class communities. Instructors and students in the same class were asked about their perceptions regarding what constitutes an effective onlin... [Seite 22]
4.1.1.1.1 - INTRODUCTION [Seite 22]
4.1.1.1.2 - ONLINE COMMUNITIES [Seite 23]
4.1.1.1.3 - HERZBERG'S TWO-FACTOR MODEL OF SATISFACTION [Seite 23]
4.1.1.1.4 - COORIENTATION ANALYSIS [Seite 25]
4.1.1.1.5 - RESEARCH QUESTIONS [Seite 25]
4.1.1.1.6 - METHOD [Seite 25]
4.1.1.1.7 - ANALYSIS [Seite 26]
4.1.1.1.8 - RESULTS [Seite 26]
4.1.1.1.9 - DISCUSSION [Seite 29]
4.1.1.1.10 - REFERENCES [Seite 29]
4.1.1.1.10.1 - Table 1 [Seite 24]
4.1.1.1.11 - Herzberg's Motivation/Hygiene Factors Adapted to Online Instruction [Seite 24]
4.1.1.1.11.1 - Figure 1 [Seite 28]
4.1.1.1.11.2 - Figure 2 [Seite 28]
5 - Using a Multiperspective Design Team to Develop and Manage Multilayered Online Courses [Seite 32]
5.1 - Nella Bea Anderson, L. Lori Poole, Stephanie Quinn, and Carrie L. Schlicht [Seite 32]
5.1.1 - Colorado State University-Global Campus [Seite 32]
5.1.1.1 - The focus of this research-based review is how to best develop and manage online classes. After receiving faculty, student, and industry feedback, Colorado State University-Global Campus integrated multiperspective design teams to develop and manage ... [Seite 32]
5.1.1.1.1 - INTRODUCTION [Seite 32]
5.1.1.1.2 - Multidimensional Course Development Perspective of Online Learning [Seite 33]
5.1.1.1.3 - LITERATURE REVIEW [Seite 33]
5.1.1.1.4 - 1. New institutions have formed to offer online classes [Seite 34]
5.1.1.1.5 - 2. Existing institutions have morphed currently offered face-to-face classes into an online format [Seite 34]
5.1.1.1.5.1 - 3. Existing institutions have expanded their footprint by making an online-only, often separate, entity that offers the online classes. [Seite 34]
5.1.1.1.5.2 - Academic Excellence [Seite 34]
5.1.1.1.5.3 - Innovative Technology [Seite 34]
5.1.1.1.5.4 - Stakeholder Engagement [Seite 34]
5.1.1.1.5.5 - METHODOLOGY: MULTIDIMENSIONAL COURSE DEVELOPMENT [Seite 35]
5.1.1.1.5.6 - Dimension One: Students [Seite 35]
5.1.1.1.5.7 - Dimension Two: Courses [Seite 36]
5.1.1.1.5.8 - Dimension Three: Revisions [Seite 37]
5.1.1.1.5.9 - ANALYSIS AND FINDINGS [Seite 39]
5.1.1.1.5.10 - MSTL Program Assessment Data [Seite 39]
5.1.1.1.5.11 - CONCLUSION [Seite 41]
5.1.1.1.5.12 - References [Seite 41]
5.1.1.1.5.12.1 - Table 1 [Seite 38]
5.1.1.1.6 - Multiperspective Design Team [Seite 38]
5.1.1.1.6.1 - Table 2 [Seite 39]
5.1.1.1.7 - Fall 2012-Fall 2013 Student Evaluations (Based on 4.0 Scale From 8 Classes) [Seite 39]
5.1.1.1.8 - 3.81 [Seite 39]
5.1.1.1.9 - 3.67 [Seite 39]
5.1.1.1.10 - 3.62 [Seite 39]
5.1.1.1.11 - 3.8 [Seite 39]
5.1.1.1.12 - 4 [Seite 39]
5.1.1.1.13 - 3.68 [Seite 39]
5.1.1.1.14 - 3.65 [Seite 39]
5.1.1.1.15 - 3.46 [Seite 39]
5.1.1.1.16 - 3.76 [Seite 39]
5.1.1.1.17 - 3.67 [Seite 39]
5.1.1.1.18 - 3.62 [Seite 39]
5.1.1.1.19 - 3.71 [Seite 39]
5.1.1.1.20 - 4 [Seite 39]
5.1.1.1.21 - 3.56 [Seite 39]
5.1.1.1.22 - 3.53 [Seite 39]
5.1.1.1.23 - 3.46 [Seite 39]
5.1.1.1.24 - 3.67 [Seite 39]
5.1.1.1.25 - 3.78 [Seite 39]
5.1.1.1.26 - 3.5 [Seite 39]
5.1.1.1.27 - 3.6 [Seite 39]
5.1.1.1.28 - 4 [Seite 39]
5.1.1.1.29 - 3.56 [Seite 39]
5.1.1.1.30 - 3.65 [Seite 39]
5.1.1.1.31 - 3.23 [Seite 39]
5.1.1.1.31.1 - Appendix A [Seite 42]
5.1.1.1.32 - CSU-Global Participatory Course Components [Seite 42]
6 - Faculty Perceptions of Online Group Work [Seite 44]
6.1 - Kari Morgan, Karen C. Williams, Bruce A. Cameron, and Christine E. Wade [Seite 44]
6.1.1 - University of Wyoming [Seite 44]
6.1.1.1 - Focus group interviews with university instructors (tenured, tenure-track, and adjunct) were conducted to explore perceptions of online group work. Results indicated that instructors believe that group work is an essential tool for students' future... [Seite 44]
6.1.1.1.1 - INTRODUCTION [Seite 44]
6.1.1.1.2 - METHOD [Seite 45]
6.1.1.1.3 - RESULTS [Seite 45]
6.1.1.1.4 - RECOMMENDATIONS FOR PRACTICE [Seite 46]
6.1.1.1.5 - Recommendations for Successful Implementation of Online Group Projects [Seite 46]
6.1.1.1.6 - Recommendations for Faculty Development [Seite 47]
6.1.1.1.7 - CONCLUSION [Seite 47]
6.1.1.1.8 - REFERENCES [Seite 48]
7 - The Technology of Anesthesiology Online [Seite 50]
7.1 - Convenience in Course Design [Seite 50]
7.1.1 - Lyndon Godsall and Rebecca Lee [Seite 50]
7.1.1.1 - Barry University [Seite 50]
7.1.1.1.1 - This article examines the way the College of Nursing and Health Sciences at Barry University in Miami Shores, Florida, responded to the need to educate certified registered nurse anesthetists by incorporating educational technology into program deliv... [Seite 50]
7.1.1.1.1.1 - INTRODUCTION [Seite 50]
7.1.1.1.1.2 - NURSE ANESTHESIA [Seite 51]
7.1.1.1.1.3 - MODES OF DELIVERY [Seite 51]
7.1.1.1.1.4 - TECHNICAL SUPPORT [Seite 52]
7.1.1.1.1.5 - UTILIZING A LEARNING MANAGEMENT SYSTEM [Seite 53]
7.1.1.1.1.6 - SIMULATION [Seite 53]
7.1.1.1.1.7 - DOCTOR OF NURSE PRACTICE ONLINE [Seite 54]
7.1.1.1.1.8 - CONCLUSION [Seite 55]
7.1.1.1.1.9 - REFERENCES [Seite 55]
7.1.2 - Book Review [Seite 56]
7.1.2.1 - Lucy Green, Book Review Editor [Seite 56]
7.2 - Learning Theory and Online Technologies, by Linda Harasim [Seite 56]
7.2.1 - Susan Farber [Seite 56]
7.2.1.1 - Montgomery, Ohio [Seite 56]
7.2.1.1.1 - REFERENCES [Seite 59]
7.2.2 - Book Review [Seite 60]
7.2.2.1 - Lucy Green, Book Review Editor [Seite 60]
7.3 - Trends and Issues in Distance Education: International Perspectives (2nd ed.), by Lya Visser, Yusra Visser, Ray Amirault, and Michael Simonson [Seite 60]
7.3.1 - Jason LaFrance [Seite 60]
7.3.1.1 - Georgia Southern University [Seite 60]
7.3.1.1.1 - INTRODUCTION [Seite 60]
7.3.1.1.2 - SUMMARY [Seite 60]
7.3.1.1.3 - CRITIQUE [Seite 61]
7.3.1.1.4 - CONCLUSION [Seite 62]
7.3.1.1.5 - Reference [Seite 63]
8 - Conference Calendar [Seite 64]
8.1 - Charles Schlosser [Seite 64]
8.1.1 - Nova Southeastern University [Seite 64]
8.1.1.1 - American Educational Research Association Annual Meeting, April 16-20, Chicago, IL [Seite 64]
8.1.1.2 - Emerging Technologies for Online Learning International Symposium, April 22-24, Dallas, TX [Seite 64]
8.1.1.3 - United States Distance Learning Association Annual Conference, April 26-29, St. Louis, MO [Seite 64]
8.1.1.4 - European Distance and E-Learning Network Annual Conference, June 9-12, Barcelona, Spain [Seite 65]
8.1.1.5 - EdMedia: World Conference on Educational Media and Technology, June 22-25, Montreal, Quebec, Canada [Seite 65]
8.1.1.6 - ISTE, June 28-July 1, Philadelphia, PA [Seite 65]
8.1.1.7 - Online Learning Consortium Blended Learning Conference and Workshop, July 7-8, Denver, CO [Seite 65]
8.1.1.8 - Conference on Distance Teaching & Learning, August 11-13, Madison, WI [Seite 65]
8.1.1.9 - Online Learning Consortium International Conference, October 14- 16, Lake Buena Vista, FL [Seite 65]
8.1.1.10 - AECT International Convention, November 3-7, Indianapolis, IN [Seite 65]
9 - Author Biographical Data [Seite 68]
10 - Back Cover [Seite 72]