Quarterly Review of Distance Education
Volume 17 #2
1st Edition
Published on 9. January 2016
71 pages
978-1-68123-656-8 (ISBN)
Description
The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.
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Michael Simonson | Charles Schlosser
Quarterly Review of Distance Education Vol 17 Issue 2
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09/2016
Information Age Publishing
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Content
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 17 Number 2, 2016 [Seite 4]
2.2.1.1 - ARTICLES [Seite 4]
2.2.1.2 - 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 - Michelle Rogers-Estable, SUNY Delhi [Seite 3]
2.3.8 - Editorial Board [Seite 3]
3 - CREATING EQUIVALENT LEARNING OUTCOMES IN A DISTANCE EDUCATION LEADERSHIP COURSE [Seite 8]
3.1 - An Action Research Partnership [Seite 8]
3.1.1 - James N. Slear Susan E. Slear Daniel A. Connelly [Seite 8]
3.1.1.1 - Air University Auburn University Air University [Seite 8]
3.1.2 - Ellen H. Reames Patricia Maggard [Seite 8]
3.1.2.1 - Auburn University Air University [Seite 8]
3.1.2.1.1 - This action research establishes a method for creating more equivalent learning outcomes in a leadership course taught in resident and distance education formats. Students in the resident course have the benefit of continuous collaboration and peer f... [Seite 8]
3.1.2.1.1.1 - INTRODUCTION [Seite 8]
3.1.2.1.1.2 - BACKGROUND [Seite 9]
3.1.2.1.1.3 - RESEARCH DESIGN [Seite 11]
3.1.2.1.1.4 - 1. How can qualitative analysis of student leadership development essays provide insight into how students process foundational leadership concepts? Can this insight be distilled into themes representing a diverse set of leadership perspectives? [Seite 11]
3.1.2.1.1.4.1 - 2. How could these themes be used to develop course content that challenges or refines these perspectives? [Seite 11]
3.1.2.1.1.4.2 - METHODS [Seite 12]
3.1.2.1.1.4.3 - RESULTS AND ANALYSIS [Seite 12]
3.1.2.1.1.4.4 - Part I: Vision [Seite 13]
3.1.2.1.1.4.5 - Part II: Introspection [Seite 15]
3.1.2.1.1.4.5.1 - Concrete [Seite 17]
3.1.2.1.1.4.5.2 - Concrete and Referential [Seite 17]
3.1.2.1.1.4.5.3 - Complex [Seite 18]
3.1.2.1.1.4.6 - CONCLUSION AND IMPLICATIONS FOR FURTHER RESEARCH [Seite 20]
3.1.2.1.1.4.7 - REFERENCES [Seite 20]
4 - Enhancing Students' Self-Efficacy, Elaboration, and Critical Thinking Skills in a Collaborative EDUCATOR PREPARATION Program [Seite 22]
4.1 - Hungwei Tseng and Teresa Gardner Hsin-Te Yeh [Seite 22]
4.1.1 - Jacksonville State University Metropolitan State University of Denver [Seite 22]
4.1.1.1 - In the learner-centered learning environment, students can connect and engage with their peers and with the real world easily. The purpose of this study was to examine the relationships of online students' perceptions of learner-centered approach, ... [Seite 22]
4.1.1.1.1 - INTRODUCTION [Seite 22]
4.1.1.1.2 - 1. What were online students' perceptions of a learner-centered approach and motivated strategies for learning? [Seite 26]
4.1.1.1.3 - 2. What was the relationship of online students' perceptions of a learner-centered approach and motivated strategies for learning? [Seite 26]
4.1.1.1.3.1 - 3. What was the relationship of online students' perceptions of a learner-centered approach and students' critical thinking skills? [Seite 26]
4.1.1.1.3.2 - Definitions of Studied Variables [Seite 26]
4.1.1.1.3.3 - METHODOLOGY [Seite 26]
4.1.1.1.3.4 - Participants [Seite 26]
4.1.1.1.3.5 - Collaborative Teacher Education Program [Seite 26]
4.1.1.1.3.6 - Courses and Learner-Centered Assessments Design [Seite 27]
4.1.1.1.3.7 - Instrumentation [Seite 27]
4.1.1.1.4 - 1. identifies and summarizes the problem/ question at issue [Seite 28]
4.1.1.1.5 - 2. identifies and presents the student's own perspective and position as it is important to the analysis of the issue [Seite 28]
4.1.1.1.6 - 3. identifies and considers other salient perspectives and positions that are important to the analysis of the issue [Seite 28]
4.1.1.1.7 - 4. identifies and assesses the key assumptions [Seite 28]
4.1.1.1.8 - 5. identifies and assesses the quality of the supporting data/evidence and provides additional data/evidence related to the issue [Seite 28]
4.1.1.1.9 - 6. identifies and considers the influence of context on the issue [Seite 29]
4.1.1.1.9.1 - 7. identifies and assesses conclusions, implications, and consequences [Seite 29]
4.1.1.1.9.2 - Data Collection and Data Analysis Procedures [Seite 29]
4.1.1.1.9.3 - RESULTS [Seite 29]
4.1.1.1.9.4 - DISCUSSION [Seite 31]
4.1.1.1.9.5 - CONCLUSIONS AND FUTURE RESEARCH [Seite 32]
4.1.1.1.9.6 - REFERENCES [Seite 32]
4.1.1.1.9.6.1 - Table 1 [Seite 30]
4.1.1.1.10 - Learner-Centered Approach Survey [Seite 30]
4.1.1.1.11 - 4.31 (.75) [Seite 30]
4.1.1.1.12 - 1 [Seite 30]
4.1.1.1.13 - 84.6% [Seite 30]
4.1.1.1.14 - 4.31 (.63) [Seite 30]
4.1.1.1.15 - 1 [Seite 30]
4.1.1.1.16 - 92.3% [Seite 30]
4.1.1.1.17 - 4.23 (.73) [Seite 30]
4.1.1.1.18 - 3 [Seite 30]
4.1.1.1.19 - 84.6% [Seite 30]
4.1.1.1.20 - 4.15 (.90) [Seite 30]
4.1.1.1.21 - 4 [Seite 30]
4.1.1.1.22 - 84.6% [Seite 30]
4.1.1.1.23 - 4.15 (.38) [Seite 30]
4.1.1.1.24 - 4 [Seite 30]
4.1.1.1.25 - 100% [Seite 30]
4.1.1.1.26 - 4.08 (.64) [Seite 30]
4.1.1.1.27 - 6 [Seite 30]
4.1.1.1.28 - 84.6% [Seite 30]
4.1.1.1.29 - 3.92 (.64) [Seite 30]
4.1.1.1.30 - 7 [Seite 30]
4.1.1.1.31 - 76.9% [Seite 30]
4.1.1.1.32 - 3.85 (.69) [Seite 30]
4.1.1.1.33 - 8 [Seite 30]
4.1.1.1.34 - 69.2% [Seite 30]
4.1.1.1.35 - 3.85 (.69) [Seite 30]
4.1.1.1.36 - 8 [Seite 30]
4.1.1.1.37 - 69.2% [Seite 30]
4.1.1.1.38 - 3.69 (.95) [Seite 30]
4.1.1.1.39 - 10 [Seite 30]
4.1.1.1.40 - 53.8% [Seite 30]
4.1.1.1.41 - 3.54 (.97) [Seite 30]
4.1.1.1.42 - 11 [Seite 30]
4.1.1.1.43 - 53.8% [Seite 30]
4.1.1.1.44 - 3.54 (.97) [Seite 30]
4.1.1.1.45 - 11 [Seite 30]
4.1.1.1.46 - 53.8% [Seite 30]
4.1.1.1.47 - 2.92 (1.12) [Seite 30]
4.1.1.1.48 - 13 [Seite 30]
4.1.1.1.49 - 38.5% [Seite 30]
4.1.1.1.50 - 3.89 (.44) [Seite 30]
4.1.1.1.50.1 - Table 2 [Seite 30]
4.1.1.1.51 - Mean and Standard Deviation of Learner-Centered Approach, Motivated Strategies for Learning, and Critical Thinking Skills [Seite 30]
4.1.1.1.52 - 3.78 [Seite 30]
4.1.1.1.53 - .42 [Seite 30]
4.1.1.1.54 - 3.89 [Seite 30]
4.1.1.1.55 - .44 [Seite 30]
4.1.1.1.56 - 4.02 [Seite 30]
4.1.1.1.57 - .45 [Seite 30]
4.1.1.1.58 - 4.22 [Seite 30]
4.1.1.1.59 - .39 [Seite 30]
4.1.1.1.60 - 4.31 [Seite 30]
4.1.1.1.61 - .47 [Seite 30]
4.1.1.1.62 - 4.34 [Seite 30]
4.1.1.1.63 - .45 [Seite 30]
4.1.1.1.64 - 3.87 [Seite 30]
4.1.1.1.65 - .32 [Seite 30]
4.1.1.1.66 - 3.97 [Seite 30]
4.1.1.1.67 - .52 [Seite 30]
4.1.1.1.68 - - [Seite 30]
4.1.1.1.69 - - [Seite 30]
4.1.1.1.70 - 24.84 [Seite 30]
4.1.1.1.71 - .93 [Seite 30]
4.1.1.1.71.1 - Table 3 [Seite 31]
4.1.1.1.72 - Intercorrelations of the Learner-Centered Approach, Motivated Strategies for Learning, and Critical Thinking Skills [Seite 31]
4.1.1.1.73 - - [Seite 31]
4.1.1.1.74 - .18 [Seite 31]
4.1.1.1.75 - .55* [Seite 31]
4.1.1.1.76 - .51 [Seite 31]
4.1.1.1.77 - .59* [Seite 31]
4.1.1.1.78 - - [Seite 31]
4.1.1.1.79 - .61* [Seite 31]
4.1.1.1.80 - .38 [Seite 31]
4.1.1.1.81 - .17 [Seite 31]
4.1.1.1.82 - - [Seite 31]
4.1.1.1.83 - .69** [Seite 31]
4.1.1.1.84 - .12 [Seite 31]
4.1.1.1.85 - - [Seite 31]
4.1.1.1.86 - .36 [Seite 31]
4.1.1.1.87 - - [Seite 31]
5 - Second Life as a Third Place for English Language Learners' Cross-Cultural Interaction [Seite 36]
5.1 - Tahani Aldosemani Craig Shepherd and Jason Thompson [Seite 36]
5.1.1 - Saudi Ministry of Education University of Wyoming [Seite 36]
5.2 - Ali Raddaoui [Seite 36]
5.2.1 - University of Wyoming and Dhofar University, Oman [Seite 36]
5.2.1.1 - Language learners increasingly turn to virtual environments in order to overcome physical and geographical barriers that separate learners from target language cultures. Virtual environments that feature interactivity, physicality, and persistence al... [Seite 36]
5.2.1.1.1 - INTRODUCTION [Seite 36]
5.2.1.1.2 - CULTURAL LEARNING AND VIRTUAL ENVIRONMENTS [Seite 37]
5.2.1.1.3 - Avatar Representation [Seite 37]
5.2.1.1.4 - Third Place [Seite 38]
5.2.1.1.5 - METHODS [Seite 38]
5.2.1.1.6 - Setting [Seite 38]
5.2.1.1.7 - Participant Selection [Seite 38]
5.2.1.1.8 - Data Sources [Seite 39]
5.2.1.1.9 - Procedures [Seite 41]
5.2.1.1.10 - Analysis [Seite 41]
5.2.1.1.11 - RESULTS [Seite 42]
5.2.1.1.12 - Cultural Knowledge [Seite 42]
5.2.1.1.13 - Clarification of Misconceptions [Seite 42]
5.2.1.1.14 - Second Life Factors [Seite 43]
5.2.1.1.15 - Host Role [Seite 44]
5.2.1.1.16 - DISCUSSION [Seite 45]
5.2.1.1.17 - Ease of Use [Seite 45]
5.2.1.1.18 - Avatars [Seite 45]
5.2.1.1.19 - Third Place [Seite 45]
5.2.1.1.20 - REFERENCES [Seite 46]
5.2.1.1.20.1 - Figure 1 [Seite 39]
5.2.1.1.20.2 - Table 1 [Seite 40]
5.2.1.1.21 - Participant Demographics Information [Seite 40]
5.2.1.1.22 - Yara [Seite 40]
5.2.1.1.23 - 30 [Seite 40]
5.2.1.1.24 - 7 [Seite 40]
5.2.1.1.25 - No [Seite 40]
5.2.1.1.26 - Khalid [Seite 40]
5.2.1.1.27 - 37 [Seite 40]
5.2.1.1.28 - 12 [Seite 40]
5.2.1.1.29 - No [Seite 40]
5.2.1.1.30 - Turki [Seite 40]
5.2.1.1.31 - 21 [Seite 40]
5.2.1.1.32 - 11 [Seite 40]
5.2.1.1.33 - Yes [Seite 40]
5.2.1.1.34 - Rashid [Seite 40]
5.2.1.1.35 - 23 [Seite 40]
5.2.1.1.36 - 12 [Seite 40]
5.2.1.1.37 - No [Seite 40]
5.2.1.1.38 - Momen [Seite 40]
5.2.1.1.39 - 21 [Seite 40]
5.2.1.1.40 - 12 [Seite 40]
5.2.1.1.41 - No [Seite 40]
6 - Learning Management System Usage [Seite 48]
6.1 - Perspectives From University Instructors [Seite 48]
6.1.1 - Darrell S. Walker, James R. Lindner, Theresa Pesl Murphrey, and Kim Dooley [Seite 48]
6.1.1.1 - Texas A&M University [Seite 48]
6.1.1.1.1 - As online teaching and learning has become a normal educational delivery method, universities have been challenged with selecting a learning management system (LMS) that meets instructors' and the institutions' needs and requirements. This qualit... [Seite 48]
6.1.1.1.1.1 - INTRODUCTION [Seite 48]
6.1.1.1.1.2 - PURPOSE [Seite 50]
6.1.1.1.1.3 - 1. What LMS features benefit or hinder online teaching and learning? [Seite 50]
6.1.1.1.1.4 - 2. How does the use of an LMS impact the quality of teaching and satisfaction with the LMS in general? [Seite 50]
6.1.1.1.1.4.1 - METHODOLOGY [Seite 50]
6.1.1.1.1.4.2 - FINDINGS [Seite 51]
6.1.1.1.1.4.3 - LMS Features that Benefit or Hinder Online Teaching and Learning [Seite 51]
6.1.1.1.1.4.4 - LMS Impact on the Quality of Teaching and Satisfaction [Seite 53]
6.1.1.1.1.4.5 - CONCLUSIONS AND DISCUSSION [Seite 54]
6.1.1.1.1.4.6 - Use of LMS Features that Benefit or Hinder Online Learning [Seite 54]
6.1.1.1.1.4.7 - LMS Impact on Quality of Teaching and Satisfaction [Seite 54]
6.1.1.1.1.4.8 - IMPLICATIONS [Seite 55]
6.1.1.1.1.4.9 - Implications for Training [Seite 55]
6.1.1.1.1.4.10 - Implications for Faculty [Seite 55]
6.1.1.1.1.4.11 - Implications for LMS Content [Seite 55]
6.1.1.1.1.4.12 - Implications for Entities Selecting a LMS [Seite 55]
6.1.1.1.1.4.13 - RECOMMENDATIONS [Seite 56]
6.1.1.1.1.4.14 - REFERENCES [Seite 56]
6.1.1.1.1.4.14.1 - Table 1 [Seite 51]
6.1.1.1.1.5 - Features Indicated as Positives and/or Negatives of Using an LMS for Online Teaching and Learning [Seite 51]
6.1.2 - Book Review [Seite 58]
6.1.2.1 - Michelle Rogers-Estable, Book Review Editor [Seite 58]
6.2 - Rethinking Education in The Age of Technology: The Digital Revolution and Schooling in America, by Allan Collins and Richard Halverson [Seite 58]
6.2.1 - Frank C. Gomez, Jr. [Seite 58]
6.2.1.1 - Boise State University [Seite 58]
6.2.1.1.1 - "... in today's world, one of accelerating change, in which many skills become obsolete nearly as fast as they are learned, both schooling and learning are under siege." [Seite 58]
6.2.1.1.2 - -Allan Collins & Richard Halverson [Seite 58]
6.2.1.1.2.1 - INTRODUCTION [Seite 58]
6.2.1.1.2.2 - CONTENT [Seite 59]
6.2.1.1.2.3 - Part 1: Technology Enthusiasts Versus Technology Skeptics [Seite 59]
6.2.1.1.2.4 - Part 2: From Apprenticeship to Universal Schooling to Lifelong Learning [Seite 60]
6.2.1.1.2.5 - Part 3: The Three Eras of Education- Gains and Losses [Seite 61]
6.2.1.1.2.6 - Part 4: Rethinking Education in a Technological World [Seite 62]
6.2.1.1.2.7 - CONCLUSION [Seite 63]
6.2.1.1.2.8 - REFERENCES [Seite 63]
6.2.2 - Book Review [Seite 64]
6.2.2.1 - Michelle Rogers-Estable, Book Review Editor [Seite 64]
6.3 - Handbook of Research on E-Learning Methodologies for Language Acquisition, by Rita de Cassia Veiga Marriott and Patricia Lupion Torres (Eds.) [Seite 64]
6.3.1 - Patricia Burnett [Seite 64]
6.3.1.1 - Central Connecticut State University [Seite 64]
7 - Conference Calendar [Seite 66]
7.1 - Charles Schlosser [Seite 66]
7.1.1 - Nova Southeastern University [Seite 66]
7.1.1.1 - E-Learn 2016: World Conference on E-Learning, November 14-16, Washington, DC [Seite 66]
7.1.1.2 - OLC Accelerate, November 16-18, Orlando, FL [Seite 66]
7.1.1.3 - FETC, January 24-27, 2017, Orlando, FL [Seite 66]
7.1.1.4 - SITE 2017, March 5-9, 2017, Austin, TX [Seite 66]
7.1.1.5 - American Educational Research Association 2017 Annual Meeting, April 27-May 1, 2017, San Antonio, TX [Seite 67]
7.1.1.6 - United States Distance Learning Association Annual Conference, April 30-May 3, 2017, Indianapolis, IN [Seite 67]
7.1.1.7 - EdMedia: World Conference on Educational Media and Technology, June 21-23, 2017, Washington, DC [Seite 67]
8 - Author Biographical Details [Seite 68]
9 - Back Cover [Seite 72]
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 17 Number 2, 2016 [Seite 4]
2.2.1.1 - ARTICLES [Seite 4]
2.2.1.2 - 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 - Michelle Rogers-Estable, SUNY Delhi [Seite 3]
2.3.8 - Editorial Board [Seite 3]
3 - CREATING EQUIVALENT LEARNING OUTCOMES IN A DISTANCE EDUCATION LEADERSHIP COURSE [Seite 8]
3.1 - An Action Research Partnership [Seite 8]
3.1.1 - James N. Slear Susan E. Slear Daniel A. Connelly [Seite 8]
3.1.1.1 - Air University Auburn University Air University [Seite 8]
3.1.2 - Ellen H. Reames Patricia Maggard [Seite 8]
3.1.2.1 - Auburn University Air University [Seite 8]
3.1.2.1.1 - This action research establishes a method for creating more equivalent learning outcomes in a leadership course taught in resident and distance education formats. Students in the resident course have the benefit of continuous collaboration and peer f... [Seite 8]
3.1.2.1.1.1 - INTRODUCTION [Seite 8]
3.1.2.1.1.2 - BACKGROUND [Seite 9]
3.1.2.1.1.3 - RESEARCH DESIGN [Seite 11]
3.1.2.1.1.4 - 1. How can qualitative analysis of student leadership development essays provide insight into how students process foundational leadership concepts? Can this insight be distilled into themes representing a diverse set of leadership perspectives? [Seite 11]
3.1.2.1.1.4.1 - 2. How could these themes be used to develop course content that challenges or refines these perspectives? [Seite 11]
3.1.2.1.1.4.2 - METHODS [Seite 12]
3.1.2.1.1.4.3 - RESULTS AND ANALYSIS [Seite 12]
3.1.2.1.1.4.4 - Part I: Vision [Seite 13]
3.1.2.1.1.4.5 - Part II: Introspection [Seite 15]
3.1.2.1.1.4.5.1 - Concrete [Seite 17]
3.1.2.1.1.4.5.2 - Concrete and Referential [Seite 17]
3.1.2.1.1.4.5.3 - Complex [Seite 18]
3.1.2.1.1.4.6 - CONCLUSION AND IMPLICATIONS FOR FURTHER RESEARCH [Seite 20]
3.1.2.1.1.4.7 - REFERENCES [Seite 20]
4 - Enhancing Students' Self-Efficacy, Elaboration, and Critical Thinking Skills in a Collaborative EDUCATOR PREPARATION Program [Seite 22]
4.1 - Hungwei Tseng and Teresa Gardner Hsin-Te Yeh [Seite 22]
4.1.1 - Jacksonville State University Metropolitan State University of Denver [Seite 22]
4.1.1.1 - In the learner-centered learning environment, students can connect and engage with their peers and with the real world easily. The purpose of this study was to examine the relationships of online students' perceptions of learner-centered approach, ... [Seite 22]
4.1.1.1.1 - INTRODUCTION [Seite 22]
4.1.1.1.2 - 1. What were online students' perceptions of a learner-centered approach and motivated strategies for learning? [Seite 26]
4.1.1.1.3 - 2. What was the relationship of online students' perceptions of a learner-centered approach and motivated strategies for learning? [Seite 26]
4.1.1.1.3.1 - 3. What was the relationship of online students' perceptions of a learner-centered approach and students' critical thinking skills? [Seite 26]
4.1.1.1.3.2 - Definitions of Studied Variables [Seite 26]
4.1.1.1.3.3 - METHODOLOGY [Seite 26]
4.1.1.1.3.4 - Participants [Seite 26]
4.1.1.1.3.5 - Collaborative Teacher Education Program [Seite 26]
4.1.1.1.3.6 - Courses and Learner-Centered Assessments Design [Seite 27]
4.1.1.1.3.7 - Instrumentation [Seite 27]
4.1.1.1.4 - 1. identifies and summarizes the problem/ question at issue [Seite 28]
4.1.1.1.5 - 2. identifies and presents the student's own perspective and position as it is important to the analysis of the issue [Seite 28]
4.1.1.1.6 - 3. identifies and considers other salient perspectives and positions that are important to the analysis of the issue [Seite 28]
4.1.1.1.7 - 4. identifies and assesses the key assumptions [Seite 28]
4.1.1.1.8 - 5. identifies and assesses the quality of the supporting data/evidence and provides additional data/evidence related to the issue [Seite 28]
4.1.1.1.9 - 6. identifies and considers the influence of context on the issue [Seite 29]
4.1.1.1.9.1 - 7. identifies and assesses conclusions, implications, and consequences [Seite 29]
4.1.1.1.9.2 - Data Collection and Data Analysis Procedures [Seite 29]
4.1.1.1.9.3 - RESULTS [Seite 29]
4.1.1.1.9.4 - DISCUSSION [Seite 31]
4.1.1.1.9.5 - CONCLUSIONS AND FUTURE RESEARCH [Seite 32]
4.1.1.1.9.6 - REFERENCES [Seite 32]
4.1.1.1.9.6.1 - Table 1 [Seite 30]
4.1.1.1.10 - Learner-Centered Approach Survey [Seite 30]
4.1.1.1.11 - 4.31 (.75) [Seite 30]
4.1.1.1.12 - 1 [Seite 30]
4.1.1.1.13 - 84.6% [Seite 30]
4.1.1.1.14 - 4.31 (.63) [Seite 30]
4.1.1.1.15 - 1 [Seite 30]
4.1.1.1.16 - 92.3% [Seite 30]
4.1.1.1.17 - 4.23 (.73) [Seite 30]
4.1.1.1.18 - 3 [Seite 30]
4.1.1.1.19 - 84.6% [Seite 30]
4.1.1.1.20 - 4.15 (.90) [Seite 30]
4.1.1.1.21 - 4 [Seite 30]
4.1.1.1.22 - 84.6% [Seite 30]
4.1.1.1.23 - 4.15 (.38) [Seite 30]
4.1.1.1.24 - 4 [Seite 30]
4.1.1.1.25 - 100% [Seite 30]
4.1.1.1.26 - 4.08 (.64) [Seite 30]
4.1.1.1.27 - 6 [Seite 30]
4.1.1.1.28 - 84.6% [Seite 30]
4.1.1.1.29 - 3.92 (.64) [Seite 30]
4.1.1.1.30 - 7 [Seite 30]
4.1.1.1.31 - 76.9% [Seite 30]
4.1.1.1.32 - 3.85 (.69) [Seite 30]
4.1.1.1.33 - 8 [Seite 30]
4.1.1.1.34 - 69.2% [Seite 30]
4.1.1.1.35 - 3.85 (.69) [Seite 30]
4.1.1.1.36 - 8 [Seite 30]
4.1.1.1.37 - 69.2% [Seite 30]
4.1.1.1.38 - 3.69 (.95) [Seite 30]
4.1.1.1.39 - 10 [Seite 30]
4.1.1.1.40 - 53.8% [Seite 30]
4.1.1.1.41 - 3.54 (.97) [Seite 30]
4.1.1.1.42 - 11 [Seite 30]
4.1.1.1.43 - 53.8% [Seite 30]
4.1.1.1.44 - 3.54 (.97) [Seite 30]
4.1.1.1.45 - 11 [Seite 30]
4.1.1.1.46 - 53.8% [Seite 30]
4.1.1.1.47 - 2.92 (1.12) [Seite 30]
4.1.1.1.48 - 13 [Seite 30]
4.1.1.1.49 - 38.5% [Seite 30]
4.1.1.1.50 - 3.89 (.44) [Seite 30]
4.1.1.1.50.1 - Table 2 [Seite 30]
4.1.1.1.51 - Mean and Standard Deviation of Learner-Centered Approach, Motivated Strategies for Learning, and Critical Thinking Skills [Seite 30]
4.1.1.1.52 - 3.78 [Seite 30]
4.1.1.1.53 - .42 [Seite 30]
4.1.1.1.54 - 3.89 [Seite 30]
4.1.1.1.55 - .44 [Seite 30]
4.1.1.1.56 - 4.02 [Seite 30]
4.1.1.1.57 - .45 [Seite 30]
4.1.1.1.58 - 4.22 [Seite 30]
4.1.1.1.59 - .39 [Seite 30]
4.1.1.1.60 - 4.31 [Seite 30]
4.1.1.1.61 - .47 [Seite 30]
4.1.1.1.62 - 4.34 [Seite 30]
4.1.1.1.63 - .45 [Seite 30]
4.1.1.1.64 - 3.87 [Seite 30]
4.1.1.1.65 - .32 [Seite 30]
4.1.1.1.66 - 3.97 [Seite 30]
4.1.1.1.67 - .52 [Seite 30]
4.1.1.1.68 - - [Seite 30]
4.1.1.1.69 - - [Seite 30]
4.1.1.1.70 - 24.84 [Seite 30]
4.1.1.1.71 - .93 [Seite 30]
4.1.1.1.71.1 - Table 3 [Seite 31]
4.1.1.1.72 - Intercorrelations of the Learner-Centered Approach, Motivated Strategies for Learning, and Critical Thinking Skills [Seite 31]
4.1.1.1.73 - - [Seite 31]
4.1.1.1.74 - .18 [Seite 31]
4.1.1.1.75 - .55* [Seite 31]
4.1.1.1.76 - .51 [Seite 31]
4.1.1.1.77 - .59* [Seite 31]
4.1.1.1.78 - - [Seite 31]
4.1.1.1.79 - .61* [Seite 31]
4.1.1.1.80 - .38 [Seite 31]
4.1.1.1.81 - .17 [Seite 31]
4.1.1.1.82 - - [Seite 31]
4.1.1.1.83 - .69** [Seite 31]
4.1.1.1.84 - .12 [Seite 31]
4.1.1.1.85 - - [Seite 31]
4.1.1.1.86 - .36 [Seite 31]
4.1.1.1.87 - - [Seite 31]
5 - Second Life as a Third Place for English Language Learners' Cross-Cultural Interaction [Seite 36]
5.1 - Tahani Aldosemani Craig Shepherd and Jason Thompson [Seite 36]
5.1.1 - Saudi Ministry of Education University of Wyoming [Seite 36]
5.2 - Ali Raddaoui [Seite 36]
5.2.1 - University of Wyoming and Dhofar University, Oman [Seite 36]
5.2.1.1 - Language learners increasingly turn to virtual environments in order to overcome physical and geographical barriers that separate learners from target language cultures. Virtual environments that feature interactivity, physicality, and persistence al... [Seite 36]
5.2.1.1.1 - INTRODUCTION [Seite 36]
5.2.1.1.2 - CULTURAL LEARNING AND VIRTUAL ENVIRONMENTS [Seite 37]
5.2.1.1.3 - Avatar Representation [Seite 37]
5.2.1.1.4 - Third Place [Seite 38]
5.2.1.1.5 - METHODS [Seite 38]
5.2.1.1.6 - Setting [Seite 38]
5.2.1.1.7 - Participant Selection [Seite 38]
5.2.1.1.8 - Data Sources [Seite 39]
5.2.1.1.9 - Procedures [Seite 41]
5.2.1.1.10 - Analysis [Seite 41]
5.2.1.1.11 - RESULTS [Seite 42]
5.2.1.1.12 - Cultural Knowledge [Seite 42]
5.2.1.1.13 - Clarification of Misconceptions [Seite 42]
5.2.1.1.14 - Second Life Factors [Seite 43]
5.2.1.1.15 - Host Role [Seite 44]
5.2.1.1.16 - DISCUSSION [Seite 45]
5.2.1.1.17 - Ease of Use [Seite 45]
5.2.1.1.18 - Avatars [Seite 45]
5.2.1.1.19 - Third Place [Seite 45]
5.2.1.1.20 - REFERENCES [Seite 46]
5.2.1.1.20.1 - Figure 1 [Seite 39]
5.2.1.1.20.2 - Table 1 [Seite 40]
5.2.1.1.21 - Participant Demographics Information [Seite 40]
5.2.1.1.22 - Yara [Seite 40]
5.2.1.1.23 - 30 [Seite 40]
5.2.1.1.24 - 7 [Seite 40]
5.2.1.1.25 - No [Seite 40]
5.2.1.1.26 - Khalid [Seite 40]
5.2.1.1.27 - 37 [Seite 40]
5.2.1.1.28 - 12 [Seite 40]
5.2.1.1.29 - No [Seite 40]
5.2.1.1.30 - Turki [Seite 40]
5.2.1.1.31 - 21 [Seite 40]
5.2.1.1.32 - 11 [Seite 40]
5.2.1.1.33 - Yes [Seite 40]
5.2.1.1.34 - Rashid [Seite 40]
5.2.1.1.35 - 23 [Seite 40]
5.2.1.1.36 - 12 [Seite 40]
5.2.1.1.37 - No [Seite 40]
5.2.1.1.38 - Momen [Seite 40]
5.2.1.1.39 - 21 [Seite 40]
5.2.1.1.40 - 12 [Seite 40]
5.2.1.1.41 - No [Seite 40]
6 - Learning Management System Usage [Seite 48]
6.1 - Perspectives From University Instructors [Seite 48]
6.1.1 - Darrell S. Walker, James R. Lindner, Theresa Pesl Murphrey, and Kim Dooley [Seite 48]
6.1.1.1 - Texas A&M University [Seite 48]
6.1.1.1.1 - As online teaching and learning has become a normal educational delivery method, universities have been challenged with selecting a learning management system (LMS) that meets instructors' and the institutions' needs and requirements. This qualit... [Seite 48]
6.1.1.1.1.1 - INTRODUCTION [Seite 48]
6.1.1.1.1.2 - PURPOSE [Seite 50]
6.1.1.1.1.3 - 1. What LMS features benefit or hinder online teaching and learning? [Seite 50]
6.1.1.1.1.4 - 2. How does the use of an LMS impact the quality of teaching and satisfaction with the LMS in general? [Seite 50]
6.1.1.1.1.4.1 - METHODOLOGY [Seite 50]
6.1.1.1.1.4.2 - FINDINGS [Seite 51]
6.1.1.1.1.4.3 - LMS Features that Benefit or Hinder Online Teaching and Learning [Seite 51]
6.1.1.1.1.4.4 - LMS Impact on the Quality of Teaching and Satisfaction [Seite 53]
6.1.1.1.1.4.5 - CONCLUSIONS AND DISCUSSION [Seite 54]
6.1.1.1.1.4.6 - Use of LMS Features that Benefit or Hinder Online Learning [Seite 54]
6.1.1.1.1.4.7 - LMS Impact on Quality of Teaching and Satisfaction [Seite 54]
6.1.1.1.1.4.8 - IMPLICATIONS [Seite 55]
6.1.1.1.1.4.9 - Implications for Training [Seite 55]
6.1.1.1.1.4.10 - Implications for Faculty [Seite 55]
6.1.1.1.1.4.11 - Implications for LMS Content [Seite 55]
6.1.1.1.1.4.12 - Implications for Entities Selecting a LMS [Seite 55]
6.1.1.1.1.4.13 - RECOMMENDATIONS [Seite 56]
6.1.1.1.1.4.14 - REFERENCES [Seite 56]
6.1.1.1.1.4.14.1 - Table 1 [Seite 51]
6.1.1.1.1.5 - Features Indicated as Positives and/or Negatives of Using an LMS for Online Teaching and Learning [Seite 51]
6.1.2 - Book Review [Seite 58]
6.1.2.1 - Michelle Rogers-Estable, Book Review Editor [Seite 58]
6.2 - Rethinking Education in The Age of Technology: The Digital Revolution and Schooling in America, by Allan Collins and Richard Halverson [Seite 58]
6.2.1 - Frank C. Gomez, Jr. [Seite 58]
6.2.1.1 - Boise State University [Seite 58]
6.2.1.1.1 - "... in today's world, one of accelerating change, in which many skills become obsolete nearly as fast as they are learned, both schooling and learning are under siege." [Seite 58]
6.2.1.1.2 - -Allan Collins & Richard Halverson [Seite 58]
6.2.1.1.2.1 - INTRODUCTION [Seite 58]
6.2.1.1.2.2 - CONTENT [Seite 59]
6.2.1.1.2.3 - Part 1: Technology Enthusiasts Versus Technology Skeptics [Seite 59]
6.2.1.1.2.4 - Part 2: From Apprenticeship to Universal Schooling to Lifelong Learning [Seite 60]
6.2.1.1.2.5 - Part 3: The Three Eras of Education- Gains and Losses [Seite 61]
6.2.1.1.2.6 - Part 4: Rethinking Education in a Technological World [Seite 62]
6.2.1.1.2.7 - CONCLUSION [Seite 63]
6.2.1.1.2.8 - REFERENCES [Seite 63]
6.2.2 - Book Review [Seite 64]
6.2.2.1 - Michelle Rogers-Estable, Book Review Editor [Seite 64]
6.3 - Handbook of Research on E-Learning Methodologies for Language Acquisition, by Rita de Cassia Veiga Marriott and Patricia Lupion Torres (Eds.) [Seite 64]
6.3.1 - Patricia Burnett [Seite 64]
6.3.1.1 - Central Connecticut State University [Seite 64]
7 - Conference Calendar [Seite 66]
7.1 - Charles Schlosser [Seite 66]
7.1.1 - Nova Southeastern University [Seite 66]
7.1.1.1 - E-Learn 2016: World Conference on E-Learning, November 14-16, Washington, DC [Seite 66]
7.1.1.2 - OLC Accelerate, November 16-18, Orlando, FL [Seite 66]
7.1.1.3 - FETC, January 24-27, 2017, Orlando, FL [Seite 66]
7.1.1.4 - SITE 2017, March 5-9, 2017, Austin, TX [Seite 66]
7.1.1.5 - American Educational Research Association 2017 Annual Meeting, April 27-May 1, 2017, San Antonio, TX [Seite 67]
7.1.1.6 - United States Distance Learning Association Annual Conference, April 30-May 3, 2017, Indianapolis, IN [Seite 67]
7.1.1.7 - EdMedia: World Conference on Educational Media and Technology, June 21-23, 2017, Washington, DC [Seite 67]
8 - Author Biographical Details [Seite 68]
9 - Back Cover [Seite 72]
