Simonson / Michael / Schlosser Quarterly Review of Distance Education

1. Auflage 2017
ISBN: 978-1-64113-204-6
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 111 Seiten

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.

Autoren/Hrsg.

Simonson, Michael

Simonson,

Michael,

Schlosser,

Charles,

Inhaltsverzeichnis

1;Front Cover;1
2;Statement of Purpose;6
2.1;Quarterly Review of Distance Education;4
2.2;“Research That Guides Practice”;4
2.2.1;Volume 18, Number 3, 2017;4
2.2.1.1;ARTICLES;4
2.3;Quarterly Review of Distance Education Editors and Editorial Board;3
2.3.1;Editors;3
2.3.2;Assistant Editor;3
2.3.3;Editorial Assistant;3
2.3.4;Department Editors;3
2.3.5;International;3
2.3.6;Ray J. Amirault, Illinois State University Yusra Laila Visser, Illinois State University;3
2.3.7;Michelle Rogers-Estable, SUNY Oneonta;3
2.3.8;Editorial Board;3
3;Innovations in Academic Support;8
3.1;Factors Influencing Student Adoption of Synchronous Videoconferencing for Online Support in High-Risk STEM Courses;8
3.1.1;Donna Rennar-Potacco Anymir Orellana Andres Salazar;8
3.1.1.1;William Paterson University Nova Southeastern University William Paterson University;8
3.1.1.1.1;INTRODUCTION;8
3.1.1.1.2;THEORETICAL FRAMEWORK: THE DIFFUSION OF INNOVATIONS;9
3.1.1.1.3;The Influences of Environmental Context;9
3.1.1.1.4;Innovation-Based Influences;9
3.1.1.1.5;Innovator-Related Influences;10
3.1.1.1.6;METHODOLOGY;10
3.1.1.1.7;Participants and Setting;10
3.1.1.1.8;Data Collection Procedures;10
3.1.1.1.9;Data Analysis;11
3.1.1.1.9.1;Table 1;12
3.1.1.1.10;Adoption Influences;12
3.1.1.1.10.1;RESULTS AND DISCUSSION;12
3.1.1.1.10.2;Environmental Context;12
3.1.1.1.10.2.1;Figure 1;13
3.1.1.1.11;Interaction of Factors Influencing Students’ Adoption of Online Academic Support Through Videoconferencing;13
3.1.1.1.11.1;Innovation-Based Influences;14
3.1.1.1.11.2;Innovator-Related Influences;18
3.1.1.1.11.3;LIMITATIONS;19
3.1.1.1.11.4;CONCLUSIONS AND RECOMMENDATIONS;20
3.1.1.1.11.5;REFERENCES;20
4;Affinity Spaces in Higher Education;26
4.1;Kelly McKenna;26
4.1.1;Colorado State University;26
4.1.1.1;The purpose of this mixed methods study was to determine what characteristics of affinity spaces are found in distance higher education. Affinity spaces have been established as successful learning environments, but as of yet, have not been establish...;26
4.1.1.1.1;INTRODUCTION;26
4.1.1.1.2;RESEARCH QUESTIONS;27
4.1.1.1.3;1. What characteristics of affinity spaces, as defined by Gee, are exhibited in distance higher education learning spaces?;27
4.1.1.1.4;2. Who contributes to the learning space in a distance higher education program?;27
4.1.1.1.5;3. How do graduate higher education learners utilize virtual spaces in distance education?;27
4.1.1.1.5.1;THEORETICAL FRAMEWORK;27
4.1.1.1.5.2;LITERATURE REVIEW;28
4.1.1.1.5.3;Affinity Spaces;28
4.1.1.1.5.4;Learning Spaces Human Element;28
4.1.1.1.5.5;MIXED METHOD STUDY;29
4.1.1.1.5.6;Participants and Setting;29
4.1.1.1.5.7;Data Collection;29
4.1.1.1.5.8;Data Analysis;29
4.1.1.1.5.9;Validity and Reliability;30
4.1.1.1.5.10;FINDINGS AND DISCUSSION;30
4.1.1.1.5.11;Affinity Space Characteristics;30
4.1.1.1.5.11.1;Table 1;31
4.1.1.1.6;Descriptive Statistics;31
4.1.1.1.7;1.11;31
4.1.1.1.8;.315;31
4.1.1.1.9;19;31
4.1.1.1.10;1.11;31
4.1.1.1.11;.315;31
4.1.1.1.12;19;31
4.1.1.1.13;1.37;31
4.1.1.1.14;.496;31
4.1.1.1.15;19;31
4.1.1.1.16;1.32;31
4.1.1.1.17;.582;31
4.1.1.1.18;19;31
4.1.1.1.19;1.89;31
4.1.1.1.20;.658;31
4.1.1.1.21;19;31
4.1.1.1.22;1.32;31
4.1.1.1.23;.478;31
4.1.1.1.24;19;31
4.1.1.1.25;1.58;31
4.1.1.1.26;.607;31
4.1.1.1.27;19;31
4.1.1.1.28;1.63;31
4.1.1.1.29;.597;31
4.1.1.1.30;19;31
4.1.1.1.31;1.63;31
4.1.1.1.32;.496;31
4.1.1.1.33;19;31
4.1.1.1.34;1.58;31
4.1.1.1.35;.507;31
4.1.1.1.36;19;31
4.1.1.1.37;1.58;31
4.1.1.1.38;.692;31
4.1.1.1.39;19;31
4.1.1.1.40;1.58;31
4.1.1.1.41;.607;31
4.1.1.1.42;19;31
4.1.1.1.43;1.63;31
4.1.1.1.44;.496;31
4.1.1.1.45;19;31
4.1.1.1.46;1.79;31
4.1.1.1.47;.631;31
4.1.1.1.48;19;31
4.1.1.1.49;2.00;31
4.1.1.1.50;.745;31
4.1.1.1.51;19;31
4.1.1.1.52;1.89;31
4.1.1.1.53;.937;31
4.1.1.1.54;19;31
4.1.1.1.55;1.79;31
4.1.1.1.56;.631;31
4.1.1.1.57;19;31
4.1.1.1.58;1.53;31
4.1.1.1.59;.513;31
4.1.1.1.60;19;31
4.1.1.1.61;1.26;31
4.1.1.1.62;.452;31
4.1.1.1.63;19;31
4.1.1.1.64;1.37;31
4.1.1.1.65;.496;31
4.1.1.1.66;19;31
4.1.1.1.67;1.63;31
4.1.1.1.68;.684;31
4.1.1.1.69;19;31
4.1.1.1.70;1.58;31
4.1.1.1.71;.607;31
4.1.1.1.72;19;31
4.1.1.1.73;2.11;31
4.1.1.1.74;.737;31
4.1.1.1.75;19;31
4.1.1.1.76;2.37;31
4.1.1.1.77;.761;31
4.1.1.1.78;19;31
4.1.1.1.79;2.21;31
4.1.1.1.80;.855;31
4.1.1.1.81;19;31
4.1.1.1.82;1.79;31
4.1.1.1.83;.631;31
4.1.1.1.84;19;31
4.1.1.1.85;2.05;31
4.1.1.1.86;.705;31
4.1.1.1.87;19;31
4.1.1.1.87.1;Distance Higher Education Affinity Spaces;30
4.1.1.1.87.2;Variable Reduction;32
4.1.1.1.87.2.1;Table 2;33
4.1.1.1.88;Total Variance Explained;33
4.1.1.1.89;1;33
4.1.1.1.90;9.034;33
4.1.1.1.91;33.458;33
4.1.1.1.92;33.458;33
4.1.1.1.93;9.034;33
4.1.1.1.94;33.458;33
4.1.1.1.95;33.458;33
4.1.1.1.96;2;33
4.1.1.1.97;3.673;33
4.1.1.1.98;13.605;33
4.1.1.1.99;47.063;33
4.1.1.1.100;3.673;33
4.1.1.1.101;13.605;33
4.1.1.1.102;47.063;33
4.1.1.1.103;3;33
4.1.1.1.104;2.802;33
4.1.1.1.105;10.379;33
4.1.1.1.106;57.442;33
4.1.1.1.107;2.802;33
4.1.1.1.108;10.379;33
4.1.1.1.109;57.442;33
4.1.1.1.110;4;33
4.1.1.1.111;2.375;33
4.1.1.1.112;8.795;33
4.1.1.1.113;66.237;33
4.1.1.1.114;2.375;33
4.1.1.1.115;8.795;33
4.1.1.1.116;66.237;33
4.1.1.1.117;5;33
4.1.1.1.118;1.470;33
4.1.1.1.119;5.443;33
4.1.1.1.120;71.680;33
4.1.1.1.121;1.470;33
4.1.1.1.122;5.443;33
4.1.1.1.123;71.680;33
4.1.1.1.124;6;33
4.1.1.1.125;1.321;33
4.1.1.1.126;4.894;33
4.1.1.1.127;76.574;33
4.1.1.1.128;1.321;33
4.1.1.1.129;4.894;33
4.1.1.1.130;76.574;33
4.1.1.1.131;7;33
4.1.1.1.132;1.256;33
4.1.1.1.133;4.654;33
4.1.1.1.134;81.228;33
4.1.1.1.135;1.256;33
4.1.1.1.136;4.654;33
4.1.1.1.137;81.228;33
4.1.1.1.138;8;33
4.1.1.1.139;1.047;33
4.1.1.1.140;3.876;33
4.1.1.1.141;85.104;33
4.1.1.1.142;1.047;33
4.1.1.1.143;3.876;33
4.1.1.1.144;85.104;33
4.1.1.1.145;9;33
4.1.1.1.146;.829;33
4.1.1.1.147;3.071;33
4.1.1.1.148;88.175;33
4.1.1.1.148.1;Figure 1;34
4.1.1.1.148.2;Components;34
4.1.1.1.148.2.1;Table 3;35
4.1.1.1.149;Rotated Component Matrix;35
4.1.1.1.150;.887;35
4.1.1.1.151;.867;35
4.1.1.1.152;.858;35
4.1.1.1.153;.837;35
4.1.1.1.154;.761;35
4.1.1.1.155;.753;35
4.1.1.1.156;.752;35
4.1.1.1.157;.421;35
4.1.1.1.158;.752;35
4.1.1.1.159;.687;35
4.1.1.1.160;.677;35
4.1.1.1.161;.344;35
4.1.1.1.162;.659;35
4.1.1.1.163;.302;35
4.1.1.1.164;.612;35
4.1.1.1.165;.554;35
4.1.1.1.166;.536;35
4.1.1.1.167;.400;35
4.1.1.1.168;–.309;35
4.1.1.1.169;.481;35
4.1.1.1.170;.381;35
4.1.1.1.171;.761;35
4.1.1.1.172;–.324;35
4.1.1.1.173;.686;35
4.1.1.1.174;.648;35
4.1.1.1.175;.385;35
4.1.1.1.176;.647;35
4.1.1.1.177;–.327;35
4.1.1.1.178;.616;35
4.1.1.1.179;.388;35
4.1.1.1.180;.578;35
4.1.1.1.181;–.349;35
4.1.1.1.182;.492;35
4.1.1.1.183;–.319;35
4.1.1.1.184;.776;35
4.1.1.1.185;.652;35
4.1.1.1.186;–.303;35
4.1.1.1.187;–.628;35
4.1.1.1.188;.574;35
4.1.1.1.189;.608;35
4.1.1.1.190;.301;35
4.1.1.1.191;.496;35
4.1.1.1.191.1;Table 4;36
4.1.1.1.192;Affinity Space Component Alignment;36
4.1.1.1.192.1;Table 4;37
4.1.1.1.193;(Continued);37
4.1.1.1.193.1;Learning Space Participants;38
4.1.1.1.193.2;IMPLICATIONS AND FUTURE RESEARCH;38
4.1.1.1.193.3;REFERENCES;38
5;Conceptualizing Formal and Informal Learning in MOOCs as Activity Systems;40
5.1;Kathlyn Bradshaw Gale Parchoma Jennifer Lock;40
5.1.1;Algonquin College University of Saskatchewan University of Calgary;40
5.1.1.1;This article considers formal and informal learning activities in massive open online courses (MOOCs). MOOCs are often broadly positioned as either cMOOCs (based on connectivistic pedagogies) or xMOOCs (based on cognitivistic/behavioristic pedagogies...;40
5.1.1.1.1;MOOCs;40
5.1.1.1.2;Learning Activity in MOOCs;41
5.1.1.1.3;PEDAGOGY, ANDROGOGY, AND HEUTAGOGY;41
5.1.1.1.4;Behavioristic and Cognitivistic Perspectives on Pedagogy;41
5.1.1.1.5;Connectivistic Perspectives on Pedagogy;42
5.1.1.1.6;Constructivist Perspectives on Pedagogy;42
5.1.1.1.7;CULTURAL-HISTORICAL ACTIVITY THEORY;42
5.1.1.1.7.1;Figure 1;43
5.1.1.1.7.2;Figure 2;44
5.1.1.1.8;CONCEPTUALIZING LEARNING OPPORTUNITIES AS ACTIVITY SYSTEMS;44
5.1.1.1.9;Formal and Informal Activity Systems;44
5.1.1.1.9.1;Figure 3;45
5.1.1.1.9.2;Table 1;46
5.1.1.1.10;CHAT and Formal Learning;46
5.1.1.1.10.1;Table 2;47
5.1.1.1.11;CHAT and Informal Learning;47
5.1.1.1.11.1;HYBRID MOOC DESIGN;47
5.1.1.1.11.2;THE STUDY;48
5.1.1.1.11.3;Phase I: Online Survey;48
5.1.1.1.11.4;Phase II: Focus Group Interviews;48
5.1.1.1.11.4.1;Table 3;49
5.1.1.1.12;CHAT Elements and Related Questions;49
5.1.1.1.12.1;Phase III: Individual Interviews;49
5.1.1.1.12.2;Data Analysis;49
5.1.1.1.12.3;DISCUSSION OF THE FINDINGS;50
5.1.1.1.12.4;Formal and Informal Learning as Activity Systems;50
5.1.1.1.12.4.1;Table 4;51
5.1.1.1.13;CHAT and Formal Learning;51
5.1.1.1.13.1;Table 5;52
5.1.1.1.14;CHAT and Informal Learning;52
5.1.1.1.14.1;INSIGHTS DRAWN FROM THE DATA;53
5.1.1.1.14.1.1;Figure 4;55
5.1.1.1.14.2;CONCLUSIONS AND IMPLICATIONS;55
5.1.1.1.14.3;REFERENCES;55
6;THE Effect of Modality Change on Course Evaluations in a Statistics Course;58
6.1;Vicki Ingalls;58
6.1.1;Tiffin University;58
6.1.1.1;The purpose of course evaluations is to allow students the opportunity to evaluate the course and the instructor. As a reflective teacher, I take the 20 years’ worth of comments and numerical ratings on traditional, seated course evaluations to hea...;58
6.1.1.1.1;REFERENCES;61
7;Change Agents and Opinion Leaders;64
7.1;Integration of Classroom Technology;64
7.1.1;Christopher Masullo;64
7.1.1.1;Passaic County Community College;64
7.1.1.1.1;This study investigated 10 public elementary schools that employed district technology coordinators to facilitate the implementation of classroom technologies. These technology coordinators act as change agents who sought out classroom teachers to se...;64
7.1.1.1.1.1;THE PROBLEM;66
7.1.1.1.1.2;IMPORTANCE OF A TECHNOLOGY LEADER;66
7.1.1.1.1.3;ROLE OF THE TECHNOLOGY LEADER;67
7.1.1.1.1.4;THE TECHNOLOGY COORDINATOR AS A CHANGE AGENT;68
7.1.1.1.1.5;THE ROLE OF TECHNOLOGY OPINION LEADERSHIP;69
7.1.1.1.1.6;METHODOLOGY;71
7.1.1.1.1.7;Participants;71
7.1.1.1.1.8;Data-Collection Instruments;71
7.1.1.1.1.9;RESULTS;72
7.1.1.1.1.10;1. “They offer to share their lessons and ideas that they try in the classroom. They spread the word and are positive when they speak to others.”;73
7.1.1.1.1.11;2. Another technology coordinator/facilitator responded, “They give their insights and opinions on hardware and software that will be best used in the classroom. They also try out new technology and provide important feel back after they tested new...;73
7.1.1.1.1.12;3. “They all look for ways to incorporate technologies that enhance learning.”;73
7.1.1.1.1.13;4. “Yes, they help keep the equipment working well with our curriculum needs.”;73
7.1.1.1.1.14;5. “They are willing to learn and to train others.”;73
7.1.1.1.1.15;6. “The opinion leaders are the teachers that pilot program and initiative as well as being lead teachers at schools to provide assistance with technology questions or issues.”;73
7.1.1.1.1.16;7. “Having just been in the district a year, and reporting to the BA as the ‘tech operations guy,’ I am not sure I am yet aware of the technology opinion leaders in my district. Still working on this.”;73
7.1.1.1.1.16.1;8. “When others see the opinion leader using the technology and how the technology makes teaching more productive, they are more apt to implement it themselves.”;73
7.1.1.1.1.17;1. “These teachers are willing to talk about what they do with technology. They show others and volunteer to do lessons in their classes. One teacher has done various workshops throughout the school year.”;73
7.1.1.1.1.18;2. “As a power user.”;73
7.1.1.1.1.19;3. “They share their expertize [sic] with various members of the staff and faculty and offer assistance when planning future purchases. Their willingness to try new ideas makes it easier for others to consider the same.”;73
7.1.1.1.1.20;4. “They show how the technology can work and push others to use it.”;73
7.1.1.1.1.21;5. “They teach, they problem solve, they provide the best equipment available.”;73
7.1.1.1.1.22;6. “They assist teachers as needed. Teachers value their expertise.”;73
7.1.1.1.1.23;7. “They are teacher-leaders at different schools who model the infusion for instructional technology in the classroom. Their dynamic teaching style engages the students.”;73
7.1.1.1.1.23.1;8. “They are usually the first to buy-into the ideas of incorporation new technological resources and they set the examples for others to follow.”;73
7.1.1.1.1.23.2;DISCUSSION;74
7.1.1.1.1.23.2.1;Figure 1;74
7.1.1.1.1.23.2.2;Figure 2;75
7.1.1.1.1.23.3;CONCLUSIONS;75
7.1.1.1.1.23.4;REFERENCES;76
8;An Introduction to Distance Education in Japan;80
8.1;Ray J. Amirault and Yusra Laila Visser, International Editors;80
8.1.1;Illinois State University;80
8.1.1.1;REFERENCES;81
9;The State of Distance Education in Japan;82
9.1;Mayuko Nakamura;82
9.1.1;Illinois State University;82
9.1.1.1;INTRODUCTION;82
9.1.1.2;THE EDUCATIONAL SYSTEM OF JAPAN;83
9.1.1.3;AN OVERVIEW OF DISTANCE EDUCATION IN JAPAN;84
9.1.1.4;Distance Education in Japanese Higher Education;85
9.1.1.5;Open University of Japan;86
9.1.1.6;Japan Massive Open Online Education Promotion Council (JMOOC);87
9.1.1.7;SUGGESTIONS AND RECOMMENDATIONS FOR UNIVERSITIES IN EXPANDING ONLINE EDUCATION;90
9.1.1.8;The Overall Popularity of Online Education in Japan;90
9.1.1.9;Online Education and Women;91
9.1.1.10;Recommendations for Structural and Pedagogical Changes;91
9.1.1.11;CONCLUSION;92
9.1.1.12;REFERENCES;93
10;CONFERENCE CALENDAR;96
10.1;Charles Schlosser;96
10.1.1;Nova Southeastern University;96
10.1.1.1;ISTE, June 24-27, Chicago, IL;96
10.1.1.2;EdMedia, June 25-29, Amsterdam, The Netherlands;96
10.1.1.3;Distance Teaching & Learning Conference, August 7–9, Madison, WI;96
10.1.1.4;E-Learn World Conference on E-Learning, October 15–18, Las Vegas, NV;96
10.1.1.5;AECT International Convention, October 23–27, Kansas City, MO;97
11;Author Biographical Data;98
12;Back Cover;100