Simonson / Michael / Schlosser Quarterly Review of Distance Education

1. Auflage 2015
ISBN: 978-1-68123-377-2
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 93 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 fulllength manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionallybased 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 16 Number 3, 2015;4
2.2.1.1;ARTICLES;4
2.2.1.2;RESEARCH BRIEFS;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;Lya Visser, Learning Development Institute;3
2.3.7;Lucy Green, Georgia Southern University;3
2.3.8;Editorial Board;3
3;Note-Taking Habits of Online Students;8
3.1;Value, Quality, and Support;8
3.1.1;Ryan Watkins, Michael Corry, William Dardick, and Julie Stella;8
3.1.1.1;George Washington University;8
3.1.1.1.1;Do online students take notes when reading lecture content or watching video lectures? Can they benefit from note-taking supports, such as graphic organizers, to improve their study skills? These are among the questions explored in a pilot study with...;8
3.1.1.1.1.1;INTRODUCTION;8
3.1.1.1.1.2;REVIEW OF THE LITERATURE;8
3.1.1.1.1.3;Taking Notes—A Spontaneous Choice;9
3.1.1.1.1.4;Taking Notes—Quality of Notes;10
3.1.1.1.1.5;Taking Notes— Supports and Interventions;11
3.1.1.1.1.6;Summary;11
3.1.1.1.1.7;METHODOLOGY;12
3.1.1.1.1.8;Participants;12
3.1.1.1.1.9;Materials;12
3.1.1.1.1.10;Procedure;12
3.1.1.1.1.11;Analysis;12
3.1.1.1.1.12;RESULTS;13
3.1.1.1.1.13;DISCUSSION;13
3.1.1.1.1.14;Applications;13
3.1.1.1.1.15;Limitations;15
3.1.1.1.1.16;Future Research;15
3.1.1.1.1.17;CONCLUSION;16
3.1.1.1.1.18;REFERENCES;16
3.1.1.1.1.18.1;Table 1;13
3.1.1.1.1.19;Treatment Groups;13
3.1.1.1.1.19.1;Table 2;13
3.1.1.1.1.20;Cross Tabulation of Note-Taking by Template;13
3.1.1.1.1.21;3;13
3.1.1.1.1.22;18;13
3.1.1.1.1.23;21;13
3.1.1.1.1.24;16;13
3.1.1.1.1.25;7;13
3.1.1.1.1.26;23;13
3.1.1.1.1.27;19;13
3.1.1.1.1.28;25;13
3.1.1.1.1.29;44;13
3.1.1.1.1.29.1;Table 3;14
3.1.1.1.1.30;Cross Tabulation of Note-Taking by Video;14
3.1.1.1.1.31;7;14
3.1.1.1.1.32;14;14
3.1.1.1.1.33;21;14
3.1.1.1.1.34;13;14
3.1.1.1.1.35;10;14
3.1.1.1.1.36;23;14
3.1.1.1.1.37;20;14
3.1.1.1.1.38;24;14
3.1.1.1.1.39;44;14
3.1.1.1.1.39.1;Table 4;14
3.1.1.1.1.40;Cross Tabulation of Note-taking by Group;14
3.1.1.1.1.41;2;14
3.1.1.1.1.42;12;14
3.1.1.1.1.43;1;14
3.1.1.1.1.44;6;14
3.1.1.1.1.45;21;14
3.1.1.1.1.46;8;14
3.1.1.1.1.47;2;14
3.1.1.1.1.48;8;14
3.1.1.1.1.49;5;14
3.1.1.1.1.50;23;14
3.1.1.1.1.51;10;14
3.1.1.1.1.52;14;14
3.1.1.1.1.53;9;14
3.1.1.1.1.54;11;14
3.1.1.1.1.55;44;14
3.1.1.1.1.55.1;Table 5;14
3.1.1.1.1.56;Cross Tabulation of Note-Taking by Learner Type;14
3.1.1.1.1.57;12;14
3.1.1.1.1.58;8;14
3.1.1.1.1.59;20;14
3.1.1.1.1.60;7;14
3.1.1.1.1.61;16;14
3.1.1.1.1.62;23;14
3.1.1.1.1.63;19;14
3.1.1.1.1.64;24;14
3.1.1.1.1.65;43;14
4;Negotiating the Mine Field;20
4.1;Strategies for Effective Online Education Administrative Leadership in Higher Education Institutions;20
4.1.1;Diane M. Burnette;20
4.1.1.1;University System of Georgia;20
4.1.1.1.1;As online learning becomes a strategic focus of colleges and universities, the effectiveness of online education administrative leaders assumes an increasingly critical role in achieving institutional goals. In this article, the author uses a critica...;20
4.1.1.1.1.1;CONCEPTUAL FRAMEWORK;21
4.1.1.1.1.2;LEADERSHIP IN ONLINE EDUCATION;22
4.1.1.1.1.3;NEGOTIATING POLITICS IN EDUCATIONAL PROGRAMS;23
4.1.1.1.1.4;METHODOLOGY;23
4.1.1.1.1.5;FINDINGS;25
4.1.1.1.1.6;Bound by Tradition;25
4.1.1.1.1.7;Struggle for Authority;25
4.1.1.1.1.8;Navigating the Mine Field: Strategies for Negotiation;26
4.1.1.1.1.9;DISCUSSION AND IMPLICATIONS;28
4.1.1.1.1.10;REFERENCES;30
4.1.1.1.1.10.1;Table 1;24
4.1.1.1.1.11;Participant Institutional Profile;24
4.1.1.1.1.12;Public;24
4.1.1.1.1.13;9;24
4.1.1.1.1.14;Public;24
4.1.1.1.1.15;6;24
4.1.1.1.1.16;Public;24
4.1.1.1.1.17;15;24
4.1.1.1.1.18;Public;24
4.1.1.1.1.19;37;24
4.1.1.1.1.20;Public;24
4.1.1.1.1.21;17;24
4.1.1.1.1.22;Public;24
4.1.1.1.1.23;13;24
4.1.1.1.1.24;Public;24
4.1.1.1.1.25;41;24
4.1.1.1.1.26;Public;24
4.1.1.1.1.27;3;24
4.1.1.1.1.28;Private;24
4.1.1.1.1.29;35;24
4.1.1.1.1.30;Private;24
4.1.1.1.1.31;4;24
4.1.1.1.1.32;Public;24
4.1.1.1.1.33;14;24
4.1.1.1.1.34;Public;24
4.1.1.1.1.35;9;24
4.1.1.1.1.35.1;Table 2;24
4.1.1.1.1.36;Online Education Administrators’ Demographic Profile;24
4.1.1.1.1.37;8;24
4.1.1.1.1.38;7;24
4.1.1.1.1.39;15;24
4.1.1.1.1.40;4;24
4.1.1.1.1.41;17;24
4.1.1.1.1.42;15;24
4.1.1.1.1.43;3;24
4.1.1.1.1.44;1;24
4.1.1.1.1.45;20;24
4.1.1.1.1.46;3;24
4.1.1.1.1.47;4;24
4.1.1.1.1.48;12;24
4.1.1.1.1.48.1;Table 3;25
4.1.1.1.1.49;Frequency of Theme References;25
4.1.1.1.1.50;8;25
4.1.1.1.1.51;16;25
4.1.1.1.1.52;4;25
4.1.1.1.1.53;8;25
4.1.1.1.1.54;10;25
4.1.1.1.1.55;23;25
4.1.1.1.1.56;9;25
4.1.1.1.1.57;16;25
4.1.1.1.1.58;9;25
4.1.1.1.1.59;12;25
4.1.1.1.1.60;5;25
4.1.1.1.1.61;8;25
4.1.1.1.1.62;5;25
4.1.1.1.1.63;7;25
5;A Content Analysis of Instructional Design and Web Design Books;34
5.1;Implications for Inclusion of Web Design in Instructional Design Textbooks;34
5.1.1;Titilola T. Obilade and John K. Burton;34
5.1.1.1;Virginia Polytechnic Institute and State University;34
5.1.1.1.1;This textual content analysis set out to determine the extent to which the theories, principles, and guidelines in 4 standard books of instructional design and technology were also addressed in 4 popular books on web design. The standard books on ins...;34
5.1.1.1.1.1;INTRODUCTION;34
5.1.1.1.1.2;Purpose of the Study;35
5.1.1.1.1.3;Research Questions;35
5.1.1.1.1.4;1. What are the theories and principles of design as addressed in the four standard books on instructional design?;35
5.1.1.1.1.5;2. What principles of design are addressed in the four popular books on web design?;35
5.1.1.1.1.5.1;3. What pattern of differences or similarities occurs between the four standard books on instructional design and the four popular books on web design apart from the use of theory?;35
5.1.1.1.1.5.2;Content Analysis;35
5.1.1.1.1.5.3;Content Analysis in This Study;37
5.1.1.1.1.5.4;Content Analysis Sources;37
5.1.1.1.1.5.5;The Four Standard Textbooks of Instructional Design and Technology;37
5.1.1.1.1.5.6;The Four Popular Textbooks on Web Design;37
5.1.1.1.1.5.7;Recording/Coding;37
5.1.1.1.1.5.8;Reliability;39
5.1.1.1.1.5.9;FINDINGS AND DISCUSSION;39
5.1.1.1.1.5.9.1;Research Question 1: What are the theories and principles of design as addressed in the four standard books on instructional design?;39
5.1.1.1.1.5.9.2;Research Question 2: What principles of design are addressed in the four popular books on web design?;39
5.1.1.1.1.5.10;Garrett (2011);39
5.1.1.1.1.5.11;Johnson (2010);43
5.1.1.1.1.5.12;Krug (2014);44
5.1.1.1.1.5.13;Wroblewski (2011);45
5.1.1.1.1.5.13.1;Research Question 3: What pattern of differences or similarities occurs between the four standard books on instructional design and the four popular books on web design apart from the use of theory?;46
5.1.1.1.1.5.14;RECOMMENDATIONS;47
5.1.1.1.1.5.15;CONCLUSION;47
5.1.1.1.1.5.16;REFERENCES;48
5.1.1.1.1.5.16.1;Figure 2;50
5.1.1.1.1.5.16.2;Table 1;37
5.1.1.1.1.6;List of the Four Standard Books;37
5.1.1.1.1.6.1;Table 2;38
5.1.1.1.1.7;List of the Four Web Design Books;38
5.1.1.1.1.7.1;Figure 1;38
5.1.1.1.1.7.2;Table 4;43
5.1.1.1.1.8;Theories Extracted from the Four Standard Books;43
5.1.1.1.1.8.1;Table 5;49
5.1.1.1.1.9;Summary of Guidelines From Popular Books Aligned With Extracted Guidelines and Theories From Standard Books;49
5.1.1.1.1.9.1;Table 3;40
5.1.1.1.1.10;Summary of Theories, Principles, and Guidelines From the Standard Books;40
5.1.1.1.1.10.1;Table 3;41
5.1.1.1.1.11;(Continued);41
6;Improving Depth of Thinking in Online Discussion Boards;52
6.1;Sheri S. Williams Amy Jaramillo;52
6.1.1;University of New Mexico IDEAL-New Mexico, Innovative Digital Education and Learning;52
6.2;John Carl Pesko;52
6.2.1;University of New Mexico;52
6.2.1.1;This study explored what instructors can do to improve student depth of thinking in online discussion boards (DBs). Participants were graduate students enrolled in online courses within a college of education in the southwest United States. Measureme...;52
6.2.1.1.1;INTRODUCTION;52
6.2.1.1.2;Research Question;53
6.2.1.1.3;LITERATURE REVIEW;53
6.2.1.1.4;METHODOLOGY;55
6.2.1.1.5;Study Design;55
6.2.1.1.6;Conceptual Framework;55
6.2.1.1.7;Study Site;55
6.2.1.1.8;Population;55
6.2.1.1.9;Demographics;56
6.2.1.1.10;Limitations;57
6.2.1.1.11;DATA COLLECTION MEASURES;57
6.2.1.1.12;Discourse Analysis;57
6.2.1.1.13;Limitations of Discourse Analysis;57
6.2.1.1.14;Self-Assessment of Dispositions, Understanding, and Practices;58
6.2.1.1.15;EXPLANATION OF STATISTICAL CONTENT;59
6.2.1.1.16;Pairwise Correlations;59
6.2.1.1.17;Quantity of Posts/Depth of Posts by Time/Semester;60
6.2.1.1.18;DISCUSSION OF RESULTS;61
6.2.1.1.19;Quantity/Frequency of Posts and Depth of Posts by Time;61
6.2.1.1.20;Depth of Posts by Levels of Thinking, Organization, and Socialization;62
6.2.1.1.21;Self-Assessment on CoI Survey Instrument;66
6.2.1.1.22;CONCLUSIONS;68
6.2.1.1.23;IMPLICATIONS FOR FUTURE STUDY;69
6.2.1.1.24;References;69
6.2.1.1.24.1;Appendix A;72
6.2.1.1.24.2;Appendix B;73
6.2.1.1.24.3;Table 1;55
6.2.1.1.25;Study Conceptual Framework: Student Engagement in DBs and Student Self-assessment of Leadership Dispositions and Understandings/Practices;55
6.2.1.1.25.1;Figure 1;56
6.2.1.1.25.2;Table 2;58
6.2.1.1.26;A Theoretical Framework for Assessing Quantity/Depth of Posts and Levels of Thinking in Online DBs;58
6.2.1.1.26.1;Table 3;59
6.2.1.1.27;Questions Posed to Participants in a Questionnaire Administered Spring 2014;59
6.2.1.1.27.1;Table 4;60
6.2.1.1.28;Legend for Significance: Symbol, p Value, and Wording;60
6.2.1.1.28.1;Figure 2;60
6.2.1.1.28.2;Figure 3;61
6.2.1.1.28.3;Table 5;63
6.2.1.1.29;Examples of Participant Discourse by Code Label;63
6.2.1.1.29.1;Figure 4;65
6.2.1.1.29.2;Figure 5;65
6.2.1.1.29.3;Figure 6;66
6.2.1.1.29.4;Figure 7;67
6.2.1.1.29.5;Figure 8;67
6.2.1.1.29.6;Table 6;67
6.2.1.1.30;Mean Ratings and SD for Each Subset of Items on the Questionnaire (n = 11), Fall 2013–Spring 2014;67
6.2.1.1.31;3.4;67
6.2.1.1.32;.5;67
6.2.1.1.33;11;67
6.2.1.1.34;3.3;67
6.2.1.1.35;.6;67
6.2.1.1.36;11;67
6.2.1.1.37;3.4;67
6.2.1.1.38;.5;67
6.2.1.1.39;11;67
7;Cultural Impacts on Distance Learning, Online Learning Styles, and Design;74
7.1;Sultan Alalshaikh;74
7.1.1;Pepperdine University;74
7.1.1.1;This article focuses on the multicultural nature of distance learners. To note, the heightened demand for higher education on a global scale, as well as rapid advancements in telecommunication technologies, have rendered online distance education as ...;74
7.1.1.1.1;INTRODUCTION;74
7.1.1.1.2;DISTANCE LEARNING;75
7.1.1.1.3;Globalization and its Impacts;75
7.1.1.1.4;Types of Distance Learning;77
7.1.1.1.4.1;Distance Education;77
7.1.1.1.4.2;E-learning;77
7.1.1.1.4.3;Online Learning;77
7.1.1.1.5;ONLINE LEARNING STYLES;78
7.1.1.1.6;Perceptual Learning Styles;78
7.1.1.1.7;Cognitive Processing Learning Styles;78
7.1.1.1.8;Social Learning Styles;78
7.1.1.1.9;Problem-Based Learning Styles;79
7.1.1.1.10;THE IMPACTS OF CULTURE ON LEARNING STYLE PREFERENCES;79
7.1.1.1.11;DESIGNING CULTURALLY APPROPRIATE INSTRUCTIONS;80
7.1.1.1.12;Pedagogy;80
7.1.1.1.13;Andragogy;81
7.1.1.1.14;CONCLUSION;81
7.1.1.1.15;REFERENCES;81
8;Instructional Competencies Needed to Develop Instructional Strategies for Mobile Learning in Fields of Agricultural Education;84
8.1;Travis Irby Robert Strong;84
8.1.1;Texas State University Texas A&M University;84
8.1.1.1;Mobile learning is an evolving form of technology-based learning. The novelty of mobile learning gives educators a new tool for evaluating how to develop effective instruction for this new medium. A Delphi study was conducted using a 30-member panel ...;84
8.1.1.1.1;INTRODUCTION;84
8.1.1.1.2;METHOD;85
8.1.1.1.3;RESULTS;85
8.1.1.1.4;CONCLUSIONS AND RECOMMENDATIONS;86
8.1.1.1.5;REFERENCES;87
9;Conference Calendar;90
9.1;Charles Schlosser;90
9.1.1;Nova Southeastern University;90
9.1.1.1;SITE 2016, March 21-25, 2016, Savannah, GA;90
9.1.1.2;American Educational Research Association Annual Meeting, April 8-12, 2016, Washington, DC;90
9.1.1.3;OLC Innovate, April 20-22, 2016, New Orleans, LA;90
9.1.1.4;United States Distance Learning Association Annual Conference, May 10-12, 2016, St. Louis, MO;91
9.1.1.5;EdMedia: World Conference on Educational Media and Technology, June 27-30, 2016, Vancouver, British Columbia, Canada;91
9.1.1.6;ISTE, June 26-29, 2016, Denver, CO;91
10;Author Biographical Data;92
11;Back Cover;94