Simonson / Michael / Schlosser Quarterly Review of Distance Education

1. Auflage 2016
ISBN: 978-1-68123-656-8
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 70 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 17 Number 2, 2016;4
2.2.1.1;ARTICLES;4
2.2.1.2;BOOK REVIEWS;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;Michelle Rogers-Estable, SUNY Delhi;3
2.3.8;Editorial Board;3
3;CREATING EQUIVALENT LEARNING OUTCOMES IN A DISTANCE EDUCATION LEADERSHIP COURSE;8
3.1;An Action Research Partnership;8
3.1.1;James N. Slear Susan E. Slear Daniel A. Connelly;8
3.1.1.1;Air University Auburn University Air University;8
3.1.2;Ellen H. Reames Patricia Maggard;8
3.1.2.1;Auburn University Air University;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...;8
3.1.2.1.1.1;INTRODUCTION;8
3.1.2.1.1.2;BACKGROUND;9
3.1.2.1.1.3;RESEARCH DESIGN;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?;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?;11
3.1.2.1.1.4.2;METHODS;12
3.1.2.1.1.4.3;RESULTS AND ANALYSIS;12
3.1.2.1.1.4.4;Part I: Vision;13
3.1.2.1.1.4.5;Part II: Introspection;15
3.1.2.1.1.4.5.1;Concrete;17
3.1.2.1.1.4.5.2;Concrete and Referential;17
3.1.2.1.1.4.5.3;Complex;18
3.1.2.1.1.4.6;CONCLUSION AND IMPLICATIONS FOR FURTHER RESEARCH;20
3.1.2.1.1.4.7;REFERENCES;20
4;Enhancing Students’ Self-Efficacy, Elaboration, and Critical Thinking Skills in a Collaborative EDUCATOR PREPARATION Program;22
4.1;Hungwei Tseng and Teresa Gardner Hsin-Te Yeh;22
4.1.1;Jacksonville State University Metropolitan State University of Denver;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, ...;22
4.1.1.1.1;INTRODUCTION;22
4.1.1.1.2;1. What were online students’ perceptions of a learner-centered approach and motivated strategies for learning?;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?;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?;26
4.1.1.1.3.2;Definitions of Studied Variables;26
4.1.1.1.3.3;METHODOLOGY;26
4.1.1.1.3.4;Participants;26
4.1.1.1.3.5;Collaborative Teacher Education Program;26
4.1.1.1.3.6;Courses and Learner-Centered Assessments Design;27
4.1.1.1.3.7;Instrumentation;27
4.1.1.1.4;1. identifies and summarizes the problem/ question at issue;;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;;28
4.1.1.1.6;3. identifies and considers other salient perspectives and positions that are important to the analysis of the issue;;28
4.1.1.1.7;4. identifies and assesses the key assumptions;;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;;28
4.1.1.1.9;6. identifies and considers the influence of context on the issue; and;29
4.1.1.1.9.1;7. identifies and assesses conclusions, implications, and consequences;29
4.1.1.1.9.2;Data Collection and Data Analysis Procedures;29
4.1.1.1.9.3;RESULTS;29
4.1.1.1.9.4;DISCUSSION;31
4.1.1.1.9.5;CONCLUSIONS AND FUTURE RESEARCH;32
4.1.1.1.9.6;REFERENCES;32
4.1.1.1.9.6.1;Table 1;30
4.1.1.1.10;Learner-Centered Approach Survey;30
4.1.1.1.11;4.31 (.75);30
4.1.1.1.12;1;30
4.1.1.1.13;84.6%;30
4.1.1.1.14;4.31 (.63);30
4.1.1.1.15;1;30
4.1.1.1.16;92.3%;30
4.1.1.1.17;4.23 (.73);30
4.1.1.1.18;3;30
4.1.1.1.19;84.6%;30
4.1.1.1.20;4.15 (.90);30
4.1.1.1.21;4;30
4.1.1.1.22;84.6%;30
4.1.1.1.23;4.15 (.38);30
4.1.1.1.24;4;30
4.1.1.1.25;100%;30
4.1.1.1.26;4.08 (.64);30
4.1.1.1.27;6;30
4.1.1.1.28;84.6%;30
4.1.1.1.29;3.92 (.64);30
4.1.1.1.30;7;30
4.1.1.1.31;76.9%;30
4.1.1.1.32;3.85 (.69);30
4.1.1.1.33;8;30
4.1.1.1.34;69.2%;30
4.1.1.1.35;3.85 (.69);30
4.1.1.1.36;8;30
4.1.1.1.37;69.2%;30
4.1.1.1.38;3.69 (.95);30
4.1.1.1.39;10;30
4.1.1.1.40;53.8%;30
4.1.1.1.41;3.54 (.97);30
4.1.1.1.42;11;30
4.1.1.1.43;53.8%;30
4.1.1.1.44;3.54 (.97);30
4.1.1.1.45;11;30
4.1.1.1.46;53.8%;30
4.1.1.1.47;2.92 (1.12);30
4.1.1.1.48;13;30
4.1.1.1.49;38.5%;30
4.1.1.1.50;3.89 (.44);30
4.1.1.1.50.1;Table 2;30
4.1.1.1.51;Mean and Standard Deviation of Learner-Centered Approach, Motivated Strategies for Learning, and Critical Thinking Skills;30
4.1.1.1.52;3.78;30
4.1.1.1.53;.42;30
4.1.1.1.54;3.89;30
4.1.1.1.55;.44;30
4.1.1.1.56;4.02;30
4.1.1.1.57;.45;30
4.1.1.1.58;4.22;30
4.1.1.1.59;.39;30
4.1.1.1.60;4.31;30
4.1.1.1.61;.47;30
4.1.1.1.62;4.34;30
4.1.1.1.63;.45;30
4.1.1.1.64;3.87;30
4.1.1.1.65;.32;30
4.1.1.1.66;3.97;30
4.1.1.1.67;.52;30
4.1.1.1.68;—;30
4.1.1.1.69;—;30
4.1.1.1.70;24.84;30
4.1.1.1.71;.93;30
4.1.1.1.71.1;Table 3;31
4.1.1.1.72;Intercorrelations of the Learner-Centered Approach, Motivated Strategies for Learning, and Critical Thinking Skills;31
4.1.1.1.73;—;31
4.1.1.1.74;.18;31
4.1.1.1.75;.55*;31
4.1.1.1.76;.51;31
4.1.1.1.77;.59*;31
4.1.1.1.78;—;31
4.1.1.1.79;.61*;31
4.1.1.1.80;.38;31
4.1.1.1.81;.17;31
4.1.1.1.82;—;31
4.1.1.1.83;.69**;31
4.1.1.1.84;.12;31
4.1.1.1.85;—;31
4.1.1.1.86;.36;31
4.1.1.1.87;—;31
5;Second Life as a Third Place for English Language Learners’ Cross-Cultural Interaction;36
5.1;Tahani Aldosemani Craig Shepherd and Jason Thompson;36
5.1.1;Saudi Ministry of Education University of Wyoming;36
5.2;Ali Raddaoui;36
5.2.1;University of Wyoming and Dhofar University, Oman;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...;36
5.2.1.1.1;INTRODUCTION;36
5.2.1.1.2;CULTURAL LEARNING AND VIRTUAL ENVIRONMENTS;37
5.2.1.1.3;Avatar Representation;37
5.2.1.1.4;Third Place;38
5.2.1.1.5;METHODS;38
5.2.1.1.6;Setting;38
5.2.1.1.7;Participant Selection;38
5.2.1.1.8;Data Sources;39
5.2.1.1.9;Procedures;41
5.2.1.1.10;Analysis;41
5.2.1.1.11;RESULTS;42
5.2.1.1.12;Cultural Knowledge;42
5.2.1.1.13;Clarification of Misconceptions;42
5.2.1.1.14;Second Life Factors;43
5.2.1.1.15;Host Role;44
5.2.1.1.16;DISCUSSION;45
5.2.1.1.17;Ease of Use;45
5.2.1.1.18;Avatars;45
5.2.1.1.19;Third Place;45
5.2.1.1.20;REFERENCES;46
5.2.1.1.20.1;Figure 1;39
5.2.1.1.20.2;Table 1;40
5.2.1.1.21;Participant Demographics Information;40
5.2.1.1.22;Yara;40
5.2.1.1.23;30;40
5.2.1.1.24;7;40
5.2.1.1.25;No;40
5.2.1.1.26;Khalid;40
5.2.1.1.27;37;40
5.2.1.1.28;12;40
5.2.1.1.29;No;40
5.2.1.1.30;Turki;40
5.2.1.1.31;21;40
5.2.1.1.32;11;40
5.2.1.1.33;Yes;40
5.2.1.1.34;Rashid;40
5.2.1.1.35;23;40
5.2.1.1.36;12;40
5.2.1.1.37;No;40
5.2.1.1.38;Momen;40
5.2.1.1.39;21;40
5.2.1.1.40;12;40
5.2.1.1.41;No;40
6;Learning Management System Usage;48
6.1;Perspectives From University Instructors;48
6.1.1;Darrell S. Walker, James R. Lindner, Theresa Pesl Murphrey, and Kim Dooley;48
6.1.1.1;Texas A&M University;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...;48
6.1.1.1.1.1;INTRODUCTION;48
6.1.1.1.1.2;PURPOSE;50
6.1.1.1.1.3;1. What LMS features benefit or hinder online teaching and learning?;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?;50
6.1.1.1.1.4.1;METHODOLOGY;50
6.1.1.1.1.4.2;FINDINGS;51
6.1.1.1.1.4.3;LMS Features that Benefit or Hinder Online Teaching and Learning;51
6.1.1.1.1.4.4;LMS Impact on the Quality of Teaching and Satisfaction;53
6.1.1.1.1.4.5;CONCLUSIONS AND DISCUSSION;54
6.1.1.1.1.4.6;Use of LMS Features that Benefit or Hinder Online Learning;54
6.1.1.1.1.4.7;LMS Impact on Quality of Teaching and Satisfaction;54
6.1.1.1.1.4.8;IMPLICATIONS;55
6.1.1.1.1.4.9;Implications for Training;55
6.1.1.1.1.4.10;Implications for Faculty;55
6.1.1.1.1.4.11;Implications for LMS Content;55
6.1.1.1.1.4.12;Implications for Entities Selecting a LMS;55
6.1.1.1.1.4.13;RECOMMENDATIONS;56
6.1.1.1.1.4.14;REFERENCES;56
6.1.1.1.1.4.14.1;Table 1;51
6.1.1.1.1.5;Features Indicated as Positives and/or Negatives of Using an LMS for Online Teaching and Learning;51
6.1.2;Book Review;58
6.1.2.1;Michelle Rogers-Estable, Book Review Editor;58
6.2;Rethinking Education in The Age of Technology: The Digital Revolution and Schooling in America, by Allan Collins and Richard Halverson;58
6.2.1;Frank C. Gomez, Jr.;58
6.2.1.1;Boise State University;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.”;58
6.2.1.1.2;—Allan Collins & Richard Halverson;58
6.2.1.1.2.1;INTRODUCTION;58
6.2.1.1.2.2;CONTENT;59
6.2.1.1.2.3;Part 1: Technology Enthusiasts Versus Technology Skeptics;59
6.2.1.1.2.4;Part 2: From Apprenticeship to Universal Schooling to Lifelong Learning;60
6.2.1.1.2.5;Part 3: The Three Eras of Education— Gains and Losses;61
6.2.1.1.2.6;Part 4: Rethinking Education in a Technological World;62
6.2.1.1.2.7;CONCLUSION;63
6.2.1.1.2.8;REFERENCES;63
6.2.2;Book Review;64
6.2.2.1;Michelle Rogers-Estable, Book Review Editor;64
6.3;Handbook of Research on E-Learning Methodologies for Language Acquisition, by Rita de Cassia Veiga Marriott and Patricia Lupion Torres (Eds.);64
6.3.1;Patricia Burnett;64
6.3.1.1;Central Connecticut State University;64
7;Conference Calendar;66
7.1;Charles Schlosser;66
7.1.1;Nova Southeastern University;66
7.1.1.1;E-Learn 2016: World Conference on E-Learning, November 14–16, Washington, DC;66
7.1.1.2;OLC Accelerate, November 16–18, Orlando, FL;66
7.1.1.3;FETC, January 24–27, 2017, Orlando, FL;66
7.1.1.4;SITE 2017, March 5–9, 2017, Austin, TX;66
7.1.1.5;American Educational Research Association 2017 Annual Meeting, April 27–May 1, 2017, San Antonio, TX;67
7.1.1.6;United States Distance Learning Association Annual Conference, April 30-May 3, 2017, Indianapolis, IN;67
7.1.1.7;EdMedia: World Conference on Educational Media and Technology, June 21-23, 2017, Washington, DC;67
8;Author Biographical Details;68
9;Back Cover;72