Simonson / Schlosser / Michael Quarterly Review of Distance Education

Volume 15 #4
1. Auflage 2014
ISBN: 978-1-68123-028-3
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 71 Seiten

Reihe: Quarterly Review of Distance Education - Journal

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,

Schlosser, Charles

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 15 Number 4, 2014;4
2.2.1.1;ARTICLES;4
2.2.1.2;Research Briefs;4
2.2.1.3;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;Lucy Green, Georgia Southern University;3
2.3.8;Editorial Board;3
3;Students’ Perceptions of a Twitter- Based Assignment in a Graduate-level Instructional Technology Course;8
3.1;Shanda Nygard Micah Day;8
3.1.1;Southern Illinois University Edwardsville The University of Memphis;8
3.2;Gretchen Fricke and Dave S. Knowlton;8
3.2.1;Southern Illinois University Edwardsville;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 ...;8
3.2.1.1.1;INTRODUCTION;8
3.2.1.1.2;THE CONTEXT AND ASSIGNMENT;9
3.2.1.1.3;METHODS;10
3.2.1.1.4;STUDENTS’ NARRATIVES;10
3.2.1.1.5;Micah’s Narrative;10
3.2.1.1.6;Gretchen’s Narrative;13
3.2.1.1.7;Shanda’s Narrative;16
3.2.1.1.8;IMPLICATIONS;19
3.2.1.1.9;The Strain of New Interactions;19
3.2.1.1.10;Media Versus Method;19
3.2.1.1.11;CONCLUSIONS;20
3.2.1.1.12;REFERENCES;21
3.2.1.1.12.1;Figure 1;11
3.2.1.1.12.2;Figure 2;12
3.2.1.1.12.3;Figure 3;15
3.2.1.1.12.4;Figure 4;16
3.2.1.1.12.5;Figure 5;17
3.2.1.1.12.6;Figure 6;18
4;A Qualitative Analysis of Faculty and Student Perceptions of Effective Online Class Communities Using Herzberg’s Motivator–Hygiene Factors;22
4.1;Rebecca Costello S. A. Welch;22
4.1.1;Rasmussen College University of Wisconsin-Whitewater;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...;22
4.1.1.1.1;INTRODUCTION;22
4.1.1.1.2;ONLINE COMMUNITIES;23
4.1.1.1.3;HERZBERG’S TWO-FACTOR MODEL OF SATISFACTION;23
4.1.1.1.4;COORIENTATION ANALYSIS;25
4.1.1.1.5;RESEARCH QUESTIONS;25
4.1.1.1.6;METHOD;25
4.1.1.1.7;ANALYSIS;26
4.1.1.1.8;RESULTS;26
4.1.1.1.9;DISCUSSION;29
4.1.1.1.10;REFERENCES;29
4.1.1.1.10.1;Table 1;24
4.1.1.1.11;Herzberg’s Motivation/Hygiene Factors Adapted to Online Instruction;24
4.1.1.1.11.1;Figure 1;28
4.1.1.1.11.2;Figure 2;28
5;Using a Multiperspective Design Team to Develop and Manage Multilayered Online Courses;32
5.1;Nella Bea Anderson, L. Lori Poole, Stephanie Quinn, and Carrie L. Schlicht;32
5.1.1;Colorado State University-Global Campus;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 ...;32
5.1.1.1.1;INTRODUCTION;32
5.1.1.1.2;Multidimensional Course Development Perspective of Online Learning;33
5.1.1.1.3;LITERATURE REVIEW;33
5.1.1.1.4;1. New institutions have formed to offer online classes;;34
5.1.1.1.5;2. Existing institutions have morphed currently offered face-to-face classes into an online format; or;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.;34
5.1.1.1.5.2;Academic Excellence;34
5.1.1.1.5.3;Innovative Technology;34
5.1.1.1.5.4;Stakeholder Engagement;34
5.1.1.1.5.5;METHODOLOGY: MULTIDIMENSIONAL COURSE DEVELOPMENT;35
5.1.1.1.5.6;Dimension One: Students;35
5.1.1.1.5.7;Dimension Two: Courses;36
5.1.1.1.5.8;Dimension Three: Revisions;37
5.1.1.1.5.9;ANALYSIS AND FINDINGS;39
5.1.1.1.5.10;MSTL Program Assessment Data;39
5.1.1.1.5.11;CONCLUSION;41
5.1.1.1.5.12;References;41
5.1.1.1.5.12.1;Table 1;38
5.1.1.1.6;Multiperspective Design Team;38
5.1.1.1.6.1;Table 2;39
5.1.1.1.7;Fall 2012-Fall 2013 Student Evaluations (Based on 4.0 Scale From 8 Classes);39
5.1.1.1.8;3.81;39
5.1.1.1.9;3.67;39
5.1.1.1.10;3.62;39
5.1.1.1.11;3.8;39
5.1.1.1.12;4;39
5.1.1.1.13;3.68;39
5.1.1.1.14;3.65;39
5.1.1.1.15;3.46;39
5.1.1.1.16;3.76;39
5.1.1.1.17;3.67;39
5.1.1.1.18;3.62;39
5.1.1.1.19;3.71;39
5.1.1.1.20;4;39
5.1.1.1.21;3.56;39
5.1.1.1.22;3.53;39
5.1.1.1.23;3.46;39
5.1.1.1.24;3.67;39
5.1.1.1.25;3.78;39
5.1.1.1.26;3.5;39
5.1.1.1.27;3.6;39
5.1.1.1.28;4;39
5.1.1.1.29;3.56;39
5.1.1.1.30;3.65;39
5.1.1.1.31;3.23;39
5.1.1.1.31.1;Appendix A;42
5.1.1.1.32;CSU-Global Participatory Course Components;42
6;Faculty Perceptions of Online Group Work;44
6.1;Kari Morgan, Karen C. Williams, Bruce A. Cameron, and Christine E. Wade;44
6.1.1;University of Wyoming;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...;44
6.1.1.1.1;INTRODUCTION;44
6.1.1.1.2;METHOD;45
6.1.1.1.3;RESULTS;45
6.1.1.1.4;RECOMMENDATIONS FOR PRACTICE;46
6.1.1.1.5;Recommendations for Successful Implementation of Online Group Projects;46
6.1.1.1.6;Recommendations for Faculty Development;47
6.1.1.1.7;CONCLUSION;47
6.1.1.1.8;REFERENCES;48
7;The Technology of Anesthesiology Online;50
7.1;Convenience in Course Design;50
7.1.1;Lyndon Godsall and Rebecca Lee;50
7.1.1.1;Barry University;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...;50
7.1.1.1.1.1;INTRODUCTION;50
7.1.1.1.1.2;NURSE ANESTHESIA;51
7.1.1.1.1.3;MODES OF DELIVERY;51
7.1.1.1.1.4;TECHNICAL SUPPORT;52
7.1.1.1.1.5;UTILIZING A LEARNING MANAGEMENT SYSTEM;53
7.1.1.1.1.6;SIMULATION;53
7.1.1.1.1.7;DOCTOR OF NURSE PRACTICE ONLINE;54
7.1.1.1.1.8;CONCLUSION;55
7.1.1.1.1.9;REFERENCES;55
7.1.2;Book Review;56
7.1.2.1;Lucy Green, Book Review Editor;56
7.2;Learning Theory and Online Technologies, by Linda Harasim;56
7.2.1;Susan Farber;56
7.2.1.1;Montgomery, Ohio;56
7.2.1.1.1;REFERENCES;59
7.2.2;Book Review;60
7.2.2.1;Lucy Green, Book Review Editor;60
7.3;Trends and Issues in Distance Education: International Perspectives (2nd ed.), by Lya Visser, Yusra Visser, Ray Amirault, and Michael Simonson;60
7.3.1;Jason LaFrance;60
7.3.1.1;Georgia Southern University;60
7.3.1.1.1;INTRODUCTION;60
7.3.1.1.2;SUMMARY;60
7.3.1.1.3;CRITIQUE;61
7.3.1.1.4;CONCLUSION;62
7.3.1.1.5;Reference;63
8;Conference Calendar;64
8.1;Charles Schlosser;64
8.1.1;Nova Southeastern University;64
8.1.1.1;American Educational Research Association Annual Meeting, April 16-20, Chicago, IL;64
8.1.1.2;Emerging Technologies for Online Learning International Symposium, April 22-24, Dallas, TX;64
8.1.1.3;United States Distance Learning Association Annual Conference, April 26-29, St. Louis, MO;64
8.1.1.4;European Distance and E-Learning Network Annual Conference, June 9-12, Barcelona, Spain;65
8.1.1.5;EdMedia: World Conference on Educational Media and Technology, June 22-25, Montreal, Quebec, Canada;65
8.1.1.6;ISTE, June 28-July 1, Philadelphia, PA;65
8.1.1.7;Online Learning Consortium Blended Learning Conference and Workshop, July 7-8, Denver, CO;65
8.1.1.8;Conference on Distance Teaching & Learning, August 11-13, Madison, WI;65
8.1.1.9;Online Learning Consortium International Conference, October 14- 16, Lake Buena Vista, FL;65
8.1.1.10;AECT International Convention, November 3-7, Indianapolis, IN;65
9;Author Biographical Data;68
10;Back Cover;72