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Descriptors:
Foreign Countries; Web Based Instruction; Electronic Learning; Internet; Online Courses; Blended Learning; College Students; Correlation; Predictor Variables; Online Surveys; Student Surveys; Questionnaires; Multiple Regression Analysis; Test Anxiety; Self Efficacy; Student Attitudes; Self Management; Student Characteristics; Prior Learning; Learning Strategies; Study Skills; Student Motivation; Goal Orientation

Abstract:
This study identified five effective self-regulated learning (SRL), investigated the correlation of demographic information and SRL, and measured significant predictor of prior experiences on SRL. Eighty-eight Thai learners participated in the SRL survey, which was adapted from the MSLQ. The findings indicated that Intrinsic Goal and Self-Efficacy were correlated with Cognitive Strategy and Study Management, but Test Anxiety was not significantly related with any component. Multiple regressions indicated that Internet and Hybrid-course experiences were significant predictors of Study Management. The same results indicated that learners who had more Internet experience reported a significantly higher level of Self-Efficacy and Cognitive Strategy. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Time Management; Online Courses; Learning Strategies; Task Analysis; Interaction; Educational Technology; Internet; Information Processing; Web Based Instruction; Computer Mediated Communication; Student Centered Curriculum; Colleges; Higher Education; Outcomes of Education; Active Learning; Student Projects; Cooperative Learning; Academic Achievement; College Students

Abstract:
Web-based learning promotes computer-mediated interaction and student-centred learning in most higher education institutions. To fulfil their academic requirements, students develop appropriate strategies to support learning. Purposes of this study were to: (1) examine the relationship between students study strategies (assessed by Learning and Study Strategies Inventory [LASSI]) with their learning outcomes and online interaction and (2) observe the development of strategies among students in the web-supported collaborative project. Both quantitative and qualitative data were gathered. The results of the study revealed that some LASSI constructs were significant in predicting students' online learning achievement, including: anxiety, time management, use of support/material and test strategies (p less than 0.05). Students' interaction significantly correlated with: attitude, motivation, information processing, selecting the main idea, use of support/material and test strategies (p less than 0.05). In addition to LASSI, strategies were identified in the study, including: task analysis, information utilisation, group coordination, self-review and task refinement. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nursing Students; Nursing Education; Distance Education; Mental Health; Mastery Tests; Outcome Measures; Nurses; Bachelors Degrees; Courses; Conventional Instruction; Web Based Instruction; Electronic Learning; Online Courses; College Instruction; College Students; Outcomes of Education; Program Effectiveness; Instructional Effectiveness; Comparative Analysis; Statistical Analysis; Pretests Posttests

Abstract:
A comparison of student learning outcomes between distance education and campus-based nursing students in a mental health course working toward registered nurse (RN) licensure in a baccalaureate (BS) degree program is presented. Learning outcomes were evaluated using results from a commercially developed content mastery test taken by students who completed a sophomore-level mental health course. Results utilizing independent "t" test analysis of archival data indicated no statistically significant differences between the distance education students and the campus-based students in either initial knowledge prior to the mental health course or in the educational effectiveness of the distance education and classroom-based delivery. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Internet; Video Technology; Protocol Analysis; Usability; Higher Education; Two Year Colleges; Web Sites; Vocational Education; Careers; Enrollment; College Students; Testing; Evaluation; Interviews; Disadvantaged Youth; Minority Group Students; Educational Attainment; Graduation; Student Personnel Services

Abstract:
This study explored whether community college websites are a useful medium for providing knowledge relevant to degree completion. Ten community students used one of three community college websites to answer 10 questions about occupational degree programs. A facilitator asked participants to think aloud while using the website to answer these questions; their responses were video-recorded and coded in terms of correctness of answers and types of usability problems encountered. The findings suggest that participants frequently encountered problems with finding and understanding information needed to understand degree selection and completion. The content analysis of these problems yields several suggestions for improving the usability of community college websites for answering common questions about degree completion. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Political Attitudes; Faculty Workload; United States Government (Course); Audiences; Dropout Rate; Conventional Instruction; Online Courses; Web Based Instruction; Attitude Change; Comparative Analysis; Pretests Posttests; Longitudinal Studies; Outcomes of Education; Instructional Effectiveness; College Instruction; College Students; Student Attitudes; Newspapers

Abstract:
In 1997 we first offered American government classes online as well as face-to-face classes. We administered pre- and posttests to our students to measure their general knowledge of American government, political attitudes, demographics, and some behaviors. Following an initial report in 2001, we continued to gather data for 10 more years; this current study covers nearly 3,200 students during 13 years. We examine the sample as a whole and changes in audiences and outcomes, over time, for the two teaching formats. Although the kinds of students taking online classes have become more similar, a few differences persist. Learning outcome differences continue to be insignificant. Neither format has a clear advantage in students' changes in attitudes, but the online classes increased students' newspaper reading. Class dropout rate and faculty workload both favor face-to-face classes, but flexibility in scheduling and student demand clearly favor online classes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Credentials; Community Colleges; College Credits; School Counselors; Guidance; Higher Education; Outcomes of Education; Enrollment; Two Year Colleges; Academic Achievement; College Students; Academic Advising; Educational Counseling; College Preparation; Student Personnel Services

Abstract:
Past research has revealed that students who complete coursework in a concentrated area, defined as completing three or more courses in a specific field of study, are much more likely to have successful outcomes than those who do not. Moreover, fewer than half of students included in this research, which followed students over seven years, entered into concentrated fields of study. Of students attending Achieving the Dream's earliest participating colleges, students still enrolled after three years accumulated an average of about 60 credits. Students still enrolled during the fourth year, accumulated an average of about 70 credits; fifth year, nearly 80 credits; and sixth or seventh years, well over 80 credits. Assuming 60 credits are needed to attain an associate's degree, these students with long-term enrollments are accumulating credits above and beyond that required for credentials. Students accumulating large numbers of credits without attaining credentials or transferring could be the result of a lack of focus on a particular pathway or program of study. Credential-seeking students who complete large numbers of courses, but are not necessarily following coherent pathways, are at risk of becoming frustrated and dropping out. Many community college students, especially those who are first-generation and are from low socioeconomic status families, may not have the experience or the opportunity to receive guidance from friends and family to help them navigate and pursue coherent academic pathways. Adding to the problem, as institutional finances tighten, institutions may restrict student services, including guidance counselors and advisors. This analysis investigates students' outcomes after five years--did they complete, transfer, or were they still enrolled? If they did not complete or transfer, the number of credits the student accumulated is examined. Five-year outcomes by race/ethnicity, Pell Grant status, attendance status, major field area, and the number of developmental subjects referred to were examined to determine if differences occur by student groups. (Contains 2 figures and 7 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Technical Support; Web Sites; School Surveys; Online Surveys; National Surveys; Educational Trends; Higher Education; Instructional Design; Electronic Learning; Distance Education; Online Courses; Printed Materials; Faculty Development; Web Based Instruction; College Faculty; College Instruction; Access to Education

Abstract:
Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty members have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty members through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts. Findings indicate that some faculty development programs for online instruction are being offered more frequently; this increase has resource and staffing implications for the support of these programs. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Technology; Multimedia Instruction; Multimedia Materials; Web 2.0 Technologies; Courseware; Learning Strategies; Problem Solving; Relevance (Education); Cooperative Learning; Group Activities; Business Administration Education; Student Projects; Blended Learning; Instructional Design; Web Based Instruction; Computer Science Education; Outcomes of Education; College Students; College Instruction; Instructional Effectiveness; Data Analysis; Pretests Posttests

Abstract:
The advancements of ICT have impacted significantly on educators to utilise the technologies in their classrooms (Sivapalan & Wan Fatimah, 2010). There is also a significant move to make curriculum and content more authentic and relevant for student learning (Apple, 2008) and to allow students to become creative thinkers and problem solvers. However, there is more to utilizing information technology than merely uploading teaching materials online (Palloff & Pratt, 2001), and educators still lack the confidence in designing proper learning environments that engage and educate (Chung 2008). This paper presents a study conducted that incorporated Herrington and Kervin's (2007) authentic learning strategies into a multimedia learning environment (MWLE) and reports on its impact on student learning. Results showed that students reported positively towards learning in this environment and to the authentic activities in the modules, which allowed them to do well in their project. These results strongly support authentic learning strategies as a means to innovate and engage students in technology-backed 21st century classrooms. (Contains 4 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Gap; Study Skills; Motivation; Integrated Learning Systems; Disadvantaged; Electronic Learning; Online Courses; Feedback (Response); Educational Change; Comparative Analysis; Evaluation; Higher Education; Distance Education; Undergraduate Students; Time Management

Abstract:
"U-Pace," an instructional intervention, has potential for widespread implementation because student behavior recorded in any learning management system is used by "U-Pace" instructors to tailor coaching of student learning based on students' strengths and motivations. "U-Pace" utilizes an online learning environment to integrate content mastery with Amplified Assistance (instructor-initiated, individually tailored feedback on concepts not yet mastered and constructive support that every student receives via email weekly or more often as needed). Evaluation findings for "U-Pace" instruction revealed that compared to conventional, face-to-face instruction, "U-Pace" instruction was associated with greater academic success for all students and reductions in the achievement gap for "disadvantaged" students. Additionally, "disadvantaged" "U-Pace" students showed improvements in the rate of content mastery and intrinsic motivation. Consistent with these indicators of improvement in self-regulated learning skills, "U-Pace" students reported greater improvements in their time management and study skills, greater control over their learning and a greater sense of achievement than conventionally-taught students. The convergence of findings from student reports, performance measures recorded within the learning management system, and objectively determined grades suggests "U-Pace" instruction holds promise for higher education. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Part Time Faculty; Outcomes of Education; College Faculty; Higher Education; Intellectual Disciplines; Mentors; Accreditation (Institutions); Pretests Posttests; Adjunct Faculty; Community Colleges; Two Year Colleges; Evaluation

Abstract:
Part-time faculty need to be brought into the student learning outcomes assessment loop not only to help accreditation, but because they, like full-time faculty, can benefit from assessment. When part-time faculty are not participating in assessment, a sizable percentage of courses are being less effectively taught than they could be. In an attempt to increase part-time faculty in discipline-level assessment at Norco College, we experimented with several assessments that required varied levels of effort by part-time faculty. This piece discusses our experience. We found that peer mentoring and communication were better predictors of part-time faculty participation than stipends, adaptable assessment prompts, or administrative pressure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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