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Descriptors:
Online Courses; Electronic Learning; Internet; Educational Technology; Academic Libraries

Abstract:
Perhaps due to a commitment to lifelong learning, librarians are often willing participants in trying new technologies or service models that may benefit their patrons. Such an opportunity presents itself with massively open online courses, or MOOCs. This educational model, which has been gaining popularity in higher education since the first MOOC in 2008, is characterized by the premise of offering virtual educational opportunities to anyone who wants to participate. The result is a massive grouping of learners collaborating and producing content on a variety of platforms, including social media, learning management systems, and websites. While research on academic libraries' participation in MOOCs is still sparse, librarians have ample opportunities to participate in MOOCs both to become more familiar with the educational model and learn about the potential impact on public services. The reviews in this article feature sites for librarians to learn more about massively open online courses, as well as popular MOOCs and their individual courses that might be applicable to librarians. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Units of Study; Statistical Significance; Class Size; Effect Size; Student Evaluation of Teacher Performance; Teacher Evaluation; Online Courses; Rating Scales; College Students; College Faculty; Foreign Countries; Intellectual Disciplines; Statistical Analysis

Abstract:
Based on student evaluation of teaching (SET) ratings from 1,432 units of study over a period of a year, representing 74,490 individual sets of ratings, and including a significant number of units offered in wholly online mode, we confirm the significant influence of class size, year level, and discipline area on at least some SET ratings. We also find online mode of offer to significantly influence at least some SET ratings. We reveal both the statistical significance and effect sizes of these influences, and find that the magnitudes of the effect sizes of all factors are small, but potentially cumulative. We also show that the influence of online mode of offer is of the same magnitude as the other 3 factors. These results support and extend the rating interpretation guides (RIGs) model proposed by Neumann and colleagues, and we present a general method for the development of a RIGs system. (Contains 5 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:
Teaching Methods; Electronic Learning; Online Courses; Game Theory; Discussion Groups; Group Discussion; Computer Mediated Communication; Communities of Practice; Discourse Communities; Educational Strategies; Learning Strategies; Aptitude Treatment Interaction; Role Perception; Role Theory; Educational Practices; Learning Theories

Abstract:
The authors critically analyze how the concept of the drama triangle--part of the game theory associated with transactional analysis--can be used by post secondary instructors teaching online to build a sense of community and decrease students' dependence on instructors in discussion forums. The article begins with an overview of sense of community, followed by a detailed discussion on the drama triangle and its applicability to online instruction and discussion forum management. Observational data as an online instructor are presented in order to illustrate how drama triangle interactions in the online environment can stall sense of community formation. In addition, the authors provide online instructors with specific strategies for recognizing and avoiding instructor-student interactions that promote the rescuing, victim, and persecutor behaviors that detract from sense of community formation. 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:
School Schedules; Educational Innovation; Colleges; Online Courses; Transfer Students; College Freshmen; Study Abroad; Educational Finance; College Admission; Internship Programs

Abstract:
Some students at University of Florida can take classes only during the spring and summer semesters for as long as they are enrolled. Each year they will get a four-month break--the fall semester--when they can take online courses, study abroad, or do internships. Some may opt to work. Despite their schedules, the students are full-fledged undergraduates--not second-class citizens--a point the university has emphasized on and off the campus. At a time when colleges are rethinking their offerings, Florida's move represents a reinvention of the academic calendar. The idea was inspired by growing demand and a dwindling supply of seats. A few years ago, deep cuts in state appropriations prompted the university's leaders to shrink undergraduate enrollment. Although they were wary of limiting access further, they knew the campus was at capacity--at least during the fall. Florida, like many other institutions, has long offered spots to "January admits," first-year applicants who must wait for a semester before enrolling. Over the past several years, the university has quadrupled the number of freshmen admitted in the spring, when it also welcomes about 1,000 transfer students. Officials decided that the spring-and-summer option must come with an enticement, something distinctive. So they developed the Innovation Academy, a mandatory series of courses, including a senior-year capstone project, for all spring-and-summer students. Each student takes six courses--on creativity and entrepreneurship, for instance--as part of a minor in "innovation." The program offers seminars, guest lectures, and service-learning opportunities, all to encourage students to develop solutions to problems in their chosen fields. Participating students also get hands-on experience at the university's new business incubator. Florida plans eventually to enroll 2,000 students on the spring-and-summer schedule. 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:
Educational Technology; Electronic Learning; Virtual Universities; Online Courses; Blended Learning; Program Design; Elementary Secondary Education; Interviews; Distance Education

Abstract:
This article presents an interview with Joe Freidhoff, the director of online learning research and innovation at the "Michigan Virtual University"[R] ("MVU"[R]), a nonprofit corporation in Michigan. He publishes and presents frequently in the area of K-12 online and blended learning research. Dr. Freidhoff completed his doctorate in educational psychology and educational technology at Michigan State University in 2009. He has taught both online and face-to-face at both the undergraduate and graduate levels. Prior to attending graduate school, he taught high school English. In this interview, Dr. Freidhoff talks about "Michigan Virtual School"[R] ("MVS"[R]), one of the three divisions of MVU, and how theory and research impacts program design and delivery at MVS. He also discusses other educational research activities that he is involved with. 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:
Educational Environment; Program Effectiveness; Computer Science; Online Courses; Blended Learning; Systems Approach; Doctoral Programs; Higher Education; Information Science; Information Technology; Program Evaluation; Distance Education; Electronic Learning; Technology Uses in Education; Faculty; Educational Technology; Computer Mediated Communication; Semi Structured Interviews

Abstract:
An internal assessment was conducted utilizing a sociotechnical systems approach and cultural lens as a means of exploring the dynamics of a blended doctoral program. Blended learning environments were conceived of as sociotechnical systems, and blended programs were defined as programs that utilize multimodal means for the mediation of educational content. In this article, the notion of sociotechnical systems as distilled from informatics, computer science, and information and communications technology was applied to highlight the nexus of interactions between people and technology in a blended doctoral program in order to examine what boundaries, barriers, and opportunities are created in such a learning environment. Findings and recommendations suggest that the interdependencies of social and technical systems are complex, and privileging one system at the expense of the other will not provide for an optimum learning environment as both systems are requisite for the existence and success of a blended program. 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:
Instructional Design; Online Courses; Data Analysis; Integrity; Case Studies; Faculty; Work Environment; Higher Education; Distance Education; Cooperation; Educational Technology; Technology Uses in Education

Abstract:
This qualitative case study examined the experiences of instructional designers and professors during the online course development process. The purpose of this study was to determine if their experiences had an effect on the process itself. Data analysis revealed five emergent themes: communication, commitment to quality online courses, commitment to building robust working relationships, mutual respect for one another's time and talents, and satisfaction in working with online course development. Communication was the most prevalent factor identified as having a positive effect on the development process. Lack of time was most prevalent as an impediment to the process. In conclusion, a workplace culture that fostered good experiences and the opportunity to interact in a supportive environment was beneficial to the online course development process. Managers and others involved in the process should be mindful of the workplace culture and should consider dedicating effort and resources to preserve its integrity. (Contains 1 table.) 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:
Charter Schools; Parent Child Relationship; Interaction; Electronic Learning; Online Courses; High Schools; Parent Participation; Parent School Relationship; Virtual Classrooms; Interpersonal Relationship; Parent Teacher Cooperation; Motivation; Student Attitudes; Parent Attitudes; Traditional Schools

Abstract:
A belief commonly held in the K-12 education community is that parents can have a positive impact on their child's learning. However, little research has examined parental involvement in an online learning environment. In this study, researchers using survey data found that generally students and parents viewed parent-instructor and learner-parent interactions as motivational. Students viewed learner-parent interaction as significantly more motivational than did their parents. The quantity of reported parental interactions was generally negatively correlated with course outcomes. These negative correlations may be the result of parents' tendency to increase interaction levels following poor student performance and may not reflect the actual impact of parental interactions on individual student learning. (Contains 11 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:
Advanced Placement; Academic Achievement; Online Courses; Student Attitudes; Comparative Analysis; Advanced Placement Programs; Electronic Learning; Virtual Classrooms; Elementary Secondary Education; Educational Technology

Abstract:
The purpose of the research was to compare student performance on Advanced Placement (AP) exams from 2009 to 2011 at Florida Virtual School and to explore student perceptions of their online course experience compared with the classroom-based AP experiences. The data indicated that students performed at levels comparable to the national sample but higher compared with other Florida students. The data also showed that students perceived benefits to both their online and classroom AP courses. Both these findings lend credibility to the delivery of AP in an online format but also indicate that the design, delivery, and support of the instruction was paramount regardless of delivery model. (Contains 7 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:
Action Research; Faculty Development; Educational Practices; Computer Simulation; Curriculum Design; Trend Analysis; Research Needs; Distance Education; Online Courses

Abstract:
This study examined the nature of thirty virtual educators' action research questions during a yearlong action research professional development experience within a large, state-funded virtual school. Virtual educators included instructional personnel (i.e., individuals responsible for teaching virtual courses) and noninstructional personnel (i.e., individuals responsible for other roles in the virtual school such as administration or course design.) Action research questions emerge from the intersection of educators' professional contexts and their real-world challenges or passions and analyzing the nature of these questions provided a glimpse into the priorities and practices of the participating instructional and noninstructional virtual educators. Studying completion rates and personalizing the curriculum were trends within questions posed by instructional personnel whereas noninstructional personnel primarily focused on macrolevel issues within the virtual schools, such as communication. Future research directions and implications for action research professional development within virtual schools are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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