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Author: Christina C. Olson
Publisher:
ISBN:
Category : Nurses
Languages : en
Pages : 280
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Book Description
Online baccalaureate completion students represent a large and growing population in nursing education today. The purpose of this descriptive exploratory study was to (a) measure Learner Presence in online RN-to-BSN students, (b) identify student characteristics that may relate to Learner Presence, (c) identify program-specific characteristics that may relate to Learner Presence, and (d) determine if, and how, student and program-specific characteristics affect the variable of Learner Presence. Two instruments were used. The Modified Community of Inquiry Learner Presence Scale (MCLPS) is a 21-item self-report based on the social and cognitive presence constructs of the Community of Inquiry Survey (Arbaugh, et al., 2008). The researcher developed the 14 item, RN-to-BSN Student and Program Characteristics Questionnaire, which is based on key characteristics of RN-to-BSN students and program characteristics of online education. The setting for this study was internet based, and a purposeful convenience sample consisted of 239 online RN-to-BSN students in the United States. Descriptive statistics, confirmatory analysis of the MCLPS, Pearson Product Moment correlations, and Independent t tests were conducted. Multiple logistic regression was also used to answer the research questions. A weak negative correlation (r =-.192, p
Author: Christina C. Olson
Publisher:
ISBN:
Category : Nurses
Languages : en
Pages : 280
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Book Description
Online baccalaureate completion students represent a large and growing population in nursing education today. The purpose of this descriptive exploratory study was to (a) measure Learner Presence in online RN-to-BSN students, (b) identify student characteristics that may relate to Learner Presence, (c) identify program-specific characteristics that may relate to Learner Presence, and (d) determine if, and how, student and program-specific characteristics affect the variable of Learner Presence. Two instruments were used. The Modified Community of Inquiry Learner Presence Scale (MCLPS) is a 21-item self-report based on the social and cognitive presence constructs of the Community of Inquiry Survey (Arbaugh, et al., 2008). The researcher developed the 14 item, RN-to-BSN Student and Program Characteristics Questionnaire, which is based on key characteristics of RN-to-BSN students and program characteristics of online education. The setting for this study was internet based, and a purposeful convenience sample consisted of 239 online RN-to-BSN students in the United States. Descriptive statistics, confirmatory analysis of the MCLPS, Pearson Product Moment correlations, and Independent t tests were conducted. Multiple logistic regression was also used to answer the research questions. A weak negative correlation (r =-.192, p
Author: Crystal Sims
Publisher:
ISBN:
Category :
Languages : en
Pages : 216
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Book Description
Brief Literature Review - Adult learners are leading the forefront in advancing their knowledge and skills by accessing online professional development. Structuring a learning model that embraces the characteristics of adult learners provides a learning environment that increases the chance for the learner to be successful (Harris, 2003; Kenner & Weinerman, 2011). The Community of Inquiry Framework (CoI) identified three interdependent elements essential to provide an engaging educational experience (Garrison, Anderson, & Archer, 2000). Further understanding and incorporating the elements that contribute towards an engaging educational experience in online professional development courses will help institutions meet the needs of today's adult learners and remain competitive in today's market. Statement of the Problem - Many higher educational institutions are offering non-traditional options that allow adult learners to participate in professional development training that is convenient and flexible. The market is saturated with private and public online training resources that allow professionals to meet their day-to-day responsibilities while maintaining control over when and where they can access training through the convenience of a computer. In order to be competitive, organizations need to offer engaging learning experiences that include the necessary elements to engage adult learners in order to assist them in meeting their educational learning goals. This research examines the experiences of students who have taken an online professional development program and what factors contribute towards creating an engaging educational experience in order to contribute towards the knowledge so that institutions can remain competitive in today's market. Methodology - The study used a combination of methods to conduct research gathering data from students who had completed at least one online professional development course for continuing education in the last three years at a Northern California public university. The study utilized an online survey. A total of 55 students participated in the research. Conclusions and Recommendations - Overall, adult learners in an online professional development course for continuing education had a positive learning experience and would continue taking online courses. The data showed there was overall agreement that the three essential elements of teaching presence, social presence, and cognitive presence necessary to create an engaging educational experience for adult learners were present during their online experiences. Social presence showed the lowest agreement value. The top three most valuable aspects of the online courses perceived by the adult learners in this study were flexibility, structure and convenience. In addition, qualitative analysis showed that adult learners are seeking online learning as a valuable way to grow professionally. Special attention should be given by institutions to create engaging educational experiences in their online courses that increase the professional capabilities and capacities of the intended audience in order to remain competitive in today's market for online courses. Future research is needed to understand whether adult learners in professional development programs find value in having social presence in their online professional development experience and how the learning topic and/or the audience influence which elements would be necessary to meet their professional development goals.
Author:
Publisher:
ISBN:
Category : COVID-19 Pandemic, 2020-
Languages : en
Pages : 324
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Book Description
From the current literature, almost all the studies exploring student perceptions towards online learning during COVID-19 have been from outside the discipline of education (Abbasi, 2020; Armstrong-Mensah et al., 2020; Fidalgo, 2020; Miller 2020; Shahrvini et al., 2021) or have explored faculty perceptions towards online learning, and not students (Cutri, 2020; Kidd & Murray, 2020; Obrien et al., 2020). The research questions for this research are, what are the perceptions, attitudes, and overall learning experiences of the Bachelor of Education students towards online learning? What is the student preference, online, or in-person instruction? What potential changes (if any) should be made to online learning in the future to enhance the student learning experience? The sample for this study was Bachelor of Education students at a Nipissing University in the province of Ontario with a sample size of 166 participants. A mixed methods convergent research design was used to synthesize both the quantitative and qualitative data. The results from this study reveal most students prefer learning in person (62%), few students value group work online (18%), most students have difficulty communicating with their instructor (72%), and student learning format preference influences their perceptions towards online learning. The attitudes, perceptions, learning preferences, and recommendations students have towards online learning can potentially enhance and guide the use of online learning in the Bachelor of Education program going forward.
Author: Patrick R. Lowenthal
Publisher: Routledge
ISBN: 1000021750
Category : Education
Languages : en
Pages : 182
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Book Description
This book is an investigation into the role which social presence and identity play in online learning environments. Scholars across disciplines have grappled with the questions of what it means for a person to be and to interact online. In the context of online learning, these questions reflect specific concerns related to how well people can learn in a setting limited to mediated interactions and lacking various communication cues. For example, how can a teacher and students come to know each other if they cannot see each other? How can they effectively understand and communicate with each other if they are separated by space and, in many instances, time? These concerns are related to social presence and identity, both of which are complex, multi-faceted, and closely interrelated constructs. The chapters in this book consider how online learning has developed and changed over time in terms of technology, pedagogy, and familiarity. Collectively these chapters show the diverse ways that educational researchers have explored social presence and identity. They also highlight some of the nuanced concerns online educators might have in these areas. This book was originally published as a special issue of Distance Education.
Author: Sherry Anne Chance
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 138
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Book Description
Nontraditional adult students in higher education must balance a multitude of responsibilities while completing their college education. This student population juggles work, family, and college coursework. To maximize options for this student population and meet their needs, institutions of higher education have developed alternative modes of instruction, such as hybrid classes, which use both face-to-face instruction and online instruction. Delivering alternative options for instruction provides the convenience and flexibility that adult students need. However, it requires educators to design courses and create a campus climate that promotes student engagement. Research supports the theory of student engagement as a predictor of student success and degree completion; thus, the hybrid format is intended to facilitate a greater degree of engagement. This case study explored undergraduate nontraditional adult learners' perceptions of hybrid classes and student engagement in this alternative format. This study drew upon the research literature bases of adult learners, nontraditional students, student engagement, online and hybrid course design, and social presence.
Author: Jeffrey Barnette
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 0
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Book Description
The purpose of this study was to research ways and methods that faculty establish instructor presence in an online learning environment in higher education, and how those methods impact students in these learning environments. More specifically, this study analyzed instructor presence by seeking answers to the following question: What online instructional practices do students perceive as valuable to their learning? This study took place at a small, Catholic, liberal arts southeastern university. This study focused only on students enrolled in the distance education program that is offered online. Although some of the students in the online program were traditional college-aged, the majority of them were non-traditional students, many of whom work full-time and balance their school responsibilities with work and family obligations. The University's online program attracts a large number of active or former military students, military spouses, and first-generation college students. The primary data source for the study was a survey that focused on indicators of instructor presence. The instructor presence indicators were compiled primarily from instruments designed to measure instructor presence in online courses and many of the indicators were drawn from the social and teaching presence scales of the Community of Inquiry (COI) instrument by Garrison, Anderson, and Archer (2000). Other indicators were developed from the cognitive presence scale and were centered on the types of actions an instructor might take to maintain these conditions. The overall intent was to create a broad, yet inclusive list of the type of actions an instructor would typically take in designing, delivering, and monitoring an online course (Sheridan & Kelly, 2010). Results suggested that students perceived the instructional practice of making course requirements clear as valuable. Students reported that they also perceived the instructional practice of instructors providing timely communication to students' questions/concerns as valuable. Participants also recognized that timely feedback on assignments and projects was valuable to student learning. Students also perceived the instructional practice of creating a course that was easy to navigate as valuable. While some students reported the use of discussion forums to be perceived as valuable, this practice was not reported to be perceived as valuable as the other instructional practices. The same was true for establishing a sense of community in an online course as well as engaging in a real time synchronous chat sessions. This study has both practical and theoretical implications in online course design, distance education delivery, and online pedagogy. Recommendations for the program under study were also provided.
Author: Cathy Sue Bouras
Publisher:
ISBN:
Category : Distance education
Languages : en
Pages : 268
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Book Description
Author: Randi Leigh Kirkland
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 175
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Book Description
Online learning is experienced by students and instructors at many universities, and enrollment has continued to increase in recent years (Legon & Garrett, 2017; Legon & Garrett, 2018). Several researchers have identified elements of instructor presence or the various roles instructors play in courses (Garrison, Anderson, & Archer, 2000, Richardson et al., 2015) and how those elements affect students (Hosler & Arend, 2012; Ladyshewsky, 2013; Lear et al., 2009; Ma, Han, Yang, & Cheng, 2014; Tanner, Noser, & Totaro, 2009). The purpose of this qualitative study was to explore the perceptions of instructor presence and its effects on students through the lens of both instructors and students. Instructors and students in undergraduate online courses shared their experiences regarding the elements of instructor presence. Qualitative data were collected through individual instructor interviews, student participation in an individual interview or online qualitative survey, and end of semester student surveys. There were many consistencies between students and instructors of the same course. The two groups usually agreed on whether or not the course went well. In some courses, the instructor assumptions of what students experienced were in line with the students' reports. There were, however, some discrepancies in areas such assessment feedback, grading practices, and web-conferences. Overall, study results showed that instructors and students find course organization and consistency to be beneficial in providing a good experience and keeping students on track. Instructors provided varying degrees of feedback on assessments, and some students indicated the desire for more detailed or timely feedback. Students and instructors indicated communication as vital for an online course. While not experienced often, technology issues can greatly deter a course. Several instructors expressed that they cared about the students' success in their course and careers. Students shared their appreciation for instructors caring about them and how it affected their attitude toward or participation in the course. Instructors also showed that they cared about their students' success beyond the classroom by taking steps to help students gain skills needed in their profession or discussing career options. Some students noted that they had applied course concepts in their jobs.
Author: Paula B. Doherty
Publisher: Universal-Publishers
ISBN: 1581121067
Category : Education
Languages : en
Pages : 238
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Book Description
Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll. The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via WashingtonONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect. The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber-research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
Author: Aehe
Publisher: John Wiley & Sons
ISBN: 1119000750
Category : Education
Languages : en
Pages : 144
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Book Description
What makes online learning engaging to students? Engagement depends upon designing learning that is active and collaborative, authentic and experiential, constructive and transformative. While students and instructors can inadvertently act in several ways to decrease student engagement in online coursework, research indicates a range of options that have been proven to engage students in their online courses. This report explores the learning theories, pedagogies, and active learning options that encourage student engagement, push them to think more deeply, and teach them how to learn. It guides instructors on how to evaluate the effectiveness of technological and software tools, and to evaluate and assess the activities, learning, and retention occurring in their online classes. Finally, it will help instructors find inspiration for engagement from the face-to-face settings that can be translated into the online environment. This is the 6th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
