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Higher Education

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Blended Teaching in Health Professions Education

Special Issue: Blended Learning Technologies in Healthcare

By Anita Samuel / February 2, 2023

Healthcare professionals (doctors, nurses, dentists, etc.) use cutting-edge technologies in patient care. They interact with technologies daily. However, the use of technology for education has not been widely adopted by healthcare professions educators. This special issue explores how educators in different healthcare professions have adapted their teaching to the online environment. The articles in this special issue showcase the use of educational technologies in a broad health professions landscape: dental education, nursing education, medical school, and medical residency programs. » [Full Article]
TYPE: HIGHER EDUCATION

Cross-institutional Leadership Collaboration: Toward the development of a peer-mentoring framework of practice in adult online education

By Haijun Kang, Rachel Ohmes / August 25, 2022

Because of high economic volatility, ongoing competition intensification, and the recent COVID-19 global pandemic influence, more and more education institutions are looking for efficient ways to serve their adult learner population. This article introduces a peer-mentoring framework of practice to help education institutions develop healthy cross-institutional leadership collaborations. This framework builds on three pillars: Developing a shared vision, respecting diversity and differences, and streamlining communications. An adult distance education consortium located in the U.S. is discussed as an example to illustrate how this three-pillar peer-mentoring framework of practice can be used to help make cross-institutional leader collaboration a success. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT, MANAGEMENT

Outsourced Professional Development for Online Instructors: Recommendations from research

By Ling Zhao, Raymond Dixon, Tonia Dousay, Ali Carr-Chellman / April 18, 2022

To improve the quality of online teaching, institutions typically provide structured professional development in the form of institutional teaching or learning center programming. This programming typically focuses on teaching and learning quality, transitions to online teaching, pedagogies, and new technologies. This article reports on the use of outsourced professional development along with faculty responses to the program. Use of an outsourced program was attractive to faculty who wanted to have another institution's name on their vita. Seventeen faculty completed the professional development program and eight shared their reflections on this inquiry. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT

Is My Classroom Flipped? Using Process Mining to Avoid Subjective Perception

By José Francisco dos Santos Neto, Sarajane Marques Peres, Paulo Correia, Marcelo Fantinato / December 31, 2021

Flipped classroom is an active learning method that encourages students to access study material prior to class time. Ensuring the flipping process took place, understanding how it occurred, and verifying whether it produced positive results has been a challenge for lecturers. In this article, we analyze a flipped classroom scenario through process mining techniques. Process mining was applied to an event log provided by a learning management system that supported a particular undergraduate course offering. The outcomes provide evidence for the flip of the classroom, adding precision and reliability to lecturer analyses. » [Full Article]
TYPE: HIGHER EDUCATION

Conversation-Based Assessments: Real-Time Assessment and Feedback

By Seyma N. Yildirim-Erbasli, Okan Bulut / December 24, 2021

In recent years, substantial progress has been made in the application of technology for learning environments to support interaction and learning. However, current digital assessments still need to be modified to measure student learning in more engaging and effective ways. Conversation-based assessment (CBA) advances the conventional digital assessments by creating a conversational environment between test-takers and agents where each test-taker receives feedback for their correct responses and hints or follow-up questions for their incorrect responses through a natural conversation. This work provides a summary of CBAs by discussing their advantages and differences from conventional digital assessments. » [Full Article]
TYPE: HIGHER EDUCATION

The Power of Weekly Group Video Recordings in Asynchronous Courses

By Danielle Geary / November 10, 2021

Learning modalities and technology offer dozens of ideas on how to teach online, but still, two things often seem to be missing in the online classroom: class interaction and efficient grading and feedback. In this article, the author describes in detail two kinds of weekly recording activities that greatly add to student engagement and learning in asynchronous courses. Students can be a rather passive audience, but they become much more active in group-conversation video recordings in which the instructor is not present but does provide feedback upon review of the recording. » [Full Article]
TYPE: HIGHER EDUCATION

A future of assessment without testing

Special Issue: Advancing Beyond Multiple Choice eAssessment

By Kristen DiCerbo / September 30, 2021

As with most aspects of life, assessment practices have been challenged by the events of 2020. The combination of the consequences of COVID-19 restrictions and the increased awareness and reckoning with systemic racism requires the field to take a hard look at our assessment systems. The main function of assessment is to gather evidence by which one makes inferences about what people know and can do. Over the past decade, our digital capabilities have increased exponentially and offer the potential to approach assessment differently. We now have digital learning environments that capture the actions of students as they engage in learning activities. » [Full Article]
TYPE: HIGHER EDUCATION

Adaptive knowledge assessment using advanced concept maps with logic branching multiple-choice Google Forms

Special Issue: Advancing Beyond Multiple Choice eAssessment

By António Fonseca, Hugo Faria / September 30, 2021

Concept maps (CM) are a learning tool that has emerged into an efficient e-learning and e-assessment knowledge tool. The aim of this research is to propose and share the most important aspects, practices, and achievements of using, with science teachers and a master student, a combination of a metacognitive tool-advanced concept mapping (ACM) to assess mental models with immediate real-time feedback assessment tool. The use of the logic branching feature of multiple-choice Google Forms (MCGF) may enable teachers to customize surveys and to assess within many students' high order thinking skills, with the convenience and efficiency of an automatic grading system. » [Full Article]
TYPE: HIGHER EDUCATION

Student Interactions in an Introductory Activity of an Online Course by Ethnicity and Gender

By Jon Ernstberger, Justin Fetner, Kyle Gutowski, Patrick J. Riley, Nick Stavrow / September 28, 2021

In an online, general education course, for a course grade, students were to submit video posts to an introductory course activity. Student responses (by text) were also required for that activity. Initial posts and responses were cataloged by race and gender across multiple sections of the course through multiple semesters and years. Statistical tests were performed to analyze mean numbers of responses and determined that evidence supported that different numbers of responses occurred depending on the race or gender of the original poster, but not both the race and the gender. » [Full Article]
TYPE: HIGHER EDUCATION

Preparing Adult Learners for Success in Blended Learning through Onboarding: A pilot study

By Anita Samuel, Steven Durning, Holly Meyer / September 20, 2021

Blended learning offers adult learners unique opportunities for instructional continuity given work and personal commitments. However, learners participating in blended learning may experience a sense of isolation and/or problems with technology. To address the challenges of a blended program, an expanded orientation, called "onboarding," was designed to ensure learners feel connected to their program and clearly understand the programmatic requirements. Onboarding spans six months and includes a series of activities to provide learners with technological, interaction, and self-directed learning skills needed to succeed in a blended program. Results from the evaluation survey reveal that learners feel most engaged with the program through one-to-one interactions with their academic advisors and interactions with peers in an online discussion board. » [Full Article]
TYPE: HIGHER EDUCATION

Gender Differences in Online Learning: Insights from recent graduates

By Melissa Venable / June 28, 2021

How might the online learning experience, and the support required for success, differ for men and women? New survey research captures insights from 505 participants, including 295 women, who graduated from online programs between 2015 and 2020. This article provides an overview of the characteristics of online students, highlighting the challenges female students face and considerations for supporting their success. Differences in demographic characteristics across gender were found in the areas of degree level and academic major, income, age, and ethnic diversity. More men chose computer and information sciences majors, while more women were in healthcare and education. Female students were also younger and at lower income levels than their male counterparts when they were enrolled in their online programs. » [Full Article]
TYPE: HIGHER EDUCATION

The Burden of Alleviating the Burden During a Pandemic: Emotional literacy as a tool for online course design, adaptation, and evaluation

By Petra Robinson, Maja Stojanović / April 23, 2021

During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION

Strategies to Build Student-to-Student Rapport in Online Adult Learning Courses

By James Kennedy / February 24, 2021

Students in online classes may have difficulty or believe they cannot develop a rapport with fellow students. There is significant research that indicates that this rapport greatly increases the student?s success in a class. Students can easily build rapport in an in-person classroom and often the instructor is not involved. However, in the online classroom, the problem becomes how do students build this rapport when they only see each other in a virtual space in the classroom to help increase their learning and course success. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT

Attitude of Nigerian Students to Online Learning During the COVID-19 Pandemic

By Ojevwe Blessing Asoro, Oluwaseyitanfunmi Osunade / December 31, 2020

The recent outbreak of the COVID-19 has led to the need for alternate sources of learning for students in tertiary institutions. The use of online learning has been adopted by some students. There has not been any evaluation of students' attitude to online learning during this period. Thus, this study seeks to determine the attitude of higher education students in Nigeria to online learning. Data was collected using an online survey tool. The results show that Nigerian students are engaged in online learning. It was recommended that the certificates be recognized and online learning be introduced to tertiary institutions. » [Full Article]
TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

Facilitating Inspiration: Design of the Textiles Archive Design Application (TADA)

By Dan Spencer, Chris Willis, David Tredwell, Jessica White, Kayla Briska / December 10, 2020

A key goal of textile design education is to provide students entering the field opportunities to develop a strong design process, and beginning students, in particular, must learn about helpful concept development resources and how to use them to initiate design work and provide direction for further research. In addition, sources of inspiration serve an important role in the development of the design process by activating, prompting, and guiding designers? activities. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION

How to create an academic blog: Tone, audience, credibility, and potential currency

By Simon Lambe / November 30, 2020

This case study offers guidance and advice on creating an effective blog, based on the author?s experiences of running his own blog, hosted on WordPress. The article covers some of the essential issues, including tone, audience, credibility, and potential currency, before outlining three key factors that contribute to a successful blog: time, confidence, and forethought. The article provides help to an academic audience in that it offers suggestions around how to soften academic tone for a general audience as well as how blogging could potentially be used in a meaningful way as a form or formative or summative assessment. » [Full Article]
TYPE: HIGHER EDUCATION

Motivating Learning by Playing Animal Crossing New Horizons: A trending game during the COVID-19 pandemic

By Xi Lin, Shu Su / November 25, 2020

The immersive and engaging nature of video games has been a promising and effective environment for learning. This study first introduces a motivational learning framework for game-based learning, then takes a recent popular video game, Animal Crossing New Horizons, as an example to further discuss the application of the motivational learning framework. It is expected that more features will be developed in the future in this game to bring more educational benefits for its players. » [Full Article]
TYPE: HIGHER EDUCATION, NONFORMAL/INFORMAL LEARNING

Examining Chinese and American Online Learning

By Francis Stonier, Geping Liu, Liang Yu / October 30, 2020

Through a collaborative opportunity, educators from the U.S. and China share examples and comparisons of online learning, or distance education, occurring in their respective nations. This article draws from experience on both sides to explore online course design, learning management systems (LMS), and course evaluation. In all situations, the universities had well developed online offerings for students. However, as LMS and support were similar in the U.S. when compared to Chinese counterparts, variance was visible in a number of areas. Discussion stems from the perceived strengths and weaknesses of distance education foundations, training, and support. » [Full Article]
TYPE: HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

How Instructors Learn to Teach Online: Considering the past to plan for the future

By Steven Schmidt, Elizabeth M. Hodge, Christina M. Tschida / October 22, 2020

The onset of the COVID-19 Pandemic had major effects on all aspects of higher education, including the way in which courses were taught. Literally, overnight, courses that were taught face-to-face were moved online, and face-to-face instructors of those courses became online educators. Now, several months into the pandemic, it has become clear that instructors at colleges and universities today must be able to teach both online and face-to-face, and they must be able to move from one medium to the other as circumstances dictate. However, that is not easy to do, as learning to teach online takes time, and involves a good deal of effort. » [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT

What Facebook Taught Me About Research

By Lee Heller / September 30, 2020

Distance education has exploded, in recent years, with more students taking online courses than ever before. However, despite the explosion in online course takers, the number of students who are not completing their online degree programs is also growing. Online students report feeling isolation, and a disconnect with their classmates and educational institution. Another phenomenon, social media, has also experienced explosive growth, including the largest in modern society, Facebook. The goal of my research study was to understand if there could be a connection between the use of social media, specifically Facebook and Facebook Messenger, and the isolation that distance students experience. » [Full Article]
TYPE: OPINION, HIGHER EDUCATION

Three Things to Consider Before You Kick Off Synchronous Office Hours in Online Classes

By Nathan Pritts / August 28, 2020

Running synchronous online office hours in a predominantly asynchronous classroom environment presents challenges to the learner as well as to the instructor. Establishing a process, and planning to overcome barriers from both sides, can be broken into a three-step process, which should help teachers, and students operationalize this powerful strategy. » [Full Article]
TYPE: HIGHER EDUCATION

Facing Global Health Crises Using Mobile Communications: An international virtual exchange experience

By Rosalie Barreto Belian, Lucas Sampaio Leite, José Luiz Lima-Filho, Laura Geer / July 30, 2020

This work reports on an international virtual exchange experience based on a digital health discipline that embedded a shared module with curricula addressing mobile communications to face health crises. This course took place in the context of COIL through a partnership between the Federal University of Pernambuco and the SUNY Downstate School of Public Health. The purpose of the experience was for students to develop skills to collaborate in teams made up of health professionals from different countries. The students were able to analyze specific population contexts concerning their communication resources and propose mobile communication strategies to face health crises. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION, INTERNATIONAL ONLINE EDUCATION

Creating an Active Learning Environment using Reproducible Data Science Tools

By Randal Burns / June 30, 2020

After a decade of struggle to help students install and launch machine virtual machines in the cloud, the author migrated his computer science course to the Gigantum data science platform, which automates the delivery of complex software configurations. The goal was to make it easier for students to complete projects so that they could focus on programming rather than system administration. In the process, lectures were redesigned into an active learning experience in Jupyter notebooks in which students run and modify examples as they are presented and can reproduce exactly all work that they have done or has been demonstrated. » [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION

What about online doctoral students? A review of e-Learning literature

By Kristina McGaha, Diana Hart, Wendy Aoki / April 30, 2020

Recent increases in accessibility, enrollment in e-learning, and diversification of distance learning format delivery (such as MOOCs) have put e-learning in a state of perpetual evolution. The result is a dynamic environment where research as recent as five years ago may no longer be relevant. A review of contemporary e-learning research is needed to understand current trends in the industry of e-learning as well as determine where further research is needed. This article describes six themes identified in the literature by reviewing journal articles centric to e-learning from 2014 to 2019 using qualitative content analysis. The themes represent what is largely covered in the literature (e-learning anxiety, e-learning pedagogy, and student-centered models), and what is underserved in the literature?namely the dissemination and investigation of online doctoral programs. » [Full Article]
REVIEW: LITERATURE, TYPE: HIGHER EDUCATION

Helping learners as they construct knowledge: How can instructors leverage research findings

By Viswa K. Viswanathan / March 31, 2020

The author presents research-based principles that can improve the recall of factual subject matter using existing features in LMS tools, apps, and other methods to meet targeted learning goals. » [Full Article]
TYPE: HIGHER EDUCATION