Hoy traemos a este espacio el último número de ojdla. Online Journal of Distance Learning Administration, concretamente el Fall 2011 - Volume 14 Issue 3.
The Online Journal of Distance Learning Administration is a peer-reviewed electronic journal offered free each quarter over the World Wide Web. The journal welcomes manuscripts based on original work of practitioners and researchers with specific focus or implications for the management of distance education programs.
Contingent and Tenured/Tenure-Track Faculty:
by Diane Chapman
The number of distance education (DE) offerings, including programs and courses, continue to grow in higher education. The current economic hardships have only increased the demand. However, with this increase comes the urgent need to maintain a reliable and consistent DE faculty. This need is complicated by the increasing reliance on contingent faculty to teach DE courses. While previous research has focused on the motivators and incentives of DE faculty members, little has been explored about the differences between the contingent and tenured/tenure-track instructors. This paper reports the findings of a study focused on the motivations of and incentives for two groups of faculty members who teach distance education courses, tenured/tenure-track and contingent. The study compared the motivators and incentives that drive each group's decisions to participate in DE instruction.
Maximizing Learning Using Online Student Assessment
by Patrice Boyles
As the technological age reaches its peak, so does the need to improve assessment for online instruction. Assessment includes all activities that teachers and students undertake to get information that can be used to improve teaching and learning (Black and William,1998b). Assessment is a critical factor of the learning environment. The popularity of distance education and online assessment has forced educational institutions to revise delivery methods, reshape teaching methods and reevaluate learning environments. The transformation in delivery of instruction has consequently brought on the need to reassess how educational institutions are implementing online assessment. According to Allen and Seaman (2008), over 20% of all students took at least one online course in 2006; consequently this has brought more attention to the quality of online instruction. Today, educators are wavering in new territory and educational institutions are forced to adapt to an online environment and change curriculum to meet the needs of learners. The purpose of the study is to investigate pre-service teachers' perceptions of online assessment and its impact on student learning. . .
Creating a Supportive Culture for Online Teaching: A Case Study of a Faculty Learning Community
by Mei-Yan Lu
This case study describes the creation of a supportive culture for online teaching at a western university that was transitioning to a new learning management system. The case study highlighted the creation of a faculty learning community as one strategy to address the challenge of faculty working through a change process. The faculty learning community provided a space for the development of best practices in teaching, drawing from the pedagogical experiences of teachers from diverse disciplines. The learning community also provided a venue for expanding the technical knowledge level of faculty members with a range of comfort levels with varied technologies.
|Exploring Cloud Computing for Distance Learning |
by Wu He
by Michael Hall
The McVay Revised Readiness for Online Learning questionnaire was given to 116 traditional on-campus and 31 distance education students. The students were enrolled in an introductory class in computer applications on an urban campus of a mid-western community college. Multiple regression equations were developed with the survey scores and the student's declared major to determine the extent to which the questionnaire score predicted final semester grades. Although the student's declared major explained most of the variance in their final semester grades, the questionnaire score explained 10% of the observed variance in the final grade in the distance education student group. The questionnaire score was not statistically significant for traditional on-campus students. A suggested cutoff score for the questionnaire was calculated and implications for administrative practice are outlined. Recommendations for further research are suggested.
|Information Found and Not Found: What University Websites Tell Students |
by Katrina Meyer
This study investigates how graduate students experience their university websites, or the institutional "virtual face." The sample included graduate students admitted to online and blended higher education programs at Texas Tech University and the University of Memphis. A total of 42 students provided open-ended answers to questions about information they needed, could not find, or found with much effort. Their responses paint a picture of adult students who often struggle to find basic information or services (e.g., email login, registration) on institutional websites that are important functions for graduate students. They were also asked what messages the websites produced and should produce and who the intended audience was. The students perceive the audience to be students, but still find the messages mostly to be about marketing the institution rather than addressing their functional needs.
Rapid Development of Hybrid Courses for Distance Education: A Midwestern University's Pilot Project
by Jodi Rust
A Mixed Model Design Study of RN to BS Distance Learning: Survey of Graduates' Perceptions of Strengths and Challenges
by Leonard Lock,
In this issue, we have eight articles on topics ranging from faculty incentives to student assessment to university websites, and more. Diane Chapman of North Carolina State University shares her research about what motivates faculty, both tenure-track and contingent, to teach online. This area always needs further research because it changes so rapidly. Many of the reasons that faculty choose to teach online today are quite different than the reasons of two years ago, five years ago, and ten years ago. In many cases, the offering of online programs is essential to the survival and certainly the prosperity of some programs. Thus, we see that online teaching is becoming more of an expectation and less of an option. This brings me to another area where I’d like to see more research, and that is how programs should be selected for online delivery. Do we put our most popular programs online to provide accessibility to a greater number of students? Or, do we put small, struggling, but important programs online in the hopes that increased enrollments will enable their continuance? Likewise, is it better to put the most popular programs online – the ones that have proven successful at other institutions? Or is it better to avoid these duplications and offer online programs in niche areas of institutional specialization? I’d love to hear your thoughts – informal or in a full-blown article. Happy reading and enjoy the fall.
Melanie N. Clay, Ph.D.
September 15, 2011
Fuente: [ojdla ]