A Comparison of Text,Voice, and Screencasting Feedback to Online Students

The emergence of simple video and voice recording software has allowed faculty to deliver online course content in a variety of rich formats. But most faculty are still using traditional text comments for feedback to students. The author launched a study comparing student and faculty perceptions of text, voice, and screencasting feedback. The results provide some interesting insights into the advantages and disadvantages of different forms of feedback. The author finishes with best practices for providing screencasting feedback to students.     

Student Perceptions as Distance Learners in Internet-Based Courses

With the increasing prevalence of Internet-based courses in higher education, it is important to examine students' experiences to provide an optimal learning environment. This research found that students reporting positive attitudes about their online course experience exhibited attributes of constructivist learners, including self-direction. Students with negative attitudes seemed less able to understand the course content and to trust self-assessment of their learning, and reported the need for more guidance. In addition, students' expectations were a determining influence in their online course experience and strategies. This study also explored strategies that students use to be successful and discusses ways by which instructors can recognize and meet the needs of a wide range of learners.     

Online Discussions Improve Student Perceptions of Instructor Efforts to Relate Faith to Learning in Graduate Occupational Therapy Courses

This article presents the results of a retrospective controlled study conducted in a graduate occupational therapy program. The study examined the effect that an online discussion targeting integration of faith and learning had on student perceptions of instructor effectiveness in relating faith to learning. This study addresses the following question: Does the addition of a single online discussion targeting integration of faith and learning in graduate occupational therapy courses significantly increase student ratings on a course evaluation question addressing faith–learning integration? This study also asked two secondary questions:

1. Do online students and face-to-face students both respond favorably to the addition of an online discussion targeting faith–learning integration?

2. Do students in three different courses all respond favorably to the addition of an online discussion targeting the integration of faith and learning?

Data were collected from three different courses taught by the same professor between Fall 2009 and Fall 2013 (four sections of each course; N = 138). The ordinal data were analyzed using nonparametric tests to determine significant differences and effect sizes. The results indicated that the addition of a single online discussion addressing faith–learning integration can significantly increase student perceptions of instructor effectiveness in such integration within graduate occupational therapy coursework, both in face-to-face and online learning environments. These findings provide support for the use of online discussions to challenge students to integrate Christian faith beliefs with what they are learning in their area of study.     

Relations of Student Perceptions of Teacher Oral Feedback With Teacher Expectancies and Student Self-Concept

In this article, the authors investigated the relations of students’ perceptions of teachers’ oral feedback with teacher expectancies and student self-concept. A sample of 1,598 Taiwanese children in Grades 3 to 6 completed measures of student perceptions of teacher oral feedback and school self-concept. Homeroom teachers identified students for whom they had high or low expectancies. Discriminant analysis indicated student perceptions of positive and negative academic oral feedback were more important than nonacademic feedback in predicting teacher expectancies. A 2-way multivariate analysis of variance showed that boys perceived more negative oral feedback than did girls, and fifth-grade students perceived more negative oral feedback on academic and nonacademic domains than did the third- and fourth-grade students. Furthermore, structural equation modeling results indicated a particularly strong relation between positive academic oral feedback and academic self-concept.     

Comparing Faculty and Student Perceptions Regarding Factors That Affect Student Retention in Online Education

This qualitative study compared faculty and student perceptions regarding factors that affect student retention in online courses in an attempt to more effectively address the problem of attrition. A grounded study method was used to interview students taking online courses, analyze their responses related to the critical factors that affect student retention, and compare them with those given by expert online faculty documented by Gaytan (2013). Among the various findings, two are considered critical: online students would like to receive more instruction from their professors and more comprehensive feedback that would allow them to engage in corrective behaviors to improve performance. Comparing faculty and student responses related to the factors that affect student retention could give online program administrators and faculty advisors a better understanding of these critical factors to be able to respond to the student retention challenge more effectively.     

Student Characteristics That Predict Persistence in Community College Online Courses

Abstract

This study examined the student characteristics of learning style, locus of control, computer experience and access, and online course experience on persistence of community college students in online courses. An online survey instrument based on the Barsch Learning Style Inventory (1996 Barsch, J. 1996. Barsch learning style inventory, Novato, CA: Academic Therapy Publications.  [Google Scholar]), the Abbreviated Measure of Internal–External Locus of Control (1974), and a computer experience scale that was developed by the researchers was completed by 225 students enrolled in online courses at five Florida community colleges. Logistic regression analysis identified a three-variable model (auditory learning style, grade point average, and basic computer skills) that was significant in predicting online student success. Academic and student support interventions are suggested for community college students who may be affected by these predictors.     

The Role of Student Characteristics in Predicting Retention in Online Courses

Given the continued issue of student retention for online classes, past research has suggested several “retention strategies” focused on engaging students as a way to reduce their withdrawal rate from these classes. However, a recent study testing the effects of these strategies on retention in online undergraduate business courses (Leeds et al., Int J Manage Educ 7(1/2), 2013) did not show empirical support for the effectiveness of such strategies. Taking an alternative approach that focuses on individual characteristics of students, this study takes a broader view and examines previous research literature on traditional face-to-face classes to determine how individual characteristics of students may be associated with the likelihood of withdrawal from online classes. Using a sample of undergraduate students (n = 2,314) from a large state university, results from this study identified prior performance in college classes (cumulative GPA) and class standing (senior vs. non-senior) as significant student characteristics related to student retention in online classes for all students. Other factors significantly related to retention rates for students with certain characteristics or within certain majors include previous withdrawal from online courses, gender, and receipt of academic loans.     

Missing the Chalkboard: Using Screencasting in the Online Classroom

This article describes the use of screencasting in online education courses. It defines and explores screencasting and how it can be used in online class environments. It also defines and gives a history of screencasting as well as examines how it can be used in a college online classroom. The article explains the step-by-step process for creating a screencast and the reasons why it would help online educators. Moreover, it presents how screencasting can be applied to various teaching settings and provides links to various free and fee-based online screencasting tools. This hands-on approach to education provides teachers with a creative and timely way to promote 21st-century learning in and out of the classroom.     

Student Assessment in High-School Social-Studies Courses in Turkey: Teachers' and Students' Perceptions

This study investigates the assessment strategies used in social-studies courses at the high-school level in Turkey and examines how teachers and students perceive them. Results indicate that short-answer tests are most frequently used to assess student performance, followed by oral tests. Multiple-choice and essay tests are also occasionally employed. Teachers tend to be satisfied with these assessment strategies, but suggest that alternative modes of assessment should also be considered. Students do not find such tests adequate for assessing their real performance in social-studies courses.     

The Impact of Exam Environments on Student Test Scores in Online Courses

While enrollment in online courses has tripled in ten years, little is known about the impact of different exam-taking environments on learning. A recent study of economics students found that online students taking un-proctored exams scored one letter grade higher than online students taking proctored exams. However, there were no apparent systematic safeguards against cheating in the un-proctored section. This study adds to the literature by comparing student’s performance in online classes with proctored exams to the performance of online students in a carefully controlled online testing environment (Respondus Lockdown Browser [RLB]). Methods: Data refer to 287 students enrolled in a criminology course at a Carnegie research-extensive university. The experimental group consisted of students in online sections who were called back to campus to take exams in a proctored environment. The control group took exams off campus using RLB. All sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. The central independent variable is the type of exam environment: proctored vs. the RLB environment. Results: Controlling for other constructs, there was no significant difference between student exam scores in the proctored sections and the sections employing RLB. Conclusion: The results suggest that the judicious use of RLB can level the playing field between exam scores in proctored vs. nonproctored online sections. Technology such as RLB, which minimizes opportunities for cheating online, may provide tools for fairness in grading. Future work is needed for other courses, other fields, and other types of academic institutions.     

Bumps in the Road: Exploring Teachers' Perceptions of Student Stress and Coping

Among the most visible advocates for children is the elementary school teacher, who plays a crucial role in helping students identify and cope adaptively with stress. For teachers to perform this role successfully, there must be greater understanding of their perceptions of student stress, coping, and teacher-guided approaches for support. Using a social constructivist paradigm, this study explored the perspectives of eight teachers (grades 3-5) from two schools in the southwestern United States. By integrating phenomenology (qualitative) with a modified Q-sort design (quantitative), results show the influences of high-stakes testing and peer conflict as widely discussed in the eyes of teachers. Although experienced teachers appeared confident in their abilities to communicate with children about stress and to generate recommendations for improved day-to-day classroom practice, they also appeared frustrated by the systemic pressures which they perceived as negatively affecting young people. The identified stressors, methods of coping, and recommendations can be used by teachers and other educational practitioners (such as school psychologists and counselors) to facilitate dialogue around children's wellbeing for their school and community.     

Paving the Pathway: Exploring Student Perceptions of Professional Development Preparation in Doctoral Education

The breadth of doctoral education has expanded to include professional development activities in order to prepare students for academic and nonacademic careers. This mixed methods study focused on students’ perceptions of professional development opportunities at a Research One university. The findings suggest that most students feel prepared in scholarly-related activities; but they identify gaps in areas such as preparation for grant writing, teaching, and leading research teams. Statistically significant differences in perceived preparation were noted among disciplines. We offer suggestions for future research in doctoral professional development and recognize the need to expand and diversify centralized, institution-based resources so as to pave the pathway to successful careers for graduate students.     

Chickering's Seven Principles of Good Practice: Student Attrition in Community College Online Courses

As online enrollments escalate, so does concern about student attrition rates. There is an abundance of literature addressing student success in online courses, particularly using constructivist learning theories to create engaging learning experiences. Also emerging from the literature is the Seven principles of good instructional practice by Checkering and Gamson as an accepted rubric for evaluating effective online instruction. This study focused on whether the use of instructional strategies as measured by the seven principles had an effect on student attrition rates in online courses. Full and part-time faculty at three community colleges in Virginia who taught online course(s) in the last three semesters completed an online survey to determine the extent to which they used instructional strategies reflecting the constructivist-based seven principles in their online courses. Scores from the survey were then compared to the attrition rates in their courses. Results indicated both groups strongly used instructional strategies reflecting the seven principles of good practice in their online courses with full-time faculty scores ranging a bit higher. When the results for the principles were examined individually rather than as a set, both groups scored lower on principles reflecting innovative instructional strategies. No relation between the extent to which faculty reported using those instructional strategies and student success as measured by attrition rates were found. However, a moderate relation was found with the third principle, “encourage active learning.” This indicated that faculty who made strides toward actively engaging students found some success in reducing student attrition.     

Exploring the Utility and Student Perceptions of Synthetic Cadavers in an Undergraduate Human Anatomy Course

The synthetic cadaver is a high-fidelity model intended to replace or supplement other anatomy learning modalities. Academic attainment and student perceptions were examined in an undergraduate human anatomy course using a combination of plastic models and synthetic cadavers to learn lower body anatomy (“Experimental group”), compared to a Historical group who used only plastic models. Grades on an upper body test, for which both groups used only plastic models, were compared to ensure that no academic differences existed between groups (P = 0.7653). Students in the Experimental group performed better on the lower body test for which they used both plastic models and synthetic cadavers (median = 73.8% (95% CI: 72.0%-75.0%) compared to the Historical group (70.1% (95% CI: 68.3%-70.7%), P < 0.0001); however, less than half of students (49%) attributed this to the synthetic cadavers. Students' perception of laboratory resources (P < 0.0001) and learning experience (P < 0.0001) both improved with the addition of synthetic cadavers compared to using only plastic models, and 60% of students in the Experimental group agreed that the synthetic cadavers would be a key reason that they would choose that institution for undergraduate studies. This investigation showed improved student grades when plastic models and synthetic cadavers were combined, in addition to improved student perceptions of the learning experience. Results of the student questionnaires also suggested that although synthetic cadavers carry a notable up-front cost, they may be a useful recruitment tool for institutions.     

Exploring Community College Faculty Perceptions of Student Outcomes: Findings of a Pilot Study

This study explored the paradigmatic differences in perceptions of community college faculty employed at select Virginia and West Virginia community colleges collected via a web-based survey. The study is framed within the faculty self-classification along the “hard” and “social/behavior” science paradigm continuum. Given the paradigmatic continuum, faculty perceptions' of student outcomes were examined. Faculty respondents consistently reported the importance of intellectual growth; however, differences in relative importance of outcomes tied to emotional, cultural, and social growth exist. The potential implications of these perceptions on student experiences and outcomes are considered.     

Exploring the Usefulness of Kelly's Personal Construct Theory in Assessing Student Learning in Science Courses

We explore the utility of George Kelly's Personal Construct Theory, specifically his repertory grid technique, to the assessment of student learning in undergraduate science courses. We provide an in-depth review of the assumptions underlying Personal Construct Theory and how these were reflected in the repertory grid technique Kelly developed. We explain how an adapted version of the repertory grid, sharing some yet not all of Kelly's assumptions, was utilised as a research tool in a recent study involving science instructors and their students. We argue that as well as having applicability as an innovative research tool, an adapted version of Kelly's repertory grid is a useful heuristic for university teachers when used as a classroom assessment technique (CAT) and indicate several features it shares with the more widely-known conceptual mapping technique, which has been used in the study of science teaching and learning for many years. We conclude by highlighting several advantages the use of repertory grids has for both students and instructors.     

How Community College Faculty Members May Improve Student Learning Productivity in Their Online Courses

Eleven experienced community college faculty members were interviewed to elicit examples of how they improved student learning productivity in their online courses. The 11 faculty members represented eight different states, nine different fields or disciplines, and all were permanent or full-time faculty members at community colleges in the southern or western states. Based on a thematic analysis of the examples given, improvement in student learning occurred by (a) emphasizing seven approaches to increase student engagement, (b) using six different structuring tactics to focus student attention on learning, (c) using assessment techniques to improve learning, and (d) pursuing a personal passion for online teaching. These findings suggest that faculty can and do find ways to use different tools in different ways to improve student learning productivity in community colleges.     

Funds of High School to College Knowledge: Exploring Low-Income Student Perceptions of College Writing

This narrative study tracks low-income student perceptions of college writing. The study uses the Funds of Knowledge theoretical framework to suggest that underperforming high schools—like diverse households and families—socialize students into bodies of knowledge that are academically relevant regardless of whether or not they resemble institutional standards. Findings indicate that students are socialized to perceive college writing in ways that stigmatize high school knowledge and reduce postsecondary opportunity.