Assimilation in Online Course Design

As online education continues to grow, instructors from traditional classrooms are being asked to design online courses. In this study, data from interviews with thirty-three public four-year college and university instructors, who had experience designing online courses, were used to understand the instructor’s perspective on online course design. Using grounded theory, data were analyzed, sorted, and coded to uncover the strategies instructors use to design online courses. Results revealed instructors adapt to the online environment by using strategies to mimic elements of face-to-face courses: in essence, adaption comes through assimilation. Instructors expressed interest in helping students navigate online to encourage active participation in courses. They described using technology and learning management system (LMS) features (e.g., videos, discussion forums) to “hear” and “see” students, as a way to increase interaction and presence, familiar elements from face-to-face education. They spoke of creating authentic assignments to increase student engagement. The implications of this study include effective design and instructional strategies for online courses, as well as understanding the motivation of instructors who design online courses. The study results are relevant to a broad audience including online instructors, instructional designers, LMS organizations, and administrators.     

Workshop for Graduate Teaching Assistants

There are limited studies with conflicting results examining textbook use and student performance at the university level. To learn more, we surveyed instructors and over one thousand students in 12 undergraduate introductory science courses. The majority (77%) of the students reported reading the textbook either “often” (>75% of the assigned reading) or “sometimes” (25%–75% of the assigned reading). Those who read “often” had better final marks those who read “sometimes,” but surprisingly, those who reported “rarely” reading the textbook did as well as those who read “often.” Perceptions of the usefulness of the textbook were generally more favorable in courses in which some marks were based solely on the readings. We conclude that there appears to be different types of learners: some may need to read the textbook “often” to do well, while others do not.     

“Two Perspectives” on Teaching Crime Films

Due to the media, many students enter undergraduate Criminal Justice programs with biased and/or entertainment-based perceptions about justice generally, and the Criminal Justice system in particular. As a result, many instructors may be compelled to do regular “myth busting” in order to instill a more realistic understanding of Criminal Justice. However, these “myths” hold potential as learning tools in a specific course that confronts and deconstructs them head on. The current paper is about the use of popular media (specifically produced films) as the primary focus of a Criminal Justice course. While such courses tend to be very popular with students, and are potentially very useful in a comprehensive curriculum, there are many considerations when implementing them effectively. Using both student and faculty perspectives, we present the major concerns that need to be considered and addressed when implementing courses that focus solely on Criminal Justice within the popular media.     

Characteristics of effective exams—Development and validation of an instrument for evaluating written exams

Students’ feedback is common in teaching evaluation, but there is no documented instrument enabling instructors to systematically gather relevant student feedback on written exams in higher education. Three studies are described to develop a valid instrument for evaluating written exams. Study 1 analyzes characteristics of effective written exams from the perspective of students and instructors, using qualitative content-analysis. This informs study 2, which analyzes and revises the structure of a questionnaire via exploratory factor analysis. In study 3, confirmatory factor analysis and cross-validation are conducted to confirm the structure found in study 2. Central factors are “Transparency”, “Composition of the exam” and “Students’ workload”. Students’ feedback as assessed by this questionnaire provides reliable feedback to improve the quality of exams.     

Service‐Learning in Supply Chain Management: Benefits,Challenges and Best Practices

Service‐learning (SL) is a pedagogical approach in which students are assigned a course‐related project in a not‐for‐profit organization, and are tasked to apply course content to execute the project. While the benefits are multifarious, only recently have supply chain management (SCM) courses adapted this innovative teaching methodology. The present article aims to popularize this pedagogical concept by providing a detailed overview of the background, development, implementation, and success of an SL project in an undergraduate SCM course; this serves as a “how to” guide for instructors interested in implementing the approach. Compelling evidence for the value of SL is provided by data assessing the students’ learning experiences, and benefits for participating organizations are demonstrated. Caveats and challenges are noted, and ensuing best practices for SL are presented.     

The effect of students’ subject discipline on their m-learning application preferences

The effect of students’ subject discipline on their preferences toward m-learning applications was investigated by using a mixed-method research design. A questionnaire on students’ preferences of m-learning application features was used to collect data from 181 undergraduate students. One-way analysis of variance found a significant difference among perceptions of students from different subject disciplines related to the “collaboration” and “learning” features. Follow-up interviews were carried out to further investigate students’ perceptions. Content analysis revealed that “availability” and “ease of use” were the most preferred features, and “collaboration” and “entertaining” were the least preferred ones. Interview results related to universities’ readiness for m-learning were categorized into (i) universities’ infrastructures, (ii) instructors’ skills and (iii) students’ skills for m-learning. Students indicated their universities’ infrastructures as “moderately ready” for m-learning. They ranked their instructors’ skills as “low”. However, students assessed their own skills as “moderate” for utilizing m-learning in their respective universities.     

DETERMINING THE ESSENTIAL ELEMENTS OF OCCUPATIONAL COURSES

Administrators, instructors, students, and employers need to know the essential concepts taught in occupational courses. In particular, instructors require this information in order to avoid some common teaching traps and to avoid establishing a series of cumulative deficiencies for their students. To provide this information, community college accounting instructors performed a forced Q‐sort of 56 accounting concepts. The high level of agreement on the Q‐sort was evidence for a “community of preference.” Lists of the essential and least important concepts were developed from this community of preference. The Q‐sort appears to be an efficient and effective “method” for determining what emphasis instructors should place on course content items.     

New Books

ABSTRACT

How can we best support instructors to learn, practice, and retain student-centered, active-learning teaching strategies in their undergraduate courses? While approaches like professional development workshops may inspire some, permanent adoption of new pedagogy is rare. Here, we investigate “paired teaching” to achieve adoption and continued use of evidence-based practices. In this model, an instructor with little or no experience in student-centered teaching is paired with an experienced instructor in a semester-long course that has established student-centered pedagogy. This study evaluates information from eight pairs of instructors over a three-year period. Data was collected before, during, and after the paired teaching semester through interviews, written reflections, and teaching observations. Results indicate that paired teaching is beneficial as a professional development model for new instructors who have little teaching experience. The teaching practice of these instructors evolved to be increasingly student-centered, and they continued to use this pedagogy in subsequent classes. More established instructors who were less familiar with active learning showed lower tendencies to incorporate new pedagogies into their existing classes. We suggest best practices to maximize benefits and mitigate challenges associated with paired teaching.     

Passionate pedagogy and emotional labor: students’ responses to learning diversity from diverse instructors

This qualitative study examines emotion themes reflected in student evaluations from required diversity courses at a predominantly white, US public university. We analyze two years of student evaluations for 29 instructors. Situated by the work of Acker, Jaggar, and Hochschild, we find contradictory themes of perceived instructional bias and the value of diversity lessons. Student evaluations result in systematic disadvantage for minority instructors that may be heightened for female instructors of color. Non-minority instructors (both male and female) gain privileges by avoiding dealing with diversity directly which is reflected in student evaluations through the process of “ducking diversity”. The organizational structure of required diversity courses marginalizes the scholarship and emotion work of minority instructors and inherently reproduces the very inequalities they are designed to combat.     

Evaluating the quality of interaction in asynchronous discussion forums in fully online courses

Fully online courses are becoming progressively more popular because of their “anytime anywhere” learning flexibility. One of the ways students interact with each other and with the instructors within fully online learning environments is via asynchronous discussion forums. However, student engagement in online discussion forums does not always take place automatically and there is a lack of clarity about the ideal role of the instructors in them. In this article, we report on our research on the quality of discussion in fully online courses through analysis of discussion forum activities. We have conducted our research on two large fully online subjects for computing students over two consecutive semesters and used a grounded theoretic approach for data analysis. Our results reveal what students and instructors consider as quality interaction in fully online courses. We also propose two frameworks based on our findings that can be used to ensure effective online interaction.     

“互联网+”时代应用型本科院校篮球教学改革研究--以闽南科技学院为例

在“互联网+”时代,很多高校篮球课受传统教学模式影响,没有结合当代篮球发展和当代大学生对篮球课需求的变化而及时改变教学模式。以“互联网+”时代高校篮球教学改革的必要性为切入点,以应用型本科院校——闽南科技学院为例,在全面分析其篮球教学现状的基础上,深入挖掘“互联网+”时代应用型本科院校在篮球教学方面存在的不足,并提出未来应用型本科院校篮球教学改革方向为:更新与完善高等院校篮球课程教学理念,构建高校“互联网+篮球”网络教学平台,创建高校“互联网+篮球”翻转教学方式,建立科学考核机制,优化篮球课评价方法,以期促进应用型本科院校篮球教学的优化发展。     

The efficacy of directed studies courses as a form of undergraduate research experience: a comparison of instructor and student perspectives on course dynamics

Directed studies (DS) courses are widely touted for their ability to enhance research skills in undergraduate students—yet little is known about the dynamics, motivations, and perceived outcomes connected to these specific types of undergraduate research experiences. Building on earlier qualitative research, in this paper we report the results of a self-report survey designed to directly compare instructor and student perspectives on DS course dynamics at a small, liberal arts university. Samples of students who completed DS courses and instructors who supervised them completed a survey assessing their motives, perceived outcomes, and barriers encountered in their course work. Parallel wording of items in instructor and student surveys permitted comparison of perceptions of DS course dynamics. Results indicated that there were many similarities in how both groups approached DS courses but that there were also several important differences in motives and perceived outcomes pointing to the need for greater communication between instructors and students about their expectations for the course.     

Academic Noblesse Oblige

“Hot” or “difficult” classroom moments occur when a student's provocative comment elevates emotions in the classroom and creates an uncomfortable tension. Faculty typically feel unprepared to address these volatile moments, and faculty developers and department chairs are faced with the challenge of boosting faculty confidence and helping instructors build the skills to navigate these unexpected moments. This article examines how case studies can be used to help instructors anticipate difficult moments, practice potential responses, and learn from the collective wisdom of their colleagues. Two case studies based on difficult moments in service-learning courses are included.     

Exploring the Effects of Learning Environment on Transfer,Student Perceptions,and Instructor Accommodations in an Undergraduate Course Sequence

Previous studies have compared student performance for the same or similar classes delivered both online and face-to-face. However, few studies have explored the role that a change in learning environment plays in the student’s ability to transfer skills and knowledge gained in prerequisite courses to follow-on, or post-requisite, courses. The purpose of this study was to examine the relationship between student demographic factors, learning environments, and the transfer of skills and knowledge in undergraduate accounting education. In addition, this study examined student perceptions of online learning both before and after the course learning sequence, and the specific accommodations instructors made to their instructional design to facilitate the delivery medium change in learning environment. Data for this study was collected from 2,324 students and their corresponding instructors participating in a sequence of two undergraduate accounting courses at a large Midwestern U.S. university. Results revealed a positive relationship between a student’s performance in post-requisite coursework and GPA, the number of completed credits, and enrollment status (full or part-time). Instructors made delivery medium specific adjustments in course topic coverage, student participation, and group work to accommodate for the perceived capabilities of the learning environment.     

Strengthening the Conversation in Blended and Face-to Face Courses: Connecting Online and In-Person Learning with Crossover Protocols

There is currently strong and widespread support among university administrators for blended learning at the college level, or courses that incorporate some degree of online instruction. As instructors are called on to incorporate online and face-to-face elements into their instruction, they face the critical question of how to intentionally connect the two modalities in ways that strengthen learning. This article first outlines the historical context of social-constructivism's presence in online instruction, and then presents a rationale for the use of “crossover” discussion protocols that connect online forums and face-to-face discussions. The article argues that by drawing deliberately on the benefits of both online and in-person learning environments, crossover protocols help students make more insightful connections among ideas and push their own—and each others'—thinking in unexpected ways. A set of crossover protocols is then provided, along with considerations for implementing them effectively. These practical strategies for facilitating conversations across the two modalities were developed in the author's undergraduate and graduate level courses in English and education and are adaptable across course levels and disciplines. The article concludes with a discussion of how students experience the learning benefits of crossover protocols.     

走向深度学习:地方本科院校学生学习方式的变革

作为“互联网+”时代全新的教育理念和学习方式变革,深度学习成为地方本科院校学生学习质量的重要表征。深度学习是高阶思维的认知重构过程,是深度参与的交往互动过程,也是积极投入的主体成长过程。地方本科院校学生从浅层学习到深度学习的演进经历了接受学习、参与学习和创造学习三个阶段。从认知内容、学习动机和社会互动三个维度来看,地方本科院校学生深度学习的实现机制和发展价值是:从原理记忆到项目实践的认知内容高阶化,促进学生文化性发展;从被动接受到主动创新的学习动机内化,促进学生自主性发展;从主客体互动到实践共同体的社会交往深化,促进学生社会性发展。基于此,促进地方本科院校学生深度学习的实践策略为:重视价值观引导和生涯规划、重构充满“获得感”的课程体系、创建学习实践共同体、打造智慧学习生态。     

A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses

This paper focuses on two components of a model for online teaching and learning—“teaching presence” and “community”. It is suggested that previous research points to the critical role that community plays in academic success and persistence in higher education. Through a review of recent literature it is proposed that teaching presence–viewed as the core roles of the online instructor–is a promising mechanism for developing learning community in online environments. This investigation presents a multi-institutional study of 1067 students across 32 different colleges that further substantiates this claim. An instrument to assess instructor teaching presence (“The Teaching Presence Scale”) is presented and validated. Factor and regression analysis indicate a significant link between students' sense of learning community and effective instructional design and “directed facilitation” on the part of course instructors, and highlights interesting differences between online and classroom environments. Alternative hypotheses regarding student demographics associated with variables such as age (the “net generation” effect) and gender are also examined. Despite recent assertions that younger students are or soon will be too sophisticated to “feel at home” in largely text-based asynchronous learning environments, no significant effects were found by demographic differences examined. Recommendations for online course design, pedagogy, and future research are included.     

Who teaches mathematics content courses for prospective elementary teachers in the USA? Results of a second national survey

This article reports on a second national survey of higher education institutions in the USA to answer the question “Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors’ academic and teaching backgrounds?” and addresses valuable information not collected with the first survey conducted in 2010. We surveyed 1740 institutions and a faculty member from each of 413 institutions (23.7%) participated in the survey. The survey results demonstrate that the majority of these institutions are not meeting the recommendations of the Conference Board of Mathematical Sciences (2012) and the Association of Mathematics Teacher Educators (2017) for prospective elementary teachers to take at least 12 semester-hour credits of mathematics content designed specifically for them. The data do indicate that there is movement toward more activity-based approaches for these courses as compared to the 2010 survey. Additionally, there is an increase in these courses having instructors with doctorates in mathematics education as well as an increase in instructors having grades 7–12 teaching experience. Most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics. While most institutions still do not provide training and/or support for these instructors, formalized support and training appear to be increasing since the 2010 survey.

     

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we present a framework to design biology instruction that incorporates all active learning strategies. We review active learning research in undergraduate biology courses, present a framework for organizing active learning strategies, and provide clear implications and future research for designing instruction in introductory undergraduate biology courses.