Abstract is available to download.

Recent research suggests a lack of information about the experiences of first-generation doctoral men who have moved from ground-based education to online education, which can negatively impact program completion for this group. This collective case study investigated the experiences of a group of first-generation doctoral male students attempting doctoral-level online education for the first time, in particular, to identify and develop a deep understanding of their experiences in interacting, participating, communicating, and relating with colleagues and instructors. The conceptual frameworks of the study were connectivism, experiential learning, symbolic interactionism, and constructionism. Data were collected through participant questionnaires, Skype interviews, and blogs, and analyzed using Microsoft Excel, Quicktime software, and NVivo to develop themes and codes that were intuitively constructed by the researcher. The study results provided evidence of limited interaction, participation, communication, group work or collaboration, and personal relationships with colleagues and instructors in online education at the university. Study findings suggest needed areas of improvement for universities, especially as they relate to students feeling more connected to their colleagues and instructors. The study findings can inform the design of practice that impacts retention and degree completion of first-generation doctoral male students who have transitioned from ground-based education to online education.

It is vital for online educators to know whether the strategies they use help students gain 21st-century skills. One skill that has been identified as important in the 21st century is creativity; however, a gap existed in the literature concerning whether online courses could help students to develop creativity. Thus, the purpose of this study was to determine whether participation in online courses can help students develop creativity using asynchronous online discussions, textbooks, and teacher developed materials. Amabile's componential model of creativity formed the study's conceptual framework. A case-study approach was used to examine the question of whether asynchronous online discussions and other materials used in online courses could help students develop creativity. One professor, recognized by her peers for her expertise in online education, and three of her online graduate students who volunteered for the study, were interviewed using Zoom. Twenty-nine transcripts of asynchronous online discussions were analyzed using a sequential process of building an explanation, checking the explanation against the data, and repeating the process. Key results from the study indicated that project-based prompts, problem-based prompts, and heuristics used in asynchronous online discussions can help promote creativity. Recommendations for future research include conducting a similar case study with a more diverse group of participants and with a course in a different specialty. These findings may promote social change by helping online instructors use appropriate prompts for asynchronous online discussions that will help students refine their creative skills to ultimately use them in the 21st-century workplace.

As technology has advanced, corporations, government entities, and institutions of higher education have all begun experimenting with online classes and training. In colleges and universities around the world, everything from individual online classes to entire online degree programs are now offered. While many researchers and educators support this trend, many are concerned with whether online education is truly comparable to traditional, live instruction. The goal of this study was to evaluate an online version of a floral design course in comparison to the traditional version of the class. There were 140 students in the sample, including both the online and traditional classes. All were students at Texas A&M University in College Station, Texas. During the spring semester of 2003, the experimental group was enrolled in the online version of the course, while the control group was enrolled in the traditional version of the course. Students in both groups were asked to fill out surveys at the beginning and end of the semester to collect background information and to evaluate the course. Their floral designs were evaluated at the beginning and end of the class in order to measure design skill, and grades earned in the class were also collected at the end of the semester for comparison purposes. Statistically significant differences were noted in class grades, with traditional students outperforming the Web-based students in lecture points, lab points, and overall course grades. No statistically significant differences were noted in terms of student course satisfaction. In addition, students in the traditional class outperformed Web-based students in design skills. Besides class differences in performance, variables such as gender and distance course preparedness seemed to affect the outcome of some measures. Overall, females outperformed males in both classes. In the Web-based class, students found to be more prepared for distance learning courses fared better than students who were not as prepared. These results may indicate that certain students may do better in an online course than others, and it may be possible to screen these students in advance in order to maximize success in the online classroom.

As technology has advanced, corporations, government entities, and institutions of higher education have all begun experimenting with online classes and training. In colleges and universities around the world, everything from individual online classes to entire online degree programs are now offered. While many researchers and educators support this trend, many are concerned with whether online education is truly comparable to traditional, live instruction. The goal of this study was to evaluate an online version of a floral design course in comparison to the traditional version of the class. There were 140 students in the sample, including both the online and traditional classes. All were students at Texas A&M University in College Station, Texas. During the spring semester of 2003, the experimental group was enrolled in the online version of the course, while the control group was enrolled in the traditional version of the course. Students in both groups were asked to fill out surveys at the beginning and end of the semester to collect background information and to evaluate the course. Their floral designs were evaluated at the beginning and end of the class in order to measure design skill, and grades earned in the class were also collected at the end of the semester for comparison purposes. Statistically significant differences were noted in class grades, with traditional students outperforming the Web-based students in lecture points, lab points, and overall course grades. No statistically significant differences were noted in terms of student course satisfaction. In addition, students in the traditional class outperformed Web-based students in design skills. Besides class differences in performance, variables such as gender and distance course preparedness seemed to affect the outcome of some measures. Overall, females outperformed males in both classes. In the Web-based class, students found to be more prepared for distance learning courses fared better than students who were not as prepared. These results may indicate that certain students may do better in an online course than others, and it may be possible to screen these students in advance in order to maximize success in the online classroom.

Online education’s potential to “scale-up” the traditional lecture-based, face-to-face course while maintaining or improving the quality of instruction attracts the attention of university administrators, faculty, and policymakers interested in opening access to higher education and expanding access to faculty experts. However, previous research has focused on distance education and not online education offered through campus-based institutions. As such, this dissertation used a qualitative, phenomenological approach to examine the lived experiences of students enrolled in online courses offered through a major research university (MRU). This study employed student engagement and developmental ecology theories to present the perspectives of 11 students through the analysis of student interviews, journals, and questionnaires; course syllabi; and faculty interviews. The significance of this study lies in its capacity to capture student perceptions and behaviors to better understand how online courses, and specific components of such courses, promote or discourage undergraduate student engagement in the modern research university. The interview and journal data indicated that online courses have the capacity to promote active and collaborative learning, academically challenge students, and contribute to a supportive campus environment at an MRU. Students related an enhanced sense of being independent and responsible for their own learning to online courses’ physical and transactional distance. Further, they considered anonymity as crucial to honest interactions with peers and teaching assistants and strengthened their commitment to one another. With regard to student-faculty interactions, students in the synchronous courses tended to form meaningful connections with faculty through intimate, face-to-face interactions rather than through online activities. The study also found that the perception held by some students that online courses equate to an “easy ‘A’” and mandated course enrollment negatively influenced participants’ investment of time and effort in their online courses. Given these findings, this dissertation calls for instructors and policymakers at major research universities to integrate key online and face-to-face components into online course designs and dedicate the necessary resources to engage students across the physical and transactional gap. For their part, students may consider how settings beget certain behaviors in their selection of physical workspaces and strategically utilize in- and out-of-class activities as active and collaborative learners. / text

Clinical instruction is an essential component of professional education in nursing and accounts for a significant portion of credits within baccalaureate nursing programs. Clinical instructors (CIs) are expected to have strong clinical knowledge as well as strong teaching skills. The objective of this study was to evaluate the effectiveness of an online education program for increasing CIs’ perception of teaching self-efficacy and knowledge about the clinical teacher role. A convenience sample of CIs (n = 32) at Queen’s University School of Nursing were recruited for this study. Over the span of seven weeks, participants completed self-paced online educational modules (Preceptor Education Program - PEP) available from the University of Western Ontario. A single sample pre-test, retrospective pre-/post-test research design was used. Participants completed teaching self-efficacy and teaching knowledge questionnaires pre-intervention (n=32) and post-intervention (n=21). Mean teaching self-efficacy scores increased significantly from pre-test to post-test (t = 6.7, p < .001). Teaching knowledge scores increased significantly from pre-test to post-test (t = 4.1, p < .05).The online modules had a significant impact on CIs’ teaching knowledge and self-efficacy. Descriptive data regarding participants’ satisfaction with the PEP modules was gathered; clinical instructors for the most part completed the PEP modules and were very satisfied with them. This online mode of clinical instructor education appears to be a feasible, facilitative and an accessible way to provide ongoing professional development and education for clinical instructors at Queen’s University. / Thesis (Master, Nursing) -- Queen's University, 2011-12-30 13:41:25.799

Thesis (Ph.D.)--Drexel University, 2010. / Includes abstract and vita. Includes bibliographical references (leaves 96-100).

Using Mezirow's (1991) transformative learning theory as a framework, this qualitative case study investigated conditions conducive to transformative learning experiences among theological students in an online program at a seminary. Learning Activities Survey developed by King in 1998, a Community of Inquiry framework proposed by Garrison, Anderson, and Archer in 2000, and semi-structured interviews were employed. Emails were sent to 85 students (81 current In-Ministry M.Div. students and four recent graduates), and 38 (44.7%) took the online survey. A typical participant in this survey was a married White male in his 30s. Of the 38 survey respondents, 30 (78.9%) indicated having experienced transformation during their study. Among those 30, class assignment (66.7%) and a person (60.6%) were two factors that influenced them the most in their transformative learning experiences. Data collected from the online survey and two online courses shed light on the semi-structured interviews conducted with 11 students. A qualitative analysis software ATLAS ti. and Strauss and Corbin's grounded theory were utilized to analyze the data. This resulted in a proposed integrative learning condition model which proposed two conditions conducive to transformation, being in-ministry and using integrative learning strategy. These two conditions were significantly influenced by physical presence. A surprising result was that physical presence does not indicate a three- or four-year stay on campus at a traditional seminary, but is a by-product of a blended, online program which gives students more opportunities to develop quality relationships both during their on-campus intensives and in their local ministries. This study provides empirical evidence supporting the idea of online theological education using a blended model which promotes integrative learning strategy and learners being in-ministry.

Book Summary: Ever-evolving technological innovation creates both opportunities and challenges for educators aiming to achieve meaningful and effective learning in the classroom and equip students with a well-honed set of technology skills as they enter the professional world. The Handbook of Teaching with Technology in Management, Leadership and Business is written by experienced instructors using technology in novel and impactful ways in their undergraduate and graduate courses, as well as researchers reporting and reflecting on studies and literature that can guide them on the how and why of teaching with technology. Combining insights from research and practice, this comprehensive Handbook provides a state-of-the-art reflection on the role and effectiveness of technology in management, leadership, and business education. It offers a variety of resources and guidelines for the application of technology across different educational contexts and courses, and explores how specific digital tools, software, and applications have been used in the classroom to promote student engagement, assessment, collaboration, learning, and leadership. The broad range of chapters will support educators, administrators, instructional designers, researchers, chief information officers, and teaching technology developers seeking to expand their knowledge on the use of teaching and learning technologies in higher-education level management, leadership, and business programs.