No description available.

Distance education (DE) can address barriers to training nutrition professionals by offering a convenient, flexible and efficient way of learning. One particularly valuable teaching tool in DE is the use of computer-based simulations (CBS). CBS stimulates confidence building, acquisition of new knowledge, exposure to new and challenging patient cases in a safe learning environment, development of communication and critical thinking skills, and the cultivation of sensitivity towards patient needs. Despite the benefits, there is a lack of research examining dietetic educator’s perceptions of and experience with CBS. Goals of this study were to determine: 1) whether dietetic program educators were open to the idea of using CBS and how these responses varied in relation to different factors, and 2) dietetic program educators’ perceptions of the benefits and barriers of using CBS. Secondary data analyses were conducted on a15-item survey developed by the American Dietetic Association (ADA). Surveys contained two qualitative questions and 13 quantitative questions related to CBS. Surveys were e-mailed via the ADA listserv to 535 program directors, including Dietetic Internship Programs (DI), Coordinated Programs in Dietetics (CP), Didactic Programs in Dietetics (DPD), and the Dietetic Technician Programs (DT). A total of 165 individuals responded to the survey. The majority of respondents were open to the use of CBS (n=117) and a small number were not open (n=24). Respondents open to CBS were more likely to 1) not prefer face-to-face communication with their students and colleagues 2) currently be using online case studies and simulations 3) be using standardized patients in supervised practice 4) believe that dietetics education needs alternatives to traditional supervised practice such as CBS 5) believe that they have IT and financial support from their administration 6) have medical simulation laboratories available for dietetics students 7) believe that they had the technological skills needed to use CBS. Educators commented on the potential for CBS to address the shortage of preceptors and facilities available for supervised practice, in addition to enhancing and expediting learning in various settings. Perceived barriers, included the idea that technology impedes learning and a concern about the resources needed to implement CBS. Understanding the perspectives and practices of education program directors is a crucial component of furthering the process of incorporating CBS into nutrition education. This is exciting new terrain for nutrition education and moving forward with research in both distance education and CBS will be beneficial to enhancing nutrition and dietetics education in DE, traditional classroom settings and in supervised practice.

With the increased number of English learners in the United States, teacher candidates need to be prepared to address their needs in their future classrooms. Teacher preparation programs around the nation are continuously exploring solutions to better develop teacher candidates' skills. Simultaneously, the rise in popularity of online education has pushed universities to identify and integrate technology tools which best promote students' learning. This study, connecting both challenges, aims to identify which type of interactivity promoted by technology, in an undergraduate online teaching English for speakers of other languages (TESOL) course, most benefits pre-service teachers in their ability to apply newly gained knowledge in practical situations. The types of interactivity studied were traditional, suggesting limited opportunities provided by the traditional setup of an online course; written, through Canvas discussion activities; and audiovisual, through Flipgrid activities. The participants, divided among three groups, were 103 undergraduate teacher-candidates enrolled in a TESOL online course. A repeated measures ANOVA was run to identify the differences of the over-time changes in teacher-candidates' application of EL instructional support practices between the three groups. A repeated measures ANCOVA was run to investigate potential differences of the over-time changes in teacher-candidates' application of EL instructional support practices between the groups exposed to written and audiovisual, after controlling for their activity scores. While the three groups have seen an improvement in scores, as the audiovisual group outperformed the traditional group, which outperformed the written group; treatment did not have any statistically significant effect. Sample size and mitigating factors (e.g., age, gender, prior experience with technology, motivation, persistence, courseload.) might have led to this result. This study provides more insights on the ability for technology to promote various types of interactivity and how beneficial they can be in teacher-candidates online courses or programs.

This study was designed to address the issue of low retention in online K–12 courses. The goal of this research was to explore educator and student perceptions of factors impacting retention. This qualitative exploratory case study design collected and analyzed data at Southeastern Virtual School (SVS/pseudonym), a state-wide online public high school in the southeastern United States. The phenomenon analyzed for this study was factors impacting retention in English 1 at SVS. Data collection tools included a focus group interview (n=7) and student surveys (n=774). Thematic analysis was conducted on both data sets. The research results of this study provided Southeastern Virtual School with recommendations that the organization could implement to increase student retention and offer early intervention for those the study found to be most at risk for withdrawal. The study demonstrated that major factors impacting retention in K–12 online courses included the following: (a) student-teacher interactions, (b) student support, (c) instructional design, (d) course policies, (e) parental involvement, (f) external complications, (g) previous academic performance, and (h) student age. Implications for practice and future research were discussed. Recommendations for improvement of student retention determined by the study findings included: (a) teacher professional development, (b) continued support for online students, (c) professional learning communities focused on student retention, and (d) continued opportunities for student surveys. The study's findings offered implications for teachers and educational leadership to inform their pedogeological and organizational practices and policies on retention. The findings of this study also provided strategies for K–12 leaders and policy makers to address retention.

The study investigated the impact that children experienced after the inclusion of educational devices and non-contact virtual learning during the coronavirus 2019 (COVID-19) pandemic. An investigation was needed see how the primary use of educational devices and how the effects of non-contact virtual learning impacted the social-emotional development of children during this time. Five educators and five parents participated in this study including their observations and perspectives. Open-ended interviews and a survey had been conducted to gather the qualitative data. I examined the data in a thematic analysis using evaluation and emotion coding to quantify the results. 37% of the parents felt their child had been negatively impacted by the use of educational devices and non-contact virtual learning by the virtual modifications created for children who were originally in brick-and-mortar schools during the pandemic. The majority of the educators (64%) believed the use of educational devices and non-contact learning methods negatively impacted their students' social-emotional development. Educators disclosed the difficulty to incorporate group activities on the educational devices, as the time only allotted for individual module work. When non-contact virtual learning was incorporated, the educators discussed the regulation control skills students lacked. There were concerns by the participants of the limited exposure to social experiences children need for development. It was important to see if this study showed any areas of concern if educational devices and virtual learning practices had impacted children during COVID-19. Results could be used to inform educational practices toward social-emotional development for future distance education needs.

The COVID-19 pandemic uncovered instructional changes within higher education. Accommodations for continued instruction included a transition to remote learning. However, little research exists regarding the experiences of medical residents during this transition in their education while combating the COVID-19 pandemic. This qualitative study, phenomenological in nature, aimed to explore the lived experiences of internal medicine medical residents at one medical college in Central Florida regarding the transition from face-to-face instruction to remote learning due to the COVID-19 pandemic. Eleven participating medical residents underwent semi-structured interviews via Zoom. Garrison's Community of Inquiry conceptual model and Hall and Hord's Concerns-Based Adoption Model theoretical framework were used. The researcher utilized Colaizzi's phenomenological analysis method to analyze the interview transcripts and Saldaña's coding method to code the data. Dedoose software was used in the analysis process. Participants were found to have shared and non-shared experiences and encountered both benefits and challenges from remote learning. Shared experiences included travel difficulties due to border closures and family challenges. Benefits included the presence of national guest speakers in lectures, attending lectures from the convenience and comfort of home, and the addition of interactive learning methods such as Kahoot and Jeopardy. Challenges experienced during the transition included curricular disorganization, distractions such as watching movies, a lack of interest in attending lectures, and a lack of interaction, with colleagues and by the instructor. Further research recommendations are discussed regarding emergency preparedness in higher education and graduate medical education, in addition to instructor perspectives.

This phenomenological study examined the lived experiences of online Algebra I teachers as they relate to the instruction of minority students. There is an academic achievement gap that exists between minority students and their non-minority peers in United States public education (Sousa & Armor, 2016). Although national educational policy has sought to narrow the academic achievement gap, it is persistent and must be addressed because public education affects the future of our nation (Fullan & Quinn, 2016). Virtual education is a growing platform for learning, with nearly 300,000 students enrolled across the United States. Achievement data demonstrates the existence of an academic achievement gap in this learning environment as well (Miron, Shank, & Davidson, 2018). Yet, there is not a great deal of high-quality research surrounding aspects of virtual education (Molnar et al., 2017). A phenomenological research method was used to examine the lived experiences of Algebra I teachers in a virtual learning environment. Interviews were conducted with five participants (N = 5). Data analysis resulted in eight overarching themes and twenty-seven tertiary themes. The major themes include: (a) teachers believe that student characteristics are a primary determinant of their success in virtual education; (b) teachers believe they have a strong impact upon student success in a virtual learning environment; (c) teachers believe Algebra I is a challenging content area for student achievement; (d) teachers believe family involvement impacts student learning in virtual education; (e) teachers believe frequent and consistent communication is vital in virtual education; (f) teachers believe there are challenges communicating with English language learners; (g) teachers believe strategies can be implemented to support student success in an online learning environment; and (h) teachers believe virtual education is a unique learning environment. This study concludes with an examination of each finding and provides implications for virtual education teachers and policy, and recommendations for future research.

The purpose of this case study research was to identify the factors and supporting strategies that contribute to the implementation of DL instruction in the two-way audio/video (A/V) electronic classroom (EC). A primary goal of this research was to develop an outline of a DL manual that identifies factors and strategies or subject areas that can be used to: (a) contribute to knowledge in the field of practice, (b) improve practice, and (c) improve the quality and success of DL teaching in the EC. Additionally, this study attempted to ascertain the differences and similarities in perceptions among students, facilitators, and training officers who participated in the EC. A list of recommendations are presented at the end of this study; the first list of recommendations suggest areas for the improvement of practice and to influence the quality and success of DL. The second set of recommendations suggest areas for further study to add to knowledge in the field as well as to improve practice. The case study was completed employing a qualitative methodology using focus group interviews, observations, and written feedback from EC participants. Focus group 1 (data set I) was conducted using a set of 13 pre-determined questions with a total of eleven participants. The EC observations (data set II) was conducted at the Navy Marine Corps Intelligence Training Center (NMITC), Dam Neck, VA with 5 students in attendance. The second focus group (data set III) was conducted with a set of 15 different pre-determined questions with the same 5 students at the NMITC immediately after the observations in the EC. The FGIs and observations were video and audio taped for further review and analysis. Written information reported from two different distant site locations (same course and telecast) was analyzed, coded, and used as data set IV. This data set further clarified and corroborated data generated in data sets I, II, and III. This case study identified 10 key factors and supporting strategies pertinent to the implementation of DL in the EC. One of the findings in this study was that the roles of the instructor and the facilitator are interwoven; this arrangement is seen as a two-person "team" by this study's participants because the instructor and facilitator are dependent on each other in order to implement DL and ensure quality operations in the EC. This is a new paradigm shift in the instructor's role when compared with the conventional classroom instructor. In my examination of the literature, I could not find that this collaborative arrangement of a two-person "team" was addressed. Other findings were: (a) the importance of the student guide and supplemental materials that aided EC interactions and (b) the importance of the EC design as a quality indicator and how it can facilitate a good learning environment. Based on a synthesis of the data, there was considerable agreement among the users about the factors and strategies used to operationalize DL in the EC. The facilitators and training officers placed more emphasis on the administrative and return on investment aspects of DL -- cost savings, access to training at duty location -- versus the students who placed more stress on instructional strategies — questioning and interaction techniques -- that worked well for them in the EC and the importance of EC courses helping them to keep up to date with job competencies. / Ph. D.

The purpose of this study was to investigate host site participants' perceptions of a shared distance learning experience. The participants for the study were 12 students enrolled in the course, Teaching Strategies in Elementary Education at Hunt University during the fall semester of 2000. The course was offered simultaneously to students at a distance site. Both groups of students received instruction from the same instructor during the course. According to the review of the literature numerous studies have been conducted to obtain data from the perspectives of distance site students. However, no literature was found that pertained specifically to the perceptions of host site participants. As a result, this study is unique and significant as it provides data from the perspectives of the host site participants. A case study was the research design for this study. The researcher collected data through classroom observations, individual interviews and documents. Data were triangulated from multiple data sources to answer each of the following five research questions: 1. What motivated the participants at the host site to enroll in this course? 2. How do the participants at the host site perceive the quality of instruction? 3. How do the participants at the host site rate the quality of communication between the instructor and themselves? 4. To what extent do the participants at the host site perceive the instructor to be accessible? 5. What improvements can be implemented to ensure the success of the program at the host site? Reflective analysis was utilized to draw conclusions about the data collected. Overall analysis revealed that participants were satisfied with their experience in the course. Recommendations to improve the course included the following: 1. Potential students should be told in advance that the course will be offered simultaneously to students at a distance site. 2. A facilitator should be provided at distance sites to communicate with the instructor about student participation. 3. Technology problems or difficulties should be anticipated and handled swiftly. 4. The instructor should provide ongoing feedback on course assignments throughout the semester. 5. The instructor should respond to electronic mail from students promptly. 6. The instructor should monitor the pacing of the course to avoid unnecessary delays.

The current study investigates the effects of preparing learners for an online debate through a worked example in terms of student perception, participation, level of cognitive skill, and electronic interaction patterns. There has been a change in the focus of distance learning research from comparative media studies to the means to improve the quality of distance education. One of the key elements in this changing impetus are strategies to promote interaction such as the introduction of structure or scaffolding argumentation (McIsaac & Blocher, 1998). One such strategy is the online debate in which students are organized into teams to take a position on an issue and argue on its behalf (Jeong, 2004). The debate is constrained through the addition of rules and specific message headers. Well-designed quality interaction holds the potential to create more satisfied learners and higher quality learning outcomes (Muirhead, 2002), but in the absence of quality, interaction has been found to actually lead to a decrease in satisfaction, participation, and performance (Joung & Keller, 2004; Kreijns, Kirschner, & Jochems, 2002). One way to ensure quality within interactive exercises such as online debate is to prepare students through a worked example. A worked example models an expert’s work and demonstrates desired behaviors for the learner to study (Atkinson, Derry, Renkl, & Wortham, 2000). Students were randomly assigned to teams to participate in an online debate with half being given access to a worked example before participating. In order to examine the effects of the worked example on students’ perceived satisfaction and level of preparedness, a survey was administered at various points throughout the semester. Additionally, debate transcripts were analyzed for participation, cognitive skill, and interaction patterns. The results demonstrate that students prepared through a worked example participated more frequently, wrote more words or phrases that encouraged the participation of others, and used higher-order thinking skills. The conclusion was that worked examples can be used to model behaviors for students to emulate. The implication being that instructors should consider providing worked examples before engaging students in online debate and future research should examine the efficacy of a worked example in preparing learners for other types of interactive activities.