This mixed methods study sought to uncover the needs of culturally diverse students in the online learning environment. Several of the unexplored factors that may contribute to high attrition rate among online undergraduate students, were also analyzed. The study examined how the variables of prior educational experience, age, gender, ethnicity, country of birth, and first or native language spoken contributed to success in online classes. The research also explored how institutional support contributed to the success of online learners. Through the use of survey data collection and interviews, the results of this study indicated that culturally diverse learners reported three skills that are essential to their success in online learning environments: time management, self-directedness, and computer or technical skills. Students also indicated that institutional and instructor support are vital to their success in online classes. Although all variables examined were not significant predictors to the success of online learners, the results of this study provide insight into the needs of culturally diverse learners. These findings may be helpful to educators and policymakers when planning for or designing online courses for culturally diverse learners. These findings may also aid in reducing the high attrition rate of culturally diverse learners in online environments by encouraging more readiness assessments for students enrolling in online courses to determine their level of readiness for online learning. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

Online instruction is now the prevalent tool for distance learning. Understanding the adaptable role of the instructor in online distance education is pivotal in the work of comprehending its affordances and limitations. Although there are some commonalities between all forms of online teaching, experiences instructors have may vary depending upon the structure of the online course. The ready-to-teach, fixed-content format merited further study because of the degree to which it unbundles or disaggregates traditional instructor responsibilities by removing the work of determining what to teach and how to teach it. This qualitative multiple case study examined the instructional experiences of adjunct online instructors who adapted to a limited teaching role that excluded selecting online course content or developing course design. Study findings revealed that instructor perceptions of ready-to-teach courses varied according to the nature of the subject being taught and personal preferences. Findings also demonstrated that instructors applied previous teaching experiences to the situation when possible but learned new skills that reflected the modified instructional environment as well. Despite varying degrees of contentment or discontentment with the limitations regarding course content, most instructors found the motivation to continue in their employment with their sponsoring institution. This study provided perspectives on the phenomenon of instructional unbundling in higher education, in which roles that traditionally belonged to a single educator are distributed among many individuals for the purpose of greater efficiency or use of expertise.

Thesis (Ed.D.)--Boston University / This study aimed at refining one of the most influential and well-known theories of distance education - the theory of transactional distance (TD). TD theory was developed by Michael G. Moore based on correspondence forms of distance education. The study researched a distance learning environment that had not been investigated in relation to TD - synchronous Web-extended classrooms. In this unique format, live on- campus classes are delivered simultaneously to both in-class students on campus and remote students on the Web who attend synchronously via virtual classroom Web collaboration software. The research involved N=235 students enrolled in 14 graduate business courses. ANOVA tests, correlation and regression analyses were deployed on the 46-item "Scale of TD for synchronous Web-extended learning environments" questionnaire. The study compared perceived TD for three attendance groups: always in-class, always online, and mixed. It found no difference in TD among them. The learning environment enabled by using Saba-Centra Web collaboration software combined with other technologies provided a comparable learning experience for all three learner groups. The findings confirmed that four dimensions of dialogue, student-student, student-instructor, student-content, and student-interface interactions are significant in students' perceived TD and their engagement with learning. Moreover, their significance levels varied for different attendance groups. This research confirms the need to refine TD theory to view dialogue as a multidimensional construct. Furthermore, student-instructor and student-student interactions were significant factors that affected TD in all three learner groups. This study analyzed student satisfaction. The study not only found no difference in satisfaction by attendance type, but also it found that TD is strongly related to student satisfaction: the lower the TD, the more satisfied the students are with the learning environment, including interactions with the instructor, fellow students, course content, and the interface. For all attendance groups, interaction with other students was the common factor that affected satisfaction. The study demonstrated that the level of TD also affects students' perceived learning: the lower the TD, the higher the students' perceived learning. Thus, the study suggests that instructors plan activities that include interpersonal interactions between themselves and students, and also among students in all attendance groups.

The purpose of this study was to examine the impact of completing online diaries with specific topics on students’ self-regulated behavior in online courses. Also, this study sought to determine the impact of completing online diary topics with different topics (content-based or experience-based) on students’ self-regulation in online courses. The participants’ use of learning strategies was assessed to aid in this investigation. The research design utilized for this study was a quasi-experimental pretest/posttest design. The participants of this study included 30 undergraduate students from a variety of majors who were enrolled in one of two online courses. Of the 30 participants, 15 of the participants were in the content-based treatment group while the other 15 were in the experience-based treatment group. Convenience sampling was used to recruit participants for this study. Using data collected from the Motivated Strategies for Learning Questionnaire (MSLQ) and the diary entries submitted by the participants, the researcher did not find associations between completion of online diary topics and participants’ self-regulated behavior within the online courses. However, results did indicate that the content-based group reported higher levels of critical thinking usage than the experience-based group after the treatment was administered.

The COVID-19 has significantly impacted the world as we know it, especially in higher education institutions. In response to COVID-19, most colleges and universities were forced to close their doors to students and switch to online learning over Zoom. Although most students are adjusted well to this new mode of education, other students, such as individuals pursuing degrees in the sciences, have difficulty adapting to the online mode of instruction. Case-based learning (CBL) is considered one of the best strategies in teaching a course like Biochemistry in a large classroom setting. Implementing CBL in biochemistry education may increase student engagement in the curriculum. Students will connect the material they learned in class to their daily lives, promoting critical thinking. The purpose of this review was to determine the effects of CBL in biochemistry education. This integrative review will focus on the various CBL study that implored in a biochemistry class setting. The review aimed to determine the implication of CBL in teaching biochemistry and assess students' views regarding the CBL.

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Indiana University-Purdue University Indianapolis (IUPUI) / The application of advanced communication technology holds promise for distance learning in general and language distance learning in particular. Technology has allowed second and foreign language programs to be included in many distance learning programs worldwide. The purpose of this study was to provide an overall evaluation of an EAP writing course, taught via distance, and the technologies used in it as well as challenges and issues that could be accompanied by using these technologies. Data was collected for an EAP writing course and from a MBA course using the same technology for comparison. Interviews were conducted with instructors and students to get their feedback and help assess the course. Results indicated that there are other elements besides technology that have to be taken into account to assure the proper use of the available technology by the instructors and the students.

ELearning at the secondary level is an emerging concept educators are exploring throughout Tennessee. Educators at Tennessee High School implemented a system of eLearning that improved their graduation rate, extended the educational day, and gave administrators more tools to use in helping students achieve success. Tennessee High School's model for eLearning developed over a 3-year time span and has substantially impacted the students in Bristol, Tennessee. Tennessee High School's administration, in concert with faculty, developed an innovative method of challenging their students with a relatively new means of delivering education. By implementing a completely web based method of delivering instruction, they created an alternative approach to instructional delivery for students lacking credits for on-time graduation as well as those with discipline problems. Furthermore, they developed teacher professional development programs using this delivery system. This case study focuses on the barriers, benefits, and components of Tennessee High School's eLearning implementation. These barriers that include such items as cost, policy formation, and curriculum development were all new concepts for the educators at Tennessee High School. This case documents how the benefits reaped by eLearning have impacted the students at THS. For example, the ability to offer more courses to students that fit almost any schedule has reduced scheduling conflicts. Administrators have enjoyed having another tool to work with concerning student discipline as well.

As more college courses transition to hybrid and fully online models due to Covid-19, the classroom environment for higher education has changed and will continue to do so (Bonk, 2020). As online learning continues to grow, a challenge of not connecting with the instructor can be a concern. Success in the online classroom is possible for students who may feel they are alone in online learning (Holbeck & Hartman, 2018). With the right combination of engagement tools, student interaction with the curriculum, class, and professor result in a meaningful learning experience (Holbeck & Hartman, 2018). The history of online education, the challenges of teaching and learning in an online course as it relates to pass rates, and the tools used for engagement in online learning that result in success in an online math course will be discussed. The primary goal of this study is to compare the success rates of students that are taking online math courses in which professors use engagement tools with those that are in courses where engagement tools are not used. Another goal of the study is to track the amount of time that students spend in the course when engagement tools are used as opposed to when engagement tools are not used.