Persistence to program completion is critical for online students. Retaining online students is a struggle in higher education with online persistence rates being significantly lower than nononline students. In this qualitative case study the perceptions of female graduates who persisted in a fully online allied health program at a career college were investigated. Using Tinto's theory of student departure and self-determination theory, the characteristics, attitudes, and motivations of female online learners explored to discern their perceived success in the online classroom. The research questions focused on participants' perceptions, skills, and attitudes that contribute to their success, experiences with support services, and a review of archival documents to examine existing systems to support this population to gain insight into possible methods to support persistence challenges by designing meaningful learning experiences, to strengthen student persistence and develop faculty for online teaching. Notes from document reviews and semistructured interviews with 12 participants were analyzed and coded using an inductive approach to identify themes in the data. Results of the research indicated that participants used a variety of strategies for success, connected to the campus community, were prepared for online learning, and engaged with learning materials to support persisting to graduation. The findings of this study will influence social change by providing administrators and faculty a 3-day professional development program to strengthen faculties' understanding of online students' needs thereby improving online student support, persistence to degree completion, and graduation. Degree completion will improve career opportunities resulting in a higher quality of life.

The purpose of this research was to determine how MOOCs (Massive Open Online Courses) can be introduced and implemented in Higher Education institutions in Mauritius. The study explored the perspectives of students, teachers and educational leaders using an exploratory case study approach, and involved the implementation of short MOOC-based courses in three areas of higher education in Mauritius. While much of the existing literature on MOOCs has used quantitative data to explore patterns of enrolment and retention, this study explicitly focused on student experience, and used Garrison, Anderson and Archer’s (2000) Community of Inquiry (COI) model to explore patterns of ‘presence’ and pedagogical preferences and needs of learners. In order to explore how these preferences, together with other contextual factors might affect the adoption of MOOCs in Mauritius, Venkatesh and Davis’s (2000) Technology Acceptance Model2 (TAM2) was used. The COI and TAM2 models were used both as analytical frameworks, but also to develop a new composite model that also can function as a boundary object (Bowker and Star, 1999; Fox, 2011) enabling different stakeholders to understand each other’s needs and expectations and communicate better with each other. For Mauritian learners, teaching presence in online environments is of critical importance: this is reflected in different scenarios of MOOC implementation identified, and in a proposed staged model for MOOC adoption across the HE sector in Mauritius. This involves further pilots and preliminary research (stage 1), integration of MOOCs into practice (stage 2), customisation and development of MOOCs (stage 3) and a MOOC for Mauritius (stage 4), with each stage informing the implementation of subsequent stages as part of a broad action research framework. The original contributions made by the research to the knowledge base of its possible audiences include: providing models of practice for teachers and educational leaders; informing the educational leaders and policy makers about how MOOCs can be successfully implemented in Mauritius; providing detailed case studies on MOOCs to the academic audience interested in MOOCs specifically; and proposing a new composite, pedagogically-informed, technology acceptance model to those academics who are interested in online pedagogy and technology acceptance. The results of this PhD research can also inform the introduction and effective implementation of MOOCs in other less-economically developed countries.

No description available.

The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online learning environment. The purpose of the study was to identify online instructor support needs by investigating perceptions, successes, and challenges of online instructors at a multicampus state college in the southeast. The study explored the experiences of online instructors, in order to form an understanding of the types of professional development strategies that are needed to guide the transition from face-to-face instruction to online instruction. Using case-study techniques, this qualitative study assessed the perspectives of five faculty participants from academic disciplines representing computer science, mathematics, nursing, psychology, and sociology. Data were collected from interviews and resource documents and analyzed to reveal several findings relating to the practice of online instruction. Three key themes emerged from the findings: reflection of practice, connection to students, and process of work. Reflecting on personal experiences and learning from the experiences of other online instructors is influential to the development of online pedagogical skills. Connecting to students using multiple methods of delivery and developing an organized course structure is critical to successful online instruction. Navigating student communication, developing engaging course content, and identifying when students need help are challenges associated with managing the work of online instruction. Results of this study indicate the need for professional development programs that provide a structured emphasis on the development of online pedagogical skills. To address the evolving nature of online instruction, professional development programs should provide the opportunity to reflect on the practice of online teaching, assess individual training needs for online instructors, and guide the development of relevant online course content. As the demand for online education continues to grow along with emerging technologies associated with online learning, future research should be conducted on the length of time required to develop effective online pedagogical practices. The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online learning environment. The purpose of the study was to identify online instructor support needs by investigating perceptions, successes, and challenges of online instructors at a multicampus state college in the southeast. The study explored the experiences of online instructors, in order to form an understanding of the types of professional development strategies that are needed to guide the transition from face-to-face instruction to online instruction. Using case-study techniques, this qualitative study assessed the perspectives of five faculty participants from academic disciplines representing computer science, mathematics, nursing, psychology, and sociology. Data were collected from interviews and resource documents and analyzed to reveal several findings relating to the practice of online instruction. Three key themes emerged from the findings: reflection of practice, connection to students, and process of work. Reflecting on personal experiences and learning from the experiences of other online instructors is influential to the development of online pedagogical skills. Connecting to students using multiple methods of delivery and developing an organized course structure is critical to successful online instruction. Navigating student communication, developing engaging course content, and identifying when students need help are challenges associated with managing the work of online instruction. Results of this study indicate the need for professional development programs that provide a structured emphasis on the development of online pedagogical skills. To address the evolving nature of online instruction, professional development programs should provide the opportunity to reflect on the practice of online teaching, assess individual training needs for online instructors, and guide the development of relevant online course content. As the demand for online education continues to grow along with emerging technologies associated with online learning, future research should be conducted on the length of time required to develop effective online pedagogical practices.

No description available.

In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education? The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes. Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content. These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.

No description available.

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.