Download or read book A Comparison of Instructor Audio video with Text based Feedback Versus Text based Feedback Alone on Students Perceptions of Community of Inquiry Among RN to BSN Online Students written by Marie Kelly Lindley and published by . This book was released on 2014 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order to meet the healthcare needs of the US population, Registered Nurses (RNs), with Bachelor of Science in Nursing degrees, are needed. This descriptive posttest study, with independent samples, examined the use of audio-video with textbased feedback versus text-based only feedback on student's perceptions of the community of inquiry (COI) among RN-BSN online students (n=125), enrolled in one course at one university. The COI survey performed reliably with Cronbach's alpha .94 on the pretest and .98 on the posttest. No statistically significant difference was found between the groups on the pretest for teaching presence (p=.31), social presence (p=.40) or cognitive presence (p=.38). On the posttest, statistically significant difference between the groups was found for each COI presence: teaching (p=.00, control M=3.84 , intervention M =4.45), social (p=.03, control M= 3.84, intervention M=4.31), and cognitive (p=.00, control M= 3.88, intervention M= 4.46). Students who report higher levels of cognitive presence are more likely to reenroll in subsequent semesters. Nurse educators and students may benefit from the use of AV feedback or other technologies to enhance COI presences in online courses and to promote student reenrollment. Further research is needed to explore student and faculty perceptions of the AV feedback's usefulness and relationship to course outcomes.
Download or read book Engaged Learning with Emerging Technologies written by D. Hung and published by Springer Science & Business Media. This book was released on 2006-07-04 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gerry Stahl Drexel University, Philadelphia, USA The theme of engaged learning with emerging technology is a timely and important one. This book proclaims the global relevance of the topic and sharpens its focus. I would like to open the book by sketching some of the historical context and dimensions of application, before the chapter authors provide the substance. Engagement with the world - To be human is to be engaged with other people in the world. Yet, there has been a dominant strain of thought, at least in the West, that directs attention primarily to the isolated individual as naked mind. From classical Greece to modern times, engagement in the daily activities of human existence has been denigrated. Plato (340 BC/1941) banished worldly engagement to a realm of shadows, removed from the bright light of ideas, and Descartes (1633/1999) even divorced our minds from our own bodies. It can be suggested that this is a particularly Western tendency, supportive of the emphasis on the individual agent in Christianity and capitalism. But the view of people as originally unengaged has spread around the globe to the point where it is now necessary everywhere to take steps to reinstate engagement through explicit efforts. Perhaps the most systematic effort to rethink the nature of human being in terms of engagement in the world was Heidegger’s (1927/1996). He argued that human existence takes place through our concern with other people and things that are meaningful to us.
Download or read book Clinical Teaching Strategies in Nursing Fourth Edition written by Kathleen Gaberson and published by Springer Publishing Company. This book was released on 2014-03-05 with total page 395 pages. Available in PDF, EPUB and Kindle. Book excerpt: Print+CourseSmart
Download or read book Community of Inquiry and Video in Higher Education written by Oliver Conrad and published by . This book was released on 2015 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this literature review was to explore how video technology can be effectively used in an online classroom setting. The author found and cited online journals with information about the Community of Inquiry (CoI) framework. He further explored specific sources that could give readers an idea how online video technology can affect each of the three elements of the CoI framework. These three elements are cognitive presence, teaching presence, and social presence. This literature review also contains information about the overall impact of online video technology on higher education as well as strategies to implement video in online classrooms. Results indicate that due to the sheer masses of educational online videos, sifting through them to find relevant and accurate content will remain a challenging task for instructors. The literature further indicates that it is highly advisable to build a course design around the use of video instead simply of exposing students to videos without an accompanying strategy in mind. One fact though does become clear: Online video technology helps with establishing a social presence for both the instructor and the student. Educators could potentially further investigate the impact of online video technology in relation to the community of inquiry. There is already enough literature in existence that would allow another researcher to explore these issues in more depth.
Download or read book Handbook of Research on K 12 Online and Blended Learning written by RIchard E. Ferdig and published by Lulu.com. This book was released on 2014 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Handbook of Research on K-12 Online and Blended Learning is an edited collection of chapters that sets out to present the current state of research in K-12 online and blended learning. The beginning chapters lay the groundwork of the historical, international, and political landscape as well as present the scope of research methodologies used. Subsequent sections share a synthesis of theoretical and empirical work describing where we have been, what we currently know, and where we hope to go with research in the areas of learning and learners, content domains, teaching, the role of the other, and technological innovations."--Book home page.
Download or read book EXPLORING THE EFFECTS OF VIDEO FORMATS ON TEACHING SOCIAL AND COGNITIVE PRESENCE IN ASYNCHRONOUS ONLINE DISCUSSIONS written by Michelle Rudolph and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Since student retention in online courses is related to the students' community, this dissertation explores the effect of discussion board prompt format on students' sense of community of inquiry (CoI). The quasi-experimental study design examined the participation levels, sense of CoI (i.e., social, teaching, and cognitive presence), and final grade of nontraditional, fully online undergraduate students in an entry-level graphic design course in the Graphic Arts Department at a fully online college. The study involved 90 undergraduate students in the Graphic Arts Department at a fully online college. The study consisted of four groups: one control group who experienced the text-based discussion prompts and three experimental groups who experienced one of the asynchronous video discussion prompts (i.e., voice-over-presentation, picture-in-picture, or overlay mode). A one-way ANOVA was used to examine if the number of discussion posts made by students was significant different across groups. The same analysis was used to examine whether there was a significant difference in student́' final grade among the groups. A one-way multivariate analysis of covariance (MANCOVA) was used to determine if the format of facilitation for weekly discussion prompts in the online courses influenced online, nontraditional undergraduate students' sense of Community of Inquiry (CoI) (i.e., social, teaching, and cognitive presence) while controlling for the CoI pretest. All results were non-significant. Keywords: Community of Inquiry, cognitive presence, social presence, teaching presence, overlay mode, picture-in-picture presentation, voice over presentation attrition, meaningful learning, persistence, retention, and online education.
Download or read book Engaging the Online Learner written by Rita-Marie Conrad and published by John Wiley & Sons. This book was released on 2011-03-23 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engaging the Online Learner This updated edition includes an innovative framework the Phases of Engagement that helps learners become more involved as knowledge generators and cofacilitators of a course. The book also provides specific ideas for tested activities (collected from experienced online instructors across the nation) that can go a long way to improving online learning. Engaging the Online Learner offers the tools and information needed to: Convert classroom activities to an online environment Assess the learning that occurs as a result of collaborative activities Phase in activities that promote engagement among online learners Build peer interaction through peer partnerships and team activities Create authentic activities and implement games and simulations Praise for Engaging the Online Learner "The Phases of Engagement framework provides a road map for creating community at each phase of an online course. This book is an invaluable guide to innovative practices for online learning." Judith V. Boettcher, coauthor of The Online Teaching Survival Guide "Engagement is the heart of online learning. The authors have developed an encyclopedia of tried-and-true learner engagement activities that are authentic and ready to use." Donald P. Ely, professor emeritus, instructional design, development and evaluation in the School of Education, Syracuse University
Download or read book The Effects of Instructor Immediacy in Online Learning Environments written by Maria Schutt and published by . This book was released on 2021 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rising number of adult learners interested in online distance education, coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as “real” in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and perceived social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, perception of social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high-immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low-immediacy sessions. In addition, students who viewed the high-immediacy video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high-immediacy audio group and the low-immediacy video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments.
Download or read book The Effects of Instructor Immediacy in Online Learning Environments written by and published by . This book was released on 2007 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rising number of adult learners interested in online distance education coupled with the increasing competition between educational institutions have forced universities to identify alternative options for course offerings, such as online or blended learning. Instructor immediacy (the measure of the psychological distance which an instructor puts between himself and his students) received significant attention in the communication literature and several studies reported that instructor verbal and nonverbal immediacy behaviors are associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in distance learning settings. The purpose of this study was to examine the effects of instructor immediacy behaviors on student perception of instructor immediacy and social presence (the degree to which a person is perceived as "real" in mediated communication) in two online, computer conferencing environments: (a) video and audio with text chat and (b) audio with text chat. Further, this study sought to identify the relationship between perceived instructor immediacy and social presence within the context of the different computer conferencing environments. An ancillary purpose was to determine the effect of immediacy behaviors on learning outcomes as indicated by posttest scores and identify the relationship between perceived instructor immediacy and posttest scores. The study employed a randomized two-factor design to test the effects of instructor immediacy behaviors (high vs. low) and delivery modality (audio vs. video) on student perception of instructor immediacy, social presence, and learning outcomes. Specifically, 433 students enrolled in two sections of an undergraduate psychology course at San Diego State University were randomly assigned to one of four groups. Each group viewed a different version of a scripted and recorded 20-minute online lesson on current perspectives in psychology. Students who viewed the high immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than students who viewed the low immediacy sessions. In addition, students who viewed the high immediacy-video session indicated the highest perception of instructor immediacy and social presence. The results also showed that there was a significant difference in learning outcomes as indicated by immediate posttest scores between students in the high immediacy-audio group and the low immediacy-video group. However, no significant difference was found between the four groups on the learning outcomes as indicated by their scores on the delayed posttest. The correlation analysis revealed a significant positive relationship between perceived instructor immediacy and perceived instructor social presence. Further, a regression analysis revealed that instructor immediacy significantly predicted social presence. Finally, no significant relationship was found between perceived instructor immediacy and learning outcomes as indicated by the immediate or delayed posttest. These findings have significant implications for institutions of higher education that are selecting computer conferencing tools and training faculty to deliver courses online. In addition, this study lays the groundwork for future research in this area and potentially creates a greater awareness regarding the effects of instructor immediacy in online learning environments.
Download or read book Student Perceptions of Instructor Communication and Instructor Presence Online written by Kimberley Williams and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to contextualize how the communication modes I used, and my presence shape the experiences of students within a single online course. I conducted a qualitative case study in which I collected data from three sources: in-depth qualitative interviews with nine former students of the online course GBA 300, fifteen comments from two student opinions of instruction (SOI) reports, and over two hundred comments from the GBA 300 course GroupMe chat. The data were analyzed using thematic analysis and interpreted through the lens of the Community of Inquiry (CoI) framework with specific focus on instructor presence. The findings of this study suggested that students' experiences were positively shaped by the communication modes I used within the course. The communication modes created an environment for interaction, learning, and participation among students and between students and me. Of the five communication modes used within the study, the discussion board, GroupMe chat, and synchronous video lectures were consistently described. These three communication modes created frequent dialogue exchange and an interactive social environment for students that facilitated students' learning, provided an opportunity for collaboration among students and between students and I, and created a course environment for open communication. The findings of this study also suggested that my presence positively shaped students' online course experiences by allowing for greater instructor immediacy and eliciting feelings of mattering among students. My social and pedagogical interaction with students was facilitated by the various communication modes creating an environment for self-disclosure, consistent feedback, and care within the learning environment. These indicators of instructor presence elicited feelings of mattering where students felt valued, appreciated, and important within the course. By doing so, instructors can create an opportunity for students to develop interpersonal connections and collaborate with their peers and their instructor. This study provided descriptive data and served as an in-depth example that provides a potential solution to the challenges of isolation and lack of participation faced by students within the online learning environment.
Download or read book Nurse as Educator written by Susan Bacorn Bastable and published by Jones & Bartlett Learning. This book was released on 2008 with total page 689 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed to teach nurses about the development, motivational, and sociocultural differences that affect teaching and learning, this text combines theoretical and pragmatic content in a balanced, complete style. --from publisher description.
Download or read book Fundamentals of Nursing Book Only written by Sue Carter DeLaune and published by Cengage Learning. This book was released on 2010-02-18 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Navigating the Doctoral Journey written by Amanda J. Rockinson-Szapkiw and published by Rowman & Littlefield. This book was released on 2014-06-11 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: This co-edited book provides doctoral candidates with a practical, cross-discipline handbook for successfully navigating the doctoral process – from initial program selection to the final dissertation defense and preparing for the faculty interview. Invited chapters from established higher education experts cover topics ranging from university and program selection, preparing for comprehensive exams and dissertation research, self-care and self-management strategies, and recommendations for maintaining personal and professional support systems. Each chapter includes strategies for success and practical tips, including how to create a study guide for the comprehensive examination, how to create a professional support group, how to talk to your family about the doctoral process, how to select and work with a chair and committee, how to identify an appropriate research design, how to navigate the IRB process, and how to master the research and writing process.
Download or read book Evaluating Online Teaching written by Thomas J. Tobin and published by John Wiley & Sons. This book was released on 2015-05-13 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Create a more effective system for evaluating online faculty Evaluating Online Teaching is the first comprehensive book to outline strategies for effectively measuring the quality of online teaching, providing the tools and guidance that faculty members and administrators need. The authors address challenges that colleges and universities face in creating effective online teacher evaluations, including organizational structure, institutional governance, faculty and administrator attitudes, and possible budget constraints. Through the integration of case studies and theory, the text provides practical solutions geared to address challenges and foster effective, efficient evaluations of online teaching. Readers gain access to rubrics, forms, and worksheets that they can customize to fit the needs of their unique institutions. Evaluation methods designed for face-to-face classrooms, from student surveys to administrative observations, are often applied to the online teaching environment, leaving reviewers and instructors with an ill-fitted and incomplete analysis. Evaluating Online Teaching shows how strategies for evaluating online teaching differ from those used in traditional classrooms and vary as a function of the nature, purpose, and focus of the evaluation. This book guides faculty members and administrators in crafting an evaluation process specifically suited to online teaching and learning, for more accurate feedback and better results. Readers will: Learn how to evaluate online teaching performance Examine best practices for student ratings of online teaching Discover methods and tools for gathering informal feedback Understand the online teaching evaluation life cycle The book concludes with an examination of strategies for fostering change across campus, as well as structures for creating a climate of assessment that includes online teaching as a component. Evaluating Online Teaching helps institutions rethink the evaluation process for online teaching, with the end goal of improving teaching and learning, student success, and institutional results.
Download or read book E learning Theory and Practice written by Caroline Haythornthwaite and published by SAGE Publications. This book was released on 2011-04-19 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-learning. The authors present new perspectives on the subject by exploring the way teaching and learning are changing with the presence of the Internet and participatory media; providing a theoretical grounding in new learning practices from education, communication and information science; addressing e-learning in terms of existing learning theories, emerging online learning theories, new literacies, social networks, social worlds, community and virtual communities, and online resources; and emphasizing the impact of everyday electronic practices on learning, literacy and the classroom, locally and globally. This book is for everyone involved in e-learning including teachers, educators, graduate students and researchers.
Download or read book Qualitative Inquiry and Research Design written by John W. Creswell and published by SAGE Publications. This book was released on 2017-01-10 with total page 569 pages. Available in PDF, EPUB and Kindle. Book excerpt: Winner of the 2018 Textbook & Academic Authors Association′s The McGuffey Longevity Award In the revised Fourth Edition of the best-selling text, John W. Creswell and new co-author Cheryl N. Poth explore the philosophical underpinnings, history, and key elements of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Preserving Creswell′s signature writing style, the authors compare the approaches and relate research designs to each of the traditions of inquiry in a highly accessible manner. Featuring new content, articles, pedagogy, references, and expanded coverage of ethics throughout, the Fourth Edition is an ideal introduction to the theories, strategies, and practices of qualitative inquiry.
Download or read book The Effect of Instructor made Videos on the Development of Instructor and Student Interaction in Online Learning Courses written by Lauri A. Howard and published by . This book was released on 2019 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although online learning in higher education continues to grow, some online students feel dissatisfied with their virtual learning experience which can lead to attrition and not reaching their academic goals. One reason online students are not satisfied with their online course is they feel isolated and not engaged due to the lack of social connection with the instructor (Liu, Gomez, & Yen, 2009; Rovai & Wighting, 2005). Because the online learning environment lacks visual and auditory cues that are part of face-to-face courses, students may perceive that the social connection that is a necessary part of the learning experience is not formed (Garrison, Anderson, & Archer, 2000). The purpose of this study was to determine the effect of the online instructor using video technology to establish a social connection with students. Instructor-made videos can be used for an instructor biographical introduction, explaining the syllabus and course assignments, weekly announcements, and feedback on the discussion board and assignments. The study explored whether online students experienced an ease of interaction with the instructor as a result of instructor-made videos and if the social connection of the instructor with students was improved by use of particular instructor immediacy behaviors in the videos. The research approach was a qualitative grounded theory study which consisted of in-depth student and instructor interviews. The study found that course content clarity and relationship building are two main reasons online instructors use instructor-made videos. The study further found that online students did experience greater ease of interaction with their online instructor as a result of the instructor-made videos due to seeing and hearing the instructor. The study did not find evidence that the six instructor immediacy behaviors in the instructor-made videos had as much influence on the social connection between instructor and student. The results of this research show that instructor-made videos can become a regular component of preparing for and facilitating an online course. Instructor-made videos are a way of communicating with students that are more personal than text-based forms of communication. The implications of the research findings related to practice, leadership, learning, service, and research were discussed.
