Download or read book Student Engagement in Online Academic Courses in a Community College System written by Elizabeth Faith Anderson and published by . This book was released on 2016 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Activity Systems Analysis Methods written by Lisa C. Yamagata-Lynch and published by Springer Science & Business Media. This book was released on 2010-07-15 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the last two decades, there has been growing interest in pursuing theoretical paradigms that capture complex learning situations. Cultural Historical Activity Theory (CHAT) is one of several theoretical frameworks that became very popular among educational researchers because it conceptualizes individuals and their environment as a holistic unit of analysis. It assumes a non-dualistic ontology and acknowledges the complexities involved in human activity in natural settings. Recently, reputable journals such as the American Psychologist, Educational Psychologist, and Educational Researcher that are targeted for a wide-range of audience have included articles on CHAT. In many of such articles, CHAT has been referred to as social constructivism, sociocultural theory, or activity theory. Activity systems analysis is one of the popular methods among CHAT researchers for mapping complex human interactions from qualitative data. However, understanding the methods involved in activity systems analysis is a challenging task for many researchers. This difficulty derives from several reasons. First the original texts of CHAT are in Russian and there have been numerous authors who report on the difficulties of reconciling translation problems of the works of original authors’ such as Vygotsky and Leontiev. Second, in North America activity systems analysis has deviated from the Russian scholars’ intentions and Engeström’s original work using the triangle model to identify tensions to overcome and bring about sociopolitical change in participant practices. Third, to this date there are numerous publications on the theoretical background of activity theory and studies reporting the results of using activity systems analysis for unpacking qualitative data sets, but there have been no methodological publications on how researchers engage in activity systems analysis. Thus, there is a dearth of literature in both book and journal publications that guide researchers on the methodological issues involving activity systems analysis.
Download or read book Student Engagement in Campus Based and Online Education written by Hamish Coates and published by Routledge. This book was released on 2006-09-27 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Blended learning is firmly established in universities around the world, yet to date little attention has been paid to how students are enaging with this style of learning. Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education. Covering the key qualities of blended learning, it analyses how online learning influences campus-based education, develops the student perspective of online learning, examines online learning systems as agents of change, provides insights and guidance for educational developers and administrators attempting to improve quality of learning, and considers how institutions can maximise educational returns from large investments in online learning technologies. Illustrated with case studies and developing ideas for practice, this book will be valuable reading for researchers and developers keen to improve their understanding of the emerging dynamics of contemporary student engagement with online learning.
Download or read book Student Engagement in Community College Online Education Programs written by Karla Ann Fisher and published by . This book was released on 2010 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving student outcomes in community college online education requires understanding how institutional practices and student characteristics affect levels of student engagement in online courses. This study investigated community college online student engagement using an ex post facto quantitative methodology, reporting the results of an online survey administered to students enrolled in online courses at four community colleges and one statewide community college online consortium in the fall 2009 academic term. Online engagement levels were measured based on five constructs from the Community College Survey of Student Engagement (Active and Collaborative Learning, Student-Faculty Interaction, Academic Challenge, Student Effort, and Support for Learners) and a sixth construct from the literature (Presence). The study measured the engagement levels of 906 survey respondents taking classes exclusively online compared with 1,179 survey respondents taking classes both online and on-campus. Differences in engagement levels also were explored in terms of student characteristics including gender, race/ethnicity, age (traditional/nontraditional), enrollment status; experience in online classes, and veteran status. The results of this study revealed the following: Community college online students are less engaged than students taking courses both online and on campus. Enrollment status is a strong predictor of online student engagement; online students enrolled part-time are substantially less engaged than online students enrolled full-time. Experience with online learning is another strong predictor of engagement; as students gain experience in online courses, they become more engaged online learners. Student demographics appear to play less of a role in student engagement online than on campus. Although measurably less engaged, online students scored high on Student Effort, suggesting respondents found courses taught exclusively online required substantial individual effort. Online students are isolated relative to other students and faculty, and are unlikely to reach out to make connections within the college community without assistance. Based on their distinctive experiences and characteristics, online students should be tracked as a unique cohort within community college student populations. This study concludes with recommendations for further research and strategies that community colleges could implement to increase online student engagement, retention, and ultimately success.
Download or read book Student Engagement Online What Works and Why written by Aehe and published by John Wiley & Sons. This book was released on 2014-12-03 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: What makes online learning engaging to students? Engagement depends upon designing learning that is active and collaborative, authentic and experiential, constructive and transformative. While students and instructors can inadvertently act in several ways to decrease student engagement in online coursework, research indicates a range of options that have been proven to engage students in their online courses. This report explores the learning theories, pedagogies, and active learning options that encourage student engagement, push them to think more deeply, and teach them how to learn. It guides instructors on how to evaluate the effectiveness of technological and software tools, and to evaluate and assess the activities, learning, and retention occurring in their online classes. Finally, it will help instructors find inspiration for engagement from the face-to-face settings that can be translated into the online environment. This is the 6th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Download or read book Supporting Online Students written by Anita Crawley and published by John Wiley & Sons. This book was released on 2012-01-31 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Supporting Online Students shows how effective and efficiently delivered support services improve academic success and course retention for online learners. Drawing on a decade's worth of research, Anita Crawley describes the scope of services from admissions and registration to advising and student engagement. The book includes guidelines and standards, planning and implementation, innovative practices, and describes specialized services needed by particular online student groups. "Effective student support is the single most important factor in sustaining high-quality online learning programs. Anita Crawley presents the most effective guide to achieving that success. Her book is a blueprint for building thriving online programs through comprehensive student support." Ray Schroeder, director, Center for Online Learning, Research and Service, University of Illinois Springfield "As distance learning continues to grow, this book addresses the often neglected other side of the coin: online student services. This book provides a great introduction and overview of the research, literature, and innovative practices for planning, implementing, and evaluating support services for online learners." George Steele, director, eStudent Services, OhioLearns "Anita Crawley has crafted a splendid volume on a topic of increasing importance in contemporary higher education. Her book promises to be the foundational piece for those who work with students in an online environment. Her thinking and analysis are superb and undoubtedly will provide the basis upon which to develop online programs and services in the future." John H. Schuh, Distinguished Professor of Educational Leadership and Policy Studies Emeritus, Iowa State University "Bringing together extensive examples of innovative practices, summaries of current research, and a wealth of experience in student services, Anita Crawley's comprehensive guide to supporting online students is a rich resource for institutions with existing, growing, or new online programs. Diane J. Goldsmith, former executive director, Connecticut Distance Learning Consortium
Download or read book Online Education written by Regina L. Garza Mitchell and published by John Wiley & Sons. This book was released on 2010-06-21 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume highlights existing issues in online courses and programs and provides strategies for addressing them as the demand for online education continues to grow. Organizational changes caused by greater reliance on technology for teaching and learning are still not fully understood, and many colleges continue to react to change rather than positioning themselves to take advantage of it. As a challenge to that, contributors to this volume use personal narratives and research to discuss how online education continues to lead to organizational, professional, and personal change. Community colleges are at the forefront of the tremendous growth in online programs. Two-year colleges now serve more than half of all online students, and they are poised for continued growth as more adults seek education and retraining. Despite the acceptance, and even expectation, of online services and programs in education, colleges must address existing issues before expanding these. This volume is an indispensable resource in that process. This is the 150th volume of the Jossey-Bass higher education quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Download or read book Collaborating Online written by Rena M. Palloff and published by John Wiley & Sons. This book was released on 2010-04-15 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaborating Online provides practical guidance for faculty seeking to help their students work together in creative ways, move out of the box of traditional papers and projects, and deepen the learning experience through their work with one another. Authors Rena Palloff and Keith Pratt draw on their extensive knowledge and experience to show how collaboration brings students together to support the learning of each member of the group while promoting creativity and critical thinking. Collaborating Online is the second title in the Jossey-Bass Guides to Online Teaching and Learning. This series helps higher education professionals improve the practice of online teaching and learning by providing concise, practical resources focused on particular areas or issues they might confront in this new learning environment.
Download or read book Wired and Engaged written by Maria Del Pilar Lerma and published by . This book was released on 2010 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past 10 years, higher education has experienced dramatic changes due to online instruction, especially at community colleges. It is important to recognize the role of the college in the implementation of online techniques and strategies that can serve to engage students effectively in the online learning environment. However, very little is known about student engagement in online learning at the community college level. The present study is a replication of Robinson's 2006 study on student engagement at the 4-year university level, which used a modified nsse survey instrument. The purpose of this study was to measure the level of student engagement in online learning at the community college level and to determine if there was any relationship between engagement factors and student satisfaction with the institution in which the online course was taken through four nsse benchmarks. Additionally, this study analyzed to what extent were the factors of gender, age, and dependent care related to student engagement in the online learning environment. The participants in this study were 465 students enrolled in an online course at one of three community colleges in a multi-college district in a suburb of Southern California. A combined theoretical framework using Chickering and Gamson's Seven Principles for Good Practice and Kearsley and Shneiderman's Engagement Theory was chosen as the lens by which to examine and analyze the literature on methods and strategies used to engage students in the online learning environment. The data were analyzed through multiple quantitative methods--descriptive statistics, multiple regression analysis, and 2 x 2 x 3 factorial ANOVAs. The findings indicate higher than average levels of engagement and that student satisfaction with the community college in which the online course was taken in was positively correlated with three benchmarks. Finally, age was found to have a significant interaction with two benchmarks. Findings from this type of research may aid instructors and institutions on how best to develop and offer their online courses. Recommendations include ongoing research in online learning because of its continuously evolving nature. Areas for future research include replication in urban and rural areas. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book High impact Educational Practices written by George D. Kuh and published by . This book was released on 2008 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.
Download or read book Does Course Design Impact Student Engagement And or Student Outcomes at Community Colleges an Empirical Test of a Web based Student centered Learning Design Strategy written by Lawrence Angel and published by . This book was released on 2015 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community college enrollments have been on the rise since the 1960s. Because of these ever increasing enrollments, community colleges have come to play an important role in students’ pursuing post-secondary education. Some individuals question this expansion of community colleges because these institutions typically have lower retention rates than 4-year universities. Others argue that the demographics of community colleges and the diverse needs of their students are behind these the lower retention rates. While it is important to discuss the low success rates at community colleges, it is more important to move forward to discuss how community college instructors address the lower success rates. Some suggest that instruction needs to be changed in order to tackle the specific needs of its diverse population. This mixed method study explores the impacts of a specific course design, referred to here as the Web-SCL (Student Centered Learning) model, on diverse learners at a community college in the Pacific Northwest. This specific course design couples web-based support tools with other student activities to create the Web-SCL model. It is the author’s belief that this approach to course design has the potential to address the unique needs of the community college student. This study used two methodologies, quantitative and qualitative, in multiple phases to explore the Web-SCL model and to test whether this specific course design had an impact on student engagement and/or student outcomes. The first quantitative data phase compared GPAs from students in classes using the Web-SCL model to students who took classes from instructors using a traditional approach of lecturing. The second quantitative phase came from a student survey administered to the treatment group and to the control group. For this study, the unit of analysis was the student. However, instructors’ perspectives play a crucial role in the delivery of course material and in the creation of the course design. As a result, the qualitative section focused on the instructors’ perspective. The first qualitative phase came from instructors observing the Web-SCL model during a class observation. Following the class observation, each instructor was interviewed using a series of questions designed to bring forth their views on class design. This quantitative data allowed us to see if the model addressed the needs of our student population while the qualitative data gave us the instructors’ perspective on whether this was a viable course design. Merging all data sources was crucial in attempting to get a better understanding of the Web-SCL model and the extent to which course design may have had an impact on student engagement and/or student outcomes. Merging the data revealed three general themes: Class structure, Technology, and Learning. Students were able to distinguish the different characteristics in the two types of classes (Web-SCL and traditional) and instructors viewed the Web-SCL model as a positive impact on student outcomes. Students also believed that technology could help their learning and that instructors would advise future instructors to incorporate technology into their class. And finally, instructors used group activities to gauge learning, yet there was no quantifiable evidence to prove that the Web-SCL model had an immediate impact on grades received in a course.
Download or read book Faculty s Perspective on Student Engagement for Synchronized Online Graduate Level Courses written by Ambeeka Jewnandan and published by . This book was released on 2022 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many colleges and universities are moving towards online learning as it increases access to education and aid in managing the growing enrollment. Students’ engagement in schools has been a growing concern for academic institutes especially in today’s time where online learning is prominent. This study explores instructor’s perspective on the different methods and techniques used in synchronized online courses to increase student engagement at a graduate level. The theoretical lens of Connectivism Theory (Downes, 2006; Siemens, 2004) and Engagement Theory (Kearsley & Schneiderman, 1999) will be explored to understand the relationship found between the methods used in teaching and student engagement while employing the conceptual framework of the theory of selfregulated learning (Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006; Shunk, 1996). The sample consists of seven faculty members teaching graduate level online courses at a private independent university located in suburban New York City. The findings suggest that instructional methods, course modification, faculty’s role, and technology increase student’s engagement in a synchronized online class. Student engagement increases enrollment, retention, and graduation rate – all important aspects of a successful learning institute, therefore it is important to understand what aspects of teaching increase student engagement to create a successful learning environment.
Download or read book How College Affects Students written by Matthew J. Mayhew and published by John Wiley & Sons. This book was released on 2016-08-23 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt: The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.
Download or read book Online Learning in the Virginia Community College System written by Shanna Smith Jaggars and published by . This book was released on 2010 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Finding what Works Online written by Joanna M. Miller and published by . This book was released on 2012 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on research performed at a single California community college, this study concludes that instructors in online classes can engage students and increase their completion and success rates by being present and visible to their students, responding quickly and robustly to student inquiries and assignments, providing ample opportunity for students to interact and work with their peers, and by presenting an organized class. The study offers suggestions for implementing online innovations to improve student engagement, completion and success. The study population was 561 students enrolled in 99 online classes at a single California community college. The study focuses on ten course features identified in literature as indicative of an engaging online class and provides descriptive statistics on those ten features as they are present in online course offerings at this community college. This study examines the impact of the features on student engagement, course completion and success. Specifically, this study examines the relationships of features in instructor presence, student interaction and course design to self-reported student engagement and institutional aggregated course completion and success rates. Additionally, this study examines the impacts of student characteristics on engagement, completion and success.
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Download or read book Designing Effective Assessment written by Trudy W. Banta and published by John Wiley & Sons. This book was released on 2010-11-12 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fifteen years ago Trudy Banta and her colleagues surveyed the national landscape for the campus examples that were published in the classic work Assessment in Practice. Since then, significant advances have occurred, including the use of technology to organize and manage the assessment process and increased reliance on assessment findings to make key decisions aimed at enhancing student learning. Trudy Banta, Elizabeth Jones, and Karen Black offer 49 detailed current examples of good practice in planning, implementing, and sustaining assessment that are practical and ready to apply in new settings. This important resource can help educators put in place an effective process for determining what works and which improvements will have the most impact in improving curriculum, methods of instruction, and student services on college and university campuses.
