重庆欢乐生肖官方网址

Fall 2019 - Volume 22 Issue 3
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The Online Journal of Distance Learning Administration is a peer-reviewed electronic journal offered free each quarter over the World Wide Web. The journal welcomes manuscripts based on original work of practitioners and researchers with specific focus or implications for the management of distance education programs. Click here to access our readership stats.
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Events & Learning

Distance Learning Administration Conference 2020
June 28 - July 1, 2020
Jekyll Island Club Hotel in Jekyll Island, Georgia


February 10-12, 2020
Savannah, Georgia

Distance Education
Certificate Program

Registration Begins
Spring 2019
Program Begins
October 7, 2019
Graduation
March 2020

Distance Education
Certified Trainer Program

Registration Begins
Fall 2018
Program Begins
October 7, 2019
Graduation
January 2020

Advanced Technologies for Distance Education Certificate Program
Registration Begins
Spring 2019
Program Begins
?October 7, 2019
Graduation
February 2020

Intro to Social Media Marketing Certificate Program
Registration Begins
Fall 2019
Online Program Begins
January 2019
Graduation
March 2020

Thanks to the
University of West Georgia
for providing this webspace

Editorial Board

Editor-in-Chief
Dr. Melanie Clay
University of West Georgia

Managing Editor
Ms. Kendall Dickey
University of West Georgia


Associate Editor
Ms. Julie Stone Ingle
University of West Georgia


Editorial Board
Dr. Mac Adkins
Troy University

 

Christopher L. A. Ahlstrom
Towson University

David Babb
University of North Georgia

Dr. R.-L. Etienne Barnett University of Atlanta (US) Centre National de la Recherche Scientifique (France)

Mr. R. Thomas Berner
Pennsylvania State University

Dr. Kris Biesinger
Board of Regents of the University System of Georgia

Dr. Beverly L. Bower
University of North Texas

Ms. Diane M. Burnette
University of Georgia


Erik Burns
University of Wisconsin-Madison

Dr. W. Dean Care
Brandon University

Dr. Jason G. Caudill
King University


Yong Chen
Old Dominion University

Mr. Matthew N. Clay
University of West Georgia

Dr. Sherry A. Clouser
University of Georgia

Bradly Corlett
AliveTek


Dr. Ken Corley
Appalachian State University


Dr. Jeanne Catanzaro
Washburn University

Dr. Micheal Crafton
University of West Georgia

Dr. Muhammet Demirbilek
Suleyman Demirel University, Turkey

Dr. Robert N. Diotalevi
Florida Gulf Coast University

Ms. Beth Evans
College Library of the City University of New York

Dr. Catherine L. Finnegan Advanced Learning Technologies,
Board of Regents of the University System of Georgia

Jan Flegle
American Public University System

Dr. Larry V. Flegle
American Military University

Dr. Cher C. Hendricks
University of Idaho


Dr. Katy Herbold
Southern Utah University

Mrs. Laurie G. Hillstock
Virginia Tech

Dr. Cathy Hochanadel
Purdue University Global

Dr. Genell Hooper Harris
Centenary College of Louisiana

Dr. Scott L. Howell
Brigham Young University

Dr. Jason B. Huett
University of West Georgia

Dr. Thomas J. Hynes
Clayton State University

Dr. Sallie J. Johnson
USAF Air University, Air Command and Staff College

Dr. Harold J. Kearsley
Norwich University

Dr. John J. Ketterer
Jacksonville State University

Dr. James W. King
University of Nebraska-Lincoln

James Kinneer
Indiana University of Pennsylvania

Irene Kokkala
University of North Georgia

Olabisi Kuboni (retired)
The University of West Indies

 

Dr. Sarah Kuck

Albany State University

Dr. Sally Kuhlenschmidt
Western Kentucky University

Ms. Elizabeth D. Larzelere M.S.
New York Chiropractic College

Melissa Layne
American Public University System

Dr. Andrew Leavitt
University of Wisconsin Oshkosh

 

Dr. Lauryl A. Lefebvre

University of Phoenix


Ms. Nancy Lee
University of Nevada

Dr. Elke M. Leeds
Western Governors University

 

Dr. Amanda E. Major
University of Central Florida

Christopher Mathews-Smith M.A.
Emory University

Dr. Jennifer McLean
Pennsylvania College of Technology

COL Philip A. McNair (USA, ret.)
American Public University System

Dr. Marc D. Miller
Henderson State University

Dr. Nancy Griffin Mims, Ed.D.
University of West Georgia

Dr. Mary Jo Muratore
University of Missouri - Columbia

Anna Obedkova
University of Texas of Arlington

Dr. Abbot L. Packard
University of West Georgia

Dr. Angie Parker
Northcentral University

 

Dr. Anthony Piña
Sullivan University

Dr. Shawn M. Quilter
Eastern Michigan University

Dr. Ravic P. Ringlaben
University of West Georgia

Dr. Michael Rogers
University of North Georgia

 

Dr. Beth Rene Roepnack
University of West Georgia, USG eCampus Senior Academic Instructional Support Specialist


Dr. Peter J. Shapiro
Director of Creative Learning Services
Florida State College at Jacksonville

Melanie Shaw
North central University

 

Angela Solic
Rush University

Dr. LeAnn McKinzie Thomason
Brownsville, Texas

Mitzi P. Trahan, Ph.D.
University of Louisiana at Lafayette

Dr. Thomas J. Tobin
University of Wisconsin-Madison

Dr. Joann Kroll Wheeler
Texas A & M University

Past OJDLA Editors
Dr. Stephen J. Anspacher
The New School

Dr. Michael Beaudoin
University of New England

Dr. Elizabeth Bennett
University of West Georgia

Janet Gubbins
University of West Georgia

Ms. Tammy Hamm-Ronsisvalle
Synergy Plus Inc.

Rayma Harchar, Ed. D.
University of Louisiana at Lafayette

Dr. Nataliya V. Ivankova
University of Alabama at Birmingham

Dr. Kathleen A. Kraus
State University of New York at New Paltz

Dr. Dwight Laws
Brigham Young University

Dr. George E. Marsh II
The University of Alabama

 

Dr. Barbara K. McKenzie
University of West Georgia

Dr. Paul F. Merrill
Brigham Young University

Mr. Bob Reese
Reese Consulting Associates, Inc.

Dr. M. D. Roblyer
University of Tennessee-Chattanooga

Mr. Timothy W. Seid
Earlham School of Religion

Dr. Barbara L. Watkins
University of Kansas

Current Issue

重庆欢乐生肖官方网址Organizational Sustainability in Online Higher Education: Reframing through the Viable System Model

Priscilla Parsons
Kaye Shelton

by Priscilla Parsons
     Kaye Shelton
    

重庆欢乐生肖官方网址 Higher education remains embroiled in transition driven by cost of attendance, technological advances, globalization, hyper-competition, and stakeholder expectations. Concurrently, advances in online education have prompted increased integration within the educational enterprise.  Not only are modern institutions faced with the necessity to respond to the changing educational environment, they must establish capabilities to sustain online education into the future. This paper examines the viable system model (VSM) as a mechanism to deal with this complexity and offers a framework through which leadership and management in online education can increase understanding of organizational sustainability and systemic management.

重庆欢乐生肖官方网址Academic Advising and Online Doctoral Student Persistence From Coursework to Independent Research

Todd D. Fiore
Keri L. Heitner
Melanie Shaw

by  Todd D. Fiore
      Keri L. Heitner
      Melanie Shaw


Approximately 50% of doctoral students do not complete their degrees. Attrition for online doctoral programs is 10% to 20% higher than traditional programs. This study’s purpose was to understand online doctoral students’ perceptions about the role of academic advisement in transitioning from coursework to independent research. Semi-structured interviews with 18 participants revealed six major themes pertaining to advising’s role on persistence, the efficacy of advising, and potential improvements to advising. The major themes identified within and across three cases are: faculty advising is paramount, lack of process advisement, inconsistent advisement, peer advising is powerful, persistence comes from within, and doctoral research feels lonely. Further research is needed about online doctoral students’ experience, particularly with respect to transitioning from coursework to independent research.


Student Retention in Online Courses: University Role

Marie St. Rose
Alicia Moore

by  Marie St. Rose
      Alicia Moore
    
As the growth in technology enables academic institutions to offer online courses to students globally, it is essential for universities to provide quality services to meet the needs and expectations of learners. Student retention in online courses is one of the challenges facing universities today. This is an important concern and should be addressed. The following research question was posed to a convenience sample of 84 students enrolled in online courses at an academic institution: What can the university do to help you to remain enrolled in online courses? The data generated from the research question were entered in Nvivo to identify themes and metathemes. The analysis identified twenty-four themes. As the analysis progressed, six metathemes emerged. The students proposed six areas for universities to address: costs, resources, the number of online courses and degrees offered, support services, faculty accountability, and policies. The metathemes identified in this study have implications for university administrators to focus on the learner when addressing retention in online courses.

 



Efficient Online Instruction: Maximum Impact in Minimal Time

Lori J. Cooper

重庆欢乐生肖官方网址

Amanda
Laster-Loftus
B. Jean Mandernach

by Lori J. Cooper
     Amanda Laster-Loftus 
     B. Jean Mandernach 


Higher education faculty have numerous responsibilities that are not limited to instruction of classes. While it is well established in literature that faculty have a diverse set of responsibilities that extend well beyond a 40-hour work week, this information has yet to be cohesively transferred into suggestions for institutions to utilize when promoting instructional efficiency. The present study offers both a conceptual and operational definition of faculty workload in higher education, while addressing faculty workload perceptions and the value of efficiency. In addition, this study offers specific recommendations for instructional efficiency that faculty and institutions of higher education can put into practice. This quantitative study surveyed full-time (n=50) and adjunct faculty (n=368) at a Southwest university. Survey results indicated adjunct faculty rated automatic notification higher than full-time faculty, while both faculty roles agree integration of feedback banks are valuable for increasing teaching efficiency (x?=3.91, SD=1.18); as well as push notifications to students outside the online classroom (x?=3.74, SD=1.23). Overall findings concluded that all faculty believed pedagogical tools had value in increasing the efficiency in online teaching. Therefore, recognition of instructional supplements may foster the efficiency and impact of teaching time. Higher education administrators and curriculum developers can use this evidence to promote decisions supporting improvement of pedagogical tools within online classrooms.

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eCelebrations: Virtual Graduations to Celebrate Online Students

Leora Waldner
Dayna McDaniel 
Tammy Esteves

by Leora Waldner
     Dayna McDaniel 
     Tammy Esteves 


Online students are often short-changed when they reach their most important milestone — graduation. For many institutions, virtual graduation has proven to be a holy grail of sorts—critically important to student experience, but illusive in form and difficult to achieve. This article explores several existing models of virtual graduations, and proposes a framework to evaluate the quality of synchronous virtual graduation events.

We also present an example of a synchronous virtual graduation celebration in a master's degree program that optimizes social presence and engagement. This robust event features real-time audio and webcam participation by all participants, keynote speakers, interactive prize contests, and personalized announcement of graduates. By illuminating the logistics, we enable other universities to consider adoption of this powerful innovation to enhance the online learning experience and further engage online learners.

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重庆欢乐生肖官方网址

 


Using the Technology Adoption Model to Assess Faculty Comfort with the Learning Management System

Lisa Anne Bove
重庆欢乐生肖官方网址

Sheri Conklin 

by Lisa Anne Bove
     Sheri Conklin 


When faculty need to use technology that is not familiar to them, it may take more time to integrate into to their teaching. The purpose of this study was to gather data on the ease of use and usefulness of the Blackboard LMS in anticipation of transitioning to a new LMS. A survey with the Technology Adoption Model (TAM) usability and perceived ease of use questions was sent to faculty in the Fall semester prior to the beginning of training for the transition to a new learning management system. Participation was voluntary and no questions were required.

Most participants completed the full usefulness and ease of use Likert-style questions, but many declined to fill out other questions about years teaching, title, age, or type of employment and comfort level. We obtained a 29 % response rate. Of those who received the survey, 48.5 % were Professors (full, assistant and associate) and 51.5 % were lecturers. Faculty averaged 13 years teaching with an average of 10 years at UNCW and most were between the ages of 44 and 65.

There was no significant association (α> 98%) between years teaching, title, age, or type of employment and usefulness or ease of use. Comfort level, however, demonstrated a negative association with both usefulness and ease of use. Faculty who identified themselves with lower comfort levels also reported that Blackboard was less useful and less easy to use. Based on the information gleaned in this survey, a full implementation plan including communication, opportunities for faculty buy-in for the plan, published timelines, and multiple options for training will be used to implement the new system.

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Professional Development Support for the Online Instructor: Perspectives of U.S. and German Instructors
Florence Martin
Chuang Wang
Kiran Budhrani 
Robert L. Moore
Annika Jokiaho

by Florence Martin
     Chuang Wang 
     Kiran Budhrani 
     Robert L. Moore 
     Annika Jokiaho 


With the increase in number of courses being offered online, there is an increase in the need for professional development support for instructors to teach online. The purpose of this study is to examine faculty perceptions on professional development needs for online teaching, specifically in the U.S. and in Germany. Based on a qualitative open-ended survey, four themes emerged on the professional development needs of instructors for administrative support, personnel support, pedagogical support and technology support. This study discusses specific areas of support in these themes and provides implications for administrators, faculty, and support staff.

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重庆欢乐生肖官方网址

From the Editor
Melanie Clay


Hello Readers:

Greetings, I am very excited to announce the fifth meeting of our conference. It will be held at the fabulous in beautiful Savannah on February 10-12, 2020.

  • We are currently accepting presentation proposals on topics related to:
  • Reconciling Humanity and Technology in the Classroom
  • Humanistic Instructional Design
  • Work-Life-Learning Balance
  • Health & Wellness in the High-Tech Workplace
  • Mindfulness and Health
  • Learning Science
  • Coaching and Mentoring Distance Learners
  • Sustainable Technology Solutions
  • Social Equity and Educational Access
  • Experiential Learning
This is a unique meeting, and has become one of my favorite weeks of the year. You have about another month to get your proposal in if you'd like to join us. I hope to see you in Savannah!

重庆欢乐生肖官方网址 Melanie

重庆欢乐生肖官方网址Melanie N. Clay, Ph.D.

 

September 13, 2019

To be notified of future publications contact the UWG Distance & Distributed Education Center

重庆欢乐生肖官方网址Last modified: September 13, 2019