LibGuides: APUS ePress: Journal of Online Learning Research and Practice

Journal of Online Learning Research and Practice (formerly Internet Learning)

Vol. 7, No. 2 (2019)
Vol. 7, No. 1 (2018/2019)
Vol. 6, No. 2 (Fall 2017/Winter 2018)
Vo. 6, No. 1 (Spring/Summer 2017)
Vol. 5, No. 1 (Fall 2016/Winter 2017)
Vol. 4, No. 2 (Fall 2015)
Vol. 4, No. 1 (Spring 2015)
Vol. 3, No. 2 (Fall 2014)
Vol. 3, No. 1 (Spring 2014)
Vol. 2, No. 2 (Fall 2013)
Vol. 2, No. 1 (Spring 2013)
Vol. 1, No. 1 (Fall 2012)

Vol. 7, No. 2 (2019)

Journal of Online Learning Research and Practice, Volume 7, Issue 2

2019

Journal of Online Learning Research and Practice (formerly Internet Learning) is a peer-reviewed, open access journal published through partnership between The Policy Studies Organization, American Public University System, and the APUS ePress. The journal welcomes a multidisciplinary approach and papers on all aspects of the electronic learning revolution and the challenges and dilemmas it presents.

Please see the journal's homepage at the first link below for further information and submission guidelines.

Journal of Online Learning Research and Practice (formerly Internet Learning) Homepage
Visit the Internet Learning homepage for further information.

Table of Contents

Letter from the Editor

Kathleen Tate, American Public University System

Articles

Assessing the Effect of Course Materials Type on Undergraduate Student Performance in an Online Setting

Jennifer Cramer and Jennifer Douglas, American Public University System

Preparing Teachers for the 21st Century Classroom

Robyn Huss, University of West Georgia

Building Rapport and Creating a Sense of Community: Are Relationships Important in the Online Classroom?

Kimberlee Ratliff, American Public University System

Introducing Live Group Meetings in an Online Class: Tips and Techniques

Natascha Gast, American Public University System

doi: 10.18278/il.7.1.5

From the Field

3 Questions for an Online Learning Leader

Featuring Jill Buban, Chief Academic Officer and Unizin and Former Senior Director of Research & Innovation, Online Learning Consortium

Book Reviews

A Review of Tapping into the Power of Personalized Learning

Susan Adragna, Deland, Florida

Media Reviews

Utilizing Online Apps to Improve University Instruction

William M. Gillum, Ontario, California

Vo. 6, No. 1 (Spring/Summer 2017)

Internet Learning, Volume 6, Issue 1

Spring/Summer 2017

Internet Learning is a peer-reviewed, open access journal published through partnership between The Policy Studies Organization, American Public University System, and the APUS ePress. The journal welcomes a multidisciplinary approach and papers on all aspects of the electronic learning revolution and the challenges and dilemmas it presents.

Please see the journal's homepage at the first link below for further information and submission guidelines.

Internet Learning Homepage
Visit the Internet Learning homepage for further information.

Front Matter: Volume 6, Number 1
Table of contents and editorial board for Volume 6, Number 1 of Internet Learning.
Letter from the Editor
Kathleen J. Tate
An introduction to volume 6, issue 1 of Internet Learning from Editor-in-Chief Kathleen Tate. This issue features book and media reviews, perspectives from the field, and research and theoretical articles, all covering the themes of motivation and collaboration.
The Value of Common Definitions in Student Success Research: Setting the Stage for Adoption and Scale
Karen Vignare, Ellen Wagner, and Karen Swan
Abstract: As the fascination with innovation continues to catalyze change in contemporary post-secondary education, the field of innovation science is beginning to emerge, so that the relationships between and among the endeavors of Invention, Innovation, and Implementation are better understood. This article explores the use of data analytics as an innovation trigger for supporting student success. Very few organizations have approached improving student success using an open strategy that involves data scientists and the many implementers of student success working across America’s college campuses. In an effort to expand student success research, the Predictive Analytics Reporting (PAR) Framework created common data definitions and organizing principles to support collaborative student success research among like-minded universities. By starting with common data, the members of the PAR collaborative have the ability to share, compare, and disseminate results, insights, and strategies for student success. The approach is yielding interesting research on success factors within student segments and learning modalities. The ability to share the results paves the road to adoption at other institutions or within systems.
Constructivist Teaching Patterns and Student Interactions
Michael S. Miller-First and Kristin L. Ballard
Abstract: The constructivist learning theory, which refers to the idea that learners construct knowledge for themselves, can have a positive impact on online-learning environments when focusing on adult learners. Within this constructivist learning environment, we are able to create a place where learners can work together and support each other as they use a variety of tools and information resources in their pursuit of learning goals and problem-solving activities. This article presents information about constructivism as a learning theory, constructivist teaching, and the formation of a learning environment that promotes meaningful and authentic activities that help learners develop skills relevant to problem-solving as opposed to merely navigating a strictly instructional environment. While there are several ways to apply constructivism in the online classroom, here we explore five simple, easy-to-use constructivist-based teaching methods with real-classroom examples that include interactive learning, facilitative learning, authentic learning, learner-centered learning, and high-quality learning.
Immersive Technology: Motivational Reactions from Preservice Teachers
Kevin J. Graziano
Abstract: Within teacher education, there is limited literature on the use of contemporary immersive technologies with preservice teachers. This study describes the instructional design of an online, immersive technology module taught to undergraduate, preservice teachers (N = 27), and discusses preservice teachers’ reactions to creating and interfacing with immersive technology. The online module was designed using strategies from the Attention, Relevance, Confidence and Satisfaction (ARCS) motivational design model. Data were collected using the Instructional Materials Motivation Survey. Participants thought the module contained content that was worth knowing, and was relevant to their needs and interests. Participants reported that the module impacted their interest to consider immersive technology with their own future instructional design. The results of this study shed light on new opportunities for teacher educators to become familiar with immersive technologies and suggest that such tools should be integrated into teacher preparation curricula.
3 Questions for an Online Learning Leader
Russell Poulin
Abstract: Russ Poulin is a director of policy and analysis for WCET, the WICHE Cooperative for Educational Technologies, which is a national organization focused on the practice, policy, and advocacy of technology- enhanced learning in higher education. Russ directs WCET’s state and national policy efforts, research activities, and multi-institution consortial partnerships to improve practices. In 2014, Russ represented the distance education community on the Department of Education’s negotiated rulemaking team that considered the Department’s proposed state authorization regulations. We asked Poulin about educational regulations, e-learning, and digital educational tools.
Book Review: Whitaker, T., Zoul, J., & Casas, J. (2015). What Connected Educators Do Differently. New York: Routledge.
Tisha Duncan
Abstract: A review of Whitaker, Zoul, and Casas's What Connected Educators Do Differently. Connections to others are important in any field or educational context. Connecting to colleagues and students is especially critical in digital learning environments. What Connected Educators Do Differently is a recommended read for anyone who teaches—especially those in virtual or hybrid classrooms. The notions of connecting personally and professionally through communication, collaboration, and community are at the core of this book.
Media Review: Thinking of Rubrics for your Online Course? Consider these Features
Christina L. Dryden
Abstract: Owing to their numerous benefits, rubrics should be included in all classrooms: especially those that are online. Knowing what features to evaluate can streamline the rubric selection process in order to choose the best rubric for program, School/College, university, or external reporting needs. Straightforward use, rapid build, simple collaboration, and uncomplicated reporting are recommended features to consider.

Vol. 5, No. 1 (Fall 2016/Winter 2017)

Internet Learning, Volume 5, Issue 1

Fall 2016/Winter 2017

Internet Learning is a peer-reviewed, open access journal published through partnership between The Policy Studies Organization, American Public University System, and the APUS ePress. The journal welcomes a multidisciplinary approach and papers on all aspects of the electronic learning revolution and the challenges and dilemmas it presents.

Please see the journal's homepage at the first link below for further information and submission guidelines.

Internet Learning Homepage
Visit the Internet Learning homepage for further information.

Front Matter: Volume 5, Number 1
Table of contents and editorial board for Volume 5, Number 1 of Internet Learning.
Letter from the Editor
Kathleen J. Tate
An introduction to volume 5, issue 1 of Internet Learning from new Editor-in-Chief Kathleen Tate. The journal has been restructured to include sections that highlight research, theory, practice; Book Review, Media Review, and From the Field sections are added as well.
Online Graduate Course Evaluation from Both Students’ and Peer Instructors’ Perspectives Utilizing Quality Matters
Kyungbin Kwon, Frank R. DiSilvestro, and Marjorie E. Treff
Abstract: The main purpose of this study was to improve the quality of online courses in Indiana University’s adult education graduate program. Researchers utilized Quality Matters™ (QM) standards to evaluate the courses. A total of 24 students from five courses participated in the evaluation process. Three peer instructors also evaluated the courses based on the QM standards. The evaluations of both cohorts suggested the following: (1) the adult online graduate courses fulfilled the key components of QM standards in general; (2) students’ evaluations of the courses were quite consistent with the peer instructors’ evaluations; (3) areas identified as needing improvement were: to provide sufficient information about accessibility, technical support, and course orientation, and descriptions of instructional materials. Suggestions for improvement were discussed.
An Academy Customer Experience Benchmark Observation
Erik Bean
Abstract: How do academies use customer experience (CX) leadership theory? How do they employ and measure it? A content analysis and brief survey was employed to examine a University of Phoenix research center website iteration to define the customer personas of dissertation chairs, its largest customers who utilize the Center for Leadership Studies and Educational Research center for guidance to formulate research studies geared toward publication. These customers (known as affiliates) were also measured whether they believed that implicit promises made were kept, a necessity of purposeful CX strategy. The results revealed that the personas who needed the most publication support did agree that promises made were kept. The study recognized a default CX website version so that enhancements could help transport affiliate customers along the CX continuum based on what they believed was important to their professional development, more interactions such as collaborative webpages.
We are the Campus: Using the University of Edinburgh’s Manifesto for Teaching Online to Provoke Dialogue about Online Learning in the US
Nancy Heath
Abstract: In this article, the Manifesto for Teaching Online, a document created through an iterative process by students and teachers in the MScC in E-learning Programme at the University of Edinburgh, is presented. The goal of the Manifesto is to provoke discussion, and to “rethink some of the orthodoxies and unexamined truisms” (Ross, 2012) surrounding the field of online teaching. Written in the style of a manifesto (or even a meme, discussed below) the Scottish document purposefully eschews formal learning theory or traditional research. Each point of the Manifesto is “deliberately interpretable”, underlining its authors’ roles as provocateurs (Ross, 2012). This article discusses both pros and cons of the Manifesto, but ultimately embraces the notion that intellectual activity which prompts questions and illuminates paradigms is a positive good.
3 Questions for an Online Learning Leader Featuring Tanya Joosten, Ph.D.
Tanya Joosten
Abstract: Dr. Tanya Joosten is the director of eLearning Research and Development at the University of Wisconsin-Milwaukee (UWM) where she leads strategic eLearning efforts at the campus, state, and national levels. She develops innovative programming for the University of Wisconsin-Milwaukee campus and leads a team of researchers to advance the field of eLearning. She is also the co-director of the National Research Center for Distance Education and Technological Advancements, supported by the U.S Department of Education. Tanya has been recognized by the Sloan Consortium, now Online Learning Consortium (OLC), and has been featured in the Chronicle of Higher Education and Ed Tech Magazine, to name a few. Dr. Joosten answered three questions for Internet Learning.
Teach like a Video Journalist Thinks
Michael Saville Howarth
Abstract: The author reflects on how video journalist training and education producer methods can inform video as a core driver for teaching excellence. The article draws on personal experience of making radio teaching resources for BBC Education. The author also has recent experience as a video journalist, and suggests that practice not theory, and the craft of making teaching resources is still alive and well today. In particular, the latest techniques used by backpack video journalists may illustrate the way forward in education video. Video is now easier to manage, is a hands-on practical activity, fits the individuality of the lecturer, and provides a personal experience for students. Online systems cannot deliver the learning experience students expect in higher education without good content. Lecturers can create their own video content with the quality to inform, educate, and engage. They will also improve their everyday teaching, because the thinking, planning, and execution are inherently educational. Future research ideas are outlined.
Book Review: Miller, M. D. (2016). Minds Online: Teaching Effectively with Technology. Cambridge, MA: Harvard University Press.
Amanda Butler
Abstract: A review of M.D. Miller's Minds Online: Teaching Effectively with Technology. Distance educators are increasingly in demand, as online programs and degrees become more readily available. Minds Online is a straightforward must-read for anyone who teaches in higher education, especially, though certainly not limited to, those teaching online. Established upon the cognitive psychology in understanding how learners assimilate knowledge, this book serves as a guide to understanding how to improve as an innovative, effective educator through technology usage, so that students are maximally engaged and reaping the benefits of the course, whether self-paced or face to face.
Media Review: Positive Behavior Support Technology
Gregory C. Mandalas
Abstract: Schoolwide Positive Behavior Interventions and Supports (PBIS) programs provide a framework for dealing with discipline problems in k-12 schools by using the action research process and positive reinforcement. As schools across the country continue to implement PBIS programs, programmers and app designers are creating innovative products to assist teachers and administrators with their efforts. This review will highlight some of the most popular apps and programs that are currently on the market.

Vol. 4, No. 2 (Fall 2015)

Internet Learning, Volume 4, Issue 2

Fall 2015

Internet Learning is a peer-reviewed, open access journal published through partnership between The Policy Studies Organization, American Public University System, and the APUS ePress. The journal welcomes a multidisciplinary approach and papers on all aspects of the electronic learning revolution and the challenges and dilemmas it presents.

Please see the journal's homepage at the first link below for further information and submission guidelines.

Internet Learning Homepage
Visit the Internet Learning homepage for further information.

Letter from the Editor
Melissa Layne
An introduction to volume 4, issue 2 of Internet Learning. Also includes the issue's editors and the editorial board.
Meeting the Holistic Needs of K-12 Online Learners: Designing Schools for the Future
Sarah Bryans-Bongey
Abstract: Despite the fact that new students come into online K-12 programs in rapidly increasing numbers, existing students are simultaneously switching from one online program to another, or they may be leaving the online program universe altogether. In higher education, this phenomenon is called "swirling." In this pilot study, basic attitudes and program structures among teachers and administrators of K-12 online classes and programs are explored. Drawing from information provided by anonymous survey respondents and professional members of the International Association for K-12 Online Learning (iNACOL) organization, the results from this study identify and share approaches that K-12 online programs and professionals are currently using to meet the holistic and social needs of students as part of their online schooling.
The Future of mLearning Begins with a Baseline Pedagogy
Elizabeth Cook
Abstract: Although the proliferation of mobile devices sets the stage for a revolution of education in developing countries and the evolution of education in developed countries, the formation of an effective mLearning pedagogy remains a bit elusive. The process of discovery outlined in this study begins with identifying and applying an appropriate learning theory to mobile learning, and by evaluating the role of technology in the classroom. The mLearning pedagogy advanced here is no different than others in its focus on content, instructional assets, cognitive processes and evaluations. However, with two parts harnessing the power of the Internet and the other two parts pushing technology to the background the result is a convergence of vital human interaction with nearly worldwide reach. A learning management system-less (LMS-less) approach is the element missing from previous studies and it is also the element that puts the immediate application of the mLearning pedagogy within reach.
Employee Motivations for Workplace Learning and the Role of Elearning in the Workplace
Jason G. Caudill
Abstract: Workplace learning is increasingly important in the dynamic competitive environment faced by organizations throughout the world. As the needs of a successful organization continually change there is a need for the employees of that organization, at every level, to update and expand their skills to match the needs of the organization. This places workplace learning in the position of serving employees at different levels of the organization and with different professional skills and responsibilities. In order to best ground workplace learning design as an aspect of the organization’s overall strategy it is important to recognize the common elements of all workplace learning design and their importance in supporting the success of the firm. These common elements are increasingly best served by the use of workplace elearning approaches. This paper will examine workplace learning as a strategic focus of the modern firm and the common elements that are present across all types of training in the workplace as well as the unique elements of elearning in the workplace.
3 Questions for an Online Leader
Phil Ice
Abstract: Dr. Phil Ice is the vice president of research and development for American Public University System. For over a decade, Ice’s research has focused on the impact of new and emerging technologies on cognition in online learning environments. Work in this area has brought him international recognition in the form of four Sloan-C Effective Practice of the Year Awards (2007, 2009, 2010 and 2013) as well as the esteemed Gomory Award for Data Driven Quality Improvement in 2009. I had the opportunity to sit down with this issue's "3 Questions for an Online Leader" to speak with him about his accomplishments as well as to find out more about his visions for online learning and current projects he is involved with.
The Tangible and Intangible Benefits of Offering Massive Open Online Courses: Faculty Perspectives
Credence Baker, Fredrick Muyia Nafukho, Karen McCaleb, Melissa Becker, and Michelle Johnson
Abstract: The primary purpose of this study was to establish perceptions of faculty members regarding the benefits of Massive Open Online Courses (MOOCs) in higher education. In addition, the study sought to determine what the challenges of offering MOOCs were and what accounted for the low completion rates of MOOCs. Data were collected using an online survey from 1,057 faculty members in a major university system based in the southern United States. Of the 1,057 target faculty population who completed the online survey, 939 responses were viable, and only 396 of the faculty respondents provided answers to the open-ended question regarding the benefits of MOOCs. Overall, the researchers analyzed 396 faculty responses using the Atlas Ti qualitative program. Open-ended coding was conducted to determine what key concepts faculty provided in their responses to describe the benefits of MOOCs. Axial codes were developed to group primary codes into broader concepts which enabled the researchers to create themes based on the axial codes. The responses provide rich and robust descriptions about the benefits and drawbacks of MOOCs. The paper presents the results of the open-ended question.
The Intersection of Exemplar Professional Accreditation Standards and Quality Matters Rubric Standards for Best Practice in Distance Education
Nancy E. Krusen
Abstract: The process of accreditation is a systematic review through which the public may be assured that an institution provides quality education. Accrediting bodies typically address the quality of the program and institution, not course design. Distance education components may or may not be included in accreditation assessment. Quality Matters™ (QM) is a research-centered approach to continuous quality improvement for online learning. QM addresses only course design, not the quality of a program or institution. The primary aim of this article is to examine the intersection of exemplar accreditation standards from a representative professional association and Quality Matters™ Rubric Standards (QM Standards) for best practice in distance education. The author evaluated primary standards documents for congruity and disparity, strengths and limitations. Such close examination may serve as a model for accrediting bodies to engage in open dialog to improve the quality of distance education. The author concluded that standards are complementary in this instance; however, the numerous differences indicate opportunities for enhancement. The intent of each accrediting organization and their respective standards is the benefit of stakeholders. The author recommends collaboration between accreditation agencies and institutes of higher education to modify standards related to distance education. Modifications to each set of standards have the potential to improve the quality of distance education for the benefit of institutions of higher education, the public, learners, and their respective professions.
Gamification Challenges and a Case Study in Online Learning
Darren Wilson, Cynthia Calongne, and S. Brook Henderson
Abstract: Two design models are introduced to feature the game-design elements and relationships that are critical for successful gamification. In online education, gamification employs game mechanics and incentives to encourage positive outcomes. Making good design decisions and offering a strong implementation are critical elements in the success of gamification. The study concludes by reviewing the results from a gamification case study and offers recommendations for future research.
Advanced Faculty Professional Development for Online Course Building: An Action Research Project
Philip Aust, Griselda Thomas, Tamara Powell, Christopher K. Randall, Vanessa Slinger-Friedman, Joe Terantino, and Tiffani Reardon
Abstract: This article reports on an action research project conducted by an Office of Distance Education at Kennesaw State University (KSU) for the purpose of finding a solution to the professional development of advanced faculty technology users. Action research (Lewin, 1946) involves a cycle of planning, action, and subsequent research to determine the effects of a social action. In particular, this research uses developmental action inquiry to gain knowledge “through action and for action” (Torbert, 2002; Torbert, 2004). Accordingly, this study identifies a problem, plans and implements a solution, and determines the effectiveness of that solution. Thus, three distance learning directors and 10 departmental online coordinators in KSU’s College of Humanities and Social Sciences (HSS) created and alpha tested an online training program for faculty with advanced technology experience. The group then beta tested the program and analyzed faculty responses for conceptual themes to revise the program. The revised online training program was then updated and offered to HSS faculty. The effect of this training is discussed in terms of its impact on the number of new online courses developed over the past few years in HSS at KSU.

Vol. 4, No. 1 (Spring 2015)

Internet Learning, Volume 4, Issue 1

Spring 2015

Internet Learning is a peer-reviewed, open access journal published through partnership between The Policy Studies Organization, American Public University System, and the APUS ePress. The journal welcomes a multidisciplinary approach and papers on all aspects of the electronic learning revolution and the challenges and dilemmas it presents.

Please see the journal's homepage at the first link below for further information and submission guidelines.

Internet Learning Homepage
Visit the Internet Learning homepage for further information.

Letter from the Editor
Melissa Layne
An introduction to volume 4, issue 1 of Internet Learning, which focuses on newness, progress, and change. Also includes the list of editors and the editorial board.
Strategies for Virtual Learning Environments: Focusing on Teaching Presence and Teaching Immediacy
Misha Chakraborty and Fredrick Muyia Nafukho
Abstract: Given advancements in technology, online learning environments have evolved from less engaging modes of delivering course content to creating a platform where learners have the opportunities to engage in active learning experiences. It is therefore beneficial to examine the views and perspectives of researchers, who view online courses as indispensable in modern educational systems and have contributed useful strategies and ideas of creating engaging online classes. The purpose of this study was to establish factors identified in previous studies that positively affect learners’ engagement in virtual learning environments. The focus of the literature review was to highlight teacher presence and teacher immediacy in online class settings. Both hard copy and online searches generated relevant articles depicting various online class engagement strategies. The findings of the study suggest that teaching presence and teaching immediacy can influence learners’ cognitive and affective learning experiences. The paper has implications for professional education in online teaching and learning and for educators in general. The authors identify future research areas that should contribute to the progression of the field of online learning literature in terms of teacher presence and teacher immediacy.
Students’ Perceptions of Online Course Quality: How Do They Measure Up to the Research?
Penny Ralston-Berg, Janet Buckenmeyer, Casimir Barczyk, and Emily Hixon
Abstract: The Quality Matters (QM)™ rubric presents a set of research-based standards on which to judge the quality of online courses. The authors of this study investigated how students’ perceptions of online course quality compare to those put forth in the QM rubric. Participants in this study n = 3,160 included students currently taking an online college-level course were invited to rate the importance of each QM standard restated from the student perspective. Students’ ratings of each item were compared to the ranking of each item received by QM (3-Essential, 2-Very Important, or 1-Important). The student rating for each item was at least 1.0 indicating that students do value the QM criteria as important to their success in an online course. Items related to having clear instructions for getting started in the course and ease of navigation were rated highly by both QM and students. However, students did not value items related to the importance of interacting with peers and the instructor at the same high level indicated in the QM rubric. Other findings related to practical differences between student and QM ratings of rubric items are discussed.
Faculty Training and Student Perceptions: Does Quality Matter?
Jun Sun and Ramiro de la Rosa
Abstract: The authors of this study explore the relationship between faculty training using Quality Matters™ standards and the online course quality as perceived by students. The independent variable is whether a faculty member has participated in Quality Matters training before teaching the online course surveyed. The dependent variables are student perceptions of online course quality from different aspects of the Quality Matters standards including learning objectives, outcome assessment, instructional materials, learner interaction, and course technology. A total of n = 122 undergraduate and graduate students were surveyed in the study. Subjects in the treatment group participated in the online courses taught by faculty members who had attended Quality Matters training, and those in the control group participated in the online courses taught by faculty members who had not attended Quality Matters training. Results from student t-tests suggest that faculty training significantly enhances learner interaction. The effects of faculty training on learning objectives, outcome assessments, and instructional materials are marginally significant. Yet, faculty training does not seem to have much influence on the use of course technology. *This study was supported by a research grant from Academic Partnerships.
Digital Information Networks and the Future of Online Learning
João C.R. Caetano and Nicolás F. Lori
Abstract: Digital information networks, with their tremendous amounts of data, constitute a challenge to the capacity for an individual to know the relevant aspects of society, a knowledge that international agencies often acknowledge as being an essential aspect of citizenship. Are there solutions for this very practical question? Is it possible to make profit from those big quantities of data? What are the role and importance of education, science, technology, and the humanities for contemporary societies, particularly for online universities? In this article, henceforth, we reflect on the lines of development that we view as possible for universities that offer online teaching opportunities in Europe. We specifically focus on the extent to which these universities are addressing the developmental needs established by governmental and non-governmental agencies, international economic agencies, and by European associations that are invested in education and skills-training. Using practical examples and theoretical discussions, we will present a vision of what we believe will be the future of education and the role online education will play in this vision.
3 Questions for an Online Learning Leader
Wallace E. Boston
Abstract: Dr. Wallace Boston is the president and chief executive officer for American Public University System—a four-year fully online university boasting over 100,000 students and more than 90 degree programs. It should come as no surprise that Dr. Boston's research agenda focuses on student persistence, retention and degree completion in online postsecondary learning environments. I had the chance to sit down with this issue's "3 Questions for an Online Learning Leader" and ask him about the continuing hot topic of online education and student success.
Assessing the Degree of Homogenenous Online Teaching Textbook Infancy from 1999 to 2007 Using the Immediacy Principle
Erik Bean
Abstract: Since the 1920s, textbook critics have maintained that textbooks should offer a homogenous editorial approach, including an acknowledgment of a mix of author opinion and scholarly research. Several researchers indicated that some textbooks are not homogenous. The purpose of this quantitative content analysis study was to examine whether independently authored online education textbooks published in the infancy of online teaching development from 1999 to 2007 included acknowledgment of scholarly studies pertaining to a teaching technique dubbed immediacy. In consideration of the growing field of online education and its efficacy, a secondary purpose of the study was to examine the effective transformation of scholarly knowledge to practice. For this study, teacher immediacy in the online classroom was operationalized as non-verbal teacher communications that foster psychological closeness and acknowledge student feelings in a timely manner. This study examined terminology related to immediacy in the first four chapters and chapter titles. The results indicated the early online textbooks did not prominently acknowledge immediacy terminology and did not include peer-reviewed scholarly immediacy references. Compared to terminology related to general student collaboration, the textbooks did not convey significant terminology related to student feelings or closeness, thus the textbooks did not offer a homogeneous approach regarding immediacy scholarship. In addition, in this instance, the books were idiosyncratic in communicating scholarly immediacy knowledge to the field.
The Shifting Paradigm: Learning to Unlearn
Carmen Elena Cirnu
Abstract: In order to be able to fully benefit from the enormous amount of openly available data and also from competitive advantages that new forms of learning may provide, do we need to learn to unlearn in order to bypass any biases already acquired? Do we need to free our minds first to enable new learning trajectories? The knowledge—learning—power paradigm is changing and it tends to become the unlearning—the ability to extract relevant knowledge, that supersedes. Societal changes in recent years are challenging the ways knowledge is produced and distributed. Seen as the main resource in present-day society, knowledge has been an increasingly source of power. The learning-power paradigm continue to shift. If the ’70s - ‘80s question was how to learn, through ‘90s - 2000s it moved to how fast and how much we can learn. Now the question becomes how much can we unlearn? If this is the case, we need to develop skills that help us to let go of old rules.

Vol. 3, No. 2 (Fall 2014)

Internet Learning, Volume 3, Issue 2

Fall 2014

Internet Learning is a peer-reviewed, open access journal published through partnership between The Policy Studies Organization, American Public University System, and the APUS ePress. The journal welcomes a multidisciplinary approach and papers on all aspects of the electronic learning revolution and the challenges and dilemmas it presents.

Please see the journal's homepage at the first link below for further information and submission guidelines.

Internet Learning Homepage
Visit the Internet Learning homepage for further information.

Letter from the Editor
Melissa Layne
Introduction to the special issue on two annual reports: Grade Change: Tracking Online Education in the United States, 2013 (Allen & Seaman, 2014) and The NMC Horizon Report 2014 Higher Education Edition (NMC & EDUCAUSE Learning Initiative, 2014). Description of the debut of interactive and device responsive issue versions in addition to the print version.
Enter the Anti-MOOCs: The Reinvention of Online Learning as a Form of Social Commentary
Larry Johnson and Samantha Adams Becker
Abstract: A number of respected thought leaders believe that the current manifestation of MOOCs has significantly deviated from the initial premise outlined by George Siemens and Stephen Downes when they pioneered the first massive open online courses (MOOCs) in Canada. In response to what many see as problems in the pedagogical, financial, and other models of the high profile MOOC providers, a curious form of social commentary has emerged—the “Anti-MOOC.” Anti-MOOCs are high-level experiments in online learning created expressly to generate a counterpoint to MOOCs and a basis for social interaction and commentary.
Positioning for Success in the Higher Education Online Learning Environment
Jeffrey McCafferty
Abstract: As colleges and universities explore how to approach online learning in a manner appropriate for their own specific objectives, they face an evolving environment shaped by a variety of demographic, technological, economic, and competitive factors that add opportunity, uncertainty, and complexity. This paper examines many of those factors and what institutions interested in developing and expanding their online learning can do and are doing to be successful, however they define success, in this environment. Analysis of the current online learning and higher education markets is provided as well as recommended questions that institutions should address when forming their online strategy.
Gamifying Course Content with SmashFact
Britt Carr
Abstract: Higher education is facing new challenges as a growing proportion of higher education learning is occurring online. In fact, as of Fall 2012, 7.1 million students were taking one online course, indicating that 1 in 3 courses are now occurring online, and this number continues to grow. In order to increase the success of student outcomes, and increase degree completion for online students, we need to employ educational interventions that facilitate mastery of key concepts, particularly in introductory and “weed-out” courses—the most common type that are taken online. SmashFact offers one solution designed to decrease barriers to learning for both students and instructors.
Problems and Possibilities of Gamifying Learning: A Conceptual Review
Hannah R. Gerber
Abstract: This article presents a brief overview of the concept of gamification and examines and compares gamification with edutainment and game-based learning. The paper theorizes that gamification in its current industry-driven conceptualization will not work when implemented in educational arenas, and that to be examined and used within educational frames, gamification must be re-examined and re-conceptualized.
Using Early Warning Signs to Predict Academic Risk in Interactive, Blended Teaching Environments
Julie Schell, Brian Lukoff, and Cassandre Alvarado
Abstract: In this paper, we demonstrate how we used on and off-line data to chart a path early on in the semester for improving course-level student success in a blended, flipped physics classroom. The purpose of this study is to offer an evidence-based process for identifying characteristics correlated with student academic underachievement at the course level in blended, interactive teaching environments that qualify as early warning signs and to recommend early intervention points.We hypothesize that students’ beliefs that they can reach a high level of achievement in a course, defined as their self-reported, perceived academic self-efficacy, will have a strong relationship with later course performance, as will a number of other simple measurements that are available in the first few weeks of instruction. We explore this hypothesis with the purpose of presenting a simple process that instructors can use to identify at-risk students in interactive, web-facilitated and/or blended classrooms early in the semester so that their teachers may intervene and address the specific needs of potentially at-risk students in interactive classrooms.
Integrating Global Collaboration
Zhenlin Gao and Tom Green
Abstract: Our students will be entering a global collaborative work environment upon graduation. They will be working with people who live across the street, across the country and even across the globe. This project provided our students with that experience in a controlled manner.
Visualizing Knowledge Networks in Online Courses
Marni Baker-Stein, Sean York, and Brian Dashew
Abstract: As networking platforms have become more ubiquitous in the personal consumer space, data derived from social interaction is increasingly being used in the commercial space to analyze markets, make decisions, and develop new, personalized tools. However, even as social tools and design develop a presence in the learning space, research using social data to develop new understandings about knowledge production, teaching, and learning in online social learning spaces is fairly limited. This article is a practitioners’ progress report on a research collaboration between Columbia University School of Continuing Education and Pearson Higher Education Technology, established with the goal of developing a framework and methodology for studying how social interactions and knowledge construction unfold in online courses that employ both formal and informal social learning activities. The work describes an emergent methodology for analyzing data produced by social and conversational interactions in online learning environments, using threaded discussion data from a group of students and faculty at Columbia University School of Continuing Education. It overviews the graph database schema and technologies employed, and describes examples of how the data is used to describe, differentiate among, and visualize individuals, conversations, and patterns of concept connectedness. Finally, it discusses relative strengths and weaknesses of the approach, suggesting ways it might evolve to improve our understanding of social networking and engagement in online learning environments, and how it can optimally impact student learning.

Vol. 3, No. 1 (Spring 2014)

Internet Learning, Volume 3, Issue 1

Spring 2014

Internet Learning is a peer-reviewed, open access journal published through partnership between The Policy Studies Organization, American Public University System, and the APUS ePress. The journal welcomes a multidisciplinary approach and papers on all aspects of the electronic learning revolution and the challenges and dilemmas it presents.

Please see the journal's homepage at the first link below for further information and submission guidelines.

Internet Learning Homepage
Visit the Internet Learning homepage for further information.

Letter from the Editor
Melissa Layne
Recognition of those who contributed to Internet Learning over the past year, and introduction of the new Editorial Reviewer Board.
Editorial: The Quality Matters Higher Education Rubric
Ron Legon
Abstract: This issue of ILJ consists of a selection of papers concerning different aspects of online teaching, learning, and quality assurance, stimulated by interaction with The Quality Matters Higher Education Rubric and course review process.
Collaborating with Faculty to Compose Exemplary Learning Objectives
Matthew M. Acevedo
Abstract: Inclusion of well-written, measureable, and student-centered learning objectives represents a major component in the Quality Matters (QM) higher education rubric. However, when an instructor-expert and instructional designer collaborate to create an e-learning product, oftentimes the instructor-expert either comes to the table with course and/or unit learning objectives that are already prepared, but are not measurable, student-centered, or aligned with planned instructional materials and strategies; or has no learning objectives at all. The responsibility then falls on the instructional designer to not only explain the importance of properly written learning objectives, but also to guide and support the instructor-expert through the process of composing learning objectives that are measureable and appropriate for the e-learning product. This paper discusses the purpose and importance of learning objectives and suggests several strategies for instructional designers, faculty trainers, and others who work with instructor-experts to compose learning objectives. These strategies are based on commonly encountered scenarios and are framed around a discussion of terminal and enabling objectives. These strategies also represent an alternative to the common practice of providing an instructor-expert with a list of Bloom’s Taxonomy-aligned verbs, and can aid in successful collaboration leading to compliance with learning objective-related QM standards.
Get Rid of the Gray: Make Accessibility More Black and White!
Erin Blauvelt
Abstract: The Quality Matters Rubric (Quality Matters, 2011), a nationally recognized benchmark for the quality of the design of online courses, holds accessibility as an essential element of a high-quality online course. Creating and editing courses with accessible elements can be difficult, both in understanding and in process, as being able to interpret and administer the technical standards of Section 508 of the Rehabilitation Act of 1973 (1998) takes time and study. Customizing a definition of accessibility in online courses and creating the specific elements and best practices for an institution is essential in carrying out a plan for editing and developing accessible online courses and meeting the Quality Matters Rubric (Quality Matters, 2011). The purpose of this paper is to outline the process that Excelsior College used to establish an accessibility standards list and implementation plan to fit specifically with the course design and student population and to describe some best practices in coding and accessible design requirements to meet Standards 8.3 and 8.4 of the Quality Matters Rubric.
Continuous Improvement of the QM Rubric and Review Processes: Scholarship of Integration and Application
Kay Shattuck, Whitney Alicia Zimmerman, and Deborah Adair
Abstract: Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses. QM is a leader in quality assurance for online education and has received national recognition for its scalable, peer-based approach and continuous improvement in online education and student learning. Regular, robust review and refreshment of the QM Rubric and processes keep them current, practical, and applicable across academic disciplines and academic levels. The review ensures validity in the set of quality standards that make up the Rubric. An overview of the regular review of the QM Rubric and process, as well as examples of the use of data to continuously improve the Rubric and process are presented. The guiding principles of QM—a process that is continuously improved upon and that is collegial and collaborative—are discussed in relationship to Boyer’s scholarship of application and scholarship of integration. Glassick (2000) noted that Boyer’s scholarship of overlapping discovery, integration, application, and teaching is “a hard but worthwhile task” (p. 880). This article outlines how the dynamic and rigorous processes adopted by QM continue to take on that worthwhile task.
Measuring Online Course Design: A Comparative Analysis
Jiyu You, Sue Ann Hochberg, Phoebe Ballard, Mingli Xiao, and Anthony Walters
Abstract: This paper investigated the differences between students' and QM peer reviewers’ perspectives of essential QM standards in three online courses. The results indicated that both peer reviewers and students share the same point of view in regard to evidencing the standards. However, they differed significantly regarding three of the essential standards. Factors that might cause the discrepancy are further discussed.
Many Shades of MOOCs
Deborah Adair, Susan W. Alman, Danielle Budzick, Linda M. Grisham, Mary E. Mancini, and A. Sasha Thackaberry
Abstract: Massive Open Online Courses (MOOCs) represent an innovation in teaching and learning around which there is keen interest and much experimentation. MOOCs are being developed using different pedagogical approaches for different purposes and for different audiences. Starting with a theoretical framework to identify significant differences in basic approaches to MOOCs, this paper presents a set of four case studies of MOOCs developed and delivered in 2013 by four different institutions, community colleges as well as universities, on four different platforms with different approaches, purposes, and intended audiences. An examination of the association between the purpose and audience of these MOOCs, their design considerations, and their outcomes raises important questions for future research.
Effect of Student Readiness on Student Success in Online Courses
Leah A. Geiger, Daphne Morris, Susan L. Suboez, Kay Shattuck, and Arthur Viterito
Abstract: This research determined the effect of student readiness on student success in online courses that were of quality course design; were taught by experienced, engaging instructors; and were delivered within a well-supported and familiar Learning Management System (LMS). The research team hypothesized that student success in well-designed courses (those that meet the Quality Matters standards) and that are taught by experienced, engaging faculty is most influenced by student readiness factors, including individual attributes (such as motivation), life factors, comprehension, general knowledge, reading rate and recall, and typing speed and accuracy. A goal of the study was to determine which of these factors correlated most closely to student success. Results of this study indicated that, when course design, instruction, and LMS are held constant, only typing speed/accuracy and reading rate/recall were statistically significant as measured by the SmarterMeasure instrument and correlated to student course retention and course grade. Recommendations for further research are made.
Developing a Community of Practice (CoP) through Interdisciplinary Research on Flipped Classrooms
Bobbie Seyedmonir, Kevin Barry, and Mehdi Seyedmonir
Abstract: This article describes an interdisciplinary research project that resulted from the creation of a community of practice (CoP) for faculty teaching blended and online courses at a small, historically black university. Using a flipped-classroom approach, two modules of a Principles of Biology course were redesigned. Already-created PowerPoints were converted to screencasts and homework was completed in small groups during class. Results showed that students in the flipped classroom performed better on application-type questions but showed no difference on overall test scores or on knowledge-type questions. A survey of student perceptions found that students liked the autonomy to watch content videos anytime, anywhere, and that they enjoyed the more active classroom experience. Students also noted that technical issues sometimes hindered their ability to learn; they missed the opportunity to ask questions in real time; and they did not appreciate the amount of out-of-class work this approach required. Overall, the results indicate that the flipped-classroom model has the potential to increase student learning but that it requires a more thoughtful redesign process than is suggested in popular literature on the subject.
Beliefs Regarding Faculty Participation in Peer Reviews of Online Courses
Andria F. Schwegler, Barbara W. Altman, and Lisa M. Bunkowski
Abstract: Prior to implementing a voluntary, unofficial Quality Matters peer review process for online courses at our institution, several faculty members openly expressed concerns about the process. To systematically identify and examine how highly endorsed these beliefs actually were, we used the Theory of Planned Behavior (Ajzen, 1985) to investigate faculty beliefs and their plans to participate in the peer review. This behavior prediction model provided a logical theoretical basis for this investigation because it targets intentions to perform volitional behaviors and directly examines salient beliefs underlying attitudes, subjective norms, and perceived behavioral control toward the behavior. Though differences in belief endorsement between faculty members who chose to participate in the peer review and those who did not could not be tested statistically due to small sample sizes, a qualitative examination of the endorsement of the modal belief statements provided useful information about faculty members’ perceptions of completing the peer review. Our results indicated that many of the concerns and criticisms of the peer review process were not as highly endorsed as initially assumed. Our objective examination of faculty beliefs, instead of reliance on hearsay and a vocal minority, was useful in identifying genuine faculty concerns that could be directly addressed. Our data provided directions to guide administrative changes in our process to increase participation in internal peer reviews with the goal of improving the online course design quality.
Surveying Student Perspectives of Quality: Value of QM Rubric Items
Penny Ralston-Berg
Abstract: The Quality Matters (QM) Rubric is based on academic research. A national survey was conducted to compare QM Rubric item numerical rankings with student rankings of quality elements. Results of the survey are shared.

Vol. 2, No. 2 (Fall 2013)

Internet Learning, Volume 2, Issue 2

Fall 2013

Internet Learning is a peer-reviewed, open access journal published through partnership between The Policy Studies Organization, American Public University System, and the APUS ePress. The journal welcomes a multidisciplinary approach and papers on all aspects of the electronic learning revolution and the challenges and dilemmas it presents.

Please see the journal's homepage at the first link below for further information and submission guidelines.

Internet Learning Homepage
Visit the Internet Learning homepage for further information.

Academic Libraries & Others: Hunting for the Overlooked in Online Learning
Fred Stielow
An introduction to Vol. 2, Iss. 2 of Internet Learning, containing two sections: the first embraces academic libraries, and the second provides a sampler of pieces with different global and institutional perspectives, as well as primary research and opinion pieces in preparation for hypothesis testing by future investigators.
Current Issues with Copyright and Higher Education: Lawsuits, Legislation, and Looking Forward
Kay Cunningham
Abstract: Electronic reserves, digitization, streaming videos, and first sale were the topics of recent copyright lawsuits: respectively, Cambridge University Press v. Mark P. Becker (2012), Authors Guild Inc. v. HathiTrust (2012), the Association for Information Media v. the Regents of the University of California (2011), and Kirtsaeng v.Wiley (2013). Outcomes related to libraries are discussed in this essay, along with such amendments to the Copyright Act as the Technology, Education and Copyright Harmonization Act (TEACH Act) and the Digital Millennium Copyright Act (DMCA) and the possibility of revisions.
Virtually Yours: Online Embedded Librarianship in Higher Education
Denise Landry-Hyde and Laureen P. Cantwell
Abstract: While embedded librarianship has been in existence within higher education settings for quite some time, the proliferation of online learning opportunities and e-courseware products has generated an increase in options for librarian engagement in higher education coursework and course platforms. In online settings, faculty members, students, and librarians can engage in new ways, with exciting technologies, and using innovative strategies. Thee literature review included here provides readers with a wealth of readings to increase their familiarity with this topic. This article discusses the process of “embedding” a librarian (individually and institutionally); best practices for the use of technology in embedded settings; the management, readiness assessment, marketing, promotion, and evaluation of embedded librarianship and its efforts; and the value of collaboration within this environment. Additionally, the authors share a variety of web-based tools suitable for embedded collaborations, broken into four categories: digital learning object repository tools, content management tools, remote storage and collaboration tools, and synchronous and asynchronous learning and engagement tools. A brief discussion on the future of embedded librarianship in higher education concludes this article.
Continuous Improvement and Embedded Librarianship in Online Learning Environments: A Case Study
Jeneen LaSee-Willemssen and Lisa Reed
Abstract: This case study describes how a college business instructor and an academic librarian collaborated, using the tenants of Continuous Improvement (CI) and embedded librarianship, to help improve student writing and information literacy skills in an online course. The authors detail their personal experiences, the challenges they faced, and the practices they developed. Data related to the successful results of the collaboration are shared, as are sample materials used in the course: a screencast video, email, and discussion post.
“MOOL” in a MOOC: Opportunities for Librarianship in the Expanding Galaxy of Massive Open Online Course Design and Execution
Laureen P. Cantwell
Abstract: The discussion around, and analysis of, massive open online courses (or MOOCs) continues to grow and develop. Educators unfamiliar with MOOCs, their hosts, structures, benefits, and challenges will find this article helpful for gaining understanding of this on-trend form of distance learning and course delivery. Furthermore, the author proposes that the potential for librarianship within MOOCs should also be considered. Much of the relevant literature from the fields of education, librarianship, information science, and academia at large, reviewed here, have not delved too deeply into the concept of librarianship within this setting (yet). In an effort to discover MOOC faculty opinions, challenges, and incentives for MOOC creation and participation, as well as their thoughts on librarians in MOOCs, the author developed a survey. This survey aimed to assess: (1) the costs and benefits experienced by faculty teaching MOOCs; (2) perceived/anticipated student and learning environment successfulness within MOOCs; and (3) the extent faculty engage with their institution’s librarians. Additionally, the survey approached MOOC faculty regarding whether they envision a future for librarians with in MOOCs and what that future might look like. This article closes with discussion on survey findings, suggestions for future research, hypotheses regarding the future of MOOCs, and opportunities for a “MOOL” in a MOOC.
MOOCs for LIS Professional Development: Exploring New Transformative Learning Environments and Roles
Michael Stephens
Abstract: The rapid development of emerging disruptive technologies is a driving force behind the evolution of the library and information science (LIS) profession and is causing a redesign of the traditional approaches to LIS professional development. Historically fairly static, LIS environments have evolved into dynamic reflections of the enormous societal changes occurring as a result of open communications and access throughout the Web. In addition, 21st century LIS professionals must consider and prepare for the new roles they might play in network-enabled, large-scale learning environments. Several decades of research on self-directed learning (SDL) have shown the social, non-linear, and serendipitous process to be transformational. LIS professionals, who once relied upon yearly conferences, employer-provided seminars and workshops, and association newsletters in order to update their knowledge, have embraced SDL opportunities to expand their understandings and skill sets. The first wave of SDL and networked platforms for LIS professional development (Learning 2.0) may have been precursors to the connectivist learning environments designed into the free, not-for-credit, massive open online courses (MOOCs). Because these new environments of participatory and transformative learning offer the potential for LIS professionals to test emerging technologies, experiment and play with new roles, and self-select teams for collaborative artifact creation, the author has adapted his existing online graduate course, called the Hyperlinked Library, at San Jose State University’s School of Library and Information Science (SJSU SLIS) in order to explore how LIS professionals can use emerging technologies and participatory practices to serve their communities. Launched in September 2013, the Hyperlinked Library MOOC pilot (#hyperlibMOOC) provides a sandbox in which LIS professionals and students can play the roles of learner, connector, and collaborator in a self-directed yet social learning experience. Results from the pilot course will contribute to a better understanding of how the not-for-credit MOOC can serve as a transformative environment for professional development.
Efficiency, Economy, and Social Equity in Online Education at America's Community Colleges
Marco Castillo
Abstract: This paper utilizes social equity as a guiding administrative value to assess the implications of the expansion of online education in America’s community colleges. Online education holds promise for our nation’s community colleges and can serve as a useful tool for state and local governments seeking to reduce costs while expanding educational offerings to traditional and non-traditional students. Nevertheless, while the traditional administrative values of efficiency and economy are served by the use of this pedagogical approach, there remain a variety of open questions regarding the social equity implications of an expansion of this instructional modality.
Mindful Meditation for Online Learning: Lighting the Fire by Dimming the Lights: Helping college Students Relax and Focus to Prepare for Online Learning
Brenda Freshman and Carol Molinari
Abstract: As more college courses are delivered online to adapt to students’ busy schedules, instructors are challenged to find creative ways to promote online learning. This paper explores the use of meditation to prepare college students for online learning by examining whether and how meditation increases students’ focus and concentration. A structured meditation exercise was administered to an undergraduate and graduate online course at a public university. Student reflections and comments suggest personal and cognitive benefits of meditation for online instruction. Ways to integrate meditation into online courses are discussed to encourage instructors to include meditation in their instruction methodology. This pilot intends to inspire future study and debate regarding the value of meditation for promoting online learning.
Curriculum Design for Flexible Delivery: An Assessment of e-Learning Approaches
Jayanath Ananda
Abstract: Technological advancements have pushed the boundaries of tertiary education design and delivery across the globe. Flexible teaching and learning delivery approaches have proliferated in recent times without much attention to pedagogically-driven learning designs. This paper reviews various pedagogical designs used as part of e-learning and blended learning models in business education. It also maps the tenets of learning theories to selected e-learning designs. Tertiary educators face several challenges when implementing e-learning designs in business education. They include a traditional structured approach to learning, difficulties in catering to diverse student cohorts equitably, and choosing effective technologies that underpin a particular e-learning pedagogy.
Rethinking Distance in an Era of Online Learning
Jennifer Glennie and Tony Mays
Abstract: This paper explores the ways in which technology in general, and online provision in particular, has contributed to a blurring of boundaries between different modes of educational provision, but makes a case for the retention of the notion of “distance” and how the challenges of distance may be overcome through conscious decisions made and budgeted for at the programme design stage. The argument made here results from an ongoing discussion within the South African Institute for Distance Education (SAIDE) in reflection on work at institutional, national and cross-border levels. It proposes a model for mapping different forms of provision within a funding framework in South Africa that looks set to continue a distinction between distance and non-distance forms of provision. The paper suggests a hierarchy of issues that should be addressed in the quality assurance and accreditation of distance programmes with varying degrees of ICT integration.

Vol. 2, No. 1 (Spring 2013)

Internet Learning, Volume 2, Issue 1

Spring 2013

Internet Learning is a peer-reviewed, open access journal published through partnership between The Policy Studies Organization, American Public University System, and the APUS ePress. The journal welcomes a multidisciplinary approach and papers on all aspects of the electronic learning revolution and the challenges and dilemmas it presents.

Please see the journal's homepage at the first link below for further information and submission guidelines.

Internet Learning Homepage
Visit the Internet Learning homepage for further information.

Introduction to the Special Issue
Phil Ice
To provide a truly global education to students, we must move outside of the North American context and understand how the rest of the world views learning and the pathways they are exploring to optimize the student experience. I first attended the International Scientific Conference on eLearning and Software for Education (eLSE) in 2009. I was astounded at the quality of the work that was on display; particularly the spectacularly high-quality gaming and simulation work that was being used or in development.
The International Scientific Conference eLearning and Software for Education | eLSE
Phil Ice
The main scope of the annual International Scientific Conference "eLearning and Software for Education" - eLSE is to facilitate the communication and collaboration between national and international academic and business entities, in order to stimulate the research and the development potential of technology enhanced learning environments. The conference provides opportunities to exchange ideas, research outcomes, business cases and technical developments.
Designing The Military Advanced Distributed Learning System
Ion Roceanu
Abstract: An Advanced Distributed Learning (ADL) environment needs to be extended beyond technical drivers to pedagogical and organizational dimensions that focus on the interaction between the learner and the learning environment. In fact, effective elearning resources can not only be used to complement face-to-face education or replace the classroom for distance education, but can also facilitate the integration of student interaction and real-world scenarios into the learning process. The use of highly interactive and virtual resources can support authentic learning where students can relate to and experience real world contexts in their learning. This was the main road that helped us in developing one of the most powerful ADL systems in the military education institution. This experience could be extended to the civilian and corporate realms to serve as a guide in the tentative design of such a system.
Adaptation To Learners’ Learning Styles In A Multi-Agent E-Learning System
Pham Quang Dung and Adina Magda Florea
Abstract: Adaptation to learners’ learning styles can help education systems improve learning efficiency and effectiveness. This research orientation has been studied by many researchers lately, but most of the existing education systems lack adaptation in which every learner is delivered the same learning content. Moreover, many researchers concluded that it is worth applying automatic identification of learning style because of its advantages in precision and time savings. In our study, we concentrate on two main technologies to implement adaptation in education systems: semantic web and intelligent agents. Using ontology with the Semantic Web services makes it faster and more convenient to query and retrieve educational materials. Intelligent agents can provide the learners with personal assistants to carry out learning activities according to their learning styles and knowledge level. In this paper, we present a domain ontology that is suitable for adaptive e-learning environments. The ontology describes the learning objects that compose a course as well as the learners and their learning styles. We also present a multi-agent e-learning system that supports pre-defining and re-examining students’ learning styles during the course for better personalization. In the system, the learning style of each learner can be identified automatically and dynamically. We used a new literature-based method that uses learners’ behaviors on learning objects as indicators for this task. The evaluation showed a high precision in detecting learning styles and in delivering learning materials. Together with the mentioned benefits, this result indicates that our e-learning system is capable of wide use.
An Empirical Analysis Of The Educational Effects Of Social Media In Universities And Colleges
Carmen Holotescu and Gabriela Grosseck
Abstract: In an era of fundamental changes in education brought about by virtual worlds and augmented reality, dominated by mobile devices and applications, it is necessary to rethink the academic work environments based on the use of social applications like Facebook, YouTube, or Twitter, in accordance with the skills and learning needs of students. In this context the authors discuss how today’s Romanian higher education actors perceive and use social media, trying to find out the answers to questions such as: How faculty members use social media as reflective and collaborative teaching and learning tools, also for research and professional development? Which are the potential benefits, challenges, and disadvantages in using social media in universities? Is there a need for training the educational actors in this topic? Thus in order to shed light on the research issues, we have developed and applied an online questionnaire for scholars from different universities and colleges from Romania. Although our findings revealed an increasing use of social media by educational actors for the time being, only a few universities have adopted coherent strategies and policies for pedagogical integration of social media and development of the best methods for teaching and learning based on these strategies.
Interoperability Strategies For Serious Games Development
Ioana Andreea Stãnescu, Antoniu Stefan, Milos Kravcik, Theo Lim, and Rafael Bidarra
Abstract: Serious games have emerged as a new medium that enables players to acquire and enhance their skills and knowledge particularly in education and increasingly across a spectrum of fields from industrial and emergency training to marketing. While the use of serious games has extended rapidly to a variety of domains, their design and development remains a challenging process both for developers and teachers/trainers. This paper approaches the technological environment underpinning the development of serious games, and focuses on interoperability as a core element of a sustainable endeavour. Developing serious games in a way that enables interoperability is one means of increasing the depth and scope of instructional materials available to learners while reducing the overall development costs and time. Interoperability, the ability of computers and applications to communicate and share resources in a heterogeneous environment, is dependent on standards. Optimizing requirements of accessibility, interoperability, durability, and reusability for maximizing cost efficiency start with a proper understanding and integration of standards. The authors argue that interoperability provides a context for the development of sharable education resources and technologies which in turn allow for collaborative education in a field in which rapid technological developments are making it difficult for instructors and developers to stay up-to-date with both the science and the related technologies. The paper analyses various serious games interoperability scenarios and address the main gaps surrounding standardization in this field with the purpose of assisting developers and teachers in implementing successful solutions. The scenarios are based on a Serious Game Multidimensional Interoperability Framework that integrates three key dimensions: the core components included within a serious game (game mechanics, gameplay, graphics engine, and graphic objects), the ecosystem where the serious game will be implemented (developing platforms, programming languages, and LMS communications), and external factors that go beyond the core technical aspects of a serious game (assessment, applicability, classification, and glossary of terms). The research considers the existing standards—such as SCORM and LOM—that impact serious games development, as well as gaps and fragmentation issues that hinder the development process with the purpose of identifying efficient, adaptable solutions.
Aspects Of Serious Games Curriculum Integration—A Two-Fold Approach
Maria-Magdalena Popescu, Jeffrey Earp, and Pablo Moreno Ger
Abstract: Over the years, there have been numerous definitions of curriculum integration, where the curriculum is interwoven, connected, thematic, interdisciplinary, multidisciplinary, correlated, linked, and holistic (Fogarty and Pete 2007). Curriculum integration is based on both philosophy and practicality, drawing together knowledge, skills, attitudes, and values from within or across subject areas to develop a more powerful understanding of key information. Curriculum integration is best done when components of the curriculum are connected and related in meaningful ways by both students and teachers. With the large uptake of SGs in education nowadays, one must consider SGs curriculum integration an issue at large since effectiveness of SGs use in training and education is getting more and more proponents. This paper looks at SGs curriculum integration issues from two perspectives—of the teacher connecting the content of the game and the learning outcomes into the whole educational context on the one hand, and of the researcher who sees the connection between the pedagogical state of the art in SG and what realia can offer, on the other. By drawing on the experience of three teams of researchers and educators from Romania, Italy, and Spain, based on common activities conducted by same partners and others in the Games and Learning Alliance (GaLA), an EC-funded Network of Excellence on SGs, joint perspectives over curriculum integration will be presented, with a view to sharing the experience in order to give guidelines for a future extension of SGs into education and training, into well-built curricula. The situations presented of SGs curriculum integration in three different educational contexts are to showcase the framework for building an SGs curriculum design, the way SGs are effective for instruction, to present forms of integrating an SG into the curriculum—how, where, how long, and showcase trans- and inter-disciplinarity within SG curriculum integration. A set of guidelines will be just a quick overview on what both practitioners, researchers, and policymakers should consider for the near future in terms of SG currriculum integration, to enhance a large-scale uptake of SGs into all levels of education and training, to better respond to the twenty-first century student and current social needs. All of the statements and observations will be outspoken based on genuine results of the experiments and long-term practice of the authors in the realm of SGs integration into the training programs.
Serious Game Application In Anti-Aircraft Missile Training
Silviu Apostol, Fabian Breharu, and Florin Mingireanu
Abstract: A serious game application related to anti-aircraft missile training is presented together with strategies specific to the field. Technologies used to develop the application together with ballistic models are presented in comparison with real-life training applications. The application allows the user to train using several pre-set cases for specific aerial targets. Through specific e-learning strategies the user capability and experience is enriched together with specific automatism directly related to the field of anti-aircraft missile training. Key advantages of the applications are presented among which we mention low-cost, repeatability capability, detailed analysis of missile firing tests, as well as detailed equipment resemblance. The interface is realized with great detail and special care is given to the real-life feeling of various buttons and switches. The application tries to give to the trainee a real-life feeling with smooth performance capability. Interaction with various equipment boards is enabled through easy mouse-click interaction. Within the application the user has the freedom to choose between training and the real fire case. In the training the user gets used to the equipment and the computer indicates through specific labels the specific steps that the user should perform at any stage. Limited action is enabled and the user cannot be make a mistake as he/she must be focused on learning the correct button position for specific targets. Within the real fire case the user is offered by the computer a random target and he/she must take the correct decisions and must set the correct buttons for the specific target. Here, he/she must use the knowledge acquired within the training mode of the application. The entire application is set within a game scenario and should offer the users the capability to train repeatedly at lower cost than real-life fire tests. Combined with the real-life fire tests this application enriches the user experience and expertise within the area of anti-aircraft missile operation. The immersion offered through both graphical and algorithm design guarantees excellent transfer from the game
Students’ Time Perspective And Its Effect On Game-Based Learning
Mireia Usart and Margarida Romero
Abstract: Previous research in face-to-face learning modality demonstrated that students’ Time Perspective (TP) is related to motivation and learning performance. Concretely, results show students with a future-oriented TP having higher motivation for learning, higher self-regulation, and academic performance. By contrast, students’ having a present-oriented TP tend to engage in games and prefer instant reward activities. Despite the wide corpus of research on TP and learning, albeit Serious Games (SG) are widely used for professional development and lifelong learning, no studies have focused, as per our knowledge, on TP in Game Based Learning (GBL). The present study aims to explore this new field of research. We conducted a case study using the Serious Game MetaVals. Results of the experience show no significant differences in game performance among individuals with different TP. Furthermore, students with a future-oriented TP foresee the future usefulness of the game compared to those focused on the present. These results might be useful for instructional designers and teachers, in terms of knowledge acquisition, outlining the benefits of using GBL activities that could help different TP profiles to equally engage and better perform in the learning processes.

Vol. 1, No. 1 (Fall 2012)

Internet Learning, Volume 1, Issue 1

Fall 2012

Internet Learning is a peer-reviewed, open access journal published through partnership between The Policy Studies Organization, American Public University System, and the APUS ePress. The journal welcomes a multidisciplinary approach and papers on all aspects of the electronic learning revolution and the challenges and dilemmas it presents.

Please see the journal's homepage at the first link below for further information and submission guidelines.

Internet Learning Homepage
Visit the Internet Learning homepage for further information.

Editorial: The Professor as Craftsman in the Digital Age
Frank McCluskey
What does the birth of the online classroom mean for the future of the university? How will it impact the role of the professor? How will it change the definitions of teaching and learning?
An Inquiry into Relationships between Demographic Factors and Teaching, Social, and Cognitive Presence
Angela M. Gibson, Phil Ice, Rob Mitchell, and Lori Kupczynski
Abstract: One-third of all college students leave their institution after the first year. As exponential growth continues at online institutions of higher education, it is vital to uncover factors that contribute to student success and therefore impact persistence and matriculation. The Community of Inquiry framework includes three presences, teaching, cognitive, and social designed to assess the educational experience of the online learner. In this study, approximately 113,000 cases from a large national fully online university were examined to determine if student characteristics, e.g., student gender, ethnicity, and age, are a factor in the level of the three presences. Multiple semester sessions were analyzed across curricular areas. Results and recommendations are discussed.
Assessing Virtual Students’ Quiz Performance in Web-Mediated Synchronous Instruction
Ed Gibson
Abstract: Differences in teaching presence between virtual and traditional venues for a synchronous public budgeting class are examined by comparing the results of lecture-based quizzes. Previous studies, usually based on surveys, have focused on multiple aspects of virtual learners’ experiences through the community of inquiry model. This research emphasizes virtual learners’ ability to absorb lectures through web-mediated broadcasts, hosted via a commercial product. Statistical analysis indicated slightly poorer performance by virtual attendees, but with the impact limited narrowly to certain lecture topics. Ancillary uses of the broadcasts are also described, including enhancement of an asynchronous online budgeting class using recorded lectures.
Online Courses: Student Preferences Survey
Margaret Gillingham and Carol Molinari
Abstract: As online and hybrid courses are increasingly used to deliver college courses and curriculum, an online survey was developed and implemented at the University of Baltimore to capture perceptions and attitudes towards online and collaborative learning experiences during the spring 2011 term. The majority of the respondents were employed women of multi-ethnic backgrounds who were currently participating in a hybrid or fully online course. The findings indicate that they highly valued the flexibility of the online format and the access to online assessment tools and an electronic portfolio of their graded work. In terms of collaborative learning relationships, respondents rated their interactions with their instructor more favorably than their peer interactions. Various challenges for online learning are presented and discussed.
A Research Review about Online Learning: Are Students Satisfied? Why do Some Succeed and Others Fail? What Contributes to Higher Retention Rates and Positive Learning Outcomes?
George Lorenzo
Abstract: What are the foundations of student satisfaction or dissatisfaction with online courses? Why do online learners succeed and others fail or drop out? What kind of instructional designs, pedagogical practices, and administrative standards contribute to the development of effective online courses with high retention rates and positive student learning outcomes? Plenty of valid, well-researched information and literature reviews, along with abundant data accumulated through student/faculty surveys and online learning course evaluations, are outlined and summarized inside numerous academic papers that attempt to answer such questions. This report is based on the author’s search and analysis of numerous scholarly academic papers that addressed such questions and were published between 2004 and 2007.
Ethical, Academic, and Practical Considerations for Online Teaching: Does the Search for Quality and Integrity Come at the Expense of Academic Freedom?
Manfred F. Meine, Thomas P. Dunn, and Robert Abbey
Abstract: The Internet has evolved to be the new revolution in educational delivery. A 2008 Sloan Consortium report on the state of online education in the United States revealed some startling information. For example, at the turn of this century approximately 10 percent of post-secondary enrollments at degree-granting institutions were in online courses or programs; but, by 2007, the number had grown to over 20 percent. This growth translated into an average annual increase of nearly 20 percent at a time when overall enrollment growth in higher education averaged only around 2 percent. Schools recognized that students were voting with the click of a mouse, and, by 2007, the percentage of schools defining online education as critical to their long-term strategy had grown to more than 70 percent of public institutions and more than 53 percent of private colleges and universities. Online courses and programs are now offered by universities large and small, including many of the nation’s most prestigious schools. As schools throughout the nation have looked to the rapidly evolving technological medium as a solution to education delivery challenges and as a way to expand existing education markets, the medium and its accompanying technologies have evoked mixed reactions among students, administrators and faculty. The pervasiveness and visibility of online instruction has served not only to magnify its strengths (e.g., the benefits that accrue to an asynchronous format) but to reveal areas of concern (e.g., maintaining academic/ethical integrity, especially in online testing, and issues relating to oversight and academic freedom) as well. It is the purpose of this paper to illuminate and elaborate on these complex issues from administrative, practical, ethical and academic perspectives, with a view toward generating further discussion on overcoming the evolving tensions related to online teaching.
Asynchronous Online Education Credit Hours by the Book
Frederick Carl Prasuhn
Abstract: A study of U.S. Department of Education (DOE) and accrediting commissions’ policies was conducted to learn how the credit hour metric is applied to asynchronous online education. No research was found addressing this issue. Findings indicate that the credit hour definition and use are not uniform and that local institutions and faculty are most responsible for credit hour determinations. Also indicated by data is that an alternative metric is possible since the credit hour is an inappropriate system.

APUS ePress: Journal of Online Learning Research and Practice

Journal of Online Learning Research and Practice (formerly Internet Learning)

Journal of Online Learning Research and Practice (formerly Internet Learning) is a peer-reviewed journal published through partnership between The Policy Studies Organization, American Public University System, and the APUS ePress.

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Journal of Online Learning Research and Practice (formerly Internet Learning)

Vol. 7, No. 2 (2019)

Journal of Online Learning Research and Practice, Volume 7, Issue 2

2019

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Vol. 7, No. 1 (2018/2019)

Internet Learning, Volume 7, Issue 1 (2018/2019)

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Vol. 6, No. 2 (Fall 2017/Winter 2018)

Internet Learning, Volume 6, Issue 2

Fall 2017/Winter 2018

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Vo. 6, No. 1 (Spring/Summer 2017)

Internet Learning, Volume 6, Issue 1

Spring/Summer 2017

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Vol. 5, No. 1 (Fall 2016/Winter 2017)

Internet Learning, Volume 5, Issue 1

Fall 2016/Winter 2017

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Vol. 4, No. 2 (Fall 2015)

Internet Learning, Volume 4, Issue 2

Fall 2015

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Vol. 4, No. 1 (Spring 2015)

Internet Learning, Volume 4, Issue 1

Spring 2015

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Vol. 3, No. 2 (Fall 2014)

Internet Learning, Volume 3, Issue 2

Fall 2014

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Vol. 3, No. 1 (Spring 2014)

Internet Learning, Volume 3, Issue 1

Spring 2014

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Vol. 2, No. 2 (Fall 2013)

Internet Learning, Volume 2, Issue 2

Fall 2013

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Vol. 2, No. 1 (Spring 2013)

Internet Learning, Volume 2, Issue 1

Spring 2013

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Vol. 1, No. 1 (Fall 2012)

Internet Learning, Volume 1, Issue 1

Fall 2012

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