Understanding (professional) learning in online and distance work-based university degree courses: an exploratory study - Implications for curriculum design

This research investigated two online, distance, work-based learning (ODWBL) courses to identify how learning takes place in such courses and (related) workplaces, and which factors affect learning. The two courses were the Postgraduate Certificate in Learning and Teaching in Higher Education (LTHE) and the Postgraduate Certificate in Medical and Health Care Education (MHCE), both taught at Anglia Ruskin University (ARU). The research aimed to identify, what facilitated the knowledge transfer from the course to the workplace, specifically how students learned on an ODWBL course and then applied, used and shared the course knowledge in the workplace. The literature review positioned these two courses within the field of work-based learning, distance and online curriculum models, and teacher development in Higher Education (HE). I analysed how learning takes place in online courses and the workplace informed by Evans et al.’s (2010) recontextualisation framework. The research used a case study methodology and qualitative research (i.e., surveys, interviews, and participant reflections). My research findings which have implications for the design and delivery of ODWBL courses are: • All four types of Evans et al.’s (2010) recontextualisations are interlinked. • Learner engagement patterns and needs vary between different learners and activities which need to be considered in course pedagogic design and facilitation. • While a virtual learning community is important for some learners it should not be the only pedagogic design focus. • The transfer of knowledge from the online course to the workplace can be scaffolded and enhanced through authentic activities and assessments. While learning journeys can be scaffolded, the responsibility for learning success is ultimately the learners. The findings suggest a range of skills and approaches for learners to succeed. Finally, the depth of impact the learner achieves with recontextualising course knowledge in their workplace depends on whether their workplace culture is restrictive or expansive

The Power of Connections: An Online Doctoral Program\u27s Use of Strategic Onboarding to Enhance the Doctoral Experience

A positive doctoral experience is rooted in an understanding of the expectations and reality of doctoral–level work. Students need specific knowledge, skills, and mindsets to complete coursework, critically analyze research, and write and defend a research dissertation. Despite a mutual commitment to academic achievement and graduation by faculty and students, attrition in doctoral programs remains high. This rate is even higher for those in online programs. Additionally, there are many challenges doctoral students experience outside of the core curriculum. The challenges facing students vary depending on the phase of the doctoral journey and the individual development of each student. This dissertation is a report of a mixed methods action research study that identified the needs of doctoral students across the doctoral journey and explored how a strategically designed onboarding process impacted awareness of doctoral expectations and a sense of connectedness of doctoral students. Findings indicate that established practices of the department and added features to the onboarding process positively impacted students’ sense of connectedness and awareness of program expectations and information. The findings of this study encourage leadership and faculty members of online doctoral programs to consider department–led efforts designed to strengthen a student\u27s connectedness with peers and faculty members and increase their awareness of expectations and available resources. The power of these connections can support doctoral students toward an enhanced doctoral experience and persistence toward degree completion

Psychosocial Factors and Early Career College Faculty: Teacher Identity, Teaching Self-efficacy, and Sense of Belonging

The purpose of this integrated article dissertation is to present my investigation into the roles played by teacher identity, teaching self-efficacy, and organizational sense of belonging in the early careers of Ontario college faculty. The first study presents a mixed methods investigation of the effects of employment status on these psychosocial factors. Using a quantitative survey developed from a series of instruments in the literature, I collected quantitative data from 424 college faculty who were in their first three years of teaching. I also conducted focus group interviews with 27 participants in eight focus groups. My thematic analysis revealed four themes. The three themes of teacher identity, teaching self-efficacy, sense of belonging were predetermined from the variables of interest in the study. The fourth theme, support for new faculty and all its subthemes were determined through inductive coding. The quantitative data analyses included descriptive statistics, correlations, and MANOVA. The mixed methods results showed that employment status had an effect on teacher identity, teaching self-efficacy, and belonging. The second study presents the development and analysis of a conceptual model of the effect of teacher identity, teaching self-efficacy, and sense of belonging on teacher engagement and approaches to teaching. This quantitative analysis of the same data set included MANOVA, ANOVA, and path analysis. The path analysis showed differences between the full-time and part-time faculty on the predictors of teacher engagement but not for student-focused approaches to teaching. Teacher engagement was predicted by all three variables for full-time faculty. For part-time faculty, teacher identity and teaching self-efficacy predicted teacher engagement, but belonging did not. For both full-time and part-time faculty groups, a student-focused approach to teaching was predicted only by teaching self-efficacy, and not by teacher identity or teaching self-efficacy. Furthermore, employment status did not have an effect on approaches to teaching, but it did have an effect on overall teacher engagement and the domains of engagement. Taken together these studies establish the importance of the psychosocial factors of teacher identity, teaching self-efficacy, and sense of belonging to the teaching practices of faculty in their early careers, and it highlight some differences based on employment status. The implications are that onboarding and orientation programs for both part-time and full-time new college faculty should deliberately include opportunities for developing and enhancing these psychosocial factors

Examining the Experiences of Adult Learners in a First-Year Seminar Course at a Tennessee Community College

The purpose of this study is to examine the perceptions of adult learners in a first-year seminar course at Columbia State Community College, located in middle Tennessee, to determine if the content of the course has an impact on the learners’ adjustment to college. With the statewide initiative to reach a goal of 55% of the state’s population having a postsecondary credential, a push has been made to focus on adult learners to help the reach this goal. Understanding and addressing the adjustment needs of adult learners is necessary to aid retaining adult learners through completion. The first-year seminar course can serve as an extension of orientation or in place of orientation to help introduce students to the institution and collegiate life. Most often, the content of these courses is designed for first-year students entering college directly following high school and may not address the unique needs of adults re-entering college after an extended time away from formal education. This study will examine if the content of the course currently in place at Columbia State is addressing the needs of their adult learners. Using a case study methodology, a small group of participants will be selected for interviews following course completion. The transcripts gathered from the interviews will be reviewed to identify relevant themes related to course content and student adjustment using the dimensions of adjustment posited by Baker and Siryk (1989)

Examining the Experiences of Adult Learners in a First-Year Seminar Course at a Tennessee Community College

The purpose of this study is to examine the perceptions of adult learners in a first-year seminar course at Columbia State Community College, located in middle Tennessee, to determine if the content of the course has an impact on the learners’ adjustment to college. With the statewide initiative to reach a goal of 55% of the state’s population having a postsecondary credential, a push has been made to focus on adult learners to help the reach this goal. Understanding and addressing the adjustment needs of adult learners is necessary to aid retaining adult learners through completion. The first-year seminar course can serve as an extension of orientation or in place of orientation to help introduce students to the institution and collegiate life. Most often, the content of these courses is designed for first-year students entering college directly following high school and may not address the unique needs of adults re-entering college after an extended time away from formal education. This study will examine if the content of the course currently in place at Columbia State is addressing the needs of their adult learners. Using a case study methodology, a small group of participants will be selected for interviews following course completion. The transcripts gathered from the interviews will be reviewed to identify relevant themes related to course content and student adjustment using the dimensions of adjustment posited by Baker and Siryk (1989)

Perceptions of Professional Development Needs of Dual Credit Adjunct Faculty Instructors at a Community College in the Southwest United States

This study determined the professional development needs of dual credit adjunct faculty at a large community college in the United States. As institutions of higher education increase their reliance on adjunct faculty due to budget constraints, adjunct faculty members instruct a growing number of students. In tandem with this, more community colleges partner with local school districts to offer dual credit classes so that students can earn high school and college credit at the same time. Previous research denotes that adjunct faculty desire greater connection to and support from their institutions of higher education; however, these institutions do not consistently offer adjunct faculty these opportunities. Leadership at institutions of higher education must solicit the types of professional development desired by dual credit adjunct faculty because of the unique needs of this population of instructors. This qualitative action research case study combined data from a questionnaire, interviews, and document review from dual credit adjunct faculty members. Key findings from the study included needs for professional development related to connecting with colleagues and students as well as technology. Dual credit adjunct faculty express a desire for professional development related to their disciplines, technology, and institutional support. Professors with different years of experience need different types of professional development. Specifically, new instructors need orientation information, professors with some experience need information about student engagement, and experienced instructors want information related to building their careers. Keywords: adjunct faculty, professional development, community college, dual credi