Comparative review of education doctorates in three Countries..

Researchers affiliated with education PhD programs in Australia and New Zealand, and an education EdD program in the United States aimed to enhance understanding of contemporary education doctorate approaches and challenges. The central research question was: What knowledge will emerge regarding education doctoral programs through the lens of globalization? Using a descriptive interpretive research paradigm, collaborators determined that although education doctorate approaches vary, skills developed are similar. As researchers are increasingly viewed as strategic assets, access to quality education is essential. Doctoral program planners must attend to the paradigm shift away from traditional apprenticeship supervision pedagogy to structured and standardized approaches. For sustainability, online education must be integrated into doctoral programs, while ensuring faculty are trained in distance education theory and best practices. As growth in doctoral enrollments drives the need for more faculty, program planners must also aim to solve related problems of contingent academic labor

Developing Educational Websites in lieu of Clinical Fieldwork

The COVID-19 pandemic significantly impacted education, forcing teachers and teacher educators into emergency, remote instruction. While there were noted challenges, there also were global success stories of innovation in preparing current and future teachers. This AACE and SITE-published, open access eBook contains 133 chapters with over 850 pages documenting best practices, strategies, and efforts by teacher educators, professional developers, researchers, and practitioners. It is divided into seven sections that address pedagogy, collaboration, field experiences, preservice education methods, professional development, digital tools, and equity issues. Chapters are presented as innovations with supporting materials that could be easily replicated or studied. (v1.02

Knowledge And Access: An Investigation Into Course Material Models At The Collegiate Level

For over 1,000 years, physical textbooks have been the primary course material tool utilized to facilitate knowledge transfer from the instructor to the student population. In current times, multiple barriers to success have emerged for the modern student of higher education, including affordability, accessibility, and quality. In addition, student engagement with the course material can be a critical factor for student achievement. Taylor & Parsons (2011) indicated that student engagement levels in the classroom are linked with overall success in the course. Within higher education, faculty and academic administrators are at the front lines, attempting to reduce and eliminate these obstacles so that their students achieve success in the classroom and across their overall academic experience. With many potential student success barriers linked to course material, there is a need to further examine the relationship between faculty, staff, the institution and the available course material delivery models. The purpose of this study was to examine the experiences of faculty and staff, related to selection of course material models and implications for relevant student success barriers, at a specific institution of higher education located in the Midwestern region of the United States. The researcher identified six participants that described their previous and current experience, as they relate to the study, through the qualitative interview protocol. Four major themes emerged, reflecting the experiences of the faculty and staff who participated in the research process. The themes included: a) course material affordability, b) course material accessibility, c) academic freedom and instructor autonomy, and d) student engagement. These findings are significant in understanding the potential barriers to student success, as they relate to course material models at the research site, how faculty and staff currently address existing challenges, and future steps to consider at the institution. The existing challenges include affordability of course materials and associated tools, accessibility options for the diverse student body at the research site, and the course material evaluation and selection process. After conducting research utilizing the qualitative, semi-structured interview protocol, the recommendations for future research include conducting subsequent studies to capture the experience and perspectives of additional employees and a comparative analysis between this research site and another site with similar identified characteristics

Predicting student satisfaction of emergency remote learning in higher education during COVID-19 using machine learning techniques

Despite the wide adoption of emergency remote learning (ERL) in higher education during the COVID-19 pandemic, there is insufficient understanding of influencing factors predicting student satisfaction for this novel learning environment in crisis. The present study investigated important predictors in determining the satisfaction of undergraduate students (N = 425) from multiple departments in using ERL at a self-funded university in Hong Kong while Moodle and Microsoft Team are the key learning tools. By comparing the predictive accuracy between multiple regression and machine learning models before and after the use of random forest recursive feature elimination, all multiple regression, and machine learning models showed improved accuracy while the most accurate model was the elastic net regression with 65.2% explained variance. The results show only neutral (4.11 on a 7-point Likert scale) regarding the overall satisfaction score on ERL. Even majority of students are competent in technology and have no obvious issue in accessing learning devices or Wi-Fi, face-to-face learning is more preferable compared to ERL and this is found to be the most important predictor. Besides, the level of efforts made by instructors, the agreement on the appropriateness of the adjusted assessment methods, and the perception of online learning being well delivered are shown to be highly important in determining the satisfaction scores. The results suggest that the need of reviewing the quality and quantity of modified assessment accommodated for ERL and structured class delivery with the suitable amount of interactive learning according to the learning culture and program nature

What E-Learning Providers and End Users Should Do Respectively before Initiating Such a Learning Project

As an E-learning provider, before offering such a product it needs to carry out a thorough analysis in order to understand the customers and trends, and evaluate external environmental forces which include market demand, political and legal forces, social and ethical influences, technology and competition. Through conducting a thorough analysis, a clear strategy can be developed that identifies which customers the e-learning provider is to target and where their product or services will be best positioned. To some extent providers are forced continually to forecast, monitor and assess this environment and to adapt e-learning products or services accordingly before offering learning products. To implement e-learning project successfully, the end users need to understand what e-learning is good at and not so good at. When this basic analysis is complete, one can go into the organization looking for specific learning needs that could be met with e-learning. The advantage of starting by doing is that users will find out where they need help, and where they can manage perfectly well on their own. For any company, the returns must be considered carefully before undertaking such a program. In this article, it also explores the benefits of e-learning investments with a particular focus upon measuring the value of delivering an enterprise e-learning initiative. In addition to the many measurable returns, the paper offers a number of formulas for calculating the ROI and justifying the cost. The article concludes with guidelines detailing the implementation of e-learning initiative

Interactive E-Texts and Students: A Scoping Review

The purpose of this article is to explore the scope of available evidence regarding the use of interactive e-texts and their relationship to student learning experiences in post-secondary education. Following the framework of Arksey and O’Malley, this scoping review identified and reported on 33 articles. Study characteristics are presented alongside four themes that were found across the included articles: (1) the effect of interactive e-texts on student learning experiences; (2) the relationship between interactive e-texts and academic performance; (3) factors influencing student adoption and experience of interactive e-texts; and (4) roles, responsibilities, and recommendations. While the adoption of interactive e-texts is becoming increasingly common in post-secondary education, their effect on student learning experiences remains complex. This review emphasizes the importance of user-friendliness, affordability, accessibility, portability, and the role of educators. Using interactive e-texts shows promise, though future research should explore how barriers might be minimized and benefits might be maximized to have the strongest impact on student learning experiences. Keywords: interactive e-text, student experience, scoping review, post-secondary educationL’objectif de cet article était d’explorer l’étendue des connaissances disponibles sur l’utilisation des documents numériques interactifs et leur relation avec les expériences d’apprentissage des étudiants à l’enseignement supérieur. Suivant le cadre de l’étude d’Arksey et O’Malley (2005), cet examen de l’étendue des connaissances nous a permis de repérer et d’analyser 33 articles. Les caractéristiques de l’étude sont présentées selon quatre thèmes retrouvés dans les articles consultés : (1) l’impact des documents numériques interactifs sur les expériences d’apprentissage des étudiants; (2) la relation entre les documents numériques interactifs et les résultats scolaires; (3) les facteurs influençant l’adoption des documents numériques interactifs et les expériences d’utilisation par les étudiants; et (4) les rôles, les responsabilités et les recommandations. Tandis que l’utilisation des documents numériques interactifs devient de plus en plus fréquente au postsecondaire, leur impact sur les expériences d’apprentissage des étudiants demeure complexe. Cet article souligne l’importance de la convivialité, du coût, de l’accessibilité, de la portabilité et du rôle des enseignants. Puisque l’utilisation de documents numériques interactifs est prometteuse, de futures recherches devraient explorer comment les obstacles pourraient être réduits au minimum et les avantages maximisés pour permettre le meilleur impact possible sur les expériences d’apprentissage des étudiants. Mots-clés : documents numériques interactifs, expérience étudiante, étendue des connaissances, éducation postsecondair

Developments in Business Gaming A Review of the Past 40 Years

This article examines developments in business simulation gaming during the past 40 years. Covered in this article are a brief history of business games, the changing technology employed in the development and use of business games, changes in why business games are adopted and used, changes in how business games are administered, and the current state of business gaming. Readers interested in developments in other areas of simulation gaming (urban planning, social studies, ecology, economics, geography, health, etc.) are encouraged to look at other articles appearing during the 40th anniversary year of Simulation & Gaming and at the many fine articles that appeared in the silver anniversary issue of Simulation & Gaming (December 1995)

Enhanced online course design and its effect on the perceived level of community of inquiry

Academic institutions increasingly have adopted the online platform due to its low delivery cost and ease of scalability to large numbers of students. The pressure to increase enrollment numbers without enhancements to online course design have created the problem of lower retention and completion rates which can effect institutional funding. The purpose of this study was to explore the effect of enhancements to course design as well as class size on the level of perceived Community of Inquiry (CoI) experienced by college students. The primary research question was; what effect does enhanced online course design have on the perceived level of CoI among college students? A secondary research question was; what effect does class size have on the perceived level of CoI among online college students? The theoretical framework that informed this study was Community of Inquiry developed by Garrison (2000). This study employed a quasi-experimental research design since subjects were already enrolled in course sections. Cluster random sampling method was employed to select both the non-enhanced and enhanced class sections. The researcher surveyed subjects using a 34 question 5-scale summated CoI instrument including teacher, social, and cognitive presence. The population from which the sample was derived consisted of undergraduate college students over the age of 18 years old of any gender enrolled in at least one completely online 16-week class at the OSU-OKC campus. The researcher employed One-Way MANOVA and Pearson r correlation inferential statistical analysis to test all research hypotheses. The findings indicate that there is no evidence of significant effect between enhanced course design and the perceived level of CoI among college students. The findings regarding correlation of CoI scores and class size however showed there was a strong negative correlation between teaching presence, a moderate positive correlation between social presence, and a weak negative correlation between cognitive presence and class size. Other factors such as teacher training, facilitation by the instructor, student readiness, and the type of course taught and its effect to perceived levels of CoI might be considered for future research

INSPIRAL: investigating portals for information resources and learning. Final project report

INSPIRAL's aims were to identify and analyse, from the perspective of the UK HE learner, the nontechnical, institutional and end-user issues with regard to linking VLEs and digital libraries, and to make recommendations for JISC strategic planning and investment. INSPIRAL's objectives -To identify key stakeholders with regard to the linkage of VLEs, MLEs and digital libraries -To identify key stakeholder forum points and dissemination routes -To identify the relevant issues, according to the stakeholders and to previous research, pertaining to the interaction (both possible and potential) between VLEs/MLEs and digital libraries -To critically analyse identified issues, based on stakeholder experience and practice; output of previous and current projects; and prior and current research -To report back to JISC and to the stakeholder communities, with results situated firmly within the context of JISC's strategic aims and objectives