Using VoiceThread to Promote Active Learning and Learner Engagement in an Online Business Course

This position paper explored the use of a Web 2.0 technology, VoiceThread, to enhance student engagement and active learning in one business course. The platform was integrated into various learner centered activities together with learner reflections, and relationships to key concepts of an online course as part of a course improvement plan. The researchers found that the use of VoiceThread provided the much-needed momentum by enabling a learning community and encouraging students to become more involved, thereby contributing to their success

A Phenomenological Study: A Pre-departure Study Abroad Course Interrupted by the COVID-19 Outbreak

The original plan of this research was to collect multiple sets of data from business students in a 2020 spring study abroad program including the pre-departure course, the experiential learning in Thailand and post experience. When the World Health Organization (2020c) categorized the COVID-19 outbreak a pandemic, the predeparture course was interrupted, resulting in the remaining sections of the program to be cancelled. To date, since no previous research was available on a pre-departure course interrupted by a pandemic of this kind, the experiences of the two faculty members teaching the course became central to the research making this study phenomenological. The experiences were captured by daily notes with reflections leading to four key findings: 1. The course lacked skills training and needed to be redesigned as it would be offered in spring 2021. Adding practical applications to the comprehensive collection of materials would lead students to start shifting their mindsets prior to the trip rather than during the trip resulting in maximized experiences. 2. The COVID-19 outbreak was unprecedented in that it was not a short-lived occurrence but an on-going crisis. The uniqueness of the situation brought futuristic thinking and scenario planning to the forefront when developing and implementing such global programs. 3. Faculty were not prepared for an on-going crisis. To be able to cope with similar uncertainties and act decisively, faculty leading such experiences needed training in futuristic thinking and scenario planning. 4. Faculty country-expertise strengthened student trust when teaching the course. Developing, teaching such courses, and leading such experiences need to be backed up by location-expertise to foster confidence for optimal benefits

A Case Study: Developing a Study Abroad Program in Thailand

This paper presents the phase one findings of a two-phased action research study which led to the development of a plan to design a study abroad program for both undergraduate students and students of DECA, a business organization, at the college of business and entrepreneurship of a state university set in a rural area in the Midwest of the United States. The question which guided the research was: How can a study abroad program, promoting career enhancement, be designed to meet the needs of the students from rural agricultural communities? Exploratory data were collected both on campus and in Thailand over two years, and included reflections, observations, informal interviews and conversations, peer reviews, documents and artifacts. Based on the findings, a plan emerged with three sections: 1) making instructional decisions, 2) creating learning by experience, and 3) updating logistics. The instructional decision section was further categorized into three areas: 1) career enhancement, 2) personal growth and management and 3) community collaboration. These categories led to the design of a course promoting learning by experience by directly engaging students with another culture in Thailand. The conclusion is that such programs, when based on needs analysis, become an indispensable part of higher education, workforce and the economic prosperity of the state/regio

A Pragmatic Approach to Investigating the Digital Existence of Food Bank Users

This study investigated the digital existence of the food bank users in a university town in Texas, and subsequently, aligned with the research\u27s pragmatic focus, the researchers designed a training model for these food bank users. Two research questions guided the study: What are the digital existence levels of the food bank users, and what training model would best serve these food bank users? Data were collected by means of a survey from 230 individual food bank users representing households. Additional data included observations and conversations with food bank staff, and documents and materials from the site which provided deeper insights. The study found that the food bank users 1) had little to no broadband connectivity; 2) possessed limited digital devices which revealed significant barriers to their digital existence; and 3) had feelings of desperation, vulnerability and isolation. Regarding training offered at no cost, the food bank users did not show much interest, which was attributed to the food bank users’ insufficient digital knowledge. The three-level training model was designed with the following objectives: 1) Prepare participants for training; 2) introduce the concept of digital; and 3) teach basic computing and cybersecurity skills. To implement this training, an interactive learner-centric model was created demonstrating collaboration among university instructors, volunteer students and the food bank staff. The study concluded that to exist in digital societies affordable broadband connectivity, needs-based devices, and continual support and training were needed for such underserved groups

A Preliminary Study: Application of Quality Matters Standard 5 (Course Activities and Learner Interaction) to Development of an Online Business Management Course

Quality Matters (Quality Matters [QM] Higher Education Rubric Workbook, 2014) is a national benchmark for online course design, and serves as a continuous improvement model for assuring quality of online courses through a faculty review process. QM is also described as “a faculty-centered, peer review process that is designed to certify the quality of online and blended course” (QM Higher Education Rubric Workbook, para 1). QM has eight research based rubric areas: “1) Course Overview and Introductions; 2) Learning Objectives or Competencies; 3) Assessment and Measurement; 4) Instructional Materials; 5) Course Activities and Learner Interaction; 6) Courses Technology; 7) Learner Support; 8) Accessibility and Usability” (QM Higher Education Rubric Workbook, p. 1). The purpose of this preliminary study was to develop a sample model course demonstrating the use of QM General Standard 5, Course Activities and Learner Interaction

Chapter 15 - Digitization and Equity: Digital Inequities in Education and Strategies to Improve Digital Inclusion

COVID-19 exposed a wide range of challenges hidden unnoticed in the promise of digital education. Digital education was once promised as the grand equalizer of access and inclusion in education. However, the massive deployment of digital tools in the educational realm during COVID-19 provided significant counterevidence to this promise. If education is a fundamental right and if digital technologies are the only way to gain access to education, it is important that these technologies be made available to everyone for effective use. However, as COVID-19 would demonstrate to us, this has not been the case. There have been stark and widespread inequities in the availability and quality of digital technologies for education, and the need for purposeful efforts to bridge the gap was felt prominently. In the backdrop of COVID-19, this chapter identifies some of the key equity issues and proposes solutions to address them

Superior Performance Competencies Achieved Through Destination Imagination Experiences

Today’s workforce not only requires specific content-area knowledge and skills achieved through formal education but also, and most critically, superior performance competencies including distinguishable behaviors. While formal education prioritizes easily detectable and measurable content-specific knowledge and skills, superior performance competencies such as cognitive, affective, and motivational skills remain secondary unless students engage in extracurricular activities in real-world settings. This qualitative study investigated the phenomenon of achieving an array of superior performance competencies through learning by doing, at one of the 2023 Destination Imagination events. This study marked the first fieldwork in which the principal researcher directly observed the event in its natural setting. Data were collected, analyzed, and interpreted concurrently during the event by means of observations, ordinary conversations, and an informal interview. The inductive data analysis included analytic memos, and midway hypothesis coding which confirmed the significance of immersing in such activities and resulted in two major findings: 1) participating in such meaningful real-world activities cultivates distinctive behaviors that drive exceptional performance, positioning participants to stand out among their peers; and 2) this involvement also equips students with the capabilities to excel upon entering the workforce, ensuring superior employee performance in their roles

A Pragmatic Approach to Investigating the Digital Existence of Food Bank Users

This study investigated the digital existence of the food bank users in a university town in Texas, and subsequently, aligned with the research\u27s pragmatic focus, the researchers designed a training model for these food bank users. Two research questions guided the study: 1) What are the digital existence levels of the food bank users; and 2) what training model would best serve these food bank users? Data were collected by means of a survey from 230 individual food bank users representing households. Additional data included observations and conversations with food bank staff, and documents and materials from the site which provided deeper insights. The study found that the food bank users 1) had little to no broadband connectivity; 2) possessed limited digital devices which revealed significant barriers to their digital existence; and 3) had feelings of desperation, vulnerability and isolation. Regarding training offered at no cost, the food bank users did not show much interest, which was attributed to the food bank users’ insufficient digital knowledge. The three-level training model was designed with the following objectives: 1) Prepare participants for training; 2) introduce the concept of digital; and 3) teach basic computing and cybersecurity skills. To implement this training, an interactive learner-centric model was created demonstrating collaboration among university instructors, volunteer students and the food bank staff. The study concluded that to exist in digital societies affordable broadband connectivity, needs-based devices, and continual support and training were needed for such underserved groups

A Preliminary Study: Using a Case Study to Prepare Potential Educational Leaders for Collaboration in Leading Cultural Inclusiveness

This study explored the experiences of learners as part of a university educational leadership program course activity. Learners chose collaborative learning in solving a real-world problem and in developing a collective plan of action to better tackle school and community cultural inclusiveness. Observational protocols, group interviews and reflections of 13 graduate-level potential educational leaders made up the data. The findings revealed that collaboration proved beneficial in improving skills in cultural responsiveness and cultural sensitivity. Moreover, leaders learned ways to set aside personal agendas and focus on their institutional goals to better manage cultural barriers to the success of their students