Connecting resources in online learning environments

This article highlights considerations for connecting resources in Online Learning Environments (OLEs). Extensive human, information, learning, and technical resources are needed to produce and manage comprehensive OLEs. The requirements and considerations for each of these resources are unique, but they should be viewed mainly as interrelated and connected to each other. Basic considerations for resources-based OLEs are discussed in this article, however future research is needed to explore the complexity of these resources and how they can be optimized for the effective delivery and management of online learning environments

The Embodiment of Discovery: An Adapted Framework for Qualitative Analysis of Lived Experiences

We reflect on our process of working with an adapted framework as an effective strategy for analyzing and interpreting the results of our qualitative study on the lived experiences of insulin pump trainers. Interpretative Phenomenological Analysis (IPA) was applied as the overarching research methodology and was encapsulated into a framework adapted from Bonello and Meehan (2019) and from Chong (2019). We describe this framework as the “embodiment of discovery” to posit the researcher’s tangible experience of discovering the meaning of data that also brought transparency to the researcher’s process for data analysis and interpretation. We present challenges the doctoral student researcher experienced working with the framework through three phases and various steps performed during the analysis. We recommend the framework may assist novice researchers as a tool for wayfinding and scoping the structure of data analysis and interpretation. We conclude that novice researchers should not fear finding their “embodiment of discovery” in adapting creative or alternate methods for qualitative analysis

A study on the success of group formation and cohesiveness in virtual teams using computer-mediated communications

While the Internet is a major business tool nowadays, individuals are still challenged to form team s and collaboration virtually. To evaluate the success of team formation in a virtual setting, this research study assessed the role of different computer – mediated communications (CMC) employed on the success of team formation measured by task performance (TP), team cohesiveness (TC), computer skills (CS) and social bond (SB), while assessing the differences on such relationships when controlled for gender, age, education level, academic major, as well as academic year. This research used analysis of variance (ANOVA) and analysis of covariance (ANCOVA) to address the hypotheses proposed. Using three teams and 140 participants, the results indicated that there is a significance difference in the role of CMC levels employed on the level of perception of CS in team formation. Also, there is a significance difference in the role of CMC levels employed on the levels of TP, when controlled for gender .In addition, there is a significance difference in the role of CMC levels employed (No - CMS/F2F,OLS,&OLS+SNS) on the levels of CS, when controlled for education, academic major and academic year. The results of this study contribute to the body of knowledge by helping organizations identify ways to support effective team formations

Designing an online dissertation research community of practice

This design case describes phase one (pilot phase) of an intervention strategy aimed to support students in a limited–residency doctoral program. Specifically, this case documents the process and decisions that were made along the way to design an online research community of practice (CoP) for students who have completed coursework and are working on their dissertations in the field of instructional design and technology. The case includes the designers’ guiding framework, a detailed description of the case including the site, participant and platform selection, and the preliminary state of the design. To date, a design team is in place, a guiding framework for the design of the CoP is established, a needs analysis has been conducted, the participants have been identified, the CoP strategy has been defined, the site has launched, and students are just now beginning to become a part of this online community. It will take time to cultivate the community and determine whether the design is effective in achieving the community’s goals. Data collection and documentation of design decisions continue as the design and development of the online CoP emerges

EXPERIMENTAL STUDY TO ASSESS THE IMPACT OF TIMERS ON USER SUSCEPTIBILITY TO PHISHING ATTACKS

Social engineering costs organizations billions of dollars. It exploits the weakest link of information systems security, the users. It is well-documented in literature that users continue to click on phishing emails costing them and their employers significant monetary resources and data loss. Training does not appear to mitigate the effects of phishing much; other solutions are warranted. Kahneman introduced the concepts of System-One and System-Two thinking. System-One is a quick, instinctual decision-making process, while System-Two is a process by which humans use a slow, logical, and is easily disrupted. The key aim of our experimental field study was to investigate if requiring the user to pause by presenting a countdown or count-up timer when a possible phishing email is opened will influence the user to enter System-Two thinking. In this study, we designed, developed, and empirically tested a Pause-and-Think (PAT) mobile app that presented a user with a warning dialog and a countdown or count-up timer. Our goal was to determine whether requiring users to wait with a colored warning and a timer has any effect on phishing attempts. The study was completed in three phases with 42 subject matter experts and 107 participants. The results indicated that a countdown timer set at 3-seconds accompanied by red warning text was most effective on the user’s ability to avoid clicking on a malicious link or attachment. Recommendations for future research include enhancements to the PAT mobile app and investigating what effect the time of day has on susceptibility to phishing

Beyond Being There: Practices that Establish Presence, Engage Students and Influence Intellectual Curiosity in a Structured Online Learning Environment

To fully understand teaching presence and its implications for the intellectual climate of an online classroom it is necessary to explore the phenomenon from the perspective of the instructors who experience it. Informed by the theoretical perspective of the Community of Inquiry (CoI) model, the actions, intentions and perceptions of instructors were investigated through a collective case study. The goal of this study was to examine the decision processes employed in establishing teaching presence in a structured online environment in order to make a contribution to the body of knowledge from a practical pedagogical perspective. Using the lived experiences of instructors enabled the exploration of the influence pedagogical choices had on the creation of an intellectual climate in the online context. Using semi-structured interviews as the main source of data, the study utilized the Interpretative Phenomenological Analysis (IPA) method as an analytical tool to address concerns of rigor in the qualitative interpretation of experiential data.  Results of the collective case revealed student engagement and intellectual curiosity were influenced most greatly by an instructor’s active interest and passion for teaching, an ability to identify the relevance of course topics to the student, and the encouragement for a shared responsibility in the learning process. The findings showed that the shared goal of learning extended beyond the stated learning objectives and expected outcomes of a course and served as a foundation in the creation of authentic relationships between instructor and students. In addressing the overarching research question of how instructors establish teaching presence and inspire intellectual curiosity in a structured teaching environment, the findings of this study contribute to knowledge related to the nature of teaching presence and its role in setting an academic climate in an online classroom

A Grounded Theory of Connectivity and Persistence in a Limited Residency Doctoral Program

Limited-residency and online doctoral programs have an attrition rate significantly higher than traditional programs. This grounded-theory study focused on issues pertaining to communication between students, their peers and faculty and how interpersonal communication may affect persistence. Data were collected from 17 students actively working on their dissertation in a limited-residency educational technology program. The resultant theory indicated that students felt communication between themselves and peers is possible but not common. Students also indicated that dissertation supervisors are readily accessible but longer than expected response times may contribute to a lack of student success. The results suggest the development and effective use of an online community of practice will support the communication needs of students and faculty

Interview: Online With Dr. John A. Scigliano, Part 2

This is the second of a two-part interview with Dr. John A. Scigliano, Professor in the School of Computer and Information Sciences at Nova Southeastern University. Dr. Scigliano is a pioneer in online education having established the first online graduate program in 1983. In Part 1 of this interview, published in Vol. 2, No. 1, Dr. Scigliano explored opportunities and concerns about online distance learning. In Part 2 of the current issue, he presents his vision of teaching and learning in online learning environments. The entire interview was conducted mainly through online electronic correspondence. Dr. Scigliano\u27s responses are presented in transcript form

Interface issues associated with using the Internet as a link to online courses

As more people have access to the Internet and World Wide Web, educators have a new gateway for delivering online courses. Acquiring information is a big reason for using the Net. Educators can take advantage of this opportunity by using the Internet as a link to online courses. A well-designed online course must deliver more than an attractive “home page” with substantial links to information. User interface issues need to be considered to promote rich online learning environments. For example, the dynamics of visual presentation and interactive environment are user interface issues that impact faculty and student\u27s perceptions of online learning environments. How does an instructor determine that the course interface provides full potential for students to access and use the information that is presented? In this paper, interface issues will be discussed (such as purpose, creating a learning metaphor, navigation processes, and usability evaluation) for assessing some of the challenges of instructor facilitation and student participation and performance in an Internet-accessible online course