Captioning of recorded videos is beneficial to many and a matter of compliance with accessibility regulations and guidelines. Like recorded captions, real-time captions can also be means to implement the Universal Design for Learning checkpoint to offer text-based alternatives to auditory information. A cost-effective solution to implement the checkpoint for live online presentations is to use speech recognition technologies to generate automated captions. In particular, Microsoft PowerPoint Present Live (MSPL) is an application that can be used to present with real-time automated captions and subtitles in multiple languages, allowing individuals to follow the presentation in their preferred language. The purpose of this study was to identify challenges that participants could encounter when using the MSPL feature of real-time automated captions/subtitles, and to determine what they describe as potential uses, challenges, and benefits of the feature. Participants were full-time faculty and administrators with a faculty appointment in a higher education institution. Data from five native English speakers and five native Spanish speakers were analyzed. Activities of remote usability testing and interviews were conducted to collect data. Overall, participants did not encounter challenges that they could not overcome and described MSPL as an easy-to-use and useful tool to present with captions/subtitles for teaching or training and to reach English and Spanish-speaking audiences. The themes that emerged as potential challenges were training, distraction, and technology. Findings are discussed and further research is recommended.
With the rapid shift to remote learning because of the pandemic, the academic advisors of colleges and universities had to adapt and change some of the ways they were advising the traditional higher education students. In this new normal, where social distance needs to be present and non-traditional education takes precedence in the learning environment, academic advisors had to rapidly adjust and use different technology tools of virtual advising. Over the past few years, colleges and universities that offer distance education programs have been struggling in engaging and retaining their non-traditional online learners. However, with the pandemic, these institutions may encounter the challenge of not only retaining the non-traditional students but also, the new distance learners. Therefore, academic advisors will need to use creative ways of providing advising services in this new learning environment. Many studies have demonstrated that virtual advising has been helpful to aid the distance education students. Virtual advising uses different technology applications and platforms. Using it correctly can help students and advisors with the registration cycles and with any other concerns the students may have. In this chapter, the author explains academic advising and the role of an advisor, the definition of virtual advising, the importance of combining the different approaches of academic advising into virtual advising, and the different technology tools that can assist academic advisors when doing their job of supporting the students in the new learning environment.
The purpose of this quantitative study was to examine and compare the retention and graduation rates of students in a doctoral program in Education that holds collaboration agreements with institutions in Colombia, Mexico, and the Dominican Republic. Results reveal that the number of years to graduate from the program averaged 7.7 years. Seventy-five percent of the participants from Colombia graduated within four years, whereas 75% of participants in the Dominican Republic graduated within 6.7 years. Findings also highlight the importance of program support from academic advising personnel to assist doctoral students in completing their degrees on time.
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