Barriers To Online Postsecondary Education Crumble: Enrollment In Traditional Face-To-Face Courses Declines As Enrollment In Online Courses Increases

Gray, Dahli

doi:10.19030/cier.v6i3.8537

Cited by 12 publications

(5 citation statements)

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“…Online enrollment has risen at the postsecondary level (Allen & Seaman, 2013;Gray, 2013) with courses being offered through a variety of online learning environments (OLE). These OLEs have been praised because they allow learners to work at a pace that is comfortable for them and supportive to their individual learning (Brooks, Demmans Epp, Logan, & Greer, 2011;Bolliger & Inan, 2012).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Relationships between Facilitation Methods, Students’ Sense of Community and Their Online Behaviours

Phirangee

Epp

Hewitt

2016

OLJ

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The popularity of online learning has boomed over the last few years, pushing instructors to consider the best ways to design their courses to support student learning needs and participation. Prior research suggests the need for instructor facilitation to provide this guidance and support, whereas other studies have suggested peer facilitation would be better because students might feel more comfortable learning and challenging each other. Our research compared these two facilitation methods and discovered that students participated more in instructor-facilitated online courses where they wrote more notes, edited and reread notes more, and created more connections to other notes than students in peer-facilitated online courses. We identified student activity patterns and described differences in how those patterns manifest themselves based on the facilitation method that was used. Our findings also show that instructorfacilitated online courses had a stronger sense of community than peer-facilitated online courses.

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Section: Introductionmentioning

confidence: 99%

Exploring the Relationships between Facilitation Methods, Students’ Sense of Community and Their Online Behaviours

Phirangee

Epp

Hewitt

2016

OLJ

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“…• Third, the doctoral experience is changing as well. The rise of professional doctorates with their focus on stewardship of practice (Servage, 2009) and online and competency-based education (Gray, 2013;Verderame, Freedman, Kozlowski, & McCormack, 2018) have begun to transform the prototypical, apprenticeship model of obtaining a doctoral degree. Whether these changes impact on the overall experience of doctoral education as transformative process is an unanswered question.…”

Section: Discussionmentioning

confidence: 99%

An Archetypal Analysis of Doctoral Education as a Heroic Journey

Salter

2019

IJDS

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Aim/Purpose: The purpose of this conceptual paper is to align key aspects of the heroic journey archetype with existing research and writing about doctoral students, thereby extending previous discussions of this topic. Background: While obtaining a doctoral degree is often described as a heroic journey, that assertion has not been fully explored from a depth psychology standpoint. Because myth is a form of pedagogy, key heroic archetypes (Pearson, 1986; 1991) provide a means to describe and understand the student experience. Methodology: This synthesis of the scholarship on doctoral education is framed within an alignment of the heroic journey monomyth described by Campbell (2008) to the progression of doctoral student experiences (Gardner, 2009). Various movie characters are used to illustrate the three primary stages of the heroic journey: the departure, initiation, and the return. Contribution: Consistent with other applications of archetypal psychology to education (e.g., Mayes, 2010), the paper presents a way for faculty and students to understand and reflect on the overall educational process. Findings: A more elaborated view of the doctoral journey is provided, including the sequence of challenges faced by students in the process and the types of Hero energies expressed at different points. Recommendations for Practitioners: The responsibilities of doctoral program faculty to create an experience that helps assure success and to mentor students appropriately are reinforced. Recommendation for Researchers: While not a research study, the discussion in this conceptual paper provides a broader context for use of the monomyth as an organizing framework for studies of doctoral education. Impact on Society: The commonly recognized 50% success rate of the best-and-brightest in higher education speaks to the size and scope of the challenge and the resulting stresses from taking this journey. Based on the apparent congruency of the monomyth to the process of doctoral education, continued use of this archetype to address these challenges would seem to be indicated.

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“…Allowing learners to process the lesson at their own pace was desirable because of its benefits noted in previous research findings (Boucheix & Guignard, ; Evans & Gibbons, ; Mayer & Chandler, ). However, online and flipped classrooms (i.e., classes in which students watch videos of materials and spend classtime on project work) are becoming increasingly common, and these courses typically rely on videos to present course material (Gray, ; O'Flaherty & Phillips, ). Previous work on the use of labels in video lessons with visual representations of science concepts has also indicated a benefit for labels (Mayer & Johnson, ).…”

Section: Discussionmentioning

confidence: 99%

Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive‐user Interface Help?

Clinton

Morsanyi

Alibali

et al. 2016

Applied Cognitive Psychology

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General rights Copyright for the publications made accessible via the Queen's University Belfast Research Portal is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights.Take down policy The Research Portal is Queen's institutional repository that provides access to Queen's research output. Every effort has been made to ensure that content in the Research Portal does not infringe any person's rights, or applicable UK laws. If you discover content in the Research Portal that you believe breaches copyright or violates any law, please contact openaccess@qub.ac.uk. AbstractLearning from visual representations is enhanced when learners appropriately integrate corresponding visual and verbal information. This study examined the effects of two methods of promoting integration, color coding and labeling, on learning about probabilistic reasoning from a table and text. Undergraduate students (N = 98) were randomly assigned to learn about probabilistic reasoning from one of 4 computer-based lessons generated from a 2 (color coding/no color coding) by 2 (labeling/no labeling) between-subjects design. Learners added the labels or color coding at their own pace by clicking buttons in a computer-based lesson.Participants' eye movements were recorded while viewing the lesson. Labeling was beneficial for learning, but color coding was not. In addition, labeling, but not color coding, increased attention to important information in the Many people struggle with probabilistic reasoning, especially when calculating posterior probability (Evans, Handley, Perham, Over & Thompson, 2000;Kahneman & Tversky, 1973;Stanovich & West, 1998). Posterior probability judgments require the evaluation of a hypothesis after being presented with relevant data. Such calculations can be used, for example, to judge the probability that a person who tested positive for a disease, actually has the disease. In order to make a correct judgment about this problem, people have to consider three pieces of information:(a) the true positive rate: the probability of the test giving a positive result when the person actually has the disease; (b) the false positive rate: the probability of the test giving a positive result when the person does not have the disease; and (c) the base rate/prevalence: the probability that a randomly chosen person from the population has the disease. People often fail to integrate these three pieces of information appropriately, and, thus, they often generate incorrect responses. Because of the complexity of probabilistic reasoning, teaching probabilistic reasoning is also quite challenging (Garfield & Ben-Zvi, 2008). Given the ubiquity of test results in modern society, it is important to understand this type of probabilistic reasoning (Hoffrage, Kurzenhäuser, & Gigerenzer, 2005;Kurzenhäuser & Hertwig, 2006) and to develop effective ways to instruct people about it.Visual representations,...

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Barriers To Online Postsecondary Education Crumble: Enrollment In Traditional Face-To-Face Courses Declines As Enrollment In Online Courses Increases

Cited by 12 publications

References 0 publications

Exploring the Relationships between Facilitation Methods, Students’ Sense of Community and Their Online Behaviours

Exploring the Relationships between Facilitation Methods, Students’ Sense of Community and Their Online Behaviours

An Archetypal Analysis of Doctoral Education as a Heroic Journey

Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive‐user Interface Help?

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