Building a Community of Scholars: One Cohort’s Experience in an Online and Distance Education Doctor of Philosophy Program

Myers, Lynnea; Jeffery, Alvin D.; Nimmagadda, Heather; Werthman, Jennifer A.; Jordan, Kasey

doi:10.3928/01484834-20151016-07

Cited by 8 publications

(3 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings support that use of the Active Learning Theory to design web-based courses may increase the sense of community, which is suggested to be an essential component of course satisfaction and success (Khan et al, 2017;Myers, Jeffery, Nimmagadda, Werthman, & Jordan, 2015), even if only through web-based discussion boards and interactive learning opportunities (Chang, 2016). The participants who were recruited via email were also more likely not to provide a response to participate than those recruited with face-to-face interaction.…”

Section: Discussionsupporting

confidence: 60%

Comparing Learning Platform Impact on Low Vision Education for Occupational Therapists

Perea¹,

Sit²

2020

The Open Journal of Occupational Therapy

View full text Add to dashboard Cite

This pilot study examines the impact of face-to-face, remote, and hybrid learning platforms on satisfaction, confidence, and knowledge-application of occupational therapy practitioners during a synchronous low vision continuing education program. Fifteen participants were divided into three groups, each corresponding to one learning platform. They engaged in two 45-min learning sessions and completed pre, post, and follow-up surveys to measure the impact of the learning platform on the dependent variables of satisfaction, confidence, and knowledge application. No significant differences were found between learning platforms for the three variables, but improvements from pre to follow-up survey were found to be significant for confidence and knowledge application for all groups. These findings indicate that similar education provided to occupational therapy practitioners may result in improved confidence and knowledge application to clinical practice from the beginning to the end of the educational program, despite the learning platform. Flexibility with online learning options increased participation and adherence rates. Synchronous remote and hybrid learning platforms may be as effective as traditional face-to-face methods, specifically with increasing practitioner confidence and knowledge application. Remote options may reduce peer interactions but increase flexibility and convenience with scheduling for program scalability and accessibility. Comments The authors report that they have no conflicts of interest to disclose.

show abstract

Section: Discussionsupporting

confidence: 60%

Comparing Learning Platform Impact on Low Vision Education for Occupational Therapists

Perea¹,

Sit²

2020

The Open Journal of Occupational Therapy

View full text Add to dashboard Cite

show abstract

“…The amount of research related to social media in teaching and learning within higher education is exhaustive (Bista, 2015;DiVall & Kirwin, 2012;Xi, Hui, de Pablos, Lytras, & Yongqiang, 2016;Lin, Hoffman, & Borengasser, 2013). Researchers have focused on understanding: how different platforms can be used in varying learning experiences (Alzouebi & Isakovic, 2014;Bista, 2015;DiVall & Kirwin, 2012;Evans, 2014;Tuten & Marks, 2012), how and when informal learning can occur within these environments (Lin et al, 2013;Tess, 2013), how social media can serve to enhance professional development (Luo, Sickel, & Cheng, 2017;Romero-Hall, 2017), the types of content and connections that occur when using social media for teaching and learning (Guidry & Pasquini, 2013), the culture-specific parameters that have an effect on learning experiences with social media communities (Atkins, Koroluk, & Stranach, 2017), the locations of the knowledge sharing activities (Greenhalgh, Staudt Willet, Rosenberg, & Koehler, 2018), the learning experiences that field-specific students encounter when using social media (Evans, 2014;Myers, Jeffery, Nimmagadda, Werthman, & Jordan, 2015;Pham, 2014; 15 Spallek et al, 2015) and the tensions and uncertainties that scholars who use social media experience themselves (Kimmons & Veletsianos, 2016;Veletsianos & Stewart, 2016), amongst other topics.…”

Section: Social Media In Higher Educationmentioning

confidence: 99%

A Syllabi Analysis of Social Media for Teaching and Learning Courses

Romero-Hall

2020

Journal of Teaching and Learning

View full text Add to dashboard Cite

The purpose of this syllabi analysis was to explore the structure of courses focused on social media and geared towards education professionals. Fourteen course syllabi from institutions located within the United States (U.S) were analyzed as part of this investigation. The results of the analysis revealed a total of 46 unique topic themes across the different courses. The findings show that the most common course objectives aimed to encourage application and practice of social media as part of a learning experience and the learners’ professional practice. In total, the syllabi listed 67 unique required readings including: non-peer reviewed publications, peer-reviewed journal articles, and textbooks. Last, the analysis of the assignments listed in the syllabi show that in these social media courses, there were a mix of traditional and non-traditional assessment methods. These non-traditional assessment methods focused on integrating social media as part of the assessment in which learners were required to create a social media account, become familiar with it, and create learning experiences incorporating a specific social media platform.

show abstract

“…For instance, Myers, Jeffery, Nimmagadda, Werthman, and Jordan (2015) conducted a case study examining how a social media community was used in an online nursing program as a mechanism to facilitate informal socialisation among doctoral students. In this study, graduate students used Facebook to interact with each other outside the academic setting, exchanging relevant materials and sharing personal life updates.…”

Section: Literature Reviewmentioning

confidence: 99%

Social media use by instructional design departments

Romero-Hall

Kimmons

Veletsianos

2018

AJET

View full text Add to dashboard Cite

The aim of this investigation was to gain an understanding of the use of institutional social media accounts by graduate departments. This study focused particularly on the social media accounts of instructional design (ID) graduate programs. Content and statistical analyses were conducted to examine 24,948 tweets posted by ID programs (n = 22) on Twitter. Results revealed that ID graduate programs primarily used Twitter to broadcast resources and materials related to the field. Additionally, results showed that ID programs most frequently used Twitter to boost the profile of their program. Yet, tweets highlighting student and faculty accomplishments had the highest percentage of community interactions (likes and retweets). These findings suggest that ID programs are functioning as filters of information relevant to the field rather than conversational hubs. IntroductionAccording to the Pew Research Center, social media adoption in the United States has grown from 5% in 2005 to 69% percent in 2016 (Social Media Fact Sheet, 2016). Such adoption rates seem to be a global trend (Poushter, 2016), and it can be said that social media use has become an integral part of many people's daily lives (Aydin, 2012;Rodríguez-Hoyos, Salmón, & Fernández-Díaz, 2015). Used as a means of communication, collaboration, and content creation (Alzouebi & Isakovic, 2014;Luo, Wang, & Han, 2013), social media are used in a wide array of settings, including educational ones (Dabbagh & Kitsantas, 2012;Manca & Ranieri, 2016.The majority of the current literature focuses on examining social media use and integration within formal educational settings (e.g., Allen & Nelson, 2013;Bista, 2015;Gao, Luo, & Zhang, 2012;Lin, Hoffman, & Borengasser, 2013), and little attention has been paid to how graduate departments or programs use social media in informal ways. While it is not uncommon for graduate departments or programs to have an institutional social media presence, the instructional design (ID) field has a limited understanding of how our programs use social media. What content are ID programs sharing online? How are these graduate programs interacting with stakeholders? And how do individuals interact with the different kinds of content that ID programs share online?We are motivated to better understand how ID programs are using social media to make greater sense of ID programs' online presence as well as the role that social media serve for program purposes. While higher education institutions use social media for a variety of purposes -such as showcasing a program, enhancing institutional recruitment, communicating with stakeholders, and engaging in community-building Rosenberg, Terry, Bell, Hiltz, & Russo, 2016;Veletsianos, Kimmons, Shaw, Pasquini, & Woodward, 2017) -very little is known about how graduate programs in particular use social media. The goal of this research is twofold: to increase the knowledge base and illustrate the practice of social media use by graduate programs.In this study, we used qualitative and quantitative method...

show abstract

Building a Community of Scholars: One Cohort’s Experience in an Online and Distance Education Doctor of Philosophy Program

Abstract: Building a community of scholars is possible through online and distance education using simple forms of technology to connect and collaborate.

Cited by 8 publications

References 17 publications

Comparing Learning Platform Impact on Low Vision Education for Occupational Therapists

Comparing Learning Platform Impact on Low Vision Education for Occupational Therapists

A Syllabi Analysis of Social Media for Teaching and Learning Courses

Social media use by instructional design departments

Contact Info

Product

Resources

About