Educational Leadership Doctoral Students’ Perceptions of the Effectiveness of Instructional Strategies and Course Design in a Fully Online Graduate Statistics Course

Jiang, Mei; Ballenger, Julia; Holt, William

doi:10.24059/olj.v23i4.1568

Cited by 17 publications

(26 citation statements)

References 30 publications

(51 reference statements)

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“…From the learning effectiveness, Ames et al (2018) revealed that online learning is as effective as face-to-face learning. Therefore, nowadays trend of demand for online doctoral programs is increasing (Berry, 2017;Jiang et al, 2019).…”

Section: Online Educational Level and Online Learning Successmentioning

confidence: 99%

The Pattern of Hybrid Learning to Maintain Learning Effectiveness at the Higher Education Level Post-COVID-19 Pandemic

Sukiman¹,

Haningsih²,

Rohmi³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">Online learning during the Coronavirus disease (COVID-19) pandemic has awakened and affirmed the necessity of learning based on digital technology. The article was aimed to analyze the effectiveness of online learning at bachelor’s, master’s, and doctoral degrees of Islamic Religious Education as a reference to develop a learning pattern post-COVID-19 pandemic. The research employed a mixed-method design with a concurrent triangulation model. The samples were taken using stratified random and purposive sampling. Meanwhile, the data were collected through questionnaires, in-depth interviews, and forum group discussion. A descriptive analysis and one-way analysis of variance were used to analyze the quantitative data, while interpretative descriptive for the qualitative data. The research showed that online learning during the COVID-19 pandemic at the bachelor’s, master’s, and doctoral degrees of Islamic Religious Education have been effective. In detail, online learning at the doctoral degree was the most effective among all. On the other hand, face-to-face learning is still necessary. Therefore, the learning pattern developed post-COVID-19 pandemic combines face-to-face and online learning (hybrid learning). The formulation is adjusted to the characteristics, educational purpose and orientation, level of ability, readiness, and learning autonomy of the students at each educational level.</p>

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Section: Online Educational Level and Online Learning Successmentioning

confidence: 99%

The Pattern of Hybrid Learning to Maintain Learning Effectiveness at the Higher Education Level Post-COVID-19 Pandemic

Sukiman¹,

Haningsih²,

Rohmi³

2021

EUROPEAN J ED RES

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“…In a qualitative study, 15 students were asked to answer five open-ended reflection questions (Yang, 2017) about how they perceived the effectiveness of the instructional strategies and course design features of this course (Jiang et al, 2019). The five reflection questions were:…”

Section: Practice One: Preparing Students For Dissertation In Courseworkmentioning

confidence: 99%

Effective Practices in Facilitating Non-Traditional Adult Learners' Dissertation Writing in an Online Doctoral Program

Jiang¹,

Munoz²,

Arrambide³

2021

JEO

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To address the challenges nontraditional adult doctoral learners face in completing dissertations online, we reflect on the effective practices utilized in an online doctoral-level educational leadership program at a public university in the United States. This paper focused on two major topics: 1) how to prepare students to write a dissertation through coursework based on the Competency-based Education (CBE) theory; and 2) how to build relationships between mentors and students writing dissertations based on the Community of Inquiry (CoI) framework. The theoretically founded practices based on CBE and CoI must be utilized in building an interactive, collaborative online learning community.

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“…Time Management for Online Learner Persistence Although many factors have an impact on whether students complete their intended course of study (e.g., financial aid, as demonstrated by Qayyum et al, 2019), online students often identify time management as a key challenge to academic success and persistence. This occurs with both undergraduate students (Al-Asfour, 2012;Baker et al, 2019;Elvers et al, 2003;Wandler & Imbriale, 2017) and graduate students (e.g., Jiang et al, 2019). Procrastination in online courses has been shown to have a negative relationship on class performance (Michinov et al, 2011).…”

Section: Disaster Response and Crisis Planning For Online Learningmentioning

confidence: 99%

“…A number of design elements emerge from the CoI framework, and the effective design and practice of online education has been the subject of much research (c.f., Sun & Chen, 2016). Jiang et al (2019) surveyed graduate-level students in a statistics course who identified having access to recorded lectures with PowerPoint slides (i.e., "direct instruction") as the key to their success in the course. Those same students also indicated that course design-the "spiraling nature of the lessons" (p. 306)-helped them to learn course content effectively.…”

Section: Disaster Response and Crisis Planning For Online Learningmentioning

confidence: 99%

“An Overwhelming Cloud of Inertia”: Evaluating the Impact of Course Design Changes Following the COVID-19 Pandemic

Olson

Kenahan

2021

OLJ

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In the wake of the COVID-19 pandemic, beginning in March 2020, educators at all levels faced the challenge of responding to student needs and utilizing technology for instruction. While much of the emerging research highlights the experiences of students and instructors as they shifted from face-to-face to remote learning, this study explores the experiences of students in a fully online graduate program as the scope of the pandemic was growing. What is the best way to maintain a community of inquiry (Garrison et al., 2000) when so much is changing? This case study explores the impact of a variety of course design changes that sought to help students meet learning objectives while also seeking to alleviate the unanticipated pressures created by external forces. Ultimately, the findings suggest that increased flexibility with due dates and access to course materials were the most helpful strategy for helping students deal with the disruptive events of the semester. In addition, managing the disruptions and finding some sense of balance were important for both instructors and students.

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Educational Leadership Doctoral Students’ Perceptions of the Effectiveness of Instructional Strategies and Course Design in a Fully Online Graduate Statistics Course

Cited by 17 publications

References 30 publications

The Pattern of Hybrid Learning to Maintain Learning Effectiveness at the Higher Education Level Post-COVID-19 Pandemic

The Pattern of Hybrid Learning to Maintain Learning Effectiveness at the Higher Education Level Post-COVID-19 Pandemic

Effective Practices in Facilitating Non-Traditional Adult Learners' Dissertation Writing in an Online Doctoral Program

“An Overwhelming Cloud of Inertia”: Evaluating the Impact of Course Design Changes Following the COVID-19 Pandemic

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