The development and validation of the online learning climate scale (OLCS)

Kaufmann, Renee; Sellnow, Deanna D.; Frisby, Brandi N.

doi:10.1080/03634523.2015.1101778

Cited by 81 publications

(71 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers' use of behaviors such as self-disclosure (Mazer, Murphy, & Simonds, 2007), constructive feedback (Kerssen-Griep, Trees, & Hess, 2008), and affinity-seeking strategies (Myers, 1995) result in more supportive communication climates. Instructors also play an important role in developing positive and supportive climates in online courses, by being present, available, understanding, and providing clear instructions and expectations in the course (Kaufmann, Sellnow, & Frisby, 2016). Importantly, students who perceive a positive communication climate are more likely to actively participate, interact, and engage in class as well as collaborate and connect with their peers in and outside of class (Myers et al, 2016).…”

Section: Teaching Behaviors That Create a Supportive Environmentmentioning

confidence: 99%

Precarity, citizenship, and the “traditional” student

Bahrainwala

2020

Communication Education

View full text Add to dashboard Cite

Precarity, or the condition of continual wage insecurity, is shaping a generation of U.S. college students that suffer continually under poor material conditions, exploitative work schedules, and institutions that do not recognize their precarity. I ground the latter point-that higher education does not recognize the needs of its student precariat-in the argument that such institutions are oriented toward the specter of the traditional student, a concept suffused with citizenship rhetorics. In this paper, I examine the discursive construct of the traditional student, and how it deploys rhetorics of citizenship that deepen exclusions and contribute to student precarity in U.S. higher education. National survey data reveal that college students in the U.S. are experiencing acute precarities on multiple fronts. A startling 60% were food-insecure in 2019, with more students of color, students in 2-year colleges, and LGBTQ+ students reporting food insecurity (AAC&U News, 2019). Over two-thirds of all U.S. students graduate with an average of $30,000 in debt (Dynarski, 2015) at a time when an undergraduate degree has all but become a requirement for an entry-level job. Additionally, a quarter of all university students work full-time to put themselves through college, while 40% work at least 30 h a week (Deruy & National Journal, 2015). Similarly, faculty experience parallel precarities as tenure-track opportunities shrink (Harris, 2019), research expectations balloon (Kafka, 2018), and contingent labor becomes the new majority of faculty labor in the U.S. (Murray, 2019). College students then experience the pressures of faculty contingency secondhand when they are unable to develop relationships or request recommendations from instructors whose labor is stretched across multiple campuses. This carries costs for student learning, which becomes shaped by what McConnell (2019) calls a pedagogy of the transitory, which identifies contingency as a communicative phenomenon and a culturally thick experience that shapes the college learning environment (2019). Students and their faculty imbibe what Rifenburg, Johnston, Ng, and Carney (2019) call the labor casualization of the expanding neoliberal university, which expects faculty and students to labor beyond the classroom through scholarly and civic engagement, public intellectual work, and unpaid internships, with little thought to material compensation and domestic burdens. Given these documented precarities, it is important to ask how institutions discursively orient away from the student precariat and their needs, which in turn reproduces these cycles of precarity. In this essay, I reflect on the notion of the student-citizen to consider

show abstract

Section: Teaching Behaviors That Create a Supportive Environmentmentioning

confidence: 99%

Precarity, citizenship, and the “traditional” student

Bahrainwala

2020

Communication Education

View full text Add to dashboard Cite

show abstract

“…A single recurrent theme was expressed in the participants' perception of what teaching presence meant to them: the articulation of teaching presence in the terms of responsiveness to students' needs and expectations. The perspective of teaching presence offered in the collective case is indicative of the instructors' recognition that responding to needs and expectations of students establishes that environment of trust which precipitates the formation of a community of learning where teaching presence is experienced (Cox-Davenport, 2010;Kaufmann et al, 2015). This suggests a high degree of student-centeredness in the instructors, recognizing the supportive nature of the role in which they serve and how essential it is to the cohesion of the learning group.…”

Section: Meaning Of Teaching Presencementioning

confidence: 99%

“…In this role, they guide students through higher-order learning activities that require critical thinking, synthesis and application of knowledge (Arbaugh, 2013). The presence, availability and supportive nature of the instructor greatly influences the course climate and can generate a positive online learning experience for students (Cox-Davenport, 2014;Kaufmann, Sellnow & Frisby, 2015). Garrison, Cleveland-Innes, and Fung (2010) suggested that this link between teaching presence and learning depends on the instructor's presence and the role presence plays in establishing and facilitating a climate for discourse and collaboration.…”

Section: Introductionmentioning

confidence: 99%

“…Garrison, Cleveland-Innes, and Fung (2010) suggested that this link between teaching presence and learning depends on the instructor's presence and the role presence plays in establishing and facilitating a climate for discourse and collaboration. The course climate created by an instructor influences the way students learn and the extent to which collaboration is promoted (Cox-Davenport, 2014;Kaufmann et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Orcutt

Dringus

2017

OLJ

View full text Add to dashboard Cite

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.

show abstract

“…Third, the incorporation of new technology into the classroom context has fundamentally changed the phenomena of instruction. Traditional face-to-face variables and models may not be replicable in an online world; the two classrooms are not the same (Kaufmann, Sellnow, & Frisby, 2016). Instruction in a face-to-face classroom may even be substantially different with the widespread incorporation of pedagogical technology tools (e.g., learning management systems).…”

mentioning

confidence: 99%

Do we know what we think we know? On the importance of replication in instructional communication research

Kaufmann

Tatum

2017

Communication Education

Self Cite

View full text Add to dashboard Cite

communication boundaries. This study demonstrates how using quantitative and qualitative data provides a deeper understanding of student perceptions of instructors' Twitter use. Calling for greater use of mixed methods research does not diminish the value of solely quantitative, qualitative, or critical studies. However, instructional communication researchers should consider incorporating both quantitative data and voices of students and educators in changing areas of instructional communication research (e.g., instructional technology). The inclusion of student and educator voices in studies that may otherwise only provide quantitative analysis may provide researchers with a clearer understanding of students' perceptions, which can be crucial when considering future research. Thus, in the next five years, researchers may want to consider ways (e.g., including open-ended questions in surveys, providing surveys to members of focus groups) to incorporate and integrate both qualitative and quantitative data into their studies.

show abstract

The development and validation of the online learning climate scale (OLCS)

Cited by 81 publications

References 31 publications

Precarity, citizenship, and the “traditional” student

Precarity, citizenship, and the “traditional” student

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

Do we know what we think we know? On the importance of replication in instructional communication research

Contact Info

Product

Resources

About