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| Photo: Editor Melanie N. Clay |
How many mothers and fathers have been able to spend evenings with their families while taking classes at home?
What positive affect has this had on those children?
I think it's just fitting that this issue, in the holiday season, includes research about online learning's ultimate gift to the earth."
Development of the Student Expectations of Online Learning Survey (SEOLS): A Pilot Study
By Sandra Harris, Yvonne Larrier and Marianne Castano- Bishop
Abstract
The problem of attrition in online learning has drawn attention from distance education administrators and chief academic officers of higher education institutions. Many studies have addressed factors related to student attrition, persistence and retention in online courses.
However, few studies have examined how student expectations influence student retention and persistence in online learning. There is a need for a systematic method of addressing the relationship between student expectations and persistence in online education. This study investigated the reliability of the Student Expectations of Online Learning Survey (SEOLS) as a tool for assessing student expectations for elements of online courses.
The 44 items on the survey are distributed among 7 scales. The pilot study consisted of 17 students enrolled in online courses of a master’s level counseling program at a mid-sized Midwestern University in the United States. Results revealed good to excellent reliability indices for the scales that ranged from α = .64 to α = .95. Data from the pilot study indicated that the SEOLS is an instrument that can be used to reliably assess student expectations of the online learning environment. The authors present a discussion for use of the instrument and implications for future research.
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From Bricks To Clicks: Building Quality K-12 Online Classes Through An Innovative Course Review Project
By Kim Huett, Jason Huett and Ravic Ringlaben
Abstract
Using an explanatory mixed methods design, this study uses the National Standards of Quality for Online Courses to measure the extent to which teachers in a blended middle school and a fully online supplemental high school are designing quality online learning environments for students.
As a part of fully online graduate coursework, graduate student reviewers were trained to conduct course reviews of blended or fully online courses created by teachers in one of two Georgia secondary local education agencies.
In teams, the graduate student reviewers reported the synthesis of their findings and recommendations to the teacher designers and their respective administrators.
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Faculty Development: An Analysis of Current and Effective Training Strategies for Preparing Faculty to Teach Online
By Karen Lackey
Abstract
This study identifies how higher education institutions are preparing their faculty to teach online using a qualitative methodology. Six participants, three experienced and three non-experienced online faculty members, were purposely selected and interviewed.
Participants were asked questions regarding their preparation experiences, the activities they felt were most beneficial, and areas in which they would like further development. The findings revealed that faculty found collaborating with colleagues, more one-on-one assistance with university personnel, and online courses and resources that offer both technical and pedagogical training to be the most beneficial to preparing them to teach online.
The results of the study offer relevant information to redesign preparation activities that will better prepare faculty to teach online as well as encourage the adoption of online teaching.
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Source: The Online Journal of Distance Learning Administration
