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Comparing the Distance Learning-Related Course Development Approach and Faculty Support and Rewards Structure at AACSB Accredited Institutions between 2001 and 2006
Heidi Perreault,Lila Waldman,Melody Alexander,Jensen Zhao
Journal of Educators Online , 2008,
Abstract: The study compared the support and rewards provided faculty members for online course teaching and the development approaches used at business schools accredited by AACSB between 2001 and 2006. Data were collected from 81 professors in 2001 and 140 professors in 2006. The professors were involved in developing or teaching online courses at AACSB business schools across the United States. The findings indicate that faculty members received limited support and are not taking advantage of training options. Faculty members are most likely rewarded for their involvement in distance learning through stipends based on the number of online sections taught. Little has changed during the five-year period in regards to course development. Faculty members continue to use an individual instead of a team approach to course development and most faculty members learned online course development and delivery techniques on their own.
The Chancellor’s New Robes: Online Education  [PDF]
Stan Braude, Jon Merrill
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47A2009
Abstract: Online education is being rapidly embraced as a cash cow for reputable universities. Although there are legitimate advantages to online learning, the data on learning outcomes are scarce. We point out the reasons why high quality, live classes are unlikely to be replaced by online alternatives. However, we do describe the poor teaching practices that can be inexpensively replaced by online courses. We finally point out that best practices and high quality online education are expensive and cannot generate the revenue expected by university administrators.
A New Framework for Online Business Teaching  [PDF]
Cristina Nistor, Prashanth Nyer
Open Journal of Business and Management (OJBM) , 2018, DOI: 10.4236/ojbm.2018.63044
Abstract:
Recently, business education has experienced an expansion of online education programs. In this paper, we propose a framework to improve the effectiveness of student learning in an online lecture format. In particular, we focus on business courses, which tend to be hard to replicate online as they rely on team work and applied logical thinking in addition to the learning of facts and theory. We identify two main areas that are vital to online business education: competition and community building among students. We argue these are an additional task for the instructor to deliberately perform in an online setting, compared to what often occurs organically in a traditional in-class setting.
Listening to Their Voices: Insights into EDD Alumna Perspectives of Their Doctoral Program and Dissertation Supports  [PDF]
Lin Carver, Janet Deck, Jodi Lamb
Open Journal of Social Sciences (JSS) , 2023, DOI: 10.4236/jss.2023.111023
Abstract: Researchers who teach in two school private universities in Florida explored student perceptions of program and university supports for doctoral candidates for the Ed.D programs or both universities. Through survey responses, the researchers learned that students perceived their success through two sets of factors—those provided by the program or university and those that were more personal such as time management and communication.
E-Business Education: A Phenomenographic Study of Online Engagement among Accounting, Finance and International Business Students  [PDF]
Nattavud Pimpa
iBusiness (IB) , 2010, DOI: 10.4236/ib.2010.24040
Abstract: This paper examines online engagement in the business learning context among international and local students in Australia. Online engagement among business students and lecturers has long been criticized as the key problems in adopting online materials and methods in business education. In examining factors affecting online engagement in business education, the data was collected from UNDERGRADUATE students in finance, accounting and international business undergraduate students. Moreover, learning and teaching techniques that enhance the quality of online engagement were also investigated in this study. Key factors include the nature of the course, technical aspects from the institutions and cultural BACKGROUNDS from the students. This study also finds roles of key stakeholders in business education such as lecturers, technicians and policy makers CONTRIBUTING to the level of online engagement among business students.
Does Greater Engagement in Online General Education Courses Lead to Better Academic Performance? Evidence from Chinese University Students  [PDF]
Yan Yang
Open Journal of Social Sciences (JSS) , 2021, DOI: 10.4236/jss.2021.96022
Abstract: Although there is a plethora of online learning engagement studies, relatively little attention has been paid to the relationship between learning engagement and academic performance in the context of online general education courses. Accordingly, this study takes an online general education course offered by a university in eastern China as an example, proposes a model for evaluating online learning engagement and specific metrics for the model, and conducts a cluster analysis of the online learning engagement of 422 undergraduate students who took the course as sample data through a clustering K-means algorithm. Based on the relationship between learners’ online learning behavioral engagement and academic performance, learners were classified into three categories: “active learners”, “go-with-the-flow learners” and “passive learners”. The study concludes that the classification of online learning engagement and academic performance is beneficial for teachers and administrators to grasp the whole learning process of learners in the context of online general education courses, clarify the types of online learning engagement and their characteristics, and provide data reference for students’ personalized learning support service system, thus promoting the establishment of a high-quality school-based general education course system.
SECONDARY ONLINE EDUCATION: A Review and Synthesis of Central Elements
Thomas G. RYAN,Richard BEAULIEU
The Turkish Online Journal of Distance Education , 2009,
Abstract: In this paper the authors illuminate the distance education field of endeavor to point out that online education can now be found at most educational levels (elementary, secondary, post-secondary) globally. This enterprise requires a multitude of traits which are detailed herein in order to alert the new online educator and remind the veteran educator of the essential elements required to achieve desired outcomes. To instruct online clearly requires informed goal setting, clear processes, and predictable outcomes, from the onset. As well designers need to examine current research, conduct online research, and listen to feedback from online students to maintain and nurture both the program and the students. Some key factors of online education are laid out which include strategic intent (planning), content (curriculum), and pedagogy (incorporating current learning theories into delivery models). As well several underpinning qualities are described that must be present such as the teacher’s quality of online instruction, and level of expertise in distance learning. All online educators need to be aware of the student (profile of successful online learners, interaction), assessment/evaluation (rigorous, comparable and authentic), support (student support and training on using the technology), technical infrastructure, and the need to review program frequently which is key to the development and maintenance of successful online education efforts.
Perceived Self-Efficacy and Its Effect on Online Learning Acceptance and Student Satisfaction  [PDF]
Jung-Wan Lee, Samuel Mendlinger
Journal of Service Science and Management (JSSM) , 2011, DOI: 10.4236/jssm.2011.43029
Abstract: This paper investigates the effect of perceived self-efficacy on perceptions of ease of use and usefulness of online learning systems, and its effects on behavioral intention toward online learning acceptance and student satisfaction. Eight hundred and seventy-two samples collected from students in online classes in the United States and Korea were analyzed using factor analysis and structural equation modeling techniques. The results show that: 1) perceived self-effi- cacy serves as an antecedent to online learning acceptance and its degree of importance is partially a function of cultural background; and 2) perceived usefulness of online learning systems influences positively on online learning acceptance and student satisfaction. Significant differences were found between Korean and US students but how much of this was due to cultural differences or degree of experience could not be determined.
Middle School Students Want More Than Games for Health Education on the Internet  [PDF]
Henna Muzaffar, Darla M. Castelli, David Goss, Jane A. Scherer, Karen Chapman-Novakofski
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.24056
Abstract: Our aim was to assess the views of participants in the ‘the HOT project: Healthy Outcomes for Teens. Twelve focus group interviews (n = 42) were conducted using a structured questionnaire ranging from 2 to 5 per focus group. Discussions were recorded, transcribed, and analyzed by two investigators following content analysis. Emerging themes were consensus of research team. Three main themes emerged from the focus group data analysis with subcategories: kid appeal (social, entertainment, and information, that reflected why they used the internet, why and what they liked from the HOT project website), healthy living (diet, exercise, sleeping, friendship, and studying), and living with and without diabetes (those who had relatives with diabetes or not). Subjects appreciated the design, information, and entertainment. They had specific suggestions for increased fun, options for social interaction, broader health coverage for topics, and more depth and scenarios for diabetes information for those with limited exposure to the condition.
Empowerment Online: Feminist Adult Learning Strategies  [PDF]
Regina Juchun Chu
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.53022
Abstract:

The purpose of this is to investigate how adult female learners constitute their perceptions of self and learning behavior in an internet learning environment—weblog. Based on previous qualitative research method and literature review, this study intended to develop and validate a feminist adult learning strategy scale (FALSS) to understand the women’s learning strategy by applying weblogs. 417 valid data from the participants in two studies (exploratory and confirmatory factor analysis) were analyzed for the purpose. The results of these studies supported a 15-item, 4-factor FALSS: Empowerment Attempt, Sharing Expe- riences, Participatory Learning, and Critical Thinking and Open-Mindedness.

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