Resources and Links

Community of Inquiry

http://www.thecommunityofinquiry.org/coi

Software

http://www.oddcast.com/home/demos/tts/tts_example.php

 

https://animoto.com/dashboard

 

https://screencast-o-matic.com

 

https://hangouts.google.com

 

https://todaysmeet.com

http://www.sitepal.com

Articles of Interest

Allen, I. E., & Seaman, J. (2015).Grade level: Tracking online education in the United States. Babson Survey Research Group. https://eric.ed.gov/?id=ED572778

Allen, I. E., & Seaman, J. (2017). Digital compass learning: Distance education enrollment report 2017. Babson Survey Research Group. https://onlinelearningsurvey.com/ reports/digtiallearningcompassenrollment2017.pdf

Al-Samarraie, H., Teng, B.K., Alzahrani, A.I., & Alalwan, N. (2018) E-learning continuance satisfaction in higher education: A unified perspective from instructors and students, Studies in Higher Education, 43(11). http://dx.doi.org/10.1080/03075079.2017.1298088

Anderson, T. & Elloumi, F. (2008). Theory and practice of online learning: 2nd edition. AU Press. https://ufdc.ufl.edu/AA00011700/00001

Anderson, T., Rourke, L., Garrison, D.R., & Archer, W. (2001). Assessing teaching presence in a compute conferencing context. Journal of Asynchronous Learning Networks, 5 (2). 1-17.

Bolliger, D. U., & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103-116.

Brookhart, S.M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision and Curriculum Development: ASCD.

Buchanan, T., Sainter, P. & Saunders, G. (2013). Factors affecting faculty use of learning technologies: Implications for models of technology adoption. Journal of Computing in Higher Education. 25, 1–11. https://doi.org/10.1007/s12528-013-9066-6

Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of Higher Education, 46(23), A39–A41.

Christensen, S.S. & Spackman, J.S. (2017). Dropout rates, student momentum, and course walls: A new tool for distance education designers. The Journal of Educators Online. 14(2). https://files.eric.ed.gov/fulltext/EJ1150708.pdf

Collins, K., Grroff, S., Mathena, C., & Kupczynski, L. (2019). Asynchronous video and the development of instructor social presence and student engagement. Turkish Journal of Distance Education, 20 (1), 53-70.

Dietrich, D. (2015). Why instructor satisfaction cannot be ignored. eLearn Magazine. https://elearnmag.acm.org/archive.cfm?aid=2735931   

Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.

Dufner, S. (2018), Reluctance toward online teaching. Culminating Projects in Higher Education Administration. 27. https://repository.stcloudstate.edu/hied_etds/27

Evans, S. (2020). Personalities of introductory course instructors and course completion: A correlational study. Journal of College Student Retention, 22(1). 2-16.

Friedman, B., Bonzo, S. & Ketcham, G. (2017). Instructor satisfaction and  

motivation in online teaching environments: A job design framework. The BRC Academy Journal of Education, 6(1), 141–56. http://dx.doi.org/10.15239/j.brcacadje.2017.06.01.ja02

Gallagher, S. &  Palmer, J. 2020 The pandemic pushed universities online. The change was long overdue. Harvard Business Review. https://hbr.org/2020/09/the-pandemic-pushed-universities-online-the-change-was-long-overdue

Galusha, J. M. (1997). Barriers to learning in distance education. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 5(3/4), 6– 14.

Garrison, D. (2009). Communities of inquiry in online learning. Encyclopedia of Distance Learning. 352-355. https://www.igi-global.com/gateway/chapter/11779  

Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7−23.

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13. 5–9[A1] 

Green, T., Alejandro, J., & Brown, A. H. (2009). The retention of experienced faculty in online distance education programs: Understanding factors that impact their involvement. The International Review of Research in Open and Distributed Learning,10(3).

Gronlund, N. E. (1998). Assessment of student achievement. Boston, MA: Allyn & Bacon.

Gyurko, J., MacCormack, P., Bless. M.M., & Jodl, J. (2016). Why colleges and universities need to invest in quality teaching more than ever [White paper]. American Council on Education. http://acue.org/wp-content/uploads/2018/07/ACUE-White-Paper1.pdf

Hara, N. & Kling, R. (2000). Students’ distress with a web-based distance education course: An ethnographic study of participants' experiences. Center for Social Informatics. https://www.researchgate.net/publication/220167058_Student_Frustrations_with_a_Web-Based_Distance_Education_Course/link/55e4e78508ae2fac4722f540/download  

Hart, Friedman, and Hill  (2016). Online course-taking and student outcomes in California community colleges. Education Finance and Policy. 13(1),1-58

Hwangji L. (2020). Online learning: The meanings of student engagement. Education Journal.
9(3), 73-79.

Hwangji, L. (2018). Implementing comprehensive interventions to support student success in online learning. International Journal of Teaching and Education, 6(2). 87-107.

Jacob, B. A., Stange, K., & De Vlieger, P. (2017). Measuring up: Assessing instructor effectiveness in higher education. Education Next, 17(3), 68–74.

James, S., Swan, K., & Daston, C. (2016). Retention, progression, and the taking of online

courses. Online Learning, 20(2), 75-96.

Jamieson, M.V. & Shaw, J.M. (2017). Student and instructor satisfaction and engagement with blended learning in chemical engineering design [Conference presentation]. 2017 Canadian Engineering Education Association (CEEA17) Conference, Canada

Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of chiropractic medicine, 15(2), 155–163. https://doi.org/10.1016/j.jcm.2016.02.012

Lackey, K. (2011). Faculty development: An analysis of current and effective training strategies for preparing faculty to teach online. Online Journal of Distance Learning Administration, 14(5). ISSN 1556-3847 https://www.learntechlib.org/p/76607/

Lear, J. L., Ansorge, C., & Steckelberg, A. (2010). Interactivity/community process model for the online education environment. Journal of Online Learning and Teaching, 6(1), 71–77.

Lederman, D. (2020). The shift to remote learning: The human element. Inside Higher Education. https://www.insidehighered.com/digital-learning/article/2020/03/25/how-shift-remote-learning-might-affect-students-instructors-and

Lederman, D. (2018). Online education ascends. Inside Higher Education. https://www.insidehighered.com/digital-learning/article/2018/11/07/new-data-online-enrollments-grow-and-share-overall-enrollment

Lieberman, M.D. (2013). Social: Why our brains are wired to connect. New York, NY: Oxford

University Press. ISBN: 0199645043

Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of Online Learning and Teaching, 8(1), 1-12.

Mandernach, B. J., Barclay, J. P., Huslig, S., & Jackson, C. M. (2015). Faculty engagement as a function of instructional mode and employment status. Journal of Instructional Research, 4, 159-167. https://ssrn.com/abstract=2649426

Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning. 22(1), 205-222. http://dx.doi.org/10.24059/olj.v22i1.1092  

NSC Research Center. (2019). Persistence & retention. https://nscresearchcenter.org /snapshotreport35-first-year-persistence-and-retention /    

Pajares F., Miller M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis. Journal of Educational Psychology. 86, 193. In Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: The mediator role of students' expectancy-value beliefs. Frontiers in psychology, 8, 1193. https://doi.org/10.3389/fpsyg.2017.01193  

Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom: The realities of online teaching (Second ed.). San Francisco, CA: Jossey-Bass

Pascarella, E.T., Seifert, T.A., & Whitt, E.J. (2008). Effective instruction and college student persistence: Some new evidence. New Directions for Teaching and Learning 115. 55–70.

Putulowski, J., Crosby, R. (2019). Effect of personalized instructor-student email and text messages on online students’ perceived course quality, social integration with faculty and institutional commitment. Journal of College Student Retention, 21(2), 184-201. http://doi.org/10.1177/1521025117696823 

Rebeor, S., Rosser-Majors, M., McMahon, C., Anderson, S. (April, 2019). Social, cognitive, & teaching presence: Impact on faculty and AU’s diverse student body. TCC Worldwide Online Conference.

Rosser-Majors, M., Rebeor, S., McMahon, C., & Anderson, S., (2020). Instructor presence training: Sustainable practices supporting student retention and success. Presented for the Teaching and Learning Conference, Ashford University (virtual). https://www.youtube.com/watch?v=4zrFNOtp198

Rosser-Majors, M., Rebeor, S., McMahon, C., & Anderson, S., (2021). Applying online instructor presence amidst changing times. IGI Global.

Rosser-Majors, M., Rebeor, S., McMahon, C., Anderson, S., Harper, Y., Sliwinski, L. (June, 2019). Effective instruction in virtual higher education: Ensuring cognitive, social and teaching presence. International Conference on Education and New Developments. Porto, Portugal.

Saroyana, A. & Trigwell, K. (2015). Higher education teachers’ professional learning: Process and outcome [Snapshot report]. Studies in Educational Evaluation. 46, 92–101.

Seaman, J. (2009). Online learning as a strategic asset: Volume II: The paradox of faculty voices: Views and experiences with online learning. Babson Survey Research Group. http://files.eric.ed.gov/fulltext/ED517311.pdf

Seaton, J. X., & Schwier, R. (2014). An explanatory case study of online instructors: Factors associated with instructor engagement. International Journal of E-Learning & Distance Education, 29(1), 1-16. http://ijede.ca/index.php/jde/article/view/870/1536

Smalley, A. (2020) Higher education responses to coronavirus (COVID-19). National Conference of State Legislatures. https://www.ncsl.org/research/education/higher-education-responses-to-coronavirus-covid-19.aspx

Smith, B. (2010). E-learning technologies: A comparative study of adult learners enrolled on blended and online campuses engaging in a virtual classroom [Doctoral dissertation].

Stoessel, K., Ihme, T. A., Barbarino, M., Fisseler, B., & Stu¨rmer, S. (2015). Sociodemographic diversity and distance education: Who drops out from academic programs and why? Research in Higher Education, 56(3), 228–246. http://dx.doi.org/10.1007/s11162-014-9343-x

U.S Department of Education. (2019). Digest of education statistics [Table 311.15]. https://nces.ed.gov/fastfacts/display.asp?id=80  

U.S. Department of Education. (2018). Digest of Education Statistics, Table 311.15: Number and percentage of students enrolled in degree-granting postsecondary institutions, by distance education participation, location of student, level of enrollment, and control and level of institution: Fall 2017 and Fall 2018. https://nces.ed.gov/programs/digest/d19/tables/dt19_311.15.asp

U.S. Department of Education (2017). Digest of education statistics. [ Table 311.15]. https://nces.ed.gov/programs/digest/d17/tables/dt17_311.15.asp  

U.S. Department of Education. (2015). Distance education: Learning in non-traditional settings. Digest of Education Statistics. https://nces.ed.gov/blogs/nces/post/distance-education-learning-in-non-traditional-settings

Xu, D. & Jaggars, S. (2013). Adaptability to online learning: Differences across types of students and academic subject areas [Working Paper]. Community College Research Center https://ccrc.tc.columbia.edu/media/k2/attachments/adaptability-to-online-learning.pdf

 [A1]check