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Felber, Sarah – Online Journal of Distance Learning Administration, 2020
This literature-based study seeks to identify best practices for adjunct faculty participation in the centralized design of online courses. Literature from 2014-June 2018 relating to faculty participation in course and curriculum design was identified through a search of the ERIC database. Following further examination, nine studies were selected…
Descriptors: Adjunct Faculty, Online Courses, Teacher Participation, Curriculum Design
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Adler, Katherine M. – Online Journal of Distance Learning Administration, 2020
Carnegie Units (CU) quantify the time spent by students in and out of class in terms of content engagement. The rule states that for every one hour spent in a face-to-face setting, students spend an additional two hours of study time or engagement with the material). For colleges offering both online and residential courses with the same content,…
Descriptors: Measures (Individuals), Time on Task, Learner Engagement, Online Courses
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Terantino, Joe – Online Journal of Distance Learning Administration, 2020
Over the past decade, scholars have explored factors that motivate or impede faculty decisions to teach online in the broader context of higher education (Mitchell & Geva-May, 2009; Shea, Pickett, & Li, 2005; Tabata & Johnsrud, 2008; Wright, 2014; Zhen, Garthwait, & Pratt, 2008). However, comparable research in specific, academic…
Descriptors: Second Language Instruction, Online Courses, Teacher Attitudes, Decision Making
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Johnson, David; Cox, Jennifer – Online Journal of Distance Learning Administration, 2020
This article examines the use of the phrase "best practices" in academic literature that discusses online learning. Results of our study indicate that, despite the ubiquity of this phrase in academic literature concerning online pedagogy, the majority of articles lack empirical support for promoting certain approaches as "best…
Descriptors: Best Practices, Electronic Learning, Online Courses, Misconceptions
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Gibson, Nancy; Rayburn, William; Campbell, Tracie; Bhatt, Parishweta; Loftus, Anna; Duncan, Loretia – Online Journal of Distance Learning Administration, 2020
This case study describes a collaborative process by various teaching and distance support units to create and run a Massive Open Online Course (MOOC) in the subject of Leadership. Whereas typical collaboration arrangements in the literature involve partnerships of various teaching and support units, the collaboration of course developer,…
Descriptors: Online Courses, Teacher Collaboration, Distance Education, Program Development
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Chongwony, Lewis; Gardner, Joel L.; Tope, Amie – Online Journal of Distance Learning Administration, 2020
Researchers in the field of instructional design and educational technology journals usually focus on the practice of instructional design; however, the management and leadership of instructional design has typically received little emphasis. Recent studies have investigated the competencies associated with effective leadership and management of…
Descriptors: Instructional Design, Administration, Job Analysis, Occupational Information
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Brothen, Erin; Staley, Kim; Matson, Heather; Smock, Jason; Bennett, Erika – Online Journal of Distance Learning Administration, 2020
As the modes of course development in universities shift to be more team-based, librarians are now contributing core components of course development operations. This article outlines the ways that librarians at Capella University have been integrated systematically into course development. Adding librarians to specific points throughout the…
Descriptors: Academic Libraries, Librarian Teacher Cooperation, Librarians, Curriculum Development
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Bove, Lisa Anne; Conklin, Sheri – Online Journal of Distance Learning Administration, 2020
Learning Management Systems (LMS) provide a variety of tools and functions to support teaching and learning that include, but are not limited, to group chats, threaded discussions, document sharing, assignments, quizzes, grading and course evaluations. Migrating to a new LMS can be a challenge for faculty, in fact, changes in technology have been…
Descriptors: Learning Strategies, Teacher Education, Adoption (Ideas), Integrated Learning Systems
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Piña, Anthony A.; Harris, Phillip – Online Journal of Distance Learning Administration, 2019
Amid the continued growth of online learning--and concerns about its quality--a number of different groups have moved to establish tools, such as rubrics and standards for online course quality. This paper highlights the development of the "Instructional Design Standards for Distance Learning" by the Association for Educational…
Descriptors: Instructional Design, Academic Standards, Distance Education, Educational Technology
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Dudek, Brittany; Duran, Darci; Parscal, Tina – Online Journal of Distance Learning Administration, 2019
As the affordability of higher education dominates the spotlight, open educational resources (OER), low cost, and free-to-student materials are widely offered as a solution. This paper outlines the experiences of course developers who contributed to a large-scale OER initiative, including training, knowledge, effort, and satisfaction of course…
Descriptors: Curriculum Development, Open Educational Resources, Consortia, Community Colleges
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Farrell, Camille M. – Online Journal of Distance Learning Administration, 2019
University of Central Oklahoma's Student Transformative Learning Record (STLR) leverages the LMS to assess coursework and co-curricular, informal learning experiences beyond an A-F grade. Students build their STLR Snapshot to show growth in five core employability soft-skill areas and display them in a streamlined way to back up their resume.
Descriptors: College Students, Transformative Learning, Academic Achievement, Career Readiness
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Adams, Cindy L.; Brinthaupt, Thomas M. – Online Journal of Distance Learning Administration, 2019
Because funding for many higher education institutions is based on student persistence and graduation rates, and because competition for online student enrollments is fierce among public and private institutions, quality and competitiveness in online course development, instruction, and administration is imperative. Additionally, because distance…
Descriptors: Case Studies, Higher Education, Educational Finance, Consortia
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Bates, Rodger; LaBrecque, Bryan – Online Journal of Distance Learning Administration, 2019
With the dramatic increase in the demand for distance learning opportunities in higher education, staffing demands have created a new opportunity for faculty members to teach full-time from remote locations. Previously, a significant portion of online instruction was taught by full-time faculty as part of their regular teaching load or as an…
Descriptors: Distance Education, Higher Education, Online Courses, College Faculty
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Ferguson, Karen; Aitken, Renee – Online Journal of Distance Learning Administration, 2019
Traditionally, online learning has been limited to written lectures, readings, discussions, and assignments with an occasional video presentation or simulation included due to the limitations of technology (Kirkwood & Price, 2013). While this form of learning has served the online environment well, the process does not address individual…
Descriptors: Individualized Instruction, Individual Needs, Electronic Learning, Retention (Psychology)
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Fiore, Todd D.; Heitner, Keri L.; Shaw, Melanie – Online Journal of Distance Learning Administration, 2019
Approximately 50% of doctoral students do not complete their degrees. Attrition for online doctoral programs is 10% to 20% higher than traditional programs. This study's purpose was to understand online doctoral students' perceptions about the role of academic advisement in transitioning from coursework to independent research. Semi-structured…
Descriptors: Academic Advising, Faculty Advisers, Doctoral Students, Academic Persistence
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