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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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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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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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Martin, Florence; Wang, Chuang; Budhrani, Kiran; Moore, Robert L.; Jokiaho, Annika – Online Journal of Distance Learning Administration, 2019
With the increase in number of courses being offered online, there is an increase in the need for professional development support for instructors to teach online. The purpose of this study is to examine faculty perceptions on professional development needs for online teaching, specifically in the U.S. and in Germany. Based on a qualitative…
Descriptors: Faculty Development, Teacher Attitudes, Foreign Countries, Online Courses
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St. Rose, Marie; Moore, Alicia – Online Journal of Distance Learning Administration, 2019
As the growth in technology enables academic institutions to offer online courses to students globally, it is essential for universities to provide quality services to meet the needs and expectations of learners. Student retention in online courses is one of the challenges facing universities today. This is an important concern and should be…
Descriptors: Academic Persistence, Online Courses, Educational Technology, Technology Uses in Education
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Cooper, Lori J.; Laster-Loftus, Amanda; Mandernach, B. Jean – Online Journal of Distance Learning Administration, 2019
Higher education faculty have numerous responsibilities that are not limited to instruction of classes. While it is well established in literature that faculty have a diverse set of responsibilities that extend well beyond a 40-hour work week, this information has yet to be cohesively transferred into suggestions for institutions to utilize when…
Descriptors: Higher Education, Online Courses, Educational Technology, Technology Uses in Education
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Parsons, Priscilla; Shelton, Kaye – Online Journal of Distance Learning Administration, 2019
Higher education remains embroiled in transition driven by cost of attendance, technological advances, globalization, hyper-competition, and stakeholder expectations. Concurrently, advances in online education have prompted increased integration within the educational enterprise. Not only are modern institutions faced with the necessity to respond…
Descriptors: Higher Education, Sustainability, Models, Online Courses
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Barbour, Michael K.; Clark, Tom; Siko, Jason; DeBruler, Kristen; Bruno, Justin – Online Journal of Distance Learning Administration, 2019
State-level departments of education vary in their mechanisms for monitoring online courses and programs. This study reviewed various state models for initial and ongoing evaluation of online courses. Five constructs were identified through this review, and examples from Georgia, Maryland, California, Washington, and Colorado were detailed. The…
Descriptors: Elementary Secondary Education, Online Courses, Blended Learning, Educational Technology
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Roberts, Donna; Griffith, John C.; Faulconer, Emily; Wood, Beverly L.; Acharyya, Soumyadip – Online Journal of Distance Learning Administration, 2019
Education researchers have conducted studies on the relationship of learning mode to student performance, but few studies have evaluated pass rate, grade distribution and student withdrawal rate in an introductory research methods course. In this study, researchers examined 2,097 student grades from the 2015-2016 academic year to determine if such…
Descriptors: Correlation, Grades (Scholastic), Research Methodology, Introductory Courses
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