Tuesday, 26 November 2013

free online #elearning research articles from JOLT

Vol. 9, No. 3 of the MERLOT Journal of Online Learning and Teaching (JOLT) at http://jolt.merlot.org/currentissue.html has been published and is available online. The contents of the issue are listed below. In this issue you will find 12 articles concerned with various aspects of online learning and teaching. I hope you will find several articles of interest, and that you will take the time to forward this notice to colleagues who might also be interested in JOLT. 

Articles I read and found useful:
The Rachell Sturm-Beiss shared an interesting paper on the efficacy of online exam-review sessions for math students: reaching both high- and low-performing students (paper pdf here) simple actions for hightened student performance ... always nice.

Abstract "Teaching mathematics in a class comprised of students with varying levels of 
preparation and aptitude poses a significant challenge: How does one keep the top 
performers engaged without losing those who are struggling? In an effort to 
accommodate commuter students with little schedule flexibility, screencast videos made 
accessible on YouTube were used as means to deliver optional exam-review sessions 
in two pre-calculus classes. The screencasts were introduced before the second exam; 
thereafter, several poor performers began to score better and appeared more motivated 
in class. Students in both classes completed brief surveys regarding their preparation 
for the first two in-class exams. An analysis of survey data together with test grades 
showed that 55% of the students viewed the entire screencast series and that high- and 
low-performing students viewed the videos in equal proportions. The mean 
standardized grade of the student group who watched the entire video series increased 
significantly from the first exam to the second exam. Subsequently, in an effort to 
promote autonomous mathematical problem-solving skills the author experimented with 
videos containing embedded math exercises. Positive student feedback suggests that 
this type of teaching medium is beneficial to and appreciated by the motivated student. "

The position paper accompanying this JOLT volume I also found of interest as it provides options for collaboratively constructing instructional design with multiple actors coming from different fields (within the same university). Real title: Instructional Design Collaboration: 
A Professional Learning and Growth Experience written by multiple authors of the Calgary university in Canada.
Abstract: "High-quality online courses can result from collaborative instructional design and 
development approaches that draw upon the diverse and relevant expertise of faculty 
design teams. In this reflective analysis of design and pedagogical practice, the authors 
explore a collaborative instructional design partnership among education faculty, 
including the course instructors, which developed while co-designing an online 
graduate-level course at a Canadian University. A reflective analysis of the collaborative 
design process is presented using an adapted, four-fold curriculum design framework. 
Course instructors discuss their approaches to backward instructional design and 
describe the digital tools used to support collaboration. Benefits from collaborative 
course design, including ongoing professional dialogue and peer support, academic 
development of faculty, and improved course design and delivery, are described. 
Challenges included increased time investment for instructors and a perception of 
increased workload during design and implementation of the course. Overall, the 
collaborative design team determined that the course co-design experience resulted in 
439 MERLOT Journal of Online Learning and Teaching Vol. 9, No. 3, September 2013 
an enhanced course design with meaningful assessment rubrics, and offered a valuable 
professional learning and online teaching experience for the design team. "

Pasting the whole set of articles below. 
Research Papers

An Exploration of Students' Experiences of Learning in an Online Primary Teacher Education Program
Margaret Cain and Sharon Phillip

Quality of Interactions in Face-to-Face and Hybrid Career Development Courses: An Exploration of Students' Perceptions
Siu-Man Raymond Ting and Laura M. Gonzalez

The Use of E-Learning Tools for Improving Hispanic Students' Academic Performance
Jennie Johnson and Edith Galy

Adjunct versus Full-Time Faculty: Comparison of Student Outcomes in the Online Classroom
Brian Mueller, B. Jean Mandernach, and Kelly Sanderson

Experiences with Military Online Learners: Toward a Mindful Practice
David Starr-Glass

Which Instructional Design Models are Educators Using to Design Virtual World Instruction?
Victor J. Soto

Using a Video Game as an Advance Organizer: Effects on Development of Procedural and Conceptual Knowledge, Cognitive Load, and Casual Adoption
Jennifer J. Vogel-Walcutt, Katherine Del Giudice, Logan Fiorella, and Denise Nicholson

Case Studies

Developing a Supportive Framework for Learning on Biosciences Field Courses through Video-Based Resources
Anne E. Goodenough, Lynne MacTavish, and Adam G. Hart

Improving Undergraduate Sociology Students' Presentation Skills through Reflective Learning in an Online Learning Environment   
Natalia V. Smirnova and Irina V. Nuzha

Old Concepts, New Tools: An Action Research Project on Computer-Supported Collaborative Learning in Teacher Education
Orly Sela

The Efficacy of Online Exam-Review Sessions: Reaching Both High- and Low-Performing Students
Rachel Sturm-Beiss

Position Paper

Instructional Design Collaboration: A Professional Learning and Growth Experience
Barbara Brown, Sarah Elaine Eaton, D. Michele Jacobsen, Sylvie Roy, and Sharon Friesen

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