Penny Ralston-Berg
Pennsylvania State University, Penn State World Campus, Department Member
- Technology, Distance Education, Online Learning, Serious Games, Games for Learning, Student Perceptions of Quality in Online Courses, and 12 moreQuality Assessment of Online Programs, Quality Assessment of Online Courses, New Media, Educational Technology, Digital Media, E-learning, Learning and Teaching, Virtual Worlds, Instructional Technology, Lifelong Learning, Learning Design, and Academic Technologyedit
This article examines the design structure and interface of online courses and explains how program-wide design standards can benefit the learner, educator, and organization as a whole. Standards in program design can help support learner... more
This article examines the design structure and interface of online courses and explains how program-wide design standards can benefit the learner, educator, and organization as a whole. Standards in program design can help support learner success, and these examples serve as a guide when designing, updating, or improving online adult and continuing education courses.
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NOTE: Full article is available using the url above. The Quality Matters (QM)™ rubric presents a set of research-based standards on which to judge the quality of online courses. The authors of this study investigated how students’... more
NOTE: Full article is available using the url above.
The Quality Matters (QM)™ rubric presents a set of research-based standards on which to judge the quality of online courses. The authors of this study investigated how students’ perceptions of online course quality compare to those put forth in the QM rubric. Participants in this study n = 3,160 included students currently taking an online college-level course were invited to rate the importance of each QM standard restated from the student perspective. Students’ ratings of each item were compared to the ranking of each item received by QM (3-Essential, 2-Very Important, or 1-Important). The student rating for each item was at least 1.0 indicating that students do value the QM criteria as important to their success in an online course. Items related to having clear instructions for getting started in the course and ease of navigation were rated highly by both QM and students. However, students did not value items related to the importance of interacting with peers and the instructor at the same high level indicated in the QM rubric. Other findings related to practical differences between student and QM ratings of rubric items are discussed.
The Quality Matters (QM)™ rubric presents a set of research-based standards on which to judge the quality of online courses. The authors of this study investigated how students’ perceptions of online course quality compare to those put forth in the QM rubric. Participants in this study n = 3,160 included students currently taking an online college-level course were invited to rate the importance of each QM standard restated from the student perspective. Students’ ratings of each item were compared to the ranking of each item received by QM (3-Essential, 2-Very Important, or 1-Important). The student rating for each item was at least 1.0 indicating that students do value the QM criteria as important to their success in an online course. Items related to having clear instructions for getting started in the course and ease of navigation were rated highly by both QM and students. However, students did not value items related to the importance of interacting with peers and the instructor at the same high level indicated in the QM rubric. Other findings related to practical differences between student and QM ratings of rubric items are discussed.
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Online Learning Journal's 5th most downloaded article in 2016. The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses... more
Online Learning Journal's 5th most downloaded article in 2016.
The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses differently than novice online students (who have completed three or fewer online courses) or students with an intermediate level of online course experience (those who have completed four to six online courses). Overall, 3,160 online students completed a survey which asked them to indicate the extent to which statements derived from the Quality Matters rubric contributed to student success. The results indicate that students rated some items differently based on their previous online course experience. Novice online learners felt that having netiquette guidelines clearly stated was more important than experienced online learners. Experienced learners rated several items as being more important than novice and/or intermediate online learners, including items related to self-introductions, appropriateness of assessments, relevance and quality of instructional materials, clarity of requirements for interaction, ease of navigation, and availability of required technologies. The implications of these findings for course designers and instructors are discussed.
The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses differently than novice online students (who have completed three or fewer online courses) or students with an intermediate level of online course experience (those who have completed four to six online courses). Overall, 3,160 online students completed a survey which asked them to indicate the extent to which statements derived from the Quality Matters rubric contributed to student success. The results indicate that students rated some items differently based on their previous online course experience. Novice online learners felt that having netiquette guidelines clearly stated was more important than experienced online learners. Experienced learners rated several items as being more important than novice and/or intermediate online learners, including items related to self-introductions, appropriateness of assessments, relevance and quality of instructional materials, clarity of requirements for interaction, ease of navigation, and availability of required technologies. The implications of these findings for course designers and instructors are discussed.
Research Interests:
Three thousand, one hundred sixty students involved in online instruction at 31 colleges and universities across the United States completed a survey designed to probe into whether statements derived from 8 standards in the Quality... more
Three thousand, one hundred sixty students involved in online instruction at 31 colleges and universities across the United States completed a survey designed to probe into whether statements derived from 8 standards in the Quality MattersTM (QM) rubric contributed to their success. The 43-item survey instrument measured students’ perceptions of online course quality. The effect of age and employment status on their perceptions was measured. Based on a series of ANOVA (analysis of variance)s, it was found that the highest rated standard was QM3 on Assessment and Measurement. There were significant differences between age groups. Students under 45, contrasted to those over 45, highly valued clarity and appropriateness of assessments and clear criteria for grading. For students above the age of 45, QM6 on Course Technology was valued highest. They placed a high value on the tools and media that support learning objectives and classmate interactivity. QM3 was rated highest across all employment groups—those employed part-time, full-time, and those who were unemployed. Standards 1 (Course Overview and Introduction), 2 (Learning Objectives), 4 (Resources and Materials), and 7 (Learner Support) were valued higher by students working full-time and those who were unemployed compared with those working part-time. It is likely that students who work part-time are not as focused on academics as are those who do not work. They may not be as motivated to perform well as students who work full-time. Implications for course designers and instructors are discussed.
Research Interests:
This study analyzes nontraditional students' perceptions of online course quality. Students were categorized into three groups: traditional, moderately nontraditional, and highly nontraditional. A survey instrument designed to assess... more
This study analyzes nontraditional students' perceptions of online course quality. Students were categorized into three groups: traditional, moderately nontraditional, and highly nontraditional. A survey instrument designed to assess online course quality and other demographic characteristics was administered electronically. Course quality was measured using the rubric associated with the eight Quality Matters (2008-2010) standards. A total of 3,160 students enrolled in at least one online for-credit course from 31 colleges and universities across the U.S. participated in this study. Based on the results of a series of ANOVAs, it was found that both traditional and nontraditional students rated Standard 3 on Assessment and Measurement as highest among the eight standards. No significant differences between student groups were found. In addition, there were no significant differences between groups for Standard 8 on Accessibility. It was also found that Standard 1on Course Overview and Introduction was rated higher by nontraditional students as compared to traditional students. The same was noted for Standard 6 on Course Technology, where nontraditional students rated this item higher than their traditional counterparts. Similar patterns of higher ratings by nontraditional students were found for Learning Objectives, Resources and Materials, Learner Engagement, and Learner Support, Standards 2, 4, 5, and 7, respectively. Nontraditional, as contrasted with traditional, students have different perceptions of online course quality. Because nontraditional students have multiple responsibilities, they need their online courses to be well designed, consistently presented, easily navigable, and appropriately aligned.
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The Quality Matters (QM) Rubric is based on academic research. A national survey was conducted to compare QM Rubric item numerical rankings with student rankings of quality elements. Results of the survey are shared.
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Solving abstract challenges within an ever-changing technology landscape requires design expertise skill and committed practice. Online distance education course designers are situated to apply active learning strategies to support... more
Solving abstract challenges within an ever-changing technology landscape requires design expertise skill and committed practice. Online distance education course designers are situated to apply active learning strategies to support learner needs and expectations, provide meaningful and relevant experiences applicable to professional practice across a multitude of disciplines and contexts, align course assessments and learning outcomes, and enhance student performance and satisfaction to a diverse population.
Heiser, R., & Ralston-Berg, P. (2019). Active Learning Strategies for Optimal Learning. In M. G. Moore & W. C. Diehl (Eds.), Handbook of distance education (4th ed., pp. 281-294). New York: Routledge.
Heiser, R., & Ralston-Berg, P. (2019). Active Learning Strategies for Optimal Learning. In M. G. Moore & W. C. Diehl (Eds.), Handbook of distance education (4th ed., pp. 281-294). New York: Routledge.
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Game Development and integration & the FAST Sim Model Faculty and administrators are more and more frequently being inundated with recommendations for the integration of new and novel educational technology into the curriculum. The... more
Game Development and integration & the FAST Sim Model
Faculty and administrators are more and more frequently being inundated with recommendations for the integration of new and novel educational technology into the curriculum. The integration of such technology without careful forethought, product vetting, and stakeholder buy in often leaves faculty, administrators and students frustrated. This said, students, often younger and more experienced with technology than their faculty, come to academic and clinical learning settings with specific expectations related to the use of technology to meet their educational goals and professional aspirations.
So while processes for integrating innovative educational technology into the nursing curriculum may not always be intuitive from the faculty and administrators perspective, the best and brightest students will choose to attend those institutions that successfully integrate technology such as game-based applications into the curriculum in an effective and efficient manner (Bauman, 2010, Bauman, 2016). The FAST SIM framework supports game-based teaching and learning from several perspectives. Faculty, administrators and students are all stakeholders within the technology integration paradigm.
Games, particularly mobile games, are agnostic. They need not be linear and are not sensitive to time and place. Well-designed games are learning machines that promote competence and mastery (Deterding, 2015). They situate course content and curriculum objectives through designed experiences (Squire, 2006) in created spaces (Bauman, 2007; Bauman 2010). Games as designed experiences leverage faculty subject matter expertise so that players, learners, are guided from lessons through performance. Within the context of game development for nursing education, performance should take place in environments digital or otherwise that situate course objectives in meaningful ways that track towards eventual clinical practice settings. All game play activities in some manner exist in the real world or were conceived in the context of the designers’ real world experience. Further, game play takes place within the situated context or them of the game. Thus, to play a game necessarily requires the player to immerse themselves in real world experiences (Salen and Zimmerman, 2006). This is particularly true for well-designed educational games that attend to the Ecology of Culturally Competent Design (Games and Bauman 2011; Bauman and Games, 2011)
We argue that when designed experiences are effectively leveraged with created spaces associated with games, in this case digital games, it is possible to attend to the expectations of faculty, administrators and students (Bauman, 2010, 2016; Bauman and Ralston-Berg, 2014a; Bauman and Ralston-Berg, 2014b)
Faculty and administrators are more and more frequently being inundated with recommendations for the integration of new and novel educational technology into the curriculum. The integration of such technology without careful forethought, product vetting, and stakeholder buy in often leaves faculty, administrators and students frustrated. This said, students, often younger and more experienced with technology than their faculty, come to academic and clinical learning settings with specific expectations related to the use of technology to meet their educational goals and professional aspirations.
So while processes for integrating innovative educational technology into the nursing curriculum may not always be intuitive from the faculty and administrators perspective, the best and brightest students will choose to attend those institutions that successfully integrate technology such as game-based applications into the curriculum in an effective and efficient manner (Bauman, 2010, Bauman, 2016). The FAST SIM framework supports game-based teaching and learning from several perspectives. Faculty, administrators and students are all stakeholders within the technology integration paradigm.
Games, particularly mobile games, are agnostic. They need not be linear and are not sensitive to time and place. Well-designed games are learning machines that promote competence and mastery (Deterding, 2015). They situate course content and curriculum objectives through designed experiences (Squire, 2006) in created spaces (Bauman, 2007; Bauman 2010). Games as designed experiences leverage faculty subject matter expertise so that players, learners, are guided from lessons through performance. Within the context of game development for nursing education, performance should take place in environments digital or otherwise that situate course objectives in meaningful ways that track towards eventual clinical practice settings. All game play activities in some manner exist in the real world or were conceived in the context of the designers’ real world experience. Further, game play takes place within the situated context or them of the game. Thus, to play a game necessarily requires the player to immerse themselves in real world experiences (Salen and Zimmerman, 2006). This is particularly true for well-designed educational games that attend to the Ecology of Culturally Competent Design (Games and Bauman 2011; Bauman and Games, 2011)
We argue that when designed experiences are effectively leveraged with created spaces associated with games, in this case digital games, it is possible to attend to the expectations of faculty, administrators and students (Bauman, 2010, 2016; Bauman and Ralston-Berg, 2014a; Bauman and Ralston-Berg, 2014b)
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This chapter introduces the reader to the concept of simulations taking place in a virtual or digital environment and the importance of game-based learning mechanics and activities as an integral part of multimedia digital environments.... more
This chapter introduces the reader to the concept of simulations taking place in a virtual or digital environment and the importance of game-based learning mechanics and activities as an integral part of multimedia digital environments. We begin with a discussion of contemporary terms and definitions common to the genre of game-based learning. This discussion also introduces readers to contemporary pedagogy specific to learning within digital environments. The relationship between game-based learning and learner motivation is discussed, as is the concept of fit from the perspective of the integration of digital games and digital learning environments and related technology into clinical curricula. Finally, evaluation of virtual simulation and game-based learning is addressed from multiple perspectives, including learner success, educator performance, and curriculum evaluation.
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This chapter provides an introduction to game-based learning for nursing and clinical education. We will frame our discussion with an emphasis on audience, engagement, and the concept of targeted just-in-time learning. The chapter also... more
This chapter provides an introduction to game-based learning for nursing and clinical education. We will frame our discussion with an emphasis on audience, engagement, and the concept of targeted just-in-time learning. The chapter also includes
a review of traditional and contemporary pedagogies that support game-based learning and covers several other topics integral to the successful integration of serious games
into nursing and other health sciences curricula. To end the chapter, we will address how games can expand traditional learning spaces, the notion of games and curricular fit, and evaluation.
a review of traditional and contemporary pedagogies that support game-based learning and covers several other topics integral to the successful integration of serious games
into nursing and other health sciences curricula. To end the chapter, we will address how games can expand traditional learning spaces, the notion of games and curricular fit, and evaluation.
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"This is a comprehensive resource for anyone interested in integrating gaming and simulation into a course or the entire curricula. It presents the theory and the associated practical application. The extensive reference list and... more
"This is a comprehensive resource for anyone interested in integrating gaming and simulation into a course or the entire curricula. It presents the theory and the associated practical application. The extensive reference list and resource/product list encourage and support readers with implementation."
Score: 98, 5 Stars.--Doody's Medical Reviews
"Game-Based Teaching and Simulation in Nursing and Healthcare is a timely, exhaustive look at how emerging technologies are transforming clinical education. Anyone looking for firsthand, direct account of how game-based learning technologies are reshaping clinical practice needs this book."
Kurt Squire, PhD, Associate Professor, Games+Learning+Society [GLS], School of Education, University Of Wisconsin - Madison
Publisher Description:
This innovative text provides practical strategies for developing, integrating, and evaluating new and emerging technology, specifically game-based learning methods, useful in nursing and clinical health sciences education. The text draws upon existing models of experiential learning such as Benner's "thinking-in-action" and "novice-to-expert" frameworks, and introduces current theories supporting the phenomenon of the created learning environment.
Chapters explain how simulation and game-based learning strategies can be designed, implemented, and evaluated to improve clinical educational thinking and outcomes and increase exposure to critical experiences to inform clinicians during the journey from novice to expert. The text also describes how game-based learning methods can support the development of complex decision-making and critical thinking skills. Case studies throughout demonstrate the practical application of harnessing technology as a teaching/learning device.
Key Features:
-- Provides strategies for developing, integrating, and evaluating game-based learning methods for nursing and healthcare educators
-- Prepares teachers for the paradigm shift from static "e-learning" to dynamic distance experiential learning in virtual and game-based environments
-- Illustrates how to integrate game-based learning into existing curricula
-- Offers theoretical and practical examples of how game-based learning technologies can be used in nursing and clinical education
Score: 98, 5 Stars.--Doody's Medical Reviews
"Game-Based Teaching and Simulation in Nursing and Healthcare is a timely, exhaustive look at how emerging technologies are transforming clinical education. Anyone looking for firsthand, direct account of how game-based learning technologies are reshaping clinical practice needs this book."
Kurt Squire, PhD, Associate Professor, Games+Learning+Society [GLS], School of Education, University Of Wisconsin - Madison
Publisher Description:
This innovative text provides practical strategies for developing, integrating, and evaluating new and emerging technology, specifically game-based learning methods, useful in nursing and clinical health sciences education. The text draws upon existing models of experiential learning such as Benner's "thinking-in-action" and "novice-to-expert" frameworks, and introduces current theories supporting the phenomenon of the created learning environment.
Chapters explain how simulation and game-based learning strategies can be designed, implemented, and evaluated to improve clinical educational thinking and outcomes and increase exposure to critical experiences to inform clinicians during the journey from novice to expert. The text also describes how game-based learning methods can support the development of complex decision-making and critical thinking skills. Case studies throughout demonstrate the practical application of harnessing technology as a teaching/learning device.
Key Features:
-- Provides strategies for developing, integrating, and evaluating game-based learning methods for nursing and healthcare educators
-- Prepares teachers for the paradigm shift from static "e-learning" to dynamic distance experiential learning in virtual and game-based environments
-- Illustrates how to integrate game-based learning into existing curricula
-- Offers theoretical and practical examples of how game-based learning technologies can be used in nursing and clinical education
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"In MindMeld, Jon D. Aleckson and Penny Ralston-Berg draw on a great many years of experience in educational technology to describe how the benefits of learning from an accomplished expert (a professor, for instance) can be translated... more
"In MindMeld, Jon D. Aleckson and Penny Ralston-Berg draw on a great many years of experience in educational technology to describe how the benefits of learning from an accomplished expert (a professor, for instance) can be translated into an online format. Industry professionals know that the online format presents an opportunity for highly interactive pedagogy, a pedagogy by which students synchronize learning with doing, replicating the information-processing habits that come from real-life work in the field. According to Aleckson, the key to creating an ideal eLearning product is to meet the challenge of micro-collaboration.
In order to develop sophisticated online learning activities, we must find a way to convey the tacit knowledge of someone with real-life experience using the tools of software design. This requires us to micro-collaborate: individuals with very different backgrounds and very different skills sets have to work in harmony to achieve a common goal. It may sound simple, but anyone who has labored on an eLearning project knows otherwise. In MindMeld, Aleckson and Ralston-Berg take us step by step through the leadership, management, and communication strategies that make effective micro-collaboration possible, using stories of actual projects to illustrate his points. In addition, they provide a collection of documentation tools to assist in keeping an eLearning project on spec, on time, and on budget.
This concise, readable volume contextualizes each aspect of eLearning development and highlights the ways in which different team members interact. It will prove invaluable to readers in both the business and academic worlds."
In order to develop sophisticated online learning activities, we must find a way to convey the tacit knowledge of someone with real-life experience using the tools of software design. This requires us to micro-collaborate: individuals with very different backgrounds and very different skills sets have to work in harmony to achieve a common goal. It may sound simple, but anyone who has labored on an eLearning project knows otherwise. In MindMeld, Aleckson and Ralston-Berg take us step by step through the leadership, management, and communication strategies that make effective micro-collaboration possible, using stories of actual projects to illustrate his points. In addition, they provide a collection of documentation tools to assist in keeping an eLearning project on spec, on time, and on budget.
This concise, readable volume contextualizes each aspect of eLearning development and highlights the ways in which different team members interact. It will prove invaluable to readers in both the business and academic worlds."
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What does wildlife viewing have in common with online learning? Nothing at first thought; they seem to be unrelated, almost contradictory. That was my concern when Dr. Kelly Cain, a University of Wisconsin – River Falls (UWRF) professor... more
What does wildlife viewing have in common with online learning? Nothing at first thought; they seem to be unrelated, almost contradictory. That was my concern when Dr. Kelly Cain, a University of Wisconsin – River Falls (UWRF) professor known for innovation, approached me in 2004. As an instructional designer, I had had some peculiar requests, but this one topped them all – to build an online program in sustainable community development focused on wildlife recreation and nature tourism.
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This handout provides quick tips for subject matter experts working with design teams as well as for designers who want to improve relationships with subject matter experts. The tips are adapted from MindMeld: Micro-Collaboration between... more
This handout provides quick tips for subject matter experts working with design teams as well as for designers who want to improve relationships with subject matter experts. The tips are adapted from MindMeld:
Micro-Collaboration between eLearning Designers and Instructor Experts by Jon D. Aleckson and Penny Ralston-Berg. http://www.atwoodpublishing.com/books/345.htm
Micro-Collaboration between eLearning Designers and Instructor Experts by Jon D. Aleckson and Penny Ralston-Berg. http://www.atwoodpublishing.com/books/345.htm
Join us in a humorous approach to building the instructional designer / faculty subject matter expert relationship. You'll not only laugh -- but also learn more about yourself and your approach to sometimes challenging situations.
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Three instructional designers from three institutions will be discussing the importance and profession of instructional design. We will focus on how great courses come together when faculty are supported and encouraged to achieve their... more
Three instructional designers from three institutions will be discussing the importance and profession of instructional design. We will focus on how great courses come together when faculty are supported and encouraged to achieve their highest potential in an online offering. We will discuss and provide examples of 3 aspects of the instructional design field: Creating professional development infused with instructional design best practices, utilizing creative technologies to promote alignment and the achievement of learning outcomes, and overcoming barriers and obstacles to communicate the value of instructional design/working with IDs
Come to be inspired, grab ideas, and learn solid strategies on how to infuse QM throughout the many interactions IDs l have with faculty. By the end of our session, attendees will recharge their instructional design batteries and discover new ways to provide their invaluable expertise and support to online faculty.
Come to be inspired, grab ideas, and learn solid strategies on how to infuse QM throughout the many interactions IDs l have with faculty. By the end of our session, attendees will recharge their instructional design batteries and discover new ways to provide their invaluable expertise and support to online faculty.
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Stop by and leave your mark on this interactive poster! Explore IBSTPI's ID competencies -- discuss what IDs really do, the value they add, skills to look for when hiring IDs, and professional development opportunities for practicing... more
Stop by and leave your mark on this interactive poster! Explore IBSTPI's ID competencies -- discuss what IDs really do, the value they add, skills to look for when hiring IDs, and professional development opportunities for practicing designers.
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Do expert online students perceive quality of online courses differently than novice students? What about other demographic factors such an employment status or student status? Join us for a deep dive into the perspectives of quality for... more
Do expert online students perceive quality of online courses differently than novice students? What about other demographic factors such an employment status or student status? Join us for a deep dive into the perspectives of quality for specific student populations. The implications of these findings for course designers and instructors will also be discussed.
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Collaboration is the key to a more productive and higher-quality course design process. Attendees will learn techniques for promoting successful partnerships, including pro-collaboration policies and processes that can encourage a culture... more
Collaboration is the key to a more productive and higher-quality course design process. Attendees will learn techniques for promoting successful partnerships, including pro-collaboration policies and processes that can encourage a culture of participation. Topics of discussion include the instructional designer's role and how faculty experts can leverage a designer's expertise to enhance course quality. Be prepared to ask questions and take away practical strategies that encourage collaboration and maintain momentum during your course development process.
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The takeaway of this session is to examine, support, and plan pilot ideas and to lead the acceptance of innovative ideas at your own institution by planning written proposals and strategic selling ideas. Active communicating of your idea... more
The takeaway of this session is to examine, support, and plan pilot ideas and to lead the acceptance of innovative ideas at your own institution by planning written proposals and strategic selling ideas. Active communicating of your idea will lead to collaboration, which in turn will lead to a positive performance outcome. When we have an idea, sometimes, our own perceptions get in the way. It is important to know your audience and to be able to portray your ideas in a streamlined and efficient manner or proposal. Helping your addressees to understand the background of your idea is also beneficial. People appreciate learning where an idea had its inception. The strategies that you will learn in this session, such as, innovative management, establishing a strong sense of direction, writing proposals, and eliminating processes that don’t work, will be invaluable to your idea. Let us help you ensure that your idea is a success and is heard loud and clear.
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Strategies for evaluating quality in design, the Quality Matters program, learning analytics, and more.
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The annual lectureship, which promotes learning skills and outstanding teaching, is presented by the UNMC College of Nursing and is made possible through the University of Nebraska Foundation by an endowment from Audrey Solberg "Solly"... more
The annual lectureship, which promotes learning skills and outstanding teaching, is presented by the UNMC College of Nursing and is made possible through the University of Nebraska Foundation by an endowment from Audrey Solberg "Solly" Smith. She graduated with a degree in nursing from the University of Nebraska School of Nursing in 1947 and a bachelor's degree in nursing from the UNMC College of Nursing in 1965.
Learning outcomes will include: research as it applies to online learning; translating research into specific design strategies and techniques; developing strategies to increase engagement and motivation; and using learning objectives and alignment to select appropriate games and simulations for curriculum.
Learning outcomes will include: research as it applies to online learning; translating research into specific design strategies and techniques; developing strategies to increase engagement and motivation; and using learning objectives and alignment to select appropriate games and simulations for curriculum.
Research Interests:
Research Interests:
Solving abstract challenges within an ever-changing technology landscape requires design expertise skill and committed practice. Online distance education course designers are situated to apply active learning strategies to support... more
Solving abstract challenges within an ever-changing technology landscape requires design expertise skill and committed practice. Online distance education course designers are situated to apply active learning strategies to support learner needs and expectations, provide meaningful and relevant experiences applicable to professional practice across a multitude of disciplines and contexts, align course assessments and learning outcomes, and enhance student performance and satisfaction to a diverse population. Heiser, R., & Ralston-Berg, P. (2019). Active Learning Strategies for Optimal Learning. In M. G. Moore & W. C. Diehl (Eds.), Handbook of distance education (4th ed., pp. 281-294). New York: Routledge.
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This study analyzes nontraditional students' perceptions of online course quality. Students were categorized into three groups: traditional, moderately nontraditional, and highly nontraditional. A survey instrument designed to assess... more
This study analyzes nontraditional students' perceptions of online course quality. Students were categorized into three groups: traditional, moderately nontraditional, and highly nontraditional. A survey instrument designed to assess online course quality and other demographic characteristics was administered electronically. Course quality was measured using the rubric associated with the eight Quality Matters (2008-2010) standards. A total of 3,160 students enrolled in at least one online for-credit course from 31 colleges and universities across the U.S. participated in this study. Based on the results of a series of ANOVAs, it was found that both traditional and nontraditional students rated Standard 3 on Assessment and Measurement as highest among the eight standards. No significant differences between student groups were found. In addition, there were no significant differences between groups for Standard 8 on Accessibility. It was also found that Standard 1on Course Overvi...
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The growth of online higher education has outpaced residential enrollments for the past six years and adults are a significant population of online learners. While certainly concerns about the efficacy of learning online have not fully... more
The growth of online higher education has outpaced residential enrollments for the past six years and adults are a significant population of online learners. While certainly concerns about the efficacy of learning online have not fully gone away, online courses, and often entire online degrees, are now an established part of the contemporary higher education landscape. At the same time, persistence and retention remain important areas of concern for both online learners and the higher education institutions serving them. In this paper, we will identify some of the key challenges adult online learners face, suggest an integrated model for approaching the retention of online learners, and offer specific examples of services and interventions to help with online retention.
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ABSTRACT Three thousand, one hundred sixty students involved in online instruction at 31 colleges and universities across the United States completed a survey designed to probe into whether statements derived from 8 standards in the... more
ABSTRACT Three thousand, one hundred sixty students involved in online instruction at 31 colleges and universities across the United States completed a survey designed to probe into whether statements derived from 8 standards in the Quality MattersTM (QM) rubric contributed to their success. The 43-item survey instrument measured students’ perceptions of online course quality. The effect of age and employment status on their perceptions was measured. Based on a series of ANOVA (analysis of variance)s, it was found that the highest rated standard was QM3 on Assessment and Measurement. There were significant differences between age groups. Students under 45, contrasted to those over 45, highly valued clarity and appropriateness of assessments and clear criteria for grading. For students above the age of 45, QM6 on Course Technology was valued highest. They placed a high value on the tools and media that support learning objectives and classmate interactivity. QM3 was rated highest across all employment groups—those employed part-time, full-time, and those who were unemployed. Standards 1 (Course Overview and Introduction), 2 (Learning Objectives), 4 (Resources and Materials), and 7 (Learner Support) were valued higher by students working full-time and those who were unemployed compared with those working part-time. It is likely that students who work part-time are not as focused on academics as are those who do not work. They may not be as motivated to perform well as students who work full-time. Implications for course designers and instructors are discussed.
Research Interests:
The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses differently than novice online students (who have completed three or fewer... more
The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses differently than novice online students (who have completed three or fewer online courses) or students with an intermediate level of online course experience (those who have completed four to six online courses). Overall, 3,160 online students completed a survey which asked them to indicate the extent to which statements derived from the Quality Matters rubric contributed to student success. The results indicate that students rated some items differently based on their previous online course experience. Novice online learners felt that having netiquette guidelines clearly stated was more important than experienced online learners. Experienced learners rated several items as being more important than novice and/or intermediate online learners, including items related to self-introductions, appropriateness of assessments, r...
Research Interests:
Faculty development is a critical process, enabling instructors to remain abreast of new discipline specific content and innovations in the scholarship of teaching and learning. The explosion of online higher education and unbounded... more
Faculty development is a critical process, enabling instructors to remain abreast of new discipline specific content and innovations in the scholarship of teaching and learning. The explosion of online higher education and unbounded advances in technology provide examples and rationale for why faculty development for e-learning is needed. Literature on faculty development and e-learning is reviewed and a multi-campus faculty development program using distance technology and a community of practice model for nursing educators will be described. Successful strategies, barriers and an evaluation of the multi-campus faculty development model experience will be presented in a format that allows for replication across disciplines.
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E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E-learning requires greater collaboration among team members and use of different teaching and learning strategies. Pedagogy as well as team... more
E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E-learning requires greater collaboration among team members and use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. Collaboration is a key component in creating quality E-learning. Effective collaboration requires faculty to understand various roles (e.g., instructional designers, multimedia specialists), and activities involved in e-learning as well as how professionals in different roles work together. This article discusses the use of an E-Learning framework and development of a survey based on the framework’s dimensions as two strategies to broaden faculty understanding of E-Learning collaboration. The survey was used to expose faculty across five Midwestern campuses to all dimensions of E-learning including areas such as management, ethics, and interface design.
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Research Interests:
Research Interests:
This study analyzes nontraditional students' perceptions of online course quality. Students were categorized into three groups: traditional, moderately nontraditional, and highly nontraditional. A survey instrument designed to assess... more
This study analyzes nontraditional students' perceptions of online course quality. Students were categorized into three groups: traditional, moderately nontraditional, and highly nontraditional. A survey instrument designed to assess online course quality and other demographic characteristics was administered electronically. Course quality was measured using the rubric associated with the eight Quality Matters (2008-2010) standards. A total of 3,160 students enrolled in at least one online for-credit course from 31 colleges and universities across the U.S. participated in this study. Based on the results of a series of ANOVAs, it was found that both traditional and nontraditional students rated Standard 3 on Assessment and Measurement as highest among the eight standards. No significant differences between student groups were found. In addition, there were no significant differences between groups for Standard 8 on Accessibility. It was also found that Standard 1on Course Overvi...
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Quality Matters (QM) is a program that is receiving a lot of attention from campuses around the country. This program offers quality assurance through a rubric for online course design. The rubric includes eight dimensions (ie, course... more
Quality Matters (QM) is a program that is receiving a lot of attention from campuses around the country. This program offers quality assurance through a rubric for online course design. The rubric includes eight dimensions (ie, course overview and introduction; learning ...
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NOTE: Full article is available using the url above. The Quality Matters (QM)™ rubric presents a set of research-based standards on which to judge the quality of online courses. The authors of this study investigated how students’... more
NOTE: Full article is available using the url above. The Quality Matters (QM)™ rubric presents a set of research-based standards on which to judge the quality of online courses. The authors of this study investigated how students’ perceptions of online course quality compare to those put forth in the QM rubric. Participants in this study n = 3,160 included students currently taking an online college-level course were invited to rate the importance of each QM standard restated from the student perspective. Students’ ratings of each item were compared to the ranking of each item received by QM (3-Essential, 2-Very Important, or 1-Important). The student rating for each item was at least 1.0 indicating that students do value the QM criteria as important to their success in an online course. Items related to having clear instructions for getting started in the course and ease of navigation were rated highly by both QM and students. However, students did not value items related to the im...