State-level Virtual Universities: A Comparative Case Study

Haixia Xu; Libby V. Morris

World Conference on Educational Media and Technology 2006 (June 2006) pp. 399–405

Distance learning, especially online learning, is becoming pervasive in contemporary higher education. In response, since the mid-1990s nearly every state has established state- or system-level virtual universities to provide service (student...

Topics: Distance Education, Collaboration

A Comparative Case Study of State-Level Virtual Universities

Haixia Xu; Libby V. Morris

New Directions for Higher Education Vol. 146 (2009) pp. 45–54

The purpose of this study was to understand the consortial approach to distance education at the state level, with a focus on examining the way three state-level virtual universities engaged colleges and universities in participating in distance...

Collaborative Course Development for Online Courses

Haixia Xu; Libby V. Morris

Innovative Higher Education Vol. 32, No. 1 (June 2007) pp. 35–47

Developing a course for online instruction requires content knowledge and understanding of the interactivity, technological requirements, and possibilities in the asynchronous environment. Using a case study method, the researchers investigated the...

Differences by Course Discipline on Student Behavior, Persistence, and Achievement in Online Courses of Undergraduate General Education

Catherine Finnegan; Libby V. Morris; Kangjoo Lee

Journal of College Student Retention Vol. 10, No. 1 (2009) pp. 39–54

This research empirically examined student behavior in online courses and its relationship to persistence and achievement across fields. Eight variables descriptive of student behaviors online were measured for 1) frequency and 2) duration of...

University System of Georgia's eCore: Virtual General Education

Libby V. Morris; Catherine L. Finnegan

New Directions for Higher Education Vol. 146 (2009) pp. 25–34

This case study reviews the emergence and evolution of eCore (the University System of Georgia's electronically delivered undergraduate core courses) over eight years and summarizes the issues, ongoing challenges, and lessons learned from...

Best Practices in Predicting and Encouraging Student Persistence and Achievement Online

Libby V. Morris; Catherine L. Finnegan

Journal of College Student Retention Vol. 10, No. 1 (2009) pp. 55–64

Four research studies of students and faculty engaged in fully online undergraduate courses are analyzed to generate best practices for teaching and learning online. These studies investigated the relationship of student background variables and...

Evaluation of critical thinking skills in an associate degree nursing program

Jackie H. Jones; Libby V. Morris

Teaching and Learning in Nursing Vol. 2, No. 4 pp. 109–115

This study examined changes over time in critical thinking skills in students entering an associate degree nursing program in the fall of 2002 and graduating in the spring of 2004 at a small liberal arts university located in the southeastern United ...

Language: English

Predicting Retention in Online General Education Courses

Libby V. Morris; Sz-Shyan Wu; Catherine L. Finnegan

American Journal of Distance Education Vol. 19, No. 1 (2005) pp. 23–36

A classification rule was developed to predict undergraduate students' withdrawal from or completion of fully online general education courses. A multivariate technique, predictive discriminant analysis (PDA), was used. High school grade point...

Tracking student behavior, persistence, and achievement in online courses

Libby V. Morris; Catherine Finnegan; Sz-Shyan Wu

Internet and Higher Education Vol. 8, No. 3 (2005) pp. 221–231

The purpose of this research was to examine student engagement in totally asynchronous online courses through an empirical analysis of student behavior online and its relationship to persistence and achievement. A total of 13 sections of three...

Language: English