Search results for author:"Stephanie Jones"
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Reading Between the Lines of Online Course Evaluations: Predictable Actions that Improve Student Perceptions of Teaching Effectiveness and Course Value
Online Learning Journal Vol. 16, No. 1 (Jan 15, 2012)
Students continue to demand and enroll in online courses, but are not always satisfied with their experiences. The purpose of this study was to determine if students\u2019 responses to evaluations for online courses could be used to predict faculty...
International Journal of Web-Based Learning and Teaching Technologies Vol. 8, No. 3 (July 2013) pp. 42–59
Increasingly, Western-style MBA programs are being delivered in emerging markets, as the developed countries become more and more saturated with MBAs and related offerings. This article, based on the global experience of the author in teaching and...
Reading between the Lines of Online Course Evaluations: Identifiable Actions That Improve Student Perceptions of Teaching Effectiveness and Course Value
Journal of Asynchronous Learning Networks Vol. 16, No. 1 (January 2012) pp. 49–58
Students continue to demand and enroll in online courses, but are not always satisfied with their experiences. The purpose of this study was to determine if students' responses to evaluations for online courses could be used to identify faculty...
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 271–273
The presenters of this session will describe best practices, tips, and lessons on the use of the ePortfolio as an assessment of authentic performance in an online graduate level practicum in school library media. Presenters will also describe the...
Social Education Vol. 74, No. 2 (2010) pp. 98–100
On their visit to the National Archives Experience in Washington, D.C., students in Jenni Ashley and Gay Brock's U.S. history classes at the Potomac School in McLean, Virginia, participated in a pilot program called "The Constitution by Cell." Armed ...
Online Journal of Distance Learning Administration Vol. 14, No. 3 (2011)
This study investigates how graduate students experience their university websites, or the institutional "virtual face." The sample included graduate students admitted to online and blended higher education programs at Texas Tech University and the...
The "Virtual Face" of Distance Learning at Public Colleges and Universities: What Do Websites Reveal about Administrative Student Support Services?
Online Journal of Distance Learning Administration Vol. 15, No. 4 (2012)
This study investigated how higher education institutions support their distance learning initiatives through their institutional websites--their "virtual face." The population was 40 institutions, of which 10 each were doctoral/research, master,...
Journal of Asynchronous Learning Networks Vol. 16, No. 4 (June 2012) pp. 99–111
Are online activities devoid of emotion and social intelligence? Graduate students in online and blended programs at Texas Tech University and the University of Memphis were surveyed about how often they laughed, felt other emotions, and expressed...
Journal of Asynchronous Learning Networks Vol. 17, No. 3 (October 2013) pp. 137–148
This pilot study asked graduate students enrolled in higher education programs at two institutions to ascertain whether and to what extent they experienced nine flow-related conditions in two settings: (1) online courses or (2) surfing or gaming...
International Journal of Web-Based Learning and Teaching Technologies Vol. 5, No. 1 (January 2010) pp. 1–15
In this paper, the authors present a qualitative study of student perceptions of a cognitive apprenticeship in an Online Research Lab (Lab). The Lab’s purpose was to provide psychology graduate students in an online university with hands-on...
Graduate Students Rate Institutional Websites: The Must Have, Nice to Have, and Delighted to Have Services
Journal of Asynchronous Learning Networks Vol. 16, No. 1 (January 2012) pp. 5–18
The graduate students admitted to the online and blended programs in higher education at Texas Tech University and the University of Memphis were surveyed about their respective university websites, or the institution's "virtual face." A total of 42 ...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1809–1810
The ePortfolio assignment in the Instructional Technology program is an authentic learning outcome that demonstrates candidates’ mastery of program curriculum and technology skills. The current study was designed to evaluate the effectiveness of...
Topics: Assessment and E-Folios
Journal of Asynchronous Learning Networks Vol. 14, No. 4 (December 2010) pp. 78–96
This study identified faculty actions which positively influenced student satisfaction in the online classroom at the community college level. The escalating demand for Internet-based, distance education courses has been met by an increased...
Graduate Student’s Preference toward Strong Instructor Support over Peer to Peer Collaboration in Online Courses
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 730–735
This paper is a report on the findings of a study conducted on graduate level students enrolled in distance/online education courses. Multiple regression analyses were conducted to examine student’s preference in the online learning environment and...
A Statewide University System (16 Campuses) Creates Collaborative Learning Communities in Second Life
Educational Media International Vol. 48, No. 1 (2011) pp. 43–53
For the first time in history, an entire statewide public institution of higher education is extending all of its 16 campuses into the online virtual world of Second Life and is creating one of the largest virtual collaborative learning communities...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 399–401
An online Instructional Technology M.Ed. requires students to present electronic portfolios as a culminating event in the program. During the time that the program evolved from face-to-face to a completely online program, faculty have adapted...
TechTrends: Linking Research and Practice to Improve Learning Vol. 59, No. 3 (May 2015) pp. 64–70
This paper presents the findings of a study examining the effect of transparency on the ePortfolio creation process. The purpose of the study was to examine whether increased awareness of other students' ePortfolios through the implementation of...
Journal of Postsecondary Education and Disability Vol. 29, No. 1 (2016) pp. 47–63
This article reports the findings from a qualitative study to understand the provision of electronic mentoring (e-mentoring) to support the educational persistence of students with disabilities at a two-year college in a large city in the U.S. South....
Charles Hodges; Ken Clark; Elizabeth Downs; Judi Repman; Randal Carlson; Kathryn Kennedy; Stephanie Jones; Lucy Green
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3629–3631
This presentation will describe the evolution of the Georgia Southern University College of Education iPad project. The goals of the project, faculty development efforts, up-to-date progress on the project, and future evaluation plans will be...
Carol McDonald Connor; Stephanie L. Day; Elham Zargar; Taffeta S. Wood; Karen S. Taylor; Masha R. Jones; Jin Kyoung Hwang
Computers & Education Vol. 128, No. 1 (January 2019) pp. 284–311
Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from...
Stephanie A. Schlitz; Margaret O'Connor; Yanhui Pang; Deborah Stryker; Stephen Markell; Ethan Krupp; Celina Byers; Sheila Dove Jones; Alicia King Redfern
International Journal of Teaching and Learning in Higher Education Vol. 21, No. 1 (2009) pp. 133–147
This article describes how a diverse, interdisciplinary team of faculty formed a topic-based faculty learning community. Following an introduction to faculty learning communities and a brief discussion of their benefit to faculty engaged in the...
The Genomics Education Partnership: Successful Integration of Research into Laboratory Classes at a Diverse Group of Undergraduate Institutions
Christopher D. Shaffer; Consuelo Alvarez; Cheryl Bailey; Daron Barnard; Satish Bhalla; Chitra Chandrasekaran; Vidya Chandrasekaran; Hui-Min Chung; Douglas R. Dorer; Chunguang Du; Todd T. Eckdahl; Jeff L. Poet; Donald Frohlich; Anya L. Goodman; Yuying Gosser; Charles Hauser; Laura L. M. Hoopes; Diana Johnson; Christopher J. Jones; Marian Kaehler; Nighat Kokan; Olga R. Kopp; Gary A. Kuleck; Gerard McNeil; Robert Moss; Jennifer L. Myka; Alexis Nagengast; Robert Morris; Paul J. Overvoorde; Elizabeth Shoop; Susan Parrish; Kelynne Reed; E Gloria Regisford; Dennis Revie; Anne G. Rosenwald; Ken Saville; Stephanie Schroeder; Mary Shaw; Gary Skuse; Christopher Smith; Mary Smith; Eric P. Spana; Mary Spratt; Joyce Stamm; Jeff S. Thompson; Matthew Wawersik; Barbara A. Wilson; Jim Youngblom; Wilson Leung; Jeremy Buhler; Elaine R. Mardis; David Lopatto; Sarah C. R. Elgin
CBE - Life Sciences Education Vol. 9, No. 1 (2010) pp. 55–69
Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the Genomics Education Partnership (GEP), a collaboration between a growing number of colleges...