EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Due to the COVID-19 global pandemic, the higher education undergraduate student body and the structure of course offerings have drastically changed. As we continue to transition from emergency remote courses to quality online learning experiences, we must respond thoughtfully as well as empirically. The purpose of this study was to examine quality learning experiences as perceived by students in online courses and use the new knowledge generated to add to current research and enhance practice. Through qualitative data collection, I intended to answer the following research questions: (a) What do students perceive as quality learning experiences in their online courses? and (b) How can understanding the student experience and perception of quality in their online learning environments improve course development procedures in online courses? Eight participants were interviewed regarding their experiences of quality in online courses. Results of the study determined Barriers, Interaction, Structure, and Community are the themes that students identify when defining quality online learning experiences. It was also indicated that students were more satisfied with their high quality online learning experiences. Implications and recommendations for improved practice and action steps are also provided. The researcher contends that these findings demonstrate the need to systematically build quality into online courses, which will offer students better learning experiences.

Committee: Elizabeth Kenyon (Committee Chair); Enrico Gandolfi (Committee Member); Christina Collins (Committee Member) Subjects: Educational Evaluation; Educational Leadership; Educational Technology

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2022, International Institute for Innovative Instruction

There is increased interest in the competency-based education (CBE) learning modality, and higher education institutions (HEIs) in the United States are experiencing increased enrollment in courses and programs offered in this format (Nodine T. R., 2016). This learning modality creates an opportunity for students to progress through a course or program at a quicker pace by demonstrating competency and mastery of learning outcomes. However, it can also present unique challenges for students completing a course in this learning environment, as well as course faculty and success coaches (academic success coaching staff) working with those students. No research on the factors that influence student success within CBE has been conducted. Therefore, the purpose of this research study was to identify factors that CBE students, course faculty, and success coaches perceive to facilitate or hinder student success in completing a CBE course in college. This qualitative study consists of online surveys and in-depth, semi-structured interviews. The three major themes and associated subthemes that make up the study's findings highlight issues related to the flexibility and structure of this learning modality, student preparedness and expectations related to completing a CBE college course, and interaction and support available in this learning modality. The findings of this study provide insight into the factors perceived to impact student success in a CBE college course. Future research is needed to better understand impacts on student success and how to create more successful learning experiences for students in this learning modality.

Committee: Joel Gardner (Committee Chair); Bora Pajo (Committee Member); Matthew Barclay (Committee Member) Subjects: Community College Education; Community Colleges; Education; Educational Leadership; Higher Education

Doctor of Philosophy, University of Toledo, 2007, Curriculum and Instruction: Educational Technology

Course management systems (CMS) are widely used in higher education to deliver courses completely at a distance. Although research suggests learning is influenced by social interaction, there is comparatively little research on why and how students enrolled in a CMS-based, fully online course interact with their peers. A review of the literature suggests the history of distance education is primarily constructed of applied practice, largely unchanged throughout periods of technological innovation. The purpose of this study is to discover students' perceptions of social interaction among peers enrolled in a university-level, fully online, CMS-based course. An online survey provided an objective measure of peer interaction. The results revealed hierarchical patterns in reasons for interaction, communication methods used, and the perceived value of interaction in academic success. The study also revealed significant demographic differences regarding reasons for interaction and communication methods used. Content review suggests students have a strong interest in how instruction is provided online. Improvement in learning skills, communication literacy, and information literacy are recommended to increase online learning outcomes. Additional research is suggested to expand the knowledge of distance education.

Committee: Robert Sullivan (Advisor) Subjects: Education, Higher

Doctor of Philosophy, The Ohio State University, 2010, ED Policy and Leadership

Higher education in the U.S. is experiencing a wave of distance education activity, with nearly twenty percent of all U.S. higher education students taking at least one online course in the fall of 2007 (Allen & Seaman, 2008). Accompanying this activity is a renewed concern on the part of distance learning administrators, faculty, and professional associations about the overall quality of these efforts. Governments and institutions use a variety of approaches to measuring quality—internal and external committee reviews, formal assessments using standards and benchmarks created by government or professional bodies, and reviews of inputs and outputs akin to the quality assurance approaches of business and industry. This interpretive study explored the interaction between quality standards, faculty, staff, and managers by conducting an instrumental case study of one institution's efforts to implement quality at the level of course creation and design. Big Town Community College's Department of Distance Education and Instructional Support currently uses a widely available set of course design standards to assess and improve quality in its offerings of online courses. The course design standards, in the form of a rubric, are made available by an organization called Quality Matters (MarylandOnline, 2006). The study uses activity theory to analyze data and theorize about the case (Engestrom, 2008). The primary finding of this study is that the Quality Matters rubric supported the design work of faculty and staff in significant ways—especially by helping to create a shared object for their course design activity. However, it also led to contradictions in the activity—both between staff and faculty and the design standards themselves, and also between staff and faculty and the division of labor used at the college for designing a Web-supported course. Other findings revolved around the question of how the project management model in use at Big Town supports and hinders t (open full item for complete abstract)

Committee: Richard Voithofer PhD (Committee Chair); Anika Ball Anthony PhD (Committee Member); David Stein PhD (Committee Member); Zhenchao Qian PhD (Committee Member) Subjects: Education; Educational Theory; Higher Education

Master of Science, The Ohio State University, 2012, Allied Medical Professions

Introduction The purpose of this study was to determine the current status of online education in the radiologic sciences, as well as the use of online educational tools, methods of delivery, and the instructor IT self-efficacy. This study provides information about the tools currently utilized in online education in the radiologic sciences as well as to provide information regarding information self-efficacy from the instructors' perspectives. Methods An electronic survey instrument was created using Survey Monkey®, and invitations were sent to a random stratified sample of 365 educators, including instructors from Joint Review Committee accredited programs in radiography, radiation therapy, and nuclear medicine. Of these 365 invitees, 102 participants responded to the survey resulting in a 27.95% response rate. Of the 102 respondents to this survey, only 38 educators indicated they offer on-line courses. The survey results were then analyzed descriptive statistics, frequency values, and Spearman Rho correlation. Results Approximately two-thirds of the programs responding to the survey did not offer online core courses. However the institutions that do provide online core radiologic courses, most commonly reported using PowerPoint® and Flash® online tools for course delivery and BlackBoard® was reported as the most commonly used learning management system. Results from the survey demonstrated a significant relationship between the type of institution and the use of synchronous technologies suggesting that university-based programs were more likely to utilize this technology. Significant relationships were not identified for the remaining variables: IT self-efficacy and the instructors, age, years of teaching in higher education, years of teaching online, the use of asynchronous technologies or the use of synchronous technologies. Additionally, no significant relationship exists between the type of institution and the use of asynchronous technologies. Conclusion (open full item for complete abstract)

Committee: Nina Kowalczyk PhD (Advisor); Susan White PhD (Committee Member); Georgianna Sergakis PhD (Committee Member) Subjects: Education; Educational Software; Educational Technology; Radiology

Doctor of Philosophy (PhD), Ohio University, 2007, Instructional Technology (Education)

The study aimed to investigate the perceptions of Taiwanese college student toward English courses using an online course management system (CMS).The literature suggested that Internet attitude had a great correlation with attitudes toward web-enhanced learning environment. Student perceptions were examined based on their language proficiency and the perceived amount of English used when considering the student Internet attitude. A questionnaire with both online and paper-and-pencil format was conducted. A total of 296 participants' responses from ten higher education institutions in Taiwan were analyzed through a two-way ANCOVA. The examination of the assumption of regression slopes and correlation between student perception and Internet attitude (covariate) did not conform to the literature and indicated the inappropriateness of the covariate, so the covariate variable was suggested to be excluded. The data were analyzed through a two-way ANOVA. The results of descriptive analysis revealed that student perception was positive and the online CMS was an advantageous and easy-to-use tool for English language learning. The ANOVA showed that there was no significant effect of student language proficiency and the perceived amount of English used on their perception toward English courses using online CMS. The findings implied that students perceptions showed no difference when students with various language competence and were from language environments with diverse amount of English used. Additional findings associated with Internet attitude, items in perceptions scale, time spending in CMS, number of taken online courses, and reading language were discussed. Conclusion and recommendation for further study were addressed.

Committee: Teresa Franklin (Advisor) Subjects: Education, Technology