Online Campus Research Articles

Institutional Readiness to Digital Education: Championing 10 years of Student and Faculty Success

Around the world, educational institutions continue to grapple with the need for change compounded by the aftereffects of the COVID-19 pandemic. It has been well forecasted that higher education institutions must change to cater to and better serve the modern learner's needs. Learners have many expectations about their educational institutions: agility, dynamism, new ways of learning, digital learning, flexibility, and new business models. At the heart of this, an institution has embraced these expectations through an online campus. This article discusses the success of the TCC Connect Campus, conceptualized as a centralized online eLearning campus in Texas, which has embraced many of these tenets. The author will communicate the strategies employed to grow and scale academic offerings, student services, quality, and rigor and develop best practices to satisfy the needs of non-traditional students in a completely online campus. The campus will be celebrating its 10th year of operation in 2024.

Driving Accessibility: Tarrant County College’s Online Campus Races Toward Accessibility for Online Courses and Communication?

This article presents Tarrant County College Connect Campus's initiative to enhance accessibility in online courses and communication. It highlights the challenges of compliance with state and federal accessibility regulations in higher education and the legal, financial, and human impacts of non-compliance. The study discusses the disproportionately lower accommodation rates for students with disabilities at two-year colleges compared to four-year institutions. The TCC Connect Campus Accessibility Roadmap (CAR) is introduced as a comprehensive approach to creating accessible learning environments, including continuous improvement plans to align with changing regulations and new technologies.

Gamification in technology and design areas: A teaching innovation project in a fully online environment

Gallifantes and motivation’ is a teaching innovation project intended to foster students to participate in the university online campus of UNIR, a fully online university. Although students at UNIR are used to studying in an online independent way, it is well known that having a learning community and a confident-based relationship with mates enhance learning results. Intended to promote a lively interaction between students, both in the forums and in synchronous lessons, this teaching innovation project proposes gallifantes-rewarded actions during the semester in a competitive run. The 4 students with the highest numbers of gallifantes obtain 0.25, 0.5, 0.75 and 1 additional points in the final grade. In this paper, we present the different approaches followed in 3 subjects in the areas of technology and design, having a total number of 114 active students and 1164 gallifantes rewarded. The students answered a survey at the end of the process. As a conclusion, most of them supports the initiative, obtaining good results in satisfaction, motivation and engagement, while also suggesting improvement opportunities.

Building Skills and Building Community Through Ongoing Virtual Professional Development

This article shares a case study of an award-winning faculty and staff training series. During AY2018–19, the Columbia University School of Social Work (CSSW) Online Campus launched a five-session virtual Annual Online Faculty Development Series, which recently completed its fifth year. Each year, the series includes five highly interactive 2-hour synchronous sessions. The sessions serve as a forum to share CSSW and Online Campus news and updates, build community, get to know CSSW deans and directors via guest visits, demonstrate and discuss best practices for online teaching, update the community on recent technology developments, and learn from guest presentations about innovations in online education and the field of social work.

Do college students with higher attachment anxiety or avoidance tend to have lower subjective social status? Evidence from a cross‐sectional and a longitudinal study

AbstractThe present study examined the relationship between adult attachment and subjective social status (SSS) in college students through a cross‐sectional survey (Study 1) and a longitudinal study (Study 2). In Study 1, 1300 college students were recruited via research flyers and online campus advertisements. They completed measures of adult attachment and SSS. The results showed that higher attachment anxiety and avoidance negatively predicted SSS. In Study 2, 958 freshmen students were recruited via the Freshmen Entrance Ceremony and underwent assessment four times (T1, T2, T3, and T4) at monthly intervals. The latent growth model results showed a significant decline in SSS during the first month of campus life, followed by a slow increase over the subsequent 2 months. While attachment avoidance did not predict a decline in SSS, attachment anxiety positively predicted the rate of decline in SSS, which meant that the higher the attachment anxiety was, the slower the rate of decline in SSS. Both studies indicated that both dimensions of attachment influence freshmen's SSS and that only attachment anxiety plays a role in the dynamics of SSS.

Prekäres Weltwissen und kulturelles Erbe online. Onlineplattform vernetzt Lehre, Forschung und Wissenstransfer zum östlichen Christentum

The “Eastern Christian Studies Online Campus” (www.ku.de/ecsonca) is a multimedia online platform on the cultural heritage of Eastern Christianity with innovative teaching formats, international research projects and creative transfer services. The concept was developed by Prof. Dr. Thomas Kremer and Dipl.-Theol. Joachim Braun from the Chair of Theology of the Christian East at the Faculty of Theology of the Catholic University of Eichstätt-Ingolstadt. The Volkswagen Foundation is funding the project with 970 000 euros as part of the “World Knowledge - Structural Strengthening of Small Subjects” program. An initial workshop report provides an insight into the background to the work and the content of the online campus.

Design and Development of a Multi-Faceted Online Campus Platform to Improve Student Engagement and Satisfaction in Higher Education

This study proposes the design and development of a “multi-faceted”, “online campus platform” that combines the benefits of technology in education and social media use. The aim is to provide a centralized location for “campus information”, services, and resources while measuring and improving student engagement through social media features with a balance between the benefits of social media and the need for privacy and security. The study examines the factors that can affect the platform, such as “adoption rate”, “user engagement”, “ease of use, privacy and security”, technical support, and integration of image-sharing. The method used is the ISO 25010 software system, which tests and evaluates the platform's functional stability, data reliability, accessibility, and validity. The study concludes that the platform is beneficial to students, providing easy access to a range of information without navigating multiple websites. The web application design is fast and accessible, and the social media features are effective in improving student engagement and satisfaction.

Addressing the Needs of Diverse Learners in a Christian Online Higher Education Environment

With the growth of online higher education and the increasing diversification of college and university students, there is a need to focus on addressing the inequities of online learning and responding to the needs of diverse students. Students experience greater challenges in academic performance and in persisting and completing online programs, especially among particular student subgroups and course subject areas. Although research has identified some of the facilitating factors and barriers to online student persistence in coursework, supporting diverse online students requires attention not only to course design and instruction, but also broader institutional commitments. Christian higher education can present unique challenges to these students but might also be able to provide support and remedies that are not immediately available at other types of institutions. This paper synthesizes the literature on the needs of diverse learners in online education and provides an example of how the online campus of Abilene Christian University is attempting to meet the needs of its diverse learners.

Digital Civility Transition Practices by Academic Community During COVID-19 Pandemic

The digital revolution, huge changes, and digital disruption, amplified by the Covid-19 pandemic, prompted digital natives and digital immigrants to implement distance learning. Some institutions develop new learning management systems to support online learning, and also monitor academic activities such as student college attendance, posting examination case studies, and integrating exam results into student information systems. In contrast, all university members (lecturers, student college, and course management corporate) still have obstacles to using this student information system. The system implementation is unfamiliar for most members at first. Furthermore, this research is used as a qualitative method through a forum group discussion involving lecturers and student colleges of six (6) cities in Indonesia. While it is taking place in an online class, the potential risks of being exposed to electronic influences are getting more delicate.
 Keywords: digital civility, distance learning ethics, risks of being exposed to online impacts, online campus

Examining undergraduate student perceptions and engagement during the second year of the COVID-19 pandemic

The objectives of this study were to understand undergraduate students' overall experiences with the transition to remote learning and understand students' level of involvement with online and in-person campus programs at the start of the COVID-19 pandemic. This paper presents the findings from a series of library focus groups conducted with undergraduate students in the summer 2021. Findings showed that students experienced parallel benefits and challenges to that of remote learning when attending online campus programs. Based on these findings this paper provides student-driven recommendations for library programming. Understanding the levels of student involvement across different types of engagement and different campus stakeholders allows for articulation of the greater implications for developing library student engagement efforts.

Connecticut university establishes Innovations Institute

The University of Connecticut School of Social Work (UConn SSW) announced last month the arrival of its Innovations Institute. The institute extends the UConn's commitment to social, racial, and economic justice and the improvement of human well‐being nationwide, the campus news website, UConn Today, reported on Dec. 8. To fulfill its mission, the UConn SSW has deep and long‐standing partnerships with Connecticut state agencies that serve children, youth, and their families, including the departments of social services, children and families, mental health and addiction services, and the Connecticut Office of Early Childhood. Through these robust partnerships, UConn provides research, implementation, and evaluation of evidence‐based programs and policies that serve children, youth, and families across the state, officials stated. The Innovations Institute is comprised of 41 faculty and staff and six national centers that are formerly affiliated with the University of Maryland. These centers include the Peer TA Network; the National SOGIE Center; the National Wraparound Implementation Center; the National Quality Improvement Center on Family‐Centered Reunification; the National Quality Improvement Center on Tailored Services, Placement Stability, and Permanency for Lesbian, Gay, Bisexual, Transgender, Questioning and Two‐Spirit Children and Youth in Foster Care; and the Center of Excellence on LGBTQ+ Behavioral Health Equity, the online campus news site, UCONN Today reported on Dec. 8. Innovations Institute builds research‐based, inclusive, culturally responsive, and transformative child‐, youth‐ and family‐serving systems and services, and develops the capacity of the workforce within these systems. They are currently partnering with state and local governments, health care providers, youths and their families, and community‐based organizations in 42 states across the U.S.

E-learning via webinars in orthopedics and trauma surgery : Increase in supply and demand during the COVID-19 pandemic

HintergrundIm Verlauf der COVID-19-Pandemie haben offizielle Schutzmaßnahmen traditionelle Präsenzfortbildungen zum Erliegen gebracht. Für das Fach Orthopädie und Unfallchirurgie (O&U) gibt es bisher bezüglich der Angebots- und Nachfragesituation von E‑Learning per Webinar im Kontext der COVID-19-Pandemie keine belastbaren Zahlen.FragestellungDas Ziel der vorliegenden Arbeit ist die quantitative Beschreibung von Angebot und Nachfrage deutschsprachiger Online-Fortbildungen mit Webinar-Charakter aus der Orthopädie und Unfallchirurgie (O&U) im zeitlichen Zusammenhang mit der COVID-19-Pandemie.Material und MethodenÜber gängige Suchmaschinen wurden deutschsprachige, nichtkommerzielle, editierte und wissenschaftlich fundierte Fortbildungen in Form von Webinaren im Bereich O&U von Anbietern mit Sitz in Deutschland identifiziert und interviewt.ErgebnisseAlle 4 eingeschlossenen Anbieter (AO Online Campus, BVOU Study Club, OU TO GO, WebDGU) nahmen an den strukturierten Interviews teil und stimmten einer Offenlegung der Teilnehmerzahlen zu. Das Angebot von Webinaren stieg im zeitlichen Zusammenhang mit der COVID-19-Pandemie an. Ebenfalls erhöhten sich bei allen 4 Anbietern die Teilnehmerzahlen.DiskussionWährend OU TO GO und der BVOU Study Club bereits vor der Pandemie auf E‑Learning-Formate spezialisiert waren, wurde das Kursangebot der AO durch den neu etablierten AO online Campus erweitert und WebDGU ganz neu konzipiert. Eine Limitation der Studie ist die exklusive Ausrichtung auf Webinare und nichtkommerzielle Anbieter. Die Ergebnisse lassen auf positive Entwicklungen in O&U im Bereich E‑Learning hoffen.Graphic abstract

Social Justice Practicum in Non-clinical Online Programs: Engagement Strategies and Lessons Learned

Social justice, the equitable distribution of resources within a community, can be nourished through structured practical experiences that align with content in educational programs. A significant body of research demonstrates the benefits of including practicum when training adult learners (Sanabria, & DeLorenzi, 2019). Further, research elucidates the need for formal social justice training, which may increase equity within our society. This paper summarizes the launch of a social justice practicum within seven non-clinical programs offered through an online campus. Facets of student experience are examined through the lens of adult learning theory. Model adjustments and future directions are also discussed.

Peculiarities of Distance Learning Platforms Usage in Law Enforcement Educational Institutions during the Covid-19 Pandemic

The article reviews the peculiarities of distance learning platforms usage in law enforcement educational institutions during the Covid-19 pandemic. Distance learning at U.S. Federal Law Enforcement Training Center, which is based on the Online Campus have been substantiated. Particular attention is paid to topical issues of training on such online training mod-ules of the Campus: crime scene, driving training, drugs, firearms, health, interviews, investigation, law, topography, maritime training, personal security, technical means, terrorism, stopping vehicles, etc. There are also programs to study the courses "Small Arms" and "Use of Force" in the online training modules of the Campus. The specifics of professional training of border guards in Asian countries have been revealed: the use of platforms of law enforcement agencies; focus of training on the devel-opment of basic competencies and the ability to solve problem situations; the opportunity to take online courses for all categories of staff at a con-venient time; creation of a three-level round-the-clock system of functioning of training of specialists. Peculiarities of professional training of border guards of European countries have been outlined considering the usage of both the platforms of institutions and joint platforms of international organizations, namely: web platform Virtual Aula of Agency FRONTEX; CEPOL DL (e-Net) web platform; European Coast Guard Training (ECGTP) platforms; ILIAS EU Mission EUBAM; Connect & Learn UNHCR; UNODC and others. Special attention is paid to the capabilities of the Virtual Aula web platform for training teachers, instructors, external experts, etc. Web platform Virtual Aula of Agency FRONTEX presents up-to-date information on educational programs conducted in Europe. Characteristics of distance learning platforms usage in higher law enforcement educational institutions in Ukraine have been presented. Distance learning course of the English language for border guards have been developed and implemented. Considerable attention is also paid to the disclosure of online assessment of knowledge: the test of self-control on the topics, modules, and procedure of final assessment.

Online Doctoral Cohort Mentors: Model Implementation and Evaluation

Doctoral students benefit extensively from direct mentorship throughout their degree programs and this mentorship can be particularly beneficial for doctoral students completing their degrees in the online format. This study provides an analysis of the implementation of a Doctoral Cohort Mentor Model at the Online Campus of a mid-sized University. Internal and external needs of online doctoral students were explored. Further, online faculty needs and the experience of the initial group of mentors were evaluated utilizing the focus group method. Data were examined utilizing qualitative coding procedures and the results are discussed in the context of relevant theories pertaining to internal and external aspects of motivation.

세계시민성 및 글로벌역량 함양을 위한 교양영어 수업운영 사례연구*

This is a case study of implementing a general English course model that integrates global citizenship and global competence within a CLIL (content language integrated learning) framework. Following the backward design by <xref ref-type="bibr" rid="B77">McTighe &amp; Wiggins(1999)</xref>, the new model(Oh, 2021) specified four desired outcomes: understanding globalization and global citizens, understanding global competence, understanding technology, and understanding English communication. In order to develop global citizenship, a variety of activities were implemented using GCED101 materials available on APCEIU online campus. Drawn from the PISA global competence framework, critical literacy activities on authentic media articles were also administered. As a means to make authentic English articles more accessible for students whose English proficiency may not suffice for the target task, such scaffolding as machine translation, Korean, and cooperative learning was provided. The findings of a student perception survey on the four desired goals indicated that these goals have been achieved. Furthermore, students’ global competence measured with the PISA global competence survey significantly improved in the five constructs related to the course contents after taking the course for a semester. Students’ self-efficacy on the four language skills of reading, listening, speaking and writing also significantly improved on a post-survey. The implication of the study is that it explored a new paradigm for general English courses aiming to teach not only language skills but also value-oriented contents such as global citizenship and global competence.

Application Analysis of Emotional Learning Model Based on Improved Text in Campus Review and Student Public Opinion Management

In an era of rapid mobile Internet development, students are increasingly expressing their views on specific events through campus comments. In the Web 2.0 era, the concept of public media participation is widely used by students, and it is important to effectively analyze online campus public opinion comments and present the findings in a rationalized form for the management of campus public opinion. In the new era of education governance modernization, the level of public opinion management in universities has become a key indicator to improve the standard of education management in higher education institutions; therefore, this paper focuses on proposing an innovative deep learning-based research method for topic management of university public opinion. Firstly, through the improved LDA module with sentiment discrimination learning capability, the sentiment of the main arguments in the campus commentary is extracted, and then the statistical sentiment intensity of the in-depth learning module is used to analyze the sentiment intensity of the thematic arguments of different events in time series, so as to achieve the long-term tracking of the trend of the sentiment intensity of the whole event.

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About the Contributors

Effectiveness of telesimulation for pediatric minimally invasive surgery essential skills training

BackgroundIn the context of the COVID-19 pandemic and social distancing rules, access to in-person training activities had temporarily been interrupted, speeding up the implementation of telesimulation for minimally invasive surgery (MIS) essential skills training (T-ESTM, Telesimulation - Essential Skills Training Module) in our center. The aim of this study was to explore the effectiveness of T-ESTM. MethodsT-ESTM was scheduled into 2 sessions of 3 h through the Zoom® virtual meeting platform. The academic lectures, the tutorials for box-trainer set-up and 7 performance tasks were accessed through an online campus previous to the remote encounter for personalized guidance and debriefing.Initial (pre-telementoring) and final (post 6-hour telementoring) assessment scoring as well as timing for Task 2 (circle-cutting pattern), 3 (extracorporeal Roeder knot) and 5 (intracorporeal Square knot) were registered. Results61 participants were recruited. The mean age was 31±5 years. 65% were surgical residents. 48% performed low complexity procedures. 52% had previous experience with simulation training.In Task 2, there was a 21% improvement in the final score obtained, as well as a significant decrease in time of 33%; in Task 3, there was an increase of 39% in the scoring and a decrease of 49% in the timing; and in Task 5, participants improved their technique a 30% and decreased the performance time a 47%. All the differences were statistically significant. DiscussionOur data support T-ESTM as a reproducible and effective educational tool for remote MIS essential skills hands-on training.Level of Evidence: II

What Mathematical Knowledge Do Prospective Teachers Reveal When Creating and Solving a Probability Problem?

The teaching of probability is conditioned by teachers’ mathematical knowledge. In this paper, an exploratory study is carried out with prospective teachers. A training task was designed requiring them to create and solve a probability problem using the values of euro coins, which was adapted to students aged 11 to 12. The study aimed at determining what mathematical knowledge prospective teachers show when dealing with the task. The data were collected through the Moodle online Campus. We framed the data analysis in the Mathematical Knowledge for Teaching model and we used content analysis as the methodological approach. The results indicate that, despite finding evidence of adequate common and specialised mathematical knowledge, in approximately half of the prospective teachers participating in the study, too many of them still show a lack of knowledge in both subdomains. There was also little evidence of knowledge of the curriculum. The main finding of the research is that, when prospective teachers get involved in complex creative tasks, they mobilised together specialised and common mathematical knowledge, working into different mathematical processes such as problem posing and solving, communication, and argumentation, which reinforces the need to continue working on these types of complex tasks.