Online Higher Education Research Articles

Cross‐boundary collaboration and knowledge creation in an online higher education course

AbstractThis study investigated an international, inter‐university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross‐boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students (N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross‐boundary collaboration in the pursuit of real‐life problems presented by companies or non‐governmental organisations. Drawing on data from 11 in‐depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross‐boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education.

Conceptualising and Building Trust to Enhance the Engagement and Achievement of Under-Served Students

This conceptual article asserts the importance of building and sustaining trust between higher education students and practitioners within the online environment. Instilling trust can construct sustainable learning environments that are abundant with collaborative inquiry and dialogue. In this article, we highlight and investigate the conceptual construct of trust and its antecedents. Considering the nature and purpose of interpersonal trust in student-instructor relationships within online higher education institutions, we explore several factors (in particular, performativity, casualisation of teaching staff, neoliberalism, non-traditional student identities, and the digital divide) which influence the development of trust. We also investigate the role of trust in influencing student engagement and achievement, in terms of attainment of academic goals. Notably, we highlight the importance of further inquiry into methods of rapport-building in higher education. Theoretical foundations have been drawn from Indigenous scholarship as well as organisational and socio-psychological literature. We close by welcoming further discussion and reflection on institutional practices and performance measures in the digital environment, particularly in terms of whether they allow instructors to embed relational aspects and elicit cognitive and affective trust from their students.

From Passing the Exam to Self-Actualisation: Different Ways of Conceptualising Success among Adult Students in Online Higher Education

Knowledge about adult students’ perspectives on success is scarce, with a slim history of research in online higher education. To fill this gap, this article reports on the results of a phenomenographic investigation of alternative perspectives on success among adult students from two online postgraduate programmes. The study uncovered that adults’ perspectives fell into five categories: obtaining satisfactory exam results and getting a degree, understanding, improvement in their professional practice, the opportunity to open doors, and self-actualisation. The study provides the research community and educators with information on what is missing from the full definition of the concept of success from the perspective of adult students in online higher education.

Using Collaborative Group Learning Principles to Foster Community in Online Classrooms

ABSTRACT This article focuses on group work principles to emphasize the importance of collaboration and community as an effective pedagogical approach to teaching in online higher education. Online communities can serve as support groups by bringing together people going through the shared experience of higher education and providing the opportunity for students to share their experiences, feelings, and coping strategies to increase their capacity to learn. In addition to faculty and course material, online communities play an essential role in knowledge attainment. The importance of online communities for knowledge attainment and support groups will be discussed, group work theories will be reviewed, as well as the implications for practice. A case example from experience teaching a graduate level group work course online will be shared.

Online education and surveillance during COVID-19 pandemic in Palestinian universities

ABSTRACT This article employs Foucault’s concepts of docile bodies, Panopticism, surveillance and the paradigm of resistance, subversion and containment to delineate the issues of power and control that shored up in online Higher education in Palestinian universities during the outbreak of the pandemic. We propose that the online mode of education perpetuates the traditional way of teaching literature, impeding both students’ and teachers’ innovation. Topics related to sexuality, politics, misogyny, and religion in literary works have been repressed in staff members’ discussion due to multilayered surveillance from the students, parents and online learning centralized management offices who, based on the testimonies of the literature teachers, are often attentive to online class meetings. Surveillance shatters the illusion of liberation many literacy educators thought they have gained in online education; indeed, the instructors’ testimonies highlight their internalization of panoptic surveillance that derails the liberating purpose of education.

Student learning ecologies in online higher education: a model to support connected learning across contexts

ABSTRACT As individuals face the challenge of rapidly changing and increasingly diversified study and work environments, online higher education (OHE) has become a mainstream solution for pre-service teachers and working professionals. Both universities and students have had to navigate connected, collaborative and globally networked learning scenarios. Focus has been placed on how to meet the needs of students who are re-entering university as lifelong learners with varying learning trajectories, professional backgrounds and levels of readiness. Given that connecting university learning to the wider world has been a longstanding challenge in higher education (HE), the motivation of the current study is situated in the well-established problem of integrating formal and informal learning. The purpose of this study, therefore, is to present a model of student learning ecologies in OHE to support connected forms of learning across contexts. The findings present a model which is based on the results from a mixed methods exploratory sequential design, which features data integration through a joint-visual display. The article concludes with a discussion of the implications and value of the model for OHE research and program development, as well as the capacity for transfer to other educational contexts.

Analysis of Engineering Student Data in Online Higher Education During the COVID-19 Pandemic

The COVID-19 pandemic has challenged many educational institutions around the world in 2020 and 2021 as traditional education has been interrupted to prevent the spread of the virus. This forced the transition from traditional education to fully distance learning envi-ronments for all levels of education. The widespread adoption of distance learning has led instructors to form new digital learning environments and methods. In response to this unexpected situation, data regarding engineering students and their interaction with the learning environment was accumulated and processed, generating a matrix of 129 × 165 variables. The motivation for this research is to identify new variables that impact student performance during the disorientation of the educational process due to the COVID-19 pandemic. Statistical analysis was performed and discussed in this paper including correla-tion analysis, factor analysis, and clustering. Reliability analysis was also performed and ANOVA (analysis of variance) was applied to clusters. The novelty of this work is to use student performance data and statistical analysis of online surveys to reveal patterns that can help reduce dropout rates and transform the educational process, under extenuating and imposed distance learning circumstances. A major finding is that by applying innovative teaching methods, thereby meeting the challenge of an imposed distance learning environ-ment, students' spatial conceptions improve, overcoming the absence of a physical learning space. Deep insights for individual students were discovered, as well as significant relation-ships between students' transition from secondary to higher education and their understand-ing of geometric features. Evidence of the effectiveness of the online learning framework that was integrated showed that it positively influenced students' learning styles.

Using Academic Social Networks to Enhance the Student Experience in Online Education

Online universities utilize academic social networks to build connections among students, faculty, and alumni through affinity groups. This study explored how students interact in academic social networks, who they collaborate with, why they use academic social networks, and how this influences their educational experience. This qualitative, interpretive, phenomenological study explored the lived experiences of six online higher education students reporting active participation in an academic social network. Three core themes emerged from data analysis: (a) acceptance and belonging; (b) self-validation; and (c) drawing from multiple perspectives describing how academic social networking communities are formed, why students are using them, and what this means to online higher education. The essence of academic social networking as it relates to self-actualization is discussed, with insights for educational leaders regarding the use of academic social networking and affinity groups in online higher education.

Reflective Practice: Digging into EdTech Tools–The Application of Edpuzzle in Online Higher Education

Reflective Practice: Digging into EdTech Tools–The Application of Edpuzzle in Online Higher Education

Case Report: The Impact of Online Forum Use on Student Retention in a Level 1 Distance Learning Module

The importance of making online and distance education successful has been dramatically prioritized due to the COVID-19 pandemic. Student retention is a key performance indicator in online higher education. Evidence suggests that within online distance education the key to retaining students is to encourage an engaging and supportive online community. Online asynchronous forums are one method that has been employed to promote such engagement. This study investigated the relationship between online forum activity and student retention amongst 21 tutor groups on an Open University Level 1 module. It found that the volume of tutor group forum activity had a significant association with student retention (p<0.05 two-tailed, Pearson r=0.53), with student contributions having a greater impact on retention (p<0.01 two-tailed, Pearson r=0.628) than tutor contributions. Although tutor contributions did not appear to impact student retention directly the number of tutor and student posts were highly correlated (p<0.001, two tailed, Pearson r=0.86). Results indicate that asynchronous forums can be an effective tool in promoting student retention in an online distance learning environment. Important factors that impact on student retention within the educational medium of asynchronous forums are evidenced. The implications of these findings for educators are discussed. Keywords: distance learning, student retention, forum participation, online learning community.

Instructors\u2019 conceptualization and implementation of scaffolding in online higher education courses

This multiple case study explores how instructors conceptualize and employ scaffolding in online courses. Participants included full time faculty (n = 4) who have designed and taught at least one online course within the past 12 months. Data sources included pre-interview surveys, semi-structured interviews, and online course observations. Data were analyzed by employing a general analytical strategy for developing a case description (Yin, 2018). The results showed that (a) instructors define scaffolding as a support to help students achieve course outcomes and (b) instructors implement different types of scaffolding (i.e., conceptual, metacognitive, procedural, strategic, and motivational) in hard and soft scaffolding forms. The results also showed that instructors' conceptualization and implementation of scaffolding differed based on their discipline and teaching philosophy, and the unique features of online courses. Implications for practice and research are discussed.

Multimedia Open Educational Resource Materials for Teaching-Online Diversity and Leadership: Aligning Bloom’s Taxonomy and Studio Habits of Mind

Objective: The purpose of this study was to explore, develop, test, and refine processes to incorporate meaningful and equitable use of open educational resources (OER) in online classrooms. Method: The intent of this qualitative study was to use an action research process of interactive discussions between higher education practitioners to shape collective understanding of how to teach in an online learning environment using OER. Results: The study resulted in the identification six exemplar learning opportunities which could be incorporated into the blended pedagogical model. Each exemplar OER included all four types of knowledge as defined by Bloom's taxonomy and required skills of observe and envision as defined in the Studio Habits of Mind (SHoM). A second criteria for our purposive selection was that each exemplar could be used to teach in multiple contexts for multiple purposes across a spectrum of higher education online courses. Conclusion: This study reminds us that educators need a new mindset to work with multimedia and visual resources. The blended pedagogical model provides scaffold teaching and learning opportunities that were not visible in either Bloom's taxonomy or SHoM alone. This blended pedagogical model scaffolds the “how” when using a visual approach to curriculum development that may enrich the learning experiences of students when presented in online higher education classrooms. Implication for Practice: Educators might replicate this study or transfer findings for purposes of comparing and testing further the use of OER in their online higher education classes to further engage student learning. Applying new understanding in a project that is shared with the larger learning group is essential as students understand and begin to own new skills and insights. The blended pedagogical model presented in this paper could be helpful to educators to maximize the benefits from the integration of technology and OERs to support online higher education.

How Instructional Designers Work and Think in Online Higher Education

This article summarizes the main themes and chapters for The Learner-Centered Instructional Designer (Stylus Publishing, 2021) and provides a critical evaluation and recommendations for prospective readers. The book consists of 19 short essay-like chapters where 20 experienced instructional designers cover a range of topics related to instructional design consulting in higher education. The various authors share practical strategies and best practices about working with instructors to create online courses.

“I Feel Like a Guinea Pig”: Emotional Responses to the Online Pivot

This paper reports on the emotional experiences of first year students as they prepared to start their higher education online because of Covid-19 public health precautions. Emotion research holds important insights for the development of pedagogical and institutional strategies to support students adapt to the increased focus on online learning both now and into the future. Students’ responses to a survey embedded at the beginning of an online learning preparatory MOOC were analysed to identify (a) the anticipatory emotions they were experiencing towards online learning, and (b) what they perceived to be the sources of those emotions. Findings revealed that anxiety was the prevailing emotion, although positive emotions, such as excitement and hope, were also reported. A thematic analysis identified seven over-arching sources of those emotions as described by the students. This paper concludes by briefly discussing the implications for educators.

Актуальні питання вакцинації медичних працівників

Vaccination is one of the most successful and economically effective measures of the prevention of infectious diseases among all other measures which exist nowadays. The decrease of the level of community immunity leads to the risk of the recurrent disease progressing in adults and teenagers and also the deterioration of epidemiological situation. The issues of the control of infectious diseases among health care professionals have recently become significant. The purpose of the study is to investigate the level of vaccination rate of recipients of the first (Bachelor degree) of higher education in specialty 223 «Nursing», who work in medical institutions and to analyze legal framework of immune prevention of health professionals. Materials and methods. With the help of Google-platform, we conducted a survey among recipients of higher education, who follow online higher education at Educational and Scientific Medical Institute of Poltava State Medical University, who were divided into two groups. Results. All recipients of both two groups received Bacillus Calmette-Guerin vaccine. Recipients of higher education of the 1st group also were vaccinated against hepatitis B virus. Among recipients of the 2nd group this index is high and is 75%. All 12 recipients of higher education of the 2nd group were vaccinated against poliomyelitis and measles, against diphtheria – 11 respondents, 10 and 9 correspondingly against tetanus and rubella. Among 6 responders of the 1st group against measles, rubella, diphtheria and tetanus 4 recipients of higher education were vaccinated, and 5 ones – against poliomyelitis. Members of the 2nd group by 2.5 times are more often vaccinated against seasonal grippe that proves the high level of responsibility for both their health and patients’. All members of the survey confirmed positive attitude to the vaccination. The article has been concerned with the analysis of World Health Organization recommendations, Center for Disease Control and orders of the Ministry of Health of Ukraine about vaccination of medical professionals. Conclusion. Therefore, among respondents, who work in medical institutions, there is enough high level of vaccination rate. Immunological prevention of health care workers is topical one, because they are in the risk group of the vaccination. Considering peculiarities of profession, contact with patients and potentially sick people, health professionals must be vaccinated and be the source of accurate information for patients

Student readiness: Training and re-training in online higher education

The COVID-19 pandemic experienced placed considerable pressures on education. This paper explores the challenges faced by university students when operating in a blended learning environment. Students were asked to interact with a Moodle-based online environment. An initial focus group, followed by a series of in-depth interviews, was carried out with a group of undergraduates from the University of Malta. Thematic analysis was adopted to identify the main themes highlighting their concerns. The findings suggest that students had an incomplete set of competences required to interact effectively with the online environment. They were having great difficulty in self-managing their time between study and other commitments. When training was provided, student online interactivity increased and the quality of the work submitted improved. The study reiterates the need for students to be given the right combination of knowledge, skills and competences which need to be continually updated due to the evolving nature of online learning environments

Can online higher education be an active agent for change? —comparison of academic success and job-readiness before and during COVID-19

Adherents claim that online education mediated through technology can change society for the better, but critics assert that it has failed to produce job- or career-ready graduates. With this in mind, the present study examines the performance of academic and job-readiness of two groups of graduates. One group comprised a pre-COVID-19 cohort for face-to-face teaching mode while the other used the online mode during the pandemic. While the official secondary data are collected from the sampled university, primary data are gathered through an ‘empirical survey’ of 120 students in each group (i.e., before and during COVID-19, a total of 240). Findings suggest that the pre-pandemic group did poorly academically unlike their during-pandemic counterparts. Although both groups achieved well academically, there is a difference when comparing their job-readiness scores which included both aptitude and practicum tests. The pre-COVID-19 students achieved better job-readiness scores than their counterparts. Performance in academy and job-readiness is not proportionately linked. These findings suggest that higher education is generally not that active from the job market perspective, while online learning has in fact made education much more passive. Under any circumstances, the integrity of HE should not be compromised and hence a policy framework is hereby suggested to ensure that it functions well during an emergency period.

Common Practices in the Creation of Educational Videos

Goal: To present an analysis of production and common uses of educational video in online higher education courses.
 Method: This research followed a qualitative inquiry approach, and data came from three sources: secondary data from communication logs during faculty training; analysis of 320 videos in business education and their course designs, and literature review.
 Results: The use of videos for education, also known as video-lectures, started to be widely used for online and hybrid university classes in the last 10 years. The practice grew with the appearance of the Massive Open Online Course (MOOC) movement in the early 2010s, and became normal during the pandemic in 2020, when some classes incorporated the use of mini-lectures together with, or instead of, synchronous online classes. The use of pre-recorded video is not new, but it is definitely a practice for which none or very few instructors received training as they were preparing to become university professors.
 Contribution: This article aims to demystify the creation of educational videos by sharing what are common practices in the creation of video-lectures, and how to prepare for a successful “on-camera” experience.

STRIVING FOR TEACHING EXCELLENCE IN REMOTE COURSE DELIVERY: AN INTRANET RESOURCE HUB FOR ENGINEERING FACULTY

Teaching online in higher education is a complex integration of educational technologies, good pedagogical practices, and content knowledge. Concerns and resistance by instructors may be fueled by lack ofunderstanding and resources, to which faculty administration can respond with targeted, ongoing communication and education. A faculty intranet initiative within the Faculty of Engineering at the University of Alberta was created to support instructors amidst their efforts to prepare and deliver online, remote versions of their courses for the Fall 2020 term. The intranet infrastructure was well-suited for the relevant, timely, and tailored digital resources specific to engineering content and circumstances. Beyond the COVID-19 pandemic, it is intended for the intranet to grow into a collaborative virtual space where users can share their knowledge, experience, and insights to build a community of practice.

Student perceptions in online higher education toward faculty mentoring

Student persistence is important for students, faculty, and universities and online faculty mentoring supports student persistence to graduation. The online learning environment is increasingly a choice for more undergraduate students, and it continues to grow in popularity as an attractive option for adults. It is crucial to find ways to increase persistence and graduation especially given the increased use of virtual learning during the COVID-19 pandemic. Attrition rates in online learning can be high for a variety of reasons, including persistence and engagement. Faculty mentors in the online environment can strengthen connections and relationships with undergraduate students, and it is important to ask for and evaluate these student perceptions. This mixed methods study surveyed and interviewed undergraduate students in an online university to understand both their experiences with faculty mentoring in the online environment and the potential of a faculty mentor program in a large online university. The purpose of this study was to explore the perceptions and experiences of four undergraduate student mentees with their faculty mentor at a large online university using mixed methods research design. In addition, survey data from one department are analyzed to guide future mentoring programs in online learning environments. Findings from the study indicate belief that mentoring and encouragement from faculty would enhance students’ scholarly experience. Students indicated they would like to participate in a faculty mentoring program, and it was clear that students welcome and appreciate the opportunity to further cement a professional relationship between themselves and faculty. This article makes a unique contribution to higher education research, providing a potential model for others seeking guidance in mentoring in online higher education. The data analysis and research indicate that a larger scale mentoring program might be more valuable for students.