Online Master Research Articles

The relationships between online program formatting, technology satisfaction, and course quality

This study aims to explore students’ perceived quality of graduate courses in relation to their satisfaction with the technological tools used in online master’s level courses. Invariance testing and structural equation modelling were used to demonstrate the validity of technology usage scales and effectively test links between course type, technology satisfaction, and course quality. The study participants included 364 graduate students enrolled at a large university in the Midwest who were taking blended and fully online courses. The participants responded to a scale regarding their experience with the course. Interestingly, program type (blended vs. fully online) did not significantly impact technology satisfaction or the perceived quality of the course, even after taking into account the technology satisfaction mediator on course quality. Program type is not related to course quality, although technology satisfaction does contribute to quality ratings. The implications for instructors suggest that the development of technology-centric activities is warranted to improve the quality of online education courses.

Empowering Teachers Through an Online Asynchronous Science Education Cohort Graduate Program

ABSTRACT Online cohort graduate programs in education offer science teachers opportunities to enhance their knowledge and professional practice alongside a cohort community of educators without interrupting their careers or adversely affecting their personal lives. While it is understood that online cohort graduate programs can create robust professional communities, their impact on sustained pedagogical change for teachers is not fully understood. This research, based on a qualitative study of an asynchronous online Master of Education cohort program in Science Education, investigates its impact on K-12 teachers’ pedagogical attitudes, understandings, and practice. Focus groups were conducted with thirty teachers from two program cohorts. Findings suggest that through research exploration and collaborative culture, participating science teachers felt educated, supported, and empowered to make sustained pedagogical improvements within and across their educational contexts. This study contributes to the understanding of the potential of online cohort graduate programs in science education in fostering pedagogical transformation and can inform the design of similar programs.

Toward Sustainable Lifelong Learning: Feedforward Effects of Challenge Recollections on Adult Learning Identity

ABSTRACTLittle research has examined how prior learning experiences influence adult learning attitudes and lifelong learning engagement. We adopted a person‐centric approach to examine past work‐related learning experiences and assessed the effects of recalled challenges on current learning attitudes, intentions, and behavior in the same domain. Surveying alumni from an online master's degree program, we found that recollected challenges from past learning entail multifaceted challenge foci (e.g., curriculum‐related vs. social obstacles). Learners reporting more challenges in curriculum and social dimensions reported less positive attitudes toward lifelong learning, supporting the notion that negative learning experiences may hinder the development of self‐identity as a lifelong learner. Limited support was obtained for predictions about relationships between past challenges and post‐graduation learning intentions and behavior. The person‐centric approach also permits the analysis of past learning experiences that are not well captured by standard assessments of “successful” adult learning.

Towards a multidimensional measure of self-efficacy in the adult learning ecosystem

ABSTRACT For adults engaged in formal learning, self-efficacy judgements may have substantial impact on key learning attitudes and outcomes. A complex systems/person-centric perspective emphasises the importance of contextual features of adult life, yet extant study of self-efficacy is largely constrained to judgements of competence in course activities. This approach may omit critical information about adult learners’ motivational beliefs. We developed a multidimensional measure of adult learning self-efficacy and provided initial validation data using a sample of 1200 working adults in an online Masters of Computer Science degree program. Our results suggest that adult learning self-efficacy (SE) is a multidimensional construct assessing self-perceived competence in 1) integrating learning and non-learning demands (Adaptive SE), 2) achieving mastery of course content (Academic SE), and 3) leveraging learning for professional growth (Transfer SE). Academic SE was further distinguishable by efficacy for memory and problem solving (Academic-MP) and for maintaining attentional focus (Academic-F). Our measure contributes to the literature on adult learning ecosystems by expanding research on motivational beliefs to include self-efficacy for managing critical contextual features of adult learning.

The power of metacognitive strategies to enhance critical thinking in online learning

The aim of this study is to verify whether the use of a digital tool, designed to promote the use of metacognitive strategies in self-regulated learning, increases the level of critical thinking during the learning process in trainee teachers in official online master's degrees. The Critical Thinking Questionnaire (CPC 2) was used to assess different dimensions of critical thinking in a sample of 225 students from an online university's master's degree in educational technology. The results showed significant improvements in all dimensions (substantive and dialogic) and associated basic skills (reading, writing, and speaking) for those who used the tool for the promotion of metacognitive strategies. Therefore, it is suggested to work on specific strategies to develop critical thinking as a basis for improving their self-regulated learning.

The use of Canvas and Voice Thread in an online English master’s degree

The implementation of technology is fundamental in the educational area and the basis for e-learning. Canvas and Voice Thread are two different online tools used in the learning process of an online master’s degree in English. The two virtual tools have been used by students with a professional status for the development of both individual and collaborative learning activities. The two online tools are different, and each has a function within the learning process. Therefore, this study seeks to know the experience and perceptions of the students of the English master’s degree about the use of technology, specifically the use of technological tools such as Canvas and Voice Thread in the learning process of the students. An interpretative design will be carried out through the use of a survey to know how students perceive the use of online tools and their comparative influence. The survey consists of three sections focused on personal information, perception of the online tools, comparison between their influence, and additional comments. The result of the study provides numerical data and descriptive knowledge of the influence of the online tools Canvas and Voice Thread in the development of the academic activities of adult learners in an online master’s degree. Canvas is one the most influential tools in online learning due to its benefits and advantages.

Factors affecting the students’ knowledge sharing through social media technologies: A structural equation modeling approach

This study investigates factors affecting students’ knowledge sharing over social media platforms. An online survey was conducted on 1470 distance education students, enrolled in an online Master of Library and Information Science program in a public sector university, Islamabad, Pakistan. Using the theory of reasoned action and factors, namely, trust, facilitation conditions, perceived reciprocal benefits, and individual creativity, a comprehensive research model was developed. Following the positivist paradigm, a quantitative survey research design was employed to conduct this study. Using IBM-SPSS and AMOS (version 21.0), structural equation modeling was applied to analyze the data, testing hypotheses, and research model. The research findings disclosed that the students used different social media platforms for knowledge sharing. Subjective norms and trust positively influenced students’ knowledge sharing behaviour intention. Facilitation conditions and behaviour intention were found to be key factors in students’ knowledge sharing through social media. Among the factors, student behavioural intention was found to be the most influential factor. However, attitude, perceived reciprocal benefits, and individual creativity did not influence knowledge sharing. Overall, the research model measured significant students’ knowledge sharing over social media platforms. There is a dearth of literature about the factors influencing knowledge sharing over social media from the Pakistani perspective. This study addressed the hitherto under-researched issue and developed a theoretical framework by extending the theory of reasoned action for social media-driven knowledge sharing from the Pakistani distance education students’ perspective.

Integrating the 4Ps in masters-level nursing education

BackgroundThe curriculum for our generalist masters in nursing program required a heavy credit load of science courses shared with the nurse practitioner programs. The bundle of required courses far exceeded the masters in nursing program completion outcomes, increasing tuition costs and prolonging the program of study for students who were not seeking advanced practice credentials. PurposeThe purpose of this project was to streamline the curriculum and better align course content with MS program expected learning outcomes, student learning needs, and recent accreditation requirements. ProcessCourse expected learning outcomes were drafted and mapped to program expected learning outcomes and AACN The Essentials: Core Competencies for Professional Nursing Education (2021) concepts and sub-competencies. A two-course series totaling 5 credits was developed to integrate the 4Ps (pathophysiology, pharmacology, physical/health assessment, and health promotion) into an online master's level nursing curriculum while decreasing the total number of credits. OutcomesA total of 67 students successfully completed the online courses during the first semester. Minor revisions based on student feedback were made after the first implementation. ConclusionsIntegrating the 4Ps into a series of two courses is a feasible option for streamlining a generalist masters in nursing curriculum.

Studying changes in teachers before and after a fully online graduate programme

ABSTRACT The purpose of this study was to examine the perceived effect of a fully online Master of Education programme designed to prepare teachers to be accomplished teachers. Graduates of the programme completed a 33-item survey about the effect of the programme on five programme standards as student learning outcomes: content knowledge, planning learning environments, and applying effective teaching, assessment, and professional dispositions. We used a retrospective approach in that our graduates rated the frequency of their practice before and after the programme. All 33 items on the survey were statistically significant, indicating the increased frequency of practicing these five areas. We critically discussed the reasons why, in some items, there was almost the same across the participants of the study. The study’s implications include the design of online graduate programmes for teachers and evaluative and analytical methods.

Navigating monolingual language ideologies: Educators’ “Yes, BUT” objections to linguistically sustaining pedagogies in the classroom

Aims: We examine how educators articulate tensions between linguistic pluralism and linguistic normativity in written Linguistic Autobiographies through their metacommentary about student language and their role as educators. We specifically focus on “Yes, BUT” objections articulated by 17 participants that frame monolingualism and adherence to idealized forms of English as necessary, despite rhetorical nods to embracing linguistic diversity. Research questions: (1) How do participating educators construct “Yes, BUT” objections to linguistic pluralism in their written Linguistic Autobiographies? (2) What language ideologies inform these objections? (3) What ideological positions for educators are implicated? Design/methodology/approach: Collaborative emergent qualitative coding and inductive discourse analysis. Data and analysis: We analyzed Linguistic Autobiographies written by 50 educators taking an online master’s class in Sociolinguistics for Bilingual Educators and examined features of “Yes, BUT” objections and their ideological justification using collaborative, emergent coding and inductive discourse analysis. Findings/conclusions: We document how educators’ “Yes, BUT” objections illuminate discursive moves that justify the seeming embrace, yet ultimate rejection of, linguistic diversity. Originality: This study disentangles monolingual language ideologies to address objections inherent to educators’ “Yes, BUT” constructions that arise as common barriers in teacher education. We reframe these objections as emergent degrees of linguistic pluralism, which serve as evidence of the contextual difficulties educators often encounter in schools. We thus acknowledge rather than dismiss the tensions educators face in fostering linguistic pluralism. Significance/implications: This study illuminates how language ideologies shape (and possibly offer insights for undoing) complacency in what is often discussed as a long-standing tension between the seemingly mutually exclusive positions of linguistic pluralism and linguistic normativity. We argue that analyzing and addressing these “Yes, BUT” objections in educators’ narratives is key to the disruption of monolingual language ideologies in educational settings and beyond.

Work-life balance and online student engagement among registered nurses enrolled in online graduate nursing education: a mixed methods study

Background There is a growing number of online nursing graduate degree programs to address the professional development needs of working nurses. Work-related antecedents of online student engagement in graduate nursing studies are under-explored in the literature. Aim The aim of the study is to examine the relationship among demographic and work characteristics, work-life balance (WLB), and online student engagement (OSE) among registered nurses enrolled in online graduate studies. Methods This study design is convergent-parallel mixed methods, utilizing a survey approach to collect both quantitative and qualitative data. The target population is students of an online Master of Arts in Nursing program at a university in Cabanatuan City, Philippines. Respondents were recruited via email. Google Forms were used for data collection. Non-parametric, inferential statistical tests were used to examine relationships among variables. Inductive qualitative content analysis was used to draw insights from open-ended responses. Results A total of 173 graduate students responded to the survey. Quantitative results indicate high levels of WLB (Mdn = 4.8, IQR = 1.5) and OSE (Mdn = 3.7–4.0, IQR = 0.5–1.0). WLB was significantly lower among females (U = 3297.5, p < 0.01). Emotion OSE was significantly higher for respondents with managerial positions (U = 2987.5, p < 0.05). WLB had significant low to moderate positive correlations with the domains of OSE (r = 0.22 to 0.32, p < 0.01). Qualitative findings reveal various appraisals of online learning and factors influencing work-life-study balance, such as work, personal life, and school. Conclusion Work-life balance facilitates better online student engagement among graduate nursing students and is influenced by time management, work (i.e. job environment and stressors), personal (i.e. home life and leisure activities), and university factors (i.e. curriculum, modality, and professors). Impact statement Empirical evidence on the link between WLB and OSE can inform graduate nursing academics in developing initiatives to ensure the timely completion of the degree program.

Texas degree program to address Hispanic MH disparities

Observing that Hispanic adults in Texas are struggling with mental health issues and are less likely to receive treatment compared with other ethnic groups, Texas A&amp;M University‐Corpus Christi (TAMUCC) has launched a new online graduate degree program for counselors to work with Hispanic populations and address these barriers. The online master of science in professional counseling‐Hispanic mental health counseling program will commence in fall 2024.

Initial findings on student progress and satisfaction in a new model of hyperflexible online delivery for university students

University degrees are usually delivered in defined sessions —by term, semester, or in week-based blocks— whereby students are required to complete their studies by the due date. Term or session-based schedules that require students to complete the study within set timeframes are, however, potentially restrictive. Temporal challenges associated with work and life can impede progress and add to the specific problem of student attrition in online learning. As universities seek to deliver innovative options for their students, increased attention is being paid to alternate models of delivery. This paper reports on the development of a hyperflexible online Master of Business Administration (MBA) course by a regional university in Australia, which has grown to more than 1,000 students since its launch in 2017. Delivered entirely online, the degree was specifically designed to address an inequity; MBA programs are traditionally expensive, and in Australia, the requirement for students to travel to attend residential schools and examinations adds significant cost to already expensive tuition fees. This paper analyzed enrollment data, course analytics over a two-year period, and student surveys conducted at the end of the second year of delivery (n = 98) to evaluate the development and implementation of the course as a hyperflexible course whereby students have almost complete control over their study at the postgraduate tertiary level. Results highlight the potential for the model to enable student success through flexibility.

International Student Perceptions of an American Educational Leadership Program: A Look at Students Residing in Qatar and Their Quest to Receive an Advanced Degree from an American University

Transnational Higher Education has become more prevalent and an option that many international students seek. International students choose online education through United States universities for a plethora of reasons including the perceived high quality of US universities, the flexible modality of online education, and the associated reduced costs. This study seeks to examine the perceptions and experiences of international students residing in Qatar as they progress through a United States university’s online (hybrid of synchronous and asynchronous) master’s degree principal preparation program in Educational Leadership. This phenomenological qualitative study surveys international student candidates at the completion of the program to ascertain their experiences of receiving an advanced degree from a university in the United States. The candidates represent a variety of countries, yet work as teachers in various types of schools in Qatar. This study should add to the growing research of transnational education and help to provide a better understanding of international student insights.

Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21st century learning management

ABSTRACT Background “21st century learning” is reliant on not only cognitive competencies such as problem-solving, but also interpersonal (e.g., collaboration) and intrapersonal (e.g., self-regulation) competencies. Building on research in K-12/undergraduate contexts, we investigated cognitive, interpersonal, and intrapersonal learning tactics in a sample of working adults. Method We conducted 75 interviews with adults in an online Master’s in Computer Science (CS) program. We used thematic analysis to organize participants’ learning tactics into five key strategies and interpreted strategy/tactic use in the context of a well-known 21st century learning framework. Findings Interpersonal tactics were perceived as critical across domains, while the relative salience of intrapersonal and cognitive tactics differed depending on the nature of the task. This highlights: (1) critical differences between effective strategies for managing learning itself versus non-learning demands and (2) the value of “making space” for learning alongside other domains of adult life (e.g., work/family). Contributions We differentiate between tactics employed to master course content (e.g., via educational technology) and those facilitating the development of a supportive learning environment (e.g., via regulation of resources across domains and over time), show utility of the 21st century learning framework for working adults in CS, and discuss issues of identity and learning management.

An Exploratory Study on Integrating the Christian Faith in an Online Master of Social Work (MSW) Program Curriculum

Social work curricula frequently lack the inclusion of Religion, Faith and Spirituality (RFS). While faith and religious beliefs are often connected with professional calling, values, and practice, the integration of faith and social work practice is uncommon. This research explored the experiences of students in a Master of Social Work (MSW) program that integrated Christian faith throughout the curriculum and its effects on their spiritual understanding, development, and identity. A qualitative study of student responses was completed to gain insight into the impact of the curriculum on students’ spiritual growth, understanding, and views regarding the ethical integration of Christian faith and practice. The research findings confirmed the value of faith integration in social work education and helped inform the development of more effective curricula in faith-based settings. The results of this study may benefit other evangelical Christian universities seeking to increase students’ personal growth in faith as well as competencies and ethical practices as social workers. Keywords: Faith Integration, Christian Higher Education, Spirituality, Social Work

Capacity Building for Disaster Risk Reduction: A Long-Term Program of the IRDR International Centre of Excellence at Taipei (ICoE-Taipei)

This paper provides a review of the capacity-building program of the Integrated Research for Disaster Reduction International Centre of Excellence at Taipei (IRDR ICoE Taipei) for disaster risk reduction (DRR) since 2011. We present the reasoning, motivation, organizing philosophy, and framework on why and how we have created and run this program, before illustrating its content, including workshop or training course (i.e., Advanced Institute (AI)), seed grant project, follow-up special session of conferences, special issue for publication, and online Master Forum series during the COVID-19 pandemic. We also highlight the efforts, notable results, and achievements of the ICoE Taipei on its long-term capacity-building program on DRR, including 14 in-person (in and outside of Taiwan) and 4 online AIs and 31 seed grant projects in 2011–2022.

Consistency Matters

This study compares the student learning outcome assessments of an online Master of Library and Information Science (MLIS) program offered in traditional 14-week semesters and an accelerated 7-week term program. Louisiana State University’s School of Information Studies (SIS) offers the MLIS program through two delivery platforms: SIS Online (14-week semester program) and LSU Online (7-week term program). The study explores the differences in student performance between SIS Online and LSU Online and investigates the impact of term length on students’ ability to achieve the program’s SLOs. The findings provide insights into the effectiveness of different online program delivery formats and suggest ways to improve student learning outcomes in online MLIS education.

Bridge to health informatics—a 5-week intensive online program to increase diversity in health informatics

IntroductionHealth informatics (HI) has the potential to address health disparities and improve healthcare outcomes; however, lack of diversity in the workforce, especially at advanced levels, feeds disparities, and creates inequities. Increasing participation from underrepresented minorities requires exposure and connection to the field and career opportunities including advanced degrees. Morehouse School of Medicine (MSM) created the no-cost, 5-week intensive online Bridge to Health Informatics (B2HI) program in 2021 to connect participants from backgrounds underrepresented in HI with industry-relevant skills, professional certification, business experience, and graduate training opportunities.MethodsThe curriculum included intensive training in knowledge and current trends, business propositions, and professional certifications. Successful completion of the B2HI provided scholars with guaranteed admissions into the Master of Science in Health Informatics (MSHI) degree program, which premiered at MSM in August 2021. We deployed several strategies to attract individuals interested in advancing their careers in HI. To assess the impact of the recruitment strategy and program, we analyzed applicant demographics, the interests of those accepted into the program, and feedback from participants via anonymous online surveys.ResultsIn 2021, our recruitment efforts attracted 65 applications, over whom 90% self-identified as African American and the majority were working adults. Among the 46 applicants accepted and enrolled, 38 (83%) completed the program. Thirteen B2HI graduates enrolled in the first offerings (Fall 2021 and Spring 2022) of the online MSHI degree program, the highest number for the first sessions of our online master’s degree programs, indicating that B2HI connects scholars with advanced training. Participants indicated immense overall satisfaction with the program and had strong positive responses for increased interest and confidence to do advanced work in the subject.DiscussionThe data indicate that B2HI addresses key factors that hinder diversity in healthcare and informatics-related fields, including awareness, access, and social support, and connect students with the next stages of training toward careers that require an advanced degree. By providing opportunity, resources, and networks that help participants raise their potential to become leaders and decision-makers in the healthcare industry, programs like B2HI enable the collective effort to decrease health disparities.

Multimedia Murals for the Collaborative Work with Students of an Online Master’s Degree

The creation of online graduate study programs has spread due to the advance of Information and Communication Technologies (ICTs). In the virtual modality, the achievement of meaningful learning is based on the effective use of the different tools offered by the web. The experience presented here describes the results of a good practice aimed at fostering the collaborative work among the students of the Master’s degree in Computer Mediated Learning of the Pontifical Catholic University of Ecuador through the use of multimedia murals generated in different technological tools. It was applied to four courses (subjects) with a total of 226 students belonging to the first and second levels during the years 2021 and 2022. The teaching methodology implemented matches that of the “flipped classroom.” To conclude, it can be stated that the use of these resources turned out to be a great support to the development of the videoclasses because it favors collaborative learning and helps build knowledge on the web.