The purpose of this research study is to investigate what motivation and support strategies can be used to retain online students in institutions of higher education. Data will be collected using the responses from two online surveys conducted with students and instructors.
The purpose of this research study was to investigate what strategies instructors in institutions of higher education use to balance their workload when teaching online. Results of this study will be published in the book, “Managing Online Instructor Workload: Strategies for Finding Balance and Success.”
Based on research and experience, we have written on the topic of creating a sense of presence in online environments. Our work is published in the book, “Creating a Sense of Presence in Online Teaching: How to ‘Be There’ for Distance Learners” and will be released in August 2010 by Jossey-Bass.
Since 2001, we have worked on the development and evaluation of American Sign Language learning objects. Learning objects are electronic (digital) modules of information that are reusable and retrievable from a central information repository for educational purposes. Evaluation of the Effectiveness of the Design of a Distance Education Course in American Sign Language Offered to Continuing Education Students: This study investigated the effectiveness of the design of the ASL distance education course in a university setting. The study was conducted using formative and summative methods. Results identified three themes: course participants concerns, significance of interactions, and a deeper understanding of the deaf culture. An Evaluation of the Use of Learning Objects as an Instructional Aid in Teaching Adults: Even though there was no indication that the use of the learning objects affected student learning outcomes as shown in the statistical results, students pointed out in their qualitative comments that the learning objects helped them clarify, remember, review, practice, and reinforce the signs; provided access to signs that were not included in the workbook and videotape; assisted in studying for quizzes and exam; aided with class participation; and helped when absent from class. Two themes emerged from the qualitative data: inexperience using the technology and lack of self-directedness to problem solve its use, and confusion due to lack of synchronization between learning objects signs and direct instruction.