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|a Quarterly Review of Distance Education.
|n Volume 19 number 1, 2018 /
|c editors, Michael Simonson, Charles Schlosser.
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|a North Carolina :
|b Information Age Publishing,
|c 2018.
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|a 1 online resource
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|a Online resource; title from PDF title page (EBSCO, viewed October 10, 2018).
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|a Front Cover; Title Page; Table of Contents; Student-to-Student Interaction; Humanizing the Online Classroom Using Technology and Group Assignments; Marianne C. Bickle Ryan Rucker; University of South Carolina Midlands Technical College; The purpose of this study was to examine student-to-student interactions in an asynchronous online undergraduate course in higher education. Respondents (N = 228) were students enrolled in an undergraduate course taught by one of the authors. Regress ... ; INTRODUCTION; Social Presence; VoiceThread; METHODS; Table 1; Participant Profile; 25; 198; 228; 33; 125
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|a 1510; 8; 222; 220; 7; 1; 228; 57; 48; 118; 223; Survey Instrument; RESULTS; Table 2; RQ1 Results; .58; .34; 97.65; 97.65; 1; 111.96***; 189.25; .87; 216; 286.91; 217; Table 3; RQ2 Results; .70; .49; 148.64; 148.65; 1; 207.13***; 155.00; .71; 216; 303.65; 217; .73; .53; 162.70; 81.35; 2; 124.09***; 140.94; .65; 215; 303.65; 217; .73; .54; 165.45; 55.15; 3; 85.39***; 138.20; .64; 214; 303.65; 217; DISCUSSION; Table 4; RQ3 Results; .56; .32; 83.11; 83.11; 1; 103.06***; 174.17; .80; 216; 257.28; 217; .58; .34; 89.21; 44.60; 2; 7.81***; 168.07; .78; 215; 257.28; 217
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|a CONCLUSIONS, LIMITATIONS, AND RECOMMENDATIONSREFERENCES; Evaluating the Design and Development of the Quality Graduate Supervision miniMOOC; Hawazen Alharbi Michele Jacobsen; University of Calgary/King Abdulaziz University University of Calgary; This article reports on findings from a design-based research investigation into the analysis, design, and evaluation of online faculty development in graduate supervision. The design elements determined to be relevant and necessary for the developme ... ; INTRODUCTION; BACKGROUND; METHODOLOGY; PROCESS OF THE DESIGN AND DEVELOPMENT OF THE miniMOOC
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|a Table 1The Six Learning Modules of the QGS miniMOOC and Subtopics; 1; 2; 3; 4; 5; 6; Figure 1; Table 2; Design Components Implemented in the QGS miniMOOC; Table 3; Example of Instructor's Weekly E-mail to miniMOOC Participants; DATA COLLECTION AND ANALYSIS; Evaluation of the QGS miniMOOC; Log-Ins and Completion Data; Video Segments; Table 4; Video Segments for the QGS miniMOOC; 1; 2.10; 45; 1; 4.08; 30; 3; 7.09; 73; 3; 10.64; 67; 3; 13.73; 66; 3; 13.12; 63; 3; 12.22; 67; 3; 11.57; 54; 20; 74.55; 465; Participation in the Discussion Forums; Table 5
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|a Participants' Participation Rates by Task in the Discussion ForumsCafé posts; 5; 7; 12 posts; 50; Module 1; 14; 32; 46 posts; 357; Module 2; 11; 32; 43 posts; 331; Module 3; 14; 27; 41 posts; 227; Module 4; 13; 27; 40 posts; 256; Module 5; 12; 28; 40 posts; 266; Module 6; 21; 30; 51 posts; 280; RECOMMENDATIONS FOR ONGOING DEVELOPMENT OF THE QGS MOOC
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