Practices and Strategies to Support Effective Online Teaching and Learning Situations
4469249
online
Ritzhaupt
items
1
apa
0
date
desc
year
1
title
Ritzhaupt, A. D.
1914
https://aritzhaupt.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3A%22zotpress-07a86b242c04d004f2bf3fe6ec6ffb24%22%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%228GIU9SC5%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Martin%20and%20Ritzhaupt%22%2C%22parsedDate%22%3A%222023-04%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EMartin%2C%20F.%2C%20%26%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282023%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fer.educause.edu%5C%2Farticles%5C%2F2023%5C%2F4%5C%2Fideas-framework-for-teaching-online%27%3EIDEAS%20framework%20for%20teaching%20online%3C%5C%2Fa%3E.%20%3Ci%3EEDUCAUSE%20Review%3C%5C%2Fi%3E.%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22IDEAS%20framework%20for%20teaching%20online%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florence%22%2C%22lastName%22%3A%22Martin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22The%20IDEAS%20%28Inclusion%2C%20Design%2C%20Engagement%2C%20Evaluation%2C%20Assessment%2C%20and%20Support%29%20Framework%20for%20online%20teaching%20and%20learning%20highlights%20best%20practices%20for%20before%2C%20during%2C%20and%20after%20the%20delivery%20of%20an%20online%20course%20to%20help%20instructors%20deliver%20high-quality%20courses%20and%20improve%20learner%20experience%20and%20outcomes.%22%2C%22date%22%3A%22April%2C%202023%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fer.educause.edu%5C%2Farticles%5C%2F2023%5C%2F4%5C%2Fideas-framework-for-teaching-online%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A33%3A00Z%22%7D%7D%2C%7B%22key%22%3A%22SE4I2J48%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Martin%20et%20al.%22%2C%22parsedDate%22%3A%222023-01-01%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EMartin%2C%20F.%2C%20Kumar%2C%20S.%2C%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%2C%20%26%20Polly%2C%20D.%20%282023%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.sciencedirect.com%5C%2Fscience%5C%2Farticle%5C%2Fpii%5C%2FS1096751622000355%27%3EBichronous%20online%20learning%3A%20Award-winning%20online%20instructor%20practices%20of%20blending%20asynchronous%20and%20synchronous%20online%20modalities%3C%5C%2Fa%3E.%20%3Ci%3EThe%20Internet%20and%20Higher%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E56%3C%5C%2Fi%3E%2C%20100879.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1016%5C%2Fj.iheduc.2022.100879%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Bichronous%20online%20learning%3A%20Award-winning%20online%20instructor%20practices%20of%20blending%20asynchronous%20and%20synchronous%20online%20modalities%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florence%22%2C%22lastName%22%3A%22Martin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Swapna%22%2C%22lastName%22%3A%22Kumar%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Drew%22%2C%22lastName%22%3A%22Polly%22%7D%5D%2C%22abstractNote%22%3A%22Bichronous%20Online%20Learning%20is%20the%20blending%20of%20asynchronous%20and%20synchronous%20online%20learning.%20In%20this%20qualitative%20study%2C%2012%20award-winning%20online%20instructors%20were%20interviewed%20for%20their%20online%20teaching%20practices%20focused%20on%20blending%2C%20design%2C%20facilitation%2C%20and%20assessment%20of%20asynchronous%20and%20synchronous%20online%20modalities.%20Data%20was%20collected%20through%20virtual%20interviews%20which%20were%20recorded%2C%20transcribed%20and%20analyzed.%20Award-winning%20instructor%20practices%20of%20blending%20are%20discussed%20through%20their%20blending%20decisions%2C%20sequences%2C%20and%20models.%20Instructors%20shared%20their%20decisions%20related%20to%20blending%2C%20such%20as%20modality%20purposes%2C%20affordances%2C%20and%20required%20or%20optional%20synchronous%20sessions.%20Blending%20sequences%20that%20emerged%20were%20asynchronous%20followed%20by%20synchronous%2C%20asynchronous%20followed%20by%20synchronous%20and%20then%20asynchronous%20again.%20Blending%20models%20that%20resulted%20were%20the%20complement%20model%2C%20replacement%20model%20and%20enhancement%20model.%20Asynchronous%20and%20synchronous%20design%2C%20facilitation%20and%20assessment%20strategies%20used%20by%20the%20award-winning%20online%20instructors%20are%20discussed%20in%20detail.%20The%20findings%20have%20implications%20for%20online%20instructors%2C%20students%2C%20instructional%20designers%20and%20administrators.%22%2C%22date%22%3A%222023-01-01%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1016%5C%2Fj.iheduc.2022.100879%22%2C%22ISSN%22%3A%221096-7516%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.sciencedirect.com%5C%2Fscience%5C%2Farticle%5C%2Fpii%5C%2FS1096751622000355%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A33%3A09Z%22%7D%7D%2C%7B%22key%22%3A%22LND5TH4I%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Jackson%20et%20al.%22%2C%22parsedDate%22%3A%222023%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EJackson%2C%20K.%20L.%2C%20Martin%2C%20F.%2C%20%26%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282023%29.%20%3Ci%3E%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.infoagepub.com%5C%2F%27%3EInstructor%20Competencies%3A%20The%20Standards%3C%5C%2Fa%3E%3C%5C%2Fi%3E%20%284th%20ed.%29.%20Information%20Age%20Publishing.%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22book%22%2C%22title%22%3A%22Instructor%20Competencies%3A%20The%20Standards%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Kathy%20L.%22%2C%22lastName%22%3A%22Jackson%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florence%22%2C%22lastName%22%3A%22Martin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22Instructor%20competencies%2C%20offered%20as%20professional%20development%20frameworks%2C%20identify%20the%20knowledge%2C%20skills%2C%20and%20attitudes%20that%20enable%20effective%20instruction.%20A%202021%20version%20of%20Instructor%20Competencies%20is%20now%20available%20from%20The%20International%20Board%20for%20Standards%2C%20Training%2C%20Performance%20and%20Instruction%20%28IBSTPI%29.%20These%202021%20standards%2C%20appropriate%20for%20instructors%20and%20trainers%20in%20all%20settings%2C%20are%20based%20on%20well-established%20instructional%20principles%20that%20are%20flexible%20enough%20to%20allow%20for%20adjustments%20to%20new%20understandings%20in%20the%20science%20of%20teaching%20and%20learning%2C%20the%20integration%20of%20best%20practices%2C%20and%20adaptability%20to%20emerging%20tools%20and%20technology.%20With%20this%20update%20of%20IBSTPI%5Cu2019s%202004%20Instructor%20Competencies%2C%20the%20framework%20now%20includes%20four%20domains%20of%20performance%2C%2019%20competencies%2C%20150%20performance%20statements%20and%20these%20three%20conditions%20defining%20instructors%5Cu2019%20work%3A%20core%2C%20blended%2C%20and%20online.%22%2C%22date%22%3A%222023%22%2C%22language%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.infoagepub.com%5C%2F%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A33%3A27Z%22%7D%7D%2C%7B%22key%22%3A%228ZYXG6SA%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ritzhaupt%20et%20al.%22%2C%22parsedDate%22%3A%222022-09-01%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3E%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%2C%20Rehman%2C%20M.%2C%20Wilson%2C%20M.%20L.%2C%20%26%20Ruggles%2C%20K.%20%282022%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Folj.onlinelearningconsortium.org%5C%2Findex.php%5C%2Folj%5C%2Farticle%5C%2Fview%5C%2F2810%27%3EExploring%20the%20factors%20associated%20with%20undergraduate%20students%27%20online%20learning%20anxiety%3A%20Development%20of%20the%20Online%20Learner%20Anxiety%20Scale%3C%5C%2Fa%3E.%20%3Ci%3EOnline%20Learning%3C%5C%2Fi%3E%2C%20%3Ci%3E26%3C%5C%2Fi%3E%283%29.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.24059%5C%2Folj.v26i3.2810%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Exploring%20the%20factors%20associated%20with%20undergraduate%20students%27%20online%20learning%20anxiety%3A%20Development%20of%20the%20Online%20Learner%20Anxiety%20Scale%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Muhammad%22%2C%22lastName%22%3A%22Rehman%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Matthew%20L.%22%2C%22lastName%22%3A%22Wilson%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Krista%22%2C%22lastName%22%3A%22Ruggles%22%7D%5D%2C%22abstractNote%22%3A%22The%20purpose%20of%20this%20research%20was%20to%20explore%20the%20factors%20associated%20with%20online%20learning%20anxiety%20by%20carefully%20designing%2C%20developing%2C%20and%20providing%20preliminary%20validity%20and%20reliability%20evidence%20of%20a%20scale%20to%20measure%20undergraduate%20students%5Cu2019%20online%20learning%20anxiety.%20We%20created%20a%20conceptual%20framework%20to%20organize%20the%20literature%20surrounding%20online%20learning%20anxiety%20and%20used%20this%20framework%20to%20develop%20an%20initial%20item%20pool%20of%2030%20items.%20The%20researchers%20recruited%20N%20%3D%20297%20undergraduate%20student%20participants%20from%20four%20public%20universities%20in%20the%20southeastern%20United%20States%20from%20whom%20we%20collected%20and%20analyzed%20data%20for%20descriptive%20statistics%2C%20internal%20consistency%20reliability%2C%20exploratory%20factor%20analysis%2C%20and%20correlational%20analysis.%20Following%20systematic%20analytic%20procedures%2C%20we%20arrived%20at%20a%20three-factor%20model%20explaining%20approximately%2065%25%20of%20the%20variability%20in%20these%20data%20and%20retained%2024%20items%20in%20the%20final%20model%20with%20minimal%20cross-loadings%20in%20the%20pattern%20matrix.%20We%20labeled%20the%20identified%20factors%20as%20%281%29%20online%20learner%20feelings%20of%20negativity%20and%20inadequacy%2C%20%282%29%20online%20learner%20apprehension%20towards%20personal%20communication%2C%20and%20%283%29%20online%20learner%20discomfort%20with%20instructor%20capacity%20and%20communication.%20The%20final%20instrument%20was%20named%20the%20Online%20Learner%20Anxiety%20Scale%20%28OLAS%29.%20Scores%20on%20the%20OLAS%20were%20correlated%20with%20five%20other%20measures%20hypothesized%20to%20relate%20to%20online%20learning%20anxiety%20thereby%20providing%20stronger%20construct%20validity%20evidence.%20The%20OLAS%20was%20found%20to%20produce%20reliable%20scores%20that%20can%20be%20validly%20inferred%20as%20measures%20of%20online%20learning%20anxiety%20among%20undergraduate%20students%20in%20institutions%20of%20higher%20education.%20These%20findings%20are%20discussed%20and%20framed%20in%20light%20of%20current%20literature%20on%20online%20learning%20and%20possible%20future%20research%20directions.%22%2C%22date%22%3A%222022-09-01%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.24059%5C%2Folj.v26i3.2810%22%2C%22ISSN%22%3A%222472-5730%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Folj.onlinelearningconsortium.org%5C%2Findex.php%5C%2Folj%5C%2Farticle%5C%2Fview%5C%2F2810%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A33%3A32Z%22%7D%7D%2C%7B%22key%22%3A%22VNSX8AB4%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Martin%20et%20al.%22%2C%22parsedDate%22%3A%222022-06-01%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EMartin%2C%20F.%2C%20Sun%2C%20T.%2C%20Westine%2C%20C.%20D.%2C%20%26%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282022%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.sciencedirect.com%5C%2Fscience%5C%2Farticle%5C%2Fpii%5C%2FS1747938X22000070%27%3EExamining%20research%20on%20the%20impact%20of%20distance%20and%20online%20learning%3A%20A%20second-order%20meta-analysis%20study%3C%5C%2Fa%3E.%20%3Ci%3EEducational%20Research%20Review%3C%5C%2Fi%3E%2C%20%3Ci%3E36%3C%5C%2Fi%3E%2C%20100438.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1016%5C%2Fj.edurev.2022.100438%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Examining%20research%20on%20the%20impact%20of%20distance%20and%20online%20learning%3A%20A%20second-order%20meta-analysis%20study%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florence%22%2C%22lastName%22%3A%22Martin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ting%22%2C%22lastName%22%3A%22Sun%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Carl%20D.%22%2C%22lastName%22%3A%22Westine%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22Distance%20learning%20has%20evolved%20over%20many%20generations%20into%20its%20newest%20form%20of%20what%20we%20commonly%20label%20as%20online%20learning.%20In%20this%20second-order%20meta-analysis%2C%20we%20analyze%2019%20first-order%20meta-analyses%20to%20examine%20the%20impact%20of%20distance%20learning%20and%20the%20special%20case%20of%20online%20learning%20on%20students%5Cu2019%20cognitive%2C%20affective%20and%20behavioral%20outcomes.%20We%20examine%20to%20what%20extent%20distance%20learning%20generation%20level%2C%20and%20instructional%20setting%20moderate%20the%20influences%20of%20distance%20learning%20on%20cognitive%2C%20affective%20and%20behavioral%20outcomes.%20This%20second-order%20meta-analyses%20also%20analyzes%20the%20first-order%20meta-analyses%20for%20methodological%20quality%20and%20robustness.%20The%20findings%20revealed%20a%20statistically%20significant%20overall%20average%20effect%20size%20%28g%5Cu00a0%3D%5Cu00a00.156%2C%20p%5Cu00a0%3C%5Cu00a0.001%20with%20a%2095%25%20confidence%20interval%20of%200.087%5Cu20130.224%29%20of%20distance%20learning%20impacting%20cognitive%2C%20affective%20and%20behavioral%20outcomes%20in%20comparison%20to%20face-to-face%20learning.%20Meta-analyses%20on%20higher%20education%20had%20a%20statistically%20significant%20larger%20effect%20size%20than%20K-12%20education.%20Limitations%2C%20implications%2C%20and%20directions%20for%20future%20research%20are%20discussed.%22%2C%22date%22%3A%22June%201%2C%202022%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1016%5C%2Fj.edurev.2022.100438%22%2C%22ISSN%22%3A%221747-938X%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.sciencedirect.com%5C%2Fscience%5C%2Farticle%5C%2Fpii%5C%2FS1747938X22000070%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A33%3A40Z%22%7D%7D%2C%7B%22key%22%3A%22WLL32PNR%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Kumar%20et%20al.%22%2C%22parsedDate%22%3A%222022-03-01%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EKumar%2C%20S.%2C%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%2C%20%26%20Pedro%2C%20N.%20S.%20%282022%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Folj.onlinelearningconsortium.org%5C%2Findex.php%5C%2Folj%5C%2Farticle%5C%2Fview%5C%2F2622%27%3EDevelopment%20and%20validation%20of%20the%20Online%20Instructor%20Support%20Survey%20%28OISS%29%3C%5C%2Fa%3E.%20%3Ci%3EOnline%20Learning%3C%5C%2Fi%3E%2C%20%3Ci%3E26%3C%5C%2Fi%3E%281%29%2C%20221%5Cu2013244.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.24059%5C%2Folj.v26i1.2622%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Development%20and%20validation%20of%20the%20Online%20Instructor%20Support%20Survey%20%28OISS%29%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Swapna%22%2C%22lastName%22%3A%22Kumar%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20Dieter%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Neuza%20Sofia%22%2C%22lastName%22%3A%22Pedro%22%7D%5D%2C%22abstractNote%22%3A%22Online%20instructors%20play%20a%20critical%20role%20in%20online%20student%20success%2C%20and%20need%20various%20forms%20of%20institutional%20support%20to%20succeed%20in%20online%20teaching.%20This%20article%20describes%20the%20creation%2C%20validation%2C%20and%20results%20of%20the%20Online%20Instructor%20Support%20Survey%20%28OISS%29%20consisting%20of%20six%20sections%20%28a%29%20Technology%20and%20technical%20support%20%28b%29%20Pedagogical%20%28Course%20Development%20and%20Teaching%29%20support%20%28c%29%20Online%20Education%20Academic%20Support%20Services%20%28d%29%20Institutional%20Policies%20for%20Online%20Education%2C%20and%20%28e%29%20Online%20Instructor%20Recognition%2C%20Rewards%2C%20and%20Incentives.%20Online%20instructor%20%28N%3D275%29%20responses%20highlight%20areas%20of%20support%20that%20are%20largely%20prevalent%20and%20areas%20where%20further%20support%20and%20awareness%20of%20such%20support%20is%20needed%20at%20higher%20education%20institutions.%22%2C%22date%22%3A%222022-03-01%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.24059%5C%2Folj.v26i1.2622%22%2C%22ISSN%22%3A%222472-5730%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Folj.onlinelearningconsortium.org%5C%2Findex.php%5C%2Folj%5C%2Farticle%5C%2Fview%5C%2F2622%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A33%3A50Z%22%7D%7D%2C%7B%22key%22%3A%22HVQBMFEN%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Martin%20et%20al.%22%2C%22parsedDate%22%3A%222021-05-04%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EMartin%2C%20F.%2C%20Sun%2C%20T.%2C%20Turk%2C%20M.%2C%20%26%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282021%29.%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fwww.irrodl.org%5C%2Findex.php%5C%2Firrodl%5C%2Farticle%5C%2Fview%5C%2F5263%27%3EA%20meta-analysis%20on%20the%20effects%20of%20synchronous%20online%20learning%20on%20cognitive%20and%20affective%20educational%20outcomes%3C%5C%2Fa%3E.%20%3Ci%3EThe%20International%20Review%20of%20Research%20in%20Open%20and%20Distributed%20Learning%3C%5C%2Fi%3E%2C%20%3Ci%3E22%3C%5C%2Fi%3E%283%29%2C%20205%5Cu2013242.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.19173%5C%2Firrodl.v22i3.5263%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22A%20meta-analysis%20on%20the%20effects%20of%20synchronous%20online%20learning%20on%20cognitive%20and%20affective%20educational%20outcomes%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florence%22%2C%22lastName%22%3A%22Martin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Ting%22%2C%22lastName%22%3A%22Sun%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Murat%22%2C%22lastName%22%3A%22Turk%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22Synchronous%20online%20learning%20%28SOL%29%20provides%20an%20opportunity%20for%20instructors%20to%20connect%20in%20real-time%20with%20their%20students%20though%20separated%20by%20geographical%20distance.%20This%20meta-analysis%20examines%20the%20overall%20effect%20of%20SOL%20on%20cognitive%20and%20affective%20educational%20outcomes%2C%20while%20using%20asynchronous%20online%20learning%20or%20face-to-face%20learning%20as%20control%20groups.%20The%20effects%20are%20also%20examined%20for%20several%20moderating%20methodological%2C%20pedagogical%2C%20and%20demographical%20factors.%20Following%20a%20systematic%20identification%20and%20screening%20procedure%2C%20we%20identified%2019%20publications%20with%2027%20independent%20effect%20sizes%20published%20between%202000%20and%202019.%20Overall%2C%20there%20was%20a%20statistically%20significant%20small%20effect%20in%20favor%20of%20synchronous%20online%20learning%20versus%20asynchronous%20online%20learning%20for%20cognitive%20outcomes.%20However%2C%20the%20other%20models%20were%20not%20statistically%20significant%20in%20this%20meta-analysis.%20The%20effect%20size%20data%20were%20normally%20distributed%20and%20significantly%20moderated%20by%20course%20duration%2C%20instructional%20method%2C%20student%20equivalence%2C%20learner%20level%2C%20and%20discipline.%20Implications%20for%20educational%20practice%20and%20research%20are%20included.%22%2C%22date%22%3A%222021-05-04%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.19173%5C%2Firrodl.v22i3.5263%22%2C%22ISSN%22%3A%221492-3831%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.irrodl.org%5C%2Findex.php%5C%2Firrodl%5C%2Farticle%5C%2Fview%5C%2F5263%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A34%3A08Z%22%7D%7D%2C%7B%22key%22%3A%22X2QGAF6W%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Kang%20and%20Ritzhaupt%22%2C%22parsedDate%22%3A%222021%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EKang%2C%20Y.%2C%20%26%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282021%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.learntechlib.org%5C%2Fprimary%5C%2Fp%5C%2F217256%5C%2F%27%3EA%20comparative%20study%20of%20game-based%20online%20learning%20in%20music%20appreciation%3A%20An%20analysis%20of%20student%20motivation%20and%20achievement%3C%5C%2Fa%3E.%20%3Ci%3EJournal%20of%20Educational%20Multimedia%20and%20Hypermedia%3C%5C%2Fi%3E%2C%20%3Ci%3E30%3C%5C%2Fi%3E%281%29%2C%2059%5Cu201380.%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22A%20comparative%20study%20of%20game-based%20online%20learning%20in%20music%20appreciation%3A%20An%20analysis%20of%20student%20motivation%20and%20achievement%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Youngju%22%2C%22lastName%22%3A%22Kang%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22The%20purpose%20of%20this%20study%20was%20to%20investigate%20student%20motivation%20and%20achievement%20in%20music%20appreciation%20by%20comparing%20web-based%20and%20game-based%20online%20music%20learning%20environments.%20Undergraduate%20students%20%28N%20%3D%20132%29%20from%20a%20public%20research%20university%20in%20the%20southeastern%20United%20States%20participated%20in%20the%20study.%20Based%20on%20the%20pretest-posttest%20control-group%20design%2C%20two%20groups%20of%2066%20students%20were%20randomly%20assigned%20to%20a%20control%20%28web-based%20online%20instruction%29%20or%20treatment%20group%20%28game-based%20online%20instruction%29.%20Achievement%20was%20measured%20by%20using%20a%20multiple-choice%20pretest%20and%20posttest.%20The%20IMMS%20%28Instructional%20Materials%20Motivation%20Survey%29%20by%20Keller%20%282010%29%20was%20administered%20to%20assess%20student%20motivation.%20Analysis%20showed%20that%20the%20students%20improved%20their%20achievement%20scores%20in%20both%20game-based%20and%20web-based%20online%20music%20learning%20environments.%20While%20there%20was%20no%20significant%20difference%20in%20student%20motivation%20between%20the%20two%20groups%2C%20the%20web-based%20online%20group%20significantly%20outperformed%20the%20game-based%20online%20group%20in%20student%20achievement.%20The%20results%20of%20the%20study%20indicated%20that%20minimizing%20extraneous%20multimedia%20learning%20materials%20might%20be%20crucial%20to%20improving%20student%20achievement%20in%20music%20appreciation.%20A%20full%20discussion%20is%20provided.%22%2C%22date%22%3A%222021%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%221055-8896%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.learntechlib.org%5C%2Fprimary%5C%2Fp%5C%2F217256%5C%2F%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A34%3A22Z%22%7D%7D%2C%7B%22key%22%3A%22CTAB3RG7%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ritzhaupt%20et%20al.%22%2C%22parsedDate%22%3A%222020-12-01%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3E%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%2C%20Valle%2C%20N.%2C%20%26%20Sommer%2C%20M.%20%282020%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs41686-020-00051-5%27%3EDesign%2C%20development%2C%20and%20evaluation%20of%20an%20online%20statistics%20course%20for%20educational%20technology%20doctoral%20students%3A%20A%20design%20and%20development%20case%3C%5C%2Fa%3E.%20%3Ci%3EJournal%20of%20Formative%20Design%20in%20Learning%3C%5C%2Fi%3E%2C%20%3Ci%3E4%3C%5C%2Fi%3E%282%29%2C%20119%5Cu2013135.%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Design%2C%20development%2C%20and%20evaluation%20of%20an%20online%20statistics%20course%20for%20educational%20technology%20doctoral%20students%3A%20A%20design%20and%20development%20case%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Natercia%22%2C%22lastName%22%3A%22Valle%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Max%22%2C%22lastName%22%3A%22Sommer%22%7D%5D%2C%22abstractNote%22%3A%22The%20purpose%20of%20this%20design%20and%20development%20case%20is%20to%20document%20the%20design%2C%20development%2C%20and%20evaluation%20of%20a%20statistics%20course%20tailored%20for%20educational%20technology%20doctoral%20students%20in%20an%20online%20program.%20The%20course%20is%20intended%20to%20prepare%20online%20doctoral%20students%20to%20both%20consume%20and%20produce%20quantitative%20research%20in%20the%20field%20of%20educational%20technology%20using%20relevant%20and%20authentic%20learning%20experiences.%20This%20paper%20first%20outlined%20the%20course%20features%20used%20to%20engage%20students%20in%20the%20learning%20materials.%20Twenty%20doctoral%20students%20enrolled%20in%20this%20online%20statistics%20course%20provided%20relevant%20data%20on%20three%20occasions%20%28pre-%2C%20mid-%2C%20and%20post-surveys%29%20during%20a%2016-week%20academic%20semester.%20Drawing%20from%20both%20quantitative%20and%20qualitative%20data%20sources%2C%20this%20paper%20demonstrates%20that%20the%20use%20of%20authentic%20and%20relevant%20datasets%20based%20on%20peer-reviewed%20publications%20from%20the%20field%20of%20educational%20technology%20coupled%20with%20engaging%20practice%20assignments%2C%20designed%20for%20students%20to%20exercise%20the%20use%20of%20various%20statistical%20techniques%20using%20SPSS%2C%20was%20a%20successful%20strategy.%20Students%20found%20learning%20about%20analysis%20of%20covariance%20%28ANCOVA%29%20along%20with%20factorial%20and%20repeated%20measures%20analysis%20of%20variance%20%28ANOVA%29%20in%20the%20same%20module%20overwhelming.%20Results%20showed%20that%20students%5Cu2019%20level%20of%20statistics%20anxiety%20significantly%20decreased%20in%20three%20key%20areas.%20The%20discussion%20provides%20interpretations%20of%20the%20findings%20as%20well%20as%20our%20lessons%20learned.%22%2C%22date%22%3A%222020-12-01%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1007%5C%2Fs41686-020-00051-5%22%2C%22ISSN%22%3A%222509-8039%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs41686-020-00051-5%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A34%3A40Z%22%7D%7D%2C%7B%22key%22%3A%229XPLAC7T%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Martin%20et%20al.%22%2C%22parsedDate%22%3A%222020-09-08%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EMartin%2C%20F.%2C%20Polly%2C%20D.%2C%20%26%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282020%2C%20September%208%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fer.educause.edu%5C%2Farticles%5C%2F2020%5C%2F9%5C%2Fbichronous-online-learning-blending-asynchronous-and-synchronous-online-learning%27%3EBichronous%20online%20learning%3A%20Blending%20asynchronous%20and%20synchronous%20online%20learning%3C%5C%2Fa%3E.%20%3Ci%3EEDUCAUSE%20Review%3C%5C%2Fi%3E.%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22magazineArticle%22%2C%22title%22%3A%22Bichronous%20online%20learning%3A%20Blending%20asynchronous%20and%20synchronous%20online%20learning%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florence%22%2C%22lastName%22%3A%22Martin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Drew%22%2C%22lastName%22%3A%22Polly%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22As%20online%20learning%20becomes%20a%20more%20common%20model%20for%20higher%20education%20courses%2C%20institutions%20and%20instructors%20should%20investigate%20the%20benefits%20of%20including%20both%20synchronous%20and%20asynchronous%20elements%20in%20online%20learning%20to%20maximize%20the%20benefits%20of%20both%20these%20environments.%22%2C%22date%22%3A%22September%208%2C%202020%22%2C%22language%22%3A%22en%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fer.educause.edu%5C%2Farticles%5C%2F2020%5C%2F9%5C%2Fbichronous-online-learning-blending-asynchronous-and-synchronous-online-learning%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A34%3A51Z%22%7D%7D%2C%7B%22key%22%3A%22RKRMS8KW%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Sommer%20et%20al.%22%2C%22parsedDate%22%3A%222019-12-01%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ESommer%2C%20M.%2C%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%2C%20Muller%2C%20K.%20E.%2C%20%26%20Glueck%2C%20D.%20H.%20%282019%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs41686-019-00037-y%27%3ETransformation%20of%20a%20face-to-face%20workshop%20into%20a%20Massive%20Open%20Online%20Course%20%28MOOC%29%3A%20A%20design%20and%20development%20case%3C%5C%2Fa%3E.%20%3Ci%3EJournal%20of%20Formative%20Design%20in%20Learning%3C%5C%2Fi%3E%2C%20%3Ci%3E3%3C%5C%2Fi%3E%282%29%2C%2097%5Cu2013110.%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Transformation%20of%20a%20face-to-face%20workshop%20into%20a%20Massive%20Open%20Online%20Course%20%28MOOC%29%3A%20A%20design%20and%20development%20case%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Max%22%2C%22lastName%22%3A%22Sommer%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Keith%20E.%22%2C%22lastName%22%3A%22Muller%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Deborah%20H.%22%2C%22lastName%22%3A%22Glueck%22%7D%5D%2C%22abstractNote%22%3A%22The%20purpose%20of%20this%20design%20and%20development%20case%20is%20to%20share%20our%20experiences%20in%20the%20transformation%20of%20a%20face-to-face%20workshop%20into%20a%20Massive%20Open%20Online%20Course%20%28MOOC%29%20for%20a%20prominent%20MOOC%20platform.%20The%20goal%20of%20the%20workshop%20and%20MOOC%20is%20to%20teach%20learners%20how%20to%20conduct%20appropriate%20power%20and%20sample%20size%20analysis%20for%20multilevel%20and%20longitudinal%20studies%20in%20social%20and%20behavioral%20health%20research.%20Learners%20include%20people%20from%20across%20the%20biomedical%20research%20spectrum%2C%20from%20students%20to%20full%20professors.%20We%20first%20describe%20the%20design%20and%20development%20frameworks%20and%20processes%20used%20to%20create%20the%20three-day%2C%20face-to-face%20workshop.%20Then%2C%20we%20detail%20the%20design%20and%20development%20approach%20to%20transform%20this%20face-to-face%20workshop%20into%20a%20MOOC.%20At%20a%20macro-design%20level%2C%20we%20employed%20backward%20design%20%28Wiggins%20%26%20McTighe%201998%29%20as%20an%20instructional%20design%20framework.%20At%20a%20micro-design%20level%2C%20we%20used%20a%20combination%20of%20the%20first%20principles%20of%20instruction%2C%20the%20cognitive%20theory%20of%20multimedia%20learning%2C%20the%20nine%20events%20of%20instruction%2C%20and%20design%20recommendations%20for%20MOOCs%20found%20in%20the%20literature.%20We%20report%20the%20results%20of%20a%20formative%20evaluation%20of%20the%20MOOC.%20Finally%2C%20we%20provide%20closing%20remarks%2C%20lessons%20learned%2C%20and%20the%20next%20steps%20for%20the%20instructional%20program.%22%2C%22date%22%3A%222019-12-01%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.1007%5C%2Fs41686-019-00037-y%22%2C%22ISSN%22%3A%222509-8039%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs41686-019-00037-y%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A35%3A04Z%22%7D%7D%2C%7B%22key%22%3A%22XFPBJR6C%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Martin%20et%20al.%22%2C%22parsedDate%22%3A%222019-07-01%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EMartin%2C%20F.%2C%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%2C%20Kumar%2C%20S.%2C%20%26%20Budhrani%2C%20K.%20%282019%29.%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fwww.sciencedirect.com%5C%2Fscience%5C%2Farticle%5C%2Fpii%5C%2FS1096751618305669%27%3EAward-winning%20faculty%20online%20teaching%20practices%3A%20Course%20design%2C%20assessment%20and%20evaluation%2C%20and%20facilitation%3C%5C%2Fa%3E.%20%3Ci%3EThe%20Internet%20and%20Higher%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E42%3C%5C%2Fi%3E%2C%2034%5Cu201343.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1016%5C%2Fj.iheduc.2019.04.001%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Award-winning%20faculty%20online%20teaching%20practices%3A%20Course%20design%2C%20assessment%20and%20evaluation%2C%20and%20facilitation%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florence%22%2C%22lastName%22%3A%22Martin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Swapna%22%2C%22lastName%22%3A%22Kumar%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Kiran%22%2C%22lastName%22%3A%22Budhrani%22%7D%5D%2C%22abstractNote%22%3A%22The%20purpose%20of%20this%20study%20was%20to%20identify%20the%20course%20design%2C%20assessment%20and%20evaluation%2C%20and%20facilitation%20practices%20from%20the%20perspectives%20of%20award-winning%20online%20faculty.%20Aligned%20with%20this%20purpose%2C%20we%20developed%20a%20conceptual%20framework%20focused%20on%20online%20course%20design%2C%20assessment%20and%20evaluation%2C%20and%20facilitation%3B%20and%20review%20relevant%20literature%20in%20light%20of%20this%20framework.%20We%20interviewed%20eight%20award-winning%20online%20faculty%20members%20from%20across%20the%20United%20States.%20These%20faculty%20received%20online%20teaching%20awards%20from%20one%20of%20the%20following%20professional%20associations%3A%20Online%20Learning%20Consortium%20%28OLC%29%2C%20Association%20for%20Educational%20Communications%20and%20Technology%20%28AECT%29%2C%20or%20United%20States%20Distance%20Learning%20Association.%20Based%20on%20the%20interviews%2C%20it%20was%20found%20that%20online%20instructors%20use%20a%20systematic%20design%20process%2C%20backwards%20design%2C%20considered%20learner%20needs%2C%20and%20designed%20learner%20interaction%20during%20the%20design%20process.%20Faculty%20recommended%20using%20a%20variety%20of%20assessments%2C%20using%20traditional%20and%20authentic%20assessments%20and%20used%20rubrics%20to%20assess%20students%2C%20course%20templates%20and%20quality%20assurance%20process%20and%20surveys%2C%20learning%20analytics%2C%20and%20peer%20reviews%20for%20assessment%20and%20evaluation.%20Timely%20response%20and%20feedback%2C%20availability%20and%20presence%2C%20and%20periodic%20communication%20were%20some%20facilitation%20strategies%20the%20award-winning%20instructors%20used.%20We%20discuss%20these%20findings%20and%20provide%20suggestions%20for%20future%20research%20and%20practice.%20These%20findings%20can%20add%20to%20what%20is%20known%20about%20effective%20online%20teaching%20best%20practices%2C%20standards%2C%20and%20competencies.%22%2C%22date%22%3A%22July%201%2C%202019%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.1016%5C%2Fj.iheduc.2019.04.001%22%2C%22ISSN%22%3A%221096-7516%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.sciencedirect.com%5C%2Fscience%5C%2Farticle%5C%2Fpii%5C%2FS1096751618305669%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A35%3A21Z%22%7D%7D%2C%7B%22key%22%3A%22HV3EQHGL%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Cheng%20et%20al.%22%2C%22parsedDate%22%3A%222019%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ECheng%2C%20L.%2C%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%2C%20%26%20Antonenko%2C%20P.%20%282019%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Flink.springer.com%5C%2Farticle%5C%2F10.1007%5C%2Fs11423-018-9633-7%27%3EEffects%20of%20the%20flipped%20classroom%20instructional%20strategy%20on%20students%27%20learning%20outcomes%3A%20a%20meta-analysis%3C%5C%2Fa%3E.%20%3Ci%3EEducational%20Technology%20Research%20and%20Development%3C%5C%2Fi%3E%2C%20%3Ci%3E67%3C%5C%2Fi%3E%284%29%2C%20793%5Cu2013824.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.1007%5C%2Fs11423-018-9633-7%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Effects%20of%20the%20flipped%20classroom%20instructional%20strategy%20on%20students%27%20learning%20outcomes%3A%20a%20meta-analysis%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Li%22%2C%22lastName%22%3A%22Cheng%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22A.%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Pavlo%22%2C%22lastName%22%3A%22Antonenko%22%7D%5D%2C%22abstractNote%22%3A%22The%20flipped%20classroom%20instructional%20strategy%20is%20thought%20to%20be%20a%20good%20way%20to%20structure%20learning%20experiences%20to%20improve%20student%20learning%20outcomes.%20Many%20studies%20have%20been%20conducted%20to%20examine%20the%20effects%20of%20flipped%20classroom%20on%20student%20learning%20outcomes%20compared%20to%20the%20traditional%20classroom%2C%20but%20the%20results%20were%20inconclusive.%20The%20purpose%20of%20this%20study%20was%20to%20examine%20the%20overall%20effect%20of%20the%20flipped%20classroom%20instructional%20strategy%20on%20student%20learning%20outcomes%20in%20relation%20to%20a%20set%20of%20moderating%20variables%20including%20student%20levels%2C%20publication%20types%2C%20study%20durations%2C%20and%20subject%20area.%20This%20meta-analysis%20examined%20studies%20that%20compared%20classrooms%20that%20used%20the%20flipped%20classroom%20instructional%20strategy%20and%20classrooms%20that%20did%20not.%20Seventeen%20databases%20were%20searched%20to%20identify%20literature%20meeting%20our%20inclusion%20criteria%20and%20resulted%20in%2055%20publications%20with%20115%20effect%20size%20comparisons%20on%20cognitive%20student%20learning%20outcomes%20published%20between%202000%20and%202016.%20Overall%2C%20we%20found%20a%20statistically%20significant%20effect%20size%20%28g%20%3D%200.193%3B%20p%20%3C%20.001%3B%20with%20a%2095%25%20confidence%20interval%20of%200.113%5Cu20130.274%29%20in%20favor%20of%20the%20flipped%20classroom%20instructional%20strategy.%20The%20effect%20size%20data%20were%20normally%20distributed%20and%20exhibited%20statistically%20significant%20heterogeneity.%20The%20effect%20sizes%20were%20significantly%20moderated%20by%20subject%20area%20such%20as%20mathematics%2C%20science%2C%20social%20sciences%2C%20engineering%2C%20arts%20and%20humanities%2C%20health%2C%20and%20business.%20No%20evidence%20of%20publication%20bias%20was%20detected%20in%20these%20data.%20A%20full%20discussion%20of%20the%20findings%20and%20implications%20for%20educational%20practice%20and%20research%20were%20provided.%22%2C%22date%22%3A%222019%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.1007%5C%2Fs11423-018-9633-7%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Flink.springer.com%5C%2Farticle%5C%2F10.1007%5C%2Fs11423-018-9633-7%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A35%3A46Z%22%7D%7D%2C%7B%22key%22%3A%22755WG3XW%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Kumar%20et%20al.%22%2C%22parsedDate%22%3A%222019%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EKumar%2C%20S.%2C%20Martin%2C%20F.%2C%20Budhrani%2C%20K.%2C%20%26%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282019%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Folj.onlinelearningconsortium.org%5C%2Findex.php%5C%2Folj%5C%2Farticle%5C%2Fview%5C%2F2077%27%3EAward-winning%20faculty%20online%20teaching%20practices%3A%20Elements%20of%20award-winning%20courses%3C%5C%2Fa%3E.%20%3Ci%3EOnline%20Learning%3C%5C%2Fi%3E%2C%20%3Ci%3E23%3C%5C%2Fi%3E%284%29%2C%20160%5Cu2013180.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.24059%5C%2Folj.v23i4.2077%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Award-winning%20faculty%20online%20teaching%20practices%3A%20Elements%20of%20award-winning%20courses%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Swapna%22%2C%22lastName%22%3A%22Kumar%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florence%22%2C%22lastName%22%3A%22Martin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Kiran%22%2C%22lastName%22%3A%22Budhrani%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22The%20purpose%20of%20this%20study%20was%20to%20explore%20award-winning%20instructors%5Cu2019%20insights%20on%20elements%20of%20their%20course%20design%20that%20were%20%5Cu201caward-winning%5Cu201d%20and%20the%20differences%20between%20expert%20and%20novice%20online%20instructors.%20Interviews%20were%20conducted%20with%20eight%20award-winning%20online%20faculty%20members%20from%20across%20the%20United%20States%20who%20had%20received%20online%20teaching%20awards%20from%20one%20of%20three%20professional%20associations.%20The%20five%20main%20areas%20that%20emerged%20from%20the%20data%20analysis%20were%2C%20a%29%20authentic%20and%20relevant%20course%20materials%20that%20connect%20to%20practice%2C%20b%29%20the%20use%20of%20multimedia%20resources%20c%29%20student%20creation%20of%20digital%20content%20individually%20and%20collaboratively%20d%29%20students%5Cu2019%20reflection%20on%20learning%20and%20e%29%20the%20instructor%5Cu2019s%20explanation%20of%20the%20purpose%20of%20activities%2C%20technologies%20and%20assessments%20in%20the%20online%20course.%20Additionally%2C%20award-winning%20faculty%20emphasized%20the%20importance%20of%20using%20data%20and%20evaluation%20practices%20and%20reflecting%20on%20course%20offerings%20in%20the%20development%20of%20an%20excellent%20online%20course.%20Award-wining%20faculty%20described%20expert%20online%20instructors%20as%20being%20experienced%20and%20comfortable%20in%20the%20online%20environment%2C%20using%20a%20wide%20range%20of%20strategies%2C%20being%20willing%20to%20learn%2C%20using%20data%20and%20analytics%2C%20and%20engaged%20in%20continuous%20improvement.%20The%20findings%20add%20to%20the%20literature%20on%20best%20practices%20and%20what%20constitutes%20excellence%20in%20online%20courses.%22%2C%22date%22%3A%222019%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.24059%5C%2Folj.v23i4.2077%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Folj.onlinelearningconsortium.org%5C%2Findex.php%5C%2Folj%5C%2Farticle%5C%2Fview%5C%2F2077%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A35%3A35Z%22%7D%7D%2C%7B%22key%22%3A%22QHKPHHUS%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Martin%20et%20al.%22%2C%22parsedDate%22%3A%222019%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EMartin%2C%20F.%2C%20Budhrani%2C%20K.%2C%20Kumar%2C%20S.%2C%20%26%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282019%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Folj.onlinelearningconsortium.org%5C%2Findex.php%5C%2Folj%5C%2Farticle%5C%2Fview%5C%2F1329%27%3EAward-winning%20faculty%20online%20teaching%20practices%3A%20Roles%20and%20competencies%3C%5C%2Fa%3E.%20%3Ci%3EOnline%20Learning%3C%5C%2Fi%3E%2C%20%3Ci%3E23%3C%5C%2Fi%3E%281%29%2C%20184%5Cu2013205.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.24059%5C%2Folj.v23i1.1329%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Award-winning%20faculty%20online%20teaching%20practices%3A%20Roles%20and%20competencies%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Florence%22%2C%22lastName%22%3A%22Martin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Kiran%22%2C%22lastName%22%3A%22Budhrani%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Swapna%22%2C%22lastName%22%3A%22Kumar%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22Given%20the%20explosive%20growth%20of%20online%20learning%20in%20institutions%20of%20higher%20education%2C%20we%20are%20in%20dire%20need%20of%20guidelines%20for%20instructing%20new%20and%20continuing%20online%20instructors%20on%20how%20best%20to%20teach%20in%20online%20spaces.%20%20The%20purpose%20of%20this%20study%20was%20to%20identify%20the%20roles%20of%20the%20online%20instructor%20and%20categorize%20critical%20competencies%20for%20online%20teaching%20based%20on%20a%20review%20of%20research%2C%20and%20the%20perspectives%20of%20award-winning%20online%20faculty.%20We%20interviewed%20eight%20award-winning%20online%20faculty%20members%20from%20across%20the%20United%20States.%20Based%20on%20interviews%2C%20it%20was%20found%20that%20online%20instructors%20were%20assuming%20five%20different%20roles%3A%20Facilitator%2C%20Course%20Designer%2C%20Course%20Delivery%2C%20Subject%20Matter%20Expert%2C%20and%20Mentor.%20%20Participants%5Cu2019%20common%20tasks%20when%20designing%20and%20teaching%20an%20online%20course%20fell%20in%20two%20areas%2C%20either%20Course%20Design%20or%20Teaching.%20This%20research%20has%20clear%20implications%20not%20only%20for%20the%20literature%20research%20base%2C%20but%20for%20our%20institutions%20as%20well%20as%20we%20continue%20to%20offer%20increasing%20numbers%20of%20effective%20online%20courses%20and%20programs%20to%20our%20students.%22%2C%22date%22%3A%222019%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%2210.24059%5C%2Folj.v23i1.1329%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Folj.onlinelearningconsortium.org%5C%2Findex.php%5C%2Folj%5C%2Farticle%5C%2Fview%5C%2F1329%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A35%3A28Z%22%7D%7D%2C%7B%22key%22%3A%226JNNC9KL%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ritzhaupt%22%2C%22parsedDate%22%3A%222019%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3E%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282019%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.learntechlib.org%5C%2Fprimary%5C%2Fp%5C%2F178466%5C%2F%27%3EMeasuring%20learner%20satisfaction%20in%20self-paced%20e-learning%20environments%3A%20Validation%20of%20the%20Electronic%20Learner%20Satisfaction%20Scale%20%28eLSS%29%3C%5C%2Fa%3E.%20%3Ci%3EInternational%20Journal%20on%20E-Learning%3C%5C%2Fi%3E%2C%20%3Ci%3E18%3C%5C%2Fi%3E%283%29%2C%20279%5Cu2013299.%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Measuring%20learner%20satisfaction%20in%20self-paced%20e-learning%20environments%3A%20Validation%20of%20the%20Electronic%20Learner%20Satisfaction%20Scale%20%28eLSS%29%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22The%20purpose%20of%20this%20research%20is%20to%20document%20the%20design%2C%20development%2C%20and%20validation%20of%20the%20Electronic%20Learner%20Satisfaction%20Scale%20%28eLSS%29.%20The%20eLSS%20is%20designed%20to%20be%20a%20parsimonious%2C%20flexible%2C%20objective%2C%20valid%2C%20and%20reliable%20tool%20for%20reporting%20learner%20satisfaction%20scores%20with%20self-paced%20e-learning%20environments%20for%20either%20research%20or%20practice.%20The%20tool%20uses%20a%209-item%20semantic%20differential%20scale%20format%20to%20collect%20data%20from%20learners.%20The%20sample%20of%20participants%20included%20N%20%3D%20635%20college%20students%20that%20participated%20in%20one%20of%20our%20research%20studies%20involving%20e-learning%20interventions.%20The%20data%20analyses%20included%20descriptive%20analysis%2C%20internal%20consistency%20reliability%20analysis%2C%20exploratory%20factor%20analyses%20%28EFA%29%2C%20and%20correlation%20analysis.%20The%20findings%20demonstrated%20the%20eLSS%20is%20best%20described%20as%20a%20unidimensional%20factor%20structure%20explaining%20approximately%2064%25%20of%20the%20variability%20in%20these%20data%20with%20strong%20factor%20loadings%20and%20simple%20structure%20from%20the%20pattern%20matrix.%20The%20eLSS%20scores%20were%20found%20to%20significantly%20and%20positively%20correlate%20with%20learning%20performance%20measures%20as%20further%20evidence%20of%20construct%20validity.%20The%20eLSS%20is%20found%20to%20be%20a%20valid%20%28face%2C%20content%2C%20and%20construct%29%2C%20and%20internally%20consistent%20measure%20for%20college%20students.%20The%20findings%20are%20discussed%20in%20light%20of%20the%20limitations%20of%20this%20study.%20Additionally%2C%20suggestions%20for%20the%20appropriate%20uses%20of%20the%20eLSS%20are%20provided.%22%2C%22date%22%3A%222019%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.learntechlib.org%5C%2Fprimary%5C%2Fp%5C%2F178466%5C%2F%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A35%3A14Z%22%7D%7D%2C%7B%22key%22%3A%22IF7Z56EC%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Sommer%20and%20Ritzhaupt%22%2C%22parsedDate%22%3A%222018%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3ESommer%2C%20M.%2C%20%26%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282018%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.informingscience.org%5C%2FPublications%5C%2F4059%27%3EImpact%20of%20the%20flipped%20classroom%20on%20learner%20achievement%20and%20satisfaction%20in%20an%20undergraduate%20technology%20literacy%20course%3C%5C%2Fa%3E.%20%3Ci%3EJournal%20of%20Information%20Technology%20Education%3A%20Research%3C%5C%2Fi%3E%2C%20%3Ci%3E17%3C%5C%2Fi%3E%2C%20159%5Cu2013182.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.28945%5C%2F4059%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Impact%20of%20the%20flipped%20classroom%20on%20learner%20achievement%20and%20satisfaction%20in%20an%20undergraduate%20technology%20literacy%20course%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Max%22%2C%22lastName%22%3A%22Sommer%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22Aim%5C%2FPurpose%5CnThe%20purpose%20of%20this%20study%20was%20to%20examine%20the%20impact%20of%20the%20flipped%20classroom%20model%20on%20learner%20achievement%20and%20satisfaction%20for%20undergraduate%20learners%5Cn%5CnBackground%5CnThe%20context%20for%20this%20research%20on%20the%20flipped%20classroom%20was%20an%20introductory%20technology%20literacy%20course%20at%20a%20public%2C%20research%20university.%5Cn%5CnMethodology%5CnThis%20study%20employed%20a%20quasi-experimental%20pre-test%5C%2Fpost-test%20design%20consisting%20of%20two%20groups%3A%20the%20treatment%20condition%20%28sections%20in%20which%20instructors%20implemented%20the%20flipped%20classroom%20model%20for%20the%20module%20that%20was%20the%20focus%20of%20the%20study%29%20and%20control%20condition%20%28sections%20in%20which%20instructors%20lectured%20in%20the%20face-to-face%20meeting%2C%20then%20learners%20completed%20the%20practice%20online%20as%20homework%29.%20Learners%20in%20each%20group%20received%20their%20form%20of%20instruction%20and%20completed%20the%20same%20instructional%20activities%2C%20tests%2C%20and%20surveys.%20These%20data%20were%20analyzed%20using%20descriptive%20statistics%2C%20Analysis%20of%20Variance%20%28ANOVA%29%2C%20and%20Analysis%20of%20Covariance%20%28ANACOVA%29%20models.%5Cn%5CnContribution%5CnThis%20research%20adds%20to%20a%20growing%20base%20of%20literature%20on%20the%20flipped%20classroom%2C%20a%20special%20instantiation%20of%20blended%20learning.%5Cn%5CnFindings%5CnResults%20indicated%20that%20there%20was%20no%20significant%20difference%20between%20the%20two%20groups%20in%20terms%20of%20learner%20achievement.%20In%20terms%20of%20learner%20satisfaction%2C%20however%2C%20there%20was%20a%20significant%20difference%20in%20which%20participants%20favored%20the%20control%20condition.%5Cn%5CnRecommendations%20for%20Practitioners%5CnPractitioners%20should%20select%20situations%20that%20are%20appropriate%20for%20the%20flipped%20classroom%20context.%20This%20should%20be%20reflected%20in%20the%20implementation%20of%20curriculum%20that%20would%20benefit%20from%20the%20affordances%20of%20this%20approach.%5Cn%5CnRecommendation%20for%20Researchers%5CnResearchers%20should%20seek%20to%20replicate%20this%20study%20in%20longer%20durations%20and%20using%20rigorously%20developed%20and%20validated%20measures.%5Cn%5CnImpact%20on%20Society%5CnThis%20study%20suggests%20the%20flipped%20classroom%20may%20not%20be%20perceived%20by%20learners%20in%20an%20introductory%20technology%20literacy%20course%20as%20beneficial%20to%20their%20satisfaction.%5Cn%5CnFuture%20Research%5CnFuture%20research%20should%20seek%20to%20replicate%20studies%20in%20technology%20literacy%20courses%20to%20identify%20the%20optimal%20learning%20situations%20for%20the%20blended%20learning%20environment.%22%2C%22date%22%3A%222018%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.28945%5C%2F4059%22%2C%22ISSN%22%3A%221547-9714%2C%201539-3585%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.informingscience.org%5C%2FPublications%5C%2F4059%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A35%3A58Z%22%7D%7D%2C%7B%22key%22%3A%22CA8LZN7C%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Kumar%20and%20Ritzhaupt%22%2C%22parsedDate%22%3A%222014-02-01%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EKumar%2C%20S.%2C%20%26%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282014%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.2304%5C%2Felea.2014.11.1.59%27%3EAdapting%20the%20Community%20of%20Inquiry%20survey%20for%20an%20online%20graduate%20program%3A%20Implications%20for%20online%20programs%3C%5C%2Fa%3E.%20%3Ci%3EE-Learning%20and%20Digital%20Media%3C%5C%2Fi%3E%2C%20%3Ci%3E11%3C%5C%2Fi%3E%281%29%2C%2059%5Cu201371.%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Adapting%20the%20Community%20of%20Inquiry%20survey%20for%20an%20online%20graduate%20program%3A%20Implications%20for%20online%20programs%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Swapna%22%2C%22lastName%22%3A%22Kumar%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22A%20cohort-based%20online%20professional%20doctorate%20program%20that%20consisted%20of%20both%20online%20coursework%20and%20research%20activities%20was%20designed%20using%20Garrison%20et%20al%27s%20community%20of%20inquiry%20%28CoI%29%20framework.%20The%20evaluation%20of%20the%20program%20proved%20a%20challenge%20because%20all%20existing%20CoI%20assessment%20methods%20in%20the%20past%20have%20dealt%20with%20online%20courses%2C%20not%20with%20online%20programs.%20In%20the%20absence%20of%20a%20validated%20instrument%20for%20measuring%20the%20success%20of%20the%20community%20of%20inquiry%20design%20at%20a%20program%20level%2C%20the%20CoI%20survey%20for%20online%20courses%20was%20adapted%20and%20used%20with%20the%20second%20cohort%20of%20online%20students%20%28n%20%3D%2018%29.%20This%20article%20presents%20%28a%29%20an%20extension%20of%20the%20construct%27s%20cognitive%2C%20teaching%2C%20and%20social%20presence%20for%20online%20programs%2C%20and%20%28b%29%20an%20instrument%20to%20measure%20student%20perceptions%20of%20a%20CoI%20that%20encompasses%20asynchronous%20and%20synchronous%20interactions%2C%20as%20well%20as%20course-specific%20and%20non-course-specific%20interactions%20in%20different%20learning%20spaces.%22%2C%22date%22%3A%22February%201%2C%202014%22%2C%22language%22%3A%22en%22%2C%22DOI%22%3A%2210.2304%5C%2Felea.2014.11.1.59%22%2C%22ISSN%22%3A%222042-7530%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.2304%5C%2Felea.2014.11.1.59%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A36%3A29Z%22%7D%7D%2C%7B%22key%22%3A%22R29Y9QUL%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Vasana%20and%20Ritzhaupt%22%2C%22parsedDate%22%3A%222009%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3EVasana%2C%20S.%2C%20%26%20%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282009%29.%20%3Ca%20href%3D%27http%3A%5C%2F%5C%2Fwww.wiete.com.au%5C%2Fjournals%5C%2FWTE%26TE%5C%2FPages%5C%2FVol.7%2C%2520No.1%2520%282009%29%5C%2F6-Vasana-09.pdf%27%3EA%20case%20study%20of%20a%20method%20for%20hybrid%20peer-evaluation%20in%20electrical%20engineering%20education%3C%5C%2Fa%3E.%20%3Ci%3EWorld%20Transactions%20on%20Engineering%20and%20Technology%20Education%3C%5C%2Fi%3E%2C%20%3Ci%3E7%3C%5C%2Fi%3E%281%29%2C%201%5Cu20137.%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22A%20case%20study%20of%20a%20method%20for%20hybrid%20peer-evaluation%20in%20electrical%20engineering%20education%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Susan%22%2C%22lastName%22%3A%22Vasana%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22This%20case%20study%20addresses%20the%20call%20for%20alternative%20methods%20of%20assessment%20in%20engineering%20education%20by%20providing%20a%20systematic%2C%20hybrid%20Peer-Evaluation%20%28PE%29%20model%20that%20can%20be%20tailored%20to%20fit%20within%20virtually%20any%20engineering%20course.%20Seventeen%20students%20enrolled%20in%20a%20senior-level%20undergraduate%20digital%20signal%20processing%20class%20participated%20in%20a%20three%20phase%20PE%20process%20designed%20to%20formatively%20and%20summatively%20evaluate%20peers%5Cu2019%20course%20projects%20using%20well%20-understood%20criteria%20and%20reliable%20measures.%20The%20results%20show%20strong%20and%20positive%20correlations%20between%20the%20student%20PEs%20and%20the%20instructor%20evaluations.%20Further%2C%20the%20significance%20of%20a%20project%20proposal%20when%20formatively%20evaluated%20was%20positively%20related%20to%20structure%2C%20completeness%2C%20and%20overall%20quality%20of%20the%20final%20project%20report%20when%20summatively%20evaluated.%20Students%20were%20generally%20satisfied%20with%20the%20hybrid%20PE%20model%2C%20and%20practiced%20on%20how%20to%20give%20professional%20feedback%20and%20constructive%20criticism.%20This%20article%20adds%20to%20our%20understanding%20of%20the%20PE%20method%20and%20its%20use%20in%20engineering%20education.%22%2C%22date%22%3A%222009%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22http%3A%5C%2F%5C%2Fwww.wiete.com.au%5C%2Fjournals%5C%2FWTE%26TE%5C%2FPages%5C%2FVol.7%2C%2520No.1%2520%282009%29%5C%2F6-Vasana-09.pdf%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A37%3A12Z%22%7D%7D%2C%7B%22key%22%3A%22JV7T6K35%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ritzhaupt%20and%20Wilcox%22%2C%22parsedDate%22%3A%222008%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3E%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%2C%20%26amp%3B%20Wilcox%2C%20S.%20M.%20%282008%29.%20Effective%20institutional%20and%20instructional%20practices%20in%20online%20community%20college%20business%20education.%20%3Ci%3EBusiness%20Education%20Forum%3C%5C%2Fi%3E%2C%20%3Ci%3E62%3C%5C%2Fi%3E%284%29%2C%2035%26%23x2013%3B38.%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Effective%20institutional%20and%20instructional%20practices%20in%20online%20community%20college%20business%20education%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22S.%20Michelle%22%2C%22lastName%22%3A%22Wilcox%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222008%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A37%3A59Z%22%7D%7D%2C%7B%22key%22%3A%22I4XEEHNZ%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ritzhaupt%20and%20Gill%22%2C%22parsedDate%22%3A%222008%22%2C%22numChildren%22%3A2%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3E%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%2C%20%26%20Gill%2C%20T.%20G.%20%282008%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fwww.igi-global.com%5C%2Fchapter%5C%2Fhybrid-novel-approach-teaching-computer%5C%2F19410%27%3EA%20hybrid%20and%20novel%20approach%20to%20teaching%20computer%20programming%20in%20MIS%20curriculum%3C%5C%2Fa%3E.%20In%20S.%20Negash%2C%20M.%20Whitman%2C%20A.%20Woszczynski%2C%20K.%20Hoganson%2C%20%26%20H.%20Mattord%2C%20%3Ci%3EHandbook%20of%20Distance%20Learning%20for%20Real-Time%20and%20Asynchronous%20Information%20Technology%20Education%3C%5C%2Fi%3E%20%281st%20ed.%2C%20pp.%20259%5Cu2013281%29.%20IGI.%20%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22A%20hybrid%20and%20novel%20approach%20to%20teaching%20computer%20programming%20in%20MIS%20curriculum%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22T.%20Grandon%22%2C%22lastName%22%3A%22Gill%22%7D%2C%7B%22creatorType%22%3A%22bookAuthor%22%2C%22firstName%22%3A%22S%22%2C%22lastName%22%3A%22Negash%22%7D%2C%7B%22creatorType%22%3A%22bookAuthor%22%2C%22firstName%22%3A%22M%22%2C%22lastName%22%3A%22Whitman%22%7D%2C%7B%22creatorType%22%3A%22bookAuthor%22%2C%22firstName%22%3A%22A%22%2C%22lastName%22%3A%22Woszczynski%22%7D%2C%7B%22creatorType%22%3A%22bookAuthor%22%2C%22firstName%22%3A%22K%22%2C%22lastName%22%3A%22Hoganson%22%7D%2C%7B%22creatorType%22%3A%22bookAuthor%22%2C%22firstName%22%3A%22H%22%2C%22lastName%22%3A%22Mattord%22%7D%5D%2C%22abstractNote%22%3A%22This%20chapter%20first%20discusses%20the%20opportunities%20and%20challenges%20of%20computer%20programming%20instruction%20for%20management%20information%20systems%20%28MIS%29%20curriculum%2C%20which%20includes%20the%20development%20of%20survey%20instruments%20and%20the%20meaningful%20integration%20of%20information%20and%20communication%20technology.%20Second%2C%20the%20chapter%20describes%20a%20unique%20and%20hybrid%20computer%20programming%20course%20for%20MIS%20curriculum%20that%20embraces%20an%20assignment-centric%20design%2C%20self-paced%20assignment%20delivery%2C%20low%20involvement%20multimedia%20tracing%20instructional%20objectives%2C%20and%20online%20synchronous%20and%20asynchronous%20communication.%20Third%2C%20the%20development%20and%20use%20of%20a%20survey%20is%20employed%20as%20a%20method%20to%20monitor%20and%20evaluate%20the%20course%2C%20while%20providing%20an%20informative%20discussion%20with%20descriptive%20statistics%20related%20to%20the%20course%20design%20and%20practice%20of%20computer%20programming%20instruction.%20Tests%20of%20significance%20show%20no%20differences%20on%20overall%20student%20performance%20or%20satisfaction%20using%20this%20instructional%20approach%20by%20gender%2C%20prior%20programming%20experiences%2C%20or%20work%20status.%20This%20chapter%20aims%20to%20provide%20generalizable%20knowledge%20to%20influence%20the%20practice%20in%20computer%20programming%20instruction%20in%20MIS%20curriculum.%22%2C%22bookTitle%22%3A%22Handbook%20of%20Distance%20Learning%20for%20Real-Time%20and%20Asynchronous%20Information%20Technology%20Education%22%2C%22date%22%3A%222008%22%2C%22language%22%3A%22en%22%2C%22ISBN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.igi-global.com%5C%2Fchapter%5C%2Fhybrid-novel-approach-teaching-computer%5C%2F19410%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A37%3A19Z%22%7D%7D%2C%7B%22key%22%3A%22BNT4LU2A%22%2C%22library%22%3A%7B%22id%22%3A4469249%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ritzhaupt%22%2C%22parsedDate%22%3A%222006%22%2C%22numChildren%22%3A1%7D%2C%22bib%22%3A%22%3Cdiv%20class%3D%5C%22csl-bib-body%5C%22%20style%3D%5C%22line-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%5C%22%3E%5Cn%20%3Cdiv%20class%3D%5C%22csl-entry%5C%22%3E%3Cstrong%3ERitzhaupt%2C%20A.%20D.%3C%5C%2Fstrong%3E%20%282006%29.%20%3Ca%20href%3D%27https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.28945%5C%2F2044%27%3ETeaching%20computer%20technology%20at%20a%20distance%3C%5C%2Fa%3E.%20%3Ci%3EInforming%20Faculty%3C%5C%2Fi%3E%2C%20%3Ci%3E1%3C%5C%2Fi%3E%289%29%2C%201%5Cu201322.%20https%3A%5C%2F%5C%2Fdoi.org%5C%2F%3C%5C%2Fdiv%3E%5Cn%3C%5C%2Fdiv%3E%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Teaching%20computer%20technology%20at%20a%20distance%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Albert%20D.%22%2C%22lastName%22%3A%22Ritzhaupt%22%7D%5D%2C%22abstractNote%22%3A%22%22%2C%22date%22%3A%222006%22%2C%22language%22%3A%22%22%2C%22DOI%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.28945%5C%2F2044%22%2C%22ISSN%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fdoi.org%5C%2F10.28945%5C%2F2044%22%2C%22collections%22%3A%5B%5D%2C%22dateModified%22%3A%222024-03-08T07%3A37%3A35Z%22%7D%7D%5D%7D
Martin, F., & Ritzhaupt, A. D. (2023). IDEAS framework for teaching online. EDUCAUSE Review.
Martin, F., Kumar, S., Ritzhaupt, A. D., & Polly, D. (2023). Bichronous online learning: Award-winning online instructor practices of blending asynchronous and synchronous online modalities. The Internet and Higher Education, 56, 100879. https://doi.org/10.1016/j.iheduc.2022.100879
Jackson, K. L., Martin, F., & Ritzhaupt, A. D. (2023). Instructor Competencies: The Standards (4th ed.). Information Age Publishing.
Ritzhaupt, A. D., Rehman, M., Wilson, M. L., & Ruggles, K. (2022). Exploring the factors associated with undergraduate students' online learning anxiety: Development of the Online Learner Anxiety Scale. Online Learning, 26(3). https://doi.org/10.24059/olj.v26i3.2810
Martin, F., Sun, T., Westine, C. D., & Ritzhaupt, A. D. (2022). Examining research on the impact of distance and online learning: A second-order meta-analysis study. Educational Research Review, 36, 100438. https://doi.org/10.1016/j.edurev.2022.100438
Kumar, S., Ritzhaupt, A. D., & Pedro, N. S. (2022). Development and validation of the Online Instructor Support Survey (OISS). Online Learning, 26(1), 221–244. https://doi.org/10.24059/olj.v26i1.2622
Martin, F., Sun, T., Turk, M., & Ritzhaupt, A. D. (2021). A meta-analysis on the effects of synchronous online learning on cognitive and affective educational outcomes. The International Review of Research in Open and Distributed Learning, 22(3), 205–242. https://doi.org/10.19173/irrodl.v22i3.5263
Kang, Y., & Ritzhaupt, A. D. (2021). A comparative study of game-based online learning in music appreciation: An analysis of student motivation and achievement. Journal of Educational Multimedia and Hypermedia, 30(1), 59–80.
Ritzhaupt, A. D., Valle, N., & Sommer, M. (2020). Design, development, and evaluation of an online statistics course for educational technology doctoral students: A design and development case. Journal of Formative Design in Learning, 4(2), 119–135.
Martin, F., Polly, D., & Ritzhaupt, A. D. (2020, September 8). Bichronous online learning: Blending asynchronous and synchronous online learning. EDUCAUSE Review.
Sommer, M., Ritzhaupt, A. D., Muller, K. E., & Glueck, D. H. (2019). Transformation of a face-to-face workshop into a Massive Open Online Course (MOOC): A design and development case. Journal of Formative Design in Learning, 3(2), 97–110.
Martin, F., Ritzhaupt, A. D., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34–43. https://doi.org/10.1016/j.iheduc.2019.04.001
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students' learning outcomes: a meta-analysis. Educational Technology Research and Development, 67(4), 793–824. https://doi.org/10.1007/s11423-018-9633-7
Kumar, S., Martin, F., Budhrani, K., & Ritzhaupt, A. D. (2019). Award-winning faculty online teaching practices: Elements of award-winning courses. Online Learning, 23(4), 160–180. https://doi.org/10.24059/olj.v23i4.2077
Martin, F., Budhrani, K., Kumar, S., & Ritzhaupt, A. D. (2019). Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), 184–205. https://doi.org/10.24059/olj.v23i1.1329
Ritzhaupt, A. D. (2019). Measuring learner satisfaction in self-paced e-learning environments: Validation of the Electronic Learner Satisfaction Scale (eLSS). International Journal on E-Learning, 18(3), 279–299.
Sommer, M., & Ritzhaupt, A. D. (2018). Impact of the flipped classroom on learner achievement and satisfaction in an undergraduate technology literacy course. Journal of Information Technology Education: Research, 17, 159–182. https://doi.org/10.28945/4059
Kumar, S., & Ritzhaupt, A. D. (2014). Adapting the Community of Inquiry survey for an online graduate program: Implications for online programs. E-Learning and Digital Media, 11(1), 59–71.
Vasana, S., & Ritzhaupt, A. D. (2009). A case study of a method for hybrid peer-evaluation in electrical engineering education. World Transactions on Engineering and Technology Education, 7(1), 1–7.
Ritzhaupt, A. D., & Wilcox, S. M. (2008). Effective institutional and instructional practices in online community college business education. Business Education Forum, 62(4), 35–38.
Ritzhaupt, A. D., & Gill, T. G. (2008). A hybrid and novel approach to teaching computer programming in MIS curriculum. In S. Negash, M. Whitman, A. Woszczynski, K. Hoganson, & H. Mattord, Handbook of Distance Learning for Real-Time and Asynchronous Information Technology Education (1st ed., pp. 259–281). IGI.
Ritzhaupt, A. D. (2006). Teaching computer technology at a distance. Informing Faculty, 1(9), 1–22. https://doi.org/