Handbook of research in online learning : insights and advances / edited by Trey Martindale, Tonya Amankwatia, Lauren Cifuentes and Anthony Piña.

Format:

Book

Contributor:

Amankwatia, Tonya, editor.

Cifuentes, Lauren, editor.

Martindale, Trey, editor.

Piña, Anthony, editor.

Series:

Educational research e-books online, collection 2024.

Educational research e-books online, collection 2024

Language:

English

Subjects (All):

Web-based instruction--Research.

Web-based instruction.

Web-based instruction--Study and teaching.

Education--Philosophy.

Education.

Educational technology--Social aspect.

Educational technology.

Physical Description:

1 online resource (692 pages)

Other Title:

Insights and advances

Place of Publication:

Leiden ; Boston : Brill, 2024.

Summary:

As we navigate post-pandemic educational recovery and future-oriented design, the Handbook of Research in Online Learning: Insights and Advances emerges as a scholarly authority to illuminate existing questions and catalyze conversations on imperative transformations in education. Tailored for researchers, designers, educators, administrators, and stakeholders, this handbook delves into the nuanced landscape of online learning. Curated by leading experts, each chapter provides a deep exploration of critical online teaching and learning dimensions. Whether you're navigating the complexities of instructional design, exploring the impact of digital learning on diverse student populations, or delving into the transformative potential of AI, each chapter illuminates critical aspects of online education. It merges current significant works with unpublished manuscripts, embodying the interdisciplinary essence of online learning research. Grounded in diverse theoretical frameworks and research methods, it offers theoretical insights and actionable guidance for cutting-edge educational methodologies. This handbook is not just a compendium; it's an indispensable guide for shaping the future of education. Contributors are: Michael Ahlf, Stephen Allen, Tonya Amankwatia, Fatih Ari, Ismahan Arslan-Ari, Michael K. Barbour, Gail Alleyne Bayne, Karen Bellnier, M. Aaron Bond, Victoria Brown, George Bradford, William Cain, Sumie Chan, Lauren Cifuentes, Laura DaVinci, Gina Deckard, Shernette Dunn, Anne Fensie, Holly Fiock, Sara Flowers, Carla Karen Fortune, Theodore Frick, Michael M. Grant, Alexis Guethler, Dan He, Atsusi "2c" Hirumi, Charles B. Hodges, Stephanie Hostetter, Michael Houdyshell, Fethi A. Inan, Frank Jamison, Amir Kalan, Meryl Krieger, Jessica Lantz, Mary Lefaiver, Juhong Christie Liu, Noble Lo, Barbara Lockee, Fatemeh Marzban, Trey Martindale, Sara McNeil, Laura McNeill, Stephanie Moore, Martha Lorena Obermeier, Larisa Olesova, Jennifer Jihae Park, Sanghoon Park, Yujin Park, AnthTony Pina, Drew Polly, Yingxiao Qian, Thomas Reeves, Christiane Reilly, Jennifer Richardson, Aubrey Rogowski, Leanne Rutherford, Kay Seo, Sanga Song, Edwin Teye Sosi, Stefan Stenbom, Sharon Stidham, David Tai, Hengtao Tang, Torrey Trust, Shannon Tucker, Denis Unal, Lucas Vasconcelos, Charles Xiaoxue Wang, Florence Williams, Ying Xie and Fan Xu.

Contents:

Preface: Researching Online Learning

Introduction

Achievement and Outcomes

Research Topics

The Handbook of Research in Online Learning

References

Figures and Tables

Figures

Tables

Notes on Contributors

1. Lessons Learned in Conducting a Systematic Review in Online Learning

Abstract

Keywords

1 Introduction

2 Conducting a Systematic Review: Process and Tools

2.1 Scoping and Establishing Protocol

2.2 Managing Search Results for the Systematic Review

2.3 Managing the Analysis Process

2.4 Managing Synthesis Data in Spreadsheets

3 Complications and Other Items of Interest

3.1 Time Commitment

3.2 Members of the Team

3.3 Search Engines

3.4 Data Entry Issues within Search Engine Results

3.5 Inclusion/Exclusion Processes

3.6 Vagueness in Papers

3.7 Questions of Missing Information

3.8 Difficulties in Locating Biographical Data

3.9 Acquisition of Papers in PDF Format

4 Discussion

4.1 Perform a Robust Scoping Review

4.2 Plan for the Unexpected

4.3 Resist Feature Creep

4.4 Limitations

5 Conclusion

Notes

2. The Study of Adult Learners in Distance Education

1.1 Scoping Review Methodology

1.2 Our Team and Protocol

2 The Scoping Journey

3 Initial Findings

3.1 Quantitative

3.2 Quasi-Experimental with Pre-Post Assessments and Intervention

3.3 Experimental

3.4 Qualitative Methods

3.5 Case Study Research

3.6 Design-Based Research

3.7 Grounded Theory

3.8 Focus Group

3.9 Mixed-Methods

3.10 Evaluation Studies

4 Recommendations for Conducting Research of Online Learning

4.1 Capture Key Study Elements in an Abstract

4.2 Specify Definitions, Constructs, Population, &amp

Context

4.3 Age Not Stated.

4.4 Learning Not Described and/or Measured

4.5 Learning Measures beyond Student Perception and Satisfaction

4.6 Develop and Implement Shared Measures of Learning

4.7 Be Explicit with Connection between Theory and Research

Acknowledgements

3. Theories and Models to Frame, Inform, and Stimulate Online Learning

2 Models to Frame Online Learning Environments

2.1 Community of Inquiry

3 Applying the CoI Framework to Research and Practice

3.1 Anderson's Model of Online Learning

3.1.1 Applying Anderson's Model to Research and Practice

3.2 Picciano's Multimodal Model for Online Education

4 Theories to Inform the Design of Online Media and Learning Content

4.1 Cognitive Load Theory

4.1.1 Types of Cognitive Load

4.1.2 Managing Cognitive Load in Online Learning

4.2 Cognitive Theory of Multimedia Learning

4.3 Multimedia Design Principles for Online Learning

5 Theories to Stimulate Online Learners and Learning

5.1 Andragogy

5.1.1 Principles of Andragogy

5.2 Transactional Distance and Learner Interactions

5.2.1 Learner Interactions

5.3 Self-Regulated Learning

5.3.1 Self-Regulated Learning for Online Learners

6 Attention, Relevance, Confidence, and Satisfaction (ARCS) Model

6.1 Applying the ARCS Model to Research and Practice

7 Conclusion

4. What We Know about Online Teacher Education: A Systematic Review

1 Online Teacher Education Programs

1.1 Overview of Online Teacher Education

1.2 Models of Online Teacher Education Programs

1.3 Features of Online Teacher Education Programs

1.4 Framing Outcomes in Online Teacher Education

1.5 Purpose and Research Questions

2 Methods: A Systematic Review of Research on Online Teacher Education.

2.1 Aspects of the Systematic Review

3 Findings

3.1 RQ 1: What Were the Most Frequent Words in the Titles of Articles?

3.2 RQ 2: What Were the Primary Research Methods Used in the Articles?

3.3 RQ 3: What Were the Data Sources in the Articles?

3.4 RQ 4: What Was the Alignment between the Articles and Guskey's Levels of Evaluation?

3.5 RQ 5: What Countries Were Represented by the Authors of the Articles?

3.6 RQ 6: Who Were the Primary Participants in the Articles?

4 Discussion and Implications

4.1 The Focus (or Lack of) on Learning (Levels 4 and 5)

4.2 Prevalence of Self-Report Data in Articles

4.3 Addressing Gaps in the Literature

4.3.1 Organizational Support and Change

4.3.2 Student Learning Outcomes

Note

5. A Responsive, Consultative Professional Development Model for Online Engagement

2 Professional Development

3 Need to Consider Student Engagement in Post-Pandemic Courses

4 Student Engagement for Online

5 Measurements of Engagement Built into Quality Assessment Tools

6 Recommendations for Enhancing Engagement through Professional Development

7 Responsive Professional Development

7.1 Flexibility based Upon Content

7.2 Flexibility in Delivery Modality

7.3 Flexibility in Support

7.4 Flexibility in Cultural Awareness

8 Methods for Gathering Information to Design Responsive Professional Development

9 Future Research Recommendations

10 Conclusion

6. Active Learning by Design: Applying Evidence-based Principles in the Design of Online Learning

2 Theoretical Foundations for Evidence-based Design Principles: Using Research to Inspire Practice

2.1 Active Learning Is Constructive

2.2 Active Learning Is Self-Regulated

2.3 Active Learning Is Situated.

2.4 Active Learning Is Collaborative

3 Design-based Research

4 DBR1: Refining Active Learning Design Principles through Design-based Research

4.1 Overview

4.2 Research Question 1

4.2.1 MGMT 30xx: Active Learning Course Review

4.3 Research Question 2

4.3.1 MGMT 30xx: Learner Survey Statements Coded into Design Principles

5 DBR 2: Tracking Transdisciplinary Skills in the Design of Online Courses-A Design-Based Research Study

5.1 Overview

5.2 Research Question 1

5.2.1 MGMT 30xx: Outcomes

5.3 Research Question 2

5.3.1 MGMT 30xx: Top skills Selected by Learners

5.3.2 MGMT 30xx: Learner RATE Reflections Coded into Design Principles

6 Discussion

Appendix A: MGMT 30xx Learner Survey Statements

DBR1: Open-Ended Survey Item

Appendix B: MGMT 30xx Learner RATE Reflections

DBR2: Open-Ended Learner RATE Reflection Prompt

7. An Integrative Review of Adult Learners' Informal Learning in Online Settings

2 Literature Review

2.1 Adult Informal Learning

2.2 Adult Informal Learning in Online Settings

3 Method

3.1 Data Collection

3.2 Data Analysis

4 Findings

4.1 Keyword Analysis

4.2 Emergent Themes

4.2.1 Informal Learning for Professional Development

4.2.2 Social Media as a Space for Informal Learning

4.2.3 Self-directed Learning Approach

4.3 Theoretical Frameworks

4.4 Empirical Findings in Adult Informal Learning in Online Settings

4.4.1 Adult Informal Learning Activities in Online Settings

4.4.2 Perceptions of Adult Informal Learning in Online Settings

4.4.3 Factors Affecting Adult Informal Learning in Online Settings

5 Discussion and Implications

5.1 Discussion

5.2 Implications

6 Conclusion

Appendix A

8. Metatextual Dimensions of Multimodal Literacy Engagement.

Abstract

2 Theoretical Frameworks

3 Description of the Project

4 Research Approach

5 Findings

5.1 Multiplicity of Text Ownership and Text Sharing

5.2 Multiplicity of Identities

5.3 Multiplicity of Communities

5.4 Multiplicity of Sociopolitical Involvement

6 Implications

9. 21 Years of Worldwide Learning Online: Indiana University Plagiarism Tutorials and Tests

2 Historical Overview of IPTAT: 2002-2015

2.1 Legacy Design in 2002

2.2 Major Cheating Reported in 2012-2013

2.3 Billions and Trillions of Unique Certification Tests

2.4 Registering Users: Starting in 2014

3 New Design Based on First Principles of Instruction: 2016-Present

3.1 Authentic Problems or Tasks

3.2 Activation

3.3 Demonstration

3.4 Application

3.5 Integration

4 Other Features in the New IPTAT Design: 2016-2023

4.1 User Feedback Loop: Further Revisions

4.2 Frequently Asked Questions (FAQ s)

4.3 Decision Support Tool

4.4 Revising the Expert Level Instruction

5 Google Analytics: 2016-Present

6 Usage of the New IPTAT Design: 2016-Present

6.1 Traditionalists

6.2 Minimalists

6.3 Dabblers

6.4 Further Remarks on Usage

7 Why IPTAT?

7.1 Understand Plagiarism and Avoid Committing It

7.2 Service beyond IST

7.3 Research on Instructional Effectiveness when Delivered Online

10. A Critical Review of Two Automated Adaptive Teaching Systems in Mathematics and Chemistry

2 Background

2.1 Individualized Learning

2.2 The Need for Adaptive Learning Systems

3 Supporting Science Education through Adaptive Learning Systems

3.1 Self-regulated Learning Experience

3.2 Insights

3.3 Accessibility Affordances of Adaptive Technologies.

Notes:

Includes bibliographical references and index.

Description based on publisher supplied metadata and other sources.

ISBN:

90-04-70281-4

Publisher Number:

10.1163/9789004702813 DOI