http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Wed, 19 Jun 2013 20:22:03 PDT Wed, 19 Jun 2013 20:22:03 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=765403 This paper reports on a quantitative study that investigated the impact of ethnicity and gender on perceptions of online learning. Specifically, the study examined African-American students' perceptions of online learning as compared to those of their White-American counterparts. Participants completed a survey that investigated nine different elements of the online learning environment: Computer Usage, Teacher Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Student Autonomy, Equity, Enjoyment, and Asynchronicity. African-American and White students had overall positive views of online learning, but African-Americans reported significantly less positive views regarding the feature of asynchronicity. Females had more positive perceptions than males on Teacher Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, and Student Autonomy. The findings of this study indicate that gender and ethnicity independently influence students' perceptions of online learning.Volume 8, No 2, June 2012, pp. 98-110HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=761509 Abstract: At institutions of higher learning, there is an increased demand and need for online courses. However, the number of faculty developing and teaching these courses does not match the growth in online education. The purpose of this study was to determine the perceived barriers to online teaching experienced by various faculty groups at a public institution located in the southeastern United States using a new survey instrument, which was developed from recent research findings. This study sought to identify the most prevalent barriers to online instruction for the faculty group surveyed. In addition, these findings may identify prevalent barriers for faculty groups in an effort to inform administrative decisions concerning policy, training, and compensation as well as to facilitate involvement for specific types of online instruction for faculty development. A number of novel and important differences were found in the perceived barriers that exist between faculty groups on four constructs identified through an exploratory factor analysis. The factors found were: (1) interpersonal barriers; (2) institutional barriers; (3) training and technology barriers; and (4) cost/benefit analysis barriers. The results of this study may be of use to other institutions as they develop online instruction training programs.Vol. 8, No 1, March 2012, pp. 1-12HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=766765 Abstract: The rise of experiential learning has challenged traditional delivery models and led to an increase in the application of gaming to promote learning in higher education. As such, computer-based games are being used more and more to motivate students, encourage engagement, and ultimately improve learning outcomes. Games, overall, are well aligned with a constructivist model of learning in which students become active participants in the learning process through exploration. The education environment through social media gaming, in particular, changes from passive to active as learning activities require active engagement and tend to leverage one's personal experiences. This case study illustrates the benefits students in a blended learning course derive from using a game designed on the SCVNGR platform for smartphones. Feedback from students indicates increased collaborative learning and teamwork. The case study further elaborates on the broader advantages, challenges, and opportunities of using various digital games for learning and teaching in higher education.Volume 8, No. 3, September 2012, pp. 209-222HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=762162 Abstract: The Hellenic National Support Service for eTwinning provides short, intensive online courses for Greek teachers. (eTwinning is a flexible scheme that enables schools in Europe to work together on collaborative pedagogical projects using information and communication technologies.) This paper discusses the design and implementation of such a course to reflect a learning-oriented assessment (LOA) approach to teaching and learning. The aim of LOA is to strengthen the learning aspects of assessment, and it is premised on the ideas that assessment tasks should be designed as learning tasks, that students should be involved in the assessment process, and that feedback should be forward looking. Evaluation results attest to the effectiveness of the course in terms of its pedagogical design and implementation, and to the significance of the learning experience for participants. The results suggest that LOA is a promising pedagogical approach in online learning contexts for adult learners. The paper concludes with a discussion of the challenges in the implementation of LOA and the barriers to its wider acceptance, with suggestions made for future research.Vol. 8, No 1, March 2012, pp. 45-62HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=424264 A keynote at a professional conference of college reading and study strategies by the association president who is also a pioneer in learning assistance at the college level and a proponent of a systems approach to learning assistance. In the keynote are ten assumptions derived from published literature and research in the areas of psychology of learning, individual differences, reading and study skills improvement, counseling techniques, instructional technology, and systems design followed by conclusions about students and learning. In addition are listed ten conclusions involving change in learning facilitating practices based on these ten assumptions. A 10-item bibliography concludes the article.l http://www.merlot.org/merlot/viewMaterial.htm?id=682562 Artículos . Psicología Política http://www.merlot.org/merlot/viewMaterial.htm?id=764694 Abstract: In response to the Institute of Medicine's focus on adverse events, fatal medication errors, and Quality and Safety Education for Nurses (QSEN) competencies, best educational practices and current technology were applied within a knowledge translation model to embed a single consistent, evidence-supported medication calculation process, dimensional analysis (DA), across the undergraduate nursing curriculum at the authors' institution. Rosswurm and Larrabee's (1999) conceptual model for change to evidence-based practice guided the implementation process. Beginning in May 2010, four self-paced online DA modules developed on Sonic Foundry's Mediasite webcasting platform using a problem-based format were incorporated into a continuing education packet to build foundational faculty competency and teaching consistency, and to serve as a basis for classroom education and ongoing student remediation. Impact surveys were conducted April 2011 following three semesters of use. Consistent application and reinforcement of the DA strategy has resulted in student and faculty reports of greater student calculation competency and confidence, which will potentially translate into increased patient safety in practice.Vol. 8, No. 2, June 2012, pp. 136-146HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=761517 Abstract: Throughout the past decade, web-based teaching and learning have experienced tremendous growth. Yet, research aimed at evaluating determinants of student learning outcomes in online courses is lagging behind. The majority of studies of online student participation have focused on the use of discussion board or other common communication areas. Little attention has been paid to the role time spent online plays in affecting academic performance of college students. The objective of this study was to estimate the relative importance of time spent online, prior grades, and demographic characteristics of students in terms of their academic performance in online sociology courses. Using a multinomial logistic model, the current study examined the odds of attaining one grade versus another depending on the amount of effort and controlling for gender, major, and year in school. Results suggest that among the effects examined in the study, time spent online and previous achievement matter the most.Vol. 8, No 1, March 2012, pp. 13-23HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=765409 Abstract: This paper reports on a causal-comparative study that investigated potential differences in students' participation in asynchronous online learning environments according to their professional experience. In the study, 893 messages from 77 students in an online master's program in human resource development (HRD) at a large U.S. university were analyzed. The research shed light on an important component of online education by illuminating ways in which novices and experienced students tend to relate to each other, the instructor, and the content of specific topics. Findings show evidence of both novices and experienced students using this medium in a very similar way when dealing with asynchronous tools. Discussion and recommendations are presented. Vol. 8, No. 2, June 2012, pp. 88-97HTML / PDF http://www.merlot.org/merlot/viewMaterial.htm?id=764174 Abstract: Current research continues to support the notion that students participating in online courses experience dissatisfaction for a number of reasons. Instructors carry on their search for ways to enhance learning and increase levels of satisfaction with respect to all aspects of the online classroom experience. This paper focuses specifically on students in the online classroom, and how to attend to their needs in an effort to foster a more satisfying learning experience. Using Maslow's hierarchy of needs model as a conceptual framework, the paper examines how student needs can be addressed at various levels in online courses, from basic needs to the ultimate goal of self-actualization. Based on this analysis, recommendations are discussed in the way of strategies and tools that can be used to positively affect the online student experience. Volume 8, No 2, June 2012, pp. 159-171HTML/ PDF