DETA Featured in Special Edition of the OLJ

WCET Frontiers | July 26, 2018 - The DETA Subgrant Award, a competitive proposal process, resulted in a special edition of the Online Learning Journal (OLJ) released last month. The OLJ issue included four articles focused on a broad range of phenomena relating to distance education, such as blended and online learning, and competency-based education. Guided by overarching research questions developed at the DETA National Summit and included in the DETA Research Toolkit as well as instrumentation gathered using reliable measures from the DETA Research Toolkit, the studies examined factors in distance education and their relationship to student success. Articles within the special edition include:

  • “Perceptions of the Persistent: Engagement and Learning Community in Underrepresented Populations” by Wendy Athens of Utah Valley State.  Athens concludes that engagement and learning community are positively related to student success for the entire population and the subpopulation.
  • “Do Student-Produced Videos Enhance Engagement and Learning in the Online Environment” by Denise Stanley and Jenny Zhang from California State University-Fullerton. The authors discovered that student-produced activities, student podcasting and video production, improve engagement and learning. Better class performance and learning gains are reported in the treatment section when compared with the control section.
  • “Exploring Best Practices for Online STEM Courses: Active Learning, Interaction & Assessment Design” by Baiyun Chen, Kathleen Bastedo, and Wendy Howard Mail of the University of Central Florida. The authors report that courses should be designed to engage students with real-life problems and active learning experiences, with a variety of additional instructional resources and student collaboration opportunities in order to ensure clarity of instruction, and more. Also, the research was also highlighted earlier this month in Campus Technology.
  • “An Evaluation of Critical Thinking in Competency-Based and Traditional Online Learning Environments” by Matthew Mayeshiba, Kay Jansen, and Lisa Mihlbauer. The authors found that the two environments demonstrated critical thinking at levels that are comparable to one another.

SOURCE: WCET Frontiers