Research Summit Part 1: The Great Online Migration: Lessons Learned from Online Learning Journal Researchers

Concurrent Session 1
Streamed Session

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Brief Abstract

What are we seeing in digital, blended, and online learning research? Join the Online Learning Journal’s Editor-in-Chief, Dr. Peter Shea, as he facilitates a panel of researchers sharing findings and insights from their latest work around the pandemic and quality online teaching practices.  



Peter Shea, Ph.D Dr. Peter Shea is Associate Provost for Online Learning and Associate Professor in the School of Education and the College of Computing and Information at the University at Albany, State University of New York and also the Online Learning Journal Editor in Chief. His research focuses on the development of communities dedicated to learning in online environments. He has published widely on this topic in journals such as Computers and Education, JALN, Internet and Higher Education, The Journal of Educational Computing Research, Interactive Learning Environments and others. He is past director of the SUNY Learning Network, the online education enterprise of the 64 campus and 400,000 students in the SUNY system. Peter's research has been supported by the US Department of Education and The Alfred P. Sloan Foundation. He has been co-recipient of three national awards for online learning, faculty development and online programs from EDUCAUSE and the Online Learning Consortium.
I am an Associate Professor in the Instructional Systems Technology program at the University of North Carolina, Charlotte. I received my Doctorate and Master's in Educational Technology from Arizona State University. I have a bachelor's degree in Electronics and Communication Engineering from Bharathiyar University, India. Previous to my current position, I taught at University of North Carolina Wilmington for seven years. I also worked on instructional design projects for Shooolini University, Viridis Learning, Maricopa Community College, University of Phoenix, Intel, Cisco Learning Institute, and Arizona State University. I worked as a co-principal investigator on the Digital Visual Literacy NSF grant working with Maricopa Community College District in Arizona. My research focuses on designing and integrating online learning environments (OLE) to improve learner motivation and engagement to achieve effectiveness in learning.
Dr. Ben Motz is a cognitive scientist at Indiana University studying the relationships between cognitive theories of human learning, psychological theories of student engagement, and what goes on in college classes.

Extended Abstract

This panel will provide perspectives on the sudden shift to online learning due to COVID, its impact, and possible avenues for addressing resultant deficiencies in educational quality. The panel features three recently published authors in the OLC journal Online Learning. Dr. Barbara Means of Digital Promise will discuss findings from the Survey of Student Perceptions of Remote Teaching and Learning, which was administered to a random national sample of 1,008 U.S. undergraduates and found that course satisfaction levels were much lower after courses moved online.  Dr. Benjamin Motz, of Indiana University will provide additional insights as to why this might be the case with results from his study, A Pandemic of Busywork.  To round out this session we will also hear from Florence Martin of the University of North Carolina who will discuss research she and her colleagues conducted in Award-Winning Faculty Online Teaching Practices.  The panel will be moderated by OLJ Editor-in-Chief, Dr. Peter Shea of the University at Albany, SUNY.