ACTION LEARNING IN A GRADUATE ONLINE COURSE

Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.

SUMMARY Marshall University has a 29-year history of delivering graduate education to in-service teachers. In 1997 the college began using Internet-based courses as a means of reaching an expanding service area. Currently the Graduate School of Education and Professional Development has over 300 courses developed for Internet delivery. During any given semester, approximately 80 online graduate courses are offered. As the emphasis on Web-based delivery has increased, the college has addressed the issue of quality control at several levels, including student surveys, online course evaluations, faculty surveys, faculty peer reviews, and a course approval process. This paper will present a case study of the evolution of our efforts to improve the quality of course development and delivery.

Laboratory Earth, a series of three NASA-Sponsored, on-line graduate courses for K-8 teachers, was designed to meet a variety of learning styles and appeal to teachers’ motivation to learn the content and improve their teaching. This is especially important to teachers as they seek to demonstrate “highly qualified” status to meet No Child Left Behind standards. These graduate-level courses consist of four modules of two to four lessons each. Pre- and post-course surveys indicated significant increases in teachers’ (n=51) content knowledge, science teaching efficacy beliefs (STEBI-A), sense of community within the course (LEO) and science teaching enjoyment (STES). Qualitative data indicated teachers valued the cohort system, content aligned to teaching needs, and the instructor’s response to requested feedback. Results indicated that online courses can provide valuable professional development opportunities for K-12 science teachers to deepen their knowledge, sharpen their skills, and maintain their knowledge of science developments. Because teachers play an important role in the development of their student’s attitudes towards science, it is extremely important that science and education communities collaborate to create courses that use contemporary pedagogy to address the content-knowledge needs of teachers required by National Science Standards criteria.

The purpose of this qualitative case study is to examine the use of TPACK and Twitter in an graduate level online course. The overarching research question is, “How is social media, in particular, Twitter, being used in an online graduate course?” This study uses the technological pedagogical content knowledge (TPACK) framework to provide a common language for describing the use of Twitter from an instructional design and research perspective. Data collection included (a) conversational and interactive dialogue between the researchers that included the instructional designer/course instructor, (b) the archived online course, and (c) the class Tweets (from Twitter) identified with class hashtags. Through collaborative autoethnography, the researchers (a) analyzed the instructional designer’s (also course instructor) practices, contextualizing TPACK principles for the design of the online course learning objectives and Twitter activities, and (b) engaged in an in-depth analysis of students’ tweets. Major themes identified are (a) TPACK framework explicitly supported online course design using Twitter, (b) facilitated fluency for technology integration, (c) promoted consciousness and reflection, (d) enhanced transfer of knowledge, and (e) heightened presences (cognitive, social, and teaching). One primary implication is that using TPACK for instructional design can create a common vocabulary and understanding for educators, instructional designers, and researchers.

Deepening leadership identity development.

Analyzing collaborative interactions: divergence, shared understanding and construction of knowledge

Many colleges of education have embraced online course delivery as an expeditious means of delivering graduate programs. It behooves us to ensure that this delivery method does not compromise our ability to provide these students with necessary critical thinking competencies. This research was designed to determine the degree to which participants in online graduate courses value critical thinking and the degree to which they developed these skills. The results indicated that students both valued understanding, judgment, caution/skepticism, originality, and reflection/action, and developed them in their online classes. The implications confirm that online platforms allow for the development of critical thinking competencies.

While much has been written regarding the learning behaviors of students participating in online courses, little research has been conducted to ascertain whether or not students are still engaged and actually learning even when not visibly involved in online discourse with other students and faculty. This presentation summarizes a preliminary study of inactive students enrolled in an online graduate course, augmented by further reflections of the author based on expereince and observation of online student behaviors over the next five years following the initial study. These findings attempt to identify how much time is spent in course related activity, what the reasons are for “invisibility,” and if preferred learning styles influence their online behavior. The data shows that these students do, in fact, spend a significant amount of time in learning related tasks, even when not visibly participating, and they feel they are still learning and benefiting from this low-profile approach to their online studies. Preliminary analyses of course grades indicate that the mean grade is better for highvisibility learners than for no-visibility learners. Subsequent reflections reinforce these findings, and suggest that further research on so-called invisible learner is a critical area of invesitgation to better understand the dynamics of asynchronous learning and teaching.

The purpose of this article is to investigate how to use a strengths-based lens that is highly contextualized, in an ecology (i.e., online graduate course) that shows the value of the socio-emotional interactions or climate. I used an autoethnographic approach to problematize myself so that I could ask contemplative questions as a result of reflection. My data collection process drew upon personal narrative, reflection, and anecdotes, which I analyzed in a graduate-level online learning context with a strengths-based lens to shed light on broader U.S. higher education online learning cultural and theoretical concepts such as organizational justice theory, connectivism, digital learning ecosystems, inclusive design, design justice, and strengths-based learning approaches. Three key cultural phenomena are revealed in this autoethnography. Finally, I discuss this study’s limitations, some implications for faculty, IDs, and SMEs, and suggest areas for further research.

This article presents a collaborative maker project integrating the arts in a synchronous online environment. Based on the Thinkering, Making, Sharing, and Reflecting (TMSR) model, the four components of hands-on, minds-on, hearts-on, and social-on learning were integrated into an online collaborative maker project involving arts, music, and coding. The authors first describe the theoretical framework of the TMSR model and the design and implementation of the maker project, and then report on the experiences and reflections of the participating teachers, who were enrolled in an online graduate course. Survey results showed that the project fostered the teachers’ connectedness, positive emotions, and satisfaction toward the online learning environment. In addition, qualitative data from their reflective essays revealed that the teacher participants experienced all aspects of hands-on, social-on, hearts-on, and minds-on learning in the online environment both as learners and as teachers. Finally, the qualitative themes showed that the teachers acknowledged supportive maker project components that can be applied in their own teaching context. Implications of the findings for art-integrated maker projects in public school settings were also addressed.

Studies highlight online education’s effectiveness; however, few examine theoretical frameworks for guiding pedagogy in online MSW programs. Patriarchal systems create policy and program inequities in higher education, hindering student achievement. Confronting these inequities is essential in designing successful online MSW programs. This conceptual paper asserts that utilizing a critical feminist perspective promotes nontraditional and minoritized students’ unique needs. Educators can prioritize student success by examining systems of oppression and the intersectionality of gender, race, ethnicity, sexuality, religion, and disabilities in online environments. Utilizing critical feminist perspectives enhances student experiences by operationalizing inclusivity and and should be measured as student success and engagement in an online graduate course.

Action learning is one of the most effective leadership development interventions [Day, Fleenor, Atwater, Sturm, and McKee. 2014. “Advances in Leader and Leadership Development: A Review of 25 Years of Research and Theory.” The Leadership Quarterly 25 (1): 63–82; Pauleen. 2003. “Leadership in a Global Virtual Team: An Action Learning Approach.” Leadership & Organization Development Journal 2003; Stewart. 2010. “Action Learning and Virtual Action Learning for Leadership Development.” Developing Leaders (1)], yet Virtual Action learning (VAL) has always struggled to be seen as a viable alternative, with both facilitators and participants often preferring face-to-face set meetings, and dismissing the technological options [Dickenson, Burgoyne, and Pedler. 2010. “Virtual Action Learning: Practices and Challenges.” Action Learning Journal: Research & Practice 7 (1): 59–72; Stewart. 2009. “Evaluation of an Action Learning Programme for Leadership Development of SME Leaders in the UK.” Action Learning: Research and Practice 6 (2): 131–148]. However, the onset of the Covid pandemic saw the rapid implementation of this remote technology-enabled approach, where VAL became the only option for action learning due to the restrictions on face-to-face working and travel limitations. This paper shares insights on the differences facilitating action learning and virtual action learning from a research project, based around a two-year Masters in Leadership programme in a UK business school, now delivered to over 300 experienced senior leaders, predominantly working in the UK NHS and a major UK retailer.

Makerspaces have become established as communal and collaborative environments for making meaning, solving problems, and developing essential global skills and competencies. However, these spaces are commonly utilized by makers who are geographically co-located. In this qualitative study, we explored the intersection of a maker approach to learning and the affordances of online education—specifically, learning in one's own community by accessing the online course remotely as opposed to traveling to a physical classroom, and connecting the learning/making activities directly to one's home context—in a graduate-level course focused on critical making. We also discuss the theory and methods that informed the development and implementation of this course, given a recent shift from the use of traditional teacher-centered pedagogies in online learning. Our results suggest that the online course acted as a supportive community of inquiry that both scaffolded students' independent exploration of making in their local communities and facilitated continuous, collaborative learning through an effective blend of synchronous and asynchronous technologies. The need for a platform that enabled ongoing, organic sharing and connection between students was also highlighted.

This paper presents the process two professors engaged in to develop a co-taught model for two online graduate courses taught concurrently as part of a justice-oriented STEM education curriculum. Students in the courses, who are k-12 teachers, contributed to the development of the courses across iterations through feedback and discussions with the professors. Our previous co-teaching experiences in face-to-face courses supported by literature on co-teaching in higher education online environments were instrumental in preparing for the initial semester and ongoing development of these two co-taught courses. Development of the courses also relied on extensive cogenerative dialogue that resulted in a merged calendar tool and revised discussion assignment strategies. Integration of content across STEM disciplines was enacted and modeled in both courses, in part through assignments that were connected across the two courses.

This paper offers insights from a study of 17 high school Spanish teachers enrolled in an online graduate course on Spanish Heritage Language (SHL) Pedagogy. The study analyzed the semester-long transformation of teacher attitudes as expressed in discussion board posts following a content analysis approach. Findings show an initial lack of respect for student dialects and knowledge of US varieties of Spanish coupled with a desire to help students improve via the teaching of “academic Spanish”. Many participants expressed a feeling of engaño (disillusionment) toward their previous training, wondering why they had not studied the aforementioned topics sooner (Russell and Kuriscak 2015). By creating a context where teachers themselves became more critically language aware, they also became “…cognizant of the naturalness of language variation and its loading of social, political, and economic power structures…” (Beaudrie et al. 2021, p. 587). This paper underscores the transformation that can occur when teachers investigate bilingual ideologies and practices and linguistic characteristics of US varieties of Spanish. The concrete suggestions offered here aim to answer Leeman’s (2015) call for “destabilizing teachers’ ideologies” (p. 114) in the hopes of creating a more equitable learning environment for future language students.