Issues in Online Learning Presentation (Due throughout the term; 5 points)

Issues in Online Learning (5 points)

Overview: You will choose a scholarly article on an issue from the online learning literature to present in class to help you learn more about various factors impacting how learners experience online learning. In addition, this assignment will provide practice opportunities for reading and presenting a scholarly article. This is an individual assignment. 

Deliverable (two parts): 

1. You will create a brief summary of the online learning article in the form of two truths and a lie. On your first presentation slide, present two true things you learned from the article and one lie that you make up generally based on the content from the article. Your classmates will vote and try and select the lie.  

2. Give a 5-minute presentation on the article. You may choose to create slides to go with the presentation if that makes you more comfortable, or you may just give a verbal presentation. See below for more specifics on what to present.

Directions:

Step 1: Choose a scholarly article on the intersection of games and culture. Here are several options for selecting an article:

• You may search for your own article using Google Scholar, Charles University’s E-Resources portal, ERIC, JStor, or other academic databases

• You may select an article from Hannah’s list of options (see list at the end of the directions).

Once you have selected your article, enter the title in the Issues in Online Learning Sheet. Everyone needs to present on a different article.

Step 2: Read the article. Identify the key parts of the article. In particular identify:

1. The description of the study, research, or main theories presented in the article 

2. The purpose of the study or problem statement - In other words, why did the authors do this project and what types of background research do they provide to help you understand the aims of the study? 

3. The main conclusion or finding of this article - Discuss if the conclusion is based on a research study. If so, what did the study find out? Is the conclusion based on reading other studies? If so, what did they determine? Is the conclusion based on the authors’ observations of a particular setting? If so, what were those observations? 

4. Does this article connect to or build on what you have already learned about tutorials and online learning? 

5. What is (at least) one new thing that you learned from this article? 

Step 3: Present on the article. Use the 5 points listed above to structure your presentation.

Scholarly Article Options:

Accessibility in Online Learning

Dello Stritto, M. E., & Linder, K. (2017, August 28). A rising tide: How closed captions can benefit all students. Educause Review. https://er.educause.edu/articles/2017/8/a-rising-tide-how-closed-captions-can-benefit-all-students

Lee, K. (2017). Rethinking the accessibility of online higher education: A historical review. The Internet and Higher Education, 33, 15–23. https://doi.org/10.1016/j.iheduc.2017.01.001

McAlvage, K., & Rice, M. (2018). Access and accessibility in online learning: Issues in higher education and K-12 contexts. OLC Outlook: An Environmental Scan of the Digital Learning Landscape. Online Learning Consortium. Newburyport, MA.

Roberts, J. B., Crittenden, L. A., & Crittenden, J. C. (2011). Students with disabilities and online learning: A cross-institutional study of perceived satisfaction with accessibility compliance and services. The Internet and Higher Education, 14(4), 242–250. https://doi.org/10.1016/j.iheduc.2011.05.004

Assessment Practices

McDaniel, R., Lindgren, R., & Friskics, J. (2012). Using badges for shaping interactions in online learning environments. 2012 IEEE International Professional Communication Conference, 1–4. https://doi.org/10.1109/IPCC.2012.6408619

Gamification in Online Learning

Batooli, Z., Fahimnia, F., Naghshinih, N., & Mirhosseini, F. (2018). Information Literacy Gamified Online Tutorial. 2018 12th Iranian and 6th International Conference on E-Learning and e-Teaching (ICeLeT), 001–006. https://doi.org/10.1109/ICELET.2018.8586780

Cowing, J. (2017). Developing an online platform for gamified library instruction. The Code4Lib Journal, 35. http://journal.code4lib.org/articles/12122

Gender & Culture in Online Learning

Ke, F., & Kwak, D. (2013). Online learning across ethnicity and age: A study on learning interaction participation, perception, and learning satisfaction. Computers & Education, 61, 43–51. https://doi.org/10.1016/j.compedu.2012.09.003

Nistor, N. (2013). Stability of attitudes and participation in online university courses: Gender and location effects. Computers & Education, 68, 284–292. https://doi.org/10.1016/j.compedu.2013.05.016

Price, L. (2006). Gender differences and similarities in online courses: Challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5), 349–359. https://doi.org/10.1111/j.1365-2729.2006.00181.x

Smith, D. R., & Ayers, D. F. (2006). Culturally responsive pedagogy and online learning: Implications for the globalized community college. Community College Journal of Research and Practice, 30(5–6), 401–415. https://doi.org/10.1080/10668920500442125

Learner Preferences

Choe, R. C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R., Toma, S. P., Shapiro, C., Levis-Fitzgerald, M., Barnes, G., & Crosbie, R. H. (2019). Student satisfaction and learning outcomes in asynchronous online lecture videos. CBE—Life Sciences Education, 18(4), ar55. https://doi.org/10.1187/cbe.18-08-0171

Diep, N. A., Cocquyt, C., Zhu, C., & Vanwing, T. (2016). Predicting adult learners’ online participation: Effects of altruism, performance expectancy, and social capital. Computers & Education, 101, 84–101. https://doi.org/10.1016/j.compedu.2016.06.002

Kennan, S. (2018). The (Lack of) Influence of Age and Class Standing on Preferred Teaching Behaviors for Online Students. Online Learning, 22(1). https://doi.org/10.24059/olj.v22i1.1086

Schacter, D. L., & Szpunar, K. K. (2015). Enhancing attention and memory during video-recorded lectures. Scholarship of Teaching and Learning in Psychology, 1(1), 60–71. https://doi.org/10.1037/stl0000011

Wei, H.-C., Peng, H., & Chou, C. (2015). Can more interactivity improve learning achievement in an online course? Effects of college students’ perception and actual use of a course-management system on their learning achievement. Computers & Education, 83, 10–21. https://doi.org/10.1016/j.compedu.2014.12.013

Online Learning Efficacy

Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6.

Gavassa, S., Benabentos, R., Kravec, M., Collins, T., & Eddy, S. (2019). Closing the achievement gap in a large introductory course by balancing reduced in-person contact with increased course structure. CBE—Life Sciences Education, 18(1), ar8. https://doi.org/10.1187/cbe.18-08-0153

Leporati, B. R., Bach, P., & Hong, L. (2019). Learning to evaluate sources: Comparing teaching modalities and student outcomes. Portal: Libraries and the Academy, 19(2), 233–252. https://doi.org/10.1353/pla.2019.0014

Phillips, C., & O’Flaherty, J. (2019). Evaluating nursing students’ engagement in an online course using flipped virtual classrooms. Student Success, 10(1), 59–72.

Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15–27.

Production Value Impacts in Online Learning

Diwanji, P., Simon, B. P., Märki, M., Korkut, S., & Dornberger, R. (2014). Success factors of online learning videos. 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL2014), 125–132. https://doi.org/10.1109/IMCTL.2014.7011119

Forbes, H., Oprescu, F. I., Downer, T., Phillips, N. M., McTier, L., Lord, B., Barr, N., Alla, K., Bright, P., Dayton, J., Simbag, V., & Visser, I. (2016). Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurse Education Today, 42, 53–56. https://doi.org/10.1016/j.nedt.2016.04.010

Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, J. P. (2015). Video and online learning: Critical reflections and findings from the field (SSRN Scholarly Paper ID 2577882). Social Science Research Network. https://papers.ssrn.com/abstract=2577882