I am catching up on some recent readings in online teaching:
Scarpin, Mondini & Scarpin, Technology and Student Retention in Online Courses
Study indicates that student motivation and quality of information in the class are important to student retention in online classes, but that social influence on the student (from peers, fellow students, family), self-efficacy, and the quality of the system don’t matter much to retention.
Annette Backs, Promoting Online Learner Self-Efficacy through Instructional Strategies and Course Supports
Not too surprising that self-efficacy for online students means asking their profs and peers, not using the available systems of the library, counseling, or LMS support.
Melanie Shotter, Exploring the use of workshops to encourage educators to use online learning platforms
Workshops get educators interesting in making greater use of the LMS.
Kirsty McClain, The Satisfaction and Success of Students Enrolled in Online Education at Mississippi Community Colleges
Students completing an orientation are more satisfied with their online course experience.
Research Center for Digital Learning and Leadership at OLC, Online Faculty Professional Development Framework
Yet another stifling list of “best practices” designed to privilege the research findings of people who rarely teach and still talk about “adapting” pedagogy to online while writing their dissertations using a research method originally intended to determine the impact of technology on warfare, all to add to the already bloated pool of Ed.D.s . (Oh, did I say that out loud?)