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- Title
- The impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses.
- Creator
- Miles, Jessica A., Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this research was to identify the impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses at a southeastern U.S. state college. The research addressed the relationship of other individual student characteristics (i.e., age, gender, race/ethnicity, educational background, or course workload) and external factors (i.e., marital status, hours of employment, part-time or full-time...
Show moreThe purpose of this research was to identify the impact of students’ choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses at a southeastern U.S. state college. The research addressed the relationship of other individual student characteristics (i.e., age, gender, race/ethnicity, educational background, or course workload) and external factors (i.e., marital status, hours of employment, part-time or full-time status, or caretaker responsibilities represented by the number of children and/or elderly that the student was actively caring for in their home) to the students’ academic performance and to the students’ choice of time of day for class activity and sleep quality. This study analyzed distance education students’ Pittsburgh Sleep Quality Index (PSQI) Global Sleep Quality Scores, their demographic and external factor survey responses, a test grade, and the time of day that the student submitted their test. This study targeted the distance education student population, as they are part of a rapidly growing sector within higher education, and they had previously not served as the primary subjects in research regarding sleep quality and external factor impacts on academic success. Analyses of 208 distance education students resulted in the following research findings: sleep quality was found to be related to academic success, with significant findings of, for example, poorer sleep quality correlating with a lower test grade (r = -0.15; p = .03), likewise the number of hours spent working was related to academic success, with a significant finding of more hours spent working correlating with a lower grade (r = 0.377; p = .008). In this study most other factors were found to have no significant relationship with a students’ grades (age, gender, race/ethnicity, educational background, or course workload, marital status, or caretaker responsibilities). These research findings may enlighten students of the potential impacts of taking distance education classes if they anticipate having to work extensively or if they have, or expect to have, poor sleep quality. Additionally, educational institutions and faculty can learn ways to design better distance education courses and provide improved guidance for students to encourage academic success.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004138, http://purl.flvc.org/fau/fd/FA00004138
- Subject Headings
- Academic achievement, Distance education, Performance, Sleep -- Physiological aspects
- Format
- Document (PDF)
- Title
- Investigation of instructional strategies designed to promote achievement and retention in online mathematics classes.
- Creator
- Porro, Ana M., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to investigate the effect of using learner self-assessment and multifaceted instructional strategies on student achievement and retention in online mathematics classes. The study used a quasi-experimental design. The study sample consisted of 35 students who were enrolled during the fall term 2010 in online Precalculus or Trigonometry classes at Palm Beach State College. Both treatment and comparison groups were taught by the researcher. Since the subjects in the...
Show moreThe purpose of this study was to investigate the effect of using learner self-assessment and multifaceted instructional strategies on student achievement and retention in online mathematics classes. The study used a quasi-experimental design. The study sample consisted of 35 students who were enrolled during the fall term 2010 in online Precalculus or Trigonometry classes at Palm Beach State College. Both treatment and comparison groups were taught by the researcher. Since the subjects in the study were not randomly assigned, the design was one of nonequivalent groups where the treatment group was compared to a similar group from the previous year. To limit researcher bias, the course exams were the same for both treatment and comparison groups. Five hypotheses were developed to examine the relationships between preferred learning strategies, the use of online tools, and achievement and retention. The five hypotheses were investigated with the following procedures respectively: ANOVA, linear regression, Pearson correlations, t-test and chi-square, and linear regression analysis with dichotomously coded variables. The findings indicated that the ATLAS groups did not show a preference for online tools, except for ebook. In addition, the use of most tools predicts achievement. The ebook is the only tool that is not significantly related to all the other tools. Achievement was not significantly different among treatment and comparison groups, but retention was. Retention for the treatment group surpassed retention for the comparison group by 15%. Results also pointed out that the ATLAS groups moderate the relationship between some of the online tools predicting achievement.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333313
- Subject Headings
- Computer-assisted instruction, Achievement in education, Distance education, Education, Effect of technological innovations on
- Format
- Document (PDF)
- Title
- Preparing Florida faculty to teach online.
- Creator
- Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3166833
- Subject Headings
- Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
- Format
- Document (PDF)
- Title
- Virtual science instructional strategies: a set of actual practices as perceived by secondary science educators.
- Creator
- Gillette, Tammy J., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the...
Show moreThe purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching., There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/2182083
- Subject Headings
- Distance education, Computer-assisted instruction, Science, Study and teaching (Secondary), Computer-assisted instruction, Education, Effect of technological innovations on, Teaching, Aids and devices
- Format
- Document (PDF)
- Title
- Academic dishonesty in online courses: the influence of students' characteristics, perception of connectedness, and deterrents.
- Creator
- Chase, Artyce-Joy., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross...
Show moreThe purpose of this study was to explore undergraduate students' behaviors related to academic dishonesty. Additionally, this study examined students' perceptions of their own connectedness within the online classroom, and perceptions of the effectiveness of deterrents to cheating. Participants in the study were enrolled in online courses within the College of Arts and Science at a regionally accredited for-profit university. Students enrolled at the university represent a geographic cross section primarily within the U.S. but included students living outside the U.S. Participants were asked about their individual feelings of overall connectedness within the online classroom. Connectedness was determined using five subscales to create an overall connectedness score. The subscales were attachment, bonding, climate, connection, and engagement. Statistical tests were conducted to assess and describe any relationships between connectedness, academic dishonesty, and demographic factors. Additionally, participants provided feedback on various methods used in online classes to encourage academic honesty. This study discovered significant relationships between academic dishonesty and students' feelings of connectedness. Students' academic performance was related also to feelings of connectedness within the online classroom. Additionally, the frequency of engagement in academic dishonesty increased as the students neared graduation. The findings of this study contribute to the body of knowledge related to pedagogy and course design of online classes.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/1927306
- Subject Headings
- Cheating (Education), Internet in education, Education, Higher, Moral and ethical aspects, Distance education, Moral and ethical aspects
- Format
- Document (PDF)