Prelims

Half Title Page

INTERNATIONAL PERSPECTIVES IN ONLINE INSTRUCTION

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INNOVATIONS IN HIGHER EDUCATION TEACHING AND LEARNING

Senior Series Editor: Patrick Blessinger, St John’s University and Higher Education Teaching and Learning Association, USA

Associate Series Editor: Enakshi Sengupta, Higher Education Teaching and Learning Association, USA

Published volumes:

Title Page

INNOVATIONS IN HIGHER EDUCATION TEACHING AND LEARNING - VOLUME 40

INTERNATIONAL PERSPECTIVES IN ONLINE INSTRUCTION

EDITED BY

JAIMIE HOFFMAN

Noodle Partners, USA

University of Wisconsin-La Crosse, Wisconsin, USA

and

PATRICK BLESSINGER

International HETL Association, New York, USA

St. John’s University, New York, USA

Created in partnership with the International Higher Education Teaching and Learning Association

https://www.hetl.org/

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2022

Copyright © 2022 Emerald Publishing Limited

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-80043-673-2 (Print)

ISBN: 978-1-80043-672-5 (Online)

ISBN: 978-1-80043-674-9 (Epub)

ISSN: 2055-3641 (Series)

Contents

About the Contributors

Patrick Blessinger is an Adjunct Associate professor at St. John’s University, a math and science teacher at the New York State Education Department, and an Educational Research Scientist at the International Higher Education Teaching and Learning Association (in consultative status with the United Nations). He is an Editor and Author of many books and articles and also an Educational Policy analyst and Contributing writer with UNESCO’s Inclusive Policy Lab, University World News, The Hechinger Report, The Guardian, and Higher Education Tomorrow, among others. He teaches courses in education, leadership, and research and also serves on doctoral dissertation committees. He founded and leads a global network of educators focused on teaching and learning. He has served on accreditation certification committees for various universities and schools. He regularly gives presentations and keynote addresses at academic conferences around the world. He has received several educational awards, including: Fulbright Senior Scholar to Denmark (Department of State, USA), Governor’s Teaching Fellow (Institute of Higher Education, University of Georgia, USA), and Certified Educator (National Geographic Society, USA).

Aras Bozkurt is a Researcher in the Department of Distance Education at Anadolu University, Turkey and in the Department of English Studies at the University of South Africa. He has an MA and PhD in Distance Education. He conducts empirical studies on online learning through resorting to critical theories including connectivism, rhizomatic learning, and heutagogy. He is interested in emerging research paradigms including social network analysis, sentiment analysis, and data mining.

Janie Busby Grant is a Senior Lecturer at the University of Canberra, Australia. She conducts research in cognitive psychology, in particular examining future-oriented cognitions and their influence on everyday decision making. She also engages in collaborative health problem-solving research projects, including cross-disciplinary research with external and government organisations. She has extensive tertiary teaching expertise focusing on using flexible teaching methods with large, multidisciplinary student cohorts. She is an active researcher in the education space with publications and conference presentations, and has received recognition through both individual and team-based teaching awards. She supervises research students at all levels and engages in both peer review and grant review nationally and internationally.

Lucilla Crosta has been working in National and International Higher Education since 2004, specifically in online Master and Doctoral degrees in Education. She has extensive experience in the adult e-learning field both inside European Commission funded projects and as an adult trainer in a blended modality. She gained her PhD in 2009 at the University of Lancaster (UK). Since 2013, she has been Honorary Lecturer and Assistant Director in the EdD Program run in partnership between Laureate Online Education and the University of Liverpool. Her research interests are related, but not limited to: online doctoral supervision, learning in virtual teams and communities and the use of artificial intelligence in Higher Education

Jennifer da Rosa is the Program Coordinator for Johns Hopkins University’s Energy and Environmental Programs. She has a background in geology, oceanography and science education, specializing in climate change misconceptions. Her research interests include earth and environmental science cognition, online learning pedagogy, science misconceptions, behavioral economics as applied to climate and environmental problems, public land policy and the application of social science methodology to explore environmental issues. She was formerly an instructor with the United States Naval Academy’s STEM Center for Education and Outreach, where she worked with midshipmen and faculty to offer science and engineering outreach programs. She has developed courses in climate change, natural disasters, environmental sustainability, renewable energy technology and policy, the social science of climate change, GIS, public land policy, and several intensive field courses. Prior to her teaching career, she served as a Civilian Oceanographer for the Naval Oceanographic Office’s Warfighting Support Center at Stennis Space Center, Mississippi. She received her Doctor of Education (EdD) in Curriculum, Teaching, Learning, and Leadership at Northeastern University. She has an MS in Geoscience with specialization in oceanography from Texas A&M University and a BS in Geology from South Dakota School of Mines and Technology.

Michelle Dennis currently serves as the Interim Executive Dean of the Online Campus of Adler University. She previously served as the Chair of the Department of Leadership and Applied Psychology and has served as the Director of multiple graduate programs. She has held various positions in the field of higher education over the past 20 years and previously worked as a statistician. She also serves the Online Administration Network of the Association for Professional, Continuing and Online Education, and she is a member of the Illinois Coalition for Higher Education in Prisons. She earned her PhD in Clinical Psychology from Marquette University, her MA in Training and Development from Roosevelt University, and her MEd in Higher Education Administration from the American College of Education. She has published in the areas of online faculty management and virtual student and faculty engagement.

Sarah Fornero is the Interim Vice President of Finance and Operations at Adler University. Immediately prior to this role, she served as the Executive Dean of the Online Campus, where she was the Chief Academic Officer overseeing the academics and operations of the Online Campus and information technology for the university. During her tenure, from 2015 to 2020, the Online Campus has doubled in size, resulting in over 330 students, with a persistence rate of 95%. She works closely with faculty and staff to create an engaging learning environment for online students – leveraging best practices and current technology to bring students and faculty together in a participatory virtual environment. She is a member of professional organizations, including the University, Professional, and Continuing Education Association and the Online Learning Consortium. She has shared her expertise with thousands of educational professionals as a presenter at regional, national and international conferences. She is also published in the field of online and distance learning. Prior to Adler University, she was a middle and high school Mathematics Teacher in Flint, MI and Barrington, IL. She holds a BS in Education and an MA in Education from the University of Michigan, and her EdD in Curriculum and Instruction from the University of Florida.

Cassie Hague has worked in Higher Education for more than 10 years. After gaining her PhD from the University of Exeter in 2010, she worked at Futurelab in the UK researching issues related to the future of education. Since 2012, she has worked as an Honorary Lecturer for the EdD program run in partnership between the University of Liverpool and Laureate Online Education. She has also taught online for the University of Strasbourg, and the American Business School in Paris as well as supporting undergraduate and graduate students in face-to-face contexts. Her research interests include the development of creativity, critical thinking, and digital literacies in educational contexts, and understanding innovation in education. She lives in Paris, France.

Leo Havemann is a Digital Education Advisor at University College London and has been an educational technology practitioner for over 10 years. Working in this space allows him to draw upon previous experiences studying and teaching literary, media, cultural, and communication studies, and working in libraries and industry. He is also currently a Postgraduate Researcher at the Open University (UK), with a particular research interest in open educational resources, practices, and policies.

Jaimie Hoffman is an innovative leader and educator with over 20 years of experience leading across multiple contexts in higher education including 15 years of teaching online. Expertise in creating ecosystems that are inclusive and provide remarkable support for online learners. Highly skilled in visioning and strategic planning, assessment and data-driven leadership, fiscal management, adult/student learning and development theories, leadership development, designing and implementing programs for historically marginalized populations, and leveraging technology for student engagement and learning. Expertise in hiring, training, coaching, leading, and managing remote teams and vendors against KPIs while optimizing for scale. Accomplished at directing projects involving multiple stakeholders, programs, and deliverables in fast-paced, start-up, and innovative environments. Accomplished at leading initiatives involving multiple stakeholders, programs, and deliverables in fast-paced environments. Passionate, student-focused, and published in support, engagement, and instruction in online learning. Leverages radical candor to drive toward excellence and brings joy and laughter along for the ride.

Gurupreet K. Khalsa is a resident of Mobile, Alabama, having lived previously in Ohio, Washington State, India, New Mexico, and California. She received her PhD in Instructional Design from the University of South Alabama and Master’s in Education from California State University, Los Angeles. She taught middle and high school English classes for over 20 years and contributed to the California Writing Project’s initiative to improve student academic writing. As well, she achieved National Board certification. She is a part time Online Instructor in Graduate Education Programs at University of South Alabama and University of Alabama at Birmingham.

Suzan Koseoglu is an Academic Developer (Research and Development in Technology Enhanced Learning) at Goldsmiths, University of London. She holds an MEd and PhD in Learning Technologies. Her area of expertise is online learning with an emphasis on open and networked scholarship and socio-cultural aspects of learning in further and higher education contexts. Her recent research focuses on openness in education, exploring open educational practices and the intersection of power and pedagogy in hashtag communities.

Caroline Kuhn is an Open Educator and Researcher. She works as a Senior Lecturer in Education and Technology Enhanced Learning at Bath Spa University. For many years she lived and worked in Venezuela as a Mathematics Teacher in Tertiary Education. Her PhD brought her to Europe in 2011 and spent a year as a Guest Researcher at the Freudenthal Institute for Science and Mathematics Education in the University of Utrecht where the core ideas of her PhD matured into the thesis of her dissertation which challenges deterministic and commonsensical approaches to the use of technology. The focus of her investigation is on students’ daily entanglements with digital technologies while investigating how students’ agency is shaped by the institutional culture and the socio-technical relations. She has been an active participant in open fora for open education. Her interest is in supporting pupils in their process of becoming better students.

Matlala Violet Makokotlela, PhD, is a Lecturer at the University of South Africa in the Department of Science and Technology Education. Her research interest is in the curriculum, sustainability, climate change, open education resource, and open distance learning.

April Millet recently celebrated her 25-year anniversary with Pennsylvania State University. During that time, she earned a Master of Education from the Instructional Systems Program in 2006 and held several different appointments in nearly every division in the university building experience in many different areas. The posts that she held include Business Services managing the Copyright Clearance Office, Information technology managing the Web-based Training program, Student Affairs leading the cocurricular education efforts, the College of Business designing online courses, and for the past 8 years in the Dutton e-Education Institute, the College of Earth and Mineral Sciences’ learning design unit, designing and developing courses and providing faculty development. She has expertise and experience in faculty development, educational technology, and designing and developing residential, hybrid, and online courses. She is currently an Assistant Teaching Professor and Learning Designer at the Pennsylvania State University.

Ramashego Shila Shorty Mphahlele, PhD, is a Senior Lecturer in the Department of Early Childhood Education, University of South Africa. Her major research interests lie in the area of student engagement, student support, and open ­educational resources.

Karin Oerlemans is the Principal Consultant at Kairos Consultancy and Training. An Adjunct Senior Lecturer at the University of Canberra, she has worked extensively with the academics there to intentionally incorporate flexible and online learning methodologies within their courses, to support the learning of all students. She works cross-sectorial to support academics and schoolteachers to understand and implement inclusive education for students who need additional support, drawing on a Universal Design for Learning framework. Her research focus is on curriculum development and implementation to create inclusive environments that authentically model the kind of world we want for our children.

Sandra A. Rogers is a Digital Learning Specialist with the Research, Teaching, and Learning Department at the University of California – Berkeley. She received her PhD in Instructional Design from the University of South Alabama and a Master’s in Teaching from the University of Alabama. She has been teaching, training, and designing in a variety of educational settings both in and outside the United States for 25 years. Her international experience includes English Teaching Fellow to Mozambique, Peace Corps Volunteer to Honduras, Alabama–Guatemala Partners to the Americas Teacher Exchange, and Association of Brazil–America Visiting Instructor. Search Teacherrogers for her online projects.

Gloria Sauti is a former Post-Doctoral Fellow at the Archie Mafeje Research Institute. She holds a Bachelor of Arts with Law, an Honors in International Relations, and a Master’s degree in Anthropology from the University of the Witwatersrand in South Africa. She commenced her LLB studies and later pursued her PhD at the University of the Witwatersrand. Her doctoral research explores the analysis of social interaction on social networking sites in which she also showcases the impact of social media on education as well as South Africa’s indigenous cultures and what seems to result in acculturation and enculturation due to intercultural interaction. Her research was conducted both in South Africa and the United States where she lives. Apart from her research, which is of an interdisciplinary nature and includes women and land, poverty and gender among others, she has been a tutor at University of South Africa since 2013, and continued in her position while working on her postdoctoral research. She was later appointed as a Lecturer and supervised almost a dozen e-tutors which enabled her to explore both perspectives of e-tutors and students. Her current research focuses on teenagers’ mothers and ways in which they can benefit from ODeL education.

Nate Turcotte is an Assistant Professor at Florida Gulf Coast University in the department of Leadership, Technology, and Research. Nate has a PhD in Learning, Design, and Technology from Pennsylvania State University and has experience teaching undergraduate and graduate courses in online, hybrid, and face-to-face formats. Prior to finishing his PhD, he worked as a Research Assistant for the John A. Dutton e-Education Institute. At the institute, he worked closely with faculty to research best practices for teaching and learning in online settings. He is also well versed in designing and developing online courses. Currently, his research explores teaching and learning across formal and informal technology-enhanced learning settings.

Shulong Yan has assisted with designing the curricula and collecting and analyzing data for an afterschool design club. She is currently a PhD candidate in the Learning, Design, and Technology program in the College of Education at the Pennsylvania State University. Her dissertation focuses on understanding and supporting group’s failure management in collaborative design context. Areas of interest and expertise include interaction analysis of video-based research, design and evaluation of human-centered challenges and design thinking materials for elementary school children, and evaluating learning design to support online learning.

Series Editors’ Introduction

Innovations in Higher Education Teaching and Learning

The purpose of this series is to publish current research and scholarship on innovative teaching and learning practices in higher education. The series is developed around the premise that teaching and learning is more effective when instructors and students are actively and meaningfully engaged in the teaching–learning process.

The main objectives of this series are to:

1. present how innovative teaching and learning practices are being used in higher education institutions around the world across a wide variety of disciplines and countries,

2. present the latest models, theories, concepts, paradigms, and frameworks that educators should consider when adopting, implementing, assessing, and evaluating innovative teaching and learning practices, and

3. consider the implications of theory and practice on policy, strategy, and leadership.

This series will appeal to anyone in higher education who is involved in the teaching and learning process from any discipline, institutional type, or nationality. The volumes in this series will focus on a variety of authentic case studies and other empirical research that illustrates how educators from around the world are using innovative approaches to create more effective and meaningful learning environments.

Innovation teaching and learning is any approach, strategy, method, practice, or means that has been shown to improve, enhance, or transform the teaching–learning environment. Innovation involves doing things differently or in a novel way in order to improve outcomes. In short, Innovation is positive change. With respect to teaching and learning, innovation is the implementation of new or improved educational practices that result in improved educational and learning outcomes. This innovation can be any positive change related to teaching, curriculum, assessment, technology, or other tools, programs, policies, or processes that leads to improved educational and learning outcomes. Innovation can occur in institutional development, program development, professional development, or learning development.

The volumes in this series will not only highlight the benefits and theoretical frameworks of such innovations through authentic case studies and other empirical research but also look at the challenges and contexts associated with implementing and assessing innovative teaching and learning practices. The volumes represent all disciplines from a wide range of national, cultural, and organizational contexts. The volumes in this series will explore a wide variety of teaching and learning topics such as active learning, integrative learning, transformative learning, inquiry-based learning, problem-based learning, meaningful learning, blended learning, creative learning, experiential learning, lifelong and lifewide learning, global learning, learning assessment and analytics, student research, faculty and student learning communities, as well as other topics.

This series brings together distinguished scholars and educational practitioners from around the world to disseminate the latest knowledge on innovative teaching and learning scholarship and practices. The authors offer a range of disciplinary perspectives from different cultural contexts. This series provides a unique and valuable resource for instructors, administrators, and anyone interested in improving and transforming teaching and learning.

Patrick Blessinger

Founder, Executive Director, and Chief Research Scientist, International HETL Association