Subject Index

International Perspectives in Online Instruction

ISBN: 978-1-80043-673-2, eISBN: 978-1-80043-672-5

ISSN: 2055-3641

Publication date: 4 November 2021

This content is currently only available as a PDF

Citation

(2021), "Subject Index", Hoffman, J. and Blessinger, P. (Ed.) International Perspectives in Online Instruction (Innovations in Higher Education Teaching and Learning, Vol. 40), Emerald Publishing Limited, Leeds, pp. 165-172. https://doi.org/10.1108/S2055-364120210000040013

Publisher

:

Emerald Publishing Limited

Copyright © 2022 Emerald Publishing Limited


INDEX

Note: Page numbers followed by “n” indicate notes.

Academic integrity
, 107

Academic stress
, 118

Access
, 7

Activate learning
, 100

Activate your learning (AYL)
, 100–102

Activating communities of learning

background
, 28

ecological systems theory
, 28–30

graduate students
, 27–28

interviews as pedagogical tool
, 31–35

methodology
, 35

mutualistic symbiosis
, 26

participants
, 36–37

procedure
, 37

results
, 38

scholar-practitioner interview assignment
, 44–51

vlogging as pedagogical tool
, 30–31

vlogging assignment
, 38–44

Active learning
, 3–4, 126–127

Addams’ pragmatic approach
, 127

Administrative management
, 60

Adobe Captivate™
, 14

Affordability
, 7

AgreeStat
, 132

Alumni interviews
, 31

Anxiety
, 18, 19–20

Articulate™
, 14

Asking for Help Anxiety
, 18

Assessments
, 4–5, 12

Audio and-video sharing
, 152

Australia, tertiary teaching in
, 10

Australian context, online learning in
, 10

Australian Psychological Accreditation Council
, 17

Autonomy in online teams
, 74–76

Barriers identification to student engagement

through lens of TTD
, 116–120

in ODL
, 116

Bee
, 26

Behavioral engagement
, 115

Blended approaches
, 2

Blended learning
, 84

Blogs
, 11, 152

Bloom’s Taxonomy of Learning Objectives
, 3

Bradley Review of Higher Education
, 10

Camtasia™ software
, 23

Case study
, 5, 15, 27, 35, 60–66, 132, 136

Chronosystem
, 29

Classroom management
, 61

Cognitive engagement
, 115, 122

Cognitive presence (CP)
, 7, 126–127, 130

ID for
, 130

Cognitive skills
, 144

Collaborative learning
, 122

Comment tools
, 153

Communication
, 13

evaluation processes
, 63

tools
, 12

Community
, 6

building
, 64–65

Community of inquiry (COI)
, 126–128

educational technology for
, 130

loop for SP
, 130

Computer-mediated instruction
, 127

Concept mapping
, 103

question and feedback
, 104

Constructivism
, 84–85

Content management system (CMS)
, 101

Conventional classroom instruction
, 2

Course assessment
, 4

Course evaluation
, 5

Course management
, 61

Covid-19 global pandemic
, 1

Critical digital pedagogy
, 89

Critical pedagogy
, 89

Cultural interviews
, 31

Cultural values
, 29

Culture of collaboration
, 65

Cyberstress
, 77

Deep learning
, 76, 151

Deepwater Horizon oil spill
, 30

Desirable difficulties in learning design
, 100

Development
, 59–64

Digital immigrants
, 117

Digital learning environment
, 91

Discussion forums
, 144

Dispositional constraint
, 119

Doctoral Faculty Colloquia
, 65

Drop box
, 153

E-learning, 126 (see also Open and Distance Learning (ODL))

environment
, 12

E-mail
, 144

E-pedagogy
, 70–71

future of
, 78–79

of VLT
, 72

E-tutors
, 7, 144–145

Ecological systems
, 38

theory
, 26, 28–30, 35

Ecosystems
, 26

Educational technology
, 129–130

for COI
, 130

Educators
, 71

reflections
, 18, 20–21

Effective course

design
, 2, 128

resource management
, 61

Effective e-tutor
, 144–145

available and respond promptly
, 148–149

clarification
, 148

going extra mile
, 153–154

importance of introductions
, 147–148

listening
, 149–150

prevent boredom and keep students engaged
, 151–152

providing timely feedback
, 151

strategies
, 146

time management
, 150

using variety of tools
, 152–153

Effective E-tutoring
, 144

e-tutor
, 144–145

effective E-tutor strategies
, 146–154

role and traits of
, 145–146

Effective learning
, 2, 4

Effective online course
, 126

Effective online learning
, 2

active and engaged learning
, 3–4

course assessment
, 4

course evaluation and quality assurance
, 5

instructor facilitation
, 4

learner needs
, 3

learning outcomes
, 4

Effective online teaching
, 126

Effective teaching
, 2

Effective team behavior
, 78

Emotional engagement
, 115

Encourage contact between students and faculty
, 126

Energy Climate and Policy
, 44

Energy Policy and Climate MS degree program
, 27, 33

Engaged learning
, 3–4

Environmental Sciences and Policy program
, 26–27

Evaluation of online faculty
, 62

Examination Anxiety
, 18

Exosystem
, 28, 44

Experience-based learning
, 127

Face-to-face (F2F)
, 147, 153

interaction
, 147, 153

learning environments
, 2

Facebook
, 153

Faculty
, 12

evaluation
, 56

management
, 56

members
, 56, 64–65

mentor
, 62

recruitment
, 57, 67

Faculty Excellence Award
, 65–66

Faculty of Health
, 11, 13, 22

Faculty recognition
, 64

community building
, 64–65

Doctoral Faculty Colloquia
, 65

Faculty Excellence Award
, 65–66

Senior adjunct faculty rank
, 66

Feedback
, 61–62, 99–100, 106–107, 128

for TP
, 130

First-order agreement coefficient (AC1)
, 132

Flat management structure
, 78

Flickr
, 11

Forecasting
, 56–57

Forums
, 153

Foundational, Interactive, and Transformational model (FIT model)
, 12–15, 22

Graduate students
, 26

H5P
, 110

module
, 101

video
, 108

High-quality online instruction
, 129

Higher Ed professional
, 85

Higher education

institutions
, 147

program
, 71

Higher Education Digital Identity (#HEdigID)
, 85

network
, 85

social network analysis visualization of
, 86

HTML5 Package
, 101

Humanity-affirming location of possibility
, 126

Hybrid learning
, 2–3

Immediacy behaviors
, 128

In-depth learning
, 77

Individual learning
, 145

Informal educator reflections
, 16

Information Communication Technologies (ICTs)
, 6, 144

Informational interview
, 31

Institutional constraint
, 119

Institutional factors in online learning strategies
, 11–12

Institutional policy
, 57

Instruction and feedback for TP
, 130

Instruction for TP
, 130

Instructional design (ID)
, 126

for CP
, 130

Instructional dialogue
, 114

barriers
, 117–118

Instructional leadership
, 4

Instructional strategies
, 12–13

Instructional videos
, 16

Instructor
, 3–4

Instructor facilitation
, 4

Instructor verbal immediacy behaviors
, 128

Interaction treatments (ITs)
, 126

Interactive technology
, 129

Interpretation Anxiety
, 18

Interrater reliability (IRR)
, 132

Interviews

assignment
, 51

as pedagogical tool
, 31

presentation of scholar-practitioner interview findings
, 34–35

rubric used for the creator/facilitator of VoiceThread reflection vlog
, 32

scholar-practitioner interview assignment
, 33

scholar-practitioner interview plan and questions
, 33

scholar-practitioner interview qualitative analysis
, 34

Intraclass correlation coefficient (ICC)
, 132

Introversion–extroversion personality
, 118

Johns Hopkins University (JHU)
, 26

network
, 51

Kaltura
, 110

Key strategies on effective e-tutoring
, 144

“Khan Academy” style
, 31

Knowledge-check
, 100–101

Learner

characteristics
, 130

needs
, 3

Learner autonomy
, 114

barriers
, 119–120

Learner support (LS)
, 7, 129–130

Learner/Learning Management System (LMS)
, 7, 13, 144

students learning through
, 146–154

tools
, 153

Learning
, 85, 97

community
, 145

design
, 100

materials
, 144

outcomes
, 4

process
, 70

team agreement
, 76

Learning Design Institute (LDI)
, 109–110

Lecture capture
, 16

Lecturer
, 7, 13–16, 20, 150

Lecturer–student relationship
, 145

Leveraging retrieval practice
, 99

Listening
, 149–150

Logic of inquiry
, 127

Long-term information retention, retrieval practice and
, 97–98

Low-stakes quizzes
, 106

Lurkers
, 85–87

Lurking
, 84–85

as ordinary
, 88–89

as political
, 89–90

reflecting on lurker experience
, 85–87

through three lenses
, 87

as troublesome
, 87–88

Macrosystem
, 29, 38

Massive Open Online Courses (MOOCs)
, 84

Master of Science (MS)
, 26

Masters of Applied Psychology
, 71

Memory
, 96–98

Mesosystem
, 28, 38

Meta cognitive skills
, 144

Meta-analysis
, 2

Microsystem
, 28

Mind mapping
, 103

Monitoring online faculty
, 62

Muddiest Point
, 103, 106

Mutualistic symbiosis
, 26

Netiquette
, 148

On-campus courses
, 59

One-Minute Essay
, 103

Ongoing training
, 59

Online college courses
, 7

Online Community of Inquiry Syllabus Rubric© (OCOISR)
, 7, 126, 129, 130–131, 134–135, 140–141

methodology
, 131–132

purpose
, 129

research
, 129

results
, 132–134

significance
, 135–136

Online course syllabus
, 126

community of inquiry
, 127–128

educational technology
, 129

learner support
, 129

OCOISR ©
, 140–141

OCOISR research
, 129–136

theoretical framework
, 126

Online courses
, 100

Online education
, 70

Online faculty management

evaluation of faculty adherence to standards for effective practice
, 63–64

faculty mentor
, 62–63

faculty recognition
, 64–66

recruitment
, 56–59

setting expectations
, 60–62

training, development, and supervision
, 59

Online faculty recruitment
, 58–59

Online graduate-level courses
, 26

Online learners in psychology

anxiety
, 18, 19–20

comparison with previous cohort
, 18, 20

educator reflections
, 18, 20–21

FIT model
, 12–15

institutional factors in design and implementation of online learning strategies
, 11–12

interpretation and take-aways for teaching practice and policy
, 21–23

methods
, 17

online learning in psychology statistics course
, 15–16

online learning in tertiary teaching and Australian context
, 10

outcome measures collection
, 17

outcomes
, 18

relationship between video use and learning outcomes, 18, 19–

video resource use
, 17, 18–19

Online learning
, 1, 85

challenge for higher education institutions
, 1–2

effective online learning requires good course design
, 2–5

environments
, 129

institutional factors in design and implementation of
, 11–12

in psychology statistics course
, 15–16

research on
, 2

in tertiary teaching and Australian context
, 10

Online teaching
, 1–2, 7, 16, 58, 109

Open and Distance Learning (ODL)
, 114

Quality Council
, 114

student engagement in
, 115

Open Distance and e-Learning environment (ODeL environment)
, 144, 150

Open educational practices
, 85

Open Educational Resources/Research (OER), 86, 91n1

Ordinary, lurking as
, 88–89

Orientation
, 59

PackBack approach
, 103

Paris Climate Accord
, 30

Part-time faculty
, 56, 66

Participant observer
, 146

Passive learning
, 127

Pearson’s r correlation analyses
, 19

Podcasts
, 152–153

Political, lurking as
, 89–90

Pollination
, 26

Position descriptions
, 57

Practice exercises
, 107

Practice quizzes
, 107

Presence establishment
, 72–74

Prezi
, 11

Prioritize process development
, 63

Professional development
, 58

Program structure
, 114

Program structure barriers
, 118–119

Prompt feedback
, 126

Psychology statistics course, online learning in
, 15–16

Public Health
, 71

Public service town
, 11

QM Higher Education Rubric (QM Rubric)
, 129–130

Qualitative intrinsic case study design
, 35

Quality assurance
, 5

Quality Matters (QM)
, 129

Recognition tests
, 99–100

Recruitment
, 56–59

Reflection
, 105–107

Reproductive learning
, 126

Respect diverse talents and ways of learning
, 126

Respecting diverse ways of learning
, 129

Retention
, 5, 10, 96–97, 147

Retrieval ability
, 98

Retrieval practice
, 96–97

in action
, 108–110

case study
, 108

instructional conditions maximize
, 99–100

and long-term information retention
, 97–98

options
, 100–108

self-regulated learning strategy
, 98–99

Retrieval strength
, 98

Rubric for Assessing Interactive Qualities in Distance Courses©
, 130

Rubrics
, 61, 131, 151

SAF Flexibility, Innovation, Retention, Engagement (SAFFIRE)
, 11, 15, 22

Scholar-practitioner interviews
, 35, 38

assignment
, 33, 44–51

findings presentation
, 34–35

plan and questions
, 33

qualitative analysis
, 34

Science 101
, 108–110

Scoring
, 131

Self-regulated learning strategy
, 98–99

Senior Adjunct Faculty
, 66

Situational constraint
, 119

Skype
, 72

SlideShare
, 11

Social media
, 144, 153

students learning through
, 146–154

Social Network Analysis
, 86

Social networking sites
, 152

Social presence (SP)
, 7, 126, 128, 130

COI loop for
, 130

Socratic questioning
, 59

Software applications
, 152

Solar Energy course
, 35

coding analysis of
, 45–50

coding analysis of final reflection journal comments related to Vlog assignment in
, 52

Spacing
, 99

Stakeholders
, 63

Statistical Anxiety Scale
, 18

Statistics
, 10, 17

STEM courses
, 100

Storage strength
, 98

Structural Adjustment Fund (SAF)
, 10

Student engagement

identifying barriers to student engagement in ODL
, 116

identifying barriers to student engagement through lens of TTD
, 116

instructional dialogue barriers
, 117–118

learner autonomy barriers
, 119–120

in ODL
, 115

program structure barriers
, 118–119

TTD variables to address barriers to
, 120–122

Student(s)

autonomy
, 74–75

employment
, 119

experiences of VLTs
, 71–72

feedback
, 61

learning through LMS and social media
, 146–154

personality
, 118

student-centered interaction
, 127

student-centered pedagogy
, 114

student-created interview
, 31

student-to-scholar-practitioner interactions
, 51

student-to-student interactions
, 51

Student–content (S–C)
, 127

Student–student relationship (S–S relationship)
, 126–127, 145

Student–teacher (S-T)
, 126–127

Supervision
, 59–64

Supplementary videos
, 16

Support
, 59

for learner characteristics
, 130

Supporting learners
, 11

Sustainability Science course
, 5, 30, 35

coding analysis of
, 39–42

coding analysis of final reflection journal comments related to Vlog assignment in
, 43

Syllabi
, 131

Syllabus
, 131

Synergies
, 76–78

Teacher personality
, 117

Teaching practice and policy
, 21–23

Teaching presence (TP)
, 7, 126, 128, 131

instruction and feedback for
, 130

Team learning in online environments (see also Effective online learning)

autonomy in online teams
, 74–76

establishing presence
, 72–74

future of E-pedagogy
, 78–79

need for clearer E-pedagogy
, 70–71

student and tutor experiences of VLTs
, 71–72

synergies
, 76–78

VLTs
, 70

Technology
, 3, 122

Tertiary teaching, online learning in
, 10

Testing effect
, 96

Theory of transactional distance (TTD)
, 114–115

identifying barriers to student engagement in ODL
, 116

identifying barriers to student engagement through lens of
, 116–120

student engagement in ODL
, 115

variables to address barriers to student engagement
, 120–122

Time management
, 150

Timely feedback
, 151

Traditional education
, 126

Traditional face-to-face learning
, 2

Training
, 59–64

methods
, 63

Transactional distance variables
, 116–117

Transformative learning
, 70

Transformative online course design
, 126

Troublesome, lurking as
, 87–88

Tutor
, 71

experiences of VLTs
, 71–72

presence
, 72–73

Tutoring
, 144

Twitter
, 11

Unanswered Questions
, 103, 106

Unisa 200 e-tutor
, 145

Universal Design for Learning (UDL)
, 12, 15

Video blogging (vlogging)
, 30

as pedagogical tool
, 30–31

Video blogs (vlogs)
, 27

Video podcasts
, 16

Video quizzes
, 108

Video resource use
, 17, 18–19

Video-based learning
, 16

Virtual learning teams (VLTs)
, 70

student and tutor experiences of
, 71–72

Virtual teaching simulations
, 58–59

Vlogging
, 35, 38

assignment
, 38–44

Vlogs
, 27–28

VoiceThread
, 5, 27, 28, 110

platform
, 38

reflection vlog assignment
, 30–31, 35

Web 2.0 tools
, 11, 152

Web conferencing
, 11

WhatsApp
, 144

Wikis
, 11

Word-of-mouth recommendations
, 58

YouTube
, 153

Zoom software
, 64