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1 – 10 of over 70000Although online learning in American higher education is growing rapidly, online degree and certificate programs are usually either general or career‐oriented. Notably lacking are…
Abstract
Although online learning in American higher education is growing rapidly, online degree and certificate programs are usually either general or career‐oriented. Notably lacking are fully online bachelor degree programs in the traditional liberal “arts and sciences” disciplines; a recent research inquiry found only a very few such programs are currently available. The availability of fully online degree programs is important for providing maximum access to education for geographically dispersed, highly mobile, and other learners. Available programs in liberal arts disciplines may also be an indicator of online learning as a well‐regarded degree pathway. There may be several possible explanations for the current lack of these programs, such as lack of market demand, logistical obstacles, and greater focus on blended learning delivery approaches. Despite current obstacles, rising demand for online courses, increased partnership ventures, and other factors suggest an emerging market which will result in greater future availability for such programs.
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The purpose of this paper is to describe the strengths and weaknesses of seven representative studies pertaining to the employers’ perceptions of online education.
Abstract
Purpose
The purpose of this paper is to describe the strengths and weaknesses of seven representative studies pertaining to the employers’ perceptions of online education.
Design/methodology/approach
The paper retrieved and analysed representative studies on the subject from two scholarly databases and Google.
Findings
The results indicate that there is a much greater likelihood that a candidate with an online degree would be viewed less favorably for employment purposes compared to the candidate with the face‐to‐face degree.
Originality/value
The paper identifies the gaps in the current studies and suggests future research directions regarding this critical topic.
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This paper aims to compare the students enrolled to a three-year undergraduate, bachelor degree on Security of Computer Systems and Networks, offered in traditional, classroom…
Abstract
Purpose
This paper aims to compare the students enrolled to a three-year undergraduate, bachelor degree on Security of Computer Systems and Networks, offered in traditional, classroom fashion as well as online at the University of Milan (Italy). Its main purposes are to estimate the main characteristics of the two different student populations addressed (i.e. online vs classroom students) to understand if an online version of an already existing traditional university degree allows to extend the enrollment of students; and to evaluate the effectiveness of the e-learning approach adopted, comparing performance of the two student populations. The study aims to supply a significant case study, based on a real experience more than 10 years long.
Design/methodology/approach
The paper is based on the statistical interpretation of a huge amount of data, collected during the overall life of Sicurezza dei Sistemi e delle Reti Informatiche (SSRI) online, regarding student age, income, grades obtained in exams and after final dissertation and graduation time.
Findings
The paper allows to conclude that the online student population has very limited overlap with the classroom one, which means that the online version of an already existing degree can definitely enlarge the student enrollment and reach older students; and a carefully designed e-learning environment allows committed online students to obtain results comparable when not better than the ones of classroom students.
Research limitations/implications
The study refers to a single, specific degree in computer science and technology; thus, it may lack generalizability. Similar experiences in other areas could be useful.
Originality/value
This paper fulfills an identified need to study how e-learning can be successfully applied to already existing traditional university degrees.
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James M. Kohlmeyer, Larry P. Seese and Terry Sincich
Examine hiring preferences of nonpublic accounting professionals when selecting candidates with online versus traditional face-to-face (FTF) accounting degrees.
Abstract
Purpose
Examine hiring preferences of nonpublic accounting professionals when selecting candidates with online versus traditional face-to-face (FTF) accounting degrees.
Methodology/approach
Surveys.
Findings
Consistent with Kohlmeyer, Seese, and Sincich (2011), this study revealed that accounting professionals, in general, indicated a strong preference to hire students with a FTF accounting degree as compared to a candidate with an online (OL) accounting degree. However, there were two significant departures from the results of Kohlmeyer et al. (2011). AACSB accreditation did help mitigate the respondents’ reluctance to hire students with OL degrees. In addition, nonpublic accounting professionals were neutral as to whether they would hire someone with an online accounting degree in the next three years. Public accounting professionals opposed hiring someone with an online accounting degree in the next three years (Kohlmeyer et al., 2011).
Practical implications
Online programs are going to have to be more proactive in persuading accounting professionals that an online and FTF accounting degree are equally desirable for hiring purposes.
Social implications
Students need to be aware of accounting professionals’ hiring concerns in regard to candidates with online accounting degrees.
Originality/value
Little research has examined the hiring preferences of accounting professionals in selecting candidates with either an online or FTF accounting degree.
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Charla Chebl and Maroun El Rayess
This research paper aims to present a specific outline of the library decision makers’ perceptions and the hiring patterns and acceptability of online library science degree…
Abstract
Purpose
This research paper aims to present a specific outline of the library decision makers’ perceptions and the hiring patterns and acceptability of online library science degree holders in academic libraries across the Arab world. It also investigates whether such degrees compare favorably with traditional degrees or not.
Design/methodology/approach
This study data were collected using an online questionnaire, which was sent out to 74 library managers in academic libraries across the Arab world. The libraries were selected from the QS stars Worldwide University Ranking for the Arab Region 2015, which ranks the Arab world’s top 100 universities.
Findings
The findings reveal no significant relationship between the hiring decision of library managers and the degree type, whether earned through traditional education or online. The analysis notes different factors influencing the hiring practices and acceptability of online library science degree holders, the most influential factors being candidate skills, accreditation of programs and candidate experiences.
Originality/value
To date, no study has investigated whether employers in academic libraries across the Arab world perceive online library science graduate degrees “less than” or “equal to” those obtained through traditional education. This study will contribute to the literature on the acceptance of online degrees in general and in the library science field in particular. The study is a significant contribution to knowledge for students, job seekers and employers alike.
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Two of the most important trends in higher education have been the emergence of online learning and efforts to internationalise the curriculum and student body. While most…
Abstract
Two of the most important trends in higher education have been the emergence of online learning and efforts to internationalise the curriculum and student body. While most universities embraced both these trends, insufficient attention has been paid to how the two approaches might be mutually supportive. Online education offers the opportunity to bring together students living in different countries in common courses and programmes, but cross-border enrolments remain low and new models and approaches are needed to build educational offerings that bring students and faculty from different countries together in sustained educational engagement online. This paper highlights a case study of an innovative blended double degree business masters’ program between Royal Roads University (RRU) in Canada and the Management Center Innsbruck (MCI) in Austria that allows mid-career, blended learning students to build international competencies and networks while continuing to work full-time. Through this double degree program, students can complete a Master of Global Management (MGM) at RRU and an MBA at MCI in approximately 24 months. Mid-career students have traditionally had limited opportunities to participate in an international education due to work and family constraints, but the pairing of two blended programmes creates an opportunity for these students to engage in a rich cross-cultural learning community. The paper highlights the challenges of integrating online learning into internationalisation strategies and explains how double degree programmes such as the RRU-MCI collaboration provide advantages that help overcome the challenges associated with online programmes that enrol students from different countries.
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James M. Kohlmeyer, Larry P. Seese and Terry Sincich
Online education may meet the needs of students who do not want to attend classes or of working adults who want to obtain a college degree. Yet an open question is whether online…
Abstract
Online education may meet the needs of students who do not want to attend classes or of working adults who want to obtain a college degree. Yet an open question is whether online (OL) degrees meet the needs of employers (Adams & DeFleur, 2006; Columbaro & Monaghan, 2009). Specifically, our exploratory study investigates how professionals in public accounting firms perceive OL accounting degrees as compared to accounting degrees earned in the traditional face-to-face (FTF) environment relative to a hiring decision. To examine these issues, a survey was administered to accountants of small- and large-sized public accounting firms located in the southeast United States.
Our results revealed that public accounting professionals, in general, indicate a strong preference to hire students with a traditional FTF accounting degree as opposed to a candidate with an OL accounting degree. Even when both candidates (traditional vs. OL accounting degrees) had passed the CPA examination, public accounting firm professionals still prefer the traditional accounting degree. Yet public accounting firms were more willing to hire a candidate with an OL accounting degree from an Association to Advance Collegiate Schools of Business (AACSB) accredited university than a candidate with an OL accounting degree from a non-AACSB accredited university. Lastly, we found that the preferences for traditional accounting degrees existed across different job titles (e.g. partner, manager, senior) and different sized public accounting firms.
Jayson W. Richardson, Scott McLeod and Amy Garrett Dikkers
The purpose of this study is to investigate the perceptions of human resource directors in the USA about online credentials earned by K‐12 school principals and principal…
Abstract
Purpose
The purpose of this study is to investigate the perceptions of human resource directors in the USA about online credentials earned by K‐12 school principals and principal candidates.
Design/methodology/approach
In this mixed methods study, a survey was sent to a random sample of 500 human resource directors in K‐12 school districts across the USA. Analysis was conducted on 105 surveys.
Findings
In contrast to a traditional face‐to‐face format, the majority of respondents reported beliefs that online courses and online degrees aimed at school principals required less work, were of lower quality, and could not adequately prepare leaders to tackle state‐specific issues. Human resource directors in rural districts had a more negative perception of online learning, in comparison to their counterparts in suburban or urban districts. All preparatory courses, except technology leadership, were reported to be easier taught face‐to‐face, than online.
Research limitations/implications
Further research should be conducted to determine if and how these perceptions are shifting. Further research should also be conducted to determine the influence of location on perceptions of online credentials for school leaders. Comparing perceptions about online credentials cross‐nationally may provide interesting insights and new areas of research.
Practical implications
Implications are for school administration programs, both traditional and online, that desire to create and build more accepted school administration programs that include online components.
Social implications
Students increasingly opt for online coursework; students in the field of school leadership and administration in the USA are no different. This shift to online learning must be juxtaposed with efforts to maintain quality, improve efficiency, and address the concerns of those persons who hire these candidates.
Originality/value
To date, no research has been published on the perceived acceptability of online degrees and online coursework for school principals in the USA.
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The purpose of this paper is to present design principles for holistic design of online degree programmes (ODPs) in higher education (HE). The study adds to previous research on…
Abstract
Purpose
The purpose of this paper is to present design principles for holistic design of online degree programmes (ODPs) in higher education (HE). The study adds to previous research on online programme design by examining how the digital competence and pedagogical strategy of a HE organisation can inform holistic ODP design.
Design/methodology/approach
This paper presents a case study placed in the context of a Finnish applied HE organisation. Design-based research (DBR) process is used to create holistic design principles for new ODPs. Theoretical framework for the study is digitally competent organisation (Kampylis et al., 2015) and pedagogical strategy is innovation pedagogy (Kettunen et al., 2013).
Findings
Design principles for pedagogically informed holistic design of ODPs are presented as a three-tiered model comprising organisational, pedagogical and ODP layers. Each layer includes various principles for holistic design to integrate an organisation's pedagogical strategy in a digitally competent context to create quality ODPs.
Research limitations/implications
The paper presents a case study from a HE organisation in Finland, but results are applicable to a wider global audience.
Practical implications
As a contribution to practitioners, this paper presents a three-tiered holistic design of ODP in HE organisation, where the design principles are categorised in organisational, pedagogical and ODP design layers. In addition, suggestions to managers, instructional designers and educators are made for the holistic design of ODPs.
Social implications
Building the sense of community in ODPs and offering continuous support in pedagogy and technology are valuable for the well-being of the staff, students and the wider society.
Originality/value
The paper draws relationships between holistic design of ODPs, digital competence and pedagogical strategy. The paper provides managerial and operational viewpoints to managers, administrators and educators of HE organisations that plan to create new ODPs with a holistic focus on the educational organisation, its pedagogical strategy and digital competence. Recommendations for further development, possible applications and research of ODP education are made.
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The online degree and education market represents a crossroad for Higher Education. Outlines some issues the HE community must now face and several factors to success for their…
Abstract
The online degree and education market represents a crossroad for Higher Education. Outlines some issues the HE community must now face and several factors to success for their online degree programs. Universities have played an important role in the formation of the Internet and application of online education. The question remains, will universities actively participate and lead this market or sit on the sidelines and watch an opportunity for education slip away? Universities must act now.
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