TCC 2020 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/69130

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    Online Asynchronous Discussion Boards. Busywork or Beneficial?
    (2020) Schubert, Carol; Glassman, Aaron; Ringler, Ilene; Carol Schubert - Purdue University Global; Aaron Glassman - Embry Riddle University; Ilene Ringler - Purdue University Global
    Asynchronous and blended learning venues are experiencing rapid growth worldwide. Research which provides data to support student success in the increasing sector of online and blended delivery venues can be invaluable for students, course developers and instructors. A mixedmethods survey was sent to all Business students at Embry-Riddle Aeronautical University (Worldwide) in both graduate and undergraduate programs. There were 513 usable responses that contained rich data about student perceptions of online discussions boards. Elements evaluated include faculty engagement, student engagement, overall activity value, good and bad practices, as well as student engagement preferences and naming conventions. Statistical analysis and text mining were performed to identify relationships and trends in the qualitative and quantitative data. The results indicated that students find value in online discussion boards although they do not accurately replicate a traditional classroom discussion. Many additional components of good and bad discussion board practices were discovered.
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    Shifting to Specifications Grading: Two Design Cases
    (2020) Dennen, Vanessa; Bagdy, Lauren; Vanessa Dennen - Florida State University; Lauren Bagdy - Florida State University
    Most formal learning experiences result in some sort of assessment and acknowledgement of learning outcomes, which may range from a certificate of completion to a grade on a rating scale. Whatever system is used, instructors and students benefit from clear expectations and well-aligned learning objectives and assessment measures. Specifications grading is one approach that promotes a focus on achieved learning outcomes by clearly articulating expectations and the relationship between competencies and grades. This paper presents two university-level course design cases, one undergraduate and one graduate, in which a shift was made to a specifications grading system. The redesign required careful consideration of key competencies, competency indicators, mastery thresholds, and revision opportunities. At each course level there were different challenges to address, reflecting different levels of course difficulty and anticipated student maturity. Issues such as providing student feedback in a specifications system, handling situations where students challenge the system, and conversion to standard university grading scales also are discussed. Benefits included increased student self-regulation and ownership of the learning and assessment processes.
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    College faculty’s perception of technology tools & support: Supporting faculty to teach online
    (2020) Eichelberger, Ariana; Leong, Peter; Ariana Eichelberger - University of Hawaii-Manoa; Peter Leong - University of Hawaii-Manoa
    The purpose of this survey research was to understand the perceptions of college of education (COE) faculty members about technology tools and how to support online teaching faculty. Results indicate that the majority of COE faculty were confident with using technology tools for their professional career needs and for teaching with students. The COE faculty also reported being confident in using the university-supported Laulima online course management tool (asynchronous) and the Blackboard Collaborate web conferencing tool (synchronous). Additionally, many faculty acknowledged that the COE for providing excellent training and support for using technology for teaching. The top three ways faculty preferred to learn new features or skills related to technology for teaching were asking a support person, followed by attending formal coursework or training sessions and working with an individual tutor. The results of this study have implications for those who teach online as well as those who support them.