Interactive and Authentic e-Learning Tools for Criminal Justice Education

References

• Abrami, P. C., R. M. Bernard, E. M. Bures, E. Borokhovski, and R. M. Tamim. 2011. Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computers in Higher Education 23:82–103. doi:10.1007/s12528-011-9043-x
   Web of Science ®Google Scholar
• Abu-Dalbouh, H. M. 2013. A questionnaire approach based on the technology acceptance model for mobile tracking on patient progress applications. Journal of Computer Science 9 (6):763–70. doi:10.3844/jcssp.2013.763.770
   Google Scholar
• Arkorful, V., and N. Abaidoo. 2015. The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning 12 (1):29–42.
   Google Scholar
• Bagozzi, R. P., F. D. Davis, and P. R. Warshaw. 1992. Development and test of a theory of technological learning and usage. Human Relations 45 (7):660–86. doi:10.1177/001872679204500702
   Web of Science ®Google Scholar
• Beetham, H., and R. Sharpe, eds. 2013. Rethinking pedagogy for a digital age: Designing for 21st century learning. New York, NY: Routledge.
   Google Scholar
• Bernat, F., and K. Frailing. 2015. Perfecting lessons learned for criminal justice online graduate education: Reflection, integration, and application. Journal of Criminal Justice Education 26 (3):330–53. doi:10.1080/10511253.2015.1036090
   Web of Science ®Google Scholar
• Boling, E. C., M. Hough, H. Krinsky, H. Saleem, and M. Stevens. 2012. Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education 15 (2):118–26. doi:10.1016/j.iheduc.2011.11.006
   Web of Science ®Google Scholar
• Boud, D. 2013. Enhancing learning through self-assessment. New York, NY: Routledge.
   Google Scholar
• Bouhnik, D., and T. Marcus. 2005. Interaction in distance-learning courses. Journal of the Association for Information Science and Technology 57 (3):299–305. doi:10.1002/asi.20277
   Web of Science ®Google Scholar
• Broadbent, J., and W. L. Poon. 2015. Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education 27:1–13. doi:10.1016/j.iheduc.2015.04.007
   Web of Science ®Google Scholar
• Brown, G. T. L., and L. R. Harris. 2013. Student self-assessment. In Sage handbook of research on classroom assessment, ed. J. H. McMillan, 367–93. Thousand Oaks, CA: Sage.
   Google Scholar
• Burke, A. S., and M. D. Bush. 2013. Service learning and criminal justice: An exploratory study of student perceptions. Educational Review 65 (1):56–69. doi:10.1080/00131911.2011.638138
   Web of Science ®Google Scholar
• Corbett, A. C. 2005. Experiential learning within the process of opportunity identification and exploitation. Entrepreneurship Theory and Practice 29 (4):473–91. doi:10.1111/etap.2005.29.issue-4
   Web of Science ®Google Scholar
• Creswell, J. W. 2014. A concise introduction to mixed methods research. Los Angeles, CA: Sage.
   Google Scholar
• Cuban, L. 2010. The difference between “complicated” and “complex” matters. http://larryCuban.workpress.com/2010/06/08/the-difference-between-complicated-and-complex-matters/ (accessed September 15, 2015).
   Google Scholar
• Davis, F. D. 1989. Perceived usefulness, perceived ease of use, and user acceptance of information technology. Management Information Systems Quarterly 13 (3):319–40. doi:10.2307/249008
   Web of Science ®Google Scholar
• Dykman, C. A., and C. K. Davis. 2008. Part one: The shift toward online education. Journal of Information Systems Education 19 (1):1–7. http://www.lmunet.edu/factools/ctl/articlesteachingonline/TheShiftTowardOnlineEducationDykman.pdf (accessed September 10, 2015).
   Google Scholar
• Fabianic, D. 2010. Ramifications of instructional technology for criminal justice education. Southwest Journal of Criminal Justice 7 (2):122–37.
   Google Scholar
• Guthrie, K. L., and H. McCracken. 2010. Reflective pedagogy: Making meaning in experiential-based online courses. Journal of Educators Online 7 (2):1–21. doi:10.9743/JEO.2010.2.2
   Google Scholar
• Helfgott, J. B. 2003. The prison tour as a pedagogical tool in undergraduate criminal justice courses. Corrections Compendium. https://www.thefreelibrary.com/The+prison+tour+as+a+pedagogical+tool+in+undergraduate+criminal+justice+courses-a0106763054 (accessed September 12, 2015).
   Google Scholar
• Holden, R. J., and B. Karsh. 2010. The technology acceptance model: Its past and its future in health care. Journal of Biomedical Informatics 43 (1):159–72. doi:10.1016/j.jbi.2009.07.002
   PubMed Web of Science ®Google Scholar
• Inan, F., E. Yukselturk, M. Kurucay, and R. Flores. 2017. The impact of self-regulation strategies on student success and satisfaction in an online course. International Journal on E-Learning 16 (1):23–32.
   Google Scholar
• Jaggars, S. S. 2014. Choosing between online and face-to-face courses: Community college student voices. The American Journal of Distance Education 28 (1):27–38. doi:10.1080/08923647.2014.867697
   Google Scholar
• Jongbloed, B., J. Enders, and C. Salerno. 2008. Higher education and its communities: Interconnections, interdependencies and a research agenda. Higher Education 56 (3):303–24. doi:10.1007/s10734-008-9128-2
   Web of Science ®Google Scholar
• Kim, D., and H. Chang. 2007. Key functional characteristics in designing and operating health information websites for user satisfaction: An application of the extended technology acceptance model. International Journal of Medical Informatics 76 (11–12):790–800. doi:10.1016/j.ijmedinf.2006.09.001
   PubMed Web of Science ®Google Scholar
• Kolb, D. A. 1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• LaRose, A. P. 2011. Field trips: Pedagogical gold or drive-by education? Academy of Criminal Justice Sciences Today 36 (2):1, 4.
   Google Scholar
• Liaw, S., and H. Huang. 2013. Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers in Education 60:14–24. doi:10.1016/j.compedu.2012.07.015
   Web of Science ®Google Scholar
• Masrom, M. 2007. Technology acceptance model and e-learning. Paper presented at the 12th International Conference of Education, Sultan Hassanal Bokliah Institute of Education University, Brunei Darussalam, May.
   Google Scholar
• Mayes, T., and S. De Freitas. 2013. Technology-enhanced learning. In Rethinking pedagogy for a digital age: Designing for 21st century learning, ed. H. Beetham and R. Sharpe, 17–30. New York, NY: Routledge.
   Google Scholar
• McCracken, H., and K. L. Guthrie. 2011. Experience as the foundation for authentic learning online. E-Mentor 3 (40). http://www.ementor.edu.pl/artykul/index/sumer/40/id/853 (accessed September 15, 2015).
   Google Scholar
• Moore, M. G., and W. G. Anderson, eds. 2013. Handbook of distance education, 3rd ed. New York, NY: Routledge.
   Google Scholar
• Morrison, G. R., S. M. Ross, H. K. Kalman, and J. E. Kemp. 2011. Designing effective instruction, 6th ed. Hoboken, NJ: Wiley.
   Google Scholar
• Nicol, D. 2013. Resituating feedback from the reactive to the proactive. In Feedback in higher and professional education: Understanding it and doing it well, ed. D. Boud and E. Molloy, 34–49. London, UK: Routledge.
   Google Scholar
• Paechter, M., and B. Maier. 2010. Online or face-to-face? Students’ experiences and preferences in e-learning. The Internet and Higher Education 13 (4):292–97. doi:10.1016/j.iheduc.2010.09.004
   Web of Science ®Google Scholar
• Paul, R. W. 2001. Dialogical and dialectical thinking. In Developing minds: A resource book for teaching thinking, ed. A. L. Costa, 3rd ed., 309–18. Alexandria, VA: Publishers Association for Supervision and Curriculum Development.
   Google Scholar
• Ricciardelli, R., and K. A. Clow. 2012. The impact of an exonoree’s guest lecture on students’ attitudes toward wrongfully convicted persons. Journal of Criminal Justice Education 23 (2):127–47. doi:10.1080/10511253.2011.590512
   Google Scholar
• Ridley, L. 2014. No substitute for the real thing: The impact of prison‐based work experience on students’ thinking about imprisonment. Howard Journal of Criminal Justice 53 (1):16–30. doi:10.1111/hojo.12029
   Google Scholar
• Rockell, B. A. 2009. Challenging what they all know: Integrating the real/reel world into criminal justice pedagogy. Journal of Criminal Justice Education 20 (1):75–92. doi:10.1080/10511250802680373
   Google Scholar
• Roscoe, R., and M. Chi. 2008. Tutor learning: The role of explaining and responding to questions. Instructional Science 36:321–50. doi:10.1007/s11251-007-9034-5
   Web of Science ®Google Scholar
• Rust, C., M. Price, and B. O’Donovan. 2003. Improving student learning by developing their understanding of assessment criteria and processes. Assessment and Evaluation in Higher Education 28 (2):147–64. doi:10.1080/02602930301671
   Google Scholar
• Smith, H. P. 2012. Reinforcing experiential learning in criminology: Definitions, rationales, and missed opportunities concerning prison tours in the United States. Journal of Criminal Justice Education 24 (1):50–67. doi:10.1080/10511253.2012.660172
   Google Scholar
• Smith, H. P., B. A. Koons-Witt, and B. Meade. 2010. Demystifying prisons through the use of experiential learning. Corrections Compendium 35 (2):1–5.
   Google Scholar
• Smith, H. P., B. Meade, and B. A. Koons-Witt. 2009. The utility of the correctional tour: Student perceptions and the propensity for academic growth. Journal of Criminal Justice Education 20 (3):292–311. doi:10.1080/10511250903174847
   Google Scholar
• Teo, T. 2011. Technology acceptance research in education. In Technology acceptance in education, ed. T. Teo, 1–8. Rotterdam, the Netherlands: Sense.
   Google Scholar
• Trochim, M. W., and J. P. Donnelly. 2007. The research methods knowledge base, 3rd ed. Mason, OH: Thomson Custom Publishing.
   Google Scholar
• Wang, C. H., D. M. Shannon, and M. E. Ross. 2013. Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education 34 (3):302–23. doi:10.1080/01587919.2013.835779
   Web of Science ®Google Scholar