When Online Instruction Doesn’t Measure Up: How Can You Tell, and What Should You Do?

References

• Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. doi: 10.3102/0034654309333844
   Web of Science ®Google Scholar
• Brindley, J., Blaschke, L. M., & Walti, C. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distributed Learning, 10(3), 1–18. doi: 10.19173/irrodl.v10i3.675
   Web of Science ®Google Scholar
• Cable, J., & Cheung, C. (2017). Eight principles of effective online teaching: A decade-long lessons learned in project management education. PM World Journal, 6(7), 1–16. Retrieved from http://pmworldjournal.net/wp-content/uploads/2017/07/pmwj60-Jul2017-Cable-Cheung-Eight-Principles-of-Effective-Online-Teaching-featured-paper.pdf
   Google Scholar
• Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International Review of Research in Open and Distributed Learning, 13(2), 26–44. doi: 10.19173/irrodl.v13i2.1127
   Web of Science ®Google Scholar
• Croxton, R. A. (2014). The role of interactivity in student satisfaction and persistence in online learning. Journal of Online Learning and Teaching, 10(2), 314–325. Retrieved from http://jolt.merlot.org/vol10no2/croxton_0614.pdf
   Google Scholar
• Gallien, T., & Oomen-Early, J. (2008). Personalized versus collective instructor feedback in the online courseroom: Does type of feedback affect student satisfaction, academic performance and perceived connectedness with the instructor? International Journal on ELearning, 7(3), 463–476. Retrieved from https://www.learntechlib.org/p/23582/
   Google Scholar
• Gašević, D., Adesope, O., Joksimović, S., & Kovanović, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet and Higher Education, 24(Supplement C), 53–65. doi: 10.1016/j.iheduc.2014.09.006
   Google Scholar
• Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19–42. Retrieved from http://www.ncolr.org/jiol/issues/pdf/11.1.2.pdf.
   Google Scholar
• Haught, P. A., Ahern, T. C., & Ruberg, L. F. (2017). Student awareness and use of rubrics in online classes. Higher Education Studies, 7(1), 69–77. doi: 10.5539/hes.v7n1p69
   Google Scholar
• Hosler, K. A., & Arend, B. D. (2012). The importance of course design, feedback, and facilitation: student perceptions of the relationship between teaching presence and cognitive presence. Educational Media International, 49(3), 217–229. doi: 10.1080/09523987.2012.738014
   Google Scholar
• Kwon, K., Liu, Y.-H., & Johnson, L. P. (2014). Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators. Computers & Education, 78(Supplement C), 185–200. doi: 10.1016/j.compedu.2014.06.004
   Google Scholar
• Miller, M., & Hadwin, A. (2015). Scripting and awareness tools for regulating collaborative learning: Changing the landscape of support in CSCL. Computers in Human Behavior, 52, 573–588. doi: 10.1016/j.chb.2015.01.050
   Web of Science ®Google Scholar
• Litzinger, E. (2017). 2016 UCOR information literacy final grades and withdrawals. Internal Duquesne University, Enrollment Management report: unpublished.
   Google Scholar
• Liu, X., Magjuka, R. J., Bonk, C. J., & Lee, S. (2007). Does sense of community matter? Quarterly Review of Distance Education, 8, 9–24.
   Google Scholar
• Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 24, 26–34. doi: 10.1016/j.iheduc.2014.09.005
   Web of Science ®Google Scholar
• Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767–779. Retrieved from http://jolt.merlot.org/vol6no4/sheridan_1210.pdf
   Google Scholar