Shared Perspective: Considerations for Designing a Quality Online Learning Experience

References

• Adobe. (2016). Gen Z in the Classroom: Creating the future. Adobe Education Creativity Study. Retrieved from http://www.adobeeducate.com/genz
   Google Scholar
• Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2022). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380–400. https://doi.org/10.1108/AEDS-06-2020-0131
   Web of Science ®Google Scholar
• Baran, E., Correia, A. P., & Thompson, A. D. (2013). Tracing successful online teaching in higher education: Voices of exemplary online teachers. Teachers College Record, 115(3), 1–41. https://doi.org/10.1177/016146811311500309
   Web of Science ®Google Scholar
• Beal, G. (2016). 8 Key Differences between Gen z and Millenials. HuffPost. Retrieved from http://www.huffingtonpost.com/george-beall/8-key-differences-between_b_12814300.html
   Google Scholar
• Benson, P. L. (2008). Sparks: How parents can ignite the hidden strengths of teenagers. John Wiley & Sons.
   Google Scholar
• Borden, L. M., Craig, D. L., & Villarruel, F. A. (2004). Professionalizing youth development: The role of higher education. New Directions for Youth Development, 2004(104), 75–85. https://doi.org/10.1002/yd.100
   Google Scholar
• Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, e., Ucar, H., Guler, E., Sezgin, S., Karadeniz, A., Sen-Ersoy, N., Goksel-Canbek, N., Dincer, G. D., Ari, S., & Aydin, C. H. (2015). Trends in distance education research: A content analysis of journals 2009–2013. International Review of Research in Open and Distributed Learning, 16(1), 330–363.
   Web of Science ®Google Scholar
• Castelli, F. R., & Sarvary, M. A. (2021). Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution, 11(8), 3565–3576. https://doi.org/10.1002/ece3.7123
   PubMed Web of Science ®Google Scholar
• Christie, M., & de Graaff, E. (2017). The philosophical and pedagogical underpinnings of active learning in engineering education. European Journal of Engineering Education, 42(1), 5–16. https://doi.org/10.1080/03043797.2016.1254160
   Web of Science ®Google Scholar
• Dailey-Hebert, A. (2018). Maximizing interactivity in online learning: Moving beyond discussion boards. Journal of Educators Online, 15(3), n3. https://doi.org/10.9743/jeo.2018.15.3.8
   Google Scholar
• Deep Focus. (2015). Deep Focus Cassandra Report: Gen Z Uncovers Massive Attitude Shifts Toward Money, Work and Communication Preferences. Retrieved from http://www.marketwired.com/press-release/deep-focus-cassandra-report-gen-z-uncovers-massive-attitude-shifts-toward-money-work-2004889.htm
   Google Scholar
• Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
   Google Scholar
• Ernst & Young Report. (2016). From innovation to expectation – How M & E Leaders are responding to Gen Z. Retrieved from http://www.ey.com/Publication/vwLUAAssets/ey-media-entertainment-leaders-respond-to-gen-z/$FILE/ey-media-entertainment-leaders-respond-to-gen-z.pdf
   Google Scholar
• Fabriz, S., Dignath-van Ewijk, C., Van Poarch, G., & Büttner, G. (2014). Fostering self-monitoring of university students by means of a standardized learning journal – A longitudinal study with process analyses. European Journal of Psychology of Education, 29(2), 239–255. https://doi.org/10.1007/s10212-013-0196-z
   Web of Science ®Google Scholar
• Garst, B., Bowers, E., Quinn, W., & Gagnon, R. J. (2016). Building pathways from research to practice: Preparing youth development professionals through an online master’s degree program. In K. M. Pozzoboni & B. Kirshner (Eds.), The changing landscape of youth work: Theory and practice for an evolving field (pp. 91–108). Information Age Publishing.
   Google Scholar
• Garst, B. A., Bowers, E. P., Quinn, W. H., & Weston, K. L. (2021). Benefits and challenges of a blended online youth development graduate degree program. American Journal of Distance Education, 35(2), 118–132. https://doi.org/10.1080/08923647.2020.1829438
   Web of Science ®Google Scholar
• Heng, K., & Sol, K. (2021). Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness. Cambodian Journal of Educational Research, 1(1), 3–16.
   Google Scholar
• Jackson, T. (2020, March 27). COVID-19 and videoclassism: Implicit bias, videojudgment, and why I’m terrified to have you look over my shoulder. LinkedIn. https://www.linkedin.com/pulse/covid-19-videoclassism-implicit-bias-videojudgment-why-jackson
   Google Scholar
• Kolb, D. A. (1984). Experiential learning; Experience as the source of learning and development. Prentice Hall.
   Google Scholar
• Loveland, K. A. (2007). Student Evaluation of Teaching (SET) in Web-based classes: Preliminary findings and a call for further research. Journal of Educators, 4(2), n2.
   Google Scholar
• Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
   Web of Science ®Google Scholar
• Merriman, M. (2015). What if the Next Big Disruptor isn’t a What but a Who? Ernst & Young, Retrieved from http://www.ey.com/Publication/vwLUAssets/EY-rise-of-gen-znew-challenge-for-retailers/$FILE/EY-rise-of-gen-znew-challenge-for-retailers.pdf
   Google Scholar
• Nicandro, V., Khandelwal, A., & Weitzman, A. (2020, June 1). Please, let students turn their videos off in class. The Stanford Daily, https://www.stanforddaily.com/2020/06/01/please-let-students-turn-their-videos-off-in-class/
   Google Scholar
• Quinn, W., Garst, B., Bowers, E., & Weston, K. (2020). Advancing academic pathways for building capacity in the youth development profession. Journal of Youth Development, 15(1), 150–164. https://doi.org/10.5195/jyd.2020.814
   Web of Science ®Google Scholar
• Schreck, C. M., Weilbach, J. T., & Reitsma, G. M. (2020). Improving graduate attributes by implementing an experiential learning teaching approach: A case study in recreation education. Journal of Hospitality, Leisure, Sport & Tourism Education, 26, 100214. https://doi.org/10.1016/j.jhlste.2019.100214
   Web of Science ®Google Scholar
• Schwieger, D., & Ladwig, C. (2018). Reaching and retaining the next generation: Adapting to the expectations of Gen Z in the classroom. Information Systems Education Journal, 16(3), 45.
   Google Scholar
• Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Søyland, T. B., Wallin, P., & Reams, J. (2020). Reflection as a core student learning activity in higher education – Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147–161. https://doi.org/10.1080/1360144X.2019.1659797
   Web of Science ®Google Scholar