i-manager Publications

i-manager's Journal of Educational Technology (JET)

Current Issue Vol. 21 Issue 2

Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story
The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study

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Volume 10 Issue 2 July - September 2013

Article

Faculty Development On Online Instructional Methods:A Protocol For Counselor Educators

Gina Cicco*

Assistant Professor of Counselor Education, St. John's University, Queens, New York.

Cicco , G.(2013). Faculty Development on Online Instructional Methods: A Protocol for Counselor Educators. i-manager’s Journal of Educational Technology, 10(2), 1-6. https://doi.org/10.26634/jet.10.2.2408

Abstract

This article will address the importance of properly training faculty members to teach online courses within graduate counseling programs. The number of online course offerings among graduate education programs is steadily increasing across colleges and universities. This trend is of particular interest for counselor educators because counseling courses, particularly those that teach and assess counseling skills and techniques, have traditionally been delivered in the face-to-face classroom setting. Converting skills-based courses to the online modality requires appropriate faculty preparation, ongoing and strategic planning, and frequent evaluation exercises (Cicco, 2013; Fish & Wickersham, 2009). This article will present counseling and other education faculty members with a protocol for faculty development on online instructional methods. The protocol consists of five major steps including an introduction to navigating through online courses, learning-styles training, online course simulation experiences, review of tools for relationship-building, and finally the launching of an actual online course under the supervision of a mentor. Faculty members that are assigned to teach online courses should complete a series of training sessions, such as those presented in this sample protocol, prior to the start of their first online course. The protocol is intended to serve as a training model for novice online instructors, who have not previously taught completely online courses, especially those who have a commitment to teaching within the online classroom. Participation in this type of faculty development is encouraged because appropriate training and preparedness typically result in improved levels of faculty and student performance and satisfaction in online courses (Cicco, 2012; Santovec, 2004).

References

[1]. Andrade, H. (2008). Self-assessment through rubrics. Educational Leadership, 65(4), 60-63.

[2]. Cicco, G. (2009). Online versus in-class courses: Learning-style assessment as an advisement tool. International Journal on E-Learning, 8(2), 161-173.

[3]. Cicco, G. (2012). Counseling instruction in the online classroom: A survey of student and faculty perceptions. i-manager's Journal on School Educational Technology, 8(2), 1-10.

[4]. Cicco, G. (2013). Strategic lesson planning in online courses: Suggestions for counselor educators. i-manager's Journal on School Educational Technology, 8(3), 1-8.

[5]. Cobia, D.C., & Henderson, D.A. (2007). Developing an effective and accountable school counseling program (2nd ed.). Upper Saddle River, NJ: Pearson Education.

[6]. Dunn, R., & Griggs, S.A. (Eds.). (2003). Synthesis of the Dunn and Dunn learning-style model research: Who, what, when, where, and so what? New York: St. John's University.

[7]. Erford, B. (2008). Research and evaluation in counseling. Boston, MA: Houghton Mifflin.

[8]. Fearing, A., & Riley, M. (2005). Graduate students' perceptions of online teaching and relationship to preferred learning styles. MEDSURG Nursing, 14(6), 383-389.

[9]. Fish, W.W., & Wickersham, L.E. (2009). Best practices for online instructors: Reminders. The Quarterly Review of Distance Education, 10(3), 279-284.

[10]. Haberstroh, S. (2010). College counselors' use of informal language online: Student perceptions of expertness, trustworthiness, and attractiveness. Cyber Psychology, Behavior & Social Networking, 13(4), 455-459.

[11]. Ivey, A.E., Ivey, M.B., & Zalaquett, C.P. (2010). Intentional interviewing & counseling: Facilitating client development in a multicultural society (7th ed.). Belmont, CA: Brooks/Cole.

[12]. Meyers, S.A. (2008). Using transformative pedagogy when teaching online. College Teaching, 56(4), 219-224.

[13]. Reiner, C.M., & Arnold, K.E. (2010). Online course evaluation: Student and instructor perspectives and assessment potential. Assessment Update, 22(2), 8-10.

[14]. Rundle, S.M. (2006). An introduction to the Building Excellence Survey. Pittsford, NY: Performance Concepts International.

[15]. Santovec, M.L. (2004). Training the people who train the teachers. Distance Education Report, 8(20), 3-6.

[16]. Scheuermann, M. (2010, January). Engaging students with synchronous methods in online courses. Online Classroom, 1-8.

[17]. Thompson, B. (2007). The syllabus as a communication document: Constructing and presenting the syllabus. Communication Education, 56(1), 54-71.

[18]. Trepal, H., Haberstroh, S., Duffey, T., & Evans, M. (2007). Considerations and strategies for teaching online counseling skills: Establishing relationships in cyberspace. Counselor Education & Supervision, 46(4), 266-279.

[19]. Wright, R. J. (2014). Research methods for counseling: An introduction. Thousand Oaks, CA: Sage.

[20]. Yang, Y.C., & Chou, H. (2008). Beyond critical thinking skills: Investigating the relationship between critical thinking skills and dispositions through different online instructional strategies. British Journal of Educational Technology, 39(4), 666-684.

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Research Paper

Preservice Teachers In Special Education: UsingEdublogs For Transition Collaboration

Janice Seabrooks-Blackmore* , Karen B Patterson**

* Associate Professor, Program Director of Exceptional Student Education

** Chair and Associate Professor, Department of Exceptional Deaf, Interpreter Education

Seabrooks-Blackmore, J., and Patterson, K. B. (2013). Preservice Teachers In Special Education: Using Edublogs For Transition Collaboration. i-manager’s Journal of Educational Technology, 10(2), 7-14. https://doi.org/10.26634/jet.10.2.2409

Abstract

This was an exploratory study that examined the introduction and use of Edublogs as a collaborative communication tool in an undergraduate preservice special education course. Participants were enrolled in a course that addressed transition and the development of individualized transition education plans for students with disabilities. Pre-and-post surveys were given to determine participants’ knowledge, feelings, and experiences with the use of Edublogs, as well as their attitudes before and after the introduction and use of Edublogs. Inferential and qualitative data analyses were used to analyze results. Using a 7-point Likert scale with multipleitem pairs, results of pre-and post-survey ratings indicated that participants’ attitudes were significantly different in five out of fifteen variable pairs. Post-survey comments on knowledge, thoughts, and experiences revealed overall positive themes about the use of this Web 2.0 technology for collaboration.

References

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[8]. Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87?97.

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Research Paper

Examining Teachers' Role In Using Virtual LearningEnvironment To Support ConventionalEducation In Icelandic Schools

Gisli Thorsteinsson*

University of Iceland, Reykjavik, Iceland.

Thorsteinsson, G. (2013). Examining Teachers' Role In Using Virtual Learning Environment To Support Conventional Education In Icelandic Schools. i-manager’s Journal of Educational Technology, 10(2), 15-20. https://doi.org/10.26634/jet.10.2.2410

Abstract

Running Information and Communication Technologies (ICT) classes using Virtual Learning Environments s (VLEs) has become a high priority project for many educational institutions, as it offers opportunities for online education and support for conventional education. However, acquiring and deploying a VLE is a difficult task that concerns teachers' responsibilities and their mindset. The author has run a series of studies to recognize pedagogical issues of applying a Virtual Learning Environment to support educational activities in school education.The main aim of the studies was to identify regarding the teacher'swork that illustrates his mindset and responsibilities during ICT classes in an Icelandic elementary school. The research was based up on the following research questions:
(i) Which issues influence the teachers' role in using ICT to support school education?
(ii) How do these issues affect his mindset and responsibilities during ICT classes?
(iii). How can a teacher effectively manage these issues?
These questions were viewed using a range of explicit techniques in an action research mode. Data was collected from three, triangulated, studies. The data was analysed and used to formulate a new set of research questions and a more advanced exploration using a following series of case studies.The research indicates that teachers are not always able to make full use of ICT because they lack self-confidence, role conflicts, workload and time for preparation and skill to manage the technology inside the classroom.They need to have diverse capabilities, in order to enter the schoolroom with wide-ranging capabilities. The research also indicated that the teacher lacked self-confidence, in terms of knowledge and skill in ICT, but he was capable of solving most problems during the research. The teacher's work was complex and his multiple roles and responsibilities were not pre-defined. Therefore self-criticism became a part of his general mindset that affected his self-confidence and self-efficacy.

References

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Research Paper

A Comparison Of Traditional And CooperativeLearning Methods In Online Learning

Lori Kupczynski* , Marie Anne Mundy, Alberto Ruiz*

* Associate Professor, Educational Leadership and Counseling, Texas A&M University-Kingsville.

Assistant Professor, Educational Leadership and Counseling, Texas A&M University-Kingsville.

* Professor and Dean, Texas A&M University-Kingsville.

Kupczynski, L., Mundy, M. A. and Ruiz , A. (2013). A Comparison Of Traditional And Cooperative Learning Methods In Online Learning. i-manager’s Journal of Educational Technology, 10(2), 21-28 . https://doi.org/10.26634/jet.10.2.2411

Abstract

The purpose of this study was to examine the effects of the Community of Inquiry framework through an in-depth examination of learning comprised of teaching, social and cognitive presence in traditional versus cooperative online teaching at a community college. A total of 21 students participated in this study, with approximately 45% having taken online courses previously. Repeated Measures ANOVA were completed for all analyses via the SPSS General Linear Model – Repeated Measures with alpha set at α = .05 across all tests Cooperative learning (Mean = 72.18, SD = 12.31) was significantly higher than traditional learning (Mean = 70.91, SD = 12.70). The effect size of .22 as measured by Partial Eta Squared was quite large, with 22% of the difference in variance explained by overall learning. CL in teaching presence (Mean = 33.62, SD = 5.17) was significantly higher than traditional in teaching presence (Mean = 32.82, SD = 5.74). The effect size of .46 as measured by Partial Eta Squared was very large, with 46% of the difference in variance explained by teaching presence. Social and cognitive were not statistically significant (p>.05). Future studies should examine different designs of teaching presence, such as allowing students to choose their own groups, which may lead to increased social presence and cognitive presence and in turn increased learning.

References

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Research Paper

Determining Online Graduate Student Expectations:The Use Of MET Expectations Hypothesis

Claretha Hughes* , Patrice Bax, Marty Brack*, Dennis Beck****

* University of Arkansas, Fayetteville.

Program Coordinator, Center for Multicultural and Diversity Education, Arkansas.

* Red Leaf Circle, Hoover.

**** Assistant Professor, Educational Technology, University of Arkansas.

Hughes, C., Bax, P.,Brack , M., and Beck, D. (2013). Determining Online Graduate Student Expectations: The Use of MET Expectations Hypothesis. i-manager’s Journal of Educational Technology, 10(2), 29-42. https://doi.org/10.26634/jet.10.2.2412

Abstract

This study presents the results of a grounded theory, multi-case, descriptive study. Transcript analysis was conducted of graduate students' responses to questions regarding their expectations of courses in which they were enrolled. Responses were captured within an expectations discussion board forum upon students' entry to the course. The researchers used met expectations hypothesis to help understand and assess graduate students' expectations. Analysis of transcripts revealed that graduate students' expectations were to compare and contrast previous learning to the content of current courses, learn about course topic, achieve degree or course requirement, and gain useful, applicable knowledge. Graduate students wanted to contribute to courses by sharing their personal and/or professional experiences, providing their own, different perspective, contribute to the course environment. Doctoral students wanted to contribute by learning the content. There was not a lot of commonality expressed with regards to expectation changes; the student simply wanted to express that they had made a change. In addition, the researchers developed a stacked matrix in a multi-case format categorized by masters and doctoral students' expectations of course, contribution to course, expectation changes and themes to provide a comparison of groups to triangulate the data. The results of the study illustrate that students do bring their own expectations to a course which may or may not align with course descriptions and/or objectives outlined in a syllabus.

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Research Paper

Technology Engineering Online Learner Metrics ToAnalyze Instructional Efficacy

James Edward Osler II* , Mahmud A. Mansaray**

* North Carolina Central University

** North Carolina Central University

Osler , J. E., and Mansaray , M. A. (2013). Technology Engineering Online Learner Metrics To Analyze Instructional Efficacy. i-manager’s Journal of Educational Technology, 10(2), 43-59. https://doi.org/10.26634/jet.10.2.2413

Abstract

The online deployment of Technology Engineered online Student Ratings of Instruction [SRIs] by colleges and universities in the United States has dynamically changed the deployment of course evaluation. This research investigation is the fourth part of a post hoc study that analytically and psychometrically examines the design, reliability, and validity of the items used in the delivery of an SRI instrument online during the 2012 Spring Semester at a United States Historical Black College and University [HBCU]. The sample under analysis consisted of 7,919 distributed Student Ratings Instruments with a Grand Total of 56451 analyzed instrument items. The application of several statistical measures was used to validate the Technologically Engineered SRI instrument used in the study. Results of the study included: a Cronbach's Alpha Test that yielded an extraordinarily high internal consistency of the student rejoinders to the items on the rating scale; and a Tri–Squared Test supported the research findings attributed to the Cronbach's Alpha Test results. This research is the continuation of in–depth investigations into Technology Engineering as discussed in iManager's Journal on School Educational Technology, further explored in iManager's Journal of Educational Technology, and data analyzed with the Tri–Squared statistical measure first introduced in iManager's Journal of Mathematics.

References

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i-manager's Journal of Educational Technology (JET)

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Volume 10 Issue 2 July - September 2013

Faculty Development On Online Instructional Methods:A Protocol For Counselor Educators

Gina Cicco*

Assistant Professor of Counselor Education, St. John's University, Queens, New York.

Cicco , G.(2013). Faculty Development on Online Instructional Methods: A Protocol for Counselor Educators. i-manager’s Journal of Educational Technology, 10(2), 1-6. https://doi.org/10.26634/jet.10.2.2408

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Preservice Teachers In Special Education: UsingEdublogs For Transition Collaboration

Janice Seabrooks-Blackmore* , Karen B Patterson**

* Associate Professor, Program Director of Exceptional Student Education ** Chair and Associate Professor, Department of Exceptional Deaf, Interpreter Education

Seabrooks-Blackmore, J., and Patterson, K. B. (2013). Preservice Teachers In Special Education: Using Edublogs For Transition Collaboration. i-manager’s Journal of Educational Technology, 10(2), 7-14. https://doi.org/10.26634/jet.10.2.2409

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Examining Teachers' Role In Using Virtual LearningEnvironment To Support ConventionalEducation In Icelandic Schools

Gisli Thorsteinsson*

University of Iceland, Reykjavik, Iceland.

Thorsteinsson, G. (2013). Examining Teachers' Role In Using Virtual Learning Environment To Support Conventional Education In Icelandic Schools. i-manager’s Journal of Educational Technology, 10(2), 15-20. https://doi.org/10.26634/jet.10.2.2410

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A Comparison Of Traditional And CooperativeLearning Methods In Online Learning

Lori Kupczynski* , Marie Anne Mundy**, Alberto Ruiz***

* Associate Professor, Educational Leadership and Counseling, Texas A&M University-Kingsville. ** Assistant Professor, Educational Leadership and Counseling, Texas A&M University-Kingsville. *** Professor and Dean, Texas A&M University-Kingsville.

Kupczynski, L., Mundy, M. A. and Ruiz , A. (2013). A Comparison Of Traditional And Cooperative Learning Methods In Online Learning. i-manager’s Journal of Educational Technology, 10(2), 21-28 . https://doi.org/10.26634/jet.10.2.2411

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Determining Online Graduate Student Expectations:The Use Of MET Expectations Hypothesis

Claretha Hughes* , Patrice Bax**, Marty Brack***, Dennis Beck****

* University of Arkansas, Fayetteville. ** Program Coordinator, Center for Multicultural and Diversity Education, Arkansas. *** Red Leaf Circle, Hoover. **** Assistant Professor, Educational Technology, University of Arkansas.

Hughes, C., Bax, P.,Brack , M., and Beck, D. (2013). Determining Online Graduate Student Expectations: The Use of MET Expectations Hypothesis. i-manager’s Journal of Educational Technology, 10(2), 29-42. https://doi.org/10.26634/jet.10.2.2412

Abstract

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Technology Engineering Online Learner Metrics ToAnalyze Instructional Efficacy

James Edward Osler II* , Mahmud A. Mansaray**

* North Carolina Central University ** North Carolina Central University

Osler , J. E., and Mansaray , M. A. (2013). Technology Engineering Online Learner Metrics To Analyze Instructional Efficacy. i-manager’s Journal of Educational Technology, 10(2), 43-59. https://doi.org/10.26634/jet.10.2.2413

Abstract

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* Associate Professor, Program Director of Exceptional Student Education

** Chair and Associate Professor, Department of Exceptional Deaf, Interpreter Education

Lori Kupczynski* , Marie Anne Mundy, Alberto Ruiz*

* Associate Professor, Educational Leadership and Counseling, Texas A&M University-Kingsville.

Assistant Professor, Educational Leadership and Counseling, Texas A&M University-Kingsville.

* Professor and Dean, Texas A&M University-Kingsville.

Claretha Hughes* , Patrice Bax, Marty Brack*, Dennis Beck****

* University of Arkansas, Fayetteville.

Program Coordinator, Center for Multicultural and Diversity Education, Arkansas.

* Red Leaf Circle, Hoover.

**** Assistant Professor, Educational Technology, University of Arkansas.

* North Carolina Central University

** North Carolina Central University