Addressing the Affective Domain in Online University Courses
As more universities migrate to online instruction, what factors influence student evaluations of the course content, the knowledge gained, and the instructor’s effectiveness, when the course shell, and content are exactly the same? This presentation will examine an action research study, which attempted to understand why some online instructors scored much higher than others when there was no difference in the course content, organization, or assignments. The researchers analyzed virtual office questions and responses, instructor generated announcements, and discussion board questions and answers data from all sections of two university special education online courses over a two year period. They developed a rubric which was used to determine what affective domain words or phrases were used by the instructors and to what degree, if any. They then conducted a comparative analysis to ascertain if there was a correlation between the number of words and phrases used by the instructor throughout the course and positive student evaluations. Additional questions which ensued were: Do online students still need connection in the affective domain with their online instructors, if so, how much? At what point does this occur or is it individually determined. These questions and more will be explored in the interactive, multi-media presentation.
||Teacher Education, Online Learning, Technology and Learning, Learner Experiences, Teacher Evaluation, Affective Domain
The International Journal of Learning, Volume 18, Issue 8, pp.141-152.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 751.889KB).
Associate Professor, Department of Special Education, National University, Sacramento, California, USA
Dr. Hexom has been a general and special education teacher, principal, superintendent of schools, and university professor. She was a visiting educator in Denmark and started the first high school special education program for the Queensland Education Department. She has published book chapters and articles on such topics as: The Effects of Program Improvement on Students with Disabilities, “A New Model of School Improvement”, “Differentiating Instruction for Online Teacher Candidates.” Her interests continue to be expanded to include literacy for students with disabilities, online versus onsite instruction and the benefits of both, and developing trust in online university courses. Dr. Hexom has presented at numerous conferences around the world including Greece, Hong Kong, Australia, and throughout the United States.
Associate Professor, Department of Special Education, Department of Teacher Education, National University, Redding, California, USA
Dr. Menoher has worked in education for over 32 years, as a special education teacher, Home/School Coordinator, Special Education Coordinator, Curriculum Coordinator, superintendent/principal, Director of Intervention Services (with responsibility for special education programs, English learners, Gifted and Talented Program, and at-risk students), and university professor. She has published book chapters and articles on such topics as: The Effects of Program Improvement on Students with Disabilities, “A New Model of School Improvement”, “Differentiating Instruction for Online Teacher Candidates.” Her interests include strategies to provide the best education for all students in our public schools, the most effective ways to instruct teacher candidates, and research involving the effectiveness of online and onsite instruction. Dr. Menoher has presented at numerous conferences throughout the United States as well as in Hong Kong and Australia.
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