Research Annotations

Records: 322

eTextbook Access, Usage, and Beliefs

A. deNoyelles     R. Seilhamer

APA Citation

Denoyelles, A., & Seilhamer, R. (2013). eTextbook access, usage, and beliefs: implications for adoption in higher education. Journal of Applied Research in Higher Education, 5(2), 189-201.

Annotation

This research is inspired by the need for additional information on understanding how instructors and students are utilizing eBooks to transform their learning environment. Specifically, this study looks at a university where there is no institution-wide push for eBook use, a research area that is missing from the literature.
Using a university-wide survey (n = 933) – most of whom are undergraduates (86%) and female (69%), the researchers find that eBooks usage is lower than institutions with . . . eBook initiatives. Further, instructional and learning features are not being used by instructors or students, hampering the effectiveness of eBooks’ benefits. As such, it is suggested that additional professional development be given to educate individuals on how to properly utilize eBooks. However, because there are fewer individuals opting to purchase eBooks compared to traditional physical books, if universities believe eBooks hold additional value compared to physical books, then campus-wide initiatives should be sought after.

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Factors Influencing Students’ Likelihood to Purchase Electronic Textbooks

R. W. Stone     L. Baker-Eveleth

APA Citation

Stone, R. W., & Baker-Eveleth, L. (2013). Factors influencing students’ likelihood to purchase electronic textbooks. Interdisciplinary Journal of E-Learning and Learning Objects, 9, 89-103.

Annotation

Looking at a sample of 529 students, this study seeks to find out what motivates students’ reasons for purchasing e-text. Focusing on business and retail modeled theories of consumer purchasing, the study finds that students are more likely to purchase e-text’s if they find the content useful, easy to use, and are aroused (interested and stimulated) by the e-text. Perceived value and effort of finding lower priced textbooks did not affect students’ likeness of buying an e-text. Findings mirrored . . . those of Falc (2013) in both significant variables for and against purchasing e-texts. However, the present study is more generalizable as it surveyed students across the university compared to Falc’s study of looking at just public speaking students.
Ultimately, the researchers suggest that if faculty want students to use e-texts, then faculty need to educate students on e-texts’ benefits. Likewise, e-text creators have the responsibility to make their products attractive and user-friendly for students who are hesitant to adapt the new technology.

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Hypertext Annotation: Effects of presentation formats and learner proficiency on reading comprehension and vocabulary learning in foreign languages

I-Jung Chen     Jung-Chuan Yen

APA Citation

Chen, I. J., & Yen, J. C. (2013). Hypertext annotation: Effects of presentation formats and learner proficiency on reading comprehension and vocabulary learning in foreign languages. Computers & Education, 63, 416-423.

Annotation

The authors explore the influence of the three annotation formats (in-text annotation, glossary annotation, and pop-up annotation) on English hypertext reading comprehension and vocabulary acquisition among non-English majors in Taiwanese university. Research sample was 108 first semester undergraduate students. Although all the participants were enrolled in a general English course, their English proficiency varied: low (n= 22), Medium (n= 35) and High (n= 26). Participants first read reading . . . passage in English in the three different annotation forms, and took a posttest to determine the effect of annotation format. The result indicated that pop-up format resulted in the highest scores, followed by the glossary annotation, no annotation, and in-text annotation. Perception of in-text annotation might interfere information processing. As for vocabulary acquisition, the format did not make significant difference.

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Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning

David Figlio     Mark Rush     Lu Yin

Annotation

Students were randomly assigned to either an online or a live section of a course taught by one instructor and for which the ancillaries for the class, such as the web page, problem sets, and TA support, as well as the exams, were identical between the sections. The only difference between these sections is the method of delivery of the lectures: some students viewed the lectures live, as would be the case in traditional classes, while other students viewed the lectures on the Internet. a large . . . principles of
microeconomics class taught at a large selective doctorate-granting university.
This class is taught to between 1,600 and 2,600 students a semester by
a single instructor. Typically, the students can register for a “live” section in
which they can watch the lecture in a room with approximately 190 seats
or they can register for an “online” section in which they watch the same
lecture online. 97- in person and 112 online students were in the study While the overall effect of live instruction relative to Internet delivery
is very modest and positive though not statistically distinguishable from
zero in the unconditional mean comparisons, these mean effects may mask
substantial differences in relative benefits of one medium of instruction over
another. For instance, students from different language backgrounds, experience,
or motivation levels might have different experiences in live versus
Internet-only settings. This article presents the first experimental evidence of the relative efficacy of live versus Internet-only instruction in a higher education setting.

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Motivating and Retaining Online Students

Rosemary Lehman     Simone Conceicao

APA Citation

Lehman, R. M., & Conceição, S. C. (2013). Motivating and retaining online students: Research-based strategies that work. John Wiley & Sons.

Annotation

Not Available

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Online Advising Pilot at the Community College of Vermont

Kimberly Nolan

APA Citation

Nolan, K. (2013). Online Advising Pilot at the Community College of Vermont. Journal of Asynchronous Learning Networks, 17(1), 47-51.

Annotation

In Fall 2011 a pilot student was conducted at the Community College of Vermont to examine online advising through a Moodle course site. 56 students participated. The advising cohort showed a slightly higher retention rate than the overall online population. Based on survey results students reported a strong desire for an adviser who stays with them throughout their educational career.
● As of fall 2011, CCV offered no formal advising for online students unless they contacted an academic center . . . on their own.
● A random sample of 74% degree students and 26% non-degree students were chosen to match CCV’s current student profile.
● Fur sections of online advising were created with a Moodle classroom where there were weekly announcements to students, responses to questions, and check-ins with students.
● Attendance was monitored and returning students were offered assistance in selecting spring classes.
● Of the 56 students in the advising cohort, 54% returned to CCV in Spring 2012. This can be compared to the Fall 2010 to spring 2011 college-wide retention rate of 67% and an online Fall to Spring retention rate of 53%.
● At the conclusion of the Fall semester, student were sent a survey via Survey Monkey to gauge their satisfaction with their online advising. Thirty-nine percent of the students from the online advising cohort responded to the survey.
● These data show that one-half of the respondents did not report contact with their advisers.
● Students did not agree that online students do not need an adviser

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Open Educational Resources and the Transformation of Education

Ilkka Tuomi

APA Citation

Tuomi, I. (2013). Open educational resources and the transformation of education. European Journal of Education, 48(1), 58-78.

Annotation

This article defines OER as important educational transformation and develops theoretical understandings of the growth of OER. Tuomi et al. first provide four key types(levels) of OER. First level of openness is determined by access and accessibility. (e.g. no-cost access to textbook). Second level (OER II) is about “right and capability to enjoy the services” (p. 62). Along with the openness of the materials themselves (OER I), institutional support for students makes the second level . . . attainable. OER III entails personalized learning, that is, users’ capability to modify and add value to OER materials. When these modified materials are redistributed, OER IV can be achieved. Users become producer and consumer at the same time, and that enables collaborative learning. Tuomi defines OER I (access) and OER II (enjoyment) as individual-repository learning model, and OER III and OER IV as distributes-process learning model. The OER movement is driven by technological development. In return, it transforms social interaction and knowledge production.

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Predictors of Success for High School Students Enrolled in Online Courses in a Single District Program

D. Rankin

APA Citation

Rankin, D. (2013). Predictors of success for high school students enrolled in online courses in a single district program (Unpublished doctoral dissertation). Virginia Commonwealth University, Virginia.

Annotation

This dissertation looks at what factors influence K-12 students’ success in online courses. The work includes various accessible qualitative measures including logistic regressions, bivariate regressions, and chi-squared tests. Ultimately, the author finds that previous academic success and success and confidence with technology predict online academic success in predictable patterns. The findings have policy implications in Virginia schools and could potentially have implications elsewhere, . . . noting differences in state regulations.

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Separate and Unequal: How higher education reinforces the intergenerational reproduction of white racial privilege

A. P. Carnevale     J. Strohl

APA Citation

Carnevale, A.P., & Strohl, J. (2013). Separate and unequal: How higher education reinforces the intergenerational reproduction of white racial privilege. In S.R. Hiltz & R. Goldman (Eds.), Learning together online: Research as asynchronous learning networks (pp. 19-37). New Jersey: Lawrence Elrbaum Associates, Inc.

Annotation

This report gives insight to racial and ethnic access to higher education. The research finds that higher education access is increasing for African American and Hispanic students, but polarization is increasing as well. Polarization accounts for the types and status of institutions that students are entering into. As such, a smaller ratio of African American and Hispanic students are entering top tier schools. This is happening even holding college readiness constant. Lastly, this report also . . . notes that class differences has a major impact on students gaining access to college, and while both race and class matter when looking at access to higher education, they should not be used as synonymous terms or as proximities for one another.

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Social and Student Engagement and Support: The Sloan-C Quality Scorecard for the Administration of Online Programs

Janet Moore     Kaye Shelton

APA Citation

Moore, J. C., & Shelton, K. (2013). Social and student engagement and support: The Sloan-C Quality Scorecard for the Administration of Online Programs. Journal of Asynchronous Learning Networks, 17(1), 53-72. https://eric.ed.gov/?id=EJ1011372

Annotation

“This article reviews and presents case studies and articles from the January 2013 issue of the Journal of Asynchronous Learning Networks, to provide examples and support for the specific indicators relating to two of the Sloan-C “”Quality Scorecard for the Administration of Online Programs”” categories (i.e., “”Social and Student Engagement”” and “”Student Support””). The article focuses on administration and accreditation, and explores areas such as online student communities both inside and . . . outside of specific courses, orientations, technology support, and academic support. In addition to highlighting the “”Quality Scorecard”” indicators throughout the examples, the authors provide excerpts of regional accreditation standards, in the Appendix, to show how the “”Quality Scorecard”” indicators can align with these accreditation standards.
“

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