Constructively aligning technologies with learning and assessment in a distance education master’s programme

Rogerson-Revell, Pamela

doi:10.1080/01587919.2015.1019972

Cited by 39 publications

(30 citation statements)

References 15 publications

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“…This relates to QM statements 4.1, 4.3, and 5.4. Appreciating the value of instructional alignment constitutes the core of successful course design, and there is much research supporting the absolute fundamentality of strong instructional alignment in online courses (e.g., Bento & White, 2010;Gaytan & McEwen, 2007;Rogerson-Revell, 2015). In a nutshell, when developing instruction, it is critical that the learning objectives, learning materials/activities, and assessments complement one another.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Previous Online Course Experience on Students' Perceptions of Quality

Hixon

Barczyk

Ralston-Berg

et al. 2016

OLJ

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The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses differently than novice online students (who have completed three or fewer online courses) or students with an intermediate level of online course experience (those who have completed four to six online courses). Overall, 3,160 online students completed a survey which asked them to indicate the extent to which statements derived from the Quality Matters rubric contributed to student success. The results indicate that students rated some items differently based on their previous online course experience. Novice online learners felt that having netiquette guidelines clearly stated was more important than experienced online learners. Experienced learners rated several items as being more important than novice and/or intermediate online learners, including items related to self-introductions, appropriateness of assessments, relevance and quality of instructional materials, clarity of requirements for interaction, ease of navigation, and availability of required technologies. The implications of these findings for course designers and instructors are discussed.

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Section: Discussionmentioning

confidence: 99%

The Impact of Previous Online Course Experience on Students' Perceptions of Quality

Hixon

Barczyk

Ralston-Berg

et al. 2016

OLJ

View full text Add to dashboard Cite

show abstract

“…Technology is also changing at a rapid rate; new ways of obtaining and sharing information are being developed and applied to the higher education setting. With all of these changes, it becomes even more important for colleges and universities to find ways to improve the quality of online learning to maximise learning, including effectively aligning technology with course content and instruction (Rogerson-Revell 2015). Ultimately, future employers will expect that students with a degree, no matter if completed online or in person, will have obtained the necessary skills and knowledge to perform the job requirements.…”

Section: Future Research and Practicementioning

confidence: 99%

“…In conclusion, many studies have documented that online courses can be just as or more successful than traditional face-to-face courses (Aragon, Johnson, and Shaik 2002;Ashby, Sadera, and McNary 2011;Cao and Sakchutchawan 2011;Jones 2015;Means et al 2010;Rogerson-Revell 2015). Success in online learning requires interaction between the learner, instructor, learners and technology (Fabry 2009).…”

Section: Future Research and Practicementioning

confidence: 99%

A review of predictive factors of student success in and satisfaction with online learning

Kauffman

2015

Research in Learning Technology

398

241

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Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined including learning outcomes, instructional design and learner characteristics, followed by suggestions for further research, and concluding with implications for online learning pertinent to administrators, instructors, course designers and students. Online learning may not be appropriate for every student. Identifying particular characteristics that contribute to online success versus failure may aid in predicting possible learning outcomes and save students from enrolling in online courses if this type of learning environment is not appropriate for them. Furthermore, knowing these learner attributes may assist faculty in designing quality online courses to meet students' needs. Adequate instructional methods, support, course structure and design can facilitate student performance and satisfaction.Keywords: online learning; learner characteristics; instructional design; online learning outcomes Advances in technology, including the internet, have affected the delivery of education across the world. Online learning is growing at an incredible rate. The Sloan Foundation annual report, Going the Distance: Online Education in the United States 2011, reported that over 6.5 million students enrolled in at least one online course during 2010 with 31% of post-secondary students taking at least one online course (Allen and Seaman 2011). While there has been an increase in this method of delivery, it is still relatively new. The present review will examine a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners. Much research has been done examining traditional models of delivery (i.e. classroom); extensive information regarding the online classroom is still emerging. According to Moore and Kearsley (2005), online learning has typically been the chosen method for working adults aged 25Á50. Online education offers a convenience and flexibility that traditional face-to-face classes cannot, especially important for those learners balancing work, school and family. Almost all courses nowadays have some online component, often using web-based technology to facilitate delivery of course

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“…However, there is a recognised need for more empirical studies evaluating the effectiveness of the application of VR technologies in real‐world educational settings (Dede et al , ). There are few empirical studies on the application of VR to distance learning (Rogerson‐Revell, ) and, at the time of writing, the authors are not aware of any studies which relate to the introduction of smartphone‐based immersive VR to distance learning, legal education settings. Consequently, this evaluation is an original and timely contribution to the emerging body of scholarship in the field.…”

Section: Virtual Reality For Educationmentioning

confidence: 99%

“…Students were provided with communication and presentation skills training materials to enhance their ability to engage in their clinical work. However, distance learning is recognised as a challenging environment to develop effective presentation skills (McDougall & Holden, ; Rogerson‐Revell, ). In an attempt to overcome this recognised difficulty, the module was designed to incorporate a smartphone‐based virtual reality application.…”

Section: Introductionmentioning

confidence: 99%

A realist evaluation of student use of a virtual reality smartphone application in undergraduate legal education

McFaul¹,

FitzGerald²

2019

Brit J Educational Tech

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This paper provides a realist evaluation of the Open Justice virtual reality (VR) smartphone app, designed to develop presentation skills for students on an undergraduate legal education module. This work addresses two research questions: what proportion of students engaged with the Open Justice app, and what worked for whom in what circumstances and why? Questionnaire and interviews were conducted and analysed using a realist evaluation approach. This approach is particularly pertinent to the evaluation of how emerging educational technologies are used, as it can point to the potential affordances of a technological intervention, in addition to assessing its current use. In keeping with the realist evaluation approach, data analysis was completed using the context–mechanism–outcome framework. The findings suggest that more than half of students did not engage with the app during their studies, but this was not surprising as it was a pilot project into using VR with our students and such innovations can be difficult to manage in distance education contexts. Those who did engage with it recognised the potential of immersive VR to contribute to legal skills development, but they found the application of the technology, in this context, to be of limited use. By utilising a realist evaluation framework, this study contributes to the emerging field of programme theory‐based evaluations of educational technology, which might form the basis of further research. What is already known about this topic Smartphone‐based virtual reality technology has developed exponentially and is now widely and cheaply available. Smartphone‐based virtual reality technology has the potential to develop professional skills, and thereby provide a useful addition to experiential learning pedagogies. This is of particular relevance to the development of professional legal skills in the context of clinical legal education. Realist evaluation methodology is increasingly common in health literature to evaluate the impact of education programmes. What this paper adds This is the first empirical study of the use of VR technology to develop professional skills in a distance learning setting. This is the first paper to use realist methodology to evaluate virtual reality technology in legal education. It provides a granular analysis of particular contexts and user responses that can facilitate or inhibit learner engagement with VR technology. Implications for practice and/or policy It provides an analysis of VR used to support teaching and learning, where the students are distance learners—this highlights issues and challenges to be overcome. It provides an evidence base to inform the development of, and further research into, smartphone‐based virtual reality for legal education settings. It provides a detailed example of how realist methodology can be utilised to evaluate educational technology in real‐world settings.

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Constructively aligning technologies with learning and assessment in a distance education master’s programme

Cited by 39 publications

References 15 publications

The Impact of Previous Online Course Experience on Students' Perceptions of Quality

The Impact of Previous Online Course Experience on Students' Perceptions of Quality

A review of predictive factors of student success in and satisfaction with online learning

A realist evaluation of student use of a virtual reality smartphone application in undergraduate legal education

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