Online Course Development – Where do we start?

Swapna Kumar

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3440–3444

Faculty who are charged with adapting their on-campus courses for online delivery face multiple challenges due to their lack of experience with online course design, online interactions, and online technologies. This paper describes the analysis...

Topics: Instructional Design, Faculty, Developmental Stages

Signature pedagogy, implementation and evaluation of an online program that impacts educational practice

Swapna Kumar

Internet and Higher Education Vol. 21, No. 1 (April 2014) pp. 60–67

This article describes the signature pedagogy, design, research, and redesign of the first to third iterations of an online doctoral program for educational technology leaders. The development of the online program over four years, based on mixed...

Language: English

Building a Learning Community using Wikis in Educational Technology Courses

Swapna Kumar

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2848–2852

Abstract: Wikis are increasingly being used to enhance and facilitate collaborative learning in higher education. This paper describes the use of a wiki in an educational technology course to build community and collaboration among educators beyond...

Can We Model Wiki Use in Technology Courses to Help Teachers Use Wikis in their Classrooms?

Swapna Kumar

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2068–2071

Despite being hailed as enhancing and facilitating collaborative learning, wikis have remained largely untapped as a tool in teacher education and development. This paper describes the use of a wiki activity in a technology development seminar for...

Strategies for Integrating and Evaluating Online Discussions in Face-to-face Courses

Swapna Kumar

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 4217–4220

This qualitative study describes the ways in which eight professors integrated and evaluated asynchronous online discussions in face-to-face undergraduate and graduate courses. The different ways in which the professors used online discussions in...

Student and Professor Perceptions of Course Web site Use in Web-enhanced Instruction

Swapna Kumar

World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 4321–4326

This qualitative study reports on student and professor perceptions of the usefulness of a course Web site in a graduate psychology course that used BlackboardTM. The professor and students in this study cited several benefits of supplementing...

Topics: Students

Professor Use, Facilitation, and Evaluation of Asynchronous Online Discussions in On-campus Courses

Swapna Kumar

World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 2855–2863

This qualitative study describes the ways in which a professor structured, facilitated, and evaluated asynchronous online discussions in an on-campus undergraduate course. Reports on how professors perceive certain strategies used in online...

Topics: Students

Student Knowledge Construction during Asynchronous Online Discussions in a Face-to-Face course

Swapna Kumar

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 739–742

This qualitative study sought to determine whether asynchronous online interactions in a face-to-face graduate course facilitate social construction of knowledge among students. The qualitative analysis of online discussion transcripts led to the...

Topics: Students, Social Studies

Educational Wiki Design for Connectedness and Learning: Measuring Graduate Students’ Sense of Community

Swapna Kumar

World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 1764–1767

Wikis are increasingly being used to facilitate sense of community and collaborative learning in higher education. Fourteen students’ sense of community as a result of using a wiki in a graduate education course was measured using the Classroom...

Using Asynchronous Online Discussions to Enhance Classroom Discussion in Teacher Education Courses

Swapna Kumar

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1455–1462

This qualitative study reports on how four professors used asynchronous online discussions as advance organizers to enhance classroom discussions in teacher education courses. The four professors who participated in this study cited several benefits ...

What do instructional designers in higher education really do?

Swapna Kumar; Albert Ritzhaupt

International Journal on E-Learning Vol. 16, No. 4 (October 2017) pp. 371–393

What do instructional designers in higher education really do? With the rise in online courses and programs in higher education, this question is especially important. We interviewed eight instructional designers from across the United States using...

Exploring the Impact of a Professional Practice Education Doctorate in Educational Environments

Swapna Kumar; Kara Dawson

Studies in Continuing Education Vol. 35, No. 2 (2013) pp. 165–178

This article presents one approach to assessing the impact of an online professional practice doctorate in education on participants' work environments. It is unique in that it explored impact during the doctoral program, before participants began...

Program-Integrated Information Literacy Instruction for Online Graduate Students

Swapna Kumar; Marilyn Ochoa

Journal of Library & Information Services In Distance Learning Vol. 6, No. 2 (2012) pp. 67–78

Academic librarians often provide information literacy support for specific courses or topics in the form of research guides, one-shot training sessions, library orientations, or by embedding library content into online courses. Less frequently,...

An Analysis of Professional Practice Ed.D. Dissertations in Educational Technology

Kara Dawson; Swapna Kumar

TechTrends: Linking Research and Practice to Improve Learning Vol. 58, No. 4 (July 2014) pp. 62–72

The University of Florida offers an online professional practice Ed.D. focused on Educational Technology. Twenty-three students have completed professional practice dissertations and graduated since the program's inception in 2008. The purpose...

Teaching History with Blogs – A Case Study of Student Engagement

Swapna Kumar; Richard Deese

World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 2011–2016

The use of blogs by one professor in undergraduate history courses over three years is described in this paper. The ways in which he used blogs and the strategies that he developed over time are presented here along with his perceptions of benefits...

Technological Pedagogical Content Knowledge (TPACK)-Based Course Design in Preservice Social Studies Education

Mark Hart; Swapna Kumar

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2367–2375

An educational technology course for preservice social studies teachers was created based on technological pedagogical content knowledge (TPACK) (Mishra & Koehler, 2006) and refined based on the results of a TPACK- survey completed by students...

Topics: social studies education, K-12 Teachers and School Leaders Related, Technological, Pedagogical Content Knowledge

Social Presence in Learner-driven Social Media Environments

Swapna Kumar; Mark Hart

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 73–78

Social presence in a community of inquiry in prior research has been characterized as social off-task interactions that depict learners as real people in an educational environment. This research presents an open-ended approach to the analysis of...

Topics: Distance/Flexible Education, Graduate Student Network, Graduate Education & Faculty Development

Powerpoints to Podcasts: Students' Use of Web 2.0 in Course Assessments in Higher Education

Swapna Kumar; Christopher Sessums

World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 2766–2771

Web 2.0 technologies are being increasingly used by faculty in higher education courses to engage a new generation of students. Course assessments, however, often comprise papers and exams, and course projects end with traditional presentations by...

Student-Centered Library Instruction: An Assessment of Online Graduate Students’ Information Literacy Skills and Needs

Swapna Kumar; Marilyn Ochoa

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 2002–2009

With the increasing number of online programs offered by institutions of higher education, it is important to find ways to provide information literacy instruction to support off-campus students and to help them succeed in such programs. With the...

The Impact Factor: Measuring Student Professional Growth in an Online Doctoral Program

Swapna Kumar; Kara Dawson

TechTrends: Linking Research and Practice to Improve Learning Vol. 58, No. 4 (July 2014) pp. 89–97

This article describes the impact of an online Ed.D. in educational technology based on data collected from students at regular intervals during the program. It documents how students who were working professionals applied learning from the program...

Student Perceptions of a One-to-One iPad Program in an Urban High School

David Kaufman; Swapna Kumar

International Journal of Research in Education and Science Vol. 4, No. 2 (2018) pp. 454–470

The iPad, which came out in 2010, was introduced in one-to-one initiatives in schools to replace the laptop, or simply as a new technology. Schools that incorporated tablets reported an increase in student-led learning, increased collaboration, and...

The Net Generation as Preservice Teachers: Transferring Familiarity with New Technologies to Educational Environments

Swapna Kumar; Katya Vigil

Journal of Digital Learning in Teacher Education Vol. 27, No. 4 (2011) pp. 144–153

A survey of preservice teachers' (n = 54) use of Web 2.0 tools and creation of online content for both personal and educational purposes highlighted the large gap between Web 2.0 use in their daily lives and in their coursework, as well as their...

Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education

Helga Dorner; Swapna Kumar

TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 1 (2016) pp. 48–55

The Mentored Innovation Model is an online collaborative mentoring model developed in Hungary to help teachers integrate technology in their classrooms in meaningful ways. It combines an online modular approach of formal pedagogical ICT training...

Pre-service Teachers’ Creation of Online Artifacts using Web 2.0: A Matter of Convenience?

Swapna Kumar; Wendy Drexler

World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 2013–2018

Current undergraduates of education, by virtue of their familiarity with new technologies, can be presumed to be capable of creating digital content using new technologies in learning environments. Pre-service teachers in an education course were...

Connecting Practice, Theory and Method: Supporting Professional Doctoral Students in Developing Conceptual Frameworks

Swapna Kumar; Pavlo Antonenko

TechTrends: Linking Research and Practice to Improve Learning Vol. 58, No. 4 (July 2014) pp. 54–61

From an instrumental view, conceptual frameworks that are carefully assembled from existing literature in Educational Technology and related disciplines can help students structure all aspects of inquiry. In this article we detail how the...

Content Analysis of Wiki Discussions for Knowledge Construction: Opportunities and Challenges

Vasa Buraphadeja; Swapna Kumar

International Journal of Web-Based Learning and Teaching Technologies Vol. 7, No. 2 (April 2012) pp. 28–42

Research on several aspects of asynchronous online discussions in online and hybrid courses has been successfully conducted using content analysis in the past. With the increase in Web 2.0 and social media use in education, research on knowledge...

Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes

Helga Dorner; Swapna Kumar

Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)

This study examines Hungarian pre- and inservice teachers\u2019 satisfaction (n=154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology integration. The Kano model was applied to results from two...

Theory to Practice: Implementation and Initial Impact of an Online Doctoral Program

Swapna Kumar; Kara Dawson

Online Journal of Distance Learning Administration Vol. 15, No. 1 (2012)

This article describes successes and challenges of the first implementation of an online Ed.D. program that impacted students' professional growth and practice. Based on an analysis of student survey comments, student interviews, and faculty...

Critical Adoption of Content-Specific Technologies in Pre-Service Teacher Education

Swapna Kumar; Jessica Leeman

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3965–3971

An educational technology course for pre-service social studies teachers was explicitly designed to focus on technological pedagogical content knowledge (Mishra & Koehler, 2006) and Hooper and Rieber’s (1999) model of teacher use of technology as a...

Pre-service Teachers’ Perspectives on Web 2.0 Integration in Teacher Education Courses

Swapna Kumar; Katya Vigil

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1908–1913

Recent research has highlighted the benefits of integrating Web 2.0 tools like blogs, wikis, and social bookmarking in teacher education. The pre-service teacher perspective of the ways in which teacher educators currently use Web 2.0 technologies...

Attributes of Pre-Service and Inservice Teacher Satisfaction with Online Collaborative Mentoring

Helga Dorner; Swapna Kumar

Online Learning Vol. 21, No. 4 (2017) pp. 283–301

This study examines Hungarian pre-service and inservice teachers' satisfaction (n = 154) with the Mentored Innovation Model (MIM), an online collaborative mentoring model focused on technology integration. The Kano model was applied to results from...

Adapting the Community of Inquiry Survey for an Online Graduate Program: Implications for Online Programs

Swapna Kumar; Albert D. Ritzhaupt

E-Learning and Digital Media Vol. 11, No. 1 (2014) pp. 59–71

A cohort-based online professional doctorate program that consisted of both online coursework and research activities was designed using Garrison et al's community of inquiry (CoI) framework. The evaluation of the program proved a challenge...

Pre-service Elementary Teachers’ Use of Social Media: Highlighting the Importance of Educational Technology Courses

Ela Kaye Eley; Swapna Kumar; Feng Liu

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4226–4231

Abstract: This pilot project explored elementary preservice teachers’ use of social media for personal use, educational use when required by their professors, and educational use when not required by their professors. Their use of social media for...

Class Map for Community in Online Education Course

Terence Cavanaugh; Cathy Cavanaugh; Swapna Kumar

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 285–301

This paper examines using a shared student-generated and interactive map displaying the locations of students in an online course as a resource for community building. Facilitating stronger feelings of community is an important component for...

Analysis of Online Students’ Use of Embedded Library Instruction in a Graduate Educational Technology Course

Swapna Kumar; Mary Edwards; Marilyn Ochoa

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 664–671

Online students in a graduate educational technology course were provided with online library instruction and support to help them access library resources and successfully use online research databases. Students viewed online videos, used online...

Dissertations at a Distance: Students' Perceptions of Online Mentoring in a Doctoral Program

Swapna Kumar; Melissa Johnson; Truly Hardemon

The Journal of Distance Education / Revue de l'ducation Distance Vol. 27, No. 1 (Sep 11, 2013)

The purpose of this research was to identify best practices in online mentoring used in an online doctoral program to mentor doctoral students through their dissertation. During semi-structured interviews, students (n=9) reflected on the challenges...

Dissertations at a Distance: Students’ Perceptions of Online Mentoring in a Doctoral Program

Swapna Kumar; Melissa Johnson; Truly Hardemon

The Journal of Distance Education / Revue de l'ducation Distance Vol. 27, No. 1 (Sep 11, 2013)

The purpose of this research was to identify best practices in online mentoring used in an online doctoral program to mentor doctoral students through their dissertation. During semi-structured interviews, students (n=9) reflected on the challenges...

Assessing the Value of Embedded Librarians in an Online Graduate Educational Technology Course

Mary Edwards; Swapna Kumar; Marilyn Ochoa

Public Services Quarterly Vol. 6, No. 2 (2010) pp. 271–291

The increase in online programs has been accompanied by the need for library instruction and support for online students. Students enrolled in off-campus programs have to be able to successfully access and use digital library resources to complete...

Faculty-Librarian Collaboration for Student Support in an Online Graduate Program

Swapna Kumar; Marilyn Ochoa; Benjamin Walker

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 654–661

This paper presents a case study of faculty-librarian collaboration in an online program over three years. Based on interviews with the faculty and the librarian, challenges are discussed and suggestions are made for best practices in faculty...

Applying the community of inquiry framework to an online professional practice doctoral program

Swapna Kumar; Kara Dawson; Erik Black; Catherine Cavanaugh; Christopher Sessums

International Review of Research in Open and Distance Learning Vol. 12, No. 6 (Sep 22, 2011) pp. 126–142

The community of inquiry (CoI) framework has commonly been used to study teaching and learning in online courses (Garrison, Anderson, & Archer 2000). This paper describes the implementation of the CoI framework in a cohort-based online EdD...

From Course to Classroom: Preservice Teachers’ Understandings and Implementation of Global Education Lessons

Krista Ruggles; Mary Risner; Swapna Kumar; Heather Brown

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) p. 786

As students in K-12 schools become increasingly diverse, there is a need for teachers who are globally competent, understand other cultures and educational systems, and can use innovative teaching approaches that develop critical thinking, problem...

Topics: social studies education, International Education, Teaching and Learning with Emerging Technologies

Digital Didactical Designs as research framework: iPad integration in Nordic schools

Isa Jahnke; Peter Bergström; Eva Mårell-Olsson; Lars Häll; Swapna Kumar

Computers & Education Vol. 113, No. 1 (October 2017) pp. 1–15

In this research, the design of teaching and learning with web-enabled technologies, such as iPads, in 64 one-to-one (1:1) Nordic classrooms was explored using the Digital Didactical Design (DDD) framework. DDD focuses on both teachers' activities...

Language: English