Using TPCK as a Scaffold to Self-Assess the Novice Online Teaching Experience

Jolie Kennedy

Distance Education Vol. 36, No. 1 (2015) pp. 148–154

How does one evaluate one's own online teaching? Do novice online instructors depend on end-of-semester course evaluations or a Quality Matters rubric? Perhaps their professional development is driven by a personal belief that seeking multiple...

Characteristics of Massive Open Online Courses (MOOCs): A Research Review, 2009-2012

Jolie Kennedy

Journal of Interactive Online Learning Vol. 13, No. 1 pp. 1–16

This review of research explores characteristics associated with massive open online courses (MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to persistence, and a distinct structure that takes the form as...

Exploring Lived Experiences in Distance Learning: A Phenomenological Lens

Jolie Kennedy

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 762–766

Phenomenological research in the field of learning design and technologies, and distance learning in particular, is growing and maturing with greater varieties. This research study seeks to contribute to and advance the knowledge base by using a...

Topics: Learner-centered, and self-directed learning

I CARE 2.0: Facilitating online learning in higher education

Jolie Kennedy

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 20, 2014) pp. 968–971

Hoffman & Ritchie’s (1998) I CARE model helps facilitators think about the way they design their online courses and interact with learners. The five-step model affords organization to a dynamic online environment, which is helpful for novice and...

Topics: Instructional Design

Beyond Beliefs: Examining Online Self-efficacy and Learner Engagement in Distance Education

Jolie Kennedy

EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1971–1980

The purpose of this study was to measure engagement in an online course over a semester by three groups of students with varying levels of self-efficacy with the online medium (low, moderate, or high) in order to determine whether self-reported...

Topics: Distance Education

Student Interactions with Online Videos in a Large Hybrid Mechanics of Materials Course

Benjamin Ahn; Devayan D. Bir

Advances in Engineering Education Vol. 6, No. 3 (2018)

The hybrid course format has gained popularity in the engineering education community over the past few years. Although studies have examined student outcomes and attitudes toward hybrid courses, a limited number of studies have examined how...