College of Social and Behavioral Sciences
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Browsing College of Social and Behavioral Sciences by Author "Bailie, Jeffrey"
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Item Can You Hear Me Now? An Examination of Online Learner Communication Preference(Academic and Business Research Institute, 2017) Bailie, JeffreyDevelopments in technology including the Internet, social media, and mobile devices have opened the choices of available means for communication in the online classroom. The emerging means of communication between online students and faculty has spawned an interest for an examination of pedagogical influences in relation to existing theoretical frameworks and best practices. The purpose of this investigation was to examine the communication preferences of a group of students enrolled in an online program of higher education. A panel of 78 knowledgeable online learners was offered a survey that was intended to examine certain preferences and expectations for online communication with faculty and classmates. The results of this investigation offer practitioners insight into communication media preferences of an informed group of undergraduate online students.Item The Criticality of Verbal Immediacy in Online Instruction: A Modified Delphi Study(Journal of Educators Online, 2012) Bailie, JeffreyIn this 2011 investigation, a modified Delphi technique was introduced to determine whether an informed group of post-secondary online faculty and students could arrive at a consensus regarding the importance of previously recognized verbal immediacy behaviors. Two expert panels were presented with Gorham’s (1988) Verbal Immediacy Scale and tasked with determining those behaviors perceived as being the most important in the online learning venue. The result of the study confirmed that a consensus of opinion between online students and faculty is indeed possible, albeit resulting in a new iteration of Gorham’s scale. A discussion of the findings suggests that further consideration for the development of an updated version of a verbal immediacy scale specific to online instructional behaviors may be warranted.Item Do Instructional Protocols Placed on Online Faculty Correlate with Learner Expectations?(Academic and Business Research Institute, 2014) Bailie, JeffreyThe purpose of this study was to examine whether a set of instructional practices commonly prescribed to online faculty in the higher education setting were consistent with the expectations of a group of experienced online student participants. Online faculty performance conventions were collected from 20 institutions of higher learning located in the United States. The collective practices yielded three primary domains related to administrative faculty performance expectations in online instruction: Communication, Presence/Engagement, and Timeliness/Responsiveness. Undergraduate participants representing a cross section of colleges and universities in the United States were surveyed to determine their expectations for online faculty as compared to scaled items derived from the lists of participating institutions. The results of this investigation offer practitioners insight into how administrative instructional guidelines relate to the user demands of an informed group of undergraduate online students.Item Effect of Pre-Term Course Access on Online Learner Performance(Academic and Business Research Institute (AABRI), 2019) Bailie, JeffreyAsynchronous delivery of instructional content makes access to online course material ahead of the official start of the academic term possible. Online courses can be “flipped” to provide enrolled students with an opportunity for access to the instructional content (course announcements, calendar dates, assigned readings, individual/group learning activities, select graded assignments, etc.) ahead of the official start of the term. This paper presents the findings of an investigation that sought to determine the influence of learner pre-term access to graduate level courses delivered entirely online. The study employed a causal-comparative research design, analyzing archival data of the pre-term login patterns of online graduate students in an examination of early access to course materials presented asynchronously. The results of this investigation offer online practitioners further insight into the potential benefit of providing early access to online courses ahead of the official beginning of the term.Item Effective Online Instructional Competencies as Perceived by Online University Faculty and Students: A Sequel Study(MERLOT, 2011) Bailie, JeffreyIn this sequel investigation, the author utilized a modified Delphi technique to validate whether graduate level online faculty and learners could reach a consensus on the criticality of previously identified online faculty competencies. Comparisons of the leading competencies identified for online instruction and the differing modalities from previous investigations were examined in this study to determine whether they continue to be representative of those contained in the literature. This investigation confirmed that when a modified Delphi approach was instituted, competencies that were identified by similar research studies over the past decade continue to be regarded by vested constituents as important. Finally, it was shown that a consensus between what online faculty and online students perceived as important instructional competencies continues to be possible.Item Online Graduate Instruction: What Faculty Consider Reasonable In Relation to What Students Expect(MERLOT, 2015) Bailie, JeffreyIn this investigation, the author utilized a modified Delphi technique to validate whether graduate level online faculty and learners could achieve a consensus of opinion relative to a range of instructional practices commonly associated with online education. A list of administrative guidelines pertaining to online instruction collected from an assortment of post-secondary institutions in the United States was examined by participants to address whether a consensus could be established between what online faculty and online students perceived as important instructional practices in online delivery. The findings of this study offer insight into how administratively driven instructional practices in the areas of Communication, Presence & Engagement, and Timeliness/Responsiveness relate to the expectations of online learners, and the realisms of online faculty.Item Perceptions and expectations of on line graduate students regrading synchronous events(Academic and Business Research Institute, 2015) Bailie, JeffreyThe purpose of this study was to gain an increased understanding of the perceptions and expectations of a group of experienced online student participants regarding synchronous events in the higher learning setting. Areas of inquiry posed to online student panelists included whether they expected live events to be included in their classes, and whether participants believed that synchronous events influenced learner performance and persistence. Further, queries were made relative to whether attendance at synchronous events should be required and if Webcams should be mandatory for everyone in attendance. The findings gleaned from this investigation afford practitioners further insight as to how instructional practices regarding synchronous events correspond with the expressed interests of an informed group of online learners.Item What Online Students Want Compared to What Institutions Expect(Online Journal of Distance Learning Administration, 2014) Bailie, JeffreyThe purpose of this study was to examine whether a set of instructional practices commonly prescribed to online faculty in the higher education setting were consistent with the expectations of a group of experienced online student participants. Online faculty performance conventions were collected from 20 institutions of higher learning located in the United States. The collective practices yielded three primary domains related to administrative faculty performance expectations in online instruction: Communication, Presence/Engagement, and Timeliness/Responsiveness. Undergraduate participants representing a cross section of colleges and universities in the United States were surveyed to determine their expectations for online faculty as compared to scaled items derived from the lists of participating institutions. The results of this investigation offer practitioners insight into how administrative instructional guidelines relate to the user demands of an informed group of undergraduate online students.