The Genesis and Evolution of Online Degree Programs: Who Are They For and What Have We Lost Along The Way?

2008 ◽  
Vol 57 (3) ◽  
pp. 408-414 ◽  
Author(s):  
Arleen R. Bejerano
Keyword(s):  
Degree Programs ◽  
Online Degree ◽  
The Way

Grade Validity Of Online Quantitative Courses

2011 ◽  
Vol 2 (1) ◽  
pp. 71
Author(s):  
Judson C. Faurer
Keyword(s):  
Quality Control ◽  
Faculty Member ◽  
Online Courses ◽  
Degree Programs ◽  
Academic Rigor ◽  
Academic Institutions ◽  
Online Programs ◽  
Course Grades ◽  
Evaluative Criteria ◽  
Online Degree

Are prospective employers getting “quality” educated degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a student’s acquired knowledge in quantitative online courses need evaluation and thought to arrive at a more circumspect solution. Is the grade earned truly indicative of a student’s competency and level of acquired knowledge and understanding in an online quantitative course or merely an indication that the student somehow just satisfied proscribed evaluative criteria set by the faculty member without adequate measures of assessment?

scholarly journals An Advising Initiative for Online Students on Academic Probation

2019 ◽  
Vol 39 (1) ◽  
pp. 5-21
Author(s):  
Nathan Miller ◽  
Katherine Greer ◽  
Lindsey Cozier ◽  
Stephanie Whitener ◽  
Jerry Patton ◽  
...  
Keyword(s):  
Academic Advising ◽  
Online Courses ◽  
Academic Probation ◽  
Postsecondary Institutions ◽  
Degree Programs ◽  
Academic Experience ◽  
Online Students ◽  
Residential Students ◽  
Academic Standing ◽  
Online Degree

Online courses are increasingly popular with students, and postsecondary institutions are increasing the availability of online courses and degrees. Continued improvements in the academic experience, including academic advising, for students attending online degree programs will be expected as more students take these courses. This article provides an example of how institutions can improve academic advising for online students. An advising initiative designed for residential students on academic probation was adapted for use with online students on academic probation. Discussion of the advising approach used with both populations is included. Outcomes included improved academic standing for both student populations.

scholarly journals The Assessment Of Online Degree Programs: Lessons From Recent Alumni

2017 ◽  
Vol 10 (1) ◽  
pp. 67-76
Author(s):  
Yoram Neumann ◽  
Edith Neumann ◽  
Shelia Lewis
Keyword(s):  
Online Learning ◽  
Predictive Validity ◽  
Educational Outcomes ◽  
Outcomes Assessment ◽  
Online Learning Environment ◽  
Degree Programs ◽  
Program Outcomes ◽  
Online Degree ◽  
Very High

The main focus of this study was the assessment performed by recent alumni as an important component of online degree program outcomes assessment. A model of components of the online learning environment was developed and tested to predictive various levels of educational outcomes of online degree programs separately for bachelor and master degree programs' alumni. The educational outcomes include direct educational outcomes and attributed educational outcomes. The model was then validated in predicting summative outcomes assessment. The model played an important role in understanding degree program's online educational outcomes and its predictive validity across all outcomes and degree levels is very high. The alum assessment of the quality of the learning model was found to be the most dominant predictor of educational outcomes for all assessment criteria and for all levels of degree programs. Finally, the explanations and implications of these findings were discussed.

Old Paradigms, New Learners

2021 ◽  
pp. 59-70
Author(s):  
Barbara Ann Turner ◽  
Holly A. Rick
Keyword(s):  
Online Learning ◽  
Knowledge Retention ◽  
Degree Programs ◽  
Skills Acquisition ◽  
Online Student ◽  
Technology Learning ◽  
Student Demographics ◽  
Learning Platforms ◽  
Online Degree ◽  
Organizational Expectations

The chapter will be divided into three sections. The first section provides a brief look at the history and inception of online degree programs, supporting technology, learning platforms, and the early demographics of the typical online degree seeking student. The second section will address the changing online degree student demographics of the past five years, organizational expectations of graduating students, and the stagnant online learning model that is less than effective in student skills acquisition and knowledge retention. The third will address the COVID-19 effect on online learning, degree-student demographics, the cultural shifts that are emerging in the student population, and the need for new interactive online models to engage the student. This section will also address the need for new models of online training for faculty to provide a quality educational environment for the online student. The chapter will close with assumptions about the future of online degree programs.

Employers' Perceptions of Online Degree Programs

2011 ◽  
pp. 898-906
Author(s):  
Judith C. Simon ◽  
Jollean K. Sinclaire ◽  
Lloyd D. Brooks ◽  
Ronald B. Wilkes
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Degree Programs ◽  
Wall Street ◽  
For Profit ◽  
Online Higher Education ◽  
Online Degree ◽  
The Wall Street Journal ◽  
Online Schools ◽  
The Web

The opportunities for students to take courses, and entire degree programs, online continue to increase, as many traditional colleges and universities have developed programs to compete with for-profit online schools that have proliferated in recent years. In 2003, The Wall Street Journal reported “an estimated 350,000 students are enrolled in fully online degree programs” (Dunham, 2003). In 2005, it was estimated that “more than 1 million students are seeking degrees entirely via the Web” (Tosto, 2005). According to Eduventures, “growth rates for online higher education greatly exceed those projected for U.S. postsecondary education overall (approximately 2%), positioning online higher education as a major growth engine” (Eduventures, 2007).

A Holistic Approach to Integrating ePortfolios as Instructional Methods in Online Programs

2020 ◽  
pp. 271-289
Author(s):  
Barbara Miller Hall ◽  
Miranda R. Regnitz
Keyword(s):  
Student Engagement ◽  
Instructional Methods ◽  
Holistic Approach ◽  
Instructional Method ◽  
Evidence Based ◽  
Degree Programs ◽  
Digital Portfolios ◽  
Online Programs ◽  
Online Degree ◽  
Course Integration

The purpose of this chapter is to review a holistic approach to the integration of digital portfolios (“ePortfolios”) as an instructional method in online degree programs. The chapter reviews the evidence-based best practices that support four phases to the integration of ePortfolios as an instructional method in online degree programs: scaffolding, tutorials, course integration, and student engagement. Each phase offers a different way to make a lasting impact on students. The innovative instructional method is not the portfolio itself, the supporting tutorials, or any one piece of the ePortfolio project. Rather, the true innovation is the project as a whole, taking a holistic look at how portfolios fit into the program and how to support the development and evaluation of the portfolio for both students and faculty.

Important Issues in Online Education

E-Marketing ◽  
2012 ◽  
pp. 676-701
Author(s):  
Murat Hismanoglu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Educational Institutions ◽  
Degree Programs ◽  
Education Programs ◽  
Online Learners ◽  
Web Based ◽  
The World ◽  
Education Today ◽  
Online Degree

In our times, many educational institutions are providing online degree programs for learners by supplementing their traditional offline class with web-based online educational devices. This chapter aims at stressing important issues in online education with reference to e-pedagogy and marketing of online education programs. It defines online learning, assesses the benefits and challenges of online education, and illustrates sub-categories of online degree programs to show the richness of these programs in the world of education today. It also expounds the characteristics of successful online learners and instructors as well as the principles of effective online instruction. Further, it places emphasis on the marketing of online education programs. Lastly, it offers some valuable tips for better marketing of online education programs.

Developing Successful Online Degree Programs at a Historically Black University

2019 ◽  
pp. 51-68
Author(s):  
Anisah Bagasra
Keyword(s):  
Online Education ◽  
Historically Black ◽  
Liberal Arts ◽  
Natural Extension ◽  
The United States ◽  
Black College ◽  
Degree Programs ◽  
Historically Black University ◽  
Online Degree ◽  
The University

This chapter presents an overview of the process of building online degree programs from the ground up utilizing data from the process at a four-year liberal-arts institution in the United States that also has a designation as a Historically Black College (HBCU). The university has expanded both its research and global focus in the past several years, and the development of online degree programs was a natural extension of a desire to produce global leaders through the lens of a traditional liberal arts degree program. This chapter discusses some of the challenges HBCUs and other minority-serving institutions (MSIs) face entering the online education marketplace, particularly the challenge of how HBCUs and MSIs can use their historic legacy and missions to distinguish themselves from competitors and meet the needs of online students.

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