Monday, October 8, 2018

Abuse memories

So, in the news is the discussion of a high judge going for the Supreme Court, a Lifetime appointment, that is accused of assaulting a woman in high school. Her (Dr Ford)'s testimony was compelling.

I have friends on both sides. Attornies believe her. Others say that Dr Ford is being used by the left as she was formerly employed by the Clinton's. None of that really matters. Every abuse story is true by the person telling it. My friend Cynthia is telling a lot of her stories on Facebook. This is one of mine.

I went to Rubble's the bar in Mt Pleasant Michigan with Shelly Patton, and my friend Lori Smith. Shelly's husband Clay's band was playing. I had not drunk any alcohol before going.

I ran into a guy that was in my brother's school class. His name is Scott Theisen. He asked who I was there with, and for whatever reason..I said..Nobody..I'm on my own tonight!!

I had a glass of wine in front of me. My friends were doing shots..I don't do shots. I had to go to the bathroom. I came back, resumed drinking my wine. (can you all see where this is going?) I drank..started feeling VERY woosy, hot and dizzy.

Scott Theisen so graciously (!!) said he would take me outside to get some air. I was feeling very jello legged. I didn't know nor could I stop anything from happening. I wasn't thinking clearly nor even having a thought process.

Scott Theisen took me to the side of the building. I sort of recall my pants were down around my legs and my face being pushed into the brick side of the building. I remember him trying to fuck me from behind. His penis was trying to enter me. I couldn't talk, couldn't fight back, couldn't move.

All of a sudden, Thank God...(Literally thank GOD), I started to vomit. and Vomit. AND VOMIT.

Somehow..he stopped, my pants got pulled back up and I found myself in the bathroom at Rubbles. I was VOMITING.

Shelly came to check on me..laughing. Lori..came to check on me laughing...assuming I was drunk. I kept trying to tell them that something was wrong...I hadn't drunk anything..I wasn't drunk. "TINY" the huge obese bouncer, so kind and giving even came to check on me. I was still puking.

 I eventually went out to my van, Lori eventually came out with me. Scott Theisen the rapist was pacing up and back and forth on the sidewalk. He attempted to talk to Lori who was having none of it. I called my spouse for a ride for us. We have a deal, need a ride anytime anyplace, no questions asked. I had never had to use it. He came and got us.

I was embarrassed. I was scared. I was freaked out.  I was a University graduate and couldn't understand what had happened to me.
The next morning...It was little flashbacks of memory.... there was not a long memory of thought. There were broken sequences that helped me try and put together what happened. I tried to piece it together. I didn't call the police, I didn't even think of that then.

Now, years later I see him around, mostly at Stan's diner where I eat frequently at lunch. I want revenge. How many others did he do this to? I know I wasn't the first, he was too smooth. He put a date rape drug in my drink. He took me outside, to my peril. I did not give consent. I had no will power to stop. I couldn't stop him. I remain pissed.

I've taught my daughters to keep tabs on their drinks. I tell my friends. Tell yours.

Sunday, November 27, 2016

Online Learning References Final Paper Research Fall 2016

References
Chan, D. W. (2001). Exploring the Application of Multiple Intelligences Theory to Career Counseling. Career Development Quarterly58(2009), 3-13.
Chen, Y., Yeh, R. C., Lou, S., & Lin, Y. (2013). What drives a successful web-based language learning environment? An empirical investigation of the critical factors influencing college students’ learning satisfaction. Procedia - Social and Behavioral Sciences103, 1327-1336. doi:10.1016/j.sbspro.2013.10.463
Harrington, R., & Loffredo, D. A. (2010). MBTI personality type and other factors that relate to preference for online versus face-to-face instruction. The Internet and Higher Education13(1-2), 89-95. doi:10.1016/j.iheduc.2009.11.006
Howard Gardner | FAQ. (n.d.). Retrieved from https://howardgardner.com/faq/
Jones, J. A. (2003). A multi-cultural comparison of the factor structure of the MIDAS for adults/college students. American Educational Research Association Paper.
Paper presented at Annual Meeting April, 2003
Kitsantas, A., & Chow, A. (2007). College students’ perceived threat and preference for seeking help in traditional, distributed, and distance learning environments. Computers & Education48(3), 383-395. doi:10.1016/j.compedu.2005.01.008
Marinakou, E. (2013). An Investigation of Factors that Contribute to Student Satisfaction from Online Courses: The Example of an Online Accounting Course. 2013 Fourth International Conference on e-Learning "Best Practices in Management, Design and Development of e-Courses: Standards of Excellence and Creativity". doi:10.1109/econf.2013.41
Mupinga, D. M., Nora, R. T., & Yaw, D. C. (2006). The learning styles, expectations, and needs of online students. College Teaching54(1), 185-189. doi:10.3200/ctch.54.1.185-189
Our mission - MI research and consulting. (n.d.). Retrieved from http://www.miresearch.org/welcome-message/mission/
Rogers, P. R. (2015). Student locus of control and oline course performance: An empirical examination of student success in online management courses. Academy of Educational Leadership Journal19(3), 261-270.
Sun, J. C., & Rueda, R. (2011). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology43(2), 191-204. doi:10.1111/j.1467-8535.2010.01157.x
Sun, J. C., & Rueda, R. (2011). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology43(2), 191-204. doi:10.1111/j.1467-8535.2010.01157.x
Van Doorn, J. R., & Van Doorn, J. D. (2014). The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students. Frontiers in Psychology5. doi:10.3389/fpsyg.2014.00324

Monday, October 24, 2016

HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES.

HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES.
Authors:
BRITT, DR. MARGARET1
Source:
College Student Journal; Fall2015, Vol. 49 Issue 3, p399-404, 6p
Document Type:
Article
Subjects:
Web-based instructionDistance educationKolb Learning Style Inventory;Experiential learningEducational planningMobile communication systems in education
NAICS Codes:
923110 Administration of Education Programs
611699 All Other Miscellaneous Schools and Instruction
Abstract:
Online education is growing at a phenomenal rate. This growth in online education offers many opportunities to colleges and universities to reach students who may not have attended a traditional (brick and mortar) college or university. Online education also gives students more control over their education along with a more flexible schedule. As with every opportunity there comes a responsibility. For colleges and universities, this responsibility includes the need to effectively engage students in the online classroom to ensure learning. This paper will review the theories that can be used to foster online learning and education, as well as some of the best practices for effectively engaging the online student in the classroom. Don't despair -- these best practices do not require an investment in expensive technology or resources -- they just require the creativity and imagination of the instructor to redesign the learning experience and adapt it to the online platform. Authentic learning which includes the use of problems based on real world situations, scenarios and role playing exercises, case studies and problem based activities will be reviewed as one of the most effective ways to encourage engagement of the online student as well as their academic growth and development. As the paper discusses, these concepts can also be utilized with great success with the adult learner in the online classroom. [ABSTRACT FROM AUTHOR]
 
Copyright of College Student Journal is the property of Project Innovation, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1Mount Vernon Nazarene University
Full Text Word Count:
2548
ISSN:
01463934
Accession Number:
109506012
  

HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES 

Listen
Online education is growing at a phenomenal rate. This growth in online education offers many opportunities to colleges and universities to reach students who may not have attended a traditional (brick and mortar) college or university. Online education also gives students more control over their education along with a more flexible schedule. As with every opportunity there comes a responsibility. For colleges and universities, this responsibility includes the need to effectively engage students in the online classroom to ensure learning. This paper will review the theories that can be used to foster online learning and education, as well as some of the best practices for effectively engaging the online student in the classroom. Don't despair -- these best practices do not require an investment in expensive technology or resources -- they just require the creativity and imagination of the instructor to redesign the learning experience and adapt it to the online platform. Authentic learning which includes the use of problems based on real world situations, scenarios and role playing exercises, case studies and problem based activities will be reviewed as one of the most effective ways to encourage engagement of the online student as well as their academic growth and development. As the paper discusses, these concepts can also be utilized with great success with the adult learner in the online classroom.
The online education growth has been phenomenal for several years. 62.4% of colleges offered online degree programs at the end of 2012 which is up significantly from 32.5% in 2002 (Sheehy, 2013). When universities experience this type of growth, one of the major questions that educators ask is what new strategies can be used to better engage these types of students? This paper will attempt to answer these questions.
The Theories Behind Online Learning
There are several theories that can be used for online learning and education. The best theory to use would be Kolb's Experiential Learning Theory (Kolb, 1984). Kolb defined this as "a process whereby concepts are derived from and continually modified by experience" (p. 28). Chan (2012) defined experiential learning as "learning by actual experience…it requires the learner to experience, reflect, think and act in a cyclic process in response to the learning situation and what is learned" (pp. 405-406).
Baasanjav (2013) described Kolb's theory with respect to e-learning. "The term experiential e-learning, or ee-learning, refers to the possibility of bringing together everyday experience and communication technologies" (Beard, Wilson, McCarter, 2007; Carver, King, Hannum, & Fowler, 2007; Murphey, 2010; Riedel, Endicott, Wasescha, & Gold-ston, 2007; Trevitte,& Eskow, 2007). He explained that Kolb actually used the theories of Lewin, Dewey, and Piaget concerning direct experience. Baasanjav (2013, p. 576) said, "Kolb (1984) asserts that for the learner to be effective in gaining knowledge or skill, he or she has to fully engage in four main stages: ( 1) concrete experience; ( 2) reflective observation; ( 3) abstract conceptualization; and ( 4) active experimentation" (p. 576). The research of Foote and Mixson-Brookshire (2014) confirmed the strategic use of Kolb's model to enhance student online learning.
Hence, this blend of experiential learning with e-learning brings together the best of the student's experiences with the use of technology. In an online classroom, there are no limits as to what can be learned from the experiential use of the technologies. It should be noted that students desire more control over their education along with a flexible schedule in the learning process which is a distinct advantage of online education (Carver, King, Hannum, & Fowler, 2007; Drake, Drake, & Ewing, 2010; Dunlap, Dobrovolny, & Young, 2008; Kennedy, 2004; Lalonde, 2011).
Adult Learners in an Online Environment
Malcom Knowles is the theorist who said that adults' learning is vastly different from children's learning. He said:
  • Adults are motivated when they utilize their own interests in education.
  • Their learning centers around life's experiences.
  • Experience is the best source for adults; therefore, the core methodology of adult education is life's situations.
  • Since adults are self-directed, the role of the teacher is to engage in a process of mutual inquiiy instead of knowledge transmission.
  • Individual differences among people increase with age. Adult education must make optimal provision for differences in style, time, place, and pace of learning. (Knowles, Holton & Swanson, 2005, pp. 39-40)
Herbold's (2012) research found that adults like the strategies of using an "independent or online classroom study; a socially networked study; theoretical or applied activities; recorded discussions or lectures; discussion boards; selection of their own activities; and helping to build the course structure" (pp. 120 and 123). This researcher goes on to discuss the importance of using adult learning concepts when designing any online course as en effective strategy for this student type. Herbold also mentioned the importance of using adult learning theories when implementing a new course or redesigning and existing one.
Effective Online Student Engagement
No matter what the subject matter is for the online course, research has shown that students want to be engaged in an effective manner in the course. Dixson (2010) said that an online course must be as strong as a face to face class. Dixson (2010, p. 1) reviewed the research of Maki and Maki (2007) which found that "online students can and often do outperform traditional students since they are required to do more in online courses than in traditional courses. They also concluded that, to be effective, online instruction required strong methodology and opportunities for students to interact with each other and the instructor".
Dixson (2010) said that there must be cooperation and collaboration between the students and the instructor. Her research further demonstrated that there must be an effective instructor presence. Dixson specifically stated that "instructors need to be actively involved in the learning of their students (Gayton & McEwen, 2007; Young, 2006), but minimally involved in discussions" (Dennen, Darabi, & Smith, 2007; Levy, 2008; Shea, Li & Pickett, 2006; Young, 2006).
Online Engagement Strategies
To better understand what online engagement looks like in e-learning, one must first define what it is not in terms of effectiveness. At the inception of distant learning, e-learning was more or less dressed up traditional methods of delivery. The redesigning of PowerPoint slides for narrated presentations, syllabuses and PDF files converted into online text, course pages jazzed up with graphics, photos, or videos, and even assessment tools, like exams, getting a makeover to drag and drop responses and visual matching. All of these instructional design strategies did provide a simplistic approach to delivery of e-learning without little consideration of learning effectiveness and engagement. The development of a high-quality online course is hard work. In addition, an e-learning focus on student engagement compounds the task at hand because it forces the instructional designer to rethink standard pedagogical practices to coordinate the balance between cognitive and educational psychology, and educational technology into every learning experience (Jonassen, 2004). It is important to note that instructors do not need expensive technology tools or resources to create engagement. Rather than focusing on the e-learning technology involved, an instructor can use their creativity and imagination to design the learning experience to be implemented and adapted to fit the outcomes of the course. To more effectively engage students in online courses, a number of adaptable and flexible learning strategies can be applied to create authentic learning.
Authentic learning usually includes real world problems and solutions, using scenario and role playing experiences, case studies, and problem-based activities. Learners are more engaged when solving real-world problems (Donovan, 1999). Effective educators know that learning by doing takes students to the top of Bloom's taxonomy (Shephard, 2008). However, authentic learning has been difficult to include in e-learning. The element of experimentation and trial and error exercises that require collaboration and communication among students seem to be impossible in the online classroom. With the emergence of Web 2.0 tools and robust features in learning management systems, students can be more engaged in authentic learning experiences. Researchers have proposed that authentic learning experiences can utilize specific adaptable instructional elements.
1. Real world relevance: Authentic activities match the real-world tasks of professionals in practice as nearly as possible. Learning rises to the level of authenticity when it asks students to work actively with abstract concepts, facts, and formulae inside a realistic -- and highly social -- context mimicking "the ordinary practices of the [disciplinary] culture."
  • 2. Ill-defined problem: Challenges cannot be solved easily by the application of an existing algorithm; instead, authentic activities are relatively undefined and open to multiple inteipretations, requiring students to identify for themselves the tasks and subtasks needed to complete the major task.
  • 3. Sustained investigation: Problems cannot be solved in a matter of minutes or even hours. Instead, authentic activities comprise complex tasks to be investigated by students over a sustained period of time, requiring significant investment of time and intellectual resources.
  • 4. Multiple sources and perspectives: Learners are not given a list of resources. Authentic activities provide the opportunity for students to examine the task from a variety of theoretical and practical perspectives, using a variety of resources, and requires students to distinguish relevant from irrelevant information in the process.
  • 5. Collaboration: Success is not achievable by an individual learner working alone. Authentic activities make collaboration integral to the task, both within the course and in the real world.
  • 6. Reflection (metacognition): Authentic activities enable learners to make choices and reflect on their learning, both individually and as a team or community.
  • 7. Interdisciplinary perspective: Relevance is not confined to a single domain or subject matter specialization. Instead, authentic activities have consequences that extend beyond a particular discipline, encouraging students to adopt diverse roles and think in interdisciplinary terms.
  • 8. Integrated assessment: Assessment is not merely summative in authentic activities but is woven seamlessly into the major task in a manner that reflects real-world evaluation processes.
  • 9. Polished products: Conclusions are not merely exercises or sub steps in preparation for something else. Authentic activities culminate in the creation of a whole product, valuable in its own right.
  • 10. Multiple interpretations and outcomes: Rather than yielding a single correct answer obtained by the application of rules and procedures, authentic activities allow for diverse interpretations and competing solutions (Lombardi, 2007, pp. 3-4).
One can see the relevance of authentic learning in the examples noted above. The use of actual experiences helps the learner to grow and develop.
Conclusion
This paper has demonstrated how the engagement of online students using their real world knowledge is vital for successful online classroom experience. The use of creativity will go a long way in helping all students to learn key principles in the online classroom. Since online education is growing as a viable form of education, the faculty must ensure that they are keeping up with the latest methods to enhance this type of education.
References
Baasanjav, U. (2013, December). Incorporating the experiential learning cycle into online classes. MERLOT Journal of Online Learning and Teaching, 9(4), 575-589.
Beard, C., Wilson, J. P., & McCarter, R. (2007). Towards a theory of e-learning: Experiential e-learning. Journal of Hospitality, Leisure, Sport and Tourism Education, 6(2), 3-15. doi:10.3794/holster.62.127
Carver, R" King, R., Hannum, W., & Fowler, B. (2007). Toward a model of experiential e-learning. MERLOT Journal of Online Learning and Teaching, 3(3), 247-256. Retrieved fromhttp://jolt.merlot.org/vol3no3/hannum.pdf
Chan, C. K. Y. (2012, August). Exploring an experiential learning project through Kolb's learning theory using a qualitative research method. European Journal of Engineering Education, 37(4), 405-415. doi:10.1080 /03043797.2012.706596.
Dixson, M. D. (2010, June). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.
Dennen, V. P., Darabi, A. A., & Smith, L. J. (2007). Instructor-learner interaction in online courses: The relative perceived importance of particular instructor actions on performance satisfaction. Distance Education, 28(1), 65-79.
Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (1999). How people learn: Bridging research and practice. National Academies Press.
Drake, J. L., Drake, J. P., & Ewing, M. E. (2010). Online education: Exploring uses and attitudes toward web-based learning in public relations. International Journal of Instructional Media, 37(4), 343-354.
Dunlap, J., Dobrovolny, J., & Young, D. (2008). Preparing e-learning designers using Kolb's model of experiential learning. Innovate: Journal of Online Education, 4(4). Retrieved fromhttp://www.innovateonlinc.info/pdf/vol4 issue4?Preparing e-Learning Designers Using Kolb's Model of Experiential Learinging.pdf(archived at https://web.archive.org/web/20130317032619/http://innovateonline.info/pdf/vol4%5Fissue4/Preparing e-learning Designers%5FUsing Kolb%27s%5FModcl%5Fof%5FExpericntial Learning.pdf)
Foote, S. M., & Mixson-Berkshire, D. (2014, Spring). Enhancing learning with Technology: Applying the findings from a study of students in online, blended, and face-to-face first-year seminar classes. Currents in Teaching and Learning, 6(2), 35-41.
Gayton, J., & McEwen, B. C. (2007). Effective online instructional and assessment strategies. The American Journal of Distance Education, 21(3), 117-132.
Herbold, K. (2012). Giving student choice in online learning environments: Addressing adult learner needs. The International Journal of Technology, Knowledge and Society, 7(5), 117-125. Retrieved from http://www.Technology-Journal.com, ISSN 1832-3669
Jonassen, D. H. (Ed.). (2004). Handbook of research on educational communications and technology. Taylor & Francis.
Kennedy, D. M. (2004). Standards for online teaching: Lessons from the education, health and information technology sectors. Nurse Education Today, 25, 2330. doi:10.1016/j.nedt. 2004.09.008.
Knowles, M., Holton, E., & Swanson, R. (2005). The adult learner. Burlington, MA: Elsevier.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Lalonde, C. (2011). Courses that deliver. Reflecting on constructivist critical pedagogical approaches to teaching online and on-site foundations courses. International Journal of Teaching and Learning in Higher Education, 23(3), 408-23. Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE1070.pdf
Levy, Y. (2008). An empirical development of critical value factors (CVF) of online learning activities: An application of activity theory and cognitive value theory. Computers & Education, 51, 1664-1675.
Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause learning initiative, 1(2007), 1-12.
Maki, R. H., & Maki, W. S. (2007). Online courses. In F. T. Durso (Ed.) Handbook of applied cognition (2ndcd., pp. 527-552). New York: Wiley & Sons, Ltd.
Murphrcy, T. P. (2010). A case study of eelearning: Using technology to create and facilitate experiential learning. The Quarterly Review of Distance Education, 11(4), 211-221.
Riedel, E., Endicott, L., Wasescha, A., & Goldston, B. (2007). Continuous, interactive, and online: A framework for experiential learning with working adults. Innovate: Journal of Online Education, 3(6). Retrieved from http://www.innovateonline.info/pdf/vol3 issue6/Continuous, Interactive, and Online-A Framework for Experiential Learning with Working Adults.pdf (archived at https://web.archive.org/web/20130317032629/http://innovateonline.info/pdf/vol3issue6/Continuous,Interactive, and Online-A Framework for Experiential%5FLearning%5Fwith%5FWorking%5FAdults%5Fpdf
Shea, P., Li, C.S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9, 175-190.
Sheehy, K. (2013, January 16). Online course enrollment climbs for 10th straight year. U.S. News and World Report. Retrieved from http://www.usnes.com/education/online-education/articles/2013/01/08/online-course-enrollment-climbs Shephard, K. (2008). Higher education for sustainability: seeking affective learning outcomes International Journal of Sustainability in Higher Education, 9(1), 87-98.
Trevitte, C., & Eskow, S. (2007). Reschooling society and the promise of ee-learning: An interview with Steve Eskow. Innovate: Journal of Online Education, 3(6). Retrieved fromhttp://www.innovateonline.info/pdfrvole issue6/Reschooling Society%5Fand%5Fthe Promise%5Fof-ee-Learning-%5FAn%5FInterview%5Fwith%5F Steve%5FEskow.pdf (archived at https://Web.archive.org/web/2013031703251 l/http://innovateonline.info/pdf/vol3issue6/ReschoolingSociety and%5Fthe%5FPromise of ee-Learning-%5FAn lnterview with Steve%5FEskow.pdf)
Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(2), 65-77.
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By DR. MARGARET BRITT, Mount Vernon Nazarene University

Source: College Student Journal, Fall2015, Vol. 49 Issue 3, p399, 6p
Item: 109506012