Using learner profiling technique to predict college students’ tendency to choose elearning courses: A two-step cluster analysis
Author 1 Cheng-Chang “Sam” Pan, PhD, PMP, MBA, is an associate professor of Educational Technology at The University of Texas at Brownsville (soon to be The University of Texas Rio Grande Valley). His current research agenda includes the design of elearning in the context of project management and strategic management of distance education enterprises. He can be reached at Sam.Pan@utrgv.edu
Author 2 Francisco Garcia, MEd, is the Manager of Distance Education, Online Learning, The University of Texas at Brownsville. He will soon become the Director of Center for Online Learning & Teaching Technologies at The University of Texas Rio Grande Valley). He can be reached at Francisco.Garcia@utrgv.edu
Keywords
college students; distance education enterprise, elearning; affinity for technology; separation of school life and personal life
Structuring Online & Hybrid College Courses By Janet Michello, Ph. D.
Associate Professor
Social Science
LaGuardia Community College of the City University of New York.
The world of education is rapidly changing as we move onward in the digital world. From pre-school to graduate school more instruction utilizes multimedia and digital resources and relies less on the printed word. Toddlers are playing games on iPads, kindergarteners are drawing and creating stories using laptops, middle school students are conducting online computer research, and college students are producing and submitting digital stories instead of research papers. Advantages of the increase in educational technology include education becoming more accessible, affordable, adaptable, and equitable (Bai & Smith, 2010). We have Ebooks and libraries that offer varied digitalized material and even a library with no books! The first bookless library recently opened at Florida Polytechnic University in central Florida. One of the attributes of such a library is that students can research and select material independently which often is easier and more productive than seeking assistance at a library’s help desk.
María del Carmen Malbrán
Senior Teacher,
University of Buenos Aires (UBA),
National University of La Plata (UNLP), Argentina
Abstract
Metalectura de textos informativos es un subproyecto del proyecto “Creencias epistemológicas acerca de la naturaleza del conocimiento” patrocinado por la Universidad de Buenos Aires (Argentina) para el período 2004 – 2007. El principio general considera que la lectura pone en juego creencias sobre la naturaleza y límites del saber consideradas como una categoría de pensamiento informal. Estas concepciones influyen en el conocimiento, el razonamiento, las estrategias de estudio, el procesamiento y monitoreo de la información, la organización del contenido y la evaluación de la propia comprensión. La lectura, práctica cognitiva por excelencia, es un factor crítico en los estudios universitarios. Quienes logran leer con provecho se encuentran en una situación privilegiada respecto de quienes poseen en menor grado esta cualidad. Un protocolo de lectura fue diseñado y aplicado a las cohortes 2004- 2005 (n 80) de alumnos de la cátedra Psicología Educacional, correspondiente al tercer año de estudios de la carrera de Educación, Facultad de Filosofía y Letras, Universidad de Buenos Aires. El análisis de los datos permite aceptar la validez de los fundamentos teóricos inspiradores de la experiencia.
En este artículo se actualiza a otoño 2013, los datos sobre la matrícula a distancia, las instituciones que ofrecen cursos por esta modalidad y el nivel educativo de estos ofrecimientos. También, se ofrece un estimado del tamaño del mercado de la educación a distancia en Puerto Rico. Al mismo tiempo, esta información se compara con la matrícula a distancia de Puerto Rico por nivel académico y sector educativo para otoño 2012 (Torres-Nazario, 2014). En general, se encontró un aumento de 36% en la matrícula de estudiantes, así como un incremento sustancial en la oferta de cursos a distancia por las instituciones de educación superior (IES) públicas del país. Por último, se estimó que para las 36 IES superior que ofrecieron cursos a distancia en otoño 2013, este segmento de mercado representó poco más de 133 millones de dólares de ingresos por concepto de matrícula y cuotas.
Prof. Christine Mooney
Associate Professor
Queensborough Community College, CUNY
and
Leslie L. Francis, Esq. Assistant Professor
Queensborough Community College, CUNY
Article Abstract
The cost of a textbook for an undergraduate course can average between $60.00 and $300.00. In particular, the cost of textbooks for Hispanic and other minority students can sometimes exceed the cost of their tuition. The increasing cost of commercial texts has led many students to find alternatives for the purchase of their required course text. Students may purchase an older or international version of the text, rent them, or buy e-books. Many students do not purchase the text for the course because they cannot afford the book in any format. The implementation of Open Educational Resources as a means of reducing the cost of student textbooks has grown dramatically in recent years. This paper outlines the development of the OER trend in community colleges in particular and discusses the practical applications for the development of a business law course at Queensborough Community College.
Seher Atamturktur,
Associate professor,Biological Sciences Department
Bronx Community College of CUNY
2155 University Avenue, Meister Hall 508, Bronx, New York 10453 Seher.atamturktur@bcc.cuny.edu
Office: 718 289 5516
Cell: 201 245 7489
Kyeng Lee
Associate professor
Biological Sciences Department
Bronx Community College of CUNY
2155 University Avenue, Meister Hall 415, Bronx, New York 10453 Kyeng.Lee@bcc.cuny.edu
Office: 718 289 5539
Cell: 917 648 1514
Rujin Tian Associate professor
Biological Sciences Department
Bronx Community College of CUNY
2155 University Avenue, Meister Hall 412, Bronx, New York 10453 Rujin.Tian@bcc.cuny.edu
Office: 718 289 3414
Keywords: Hispanic-Serving Community College, Gateway Course, Anatomy and Physiology I, Final Exams, Review Sessions, Biomedical Animations, Jeopardy Style PowerPoint Quiz Game
Abstract
Gateway science courses are challenging for community college students, particularly for underrepresented Hispanic students who struggle with the course content as well as time management in their daily lives. In order to improve their academic success and understanding of Human Anatomy & Physiology, a series of two-weekend Anatomy and Physiology review workshops were offered prior to the cumulative final exams. Among others, teaching strategy included presentation of 3D animation video clips illuminating step-by-step biomedical processes, followed by fun Jeopardy-style Quiz competition. The competitions aimed at stimulating student interest and triggering their instant feedback that would reflect the level of their comprehension on topics of challenge. Our findings showed that the rate of passing, particularly grades of C+ and higher (required in all nursing courses), was consistently higher for workshop participants than for non-participants. We believe that the technology-enhanced workshops created an exciting, game-like learning environment that resulted in greater engagement and better academic performance among our students.
Article 1: Assessment of a Technology-Enhanced Review Workshop before Exam in an Undergraduate Human Anatomy and Physiology Course.
Author 1: Seher Atamturktur, PhD.
Associate Professor
Department of Biological Science
Bronx Community College, CUNY
Dr. Atamturktur have taught a wide range of courses including Anatomy and Physiology I and II, Medical Terminology, Introduction to Behavioral Neuroscience, Microbiology and General Biology in the past 22 years. She received a Presidential Grant, a Teaching with Technology Grant and a PSC-CUNY Grant. Therefore, developed activities to improve student learning through technology and problem based learning activities. She also developed and taught pre-A&P workshops, and A&P workshops before the final exams along with my colleagues. Dr. Atamturktur co-designed an interdisciplinary Behavioral Neuroscience course and co-organized Biology Symposium Series.
Associate Professor Department of Biological Sciences Bronx Community College, CUNY
Dr. Lee received his PhD in Biology at the CUNY Graduate Center with a thesis on the interaction of actin and microtubule in the cytoskeleton of non-mammalian blood cells. As part of his post-doctoral training, he studied the organization and dynamics of microtubules in fission yeast at Columbia University. Currently, he’s teaching courses in Human Anatomy and Physiology at Bronx Community College, with emphasis on molecular and cellular dynamics. Pedagogical research interest and experience include the development and application of tools and resources to enhance information retention, critical thinking, and quantitative reasoning.
Contact info:
Address: Bronx Community College |2155 University Avenue| Bronx, New York 10453
Phone: 718-289-5539
E-mail: kyeng.lee@bcc.cuny.edu
Author 3: Rujin Tian, PhD.
Associate Prof.
Dept of Biological Science
Bronx Community College, CUNY
While teaching Honors Biology for advanced students and conducting neuroscience research with NSF-sponsored undergraduate students in collaboration with Columbia University, I am currently developing a tech-based (mobile apps and molecular technology) curriculum for DNA barcoding. This includes plant identification with Google Maps and Garden Compass, field trips for plant sampling, hands-on assignments for DNA isolation and amplification, phylogenetic tree generation with DNA SUBWAY and 3D reconstruction of protein structure by Swiss-Pdb Viewer.
Article 2: Gamification as a Teaching Strategy: It is Effective?
Author: David Sturges, Ph. D.
University of Texas-Pan American (Soon to be the University of Texas-Rio Grande Valley)
Dr. Sturges, an associate professor at the University of Texas-Pan American, teaches and consults in strategic planning and organizational development based on andragogical online teaching and learning concepts and practices. He holds a Ph.D. from the University of North Texas, an MBA from East Texas State University, and BBA from Abilene Christian University of Dallas. Prior to entering academics, Dr. Sturges spent 13 years in professional practice of advertising and public relations. During the past three years, Dr Sturges teaching as focused on the UTPA Accelerated MBA program. He is published in the HETS Journal, the Journal of International Business, the Management Communication Quarterly and others. His publications have focused on communication in organizations and academics including emphasis on improving teaching methods for business learning. Dr. Sturges has received the Hormel Meritorious Teaching Award and the UTPA Innovations in Distance Learning Award, as well as nomination for the University of Texas System Outstanding Faculty Award.
Article 3: Growth of the Open Educational Resource Movement
Author 1: Prof. Christine Mooney
Associate Professor Queensborough Community College, CUNY
Christine Mooney is an Associate Professor in the Business Department at Queensborough Community College. Christine Mooney is an attorney duly admitted to practice law in the State of New York. Prof. Mooney has served as the Faculty Mentor for the Queensborough business plan team since 2013. This year Prof. Mooney served as the Principal Investigator for a grant provided by Capital One Bank to run a CUNY Wide Entrepreneurship Program for Community College students.
Assistant Professor
Queensborough Community College , CUNY
Leslie L. Francis is an Assistant Professor at CUNY-Queensborough Community College (“QCC”) in Bayside, NY where he teaches Business Law and Business Management. He has taught for fifteen years, five years at QCC and ten years as an Adjunct Professor at CUNY-York College in Jamaica, NY. Additionally, Mr. Francis is an attorney duly admitted to practice law in the State of New York and in the federal district courts of the Eastern and Southern Districts of New York, including the Bankruptcy Court.
Contact info:
Address: Business Department, Queensborough Community College/CUNY
Administration Building, Room 405 |222-05 56th Avenue
Bayside, NY 11364
Phone: 718-281-5783
Article 4: Matrícula de estudiantes a distancia en Puerto Rico: Actualización a Otoño 2013
Author: Dr. Marcos Torres-Nazario
Full professor Distance Education Department Inter-American University of Puerto Rico, Ponce Campus
Dr. Marcos Torres-Nazario teaches online and face-to-face courses of statistics and research, at the Inter American University of Puerto Rico (IAUPR) Ponce Campus. He received the degree of Doctor of Education in Educational Administration from the Inter American University Metro Campus. Also completed a Post Master Certificate in Institutional Research from Florida State University. In 2013 completed a Master Degree in Research and Evaluation at the University of Puerto Rico, Río Piedras Campus. Recently, finished the ELearning Expert Certificate from FATLA.
Senior Teacher University of Buenos Aires (UBA) and
National University of La Plata (UNLP), Argentina
Educational Psychologist. Master of Education.
University Teacher and Researcher. Category I.
Teacher of Postgraduate courses and seminars.
Director of master and doctoral thesis.
First author of research projects related to Cognitive Psychology.
Article 6: Structuring Hybrid and Online College Courses
Author: Janet Michello, Ph.D
Associate Professor Social Science, LaGuardia Community College of the City University of New York
Professor Janet Michello teaches social science courses, including hybrid Introduction to Sociology, at LaGuardia Community College of the City University of NY. Her doctorate in sociology was awarded by the University of Akron while in a dual program with Kent State University. She is author of the book, Social Patterns as Sources of Separation, and co-author of the text, A Sociology of Mental illness, in addition to a number of other publications. She is currently working on a resource book for hybrid and online introductory sociology courses.
Article 7: Using Learner Profiling Technique to Predict College Student’s Tendency to Choose ELearning Courses: A Two-step Cluster Analysis
Author 1: Cheng-Chang “Sam” Pan, PhD, PMP, MBA
Associate Professor of Educational Technology
The University of Texas at Brownsville
Professor Cheng-Chang “Sam” Pan teaches online as an associate professor of Educational Technology at The University of Texas at Brownsville (soon to be The University of Texas Rio Grande Valley). He has developed and directed the E-Learning Certificate program since 2009. Professor Pan earned a Ph.D. in Education with a specialization in Instructional Technology and a M.A. in Educational Technology from the University of Central Florida. He also received a M.B.A. in Business Administration from Texas A&M University – Commerce. He is a certified Project Management Professional (PMP) by Project Management Institute (PMI). His current research includes the design of e-learning in the context of project management and strategic management of distance education enterprises.
Contact info: Address: One West University Blvd., Main 1.306| Brownsville, TX 78520
The University of Texas at Brownsville
Phone: (956) 882-7805
Email: Sam.Pan@utrgv.edu or Sam.Pan@utb.edu
Author 2: Francisco Garcia, MEd
Distance Education Manager
The University of Texas at Brownsville
Francisco Garcia serves as a Manager and Lead Instructional Designer for the Online Learning Department at The University of Texas at Brownsville. He manages a multidisciplinary team that designs and develops online and hybrid courses. Mr. Garcia and his team provide Instructional Design leadership to faculty supporting more than 600 online courses per year. Mr. Garcia has served on Distance Education Committees, at the state level, developing best practices and guidelines for Online Instruction. He has also been a presenter in different state, national, and international Distance Education and Instructional Technology conferences. Mr. Garcia holds Bachelor of Applied Arts and Sciences and a Master of Education in Educational Technology from The University of Texas at Brownsville.
Mr. Garcia is also the Inaugural Director for the Center for Online Learning and Teaching Technology at the University of Texas Rio Grande Valley. He is leading the establishment of a comprehensive research center for online teaching, learning and technology with the appropriate human resources and proper organizational structure that will facilitate best practices in teaching and learning online and academic rigor, integrate next generation of online technologies to maximize student learning outcomes, increase course offerings that reduce time-to-degree, and increase enrollments.
Do you know the most common electronic device that college student’s possess? According to Joshua Bolkan, a multimedia editor for Campus Technology and The Journal, “85% of college students own laptops while smartphones come in second at 65%.” If technology is becoming a common practice among our students, what are we doing as professors to incorporate it into our classrooms? How can students use technology to reflect on their work? How can technology be used to make our students more aware of their writing? In this article, instructors will gain knowledge about virtual blog sites like edublogs.org, that help keep student and teacher interactions ongoing and engage the learner. With something as little as their cellphones, teachers and students can log onto this blog site to begin communicating and reflecting on assignments, and, in turn, keep the education ongoing.
Análisis sobre los Riesgos de Seguridad Generados por Usuarios para las Tecnologías de Información y Comunicación (TIC)
por Dr. Isabel Candal Vicente
Associate Professor
Universidad del Este, Sistema Universitario Ana G. Méndez
y Dania I. Osorio Concepción
Universidad del Este, Sistema Universitario Ana G. Méndez
Introducción
La información es un recurso valioso de las organizaciones, por lo tanto se debe garantizar y proteger la continuidad de los sistemas de información, minimizar los riesgos de daño y contribuir a una mejor gestión. El entorno de riesgo de la seguridad de la información es cambiante, debe ser revisada y evaluada continuamente. Se entiende por seguridad de información todas aquellas medidas preventivas y reactivas que permiten resguardar y proteger la información buscando mantener la confidencialidad, la disponibilidad e integridad (Maiwald & Sieglein, 2002). En el estudio titulado “Amenazas a la seguridad de la información computadorizada en las universidades de Puerto Rico” de Torres-Berrio (2012), indica que la tecnología de la información ha evolucionado mediante el uso de Internet facilitando el acceso ilimitado a la información de todo tipo pudiendo afectar de esta manera los sistemas de información. Este nuevo entorno tecnológico causa preocupaciones acerca de la erosión del acceso a determinada información y conocimiento. Según nos plantea Burgos (2008), las organizaciones deben estar preparadas para daños y posibles fallas a causa de la vulnerabilidad de los sistemas. Por tal razón, deben implementar políticas de seguridad, normas, procedimientos y estándares para mantener un nivel apropiado de seguridad de la información. Los autores también aseguran que el estar preparados evita o previene las posibles amenazas en los sistemas. Las universidades se han vuelto dependientes de la facilidad de acceso a los datos que proporcionan las tecnologías de la información, simultáneamente también se han vuelto más vulnerables a las violaciones de la seguridad de que los sistemas de información tienen (Torres-Berrios, L., 2012).
Factores que facilitan u obstaculizan el avalúo del aprendizaje en la educación general de las Instituciones de Educación Superior
por Dr. Mariela T. Collazo
Assistant Vice President for Planning
Universidad Metropolitana, Sistema Universitario Ana G. Méndez
Factores que facilitan u obstaculizan el avalúo del aprendizaje en la educación general de las Instituciones de Educación Superior
ABSTRACT
Las Instituciones de Educación Superior (IES) públicas y privadas en Puerto Rico deben asegurarse de que los estudiantes logren las metas de aprendizaje relacionadas con las competencias de educación general establecidas (Middle States Commission on Higher Education, 2009). Los resultados del aprendizaje obtenido por los estudiantes en estas competencias demuestran el cumplimiento de las instituciones con su misión mediante el mecanismo de avalúo del aprendizaje. Sin embargo, las unidades académicas de las IES enfrentan el reto de desarrollar mecanismos sostenidos y fundamentados para el avalúo del aprendizaje en las competencias básicas, aun cuando reconozcan los factores que facilitan u obstaculizan el proceso.
Impacto de Aspectos Visuales y Estéticos en la Educación a Distancia
por Dr. Lisbel M. Correa Suárez
Assistant Professor Distance Learning Department;
Center of Innovation and Creativity in Education (CICE) Coordinator;
Distance Learning Associate Deanship;
Universidad Interamericana de Puerto Rico, Recinto de Ponce
Impacto de Aspectos Visuales y Estéticos en la Educación a Distancia
Introducción
Si bien es cierto que los escenarios educativos experimentan cambios incesantes (Cabero, Romero, Castaño, Román, Barroso & Llorente, 2007). De la misma forma, la movilización de estrategias cobra fuerzas a consecuencia de un mundo repleto de información cambiante (Cabrero, 2007). Hoy día, “más importante que el qué enseñar será cómo hacerlo y qué mecanismos utilizaremos para motivar y despertar el interés de los estudiantes” (p. 17). Para Cabero, Romero, Castaño, Román, Barroso y Llorente (2007) esto implica la creación de entornos más ricos y variados para el aprendizaje. Una transformación y ampliación continúa de contenidos didácticos, mas el cambio progresivo en las metodologías para promover un aprendizaje activo. Daura (2011, p. 79) argumentó que “así como es importante que el sujeto que aprende se esfuerce por ser estratégico, también lo es la estimulación que puede efectuar el agente de enseñanza por medio de las acciones que lleve a cabo”.
La Inteligencia Emocional en la Educación a Distancia
Por Dr. Carmen Luisa Hernández
Full Time Professor
EDP University of Puerto Rico
La Inteligencia Emocional en la Educación a Distancia
Resumen
Este ensayo tiene el propósito de reflexionar sobre cómo la educación a distancia implica un cambio en la identidad profesional del maestro, donde la Inteligencia Emocional puede ser un recurso que permita una implementación de la educación en línea más exitosa y satisfactoria para el maestro, y por ende redunde en una experiencia de aprendizaje más completa para el estudiante. Se revisan los modelos teóricos relacionados con la Inteligencia Emocional y la involucración de las emociones en los procesos de cambios en la educación y la identidad profesional de los maestros, para proponer que la Inteligencia Emocional es un recurso valioso para promover la educación en línea centrada en el aprendizaje del estudiante.
Palabras clave: educación a distancia, educación en línea, inteligencia emocional, aprendizaje centrado en el estudiante
La oferta académica en línea de Puerto Rico: Actualización a otoño 2014
Por Marcos Torres-Nazario Ed.D. IR Certificate
Universidad Interamericana de Puerto Rico, Recinto de Ponce
La oferta académica en línea de Puerto Rico: Actualización a otoño 2014
Resumen
En este artículo se actualiza la oferta universitaria a distancia de grados de asociado, bachillerato, maestría y doctorado licenciada por el Consejo de Educación de Puerto Rico (CEPR) para otoño de 2014. En el mismo se identifican las instituciones, la disciplina y el nivel de los programas que se ofrecen bajo esta modalidad de enseñanza. Los hallazgos revelaron que para otoño de 2014, había 52 programas adicionales que los que estaban disponibles en el otoño de 2010. De esta oferta, el 52% correspondía al sistema de la Universidad Interamericana de Puerto Rico. Asimismo, se encontró que el 47% de la oferta a distancia del país corresponde a programas en las disciplina de administración de empresas y otro 20% eran programas del campo de la educación. Por otra parte, se encontró que el 43% de todos los ofrecimientos a distancia estaban concentrados en el nivel graduado.
Los estudiantes a distancia de Puerto Rico: Datos por nivel y tipo de institución
Por Marcos Torres-Nazario Ed.D. IR Certificate
Universidad Interamericana de Puerto Rico, Recinto de Ponce
Los estudiantes a distancia de Puerto Rico: Datos por nivel y tipo de institución
Resumen
En este artículo se ofrecen datos estadísticos sobre la matrícula a distancia de Puerto Rico por nivel académico y sector educativo para otoño 2012. La información se obtuvo de un extracto de la base de datos de los cuestionarios IPEDS por institución y nivel educativo de Puerto Rico. Los datos revelan que para ese término académico, había un total de 38,571 estudiantes en cursos a distancia, ya fuera totalmente o de forma combinada. Además, se encontró que aproximadamente 9 de cada 10 estudiantes estaban matriculados en cursos de nivel subgraduado de 34 IES privadas. Con esta información, se estima que para la IES el mercado de la educación a distancia del país representó ingresos por aproximadamente 100 millones de dólares para el año académico 2012-13.
Identificadores
“matrícula a distancia”, “estudiantes totalmente en línea“, “online student enrollment”
