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2012 - Volume 1

Empirical Articles
Learning Together: Perceived Cognitive and Behavioral Outcomes of Learners in a Nontraditional, Professional Doctoral Program DOI 10.9743/JIR.2013.1 Hank Radda, Ted Cross & Rick Holbeck	In recent years nontraditional professional doctoral programs have been on the rise. Fueled by the demand of the new "knowledge-based" economy, these doctoral programs are becoming increasingly important in training professionals to become experts in their fields. As such, data on the learning outcomes of nontraditional programs becomes useful in understanding educational effectiveness as well as creating feedback for future program design. In this study over 500 doctoral learners in an online doctoral program with residency requirements participated in structured discussions about the perceived outcomes of their doctoral journey. Qualitative analysis using grounded theory suggests that students perceived certain behavioral and cognitive dispositions during the doctoral program. Discussion reveals that there is a fertile area for ongoing investigation on the perceived outcomes of nontraditional doctoral programs in terms of both academic learning and social-emotional development.
Using Teaching Circles Amongst Online Adjunct Faculty DOI 10.9743/JIR.2013.2 Jennifer Ashton	Adjunct faculty members teaching online often experience feelings of isolation and lack of connection to the larger academic community. The current study examines the impact of teaching circles and the effectiveness of teaching circles in creating a sense of community for online adjunct professors in the asynchronous learning environment. Factors contributing to participation in the teaching circle included: newness to online teaching, professors looking for new teaching strategies, and professors experiencing a lapse of time from previously facilitating the selected course. The teaching circles allowed the professors facilitating the same course content to share best practices, communicate with online faculty members to reduce the feeling of isolation, and create a stronger connection to the university.
Psychology Feud: When the Correct Answer Isn't the Most Valued DOI 10.9743/JIR.2013.3 William Wozniak, B. Jean Mandernach & Theresa A. Wadkins	Psychology Feud, a classroom-based adaptation of the popular American television game show, provides an innovative, engaging opportunity for students to examine popular beliefs and misconceptions concerning general psychological information in a nonthreatening atmosphere. The game can be integrated into introductory psychology courses to (a) identify and discuss common misconceptions about psychology, (b) provide a review of learned information, and (c) measure learning over the course of the semester. The game could also be used to create an opportunity for informal faculty-student interaction.
Student Perceptions of Online Instructional Practices that Enhance Connectedness: Themes Toward the Development of an Instrument DOI 10.9743/JIR.2013.4 Mark A. Lamport & Paula J. Bartolo	This preliminary study examines online post-graduate students' sense of community. The purpose of the study is to identify salient themes toward the construction of an instrument assessing online community. Participants included volunteers from two online graduate courses (master's, specialist, and doctoral students) in a School of Education at a Christian university. Surveys measuring student connectedness and online tools that increase student sense of community were administered online. Results indicate that a majority of students positively experience a sense of community in the online classroom. Tools and instructional strategies identified as those most likely to promote a sense of community include discussion threads, personal introductions, and timely teacher feedback.
Theoretical, Review & Reflection Articles
Teacher Passion and Distance Education Theory DOI 10.9743/JIR.2013.5 Scott W. Greenberger	Despite a significant body of research on post-secondary distance education, harmonious passion has not been explored in relation to teacher presence. Teacher presence within a community of inquiry has been identified as an important influence and predictor of student performance. As such, determining the degree of relationship between teacher passion and teacher presence could lead to significant improvement in distance education delivery. If future distance education research confirms a correlation between teacher passion, teacher presence, and aesthetics, online interactions between teachers and learners may need to be re-conceived.
Stealth Learning: Unexpected Learning Opportunities Through Games DOI 10.9743/JIR.2013.6 Laura A. Sharp	Educators across the country struggle to create engaging, motivating learning environments for their Net Gen students. These learners expect instant gratification that traditional lectures do not provide. This leaves educators searching for innovative ways to engage students in order to encourage learning. One solution is for educators to use stealth learning in their classrooms to create engagement and motivation in students that would increase learning opportunities. This article will cover stealth learning topics including unexpected learning opportunities, benefits, academic performance, and use of games in the classroom, engagement, and motivation that educators can use in the K-12 setting.
Impact of Hybrid Instruction on Student Achievement in Post-Secondary Institutions: A Synthetic Review of the Literature DOI 10.9743/JIR.2013.7 Mark A. Lamport & Randy J. Hill	Hybrid online instruction is a cross between traditional face-to-face classroom format and online-only instruction. The premise behind hybrid instruction is that it provides the benefits of personal interaction with the convenience and flexibility of online assignments and discussions. While there has been significant research on how students perceive this form of instruction, less exists on the impact of hybrid instruction on student achievement. The current data is varied, with a majority of studies showing increased achievement in the hybrid classroom compared to traditional classrooms, but similar achievement to online courses. Since hybrid formats are significantly varied in the percentage of time spent online, subject matters, student populations, etc., it can be difficult to compare methods solely focused on achievement. This article is a review of the literature that provides implications/recommendations for online teachers with empirically-based strategies and suggestions for the effective implementation of a hybrid course.
Teaching Generation TechX with the 4Cs: Using Technology to Integrate 21^st Century Skills DOI 10.9743/JIR.2013.8 Jennifer Levin-Goldberg	As we journey further into the 21^st century, apprehensions emerge among business leaders in American markets. These concerns do not go unwarranted or unnoticed. Contemporary data portrays a despondent picture regarding new graduate preparedness for the global workforce. The findings reveal that employers feel the new entrants are deficient in the21^st century skills imperative for current market progress and profit. The critical 21^st century skills employers demand are critical thinking and problem solving, communication, collaboration, and creativity and innovation- the 4Cs. The challenge is: How do educators better prepare students for 21^st century skills utilizing technology as the conduit? This paper highlights three strategies (amendable to immediate, low cost, interdisciplinary implementation) that educators could utilize to foster student preparedness for the 21^st century workforce. Strategies include: (a) becoming cognizant and literate in Web 2.0 tools; (b) assigning real world problems and issues for students to resolve using technology; and (c) creating collaborative problem-based learning experiences utilizing the resources available via the Web. Accurately employing these pedagogical methods may reclaim American academic and labor market resplendence.
Is Hybrid Education and Videoconferencing the Wave of the Future for Online Courses? DOI 10.9743/JIR.2013.9 Joe Popma	A comprehensive literature review examines the effectiveness of hybrid education utilizing videoconferencing. The observations and perceptions of both students and the instructor participating in a hybrid pilot program will be discussed. Discussion highlights the value of hybrid education within the context of the students' busy schedules and concludes with implications and recommendations for implementing such a program.

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