2013 - Volume 2

ISSN 2159-0281 (Print)
eISSN 2159-029X (Online)

Empirical Articles

Students' Perceptions of Journaling in Undergraduate Classes

DOI 10.9743/JIR.2013.2.11

Krista K. Fritson, Destinee A. Nelson, Hannah Vontz, Krista D. Forrest

Students' perceptions of journaling are examined with the hypothesis that students perceive reflective journaling as a beneficial tool that aids in their overall success in their courses. Students completed seven, one-page journals throughout the semester. A content analysis of the final journal reveals that students enjoy the process of journaling, find journaling helpful and beneficial, and state journaling aids in life application of course material. Results suggest journaling may be received well by students and assist them in the classroom; further exploration of journaling is warranted.

Experience with Online and Open-Web Exams

DOI 10.9743/JIR.2013.2.12

Edward F. Gehringer, Barry W. Peddycord III

As homework and other aspects of education migrate to a computer-based format, on-paper exams are beginning to seem like an anachronism. Online delivery is attractive, but comes with a myriad of implications not apparent at first glance. It affects the kinds of questions that can be asked and complicates administration of the exam, but it may make grading quicker. An online exam does not necessarily make cheating easier, though it demands new approaches to preventing cheating. An open-web exam is a special kind of online exam, in which students are allowed to use the Internet while taking the exam. It has its own set of advantages and disadvantages. For example, it provides a more authentic experience, but may make it hard to tell if students have done their own work. The authors report on a research study of online exams, based on the observations of hundreds of students and faculty who filled out two online surveys. Results will guide instructors in choosing the format that is right for their class.

Using Emotional Intelligence as a Basis for Developing an Online Faculty Guide for Emotional Awareness

DOI 10.9743/JIR.2013.2.13

Jodi McKnight

Online learning is integrated into nearly every type of college, university or workplace. It is more difficult for online instructors to assess the social-emotional components of learning due to a lack of face-to-face interaction. The following concept paper explores the emotional awareness levels of faculty teaching online courses and discusses its implications for the future of online education.

Theoretical, Review & Reflection Articles

Transformative Learning Theory and Spirituality: A Whole-Person Approach

DOI 10.9743/JIR.2013.2.14

Gary Piercy

Spirituality is gaining popularity within academics as discussions regarding the importance of spirituality within leadership and education increases. A biblical anthropology embraces human nature as physical, emotional, cognitive, and spiritual with recognition that adults are capable of learning within each of those realms. Embracing humans are spiritual beings necessitates the inclusion of spirituality in discussions related to how humans come to know. Mezirow's transformative learning theory provides an understanding the nature of adult learning and serves as the foundation upon which to build a whole-person approach to adult learning that includes spirituality. Defining spirituality as the quest for life-meaning and self-awareness for a higher purpose demonstrated through efforts to achieve the common good for all, offers a working definition by which to establish learning goals. Creating learning strategies that touch the human spirit allows educators greater opportunities for transformative learning to occur.

Crafting an Approach to Online Teaching

DOI 10.9743/JIR.2013.2.15

Paul Meyer

Online teaching is in its adolescence and needs to mature in order to overcome some of its growing pains to reach its potential in the field of education. Reflecting upon the author's first three years teaching online, he notes practices and commitments that could help instructors better participate in and facilitate lifelong learning for students. To overcome challenges of online education, such as physical isolation and a sense of disconnectedness, instructors must develop creative and personalized strategies to meet students' needs. The author offers personalized reflections to guide online pedagogy/andragogy, foster dialogue and encourage enhanced student learning in the online classroom. Essentially, teaching in the online classroom involves establishing and developing principles of support and communication that could result in the understanding and application of information.

Counselor Education Curriculum and Online Counseling

DOI 10.9743/JIR.2013.2.16

Laura Pipoly

Research has demonstrated that the online counseling field is a growing industry. It has now become a viable career choice for beginning counselors entering the field, yet it remains to be covered in traditional counselor education programs. Current instructional modalities are explored and recommendations are made on how these can be incorporated into a distance education counseling program.