The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.
Front Cover 1
Statement of Purpose 6
Quarterly Review of Distance Education 4
“Research That Guides Practice” 4
Volume 18, Number 1, 2017 4
SPECIAL SECTION: TECNOLOGICAL INNOVATION IN HEALTH CARE EDUATION 4
ARTICLES 4
BOOK REVIEWS 4
REPRINTED MANUSCRIPT 5
Quarterly Review of Distance Education Editors and Editorial Board 3
Editors 3
Assistant Editor 3
Editorial Assistant 3
Department Editors 3
International 3
Ray J. Amirault, Illinois State University Yusra Laila Visser, Illinois State University 3
Michelle Rogers-Estable, SUNY Delhi 3
Editorial Board 3
Introduction to the Special Section 8
Khitam Azaiza 8
University of Miami 8
Use of Blackboard Collaborate for Creation of a Video Course Library 10
Greta Mitzova-Vladinov, Rossana Bizzio-Knott, Mary Hooshmand, Shayne Hauglum, and Khitam Aziza 10
University of Miami 10
This case study examines an innovative way the Blackboard Collaborate video conferencing learning platform was used to record graduate student presentations for creating a course library utilized in individualized student teaching. The presentation r... 10
INTRODUCTION 10
THE CONTEXT AND ASSIGNMENT 11
COURSE DESIGN AND IMPLEMENTATION 12
Figure 1 12
Figure 3 13
Figure 4 14
FACULTY CHALLENGES AND SUGGESTIONS 14
CONCLUSION 14
REFERENCES 15
Figure 2 13
Developing and Implementing an Interactive End-of-Life Education Module Using Raptivity and iSpring 16
Lessons Learned 16
LaToya Lewis-Pierre and Khitam Aziza 16
University of Miami 16
INTRODUCTION 16
Designing an Online Module 17
RAPTIVITY DEVELOPMENT 17
Figure 1 18
INTEGRATING THE iSPRING TOOL 18
IMPLEMENTATION PHASE 19
STUDENT RESPONSES 19
LESSONS LEARNED 19
Figure 2 20
Figure 3 21
CONCLUSION 21
REFERENCES 22
Flipping the Classroom Without Flipping Out the Students 24
Working With an Instructional Designer in an Undergraduate Evidence-Based Nursing Practice Course 24
Yui Matsuda, Khitam Azaiza, and Deborah Salani 24
University of Miami 24
The flipped classroom approach is an innovative teaching method to promote students’ active learning. It has been used in nursing education and has showed positive results. The purpose of this article is to describe the process of developing a flip... 24
INTRODUCTION 24
History of the Flipped Classroom 25
Theoretical Frameworks 25
Nursing Education and the Flipped Classroom 25
Steps When Using Flipped Classroom in Nursing Education 26
Getting the Students Ready for the Flipped Classroom Approach 26
Required Preclass Work 27
Classroom Activities 27
METHOD 27
Rationale for Flipped Classroom in Evidence-Based Nursing Practice Course 27
Preparation Process 28
Table 1 28
Instructional Designer’s Guidance in Starting a Flipped Classroom Approach 28
Implementation Process for Evidence- Based Nursing Practice Course 28
Preclass Module Instructions 29
In-Class Activities 29
Evaluation 30
RESULTS 30
DISCUSSION 30
Students’ Perspectives 31
Table 2 31
Survey Results 31
51 31
34 31
12 31
3 31
54 31
25 31
21 31
45 31
55 31
50 31
32 31
18 31
43 31
27 31
29 31
Authors’ Perspectives 32
Limitation 32
CONCLUSION 33
REFERENCES 33
Intersubjectivity and Discussion Characteristics in Online Courses 36
Janine Lim Barbara M. Hall 36
Andrews University Northcentral University 36
Allan C. Jeong Shirley Freed 36
Florida State University Andrews University 36
This study explores the combination of course structure, prompt type, and characteristics of discussion posts and their relationships with intersubjectivity. A content analysis measured the intersubjectivity of peer responses by analyzing the interac... 36
INTRODUCTION 36
PURPOSE OF THE STUDY 38
Research Questions 38
1. What is the relationship between the course structure (discussion activity type, length of segment) and intersubjectivity (lower/higher/same)? 38
2. What is the relationship between different types of discussion prompts (who started the thread, Bloom's level) and intersubjectivity (lower/higher/same)? 38
3. What is the relationship between the characteristics of the previous posts (interaction analysis model of previous post, words in previous post) and intersubjectivity (lower/higher/same)? 38
METHODS 38
Research Design 38
Research Context 38
Identifying Peer Responses 39
Measures of Intersubjectivity 39
Other Measures 40
RESULTS 41
Table 1 41
Interaction Analysis Phases and Comparisons 41
414 41
70.1 41
131 41
22.2 41
38 41
6.4 41
2 41
0.3 41
6 41
1.0 41
77 41
16.7 41
261 41
56.6 41
123 41
26.7 41
Course Structure 41
Table 2 42
Cross Tabulation of the Course Structure and Peer Response Level 42
70 42
19.9 42
199 42
56.5 42
83 42
23.6 42
7 42
7.8 42
45 42
50.0 42
38 42
42.2 42
0 42
0.0 42
17 42
89.5 42
2 42
10.5 42
29 42
12.9 42
136 42
60.7 42
59 42
26.3 42
48 42
22.3 42
107 42
49.8 42
60 42
27.9 42
0 42
16.7 42
18 42
81.8 42
4 42
18.2 42
Characteristics of the Prompt 42
Figure 2 43
Table 3 44
Cross Tabulation of the Prompt Characteristics and Peer Response Level 44
32 44
15.1% 44
120 44
56.6% 44
60 44
28.3% 44
31 44
19.9% 44
86 44
55.1% 44
39 44
25.0% 44
14 44
15.1% 44
55 44
59.1% 44
24 44
25.9% 44
10 44
8.5% 44
64 44
54.2% 44
44 44
37.3% 44
16 44
17.6% 44
51 44
56.0% 44
24 44
26.4% 44
30 44
21.0% 44
83 44
58.0% 44
30 44
21.0% 44
21 44
19.3% 44
63 44
56.6% 44
25 44
26.7% 44
Characteristics of the Previous Posts 44
Table 4 45
Sequence of IAM Peer Responses: IAM Level of Previous Post and Peer Response Level 45
0 45
0.0% 45
230 45
67.8% 45
109 45
32.2% 45
2.32 45
50 45
56.2% 45
29 45
32.6% 45
10 45
11.2% 45
1.55 45
24 45
82.8% 45
1 45
3.4% 45
4 45
13.8% 45
1.31 45
0 45
0.0% 45
0 45
0.0% 45
0 45
0.0% 45
0 45
3 45
75.0% 45
1 45
25.0% 45
0 45
0.0% 45
1.25 45
Discussion 45
Figure 4 46
CONCLUSION 47
REFERENCES 48
Appendix A: Discussion Rubric 51
Online Learners And Technology 52
A Gap in Higher Education and Student Affairs Professional Preparation 52
Daniel W. Calhoun, Lucy Santos Green, and Panne Burke 52
Georgia Southern University 52
Online learning, an essential component of the higher education landscape on a global scale, has become a lucrative operation for colleges and universities. Enrollment in online programs continues to outpace enrollment in higher education overall, pa... 52
INTRODUCTION 52
Online Learners 53
Online Learners and Institutional Efforts 53
Online Learners and Graduate Preparation Programs 54
TRANSFORMATIVE LEARNING AS A THEORETICAL FRAMEWORK 55
METHODOLOGY 56
Data Collection 56
Data Analysis and Limitations 56
Findings 56
Quantitative Data 57
Location and Student Enrollment 57
Figure 1 57
Program Format and Student Organization 57
Figure 2 58
National Standards and Program Format 58
Figure 3 59
Figure 4 60
Figure 5 60
Student Services for Online Students 59
Skills to Accommodate Online Learners 61
Figure 6 61
Qualitative Data 62
Theme 1: Formal Versus Informal Technology Use 62
Theme 2: Assumption of Candidate Expertise 63
Theme 3: Direct Versus Indirect Discussion of Online Student Needs 63
Theme 4: Perceived Impact of Online Instruction 64
DISCUSSION 65
CONCLUSION 66
REFERENCES 66
Interaction in Distance Education Environments 70
A Trend Analysis 70
Serçin Karata?, Ay?e Ba?r?ac?k Y?lmaz, Cemal Hakan Dikmen, U?ur Ferhat Ermi?, and Onur Gürbüz 70
Gazi University 70
The aim of this study is to determine the trend concerning interaction in distance education between the years 2011 and 2015. According to this aim, 544 articles in the databases of EBSCO, Scopus, and Web of Science were examined. The examination has... 70
INTRODUCTION 70
1. What is the distribution of studies concerning interaction in distance education according to the year of publication and the countries in which the primary authors’ work? 72
2. What is the distribution of studies according to the countries where the educational activities are conducted? 72
3. What is the number of authors of each study? 72
4. What is the distribution of studies according to subject area? 72
5. What is the discipline of the study sample and the subject area examined? 72
6. What are the sample sizes? 72
7. In which sample stages are the studies conducted? 72
8. Which study models and patterns are used? 72
9. Which interaction types are used in studies? 72
10. Which data collection tools are used? 72
11. Which data analysis techniques are used? 72
12. Which dependent variables are featured? 72
13. Which independent variables are featured? 72
14. Which theories are used to ground the studies? 72
15. Which technologies are used? 72
METHOD 72
Classification 73
Classification of Discipline 73
Table 1 74
Disciplines and Subdisciplines Used as a Base in the Classification of Discipline 74
Table 2 74
Classification of Subject 74
Classification of Method 73
Classification of Subject 73
FINDINGS AND INTERPRETATION 74
Distribution of Studies According to Years and the Countries in Which First Authors Work 75
Table 3 75
Distribution of Studies According to Years and the Countries of First Authors 75
25 75
31 75
52 75
29 75
12 75
149 75
5 75
11 75
12 75
9 75
9 75
46 75
4 75
9 75
10 75
14 75
7 75
44 75
2 75
12 75
6 75
9 75
6 75
35 75
4 75
7 75
8 75
10 75
5 75
34 75
4 75
5 75
10 75
3 75
5 75
27 75
2 75
4 75
1 75
6 75
8 75
21 75
6 75
3 75
5 75
6 75
1 75
21 75
3 75
4 75
2 75
2 75
3 75
14 75
6 75
1 75
3 75
1 75
2 75
13 75
1 75
1 75
1 75
4 75
4 75
11 75
0 75
1 75
2 75
2 75
5 75
10 75
27 75
17 75
24 75
20 75
31 75
102 75
89 75
106 75
136 75
115 75
98 75
544 75
Distribution of Studies According to Country 76
Figure 1 76
Number of Authors of Studies 77
Table 4 77
Distribution of Studies According to the Number of Authors 77
148 77
27.21 77
148 77
27.21 77
128 77
23.53 77
66 77
12.13 77
54 77
9.93 77
544 77
100 77
Subject Areas of Studies 77
Table 5 77
Distribution of Studies According to Subject Areas 77
317 77
40.59 77
260 77
33.29 77
100 77
12.80 77
76 77
9.73 77
24 77
3.07 77
4 77
0.51 77
781 77
100 77
Disciplines of Samples and Subject Areas in Studies 78
Sample Sizes in Studies 78
Table 6 79
Distribution of Studies According to Disciplines 79
133 79
19.03 79
157 79
23.19 79
69 79
9.87 79
67 79
9.90 79
55 79
7.87 79
77 79
11.37 79
48 79
6.87 79
37 79
5.47 79
42 79
6.01 79
37 79
5.47 79
34 79
4.86 79
49 79
7.24 79
17 79
2.43 79
11 79
1.62 79
16 79
2.29 79
9 79
1.33 79
11 79
1.57 79
12 79
1.77 79
8 79
1.14 79
11 79
1.62 79
68 79
9.73 79
63 79
9.31 79
198 79
28.33 79
147 79
21.71 79
699 79
100.00 79
677 79
100.00 79
Table 7 79
Distribution of Studies According to Sample Sizes 79
169 79
31.1 79
112 79
20.6 79
107 79
19.7 79
31 79
5.7 79
23 79
4.2 79
23 79
4.2 79
79 79
14.5 79
544 79
100 79
Educational Level of Sample in Studies 78
Table 8 79
Distribution of Studies According to Sample Educational Level 79
271 79
55.31 79
120 79
24.49 79
50 79
10.20 79
46 79
9.39 79
3 79
0.61 79
490 79
100 79
Research Models and Patterns Used in Studies 80
Table 9 80
Distribution of Studies According to Research Models and Patterns 80
97 80
91 80
70 80
56 80
26 80
20 80
14 80
1 80
1 80
376 80
165 80
10 80
4 80
4 80
4 80
187 80
72 80
4 80
76 80
17 80
15 80
5 80
37 80
Interaction Types Examined in Studies 81
Table 10 81
Interaction Types Examined in Studies 81
221 81
26.50 81
4 81
0.48 81
189 81
22.66 81
3 81
0.36 81
99 81
11.87 81
2 81
0.24 81
96 81
11.51 81
2 81
0.24 81
32 81
3.84 81
1 81
0.12 81
20 81
2.40 81
141 81
16.91 81
10 81
1.20 81
10 81
1.20 81
4 81
0.48 81
834 81
100 81
Data Collection Tools Used in Studies 81
Table 11 82
Data Collection Tools Used in Studies 82
263 82
37.41 82
23 82
3.27 82
122 82
17.35 82
17 82
2.42 82
81 82
11.52 82
15 82
2.13 82
56 82
7.97 82
7 82
1.00 82
46 82
6.54 82
3 82
0.43 82
40 82
5.69 82
1 82
0.14 82
29 82
4.13 82
703 82
Data Analysis Techniques Used in Studies 82
Table 12 82
Data Analysis Techniques Used in Studies 82
252 82
23.5 82
35 82
3.3 82
231 82
21.6 82
22 82
2.1 82
134 82
12.5 82
9 82
0.8 82
106 82
9.9 82
8 82
0.7 82
84 82
7.8 82
8 82
0.7 82
67 82
6.2 82
6 82
0.6 82
66 82
6.2 82
43 82
4.00 82
1,071 82
100 82
Dependent Variables Featured in Studies 83
Table 13 83
Dependent Variables Featured in Studies 83
117 83
14.3 83
17 83
2.4 83
89 83
12.5 83
17 83
2.4 83
50 83
7.0 83
17 83
2.4 83
42 83
5.9 83
13 83
2.1 83
32 83
4.5 83
10 83
1.8 83
26 83
3.6 83
10 83
1.4 83
22 83
3.1 83
10 83
1.4 83
21 83
2.9 83
201 83
28.2 83
19 83
2.7 83
713 83
100 83
Independent Variables Featured in Studies 83
Table 14 84
Independent Variables Featured in Studies 84
109 84
16.0 84
17 84
2.5 84
53 84
7.8 84
15 84
2.2 84
48 84
7.0 84
15 84
2.2 84
41 84
6.0 84
13 84
1.9 84
32 84
4.7 84
12 84
1.8 84
32 84
4.7 84
11 84
1.6 84
19 84
2.8 84
248 84
36.4 84
17 84
2.5 84
682 84
100.0 84
Table 15 84
Base Theories and Models in Studies 84
14 84
2.57 84
3 84
0.55 84
7 84
1.29 84
2 84
0.37 84
6 84
1.10 84
2 84
0.37 84
6 84
1.10 84
2 84
0.37 84
6 84
1.10 84
2 84
0.37 84
6 84
1.10 84
2 84
0.37 84
4 84
0.74 84
2 84
0.37 84
3 84
0.55 84
57 84
10.48 84
3 84
0.55 84
417 84
76.65 84
544 84
100 84
Base Theories in Studies 84
Technologies Used in Studies 85
Table 16 85
Distribution of Technologies Used in Studies 85
79 85
19.50 85
17 85
4.20 85
15 85
3.70 85
11 85
2.72 85
11 85
2.72 85
10 85
2.47 85
262 85
64.69 85
405 85
100 85
CONCLUSION AND SUGGESTIONS 85
REFERENCES 86
Book Review 90
Michelle Rogers-Estable, Book Review Editor 90
Excellent Online Teaching: Effective Strategies for a Successful Semester Online, by Aaron Johnson 90
Roberta (Robin) Sullivan 90
State University of New York at Buffalo 90
Book Review 92
Michelle Rogers-Estable, Book Review Editor 92
Ditch that Textbook: Free Your Teaching and Revolutionize Your Classroom, by Matt Miller 92
Kathleen Gradel 92
SUNY Fredonia 92
Conference Calendar 94
Charles Schlosser 94
Nova Southeastern University 94
E-Learn, October 17–20, Vancouver, BC 94
AECT International Convention, November 7–11, Jacksonville, FL 94
OLC Accelerate, November 15-17, Orlando, FL 94
FETC, January 23–26, 2018, Orlando, FL 95
The State of Distance Education and E-Learning Around the Globe 96
Ray J. Amirault and Yusra Laila Visser 96
Illinois State University 96
1. A general introduction and background to the country/region. This first section will orient you, the reader, to the country or region about which will be discussed, to provide a “baseline” of information for contextualizing the article. For ex... 97
2. A basic description of the current state of “traditional” educational system(s) in the country. This section is focused on building a basic understanding of the current educational system in place within the county (and, where relevant, its hi... 97
3. Case studies, examples, or other descriptions where distance education efforts are currently being used in the county. The “centerpiece” of the article, this section will provide a variety of examples and/or case studies of to illustrate how d... 97
4. Recommendations or suggestions on how distance education might be better/optimally used in the country. In this closing section, series authors are encouraged to extrapolate on research- and practice-based observations on what is necessary to maxi... 97
Biography: Ray J. Amirault 98
Biography: Yusra Laila Visser 98
Students’ Perceptions of Online Courses 100
The Effect of Online Course Experience 100
Rhonda R. Dobbs Courtney A. Waid-Lindberg 100
Tarleton State University Northern State University 100
Alejandro del Carmen 100
Tarleton State University 100
While online learning is nothing new, research regarding student perceptions of online courses is limited and has generally focused on those who have taken online courses. Data were collected from 180 students taking criminal justice courses on campu... 100
Introduction 100
Distance Education: Past, Present, and Future 101
Extant Literature— Student Perceptions 102
Methodology 104
Table 2 106
Descriptive Statistics of the Total Sample and Each Subsample of Online Course Experience 106
57.1% 106
— 106
42.9% 106
— 106
— 106
— 106
— 106
— 106
— 106
— 106
48.2% 106
51.8% 106
57.8% 106
24.0% 106
12.4% 106
5.8% 106
34.2% 106
34.2% 106
31.7% 106
1.4% 106
4.3% 106
39.0% 106
47.7% 106
7.6% 106
85.7% 106
14.3% 106
18.9% 106
79.6% 106
55.6% 106
44.4% 106
Findings 106
Table 3 107
Assorted Perceptions of Those With Online Experience 107
29.6% 107
44.0% 107
26.4% 107
6.9% 107
22.5% 107
31.3% 107
39.4% 107
35.2% 107
50.3% 107
14.5% 107
45.4% 107
12.5% 107
11.8% 107
7.2% 107
6.6% 107
2.0% 107
1.3% 107
13.2% 107
81.8% 107
18.2% 107
Table 4 108
Difference in Means t Tests for Total Sample by Online Course Experience 108
3.30 108
(.97) 108
3.59 108
(1.25) 108
-2.134*** 108
2.70 108
(1.04) 108
3.06 108
(1.10) 108
-2.743*** 108
2.08 108
(1.15) 108
3.06 108
(1.34) 108
-6.292*** 108
3.56 108
(0.90) 108
3.25 108
(1.06) 108
-2.572*** 108
2.31 108
(1.21) 108
1.75 108
(1.23) 108
-3.721*** 108
2.35 108
(1.20) 108
1.72 108
(1.14) 108
-4.417*** 108
1.73 108
(1.12) 108
1.55 108
(1.16) 108
-1.290*** 108
2.35 108
(1.26) 108
1.55 108
(1.14) 108
-5.494*** 108
3.79 108
(1.04) 108
3.43 108
(1.28) 108
2.490****- 108
3.73 108
(1.14) 108
3.45 108
(1.33) 108
-1.830*** 108
3.13 108
(0.88) 108
3.63 108
(1.16) 108
-3.864*** 108
2.49 108
(1.04) 108
3.45 108
(1.45) 108
-6.041*** 108
3.27 108
(1.12) 108
2.78 108
(1.38) 108
-3.117*** 108
2.93 108
(1.03) 108
2.63 108
(1.27) 108
-2.053*** 108
3.75 108
(1.11) 108
4.56 108
(0.91) 108
-6.596*** 108
2.84 108
(1.21) 108
1.99 108
(1.21) 108
-5.750*** 108
Table 5 110
Difference in Means by Number of Online Courses Taken 110
3.45 110
(1.18) 110
3.30 110
(1.30) 110
3.83 110
(1.17) 110
2.94*** 110
3.12 110
(1.17) 110
2.58 110
(1.05) 110
3.32 110
(1.00) 110
6.77*** 110
2.39 110
(1.25) 110
2.35 110
(1.15) 110
3.73 110
(1.12) 110
26.38*** 110
3.73 110
(0.98) 110
3.60 110
(1.04) 110
2.86 110
(0.91) 110
13.25*** 110
2.03 110
(1.26) 110
2.14 110
(1.41) 110
1.44 110
(1.08) 110
5.52*** 110
2.24 110
(1.17) 110
2.05 110
(1.15) 110
1.34 110
(1.00) 110
10.38*** 110
1.64 110
(1.27) 110
1.42 110
(0.88) 110
1.62 110
(1.29) 110
0.47*** 110
1.85 110
(1.25) 110
1.72 110
(1.18) 110
1.36 110
(1.07) 110
1.70*** 110
3.94 110
(1.00) 110
3.53 110
(1.32) 110
3.14 110
(1.26) 110
5.06*** 110
4.00 110
(1.09) 110
3.91 110
(1.25) 110
3.00 110
(1.29) 110
11.22*** 110
3.33 110
(1.02) 110
3.31 110
(1.30) 110
3.90 110
(1.05) 110
5.07*** 110
2.82 110
(1.47) 110
2.57 110
(1.25) 110
4.13 110
(1.21) 110
24.74*** 110
3.03 110
(1.36) 110
3.14 110
(1.22) 110
2.50 110
(1.44) 110
3.64*** 110
2.94 110
(1.37) 110
2.74 110
(1.14) 110
2.41 110
(1.21) 110
2.41*** 110
4.41 110
(0.95) 110
4.51 110
(0.86) 110
4.62 110
(0.95) 110
0.63*** 110
2.44 110
(1.32) 110
2.23 110
(1.17) 110
1.68 110
(1.13) 110
5.70*** 110
Discussion and Conclusions 113
References 114
Table 6 111
Difference in Means t Tests for Total Sample for Online Course Experience by Age 111
3.26 111
(1.02) 111
3.36 111
(1.25) 111
3.36 111
(0.87) 111
3.46 111
(1.37) 111
3.29 111
(1.07) 111
3.82 111
(1.13) 111
2.79 111
(1.06) 111
2.81 111
(0.93) 111
2.56 111
(0.97) 111
3.00 111
(1.18) 111
2.64 111
(1.15) 111
3.20 111
(1.10) 111
2.05 111
(1.19) 111
2.12 111
(1.14) 111
2.18 111
(1.14) 111
2.93 111
(1.27) 111
1.93 111
(1.07) 111
3.56 111
(1.23) 111
3.38 111
(0.92) 111
3.78 111
(1.04) 111
3.82 111
(0.89) 111
3.34 111
(0.94) 111
3.64 111
(0.75) 111
2.96 111
(1.05) 111
2.47 111
(1.31) 111
2.12 111
(1.29) 111
2.08 111
(1.11) 111
1.76 111
(1.33) 111
2.29 111
(0.99) 111
1.57 111
(1.11) 111
2.43 111
(1.28) 111
2.16 111
(1.14) 111
2.26 111
(1.19) 111
1.85 111
(1.32) 111
2.29 111
(0.83) 111
1.43 111
(0.90) 111
1.89 111
(1.25) 111
1.47 111
(0.84) 111
1.62 111
(1.02) 111
1.56 111
(1.28) 111
1.36 111
(0.63) 111
1.57 111
(1.20) 111
2.45 111
(1.31) 111
1.85 111
(1.25) 111
2.26 111
(1.27) 111
1.63 111
(1.25) 111
2.14 111
(1.03) 111
1.35 111
(0.96) 111
3.66 111
(1.08) 111
3.78 111
(1.04) 111
4.00 111
(0.89) 111
3.43 111
(1.19) 111
3.79 111
(1.25) 111
3.29 111
(1.31) 111
3.55 111
(1.13) 111
3.91 111
(1.40) 111
3.97 111
(1.08) 111
3.48 111
(1.27) 111
3.86 111
(1.29) 111
3.22 111
(1.31) 111
3.16 111
(0.89) 111
3.30 111
(1.36) 111
3.26 111
(0.80) 111
3.66 111
(0.98) 111
2.64 111
(0.93) 111
3.76 111
(1.17) 111
2.56 111
(0.99) 111
2.47 111
(1.34) 111
2.38 111
(1.14) 111
3.33 111
(1.37) 111
2.50 111
(1.02) 111
3.96 111
(1.33) 111
3.41 111
(1.07) 111
3.23 111
(1.20) 111
3.28 111
(1.17) 111
2.85 111
(1.32) 111
2.62 111
(1.04) 111
2.51 111
(1.42) 111
3.11 111
(0.99) 111
2.81 111
(1.38) 111
2.79 111
(1.03) 111
2.65 111
(1.23) 111
2.50 111
(1.09) 111
2.55 111
(1.27) 111
3.72 111
(1.09) 111
4.44 111
(1.01) 111
3.87 111
(1.20) 111
4.48 111
(0.99) 111
3.57 111
(1.02) 111
4.68 111
(0.79) 111
2.89 111
(1.20) 111
2.72 111
(1.28) 111
2.74 111
(1.19) 111
2.02 111
(1.17) 111
2.93 111
(1.39) 111
1.63 111
(1.07) 111
Table 1 105
Courses Surveyed on Campus 105
Table 7 112
Difference in Means t Tests for Total Sample for Online Course Experience by Sex 112
3.25 112
(0.95) 112
3.70 112
(1.09) 112
3.37 112
(1.02) 112
3.52 112
(1.35) 112
2.75 112
(0.93) 112
2.92 112
(1.10) 112
2.61 112
(1.18) 112
3.16 112
(1.10) 112
2.40 112
(1.20) 112
3.14 112
(1.36) 112
1.61 112
(0.91) 112
2.99 112
(1.34) 112
3.47 112
(0.91) 112
3.03 112
(1.05) 112
3.70 112
(0.89) 112
3.40 112
(1.04) 112
2.26 112
(1.26) 112
1.91 112
(1.39) 112
2.39 112
(1.15) 112
1.65 112
(1.12) 112
2.34 112
(1.24) 112
1.67 112
(1.14) 112
2.38 112
(1.13) 112
1.77 112
(1.14) 112
1.91 112
(1.18) 112
1.45 112
(1.15) 112
1.46 112
(0.98) 112
1.62 112
(1.17) 112
2.33 112
(1.30) 112
1.62 112
(1.20) 112
2.37 112
(1.22) 112
1.51 112
(1.10) 112
3.69 112
(1.06) 112
3.42 112
(1.21) 112
3.93 112
(1.02) 112
3.44 112
(1.33) 112
3.58 112
(1.14) 112
3.41 112
(1.35) 112
3.96 112
(1.11) 112
3.48 112
(1.33) 112
3.15 112
(0.87) 112
3.62 112
(1.11) 112
3.11 112
(0.90) 112
3.63 112
(1.19) 112
2.60 112
(1.02) 112
3.52 112
(1.50) 112
2.33 112
(1.06) 112
3.39 112
(1.42) 112
3.12 112
(1.07) 112
2.79 112
(1.43) 112
3.51 112
(1.16) 112
2.80 112
(1.34) 112
3.03 112
(0.98) 112
2.72 112
(1.16) 112
2.78 112
(1.09) 112
2.57 112
(1.36) 112
3.78 112
(1.11) 112
4.51 112
(1.00) 112
3.72 112
(1.13) 112
4.60 112
(0.85) 112
2.66 112
(1.15) 112
2.02 112
(1.33) 112
3.11 112
(1.25) 112
1.98 112
(1.14) 112
Author Biographical Data 118
Back Cover 124
| Erscheint lt. Verlag | 1.6.2017 |
|---|---|
| Sprache | englisch |
| Themenwelt | Schulbuch / Wörterbuch ► Lexikon / Chroniken |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 1-68123-939-6 / 1681239396 |
| ISBN-13 | 978-1-68123-939-2 / 9781681239392 |
| Haben Sie eine Frage zum Produkt? |
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