The field of Educational Technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add value to the program, and who can benefit from the program. This paper explores common admissions requirements among institutions offering a distance or hybrid doctorate in Educational Technology and examines the specific admissions system used by the Department of Educational Technology at Boise State University.
The Importance of Distance Education for Adult Students in Uzbekistanijtsrd
In this article, we review the results of a study aimed at comparing the shortcomings and achievements of distance learning in technical higher education institutions, a survey of older students on the experience. The survey was conducted using a 10 question questionnaire via telegram messenger. Rakhimov Kholmurot Abdullayevich "The Importance of Distance Education for Adult Students in Uzbekistan" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37940.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/37940/the-importance-of-distance-education-for-adult-students-in-uzbekistan/rakhimov-kholmurot-abdullayevich
The Importance of Distance Education for Adult Students in Uzbekistanijtsrd
In this article, we review the results of a study aimed at comparing the shortcomings and achievements of distance learning in technical higher education institutions, a survey of older students on the experience. The survey was conducted using a 10 question questionnaire via telegram messenger. Rakhimov Kholmurot Abdullayevich "The Importance of Distance Education for Adult Students in Uzbekistan" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37940.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/37940/the-importance-of-distance-education-for-adult-students-in-uzbekistan/rakhimov-kholmurot-abdullayevich
STUDYING ACADEMIC INDICATORS WITHIN VIRTUAL LEARNING ENVIRONMENT USING EDUCAT...IJDKP
The rapid developments in information and communication technologies taking place recent years, make it easy for people to pursue their education distantly. The development of new technologies helped to open spatial and temporal boundaries of learning toward virtual learning, and helped to transform education process from its classical form of courses within classrooms to a new virtual form within virtual environments; Consequently, lessons and lectures are elivered using information and communication technologies tools, and student's attendance is virtually performed via Internet. oreover, the education process in its new form becomes a supervised process, rather than a fully controlled process since virtual learning changed the education process pattern represented by the triangle (student, teacher and content)
by increasing the importance of both “student” and “content” factors and transforming the main task of
the “teacher” from “Teaching” to “Tutoring”. Consequently, many questions are raised concerning students’ performance and concerning the adequacy of virtual learning process. These questions are related to the need of accreditation for virtual learning and virtual universities.Our work aims to use Educational Data Mining (EDM) in order to study academic indicators concerning a representative sample of students in a virtual learning environment within Syrian Virtual University – SVU (The students who are following Bachelor of Information Technology Diploma –BIT). Our main goal is to discover the main factors influencing students’ academic trajectory and students’ academic evolution within such environment.
Our results indicate strong correlation -in this virtual learning environment- between student average and some factors like: student’s English level (despite the fact that Arabic language is the teaching language), student’s age, student’s gender, student's over-stay and student’s place of residence (inside /outside Syria). Our results indicate also a need to modify the academic trajectory of students by changing the prerequisites of few courses delivered as a part of BIT diploma like dvanced DBA II, Data Security. In this research, the results also highlight the effect of the Syrian Crisis on students. Finally, we've suggested some future recommendations based on our observations and results to develop the current information
system in SVU in order to help us to deduce some indicators more easily.
Abstract:
What happens when well-known universities offer online courses, assessments, and certificates of completion for free? Early descriptions of Massive Open Online Courses (MOOCs) have emphasized large enrollments, low certification rates, and highly educated registrants. We use data from two years and 68 open online courses offered by Harvard University (via HarvardX) and MIT (via MITx) to broaden the scope of answers to this question. We describe trends over this two-year span, depict participant intent using comprehensive survey instruments, and chart course participation pathways using network analysis. We find that overall participation in our MOOCs remains substantial and that the average growth has been steady. We explore how diverse audiences — including explorers, teachers-as-learners, and residential students — provide opportunities to advance the principles on which HarvardX and MITx were founded: access, research, and residential education.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
An Analysis of Factors That Contribute To Low Student Success and Retention i...iosrjce
This study aimed at analysing the factors that contribute to low student success and retention in open
and distance learning (ODL) institutions. The Zimbabwe Open University (ZOU), Mashonaland East Regional
Centre was purposively selected for the study which adopted the case study design in order to provide a detailed
empirical investigation of the problem of retention rates in ZOU. The study employed the qualitative research
methodology. Data were gathered through focus group discussions, questionnaires and in-depth interviews to
enable data triangulation. The target population was 650 students who all took part in the survey. These were
drawn from all the four faculties of the University at the Mashonaland East Regional Centre. The study revealed
that student enrolment statistics at the ZOU - Mashonaland East Regional Centre experienced the worst decline
(40%) in 2009 between the first and second semester due to socio-economic and political challenges prevailing
in the country. The rate of decline in enrolment varied according to programmes. Also the participation of
women (44%) in distance education as compared to men (56%) at Mashonaland East Regional Centre was a
cause for concern. Financial challenges caused by low salaries and unfriendly fees policy was cited by almost
92% of the respondents as the major cause of student dropout. Institutional – related factors such as tutoring,
communication, library services and fees policy were said to be significantly contributing to student dropout.
The study made a number of recommendations among which were that ZOU needs to improve the quality and
effectiveness of student support services in the following areas: management of assignments, delivery of
tutorials, distribution of study materials, and publication of examinations. Tutorial time per module should be
increased (12 tutorial hours per module). ZOU should consider the advantages of the Block release method of
delivery as opposed to tutorials. Student queries, of whatever nature, must be addressed promptly and
effectively. It is also important for ZOU to create a billing system that will allow for some flexibility in fees
payment. An example would be allowing students to set up a payment plan. ZOU must adopt policies and
procedures that address the special needs of distance education students since distance education encompasses
a broad range of age groups.
Free executive summary of the Chronicle of Higher Education's report titled "The College of 2020: Students," as downloaded from http://etcjournal.files.wordpress.com/2009/06/thecollegeof2020.pdf
AAU offers Associate and Bachelor’s Degree programs in Business Administration,
Computer Information Systems, Criminal Justice, and General Studies as well as
Certification Programs in Business Administration, Computer Information Systems and
Criminal Justice. The University delivers student-centered academic programs in an
online distance learning environment that allows students to pursue their degree from the
comfort of their home, workplace, or wherever they choose to study.
STUDYING ACADEMIC INDICATORS WITHIN VIRTUAL LEARNING ENVIRONMENT USING EDUCAT...IJDKP
The rapid developments in information and communication technologies taking place recent years, make it easy for people to pursue their education distantly. The development of new technologies helped to open spatial and temporal boundaries of learning toward virtual learning, and helped to transform education process from its classical form of courses within classrooms to a new virtual form within virtual environments; Consequently, lessons and lectures are elivered using information and communication technologies tools, and student's attendance is virtually performed via Internet. oreover, the education process in its new form becomes a supervised process, rather than a fully controlled process since virtual learning changed the education process pattern represented by the triangle (student, teacher and content)
by increasing the importance of both “student” and “content” factors and transforming the main task of
the “teacher” from “Teaching” to “Tutoring”. Consequently, many questions are raised concerning students’ performance and concerning the adequacy of virtual learning process. These questions are related to the need of accreditation for virtual learning and virtual universities.Our work aims to use Educational Data Mining (EDM) in order to study academic indicators concerning a representative sample of students in a virtual learning environment within Syrian Virtual University – SVU (The students who are following Bachelor of Information Technology Diploma –BIT). Our main goal is to discover the main factors influencing students’ academic trajectory and students’ academic evolution within such environment.
Our results indicate strong correlation -in this virtual learning environment- between student average and some factors like: student’s English level (despite the fact that Arabic language is the teaching language), student’s age, student’s gender, student's over-stay and student’s place of residence (inside /outside Syria). Our results indicate also a need to modify the academic trajectory of students by changing the prerequisites of few courses delivered as a part of BIT diploma like dvanced DBA II, Data Security. In this research, the results also highlight the effect of the Syrian Crisis on students. Finally, we've suggested some future recommendations based on our observations and results to develop the current information
system in SVU in order to help us to deduce some indicators more easily.
Abstract:
What happens when well-known universities offer online courses, assessments, and certificates of completion for free? Early descriptions of Massive Open Online Courses (MOOCs) have emphasized large enrollments, low certification rates, and highly educated registrants. We use data from two years and 68 open online courses offered by Harvard University (via HarvardX) and MIT (via MITx) to broaden the scope of answers to this question. We describe trends over this two-year span, depict participant intent using comprehensive survey instruments, and chart course participation pathways using network analysis. We find that overall participation in our MOOCs remains substantial and that the average growth has been steady. We explore how diverse audiences — including explorers, teachers-as-learners, and residential students — provide opportunities to advance the principles on which HarvardX and MITx were founded: access, research, and residential education.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
An Analysis of Factors That Contribute To Low Student Success and Retention i...iosrjce
This study aimed at analysing the factors that contribute to low student success and retention in open
and distance learning (ODL) institutions. The Zimbabwe Open University (ZOU), Mashonaland East Regional
Centre was purposively selected for the study which adopted the case study design in order to provide a detailed
empirical investigation of the problem of retention rates in ZOU. The study employed the qualitative research
methodology. Data were gathered through focus group discussions, questionnaires and in-depth interviews to
enable data triangulation. The target population was 650 students who all took part in the survey. These were
drawn from all the four faculties of the University at the Mashonaland East Regional Centre. The study revealed
that student enrolment statistics at the ZOU - Mashonaland East Regional Centre experienced the worst decline
(40%) in 2009 between the first and second semester due to socio-economic and political challenges prevailing
in the country. The rate of decline in enrolment varied according to programmes. Also the participation of
women (44%) in distance education as compared to men (56%) at Mashonaland East Regional Centre was a
cause for concern. Financial challenges caused by low salaries and unfriendly fees policy was cited by almost
92% of the respondents as the major cause of student dropout. Institutional – related factors such as tutoring,
communication, library services and fees policy were said to be significantly contributing to student dropout.
The study made a number of recommendations among which were that ZOU needs to improve the quality and
effectiveness of student support services in the following areas: management of assignments, delivery of
tutorials, distribution of study materials, and publication of examinations. Tutorial time per module should be
increased (12 tutorial hours per module). ZOU should consider the advantages of the Block release method of
delivery as opposed to tutorials. Student queries, of whatever nature, must be addressed promptly and
effectively. It is also important for ZOU to create a billing system that will allow for some flexibility in fees
payment. An example would be allowing students to set up a payment plan. ZOU must adopt policies and
procedures that address the special needs of distance education students since distance education encompasses
a broad range of age groups.
Free executive summary of the Chronicle of Higher Education's report titled "The College of 2020: Students," as downloaded from http://etcjournal.files.wordpress.com/2009/06/thecollegeof2020.pdf
AAU offers Associate and Bachelor’s Degree programs in Business Administration,
Computer Information Systems, Criminal Justice, and General Studies as well as
Certification Programs in Business Administration, Computer Information Systems and
Criminal Justice. The University delivers student-centered academic programs in an
online distance learning environment that allows students to pursue their degree from the
comfort of their home, workplace, or wherever they choose to study.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
Using a digital knowledge repository to personalise learning in medical educa...Poh-Sun Goh
TLHE 2014 final draft submission for peer review and consideration for paper presentation. Conference website -http://www.cdtl.nus.edu.sg/tlhe/
(accepted as paper for 30 minute oral presentation after peer review, on Aug 5, 2014)
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Julie O’Neil, Texas Christian University
Jacqueline Lambiase, Texas Christian University
Abstract
Working professionals may need post-baccalaureate education, but finding time and resources to do so may be difficult. An analysis of 75 university masterís programs in public relations found 22 related programs offering communication certificates. A web audit of these programs, plus a survey and in-depth interviews, indicated professionals are interested in earning certificates, particularly in social and digital media strategy and measurement. Professionals want to attend certificate programs that combine online and face-to-face instruction.
Annoted bibliography· Alraimi, K. M., Zo, H., & Ciganek, A. .docxjustine1simpson78276
Annoted bibliography
· Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28-38.
In this paper the authors’ states that Massive Open Online Courses (MOOCs) are classes conveyed in an online domain with a few highlights that are not the same as past ways to deal with online training. The viability of MOOCs is an open inquiry as finish rates are considerably not as much as customary online training courses. The goal of this investigation is to recognize factors that improve an individual' aim to keep utilizing MOOCs, in which a restricted measure of research has beforehand investigated. An examination demonstrates in light of the data frameworks duration desire affirmation display is proposed and tried with information gathered at an extensive scale previously researched. The research demonstrates clarified a considerable level of the change for the aim to keep utilizing MOOCs, which is essentially affected by seen notoriety, saw receptiveness, saw helpfulness, and client fulfilment. Seen notoriety and saw receptiveness were the most grounded indicators and have not beforehand been analyzed with regards to MOOCs. When massive open online courses or MOOCs first appeared in 2008 and more widely spread by global MOOC providers in 2011-2012, they were predicted to achieve world domination and transformation of higher education. Today, these predictions are seen to have been overblown. But with several years of experience now behind them, MOOC providers and users are adjusting both their perceptions about online learning and the courses themselves. A review of the literature was undertaken to develop a better understanding of the evolution and ramifications of MOOCs and the lessons learned so far about their role in and contributions to teaching and learning. Results showed that MOOC learners are diverse, are from many countries across the globe and are of all cultural backgrounds and all ages, and that they want to gain both educational and career benefits from taking MOOCs. Prior knowledge with a subject and early and consistent engagement appear to be important for the success in MOOC learning. Unfortunately no evidence was found to support the role of MOOCs in mitigating gender-, location-and generation-disparities in higher education. The paper concluded with discussion of the emerging issues and implications for higher education.
· Burd, E. L., Smith, S. P., & Reisman, S. (2015). Exploring business models for MOOCs in higher education. Innovative Higher Education, 40(1), 37-49.
In this research article the writer Burd, Smith and Reisman explores the possibilities of different business models in higher education through MOOC. Massive Open Online Courses (MOOCs) conceivably challenge the conventional strength of physical establishments as suppliers of value advanced education. The advantages of understudies incorporate decreased train.
Example chartRunning head HIGH IMPACT LEARNING.docxSANSKAR20
Example chart
Running head: HIGH IMPACT LEARNING
1
HIGH IMPACT LEARNING
9
High Impact Learning
Student Name
Institutional Affiliations
Course
Professor’s Name
Date
Positive impacts of High Impact Learning
In the recent past, there have been low rates of student retention in colleges and universities. There is a very high disparity between students that joining first year and those that would finish their fourth year (Kuh, 2008). Due to the increasing rates of student dropouts, universities have come up with high impact programs that are aimed at increasing the rates of student retention in universities. The first strategy that is showing hope in the current times is that one which is geared towards ensuring that the first year students enroll in seminars that allow them to develop teams that they are going to help each other learn and do some extracurricular activities throughout their time in the university. The second strategy that has been used by universities is learning communities where students are expected to write some assignments and do funded research in their field of study(Kilgo, Sheets, & Pascarella, 2015). Apart from that, students also get to interact with other students from all over the globe not mentioning the internship and capstone courses and projects. All these strategies are focused on making education more engaging, easy and involving for each and every student in the university. Examples of Universities that have implemented high impact programs are, Brock University, Florida state university, and Trent University.
High Impact Learning Programs In Specific Universities
Brock University
Located in St. Catherine, Ontario, Canada, Brock University has come up with some strategies through which they could increase the rates of retentions for their students not only in the freshman year but also throughout their entire course in the university.
Type of program
Providers
Target students
Targeted effects
Online working skills workshops
Faculty of art and social sciences
First year students
To reduce the chances of drop outs in order to get a job.
Study skills workshops
The university through organized workshops with paid speakers
All students
To make It easy for students to study and thus get the most out of their learning.
Documentation workshops
The university
All students
To help the students have an easy time when doing their assignments and exams
Exam preparation communities
The student body
All students
This program aims at helping students have an easy time when preparing for their exams.
Enrolling all students in extracurricular activities
The university
All students
This program is meant to tie down the students to the university since if most students have what to do at the university, they will not abscond studies at any given time.
With the implementation of the strategy, Brock University as witnessed a significant 5% rise in the rate of student retention since 2011. ...
Construct maps are important tools in educational assessment and can serve multiple purposes related to development and validation, as well as score interpretation and use. This chapter outlines a process for developing a construct map from the qualitative ordering of teachers’ responses to open-ended assessment items. The construct of interest pertains to a teacher’s ability to attend to what students say and do, which is a key component of many recommendations for instructional practice within mathematics education. The instrument we are developing is designed to measure teachers’ attentiveness to student thinking in quantitative reasoning problem situations. A key aspect of our instrument development process is the development of a construct map that hierarchically orders qualitatively different levels of teacher attentiveness. In this chapter we describe our process for developing the construct map with the intent of providing an example to others who may be interested in engaging in the development of construct maps.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
In search of a better understanding of social presence: An investigation into...Patrick Lowenthal
Research on social presence and online learning continues to grow. But to date,
researchers continue to define and conceptualize social presence very
differently. For instance, at a basic level, some conceptualize social presence as
one of three presences within a Community of Inquiry, while others do not.
Given this problem, we analyzed how researchers in highly cited social
presence research defined social presence in an effort to better understand how
they are defining social presence and how this might be changing over time. In
this article, we report the results of our inquiry and conclude with implications
for future research and practice.
Open Access Journals in Educational Technology: Results of a Survey of Exper...Patrick Lowenthal
As the academic publishing industry evolves, there has been an unprecedented growth of “open access journals” (OAJs). In educational technology alone, with an estimated 250 or more total journals, nearly one-third are designated as “open.” Though OAJs are lauded for their contribution to social justice issues (reduction of subscription requirement barriers), many people are suspicious of the content found in them and question the legitimacy of publishing in them. In this study, we sought to discover the opinions of educational technology scholars about OAJs in their own field. We were able to learn which OAJs were deemed to be most valuable, as well as the characteristics of OAJs thought to be particularly important. A companion site accompanies this article, http://edtechjournals.org
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive...Patrick Lowenthal
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved them into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this paper, we present the results of our inquiry, with a specific focus on the implications the results have on day-today practice of designing online courses.
Getting graphic About Infographics: Design Lessons Learned From Popular Infog...Patrick Lowenthal
People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 “liked” infographics on a popular infographic sharing website in an effort to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms.
Intentional Web Presence for Research and Technology ProfessionalsPatrick Lowenthal
Intentionally creating a well-crafted online presence, sometimes called a web presence, is important not only for recent graduates but for any professional in a community of practice that values technology use and innovation (e.g., information technology, computer science, digital and graphic design); also, professionals who work with external stakeholders (e.g., consultants working with clients, teachers working with parents, artists working with customers and funding sources) benefit from attention to their web presence. In this presentation, I will share why professionals need to attend to their web presence and share some strategies for crafting the components of a vibrant and dynamic professional web presence and digital footprint.
AERA 2015 Instructional Design Lessons Learned From Reviewing Popular Infogra...Patrick Lowenthal
Infographics are one way of presenting complex and dense informational content in a way the supports cognitive processing, learning, and future recognition and recollection. Infographics, as the name implies, are a way of presenting information graphically. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear. In this session we will share the results of our inquiry into what makes an effective infographic. Derived from our inquiry, we will share recommendations on how educators might leverage the power of infographics in their classrooms, and assignments we now use with our students.
Online video is believed to help build social presence and community in online courses. But do students actually watch these videos? And what do they think of them? Do they always build social presence for every student? This mixed methods exploratory study investigates students’ perceptions of online video and the degree to which different uses of online video (e.g., video announcements, instructional screencasts, and video feedback) help establish and maintain social presence. The results of the study and the implications for faculty and instructional designers will be discussed in this session.
Intentional Web Presence for Educational Technology ProfessionalsPatrick Lowenthal
Educational technology professionals must be digitally literate. Part of this involves effectively managing one’s web presence. In this presentation, I will argue that educational technology professionals need to practice what they preach by attending to their web presence. I will share strategies for crafting the components of a vibrant and dynamic professional web presence such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).
PASSHE 2015: If You Record It, Will They Watch It? And Will It Matter? Explor...Patrick Lowenthal
If You Record It, Will They Watch It? And Will It Matter? Exploring Student Perceptions of Online Video
Online videos can help build presence and community in online courses. But do students actually watch these videos? The presenter will share his experience using asynchronous video (e.g., video announcements, video feedback) as well as share research on students perceptions of asynchronous video, while engaging the audience in their own use of rich media.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Establishing an equitable and fair admissions system
1. Running Head: Admissions System for Online Doctoral Program
1
Preprint: “Establishing an Equitable and Fair Admissions System for an Online Doctoral Program” to
appear in TechTrends in 2014.
Perkins, R., & Lowenthal, P. R. (2014). Establishing an equitable and fair admissions system for an online
doctoral program. TechTrends, 58(4), 27-35.
Establishing an Equitable and Fair Admissions System for an Online Doctoral Program
Ross A. Perkins
Boise State University
Patrick R. Lowenthal
Boise State University
Abstract
The field of Educational Technology has seen marked growth from just a small number
of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality
doctoral program of any kind requires a substantial amount of work; the additional challenges of
online programs both increases and changes the nature of the efforts required. Among these
challenges is creating an admissions process that treats people fairly, does not create a
burdensome system for applicants or those involved in the selection process, and ensures the
selection of a solid foundation of high quality candidates with whom faculty can mentor, who
add value to the program, and who can benefit from the program. This paper explores common
admissions requirements among institutions offering a distance or hybrid doctorate in
Educational Technology and examines the specific admissions system used by the Department of
Educational Technology at Boise State University.
Introduction
A doctoral degree is a highly sought after degree (Lee & Danby, 2012). Almost 400,000
people are currently pursuing a doctorate (Walker, Golde, Jones, Bueschel, & Hutchings, 2008)
and more than 40,000 doctoral degrees are awarded each year (Golde, 2006)—15% of which are
in the field of Education (Golde & Walker, 2006). The number of doctoral programs as well as
total graduates has increased over the past 20 years (Mason, 2012). Despite the rising number of
doctorates being awarded, though, completing a terminal degree has not been a possibility for
those who must contend with competing priorities. Enrolling in a traditional, residency-based,
doctoral program is not a viable option for those who must support a family or who have an
employment situation that is otherwise satisfactory. For nearly two decades students have been
able to enroll in distance-based master’s level programs, but generally only non-traditional
institutions have been willing to provide opportunities for doctoral programs. Within the last few
years, however, institutions with historical, campus-based doctoral programs have begun to offer
doctorates that can be completed either entirely online or with very minimal campus or site visits
(the latter known as hybrid programs). The advent of these programs means that those interested
in pursuing a terminal degree and enrolling at a recognized institution no longer need to leave
2. Running Head: Admissions System for Online Doctoral Program
career and community in order to do so. The flexibility and convenience of distance programs
appeals to those with busy schedules or who live in places simply too far for a regular commute
to an on-campus program (Stavredes, 2011). With the expansion of learning space for doctoral
degrees and the marketing of those opportunities, the number of professionals to whom such
programs appeal might increase as well. Program personnel in distance-based doctoral programs
must be prepared to meet many challenges, but among the first of them is how to administrate an
admissions system that may be facing issues of scalability.
2
It is important to keep in mind that doctoral programs are different from other graduate
programs and are unable to scale in the same manner. For instance, doctoral programs – which
rely heavily on one-on-one mentoring – cannot grow at the same rate as other online
undergraduate or graduate programs. Traditional doctoral programs also have a much higher
dropout rate – nearly 50% of students who begin a doctoral program do not finish it (Burnett,
1999; Hawley, 2003). This dropout rate might drastically increase for online doctoral programs,
as online programs themselves suffer from a high drop-out rate as well (Park & Choi, 2009).
Given the amount of work students and faculty must do in a doctoral program, and knowing that
persistence and retention is a real issue, program personnel must be conscientious about who is
admitted.
The marked increase in the number of applications that online programs receive means
that carefully choosing students requires a great deal of time. Systems must be in place to deal
with potentially dozens upon dozens of applications (Dawson, Cavanaugh, Sessums, Black, &
Kumar, 2011). These systems and practices must allow each applicant to be treated equitably
and, at the same time, give faculty who will advise and build mentoring relationships voice in the
selection process. In the following paper, we describe common approaches to admissions among
institutions offering doctoral degrees in Educational Technology or a closely related field, we
describe Boise State University’s program, approach and rationale for admissions, and we
conclude by discussing lessons learned.
Admission Requirements at Various Institutions
We selected 17 institutions, public and private, traditional and non-traditional, to get a
sense of how admissions requirements compare among those who offer an Educational
Technology doctorate (or a doctorate in a nearly synonymous field) at least in part online. The
list of universities was not comprehensive; it was primarily based on the authors’ knowledge of
existing programs as well as an Internet search of such programs. We discovered that many more
application pieces are required by public, campus-based programs than are required by either
private or non-traditional (online only) institutions. The pieces required by programs range from
relatively simple (an application, names of references, and official transcripts) to those that
require the Graduate Record Exam, a writing sample, actual letters of reference, and so on.
Despite the different focus that exists in terms of focus (practitioner vs. research intensive),
Ed.D. and Ph.D. programs do not seem to have markedly different specifications for their degree
programs.
We contend that the more things one can know about a prospective student, the more
confident one can be in her or his ability to be the right fit for a given program – an important
consideration for both students and faculty members who teach and advise. This perspective,
though, means that faculty involved in reviewing applications (in which applicants are required
3. Running Head: Admissions System for Online Doctoral Program
to submit more evidence than transcripts alone) are then obligated to spend more time examining
the materials. We next describe what we do in Boise State University’s Department of
Educational Technology with respect to admissions materials, the rationale for what we require,
and how we go about reviewing materials in a manner that tries to be both fair and equitable to
all applicants.
3
The Ed.D. / Educational Technology Program at Boise State University
The Department of Educational Technology at Boise State University began offering
courses online in 1999. Our initial master’s degree program now includes two different tracks (a
Master of Educational Technology (MET) and a thesis-based Master of Science in Educational
Technology (MSET)), as well as three different graduate certificate programs. Over the years,
our enrollments have grown exponentially – from a program with a few dozen students to a
program with nearly 450 students and close to 800 course enrollments. While the College of
Education has an Ed.D. in Curriculum and Instruction (established in 1993) that enables students
to do an emphasis in Educational Technology, it is campus-based. Students in the program are
limited in the number of online courses they can take, as most core and research courses are only
offered on campus.
To meet the needs of the university, which has had a focus on increasing its doctoral
offerings, as well as to meet the needs of the community of learners, we created a fully online
Doctorate of Education in Educational Technology. The program was approved by the Idaho
State Board of Education in 2011 and we enrolled our first cohort in fall 2012. There is great
debate about the differences between an Ed.D. and a Ph.D. (see Levine, 2005; Perry & Imig,
2008; Shulman, Golde, Bueschel, & Garabedian, 2006), but following the rationale developed by
the Carnegie Project on the Education Doctorate (Perry & Imig, 2010), we see the Ed.D. as a
professional practice degree that “prepares one to apply research-based knowledge and to
generate contextually based knowledge to improve and advance practice” (Dawson et al., 2011,
para. 4). As a program, we specialize in working with emerging technologies and developing
practitioners and leaders in the field of Educational Technology.
Our program was intentionally designed to: (a) focus on creating leaders and innovators
in Educational Technology, (b) build upon our MET curriculum, and (c) be offered completely
online. The program consists of 66 credit hours (see Table 1; a person can transfer up to one-third
of the total credit hours required). Students are required to enroll in at least six credits
during each of the first four semesters (fall/spring), which is done to ensure that students can
graduate within the seven-year window prescribed by Graduate College policy. Students are
encouraged to take summer courses if they need electives, but no formal doctoral courses are
offered during the summer sessions at this time.
[INSERT TABLE 1 HERE]
Our plan has been to admit a cohort of between 15 and 20 students into the program
every fall for the first three years. Based on anecdotal reports of colleagues offering similar
programs, we realized that we should prepare to process dozens of applications from people who
were well qualified for doctoral studies. In fact, the majority of our applicants have high profile
or prestigious positions. Having a very well qualified pool of applicants is not a problem per se,
but it does mean that we are confronted with the challenge of finding the best way to identify
4. Running Head: Admissions System for Online Doctoral Program
students for our program who are the best fit given our mission and faculty areas of focus.
Therefore, a year before we offered our first course, we started to develop the best way to
manage the entire admissions process. Again, the goals were to treat all applicants equitably and
fairly, not to unduly burden faculty, staff or those who apply, and to have a system that would
allow us to choose applicants who would most benefit from the kind of program we offer and
who, at the same time, would benefit faculty and each other. In the following section, we will
describe how we addressed this challenge.
4
The Admissions Requirements
Those seeking admission to the Ed.D. in Educational Technology program at Boise State
University initiate their application through a web-based form that allows them to apply to the
Graduate College1 and at the same time apply for admission to the Ed. D. program (see necessary
pieces in Table 2). We scaffold the application process by providing applicants a 23-page
“Admissions Guide” that describes the steps of the admissions process, explains our general
criteria, and provides specific details about (and examples of) the documents they must submit.
The guide is available and posted online during the time that we accept applications, which is
generally from mid-October to mid-February. We only admit a cohort in the fall semester; we
have thus far enrolled a cohort in 2012, 2013, and we are planning for a 2014 cohort.
[INSERT TABLE 2 HERE]
Applicants go through a four-stage application process:
1. Applicants must earn admission to the Graduate College. The Graduate College staff
ensure that all official transcripts are in place and that degrees are from accredited
institutions. (Stage 1)
2. Applications are then reviewed by the program coordinator. The program coordinator
looks to see if all materials have been summited and checks if the quantitative measures
(GPA, GRE, etc.) are acceptable. (Stage 2)
3. Once an application has met the Department’s minimal standards, it gets a full review by
at least two tenured or tenure-track faculty members, which results in scores and a
ranking of each applicant. (Stage 3)
4. The top third of the applicants are invited to participate in two kinds of interviews: a
timed, asynchronous interview comprised of short-answer questions and an asynchronous
video interview where applicants must answer a series of relevant questions. (Stage 4).
Given the time involved and scheduling concerns (for faculty and applicants alike), we do
not conduct phone interviews of candidates.
The following is our rationale for each of the extra items that we require.
Prior Degrees
We prefer that an applicant’s master’s degree has been completed in Educational
Technology or a closely related field, but we consider applicants from all educational
1 One can be accepted into the Graduate College without gaining admission to a particular program, allowing one to
take graduate courses but these would not apply to a degree. If accepted into a particular masters or doctoral
program at a later time, up to nine hours taken previously could be counted toward the program.
5. Running Head: Admissions System for Online Doctoral Program
5
backgrounds. The master’s degree does not have to have been completed within a certain time
before starting doctoral studies, and we do not do a “bachelor’s to doctorate” program.
Additionally, we would like for people to have completed at least some graduate courses online.
Our preference for those with a degree in the field and online experiences gives us some
confidence that the person is aware of issues in the field, has a commitment to further studies,
and does not need to overcome the challenges that face those studying at a distance, such as
negotiating issues of psychological distance (Moore & Kearsley, 2011).
Many applicants in the final selection pool have an academic preparation more closely
aligned to courses we offer, but our perspective is that we want to be open to a diverse pool of
candidates. For example, within our current cohorts, we have students with graduate degrees in
engineering, educational leadership, business, and health care. Interest from outside the field is
not necessarily unique to Boise State. Golde and Walker (2006) point out that only one third of
“students starting a doctorate in Education have an undergraduate degree in education” (p. 246).
The openness to other degrees is beneficial in that it helps attract excellent prospects from
many professional fields. The drawback, though, is that we have to carefully evaluate
applications to ensure that a person is not simply seeking a convenient, flexible way to complete
a doctoral program. Based on common questions we are asked, it is clear that some applicants
are interested in our program not because it is a terminal degree in Educational Technology, but
because they have two driving needs: (a) completing a terminal degree to maintain employment
or be upgraded in a current position, and (b) completing the degree in a way that is maximally
flexible and convenient. Part of the reason we require so many pieces to be submitted for the
application is to have overlapping evidence that ensures we select students prepared for and
committed to completing the work necessary to earn the degree and who, at the same time,
benefit us and other students with the energy, passion, and networks.
Grade Point Average
Grade point average (GPA) is a common admission criteria (Colarelli, Monnot, Ronan,
& Roscoe, 2012). Our standard is that applicants have at least a 3.00 for graduate work
(preferably a 3.50) and a 3.00 for at least half of their undergraduate work (preferably a 3.00
total). A set of high GPA’s is not, in and of itself, a factor that ensures selection, and lower
GPA’s do not automatically exclude one from consideration. Research on GPAs indicates why it
is not an automatic selection factor.
First, studies suggest that grades in college have increased over the years (Eiszler, 2002;
Sabot & Wakeman-Linn, 1991). This might be even more apparent in the field of Education. One
study on grade inflation in a teacher education program reported that 97% of students received
an “A” (Nikolakakos, Reeves, & Shuch, 2012). Some have suggested that there is even less
variance in course grades in graduate school (Kohn, 2002), and this is borne out by our own
admission statistics. We still find that GPA gives us a basic idea of how students have performed
in the past, but in the case of low GPA’s we consider the field of study. For example, a student
who has majored in a science, engineering, math, or health science field may well have a low
undergraduate GPA (below 3.0). Given the overall lower GPA’s in these fields (Drew, 2011), it
is important to consider the rigor of the studies and the ‘culture’ of such programs as part of the
decision process.
Graduate Record Exam (GRE)
6. Running Head: Admissions System for Online Doctoral Program
6
Prospective students regularly question the need to take the GRE – it is expensive,
scheduling an opportunity to take it is not easy, and more often than not it gives rise to test or
performance anxieties. Though the GRE is not a perfect indicator of performance in graduate
studies and has its share of valid critics (see “Estimating the effect,” 1998; Jaschik, 2007;
Scheuneman, 1985), research suggests it is an effective predictor of student success in graduate
school (Burton & Wang, 2005; Fu, 2012; Kuncel et al., 2010). According to Kuncel et al.
(2010), the exam is “effective for admission decision making for both master’s- and doctoral-level
work and should be incorporated in the application process for both degree levels.
Specifically, the GRE has both a comparable and useful predictive validity for master’s- and
doctoral-level programs” (p. 347). Ultimately, GRE scores help us differentiate between
applicants who, by all other measures of the application, appear to be quite nearly equal in terms
of academic potential. Our general guidance, based on the many applications we have seen and
examining those selected for previous cohorts, is that an applicant needs to have scored in the
33rd percentile at minimum, and in the 50th percentile or higher to be competitive. This does not
mean that applications with scores below that mark are automatically excluded – they are not –
but it does mean that eligibility for Stage 3 of application review requires a closer inspection of
materials.
Letter of Application
The letter is a critical part of the application, as it serves three purposes. First, it is one of
two writing samples that allow us to assess a person’s writing ability; it also demonstrates how
well she or he pays attention to detail (e.g., proofreading). Secondly, it helps us determine if the
applicant’s area of interest is a good match with the interests of our faculty members, which is
important as only full-time faculty members serve as research advisors – we do not use adjuncts
to fill this essential role. Finally, the letter provides insight as to whether a person is a good fit
for a program focused on professional practice, innovativeness, and leadership in Educational
Technology. In the letter, applicants are asked to address their career goals and how the degree
factors into these goals, their professional experiences and the relevance of those experiences to
doctoral study in Education, their interest in a particular area of specialization within Educational
Technology, and questions they would like to specifically research. Because these letters take
time to read, we only read those of applicants who have moved to the third stage of the review
process.
Résumé / Curriculum Vitae
We ask all applicants to submit a résumé that has been formatted in a very specific way,
which allows faculty reviewers to see a consistent format for each one they examine. The
admissions guidelines specify the format and also provide an example, so here again, we
consider an applicant’s ability to attend to detail. The résumé is more closely inspected in the
third review stage, but since it gives background information about prior experiences in the field
of Educational Technology, it helps us make an initial determination as to the applicant’s overall
preparedness and fit (Stage 2). While many applicants might not have a prior degree in the field,
they might have experience working in various capacities in it. Given our perspective on a
degree program that focuses on the practitioner, and the desire to help prepare those who can
lead and innovate, it is useful to see evidence for an applicant’s potential to do so.
Scholarly Paper
7. Running Head: Admissions System for Online Doctoral Program
7
As all who have completed a doctoral degree in social sciences can attest, projects in
doctoral courses involve a good deal of writing. The capstone experience is the dissertation,
which requires excellent writing and synthesis; it is a stage where many graduate students
struggle and where they need the most advising. Kumar and Johnson (2014) found that writing
the dissertation was one of the hardest parts for online doctoral students. The submission of a
scholarly paper in the admissions process puts applicants on notice that writing ability is an
important consideration in the selection process. We encourage people to submit substantive
papers – for example any peer-reviewed work they might have authored or co-authored, or a
major work like a master’s thesis. These types of submissions, however, are rare to find among
applications. More often than not, the paper is a longer one they have written for a graduate
course. No matter what is submitted, we are looking for writing that is indicative of a solid
understanding of issues in Education or Educational Technology, the ability to write in a clear
academic voice, and the ability to cite and reference works. No faculty member or research
committee member relishes the idea of serving as a writing tutor, so these skills are important to
identify before a person is offered admission.
Academic References
Each person who applies must provide the names and contact information for three
persons, each of whom should have direct knowledge of the applicant’s ability, potential, and
demeanor. We prefer for applicants to submit names of faculty members with whom they may
have worked in a previous graduate program, but this is not always possible. Our own approach
is for the referee to complete a web-based form rather than submit a letter. Reference letters are
difficult to interpret because the approach each reference-provider takes is unique. The data we
gather through the online reference form (a survey we create using the university’s online survey
tool) are aggregated for each applicant and used as part of the data in the second stage of review.
If an applicant has any negative reviews, she or he does not go on to a full review (Stage 3). All
things considered, we have found references to be important to screen out those who may not be
a fit for a doctoral program (and this has happened). Given that so many scores or letters are
overwhelmingly positive, it is not a piece of the application materials that provides a great deal
of insight for our selection process.
Short Answer Questions and Video Responses
Doctoral programs have a long history of interviewing prospective students and we see
the value in interviewing as well. However, as all who interview candidates can attest, doing so
takes a great deal of time – not the least of which is for the logistics of the interviews themselves.
To reduce load on faculty, who quite simply do not have the time to interview dozens of people,
we have developed a two-part, asynchronous interview process. Only the top third of applicants
arising out of the full review stage are invited to participate in this part of the process (this is
Stage 4, which we call the “interview” although it does not have a phone or synchronous aspect).
The applicants are given one week to submit the interview, and both parts are submitted at the
same time (short answer and video). We have developed a set of guidelines for the interview
process so that candidates know what to expect. In Part 1, they must respond to a series of timed,
short-answer questions (we do not release these ahead of time) that are provided to them in an
online form. In Part 2, they must create and upload a video interview.
The purpose of Part 1, the Timed, Short-Answer Qualitative Responses
8. Running Head: Admissions System for Online Doctoral Program
8
(TSAQR), is to get an applicant’s first impressions, which in some way replicates what
happens in a synchronous interview. Synchronous interviews, conducted in traditional programs,
tend to be short (no more than 20 minutes long) interviews conducted on the phone. Since the
interviewee typically does not know the questions ahead of time, her or his responses are
extemporaneous. Therefore, the goal of the TSAQR is to get a glimpse at what might come “off
the top of someone’s head.” The hope is that we will be able to see what information can be
brought forth quickly, with the assumption that the answer is representative of something much
deeper. The TSAQR consists of ten questions designed to be answered in two minutes or less.
Another two questions are designed to be answered in five to seven minutes, and these tend to be
case scenarios. The responses allow us to see evidence of experience, systemic thinking,
creativity, writing ability, etc. We continue to try different formats and question types, as some
have been useful, whereas others we have used seemed to solicit answers that are too generic.
The second part, the Video Questionnaire has two goals: First, we want to see evidence
of an applicant’s experience and passion as he or she answers the questions (which are provided
ahead of time). Second, we feel that a candidate for Educational Technology should be able to
produce and upload a short digital video as evidence of technological capacity. The instructions
make clear that the video is not to be overly produced (in fact, we discourage it), and its total
length must be no more than 10 minutes. In the past, we have asked questions that may mirror
elements of the letter of application, but we also ask applicants to comment specifically on
aspects about Educational Technology that might not otherwise be addressed. Examples of
questions we have asked include:
• “Tell us why you want a doctorate in this field?” or
• “Which issues in Educational Technology do you think are the most pressing, and why?”
or
• “Some doubt that technology has much impact in the classroom. How would you respond
to this assertion?”
From time to time we ask questions that are not directly related to the field, but are more
conversational in nature – responses a person would not necessarily have to rehearse, such as
“Tell us what kind of music you like, and why.” In these other questions, we are not judging the
content, but intangibles like passion or creativity or reflection. It is expected that applicants
might have rehearsed answers to these questions, but we strongly encourage them to speak
naturally and not read their response. We have found the videos to be useful as they have helped
us more closely consider some candidates that seemed very good on paper but may have lacked
the “edge” that made them stand out. And, in other cases, we have seen people who appeared to
be very good in terms of qualifications, but whose video responses or overall demeanor showed
that she or he was not what we felt would be the best for our program. Other advantages of the
video interview include: taking (some) pressure off applicants as they have a chance to prepare
responses ahead of time, and from a logistics standpoint, these video interviews allow faculty to
review them on their own time and as frequently as they might like.
The Program Selection Process
As noted previously, admission to the doctoral program is a four-stage process, beginning
first with acceptance into the Graduate College. Stage 2 is essentially a “quantitative easing”
stage, where we evaluate only the aspects of the application that make a person eligible for full
9. Running Head: Admissions System for Online Doctoral Program
9
review. In Stage 2, we check to see if all materials have been submitted (and completed
correctly), if GPA and GRE scores are within an acceptable range, and if the reference scores
and/or letters are positive. The purpose is to reduce the number of people who faculty must
review in Stage 3. In the previous two cohorts, this has resulted in approximately 33% of the
applicants who do not move on, which puts less of a burden on faculty reviewers – especially
since portfolio reviews for our master’s program students is often being done at the same time,
and various professional conferences are being held.
The program coordinator and some staff members put a good deal of work to prepare for
Stage 3 of the review process. Applicants’ materials are put in individual folders in Google
Drive; Boise State University was an early adopter of Google Apps for Institutions, and we
currently retain this system for email, document sharing, etc. The materials include the Graduate
College application, the letter of application, the résumé, the scholarly paper, and any materials
or scores from the references. Faculty members (tenure-track, or lecturers with a terminal degree
who wish to participate) are then given access to a spreadsheet with the data for all applicants,
and each person has his or her own spreadsheet (created and shared by the program coordinator)
that allows for the input of their scores based on a common rubric. Each faculty member is
randomly assigned to rate the application materials of approximately 30% of the Stage 3 pool;
each applicant gets reviewed by no fewer than three faculty members, which includes the
program coordinator who reviews all applications. After the two to three weeks set aside for
faculty to complete their reviews, the scores are tallied. Those applicants who are in the top 30
(or so), are then asked to take part in the online, asynchronous interview stage (Stage 4). After
the week it takes applicants to complete the interview form and video, faculty are again asked to
rate the interview materials, and again, each applicant has at least three total faculty reviewers. A
rubric for reviewing the interviews is less prescriptive than the one used in Stage 2, but a score is
recorded on a shared form.
Finally, after the scores from the Stage 3 and Stage 4 reviews are aggregated for each
applicant, the list is put in rank order. The top 20 (or so) candidates who rank at the top of that
list and about whom faculty have indicated they have a desire to advise are then offered
admission into the program. The letter comes from the Graduate College directly after the
program coordinator has indicated the department’s decision in the online application system.
Once notified, applicants who are accepted have approximately one week to indicate whether or
not they will start in the fall semester. If more than an acceptable number decline (we have not
yet faced this situation), then it is possible that offers would be made to any who were outside
the pool of top candidates identified. A person who declines admission can delay his/her start by
up to one year.
Lessons Learned
There is no doubt that our current system can be time consuming, though most of the
current work falls on the program coordinator, who gets a reduction in teaching load to contend
with the administrative details. Although the amount of time individual faculty have to spend is
generally estimated not to be more than 10-15 hours total, it is nevertheless yet one more service
obligation during an otherwise busy time. In the past, we have sent a post-application survey to
applicants seeking their input about the process. The data showed an overwhelmingly positive
response, but we understand that this does not necessarily mean that our approach is optimal. For
10. Running Head: Admissions System for Online Doctoral Program
example, programs with speedier processes in place may have some competitive advantage in
being able to notify applicants more quickly. Additionally, students may feel greater confidence
if they do not feel they are undergoing intense scrutiny.
10
While we are open to change and look for ways to improve, we are confident that our
process works well in selecting top quality students. It is important for us to get good students at
the outset so as to help reduce problems further along in the program. We have already seen that
our current system does not mitigate early attrition, but we are unsure of its impact at the
dissertation stage as none of our students have reached that point. However, the reasons given by
those who have dropped the program so far vary, and none are factors that could be accounted
for in the selection process.
The most useful lesson learned thus far, though, does not have to do with students we
have selected, but those we have not. Without going into a great amount of detail, we have
already dealt with one applicant who nearly threatened legal action, because she was not
admitted to program. In the end, messages from both the General Counsel’s office and Dean of
the Graduate College seemed to assuage the demands to know specifics about the reason she was
not admitted. The inquiry into the process created a good deal of work for the program
coordinator and others, but the saving grace was a very careful system that documented all
decisions, showing that the evaluations of applicant materials were applied fairly to all.
Fortunately, the experience with the agitated applicant stands out because it has only
happened once to date. Despite the frustrations it caused, the inquiry confirmed the strength and
benefits of our system internally, to the College of Education, and to the Graduate College. An
entirely online doctoral program faces increased scrutiny, so it is imperative to have systems and
policies in place that emphasize the faculty’s commitment to both rigor and equality.
References
Burnett, P. C. (1999). The supervision of doctoral dissertations using a collaborative cohort
model. Counselor Education and Supervision, 39(1), 46-52.
Burton, N. W., & Wang, M. M. (2005). Predicting long-term success in graduate school: A
collaborative validity study. [Research report]. Princeton, NJ: Educational Testing
Service.
Colarelli, S. M., Monnot, M. J., Ronan, G. F., & Roscoe, A. M. (2012). Administrative
assumptions in top-down selection: A test in graduate school admission
decisions. Applied Psychology, 61(3), 498-512.
Dawson, K., Cavanaugh, C., Sessums, C., Black, E. & Kumar, S. (2011). Designing a
professional practice doctoral degree in Educational Technology: Signature pedagogies,
implications and recommendations. Journal of Distance Education, 25(3). Retrieved
from http://www.jofde.ca/index.php/jde/article/view/767
Drew, C. (2011, November 4). Why science majors change their minds (It’s just so darn hard).
New York Times. Retrieved from http://www.nytimes.com/2011/11/06/education/edlife/
why-science-majors-change-their-mind-its-just-so-darn-hard.html?pagewanted=all&_r=0
Eiszler, C. F. (2002). College students' evaluations of teaching and grade inflation. Research in
Higher Education, 43(4), 483-501.
Estimating the effect a ban on racial preferences would have on African- American admissions to
11. Running Head: Admissions System for Online Doctoral Program
the nation's leading graduate schools. (1998). The Journal of Blacks in Higher Education,
19, 80-82.
11
Fu, Y. (2012). The effectiveness of traditional admissions criteria in predicting college and
graduate success for American and international students (Doctoral dissertation, The
University of Arizona). Retrieved from http://arizona.openrepository.com/arizona/
bitstream/10150/217056/1/azu_etd_11970_sip1_m.pdf
Golde, C. M. (2006). Preparing stewards of the discipline. In C. M. Golde & G. E. Walker
(Eds.), Envisioning the future of doctoral education: Preparing stewards of the discipline
(pp. 3-20). Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.
Golde, C. M., & Walker, G. E. (Eds.). (2006). Envisioning the future of doctoral education:
Preparing stewards of the discipline. Stanford, CA: The Carnegie Foundation for the
Advancement of Teaching.
Hawley, P. (2003). Being bright is not enough: The unwritten rules of doctoral study.
Springfield, IL: Charles C. Thomas.
Jaschik, S. (2007). ETS aborts new GRE. Inside Higher Ed. Retrieved from
http://www.insidehighered.com/news/2007/04/03/ets
Kohn, A. (2002). The dangerous myth of grade inflation. Chronicle of Higher Education, 49(11),
B7.
Kumar, S., & Johnson, M. (2014). Research and dissertations: Challenges overcome by online
doctoral students. In P. R. Lowenthal, C. S. York, & J. C. Richardson (Eds.), Online
learning: Common misconceptions, benefits, and challenges. Hauppauge, NY: Nova
Science Publishers.
Kuncel, N. R., Wee, S., Serafin, L., & Hezlett, S. A. (2010). The validity of the Graduate Record
Examination for master’s and doctoral programs: A meta-analytic investigation.
Educational and Psychological Measurement, 70(2), 340-352.
Lee, A., & Danby, S. (Eds.). (2012). Reshaping doctoral education: International approaches
and pedagogies. New York, NY: Routeldge.
Levine, A. (2005). Educating school leaders. Washington, DC: The Education Schools Project.
Retrieved from http://www.edschools.org/pdf/Final313.pdf
Mason, M. A. (2012). The future of the Ph.D. The Chronicle of Higher Education. Retrieved
from http://chronicle.com/article/The-Future-of-the-PhD/131749/
Moore, M., & Kearsely, G. (2011). Distance education: A systems view of online learning, 3rd
Ed. Stamford, CT: Cengage.
Nikolakakos, E., Reeves, J. L., & Shuch, S. (2012). An examination of the causes of grade
inflation in a teacher education program and implications for practice. College and
University, 87(3), 2-13.
Park, J.-H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or
persist in online learning. Educational Technology & Society, 12(4), 207-217.
Perry, J. A., & Imig, D. G. (2008). A stewardship of practice in education. Change, 40, 42-48.
Perry, J. A., & Imig, D. G. (2010). Final report: The Carnegie Project on the Education
Doctorate, 2007-2010. [White paper]. Retrieved from CPED Initiative:
http://cpedinitiative.org/files/CPED_Final_Report_2010%20copy%202.pdf
Sabot, R., & Wakeman-Linn, J. (1991). Grade inflation and course choice. Journal of
Economic Perspectives, 5(1), 159-170.
Scheuneman, J. (1985). Exploration of causes of bias in test items. (Research Report, 85-42).
Princeton, NJ: Educational Testing Services.
12. Running Head: Admissions System for Online Doctoral Program
12
Shulman, L. S., Golde, C. M., Bueschel, A. C., & Garabedian, K. J. (2006). Reclaiming
education’s doctorates: A critique and a proposal. Educational Researcher, 35(3), 25-32.
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success.
San Francisco, CA: Jossey-Bass.
Walker, G. E., Golde, C. M., Jones, L., Bueschel, A. C., & Hutchings, P. (2008). The formation
of scholars: Rethinking doctoral education for the Twenty-first century. Stanford, CA:
The Carnegie Foundation for the Advancement of Teaching.
13. Running Head: Admissions System for Online Doctoral Program
13
Table 1. Ed.D. in Educational Technology Requirements at Boise State University
Course Number and Title Credit Hours
Core Courses 15
Research Courses 15
Cognate Area 9
Innovation Internship 3
Electives 12
Comprehensive Exam 1
Dissertation 11
Total* 66
* The Graduate College at Boise State University allows a student to transfer courses for up to 1/3rd of the total
credit hours for the program. All transfer course requests must first be approved by the program faculty before
being approved by the Graduate College.
14. Running Head: Admissions System for Online Doctoral Program
14
Table 2. Items Required for Initial Application to the Graduate College and Ed.D./EdTech
Program at Boise State University
Application Materials
Required by
the Graduate
College
Additional Items
Required by
EdTech
Official transcripts from all institutions from which one
earned graduate and undergraduate credit
X
Official Graduate Record Exam Scores (taken within 5
years of application deadline)
X
Completed Graduate College Application form X
Written Letter of Application (2 pages) X
Short-form Résumé / C.V. X
Sample of scholarly writing X
Names and contact information for three references that
can attest to academic skill
X
Test of English as a Foreign Language (selected
international students only; within two years of
application deadline)
X