Search results for author:"Chris Sorensen"
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Journal of Educators Online Vol. 12, No. 1 (January 2015) pp. 140–159
With no physical walls, the online classroom has the potential to house a large number of students. A concern by some is what happens to the quality of instruction in courses with high enrollments. The purpose of this research was to examine online...
Online Learning at the K-12 Level: An Examination of Teacher Technology Use by Subject Area and Grade Level
International Journal of Online Pedagogy and Course Design Vol. 6, No. 2 (April 2016) pp. 15–28
Technology integration has had a profound effect on K-12 education with research yielding positive results in student learning. Most research to date has been conducted in face-to-face settings. With the growth of online K-12 learning, an...
International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies Vol. 1, No. 1 (2000) pp. 45–58
This study compares student perceptions of interaction in interactive television courses with observations of that interaction. Discusses results of data gathered from videotapes of the classes, student journals, and student surveys; distance...
Online Learning Vol. 21, No. 3 (2017) pp. 206–221
Online learning has continued to grow in recent years. However, retaining students in online courses and programs has posed a challenge. Whether the university is public, private, offers both face-to-face and online programs, or is 100% online,...
Annual Meeting of the American Educational Research Association 1999 (April 1999)
Distance education is moving toward more interactive environments. Studies of student satisfaction with distance education suggest that the level of interaction in the class is related to perceptions of satisfaction regardless of the instructional...
Glenn Gordon Smith; Chris Sorensen; Andrew Gump; Allen J. Heindel; Mieke Caris; Christopher D. Martinez
Internet and Higher Education Vol. 14, No. 2 (March 2011) pp. 121–128
This study compared student group work experiences in online (OL) versus face-to-face (f2f) sections of the same graduate course, over three years, to determine what factors influence student group work experiences and how do these factors play out...