Social Networking Media: An Approach for the Teaching of International Business

Casimir C. Barczyk; Doris G. Duncan

Journal of Teaching in International Business Vol. 23, No. 2 (2012) pp. 98–122

Internet technology and Web 2.0 applications have enabled social networking media to expand in ways that link people globally. By fostering communication, social networks hold immense potential for the enhancement of teaching, especially in the...

Does Social Media Enhance the Effectiveness of Graduate Business Education? -- A Small Classroom Study

Casimir Barczyk; Pradeep Nareddy; Doris Duncan

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1661–1668

Social networking media link people globally and hold immense potential for the enhancement of teaching and learning, especially in graduate business education. This paper defines social networking and provides a framework for understanding the six...

Mentoring Professors: A Model for Developing Quality Online Instructors and Courses in Higher Education

Casimir Barczyk; Janet Buckenmeyer; Lori Feldman

International Journal on E-Learning Vol. 9, No. 1 (January 2010) pp. 7–26

This article presents a four-stage model for mentoring faculty in higher education to deliver high quality online instruction. It provides a timeline that shows the stages of program implementation. Known as the Distance Education Mentoring Program, ...

Topics: Faculty, Adults, Mentoring, Professional Development, Instructional Design, Distance Education, Training

Assessment of a University-Based Distance Education Mentoring Program from a Quality Management Perspective

Casimir Barczyk; Janet Buckenmeyer; Lori Feldman; Emily Hixon

Mentoring & Tutoring: Partnership in Learning Vol. 19, No. 1 (February 2011) pp. 5–24

This study describes assessment results from the Distance Education Mentoring Program (DEMP) at Purdue University Calumet, Indiana, USA. The program, sponsored by the university's Vice Chancellor for Academic Affairs, was made available to all...

Assessing the Impact of Faculty Development for Online Instructors

Emily Hixon; Janet Buckenmeyer; Casimir Barczyk; Lori Feldman

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 672–681

This study summarizes the results of a program evaluation of the Distance Education Mentoring Program (DEMP), an ongoing initiative at Purdue University Calumet, Indiana (USA) designed to enhance the development of online courses by mentoring...

Does Participating in an Online Course Development Program

Emily Hixon; Janet Buckenmeyer; Casimir Barczyk; Lori Feldman

World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 2387–2390

There seems to be much anecdotal evidence that many faculty members do experience shifts in pedagogical beliefs after successfully developing and teaching an online course. Some anecdotal accounts have been published in the professional literature; ...

Predictors of Academic Dishonesty among undergraduate students in online and face-to-face courses

Yehuda Peled; Yovav Eshet; Casimir Barczyk; Keren Grinautski

Computers & Education Vol. 131, No. 1 (April 2019) pp. 49–59

Unethical behaviors within the academic environment, academic dishonesty (AD), is a well-researched phenomenon. Various factors explain this phenomenon. This study investigates and presents a new structural model for determinants of AD, linking...

Language: English

Learning Motivation and Student Academic Dishonesty – A Comparison Between Face-To-Face And Online Courses

Yehuda Peled; Casimir Barczyk; Yovav Eshet; Keren Grinautski

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 752–759

This study explores student academic dishonesty in the context of traditional and distance-learning courses in higher ?education. Data from 1,376 Students enrolled in colleges or universities in the U.S. and Israel were surveyed to ?assess their...

Does Participation In A Faculty Distance Education Mentoring Program Comprehensively Improve Teaching Methods?

Janet Buckenmeyer; Emily Hixon; Casimir Barczyk; Lori Feldman

International Journal on E-Learning Vol. 12, No. 2 (March 2013) pp. 139–152

The Distance Education Mentoring Program (DEMP) is an initiative designed to assist faculty in learning the technology and instructional design principles necessary to develop and teach quality online courses. This paper describes the results of a...

Beyond the early adopters of online instruction: Motivating the reluctant majority

Emily Hixon; Janet Buckenmeyer; Casimir Barczyk; Lori Feldman; Heather Zamojski

Internet and Higher Education Vol. 15, No. 2 (March 2012) pp. 102–107

Now that most of the innovators and early adopters of online instruction are comfortably teaching online, many institutions are facing challenges as they prepare the next wave of online instructors. This research study examines how faculty in this ...

Language: English

Is The Quality Of (Online) Courses Significantly Improved Through Professional Development Of Faculty? Student Perceptions

Janet Buckenmeyer; Emily Hixon; Casimir Barczyk; David Freitas

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 199–203

The Digital Learning Faculty Certificate Program at Purdue University Calumet is a cohort-based mentoring program designed to support and assist faculty as they develop an online or a digitally-enhanced course. Results from previous research studies ...

Mentoring University Faculty to become High Quality Online Educators: A Program Evaluation

Emily Hixon; Casimir Barczyk; Janet Buckenmeyer; Lori Feldman

Online Journal of Distance Learning Administration Vol. 14, No. 4 (2011)

This study summarizes the results of a program evaluation of the Distance Education Mentoring Program (DEMP), an ongoing initiative at Purdue University Calumet, Indiana (USA) designed to enhance the development of online courses by mentoring...

The Impact of Previous Online Course Experience RN Students' Perceptions of Quality

Emily Hixon; Casimir Barczyk; Penny Ralston-Berg; Janet Buckenmeyer

Journal of Asynchronous Learning Networks Vol. 20, No. 1 (2016) pp. 25–40

The purpose of this paper is to explore whether experienced online students (who have completed seven or more online courses) perceive the quality of their courses differently than novice online students (who have completed three or fewer online...

Wanted: Quality Online Instructors and Courses? Try this Successful Mentoring Model

Janet Buckenmeyer; Emily Hixon; Casimir Barczyk; Lori Feldman; David Freitas

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 921–926

If you are looking to design and implement a program that produces successful online faculty teaching effective online courses, then this session is for you. A proven, four-stage model for preparing and certifying higher education faculty to create...

Online Course Quality: What Do Nontraditional Students Value?

Emily Hixon; Casimir Barczyk; Penny Ralston-Berg; Janet Buckenmeyer

Online Journal of Distance Learning Administration Vol. 19, No. 4 (2016)

This study analyzes nontraditional students' perceptions of online course quality. Students were categorized into three groups: traditional, moderately nontraditional, and highly nontraditional. A survey instrument designed to assess online course...

Technology's Role in Learning at a Commuter Campus: The Student Perspective

Janet A. Buckenmeyer; Casimir Barczyk; Emily Hixon; Heather Zamojski; Annette Tomory

Journal of Further and Higher Education Vol. 40, No. 3 (2016) pp. 412–431

Patterns of technology ownership and usage, as well as skills with and preferences for various technologies, affect the college experience (Educause 2012). Students at a commuter campus of a large Midwestern public university were surveyed about...