Collaborative online course development: The faculty experience

Emily Hixon

Collaborative online course@development: The faculty experience (2005) pp. 1–316

The primary purpose of this study was to better understand the faculty experience when developing an online course as part of a collaborative team. Although collaborative approaches to course development are routinely implemented at single-mode...

Team-Based Online Course Development: A Case Study of Collaboration Models

Emily Hixon

Online Journal of Distance Learning Administration Vol. 11, No. 4

It is generally accepted that teaching online is a different experience than teaching face-to-face, requiring new skills and techniques. To address some of the unique challenges related to teaching in the online environment, many institutions of...

Revisiting Technology Integration in Schools: Implications for Professional Development

Emily Hixon; Janet Buckenmeyer

Computers in the Schools Vol. 26, No. 2 (2009) pp. 130–146

As the technology infrastructure of schools expands, a common concern has been the underutilization of computers and other technologies in the classroom. Teachers are often blamed for failing to integrate technology into their teaching, giving such...

Early Field Experiences in Teacher Education: Is Virtual an Option?

Emily Hixon; Hyo-Jeong So

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 436–442

The purpose of this study was to explore students' perceptions of and experiences in a virtual field experience using online video-based cases, as compared to students completing a traditional field experience. Specifically, this study examined some ...

Technology's Role in Field Experiences for Preservice Teacher Training

Emily Hixon; Hyo-Jeong So

Educational Technology & Society Vol. 12, No. 4 (2009) pp. 294–304

The purpose of this paper is to provide a comprehensive review of how technology has been used to enhance or replace field experiences in preservice teacher preparation programs, and discuss the benefits and limitations of traditional and technology-...

Hitting a Moving Target: Meeting Faculty Needs for Online Course Development

Emily Hixon; Heather Zamojski; Janet Buckenmeyer

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1778–1783

The Distance Education Mentoring program at Purdue University Calumet is a cohort-based mentoring program designed to support and assist faculty as they develop an online course. After four years, most of the innovators and early adopters of online...

YouTube.com for Teachers: A Useful Resource or Just More Hijinks?

David Freitas; Janet Buckenmeyer; Emily Hixon

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4118–4119

The creators of YouTube.com have now moved into the educational arena. Designed especially for teachers, TeacherTube.com contains video clips chronically school and university life. Is this website an invaluable educational resource, or is it just a ...

Assessing the Effects of a 1:1 Technology Program on Student Achievement: A Viable Research Design

Janet Buckenmeyer; David Freitas; Emily Hixon

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1051–1053

The one to one (1:1) approach is conceptually defined as an instructional environment where students have a computer and relevant software available to them 24 hours a day, 7 days a week. This strategy enables learners to have immediate and...

Designing High-Impact Faculty Programs for Online Course Development

Emily Hixon; Janet Buckenmeyer; David Freitas

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1771–1777

Does developing and teaching an online course impact faculty’s pedagogical beliefs and result in them making changes to their other courses? This session will present anecdotal and empirical evidence that addresses this important question....

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...

The Pedagogical TICKIT: Web Conferencing To Promote Communication and Support during Teacher Professional Development

Curtis J. Bonk; Lee Ehman; Emily Hixon; Lisa Yamagata-Lynch

Journal of Technology and Teacher Education Vol. 10, No. 2 (2002) pp. 205–33

Discusses the online activities used in the Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT), a school-based professional development program involving K-12 teachers from rural Indiana schools that was...

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; ...

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...

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

Pedagogical TICKIT: Web Conferencing to Promote Communication and Support During Teacher Professional Development

Curtis J. Bonk; Lee Ehman; Emily Hixon; Lisa Yamagata-Lynch

Journal of Technology and Teacher Education Vol. 10, No. 2 (2002) pp. 205–233

This article discusses the online activities used in the Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) during 1998-1999. TICKIT is a school-based professional development program involving 25-30, K-12...

Topics: Schools, Curriculum, Professional Development, Integration, Teachers

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...

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...

Letters Home: The Meaning of Instructional Technology

James A Pershing; Michael H. Molenda; Trena Paulus; Lai Har Judy Lee; Emily Hixon

TechTrends: Linking Research and Practice to Improve Learning Vol. 44, No. 1 (2000) pp. 31–38

Describes Instructional Technology Foundations, a graduate Instructional Systems Technology (IST) course at Indiana University (IU). Students learn to compare/contrast conceptual definitions of instructional (IT) and models of instructional design ...