Publisher: Online Learning Consortium (OLC) (Total: 1 journals)   [Sort by number of followers]

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Online Learning     Open Access   (Followers: 25)
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Online Learning
Number of Followers: 25  

  This is an Open Access Journal Open Access journal
ISSN (Online) 1558-9528
Published by Online Learning Consortium (OLC) Homepage  [1 journal]
  • Research Trends in the Field of Emergency Remote Teaching: A Bibliometric
           Analysis of Open Access Literature

    • Authors: Betül Tonbuloğlu; Burcu Avcı Akbel
      Abstract: Throughout the period of pandemic, many studies have been conducted on emergency remote teaching (ERT) in different fields and from different perspectives, which reveal that there has been a lack of a comprehensive map showing the rapid and continuous responses of these studies to the process. The purpose of this research is to analyze open access research on ERT using bibliometric method, and to reveal current trends in this field. VOSviewer software was used for data analysis; the data collection process was shaped using the PRISMA framework. 238 studies were included in the analysis. The distribution of the open access studies analyzed in the field of emergency remote teaching by year, type of publication, subject, country, and sources was examined; citation analysis (by journal and publication), authorship patterns and collaboration, common word analyses are included. It was found out that these open access publications mainly consisted of journal articles and were dated 2020 and 2021; most of the publications were in the field of educational sciences. Based on common word analysis, the most important topics that are addressed in studies on the ERT process are the process of pandemic, distance education and higher education, while the challenges experienced regarding teachers and pedagogic issues during the process, teacher education, student-related characteristics (such as self-regulated learning-motivation-academic success) and participation are found to be frequently studied topics. The concepts of instructional design, collaborative learning, social presence, and assessment are also among the topics covered. It is anticipated that the implications for policy and practice based on the examination of research trends will have a significant effect on the structuring of future online learning environments, as well as the ERT designed for emergencies.
      PubDate: Wed, 01 Mar 2023 08:08:25 -080
  • Development and Validation of the German Version of the Community of
           Inquiry Survey

    • Authors: Lisa-Maria Norz; Werner O. Hackl, Nils Benning, Petra Knaup-Gregori, Elske Ammenwerth
      Abstract: The Community of Inquiry (CoI) Framework describes success factors for collaborative online-based learning. The CoI Survey is a validated instrument to measure these factors from the perspective of course participants. Until now, no validated translation of this Survey to German was available. The aim of this work was to translate the original English Survey to German and to validate the translated Survey instrument. After a systematic translation process, we validated the German translation in two higher education settings in two countries (entire data set of n=433 Surveys). By conducting item analysis, reliability analysis, exploratory factor analysis, and confirmatory factor analysis, we were able to confirm the reliability and validity of the German CoI Survey. Only one item (CP6) shows cross-loadings on two factors, a finding that was already discussed for the original CoI Survey. To conclude, the validated German version of the CoI Survey is now available. 
      PubDate: Wed, 01 Mar 2023 08:08:24 -080
  • Online Group Supervision in Graduate Psychology Training During the
           COVID-19 Pandemic

    • Authors: Shulamit Geller; Keren Hanetz-Gamliel, Sigal Levy
      Abstract: Group supervision, a common method in graduate psychology training, shifted abruptly to online learning due to the COVID-19 pandemic. This study aimed to increase understanding of psychology graduate students’ perception of online group supervision during COVID-19 by focusing on the group process and the students’ professional identity formation. Data were collected through an online survey comparing an online COVID-19 group sample with a pre-COVID-19 in-person sample. Our findings showed no difference between online group supervision during COVID-19 and in-person group supervision prior to COVID-19 in students’ reports of group processes and the prevalence of professional identity statuses. However, group processes differed according to students’ professional identity statuses while accounting for the supervision format. We discuss the results of our study and offer several theoretical and practical implications regarding online supervision. 
      PubDate: Wed, 01 Mar 2023 08:08:24 -080
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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