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2022 | |
| DIVISION OF DISTANCE LEARNING AWARDS |
| Journal Article: Quantitative, 2nd Place: | | Patrick Lowenthal, Boise State University; Holly Fiock, Purdue University; Dana Shreaves, Pacific Lutheran University; Eric Belt, University of Maryland |
| | For: Investigating students’ perceptions of screencasting style of video feedback in online courses |
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2020 | |
| DIVISION OF DISTANCE LEARNING AWARDS |
| Journal Article: Quantitative, 2nd Place: | | Dr. Kevin Oliver, Ms. Jennifer Houchins, North Carolina State University; Dr. Rob Moore, Old Dominion University; Dr. Chuang Wang, University of Macau |
| | Informing makerspace outcomes through a linguistic analysis of written and video-recorded project assessments |
| . |
|
2019 | |
| DIVISION OF DISTANCE LEARNING AWARDS |
| Journal Article: Quantitative, 2nd Place: | | Ayesha Sadaf, University of North Carolina Charlotte; Larisa Olesova, George Mason University |
| | Sadaf, A., & Olesova, L. (2017). Enhancing cognitive presence in online case discussions with questions based on the Practical Inquiry Model. American Journal of Distance Education, 37(1), 56-69. |
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|
2018 | |
| DIVISION OF DISTANCE LEARNING AWARDS |
| Journal Article: Quantitative, 2nd Place: | | Laura McAllister, Charles R. Graham, Brigham Young University |
| | An analysis of the curriculum requirements for k-12 online teaching endorsements in the U.S. Journal of Online Learning Research, 2(3), 247-282. |
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|
2017 | |
| DIVISION OF DISTANCE LEARNING AWARDS |
| Journal Article: Quantitative, 2nd Place: | | John E. Wisneski, Gamze Ozogu, Indiana University; Barbara A. Bichelmeyer, University of Missouri-Kansas City |
| | Wisneski, J. E., Ozogul, G., & Bichelmeyer, B. A. (2017). Investigating the impact of learning environments on undergraduate students' academic performance in a prerequisite and post-requisite course sequence. The Internet and Higher Education, 32, 1-10. |
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|
2016 | |
| DIVISION OF DISTANCE LEARNING AWARDS |
| Journal Article: Quantitative, 2nd Place: | | Alan R. Belcher, Barbara M. Hall, Kathleen Kelly, Keith L. Pressey, Ashford University |
| | “An analysis of faculty promotion of critical thinking and peer interaction within threaded discussions” |
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