The Qualitative Report Guide to Qualitative Research Journals is a valuable resource for anyone wanting to explore the world of professional, scholarly, and academic journals publishing qualitative research. The website, curated by Ronald J. Chenail, includes a listing of journals focusing on qualitative inquiry having discipline- or profession-specific and trans-, cross-, and multidisciplinary missions.
COLRS welcomes the following UIS faculty as Research Fellows for the 2018-2020 academic years:
Dr. Alamu, Associate Professor of Public Health, will explore emerging e-technologies and how they transform online education systems by examining the variables that might influence the academic performance of international students in online courses. Dr. Alamu is returning to the COLRS Faculty Fellows program after serving as a COLRS Faculty Fellow from 2010-2013.
Dr. Donna Bussell, Associate Professor of English, will research online field trips with the goal of connecting students to material culture and historical context, the use of digital humanities methods for literary or linguistic analysis in upper division courses, and the development of multimodal work in student research, peer review, revisions, and presentation.
Dr. Youngjin Kang, Assistant Professor of Human Services, will research the effectiveness of various educational technologies in online and blended courses to effectively teach graduate students how to practice self-care and investigate the spillover effects of it on various outcomes.
Mohammed Mohi Uddin
Dr. Mohammed Mohi Uddin, Assistant Professor of Accountancy, will research technologies used in the online teaching of accounting and how they impact students’ learning experience. He will also explore teaching approaches used in the online teaching of accounting and how any shortcomings can be addressed.
COLRS welcomes the following UIS faculty as Research Fellows for the 2017-2019 academic years:
Dr. Egiebor, Assistant Professor of Public Health, will explore the application of educational technologies in online teaching and learning.
Dr. Jessup, Associate Professor of Accountancy, will investigate the Quality Matters design approach to an Auditing course delivered in a blended learning format. In addition, she will use the Community of Inquiry Framework to survey students about the effectiveness of online learning.
Layne Morsch, Senior Faculty Fellow
Dr. Morsch, Associate Professor of Chemistry, will investigate inter-institutional collaborative assignments with a focus on disciplinary language development within the field of organic chemistry. He previously served as a COLRS Faculty Fellow from 2014-2016.
Laurel Newman, Senior Faculty Fellow
Dr. Newman, Associate Professor of Business Administration, Director of Online Programs, CBM and Campus Ombuds will research the impact of Quality Matters / Community of Inquiry based course redesign on student learning outcomes in management and business courses. She is also interested in the retention of online students and will research adjustment issues for new online students. She previously served as a COLRS Faculty Fellow from 2010-2012.
Dr. Wiley, Assistant Professor of Public Administration, will investigate the learning outcome similarities and differences between online and on-campus courses in the Graduate Certificate of Nonprofit Management coursework. She will incorporate a goal assessment tool into the courses to appraise the intended outcomes of this program.
Clayton R. Wright has distributed the 39th edition of the list of Educational Technology and Education Conferences for June-December 2018. To subscribe to the twice-yearly listing (November and May), send an e-mail to crwr77[@]gmail.com.
UIS Chemistry Associate Professor & Department Chair Layne Morsch recently co-authored an article in Chemistry Education Research and Practice. The article “Developing Communication Confidence and Professional Identity in Chemistry through International Online Collaborative Learning” discusses the impact of an online collaborative assignment between two flipped organic chemistry classrooms, one in Canada and the other in the United States, on learners. Co-authors are Darlene Skagen, Brett McCollum, and Brandon Shokoples.
Several UIS faculty have research articles appearing in the No. 3 (70) 2017 issue of e-mentor.
- Layne Morsch, Associate Professor of Organic Chemistry, published “Student Authored Video Vignettes in Chemistry”
- Laurel Newman, Associate Professor of Business Administration, and her co-author Deborah Windes, Professor in Business at Trinity Christian College, published “Resisting the Global Campus: Strategic, Political and Cultural Dimensions Undermining Efforts to Build a Virtual Campus”
- Denise Bockmier-Sommers, Associate Professor of Human Services, Cheng-Chia “Brian” Chen, Assistant Professor of Public Health, and Martin Martsch, Associate Professor of Social Work, published “Student Perception of Teacher Empathy, High Regard and Genuineness and the Impact on Student Engagement
e-mentor is an academic journal published by Warsaw School of Economics and Foundation for the Promotion and Accreditation of Economic Education. The issue is available online.
UIS Public Health Professor and COLRS Faculty Fellow Cheng-Chia (Brian) Chen recently presented on the topic of “Gamify Courses with Tools Built into Your LMS to Enhance Self-Determined and Active Online Learning” at the 2017 OLC Accelerate Conference. Prof. Chen has made his gamification handout for the presentation available to all.
For a limited time, SAGE Knowledge is providing free access to The SAGE Handbook of E-learning Research.
Oregon State University has created a searchable, filterable database of online learning efficacy research. It includes academic studies on the learning outcomes of online and or hybrid education in comparison to face-to-face environments.
Clayton R. Wright has distributed the 38th edition of the list of Educational Technology and Education Conferences for January -June 2018. To subscribe to the twice-yearly listing (November and May), send an e-mail to crwr77[@]gmail.com.