NU Scholarly Work (Open Access)

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https://hdl.handle.net/20.500.11803/2002

This collection contains open access scholarly work from National University faculty and staff.

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Now showing 1 - 5 of 12
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    Reviewing the Review: An Assessment of Dissertation Reviewer Feedback Quality
    (2016) Hussey, Heather; Mika, Eva; Lehan, Tara
    Throughout the dissertation process, the chair and committee members provide feedback regarding quality to help the doctoral candidate to produce the highest-quality document and become an independent scholar. Nevertheless, results of previous research suggest that overall dissertation quality generally is poor. Because much of the feedback about dissertation quality provided to candidates, especially those in online learning environments, is written, there is an opportunity to assess the quality of that feedback. In this study, a comparative descriptive design was employed using a random sample of 120 dissertation reviews at one online university. Common foundational errors across dissertations and strengths and growth areas in reviewer feedback were noted. Whereas reviewer feedback quality was acceptable overall, there were significant differences across reviewers. Based on the findings, increased discourse, standardization of psychometrically sound measures that assess reviewer feedback quality, and ongoing training for faculty members who review dissertations might be warranted
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    YouTube in the Classroom: Helpful Tips and Student Perceptions
    (2014) Hussey, Heather; Sterns, Jillian; Beckman, Lisa; Fleck, Bethany
    The rise in popularity of YouTube has made the use of short video clips during college classroom instruction a common learning tool. However, questions still remain on how to best implement this learning tool as well as students’ perceptions of its use. Blended Learning Theory and Information Processing Theory provide insights into successful integration of technology into the classroom. Literature on multimedia and discussions is also reviewed to shed light on their potential value as teaching techniques. As an example of successful integration, a method of presenting YouTube clips is described in a psychology course. Immediately after the videos, the class participated in structured discussions. Students’ perceptions of the YouTube videos were positive; however, students perceived certain videos as more helpful than others. In addition, class quiz scores are reflected on as indices of learning.
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    The influence of academic coaching on persistence in online graduate students
    (2018) Hussey, Heather; Shriner, Michael; Lehan, Tara
    Scholarly attention to academic learning centers is warranted, as they lack a consistent identity and, consequently, little is known about their effect on meaningful student outcomes. Further, such investigations are warranted in online education, given the greater student needs and drop-out rates. The aim of this study was to investigate the relationship between the receipt of academic coaching at an online learning center and persistence in online graduate students using a matched sample and after controlling for demographic and academic variables. After holding months since enrollment and Grade Point Average (GPA) at follow-up constant, visiting the learning center increased the odds of persistence 2.66 times. Compared to students in the matched sample, students who visited the learning center even once were significantly more likely to persist at follow-up. Convergence and divergence of the findings with the scholarly literature is examined with a particular focus on the unique population of online graduate students.
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    Mind the Gaps: An Online Learning Center’s Needs Assessment
    (2019) Hussey, Heather; Lehan, Tara; Babcock, Ashley
    A needs assessment was conducted at a learning center at one completely online institution to understand administrator, faculty, and student perceptions of the center’s services and resources to uncover gaps between the current state and intended outcomes (personalized support, clarity of services, and shared accountability for student success). Through gap analysis, findings suggested that there is a need to empower students through personalized support, prevent struggling students from feeling overwhelmed, and direct students to specific services and resources based on their unique needs. Next steps and implications for future research are discussed.
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    If at First You Don’t Succeed, Try Closing Another Assessment Loop: Implementing Online Co Curricular Assessment
    (2020-05) Hussey, Heather; Babcock, Ashley; Lehan, Tara
    Higher education institutions are commonly tasked with demonstrating student learning in and out of the classroom. Although academic and student affairs share a common goal of supporting student success, they frequently do not speak the same assessment language. This lack of alignment can lead to miscommunication and missed opportunities to collaboratively promote learning and achievement. Further, it can be a struggle to implement assessment protocols if institutional stakeholders do not value and believe in the importance of their role in the assessment process. In this paper, we discuss how professionals at an online academic success center used the Theory of Planned Behavior to inform and improve an assessment protocol as part of the institution’s overall assessment plan. The steps and strategies used over multiple assessment loops are discussed to demonstrate the path taken to build a collaborative learning environment for students in and out of the online classroom.