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Creators/Authors contains: "Kowalske, Megan Grunert"

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  1. ; ; ; ; (, Innovative Higher Education)
    Although online courses have been a part of academia for nearly 30 years, they are still perceived as "different" than face-to-face instruction. Through in-depth interviews with four instructors, we explored how STEM faculty approach teaching asynchronous online undergraduate STEM courses. The faculty interviewed for this study viewed online courses as "not regular class[es]" and teaching those classes as "not teaching per se." Each of the instructors had assumptions about what a classroom was and about good instruction, but even for instructors who taught online for multiple years, those assumptions remained grounded in the face-to-face environment. There is a need for greater discussion about what it means to teach in an online environment. 
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    Full Text Available 
  2. ; ; ; ; (, PLOS ONE)
    Luo, Heng (Ed.)
    Online learning in higher education has been increasing for many years. This is happening across all of higher education and it is happening more specifically within STEM fields. The growth of online learning has significantly accelerated the past couple of years during the COVID-19 pandemic as colleges and universities have sought ways to continue educating students while also keeping students, faculty and staff safe. As result, many college faculty and instructors across all fields of study including STEM fields have made and continue to make the transition to teaching online for the first time. Teaching in an online environment is different from traditional classroom teaching in many ways and presents a unique set of challenges to college instructors. This study documents the development of an instrument used for instructors to self-report their instructional techniques and practices. Data from 251 instructors is also used to examine how this instrument can be used to better understand particular practices, with a focus in this study on discussion facilitation. The results align with the Community of Inquiry framework, including indicating that teaching through discussion forums involves direct contribution and/or facilitation. 
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    Full Text Available 
  3. ; ; ; (, ScholarWorks at WMU)
    Users guide for the Online Observation Protocol Sheet 
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    Accepted Manuscript Full Text Available
  4. ; ; ; (, ScholarWorks at WMU)
    Self-report instrument for self-reporting of instructional practices. 
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    Accepted Manuscript Full Text Available
  5. ; ; ; (, ScholarWorks at WMU)
    Observation protocol sheet for observing online courses. 
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    Accepted Manuscript Full Text Available