DOI: https://doi.org/10.64010/HROQ5467 Abstract The focus of this research study is on asynchronous online learners at a small, private university in the Midwestern United States. The data was compiled during the fall 2020 semester following the emergency online semester (in spring 2020) due to the COVID-19 pandemic. The study examines challenges
DOI: https://doi.org/10.64010/EANN3172 Abstract The School of Business at Western New Mexico University (WNMU-SB) has a diverse population of approximately 250 undergraduate students in Silver City, New Mexico, USA. All four undergraduate degrees at WNMU-SB are accredited by the Accreditation Council of Business Schools and Programs (ACBSP). With the implementation of
DOI: https://doi.org/10.64010/LUAB8190 Abstract Hybrid courses are increasing in popularity, especially in a post-pandemic environment; however, critics of this teaching modality question the quality of student learning in these courses. This study sought to identify what factors influence students perceived learning in hybrid courses. In order to assess students perceived learning
DOI: https://doi.org/10.64010/OAHP6175 Abstract Effective writing skills are central in higher education and the working world. Writing is an expression of professionalism and could have legal ramifications if done poorly. The development of effective writing skills is a continuous process of improvement that takes time. A critical component of this process
DOI: https://doi.org/10.64010/VGZC9798 What will work look like in the future? The COVID-19 pandemic has forced employees globally to work from home. As COVID-19 fades, will employees return to the office or prefer working virtually? To what extent will productivity, motivation, and engagement be impacted with more employees working virtually? How
Read Full ArticleThe Future of Work is Virtual – Lessons from Online Higher Education
DOI: https://doi.org/10.64010/LIYJ3196 The world changed in spring 2020. Most American universities closed their campuses and went to online instruction and student interaction for the better part of the semester, following state and federal guidelines in response to the COVID-19 virus. Overnight, daily work and learning patterns were disrupted. Face-to-face, peer-to-peer
DOI: https://doi.org/10.64010/ZPQO4845 “It was the best of times; it was the worst of times.” — Charles Dickens, A Tale of Two Cities An indisputable truth emerges when reflecting on the aftermath and responses catalyzed by the COVID-19 pandemic: this epoch disruption will change the landscape and trajectory of higher education
Read Full Article“Cause and Effect” Mnemonic Frames COVID-19 Higher Education “After-Action Review”
DOI: https://doi.org/10.64010/VJUE8328 Introduction In January 2019, a novel coronavirus (SARS-CoV2) outbreak started in Wuhan, China, and quickly spread around the world. The World Health Organization (WHO) declared a public health emergency of international concern on January 30, 2020 and announced it as the COVID-19 pandemic on March 11, 2020 (World
DOI: https://doi.org/10.64010/OWZN8101 As we quickly transitioned from on-campus learning to virtual learning, I focused on the mechanics of conducting classes through the use of new technologies and new pedagogies. As a faculty member, I am constantly reminded, and rightfully so, to maintain the high quality of learning seamlessly. In doing
Read Full ArticleYou Don’t Know My Story: Feeling Unconnected in an Existing Online Course
DOI: https://doi.org/10.64010/MNEF1043 The COVID-19 pandemic has touched humanity more rapidly and more seriously than any other major disaster of the modern era. For the first time since World War II, a major global crisis has centered itself in the west, killing hundreds of thousands and sickening millions just in Europe
Read Full ArticleThe Ship in a Storm: What Kind of Scholarship in a Time of Crisis?
