Phil Ice - Academia.edu (original) (raw)
Papers by Phil Ice
Routledge eBooks, Jun 21, 2023
Online learning, Jun 1, 2021
Distance learning enrollments in higher education continue to grow, and academic leaders increasi... more Distance learning enrollments in higher education continue to grow, and academic leaders increasingly use non-designer instructors (NDIs) to meet demand. NDIs have little control over some aspects of teaching presence, including course design through instructional media resources included in a predesigned master course. This study used the Community of Inquiry (COI) survey to investigate (a) do distance learners' perceptions of their NDIs' teaching presence predict their cognitive presence; and (b) does distance learners' use of instructional media resources moderate the relationship between their perceptions of NDIs' teaching presence and learners' cognitive presence. Multiple regression results indicated that perceptions of NDIs' teaching presence predicted learners' perceptions of cognitive presence, but learners' use of instructional media failed to moderate that predictive relationship. Limitations and directions for future research are discussed.
INTED2011 Proceedings, 2011
Online learning, Feb 8, 2019
As the growth of online programs continues to rapidly accelerate, concern over retention is incre... more As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence.
Student retention and progression are important measures of success for postsecondary education. ... more Student retention and progression are important measures of success for postsecondary education. They are key factors by which online programs, in particular, are currently scrutinized. This presentation reviews a successfully implemented, multi-modal approach that leverages data mining and quantitative analysis, supported by text analytics. American Public University System, began assessing student retention with an exploratory model utilizing regression analysis with 32 variables from the student information system. Quickly, the initiative expanded include the use of data mining across all campus systems touched by students and the integration of criterion nodes into neural network models. Despite an 87% degree of accuracy in predicting retention within a 125 hour window across 187 variables, the issue of causality remained opaque. Incorporation of text analytics to student input provided a means of ontological ordering of qualitative data that could then be converged back onto relevant data points across high probability nodes of disenrollment. The merging of these techniques has provided APUS with both a means of creating actionable business intelligence to assist in retaining students, as well as a causal understanding of systemic issues. As previously noted, the merging of data mining, neural network analysis, conventional regression analysis and text analytics has provided a robust framework for intervention at both the short term and long term horizons. Through actionable intelligence, provided by the explanatory data derived from text analytics and semantic analysis, the APUS data team has been able to provide insight to the instructional design team, faculty members and administrative stakeholders. This has translated into a richer basis for continuous quality improvement of course materials, pedagogical strategies and student services. The impact on retention and student satisfaction has been considerable with 31% and 19% increases respectively since implementation. Participants will be introduced to the data collection, federation and modeling techniques utilized at APUS. This will include exploration of methodology and required technical infrastructure. The presentation will be in case study format with numerous examples and resource links. Participants will be encourage to raise questions at any point and to consider how similar techniques might be used at their institution. Significant coverage will be given to exploration of perceived problems associated with both technical infrastructure and stakeholder buy-in.
Over the last decade, online learning has experienced year-over-year, double-digit growth, with o... more Over the last decade, online learning has experienced year-over-year, double-digit growth, with one third of US based registrations currently being online. However, educational technology has not kept pace with technology in general. Current learning platforms do not have the robust media capabilities, mobile access options, or background analytics that are prevalent in the commercial sector. With over 120,000 online students, American Public University System (APUS) believed that enhancing the learning platform, in such a manner that it was commensurate with commercial offerings, should be paramount. In response to this challenge APUS integrated a commercial, Apache Sling based platform with the institutional ERP and data exchange components of Sakai ? the current LMS. They then constructed highly ordered taxonomies that leverage rich meta and para data to provide for object reusability. Finally, Omniture web analytics (Site Catalyst and Test and Target 1:1) were integrated into the system to provide granular views into student interactions and provide personalized learning experiences. This presentation will review the architecture of the system developed, with a focus on integrations with existing systems and modern functionality. In addition, mobile capabilities, offline functionality, and data derived from web analytics will be covered. The intent is to provide insight into what APUS believes will be a model for next generation platform technologies. Practical applications for how advanced learning technologies can allow for an increase in student to instructor ratios through personalized content provisioning. This in turn will allow for lower cost delivery of educational experiences to previously underserved students.
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 18, 2011
8th International Conference eLearning and Software for Education
Student retention and progression are important measures of success for postsecondary education. ... more Student retention and progression are important measures of success for postsecondary education. They are key factors by which online programs, in particular, are currently scrutinized. This presentation reviews a successfully implemented, multi-modal approach that leverages data mining and quantitative analysis, supported by text analytics. American Public University System, began assessing student retention with an exploratory model utilizing regression analysis with 32 variables from the student information system. Quickly, the initiative expanded include the use of data mining across all campus systems touched by students and the integration of criterion nodes into neural network models. Despite an 87% degree of accuracy in predicting retention within a 125 hour window across 187 variables, the issue of causality remained opaque. Incorporation of text analytics to student input provided a means of ontological ordering of qualitative data that could then be converged back onto re...
Online Learning, 2021
Distance learning enrollments in higher education continue to grow, and academic leaders increasi... more Distance learning enrollments in higher education continue to grow, and academic leaders increasingly use non-designer instructors (NDIs) to meet demand. NDIs have little control over some aspects of teaching presence, including course design through instructional media resources included in a predesigned master course. This study used the Community of Inquiry (COI) survey to investigate (a) do distance learners’ perceptions of their NDIs’ teaching presence predict their cognitive presence; and (b) does distance learners’ use of instructional media resources moderate the relationship between their perceptions of NDIs’ teaching presence and learners’ cognitive presence. Multiple regression results indicated that perceptions of NDIs’ teaching presence predicted learners’ perceptions of cognitive presence, but learners’ use of instructional media failed to moderate that predictive relationship. Limitations and directions for future research are discussed.
This article explores how digital scholarship, teaching and learning is dramatically changing the... more This article explores how digital scholarship, teaching and learning is dramatically changing the educational landscape. New pedagogies and philosophies in the area of digital publishing vis-a-vis technological advancements are being examined through a different lens--one in which obliges scholars to reimagine and restructure scholarship in ways never before conceptualized. As stated in the introduction, despite the expeditious need to transform current traditional models of scholarship, scholars and publishers alike have been surprisingly sluggish to do so. Following the introduction, the review of literature sheds some light upon this hesitation, thus revealing two prominent themes: 1) the lack of incentives for moving scholarship beyond the traditional prerequisite criteria for promotion and tenure, and 2) perceived lack of technical skills sufficient to create rich, digital works. The remainder of the article explores these themes further by closely analyzing the current state o...
The Next Generation of Distance Education, 2012
In the United States, 4.6 million students took at least one online course during fall 2008, a 17... more In the United States, 4.6 million students took at least one online course during fall 2008, a 17% increase from the previous year. US schools offering these courses have seen increases in demand for e-learning options, with 66% and 73% of responding schools reporting increased demand for new and existing online course offerings, respectively (Allen and Seaman 2010). Indeed, online learning, at least at the higher education level, has advanced from an interesting experiment to “the new normal”(Davidson and Goldberg ...
The Internet and Higher Education, 2008
This article reports on the multi-institutional development and validation of an instrument that ... more This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the CoI as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors-one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the CoI measures for researchers, designers, administrators, and instructors.
Routledge eBooks, Jun 21, 2023
Online learning, Jun 1, 2021
Distance learning enrollments in higher education continue to grow, and academic leaders increasi... more Distance learning enrollments in higher education continue to grow, and academic leaders increasingly use non-designer instructors (NDIs) to meet demand. NDIs have little control over some aspects of teaching presence, including course design through instructional media resources included in a predesigned master course. This study used the Community of Inquiry (COI) survey to investigate (a) do distance learners' perceptions of their NDIs' teaching presence predict their cognitive presence; and (b) does distance learners' use of instructional media resources moderate the relationship between their perceptions of NDIs' teaching presence and learners' cognitive presence. Multiple regression results indicated that perceptions of NDIs' teaching presence predicted learners' perceptions of cognitive presence, but learners' use of instructional media failed to moderate that predictive relationship. Limitations and directions for future research are discussed.
INTED2011 Proceedings, 2011
Online learning, Feb 8, 2019
As the growth of online programs continues to rapidly accelerate, concern over retention is incre... more As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence.
Student retention and progression are important measures of success for postsecondary education. ... more Student retention and progression are important measures of success for postsecondary education. They are key factors by which online programs, in particular, are currently scrutinized. This presentation reviews a successfully implemented, multi-modal approach that leverages data mining and quantitative analysis, supported by text analytics. American Public University System, began assessing student retention with an exploratory model utilizing regression analysis with 32 variables from the student information system. Quickly, the initiative expanded include the use of data mining across all campus systems touched by students and the integration of criterion nodes into neural network models. Despite an 87% degree of accuracy in predicting retention within a 125 hour window across 187 variables, the issue of causality remained opaque. Incorporation of text analytics to student input provided a means of ontological ordering of qualitative data that could then be converged back onto relevant data points across high probability nodes of disenrollment. The merging of these techniques has provided APUS with both a means of creating actionable business intelligence to assist in retaining students, as well as a causal understanding of systemic issues. As previously noted, the merging of data mining, neural network analysis, conventional regression analysis and text analytics has provided a robust framework for intervention at both the short term and long term horizons. Through actionable intelligence, provided by the explanatory data derived from text analytics and semantic analysis, the APUS data team has been able to provide insight to the instructional design team, faculty members and administrative stakeholders. This has translated into a richer basis for continuous quality improvement of course materials, pedagogical strategies and student services. The impact on retention and student satisfaction has been considerable with 31% and 19% increases respectively since implementation. Participants will be introduced to the data collection, federation and modeling techniques utilized at APUS. This will include exploration of methodology and required technical infrastructure. The presentation will be in case study format with numerous examples and resource links. Participants will be encourage to raise questions at any point and to consider how similar techniques might be used at their institution. Significant coverage will be given to exploration of perceived problems associated with both technical infrastructure and stakeholder buy-in.
Over the last decade, online learning has experienced year-over-year, double-digit growth, with o... more Over the last decade, online learning has experienced year-over-year, double-digit growth, with one third of US based registrations currently being online. However, educational technology has not kept pace with technology in general. Current learning platforms do not have the robust media capabilities, mobile access options, or background analytics that are prevalent in the commercial sector. With over 120,000 online students, American Public University System (APUS) believed that enhancing the learning platform, in such a manner that it was commensurate with commercial offerings, should be paramount. In response to this challenge APUS integrated a commercial, Apache Sling based platform with the institutional ERP and data exchange components of Sakai ? the current LMS. They then constructed highly ordered taxonomies that leverage rich meta and para data to provide for object reusability. Finally, Omniture web analytics (Site Catalyst and Test and Target 1:1) were integrated into the system to provide granular views into student interactions and provide personalized learning experiences. This presentation will review the architecture of the system developed, with a focus on integrations with existing systems and modern functionality. In addition, mobile capabilities, offline functionality, and data derived from web analytics will be covered. The intent is to provide insight into what APUS believes will be a model for next generation platform technologies. Practical applications for how advanced learning technologies can allow for an increase in student to instructor ratios through personalized content provisioning. This in turn will allow for lower cost delivery of educational experiences to previously underserved students.
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 18, 2011
8th International Conference eLearning and Software for Education
Student retention and progression are important measures of success for postsecondary education. ... more Student retention and progression are important measures of success for postsecondary education. They are key factors by which online programs, in particular, are currently scrutinized. This presentation reviews a successfully implemented, multi-modal approach that leverages data mining and quantitative analysis, supported by text analytics. American Public University System, began assessing student retention with an exploratory model utilizing regression analysis with 32 variables from the student information system. Quickly, the initiative expanded include the use of data mining across all campus systems touched by students and the integration of criterion nodes into neural network models. Despite an 87% degree of accuracy in predicting retention within a 125 hour window across 187 variables, the issue of causality remained opaque. Incorporation of text analytics to student input provided a means of ontological ordering of qualitative data that could then be converged back onto re...
Online Learning, 2021
Distance learning enrollments in higher education continue to grow, and academic leaders increasi... more Distance learning enrollments in higher education continue to grow, and academic leaders increasingly use non-designer instructors (NDIs) to meet demand. NDIs have little control over some aspects of teaching presence, including course design through instructional media resources included in a predesigned master course. This study used the Community of Inquiry (COI) survey to investigate (a) do distance learners’ perceptions of their NDIs’ teaching presence predict their cognitive presence; and (b) does distance learners’ use of instructional media resources moderate the relationship between their perceptions of NDIs’ teaching presence and learners’ cognitive presence. Multiple regression results indicated that perceptions of NDIs’ teaching presence predicted learners’ perceptions of cognitive presence, but learners’ use of instructional media failed to moderate that predictive relationship. Limitations and directions for future research are discussed.
This article explores how digital scholarship, teaching and learning is dramatically changing the... more This article explores how digital scholarship, teaching and learning is dramatically changing the educational landscape. New pedagogies and philosophies in the area of digital publishing vis-a-vis technological advancements are being examined through a different lens--one in which obliges scholars to reimagine and restructure scholarship in ways never before conceptualized. As stated in the introduction, despite the expeditious need to transform current traditional models of scholarship, scholars and publishers alike have been surprisingly sluggish to do so. Following the introduction, the review of literature sheds some light upon this hesitation, thus revealing two prominent themes: 1) the lack of incentives for moving scholarship beyond the traditional prerequisite criteria for promotion and tenure, and 2) perceived lack of technical skills sufficient to create rich, digital works. The remainder of the article explores these themes further by closely analyzing the current state o...
The Next Generation of Distance Education, 2012
In the United States, 4.6 million students took at least one online course during fall 2008, a 17... more In the United States, 4.6 million students took at least one online course during fall 2008, a 17% increase from the previous year. US schools offering these courses have seen increases in demand for e-learning options, with 66% and 73% of responding schools reporting increased demand for new and existing online course offerings, respectively (Allen and Seaman 2010). Indeed, online learning, at least at the higher education level, has advanced from an interesting experiment to “the new normal”(Davidson and Goldberg ...
The Internet and Higher Education, 2008
This article reports on the multi-institutional development and validation of an instrument that ... more This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the CoI as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors-one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the CoI measures for researchers, designers, administrators, and instructors.