Sheri A Conklin | University of North Carolina Wilmington (original) (raw)
Papers by Sheri A Conklin
Journal of Open, Flexible and Distance Learning
Connecting with students has been shown to increase motivation, satisfaction, and perceived learn... more Connecting with students has been shown to increase motivation, satisfaction, and perceived learning while decreasing anxiety. Connecting with students in an online or distance education environment can prove difficult. This study examined perceptions of higher education students who were enrolled in various modalities (e.g., hybrid, online asynchronous, and synchronous) during the COVID-19 pandemic in the United States of America. The study found that a high perception of instructor connectedness in the asynchronous classes resulted in lower anxiety levels for students. Four themes emerged from the results: the importance of instructor empathy; sociability; feedback; and course organisation. These helped students to connect to their instructor—thus reducing anxiety.
American Journal of Distance Education
The Journal of Applied Instructional Design, 2022
The Covid pandemic resulted in many higher education classes shifting to online instruction in th... more The Covid pandemic resulted in many higher education classes shifting to online instruction in the middle of a term and many institutions stayed online at least in part for several terms. Students taking these online courses did not choose to shift their modality and many would not have chosen an online over a face-to-face class. The purpose of this study was to identify facilitation strategies that resonated with students in classes that shifted online at one higher education institution, identifying which strategies increased motivation to learn and perceived course satisfaction. Additionally, students were asked what strategies helped them connect and trust their online instructors. We present the results of three open-ended questions on a large scale cross-sectional survey (N=739). Five themes emerged: Feedback, Organization, Response time, Communication, Empathy. We discuss how instructors can use the FORCE to create sociability and connect with their online students.
E-Learning and Digital Media
Although online learning has increased as a delivery method of instruction in higher education, l... more Although online learning has increased as a delivery method of instruction in higher education, learners may still feel isolated from the instructor and peers due to a lack of physical presence. Thus, intentional and purposeful online course design is necessary. To remediate feelings of isolation, cooperative learning strategies have been implemented in online courses, resulting in positive outcomes. A long-term cooperative learning project based on social interdependence theory (SIT) has been implemented into two asynchronous online courses at two different higher education institutions. A mixed-method, design-based research study was conducted to examine students’ attitudes towards cooperative learning. Participants of this study included undergraduate and graduate students who completed pre-and post-surveys. Classroom artifacts were also collected to analyze the group work and dynamics. Even though the quantitative results showed a decrease in students’ attitudes towards cooperat...
Australian Educational Computing, Nov 27, 2019
As the online education trend increases with more online enrollments, instructors are looking at ... more As the online education trend increases with more online enrollments, instructors are looking at new technologies to facilitate student discourse and increase student social presence. Instructors have considered the use of social media in education to meet the needs of students. This study looked at the use of Yellowdig, a closed social media platform, to gauge student social presence. Social presence scales from the Community of Inquiry were used to determine whether students perceived a high level of social presence through the use of social media.
The Journal of applied instructional design, Aug 1, 2022
The Covid pandemic resulted in many higher education classes shifting to online instruction in th... more The Covid pandemic resulted in many higher education classes shifting to online instruction in the middle of a term and many institutions stayed online at least in part for several terms. Students taking these online courses did not choose to shift their modality and many would not have chosen an online over a face-to-face class. The purpose of this study was to identify facilitation strategies that resonated with students in classes that shifted online at one higher education institution, identifying which strategies increased motivation to learn and perceived course satisfaction. Additionally, students were asked what strategies helped them connect and trust their online instructors. We present the results of three open-ended questions on a large scale cross-sectional survey (N=739). Five themes emerged: Feedback, Organization, Response time, Communication, Empathy. We discuss how instructors can use the FORCE to create sociability and connect with their online students.
Journal of Open, Flexible and Distance Learning, 2022
Connecting with students has been shown to increase motivation, satisfaction, and perceived learn... more Connecting with students has been shown to increase motivation, satisfaction, and perceived learning while decreasing anxiety. Connecting with students in an online or distance education environment can prove difficult. This study examined perceptions of higher education students who were enrolled in various modalities (e.g., hybrid, online asynchronous, and synchronous) during the COVID-19 pandemic in the United States of America. The study found that a high perception of instructor connectedness in the asynchronous classes resulted in lower anxiety levels for students. Four themes emerged from the results: the importance of instructor empathy; sociability; feedback; and course organisation. These helped students to connect to their instructor-thus reducing anxiety.
The Covid pandemic resulted in many higher education classes shifting to online instruction in th... more The Covid pandemic resulted in many higher education classes shifting to online instruction in the middle of a term and many institutions stayed online at least in part for several terms. Students taking these online courses did not choose to shift their modality and many would not have chosen an online over a face-to-face class. The purpose of this study was to identify facilitation strategies that resonated with students in classes that shifted online at one higher education institution, identifying which strategies increased motivation to learn and perceived course satisfaction. Additionally, students were asked what strategies helped them connect and trust their online instructors. We present the results of three open-ended questions on a large scale cross-sectional survey (N=739). Five themes emerged: Feedback, Organization, Response time, Communication, Empathy. We discuss how instructors can use the FORCE to create sociability and connect with their online students.
Online Journal of Distance Learning Administration, Jun 15, 2021
Journal of Educators Online, Jul 1, 2020
As the number of online programs continues to increase, more faculty are concerned with the quali... more As the number of online programs continues to increase, more faculty are concerned with the quality of their courses. Many institutions subscribe to Quality Matters (QM) for professional development and guidance on components associated with high-quality asynchronous courses. However, determining how professional development impacts the actual changes to course design is often overlooked. This research examined the revisions completed as a result of professional development. Simultaneously, student evaluations were analyzed to determine the student perception of course design improvements. The results demonstrated that there were course improvements in multiple areas, yet there was no correlation with student evaluations.
A Practitioner's Guide to Instructional Design in Higher Education, 2021
Learning theories are the foundation for designing instructional solutions to achieve desired lea... more Learning theories are the foundation for designing instructional solutions to achieve desired learning outcomes. Analogies can assist in understanding new concepts, so imagine that you have purchased a new home and are considering the best options for furniture placement in the living room. Your desired outcome is a furniture arrangement that is aesthetically pleasing yet also functional. Many factors can play into the decision depending on how you view the problem, and there can also be more than one solution that meets the desired outcomes.
Journal of Applied Instructional Design, 2020
The purpose of this research was to identify the professional association services relevant to in... more The purpose of this research was to identify the professional association services relevant to instructional design professionals working in institutions of higher education. A conceptual framework connecting professional association services to the existing research on the leadership, career development, and networking of instructional designers in higher education is provided. Based on this conceptual framework and an existing instrument, we provide the design, development, and adjustment of a survey to measure professional association services relevant to instructional designers in higher education; and provide the preliminary validity and reliability evidence of this survey on an administration with N = 217 instructional designers working in higher education. We titled this survey the Instructional Designer in Higher Education Professional Association Survey (IDHEPAS). The crosssectional data were analyzed using exploratory factor analysis, descriptive statistics, internal consistency reliability, and correlation analyses. The analyses resulted in eight internally consistent factors explaining approximately 71% of the variability in these data: 1) Professional networking services, 2) Growth and advocacy services, 3) Professional communication services, 4) Ancillary discount services, 5) Leadership and mentoring services, 6) Relevant literature services, 7) Training and credentialing services, and 8) Vendor and continuing education services. These findings are discussed in detail, and recommendations for future research and practice are provided. The IDHEPAS was found to be a sound measurement tool for the stated purpose.
The purpose of this chapter is to define and describe the roles and competencies of instructional... more The purpose of this chapter is to define and describe the roles and competencies of instructional designers working in the context of higher education. Inspired by existing research, this chapter summarizes these roles and competencies of instructional designers in higher education. We first review the context and settings in which these professionals work, delineate their common roles and responsibilities within these settings, and highlight the academic backgrounds and professional experiences that align with this career role. Next, we outline the core competencies for instructional designers in higher education by describing their typical work expectations and the necessary knowledge and skills needed to perform effectively and efficiently in this environment. Finally, we discuss how to gain the necessary competencies and experiences to serve in this capacity along with some closing remarks. Strong Communication and Soft Skills Across several studies of instructional design professionals, often the most highly rated or observed skill is strong written and verbal communication skills (Kang & Ritzhaupt, 2015; Ritzhaupt et al., 2018; Surrency et. al, 2019). These strong communication skills serve as critical to other competencies among these professionals, such as creating effective instructional resources and presentations or communicating to multiple stakeholders involved in typical instructional design projects (Chongwony et. al, 2020). Instructional designers must be able to communicate and collaborate with subject-matter experts, graphic designers, multimedia developers, video producers, students, project managers, and more. They should be able to negotiate and communicate with diverse faculty, administrators, and students in nontechnical language (Surrency et. al, 2019). Communication skills, interpersonal skills, and soft skills are crucial for the building of effective working relationships and teamwork needed to successfully interface with various stakeholders and in a multicultural environment (
Досліджено вплив кількості, дисперсності, природи та способу введення у розтоп армувальних частин... more Досліджено вплив кількості, дисперсності, природи та способу введення у розтоп армувальних частинок на структурні параметри та механічні властивості алюмінієвого стопу АК15. Як армувальну фазу використовували мікророзмірні частинки оксиду алюмінію, карбіду кремнію та твердого стопу ВК6 (94% WC, 6% Co). Вміст частинок у композиті варіювали від 0,5 до 5% мас. Встановлено, що композити мають більш дисперсну структуру порівняно з вихідним матричним стопом, тобто частинки відіграють роль модифікаторів. Силумін з 0,5-1% мікрочастинок має підвищені границю міцності та відносне подовження, що може бути пов'язано з подрібненням структурних елементів стопу. Однак подальше збільшення вмісту армувальної фази призводить до зменшення механічних властивостей, що пояснюється агломерацією частинок. Ключові слова: АК15, Al 2 O 3 , SiC, ВК6, композити, структура, механічні властивості. The effects of amount, dispersion, nature and doping method of reinforcing particles on the structural parameters and mechanical properties of the AK15 aluminium alloy are investigated. Micro-sized particles of aluminium oxide, silicon carbide and VK6 hard alloy (94% WC, 6% Co) are used as the reinforcing phases. The particles content varies from 0.5 to 5% wt. in the
Online Learning, 2021
During the first weeks of the COVID-19 pandemic, instructors at a southeastern university had one... more During the first weeks of the COVID-19 pandemic, instructors at a southeastern university had one week to convert their current face-to-face courses to an online format, under a time frame that did not allow for a “well-designed” online course. The current study investigates how some instructors were able to maintain social presence in the transition to the online environment, and the instructional practices they used to support those continued connections. In a cross-sectional survey of undergraduate and graduate students (N = 432 ) conducted during the last week of the Spring 2020 semester, we asked students to focus on a class that was successful in keeping them in touch with their instructor, content, and peers. Analyses of the data revealed four major themes: connectedness, instructor responsiveness and coaching, online learning best practices such as chunking materials, and empathic facilitation.
Research on Education and Media, 2017
Distance education environments can take many forms, from asynchronous to blended synchronous env... more Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE) can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-fac...
Online Learning, 2016
Designing experiential learning activities requires an instructor to think about what they want t... more Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited research on experiential learning in online courses as well as empirical data to assist with the instructional design of the experiential learning activities. The primary goal of this article is to demonstrate the use of importance- performance analysis to guide the instructional design of experiential learning activities.
Journal of Open, Flexible and Distance Learning
Connecting with students has been shown to increase motivation, satisfaction, and perceived learn... more Connecting with students has been shown to increase motivation, satisfaction, and perceived learning while decreasing anxiety. Connecting with students in an online or distance education environment can prove difficult. This study examined perceptions of higher education students who were enrolled in various modalities (e.g., hybrid, online asynchronous, and synchronous) during the COVID-19 pandemic in the United States of America. The study found that a high perception of instructor connectedness in the asynchronous classes resulted in lower anxiety levels for students. Four themes emerged from the results: the importance of instructor empathy; sociability; feedback; and course organisation. These helped students to connect to their instructor—thus reducing anxiety.
American Journal of Distance Education
The Journal of Applied Instructional Design, 2022
The Covid pandemic resulted in many higher education classes shifting to online instruction in th... more The Covid pandemic resulted in many higher education classes shifting to online instruction in the middle of a term and many institutions stayed online at least in part for several terms. Students taking these online courses did not choose to shift their modality and many would not have chosen an online over a face-to-face class. The purpose of this study was to identify facilitation strategies that resonated with students in classes that shifted online at one higher education institution, identifying which strategies increased motivation to learn and perceived course satisfaction. Additionally, students were asked what strategies helped them connect and trust their online instructors. We present the results of three open-ended questions on a large scale cross-sectional survey (N=739). Five themes emerged: Feedback, Organization, Response time, Communication, Empathy. We discuss how instructors can use the FORCE to create sociability and connect with their online students.
E-Learning and Digital Media
Although online learning has increased as a delivery method of instruction in higher education, l... more Although online learning has increased as a delivery method of instruction in higher education, learners may still feel isolated from the instructor and peers due to a lack of physical presence. Thus, intentional and purposeful online course design is necessary. To remediate feelings of isolation, cooperative learning strategies have been implemented in online courses, resulting in positive outcomes. A long-term cooperative learning project based on social interdependence theory (SIT) has been implemented into two asynchronous online courses at two different higher education institutions. A mixed-method, design-based research study was conducted to examine students’ attitudes towards cooperative learning. Participants of this study included undergraduate and graduate students who completed pre-and post-surveys. Classroom artifacts were also collected to analyze the group work and dynamics. Even though the quantitative results showed a decrease in students’ attitudes towards cooperat...
Australian Educational Computing, Nov 27, 2019
As the online education trend increases with more online enrollments, instructors are looking at ... more As the online education trend increases with more online enrollments, instructors are looking at new technologies to facilitate student discourse and increase student social presence. Instructors have considered the use of social media in education to meet the needs of students. This study looked at the use of Yellowdig, a closed social media platform, to gauge student social presence. Social presence scales from the Community of Inquiry were used to determine whether students perceived a high level of social presence through the use of social media.
The Journal of applied instructional design, Aug 1, 2022
The Covid pandemic resulted in many higher education classes shifting to online instruction in th... more The Covid pandemic resulted in many higher education classes shifting to online instruction in the middle of a term and many institutions stayed online at least in part for several terms. Students taking these online courses did not choose to shift their modality and many would not have chosen an online over a face-to-face class. The purpose of this study was to identify facilitation strategies that resonated with students in classes that shifted online at one higher education institution, identifying which strategies increased motivation to learn and perceived course satisfaction. Additionally, students were asked what strategies helped them connect and trust their online instructors. We present the results of three open-ended questions on a large scale cross-sectional survey (N=739). Five themes emerged: Feedback, Organization, Response time, Communication, Empathy. We discuss how instructors can use the FORCE to create sociability and connect with their online students.
Journal of Open, Flexible and Distance Learning, 2022
Connecting with students has been shown to increase motivation, satisfaction, and perceived learn... more Connecting with students has been shown to increase motivation, satisfaction, and perceived learning while decreasing anxiety. Connecting with students in an online or distance education environment can prove difficult. This study examined perceptions of higher education students who were enrolled in various modalities (e.g., hybrid, online asynchronous, and synchronous) during the COVID-19 pandemic in the United States of America. The study found that a high perception of instructor connectedness in the asynchronous classes resulted in lower anxiety levels for students. Four themes emerged from the results: the importance of instructor empathy; sociability; feedback; and course organisation. These helped students to connect to their instructor-thus reducing anxiety.
The Covid pandemic resulted in many higher education classes shifting to online instruction in th... more The Covid pandemic resulted in many higher education classes shifting to online instruction in the middle of a term and many institutions stayed online at least in part for several terms. Students taking these online courses did not choose to shift their modality and many would not have chosen an online over a face-to-face class. The purpose of this study was to identify facilitation strategies that resonated with students in classes that shifted online at one higher education institution, identifying which strategies increased motivation to learn and perceived course satisfaction. Additionally, students were asked what strategies helped them connect and trust their online instructors. We present the results of three open-ended questions on a large scale cross-sectional survey (N=739). Five themes emerged: Feedback, Organization, Response time, Communication, Empathy. We discuss how instructors can use the FORCE to create sociability and connect with their online students.
Online Journal of Distance Learning Administration, Jun 15, 2021
Journal of Educators Online, Jul 1, 2020
As the number of online programs continues to increase, more faculty are concerned with the quali... more As the number of online programs continues to increase, more faculty are concerned with the quality of their courses. Many institutions subscribe to Quality Matters (QM) for professional development and guidance on components associated with high-quality asynchronous courses. However, determining how professional development impacts the actual changes to course design is often overlooked. This research examined the revisions completed as a result of professional development. Simultaneously, student evaluations were analyzed to determine the student perception of course design improvements. The results demonstrated that there were course improvements in multiple areas, yet there was no correlation with student evaluations.
A Practitioner's Guide to Instructional Design in Higher Education, 2021
Learning theories are the foundation for designing instructional solutions to achieve desired lea... more Learning theories are the foundation for designing instructional solutions to achieve desired learning outcomes. Analogies can assist in understanding new concepts, so imagine that you have purchased a new home and are considering the best options for furniture placement in the living room. Your desired outcome is a furniture arrangement that is aesthetically pleasing yet also functional. Many factors can play into the decision depending on how you view the problem, and there can also be more than one solution that meets the desired outcomes.
Journal of Applied Instructional Design, 2020
The purpose of this research was to identify the professional association services relevant to in... more The purpose of this research was to identify the professional association services relevant to instructional design professionals working in institutions of higher education. A conceptual framework connecting professional association services to the existing research on the leadership, career development, and networking of instructional designers in higher education is provided. Based on this conceptual framework and an existing instrument, we provide the design, development, and adjustment of a survey to measure professional association services relevant to instructional designers in higher education; and provide the preliminary validity and reliability evidence of this survey on an administration with N = 217 instructional designers working in higher education. We titled this survey the Instructional Designer in Higher Education Professional Association Survey (IDHEPAS). The crosssectional data were analyzed using exploratory factor analysis, descriptive statistics, internal consistency reliability, and correlation analyses. The analyses resulted in eight internally consistent factors explaining approximately 71% of the variability in these data: 1) Professional networking services, 2) Growth and advocacy services, 3) Professional communication services, 4) Ancillary discount services, 5) Leadership and mentoring services, 6) Relevant literature services, 7) Training and credentialing services, and 8) Vendor and continuing education services. These findings are discussed in detail, and recommendations for future research and practice are provided. The IDHEPAS was found to be a sound measurement tool for the stated purpose.
The purpose of this chapter is to define and describe the roles and competencies of instructional... more The purpose of this chapter is to define and describe the roles and competencies of instructional designers working in the context of higher education. Inspired by existing research, this chapter summarizes these roles and competencies of instructional designers in higher education. We first review the context and settings in which these professionals work, delineate their common roles and responsibilities within these settings, and highlight the academic backgrounds and professional experiences that align with this career role. Next, we outline the core competencies for instructional designers in higher education by describing their typical work expectations and the necessary knowledge and skills needed to perform effectively and efficiently in this environment. Finally, we discuss how to gain the necessary competencies and experiences to serve in this capacity along with some closing remarks. Strong Communication and Soft Skills Across several studies of instructional design professionals, often the most highly rated or observed skill is strong written and verbal communication skills (Kang & Ritzhaupt, 2015; Ritzhaupt et al., 2018; Surrency et. al, 2019). These strong communication skills serve as critical to other competencies among these professionals, such as creating effective instructional resources and presentations or communicating to multiple stakeholders involved in typical instructional design projects (Chongwony et. al, 2020). Instructional designers must be able to communicate and collaborate with subject-matter experts, graphic designers, multimedia developers, video producers, students, project managers, and more. They should be able to negotiate and communicate with diverse faculty, administrators, and students in nontechnical language (Surrency et. al, 2019). Communication skills, interpersonal skills, and soft skills are crucial for the building of effective working relationships and teamwork needed to successfully interface with various stakeholders and in a multicultural environment (
Досліджено вплив кількості, дисперсності, природи та способу введення у розтоп армувальних частин... more Досліджено вплив кількості, дисперсності, природи та способу введення у розтоп армувальних частинок на структурні параметри та механічні властивості алюмінієвого стопу АК15. Як армувальну фазу використовували мікророзмірні частинки оксиду алюмінію, карбіду кремнію та твердого стопу ВК6 (94% WC, 6% Co). Вміст частинок у композиті варіювали від 0,5 до 5% мас. Встановлено, що композити мають більш дисперсну структуру порівняно з вихідним матричним стопом, тобто частинки відіграють роль модифікаторів. Силумін з 0,5-1% мікрочастинок має підвищені границю міцності та відносне подовження, що може бути пов'язано з подрібненням структурних елементів стопу. Однак подальше збільшення вмісту армувальної фази призводить до зменшення механічних властивостей, що пояснюється агломерацією частинок. Ключові слова: АК15, Al 2 O 3 , SiC, ВК6, композити, структура, механічні властивості. The effects of amount, dispersion, nature and doping method of reinforcing particles on the structural parameters and mechanical properties of the AK15 aluminium alloy are investigated. Micro-sized particles of aluminium oxide, silicon carbide and VK6 hard alloy (94% WC, 6% Co) are used as the reinforcing phases. The particles content varies from 0.5 to 5% wt. in the
Online Learning, 2021
During the first weeks of the COVID-19 pandemic, instructors at a southeastern university had one... more During the first weeks of the COVID-19 pandemic, instructors at a southeastern university had one week to convert their current face-to-face courses to an online format, under a time frame that did not allow for a “well-designed” online course. The current study investigates how some instructors were able to maintain social presence in the transition to the online environment, and the instructional practices they used to support those continued connections. In a cross-sectional survey of undergraduate and graduate students (N = 432 ) conducted during the last week of the Spring 2020 semester, we asked students to focus on a class that was successful in keeping them in touch with their instructor, content, and peers. Analyses of the data revealed four major themes: connectedness, instructor responsiveness and coaching, online learning best practices such as chunking materials, and empathic facilitation.
Research on Education and Media, 2017
Distance education environments can take many forms, from asynchronous to blended synchronous env... more Distance education environments can take many forms, from asynchronous to blended synchronous environments. Blended synchronous learning environment (BSLE) can be defined as an innovative setting in which students can decide to attend classes either face-to-face or via a synchronous virtual connection. Many educators are unfamiliar teaching in BSLE because of lack of experience or exposure to this delivery method. Thus, it is important to understand the optimal organisational structures and the effective management of BSLE courses to facilitate student learning and interaction. Seeking to understand this teaching method, an exploratory mixed-method study was conducted to examine graduate students’ perceptions of the BSLE. Quantitative and qualitative data was collected from a questionnaire and analysed. The findings revealed that students were satisfied with the BSLE, interactions, and the instructor. However, findings showed that the instructor divided attention between face-to-fac...
Online Learning, 2016
Designing experiential learning activities requires an instructor to think about what they want t... more Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited research on experiential learning in online courses as well as empirical data to assist with the instructional design of the experiential learning activities. The primary goal of this article is to demonstrate the use of importance- performance analysis to guide the instructional design of experiential learning activities.
Student isolation and retention rates are persistent issues in online learning. Research has show... more Student isolation and retention rates are persistent issues in online learning. Research has shown that an
important component of student performance and satisfaction is instructor presence (Picciano, 2002).
Instructor presence includes three elements: 1) Teaching presence, 2) Instructor immediacy, and 3) Social
presence (Mandemach, Gonzales, & Garrett, 2006). This chapter will use this definition of instructor
presence to outline best pedagogical practices with concrete examples to increase instructor presence
in asynchronous online courses. Each section will begin with a definition and research on that construct
followed by best practices with concrete examples.