Management

Constructing a meaningful learning network with online students can be challenging for many reasons. First, because there is literally a distance between the instructor and the student, and second, because the majority of online students rarely communicate specific details to their instructors about what aspects of the course are effective or ineffective. Without student observations or clear instructor/student communication, as distance educators, how do we know if our online classrooms are truly supporting our students’ learning experiences? To address this concern and increase student engagement, Wiki based dynamic quizzes were designed and integrated into online classrooms. The following paper will discuss: history and definition of Wikis, review of literature, three case study experiences, suggestions for seamless dynamic quiz application in the online classroom and conclusion.

Cyberbullying affects US youth, adolescents, and adults and can occur in various settings. Among the academic literature exploring cyberbullying, most discuss cyberbullying of youth and adolescents within the K-12 academic setting. While some studies address cyberbullying targeting adults, a limited amount of research has been conducted on the topic of cyberbullying among adults within the higher education context. Of the studies that explore cyberbullying in higher education, a considerable proportion focus on cyberbullying incidents between college students. Less discussed, however, are the experiences of university faculty who have been cyberbullied by either their students, fellow faculty, or administrators. Few, if any, studies address cyberbullying of faculty as the phenomenon relates to the COVID-19 pandemic. The following qualitative study aims to fill this gap through examining the lived experiences of faculty victims of cyberbullying. Utilizing the theoretical lens of disempowerment theory, researchers recruited a diverse population of twenty-five university faculty from across the USA who self-reported being victims of cyberbullying. The study analyzes participants' interview responses to determine common experiences of faculty and overarching themes concerning cyberbullying in the academic workplace, particularly within the context of the COVID-19 pandemic. The research team applied disempowerment theory to support thematic analysis. In addition, the present article offers potential solutions for supporting faculty as they navigate virtual learning environments. The study's findings hold practical implications for faculty, administrators, and stakeholders in institutions of higher education who seek to implement research-driven policies to address cyberbullying on their campuses.

With innovations in technology, adult educators can begin to create learning opportunities in very expansive terms. But, innovative, technologically advanced learning environments still benefit from a solid foundation in adult learning theory, instrumental theories like John B. Watson's Behaviorism, Lev Vygotsky's Social Development Theory, Jack Mezirow's Critical Reflection and John M. Dirkx's Nurturing Soul in Adult Learning. These theories should serve as the foundation for an enriched online learning experience. The following paper will discuss and demonstrate how to build an innovative online course that has a significant foundation in key adult learning theories. Specifically illustrating what Behaviorism, Social Development Theory, Critical Reflection and Nurturing the Soul looks like in the online classroom and how to merge established learning knowledge with advancing technology so adult educators can implement a broad vision of opportunity.

Purpose: Recent challenges like the global COVID-19 pandemic have led to innovations in health care practices. Specifically, advancements in remote, contactless telemedicine. For the rural residents, telemedicine is increasing access to specialists, generalists, mental health providers and unique therapies. With rapid growth, healthcare providers must move swiftly to prepare their organizations to implement telemedicine in an ethical and efficient manner. The purpose of the following study is to examine how healthcare professionals can apply and measure rural telemedicine to specifically support rural patients. Understanding how to measure telemedicine effectiveness is particularly important for rural health care nurses and doctors as they balance innovative technology and quality of care. Sample: After IRB approval, 31 participants were identified from two sections of a graduate management of business administration course within the healthcare management specialization. All participants were admitted graduate students in the HC management specialization. Method: The study utilizes inductive thematic analysis to investigate the sample of survey results describing telehealth in rural areas. The participants completed an anonymous online survey specifically addressing telehealth care in rural locations as related to opportunities and measurements. Through inductive thematic analysis, the researchers identify numerous crossreferenced themes from the data.

Purpose -The aim of this paper is to illustrate the instrumental role of physician Caroline Hedger during the first half of the twentieth century, with her emphasis on worker health, which influenced American society and helped to improve working and living conditions of people across the USA. Design/methodology/approach -Drawing on archival newspaper clippings, original journal articles and books written by the subject, historical manuscripts and other labor history resources, this manuscript pulls together information on this topic in a unique way to give a broad view of the impact of Hedger and her important role not only for the city of Chicago, but the nation as a whole.

Students in today’s college classroom are diverse in age and work, leadership, and life experiences; hence, students transitioning into adulthood may understand and relate core leadership knowledge to their own experiences differently than mature adults. As such, we call upon andragogy, a theory of adult learning, to inform our approach to teaching leadership. We employ andragogy and its six assumptions (the learners’ self-concept, the role of experience, readiness to learn, orientation to learning, motivation, and the need to know) as a guiding framework for the selection and development of leadership instructional tools, thus creating an individualized learning experience for emerging and full-fledged adults that bridges the leadership theory and practice gap. We offer examples of leadership instructional tools that align with andragogical assumptions and provide suggestions for scaling these assignments and activities to address students’ learning needs at different stages of adu...

This study examines a college of business at a regional university, according to High Impact Practices on the National Survey of Student Engagement as compared to student engagement at the regional university as a whole. Seven years of data across five High Impact Practices for both the college of business as well as its greater regional university were examined using a twoproportion z-test. The study concluded that the college of business was more stable than the greater university across four of the High Impact Practices. This study reveals that a college of business may function as an independent entity from its greater university concerning High Impact Practice participation which may be contextualized by the accreditation process. Specifically, the unique attributes of programmatic accreditation, as opposed to the institutional accreditation that all colleges and programs within a university must satisfy, may change behaviors related to student engagement.