Research Article
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Year 2019, Volume: 3 Issue: 1, 43 - 52, 01.06.2019

Abstract

References

  • Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group. Retreived from https://files.eric.ed.gov/fulltext/ED572777.pdf
  • Allen, E., & Seaman, J. (2017). Distance education enrollment report 2017. Digital Learning Compass. Retreived from https://files.eric.ed.gov/fulltext/ED580868.pdf
  • Baran, E., & Correia, A. (2014). A professional development framework for online teaching. TechTrends, 58(5), 96-102. doi: 10.1007/s11528-014-0791-0
  • Council for Accreditation of Counseling and Related Educational Programs (CACREP). (2018). Program Directory. Retrieved from http://www.cacrep.org/directory/
  • D'Agustino, S. (2012). Toward a course conversion model for distance learning: A review of best practices. Journal of International Education in Business, 5(2), 145-162. doi: 10.1108/18363261211281753
  • Dixson, M. D. (2012). Creating effective student engagement in online courses: What do students find engaging?. Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.
  • Driscoll, A., Jicha, K., Hunt, A. N., Tichavsky, L., & Thompson, G. (2012). Can online courses deliver in-class results? A comparison of student performance and satisfaction in an online versus a face-to-face introductory sociology course. Teaching Sociology, 40(4), 312–331. doi: 10.1177/0092055X12446624
  • Dudding, C. C., & Drulia, T. C. (2013). Best practices in an online master's degree program in communication sciences and disorders. Contemporary Issues in Communication Science and Disorders, 40, 59-67.
  • Gilakjani, A. P. (2011). Visual, auditory, kinesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education, 2(1), 104-113.
  • Green, T., Hoffmann, M., Donovan, L., & Phuntsog, N. (2017). Cultural communication characteristics and student connectedness in an online environment: Perceptions and preferences of online graduate students. Journal of Distance Education, 32(2), 1-29.
  • Holmes, C. M., & Reid, C. (2017). A comparison study of on-campus and online learning outcomes for a research methods course. Journal of Counselor Preparation and Supervision, 9(2). doi: 10.7729/92.1182
  • Holmes, C. M., & Kozlowski, K. A. (2014). “Tech support”: Implementing professional development to assist higher education faculty to teach with technology. Journal of Continuing Education and Professional Development, 2(1), 9-20. doi:10.7726/jcepd.2015.1002
  • Keengwe, J., & Kidd, T. (2010). Towards best practices in online learning and teaching in higher education. Journal of Online Learning and Teaching, 6(2), 533-541. Retrieved from http://jolt.merlot.org/vol6no2/keengwe_0610.htm
  • Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1-13. doi: 10.3402/rlt.v23.26507
  • Kranzow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. Journal of Online Learning and Teaching, 9(1), 131.
  • Northrup, P. T. (2009). Online learners’ preferences for interaction. The perfect online course: Best practices for designing and teaching, (pp. 463-473). Charlotte, NC: Information Age Publishing.
  • Plante, K., & Asselin, M. E. (2014). Best practices for creating social presence and caring behaviors online. Nursing Education Perspectives, 35(4), 219-223.
  • Puzziferro, M., & Shelton, K. (2008). A model for developing high-quality online courses: Integrating a systems approach with learning theory. Journal of Asynchronous Learning Networks, 12, 119-136.
  • Rehfuss, M. C., Kirk-Jenkins, A., & Milliken, T. (2015). Students' experiences with different course delivery modalities: on campus, online, and satellite. Journal of Human Services, 35(1), 28-38.
  • Rogers, P. C., Graham, C. R., & Mayes, C. T. (2007). Cultural competence and instructional design: Exploration research into the delivery of online instruction cross-culturally. Educational Technology Research and Development, 55(2), 197-217.
  • Stack, S. (2015). Learning Outcomes in an online vs traditional course. International Journal for the Scholarship of Teaching and Learning, 9(1), 1-18.
  • Surjono, H. D. (2011). The design of adaptive e-learning system based on student’s learning styles. International Journal of Computer Science and Information Technologies, 5(2), 2350-2353.
  • Vasileva-Stojanovska, T., Malinovski, T., Vasileva, M., Jovevski, D., & Trajkovik, V. (2015). Impact of satisfaction, personality and learning style on educational outcomes in a blended learning environment. Learning and Individual Differences, 38, 127-135.
  • Woodley, X., Hernandez, C., Parra, J., & Negash, B. (2017). Celebrating difference: Best practices in culturally responsive teaching online. TechTrends, 61(5), 470-478. doi:10.1007/s11528-017-0207-z

Online Counselor Education: Creative Approaches and Best Practices in Online Learning Environments

Year 2019, Volume: 3 Issue: 1, 43 - 52, 01.06.2019

Abstract










The explosive and steady
growth in online learning has created seismic shifts education and in faculty’s
teaching methods and modalities. As a result of the continual market demand for
online educational options, counseling faculty are increasingly expected to
create, teach, and manage online courses. In some educational settings, this is
done with little or no professional development or institutional and financial
support for the teacing faculty members. Designing courses to prepare
counselors requires instructors to address various learning styles in the
digital environment through the offerings of their learning management
system.  Assessing students informally and formally can increase
understanding, engage digital learners, and prepare counselors for the use of
technology in their professional practice. Further, course development requires
instructors to discover innovative ways to create a platform for social
presence outside of discussion boards. This article offers creative
approaches that counselor educators can adopt when designing courses, creating
a classroom community, and engaging with students in an online educational
environment.

References

  • Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group. Retreived from https://files.eric.ed.gov/fulltext/ED572777.pdf
  • Allen, E., & Seaman, J. (2017). Distance education enrollment report 2017. Digital Learning Compass. Retreived from https://files.eric.ed.gov/fulltext/ED580868.pdf
  • Baran, E., & Correia, A. (2014). A professional development framework for online teaching. TechTrends, 58(5), 96-102. doi: 10.1007/s11528-014-0791-0
  • Council for Accreditation of Counseling and Related Educational Programs (CACREP). (2018). Program Directory. Retrieved from http://www.cacrep.org/directory/
  • D'Agustino, S. (2012). Toward a course conversion model for distance learning: A review of best practices. Journal of International Education in Business, 5(2), 145-162. doi: 10.1108/18363261211281753
  • Dixson, M. D. (2012). Creating effective student engagement in online courses: What do students find engaging?. Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.
  • Driscoll, A., Jicha, K., Hunt, A. N., Tichavsky, L., & Thompson, G. (2012). Can online courses deliver in-class results? A comparison of student performance and satisfaction in an online versus a face-to-face introductory sociology course. Teaching Sociology, 40(4), 312–331. doi: 10.1177/0092055X12446624
  • Dudding, C. C., & Drulia, T. C. (2013). Best practices in an online master's degree program in communication sciences and disorders. Contemporary Issues in Communication Science and Disorders, 40, 59-67.
  • Gilakjani, A. P. (2011). Visual, auditory, kinesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education, 2(1), 104-113.
  • Green, T., Hoffmann, M., Donovan, L., & Phuntsog, N. (2017). Cultural communication characteristics and student connectedness in an online environment: Perceptions and preferences of online graduate students. Journal of Distance Education, 32(2), 1-29.
  • Holmes, C. M., & Reid, C. (2017). A comparison study of on-campus and online learning outcomes for a research methods course. Journal of Counselor Preparation and Supervision, 9(2). doi: 10.7729/92.1182
  • Holmes, C. M., & Kozlowski, K. A. (2014). “Tech support”: Implementing professional development to assist higher education faculty to teach with technology. Journal of Continuing Education and Professional Development, 2(1), 9-20. doi:10.7726/jcepd.2015.1002
  • Keengwe, J., & Kidd, T. (2010). Towards best practices in online learning and teaching in higher education. Journal of Online Learning and Teaching, 6(2), 533-541. Retrieved from http://jolt.merlot.org/vol6no2/keengwe_0610.htm
  • Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1-13. doi: 10.3402/rlt.v23.26507
  • Kranzow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. Journal of Online Learning and Teaching, 9(1), 131.
  • Northrup, P. T. (2009). Online learners’ preferences for interaction. The perfect online course: Best practices for designing and teaching, (pp. 463-473). Charlotte, NC: Information Age Publishing.
  • Plante, K., & Asselin, M. E. (2014). Best practices for creating social presence and caring behaviors online. Nursing Education Perspectives, 35(4), 219-223.
  • Puzziferro, M., & Shelton, K. (2008). A model for developing high-quality online courses: Integrating a systems approach with learning theory. Journal of Asynchronous Learning Networks, 12, 119-136.
  • Rehfuss, M. C., Kirk-Jenkins, A., & Milliken, T. (2015). Students' experiences with different course delivery modalities: on campus, online, and satellite. Journal of Human Services, 35(1), 28-38.
  • Rogers, P. C., Graham, C. R., & Mayes, C. T. (2007). Cultural competence and instructional design: Exploration research into the delivery of online instruction cross-culturally. Educational Technology Research and Development, 55(2), 197-217.
  • Stack, S. (2015). Learning Outcomes in an online vs traditional course. International Journal for the Scholarship of Teaching and Learning, 9(1), 1-18.
  • Surjono, H. D. (2011). The design of adaptive e-learning system based on student’s learning styles. International Journal of Computer Science and Information Technologies, 5(2), 2350-2353.
  • Vasileva-Stojanovska, T., Malinovski, T., Vasileva, M., Jovevski, D., & Trajkovik, V. (2015). Impact of satisfaction, personality and learning style on educational outcomes in a blended learning environment. Learning and Individual Differences, 38, 127-135.
  • Woodley, X., Hernandez, C., Parra, J., & Negash, B. (2017). Celebrating difference: Best practices in culturally responsive teaching online. TechTrends, 61(5), 470-478. doi:10.1007/s11528-017-0207-z
There are 24 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Suzan Wasik 0000-0001-5364-3438

Jennifer Barrow This is me 0000-0003-2458-4728

Chadwick Royal This is me 0000-0003-0808-0239

Racheal Brooks This is me 0000-0002-0517-6991

Levette Dames This is me 0000-0002-7714-7102

Livia Corry This is me 0000-0002-5392-2338

Corbin Bird This is me 0000-0002-8691-2224

Publication Date June 1, 2019
Published in Issue Year 2019 Volume: 3 Issue: 1

Cite

APA Wasik, S., Barrow, J., Royal, C., Brooks, R., et al. (2019). Online Counselor Education: Creative Approaches and Best Practices in Online Learning Environments. Research on Education and Psychology, 3(1), 43-52.

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