https://ojs.iucdt.com/index.php/johe/issue/feed Journal of Online Higher Education 2021-01-30T00:07:44+00:00 Alana Howlett alana.howlett@independence.edu Open Journal Systems <p>Independence University’s Journal of Online Higher Education (JOHE) seeks to present information and advance discussion in online instruction in higher education.</p> https://ojs.iucdt.com/index.php/johe/article/view/120 The Challenges of Assessing and Evaluating the Students at Distance 2020-11-12T22:02:21+00:00 Fernando Almeida almd@fe.up.pt José Monteiro jaam@ispgaya.pt <p>The COVID-19 pandemic has caused a strong effect on higher education institutions with the closure of classroom teaching activities. In this unprecedented crisis, of global proportion, educators and families had to deal with unpredictability and learn new ways of teaching. This short essay aims to explore the challenges posed to Portuguese higher education institutions and to analyze the challenges posed to evaluation models. To this end, the relevance of formative and summative assessment models in distance education is explored and the perception of teachers and students about the practices adopted in remote assessment is discussed. On the teachers' side, there is a high concern about adopting fraud-free models, and an excessive focus on the summative assessment component that in the distance learning model has less preponderance when compared to the gradual monitoring and assessment processes of the students, while on the students' side, problems arise regarding equipment to follow the teaching sessions and concerns about their privacy, particularly when intrusive IT solutions request the access to their cameras, audio, and desktop.</p> 2021-01-30T00:00:00+00:00 Copyright (c) 2021 Fernando Almeida, José Monteiro https://ojs.iucdt.com/index.php/johe/article/view/128 The Role of Online Databases in Academic Libraries 2021-01-26T23:23:21+00:00 Alana Howlett alana.howlett@independence.edu <p>An overview of the role online databases play in academic libraries. The value of online databases in all academic institutions is affirmed and emphasized as a necessity for online institutions. A wide variety of databases is encouraged, including multidisciplinary databases, subject databases, open access databases, and institutional repositories. Databases should provide materials in different formats, including articles, books, reference materials, and other formats that fit students’ research needs. Funding issues may make it difficult to provide access to electronic resources and alternative acquisition models may be necessary.</p> 2021-01-30T00:00:00+00:00 Copyright (c) 2021 Alana Howlett https://ojs.iucdt.com/index.php/johe/article/view/129 Editorial Welcome 2021-01-29T23:43:14+00:00 Sarah Fulkes sarah.fulkes@independence.edu <p>Editorial for the January 2021 issue of Journal of Online Higher Education.</p> 2021-01-30T00:00:00+00:00 Copyright (c) 2021 Sarah Fulkes https://ojs.iucdt.com/index.php/johe/article/view/126 Small Teaching Online by Flower Darby with James M. Lang 2020-12-07T18:12:51+00:00 Denise Harshbarger denise.harshbarger@independence.edu <p>A review of Flower Darby’s <em>Small Teaching Online.</em></p> 2021-01-30T00:00:00+00:00 Copyright (c) 2021 Denise Harshbarger https://ojs.iucdt.com/index.php/johe/article/view/119 Managing Peer-to-Peer Implicit Bias in the Classroom 2020-08-27T20:09:47+00:00 Jessica Giner jginer@cityu.edu <p>Some manifestations of bias amongst students may be more immediately apparent to instructors than others. While the urgency to address all forms of racism must not be overlooked, higher-education teachers may be more readily equipped to address explicit bias, as it is often most recognizable due to its overt nature. Yet an even greater looming threat for ensuring equity in the classroom is the necessity of addressing peer-to-peer implicit bias in the classroom.</p> <p>This article attempts to provide solutions for higher-education instructors to address peer-to-peer bias in the classroom by: encouraging self-evaluation for implicit bias, discussing (both online and in-person) course structure and management strategies to prepare a neutral environment, providing tools to understand the impact of students’ own implicit biases upon self-perception or performance, and engaging with implicit bias response as a process rather than a “fix.” With a commitment to addressing ever-prevalent implicit bias in the classroom, educators may be well-positioned to improve classroom equity and respond to the injustices their students may experience.</p> 2021-01-30T00:00:00+00:00 Copyright (c) 2021 Jessica Giner