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Burgess M.,United Virtual | Ice P.,American Public University System
Journal of Educational Computing Research | Year: 2011

In this study, we examined optimal experience and the antecedents of flow as reported by college-level developmental reading students using Second Life, a multi-user virtual environment. In an educational context, Second Life provided a space for demonstrating 21st century skills including communication, collaboration, problem-solving, and creativity. The researchers in this study examined optimal experience or flow, in particular, toward discovering the extent to which participants reported a prolonged, focused concentration during reading activities within Second Life that either preceded or paralleled the aforementioned 21st century skills. Participants were 42 students enrolled in two developmental reading courses in the fall 2009 semester. Both quantitative and qualitative data were collected and analyzed, yielding results that confirmed that optimal experience was attained and that further served as a catalyst toward demonstrated 21st century skills. © 2011 Baywood Publishing Co., Inc.

Chief Learning Officer magazine, a flagship publication of Human Capital Media (HCM), is pleased to announce the Platinum Sponsors for this spring’s CLO Symposium17. The five workforce development innovators — Center for Applied Learning, DDI, DeVryWORKS, Goizueta Business School and Saba — have signed on to support and participate in the conference, which attracts hundreds of global corporate education executives focused on the power of learning to fuel organizational performance. Center for Applied Learning The Center for Applied Learning (CAL) at American Public University System provides customized training and workforce development solutions designed to address the diverse and changing needs of teams and organizations. CAL solutions deliver focused, relevant, interactive educational experiences that improve organizational performance. DDI Development Dimensions International (DDI) is a global human resources consultancy, specializing in leadership assessment and development. We transform the way companies hire, promote, and develop leaders across the entire pipeline. What if you could: That’s where DDI comes in. Obsessed with the science of leadership. Five decades of experience. One million better leaders. Visit DeVryWORKS DeVryWORKS helps organizations build on strategic talent initiatives and address their business challenges in today’s competitive marketplace. We form close alliances with our employer-partners to truly understand their objectives, and provide custom solutions to help you build a brilliant workforce and contribute to the success of your company. Emory Executive Education Emory Executive Education offers custom executive education programs, open enrollment short courses and over seven business certificates to elevate individual capabilities and organizational competencies. Our programs feature Goizueta Business School’s acclaimed faculty alongside our diverse network of practitioners who bring business theory and its practical application. We are globally regarded as a leader in executive education, providing rich experiences designed with clients, executives, and working professionals in mind. Saba Saba is a global leader in next-generation cloud solutions for talent management. The company helps organizations transform the way they work by enabling the continuous learning, engagement and development of their people network. Supporting the new world of work, Saba delivers learning, performance, succession, career development, workforce planning and compensation solutions that incorporate modern technologies such as social, collaboration, mobile and gamification. Saba solutions are based on the Saba Cloud platform, a highly scalable architecture that exceeds industry scalability, performance, and security standards. Saba currently supports over 31 million users from 2,200 customers across 195 countries and in 37 languages. “For 14 years, the CLO Symposium has been at the forefront of strategic thought leadership for senior learning executives,” said Mike Prokopeak, HCM editor in chief. “It also has become the premier hub of connection and knowledge transfer, as the industry continues its evolution into a true driver of business growth and innovation. Sponsoring the CLO Symposium offers a unique opportunity for providers and practitioners to intersect and interact within the dynamic, influential community that has grown up around this key educational conference.” To learn more about sponsoring events hosted by Human Capital Media, contact Kevin Fields, director of business development – events, at kfields(at)

Diaz S.R.,West Virginia University | Swan K.,University of Illinois at Springfield | Ice P.,American Public University System | Kupczynski L.,Texas A&M University-Kingsville
Internet and Higher Education | Year: 2010

This research builds upon prior validation studies of the Community of Inquiry (CoI) survey by utilizing multiple rating measures to validate the survey's tripartite structure (teaching presence, social presence, and cognitive presence). In prior studies exploring the construct validity of these 3 subscales, only respondents' course ratings were utilized. This study asked participants to additionally rate the importance of each CoI survey item. Descriptive analyses of the gaps between course rating scores and the respective item-importance ratings revealed that social presence items, perceived as the least important of the CoI subscales, yielded the gap scores with least variability, while gaps in teaching presence items revealed areas where instructors might focus more attention. Multiplicative scores for each item were computed as the product of an item's course rating score and its corresponding importance rating. Even when including this additional measure of perceived importance, factor analysis of multiplicative scores (item rating * importance rating) supported the CoI model's tripartite structure, and so prior validation studies. © 2009 Elsevier Inc. All rights reserved.

News Article | November 7, 2016

CHARLES TOWN, W.Va, Nov. 7, 2016 /PRNewswire/ -- American Public Education, Inc. (NASDAQ: APEI) – parent company of online learning provider American Public University System (APUS) and campus-based Hondros College of Nursing (HCON) – announced financial results for the quarter ended...

News Article | February 28, 2017

CHARLES TOWN, W.Va., Feb. 28, 2017 /PRNewswire/ -- American Public Education, Inc. (NASDAQ: APEI) – parent company of online learning provider American Public University System (APUS) and campus-based Hondros College of Nursing (HCON) – announced financial results for the quarter and year...

Keavney E.C.,American Public University System
Journal of Asynchronous Learning Network | Year: 2015

The Joining Forces Initiative challenges nursing programs throughout the country to develop curriculum that addresses the unique healthcare issues facing veterans. It is imperative that Bachelor of Science in Nursing (BSN) students acquire the knowledge that will help them to care for veterans in all areas of nursing practice. This article describes a retrospective evaluation of the effectiveness of a dedicated core curricular course in increasing awareness of the unique issues facing today’s veteran. It also discusses whether nursing students gain an appreciation for their role in helping veterans gain access to available resources and achieve maximum health and wellness. © 2015 Sloan Consortium. All rights reserved.

Johnson B.A.,American Public University System
Journal of Asynchronous Learning Network | Year: 2014

The purpose of this case study was to explore the application and outcome of appreciative inquiry as an online instructional strategy for the development of three specific factors: adult learner motivation, engagement, and performance. Appreciative andragogy was an original phrase developed for this study and is an adaptation of appreciative inquiry. Appreciative inquiry has been successfully utilized within organizations to facilitate change and development, while enhancing employee motivation, engagement, and performance. Because there is little research concerning the application of appreciative inquiry to an academic environment, elements of appreciative inquiry were implemented as an instructional strategy within undergraduate and graduate online classrooms. The appreciative inquiry model was adapted for this study as appreciative andragogy and utilized over a four-week implementation period. The participants worked with selected students from their online class and they measured the three factors (motivation, engagement, and performance) before and after the implementation phase. The findings of this study indicate that appreciative andragogy can be applied as an instructional strategy in any online classroom regardless of the subject matter and it holds the potential to have a positive impact on the online learning classroom environment. The study concluded that appreciative andragogy has an ability to take the distance out of distance learning. © 2014, Sloan Consortium. All Rights Reserved.

American Public University System | Date: 2012-01-10

Downloadable electronic publications in the nature of catalogs, brochures, newsletters, magazines, news articles and releases in the field of education and community and cultural events.

Richardson J.C.,Purdue University | Ice P.,American Public University System
Internet and Higher Education | Year: 2010

Online discussion questions, which reflect differing instructional strategies, can take many forms and it is important for designers and instructors to understand how the various strategies can impact students' critical thinking levels. For the purpose of the study three instructional strategies used in the development and implementation of online discussion questions were examined: a case-based discussion, a debate, and an open-ended (or topical) discussion. Using a mixed method approach, the study focused on critical thinking levels as described in the Community of Inquiry (CoI) framework and operationalized in the Practical Inquiry Model (PIM). The study investigated (1) participants' preferred instructional strategy and rationales for the selection, (2) the contribution of student background and demographic criteria to students' preferred instructional strategy, (3) the contribution of students' strategy preferences in predicting level of critical thinking, based on the Practical Inquiry Model's (PIM) indicators, and (4) comparisons of participants' critical thinking levels across instructional strategies. Implications for the design of online discussions that foster critical thinking are discussed. © 2009 Elsevier Inc. All rights reserved.

American Public University System | Date: 2013-08-22

A scheduling and balancing server operates with data acquired from a scheduler datastore and data from datastores residing in a university server to dynamically generate an annual course rolling schedule and to dynamically place faculty into course sections defined by the annual course rolling schedule.

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