Socioeconomics, Diversity, and the Politics of Online Education

Socioeconomics, Diversity, and the Politics of Online Education Kristina Setzekorn Purdue University Global, USA Nainika Patnayakuni Calhoun Community College, USA Tina Burton Purdue University Global, USA A volume in the Advances in Mobile and Distance Learning (AMDL) Book Series Published in the United States of America by IGI Global Information Science Reference (an imprint of IGI Global) 701 E Chocolate Avenue Hershey PA, USA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@igi-global.com Web site: http://www.igi-global.com Copyright © 2020 by IGI Global All rights reserved No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher Product or company names used in this set are for identification purposes only Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark Library of Congress Cataloging-in-Publication Data Names: Setzekorn, Kristina, editor | Patnayakuni, Nainika, editor | Burton, Tina, editor Title: Socioeconomics, diversity, and the politics of online education / Kristina Setzekorn, Nainika Patnayakuni, and Tina Burton, editors Description: Hershey, PA : Information Science Reference, 2020 | Includes bibliographical references and index | Summary: “This book explores online education’s optimal design and management so that more students, especially those traditionally underserved, are successful and can contribute to their communities and society Additionally, it looks at the political/regulatory, diversity, and socioeconomic impacts on online education, especially for online education demographic groups”-Provided by publisher Identifiers: LCCN 2019055633 (print) | LCCN 2019055634 (ebook) | ISBN 9781799835837 (hardcover) | ISBN 9781799835844 (paperback) | ISBN 9781799835851 (ebook) Subjects: LCSH: Web-based instruction Social aspects | Web-based instruction Political aspects | Nontraditional college students Services for | Education, Higher Effect of technological innovations on Classification: LCC LB1044.87 S6179 2020 (print) | LCC LB1044.87 (ebook) | DDC 371.33/44678 dc23 LC record available at https://lccn.loc.gov/2019055633 LC ebook record available at https://lccn.loc.gov/2019055634 This book is published in the IGI Global book series Advances in Mobile and Distance Learning (AMDL) (ISSN: 23271892; eISSN: 2327-1906) British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library All work contributed to this book is new, previously-unpublished material The views expressed in this book are those of the authors, but not necessarily of the publisher For electronic access to this publication, please contact: eresources@igi-global.com. Advances in Mobile and Distance Learning (AMDL) Book Series Patricia Ordóđez de Pablos Universidad de Oviedo, Spain ISSN:2327-1892 EISSN:2327-1906 Mission Private and public institutions have made great strides in the fields of mobile and distance learning in recent years, providing greater learning opportunities outside of a traditional classroom setting While the online learning revolution has allowed for greater learning opportunities, it has also presented numerous challenges for students and educators alike As research advances, online educational settings can continue to develop and advance the technologies available for learners of all ages The Advances in Mobile and Distance Learning (AMDL) Book Series publishes research encompassing a variety of topics related to all facets of mobile and distance learning This series aims to be an essential resource for the timeliest research to help advance the development of new educational technologies and pedagogy for use in online classrooms Coverage • Managing Sustainable Learning • Technology Platforms and System Development • Administration and Organization • Educational Presentation and Delivery • Location-Based Integration • Pedagogy and Design Methodology • Student-Teacher Interaction • Student Achievement and Satisfaction • Ethical Considerations • Tablets and Education IGI Global is currently accepting manuscripts for publication within this series To submit a proposal for a volume in this series, please contact our Acquisition Editors at Acquisitions@igi-global.com or visit: http://www.igi-global.com/publish/ The Advances in Mobile and Distance Learning (AMDL) Book Series (ISSN 2327-1892) is published by IGI Global, 701 E Chocolate Avenue, Hershey, PA 17033-1240, USA, www.igi-global.com This series is composed of titles available for purchase individually; each title is edited to be contextually exclusive from any other title within the series For pricing and ordering information please visit http://www.igiglobal.com/book-series/advances-mobile-distance-learning/37162 Postmaster: Send all address changes to above address Copyright © 2020 IGI Global All rights, including translation in other languages reserved by the publisher No part of this series may be reproduced or used in any form or by any means – graphics, electronic, or mechanical, including photocopying, recording, taping, or information and retrieval systems – without written permission from the publisher, except for non commercial, educational use, including classroom teaching purposes The views expressed in this series are those of the authors, but not necessarily of IGI Global Titles in this Series For a list of additional titles in this series, please visit: www.igi-global.com/book-series Utilizing a 5-Stage Learning Model for Planning and Teaching Online Courses Emerging Research and Opportunities Riad S Aisami (Troy University, USA) Information Science Reference ã â2020 ã 168pp ã H/C (ISBN: 9781799820420) • US $185.00 Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods Cynthia Mary Sistek-Chandler (National University, USA) Information Science Reference ã â2020 ã 333pp ã H/C (ISBN: 9781799816225) • US $195.00 Managing and Designing Online Courses in Ubiquitous Learning Environments Gürhan Durak (Balıkesir University, Turkey) and Serkan ầankaya (zmir Democracy University, Turkey) Information Science Reference ã â2020 • 356pp • H/C (ISBN: 9781522597797) • US $185.00 Global Demand for Borderless Online Degrees Robert P Hogan (Walden University, USA) Information Science Reference ã â2020 ã 266pp ã H/C (ISBN: 9781522589129) • US $185.00 Enriching Collaboration and Communication in Online Learning Communities Carolyn N Stevenson (Purdue University Global, USA) and Joanna C Bauer (Claremont Lincoln University, USA) Information Science Reference ã â2020 ã 319pp ã H/C (ISBN: 9781522598145) ã US $195.00 Advancing Mobile Learning in Contemporary Educational Spaces Dominic Mentor (Columbia University, USA) Information Science Reference ã â2019 ã 394pp • H/C (ISBN: 9781522593515) • US $195.00 Student Support Toward Self-Directed Learning in Open and Distributed Environments Micheal M van Wyk (University of South Africa, South Africa) Information Science Reference ã â2019 ã 321pp ã H/C (ISBN: 9781522593164) ã US $195.00 Administrative Leadership in Open and Distance Learning Programs Koksal Buyuk (Anadolu University, Turkey) Serpil Kocdar (Anadolu University, Turkey) and Aras Bozkurt (Anadolu University, Turkey) Information Science Reference • ©2018 • 378pp • H/C (ISBN: 9781522526452) • US $195.00 701 East Chocolate Avenue, Hershey, PA 17033, USA Tel: 717-533-8845 x100 • Fax: 717-533-8661 E-Mail: cust@igi-global.com • www.igi-global.com Table of Contents Foreword xiv Preface xvi Acknowledgment .xxiii Section Chapter Facilitating Civility in Distance Education Catherine F Flynn, Purdue University Global, USA Chapter Enhancing Student Involvement in a Technologically Connected World 17 Joyce B Boone, Purdue University Global, USA Chapter Pedagogy in a Potentially Hostile Online Environment 35 Lynne Williams, Purdue University Global, USA Tamara P Fudge, Purdue University Global, USA Chapter More Than a Course: Participation in MOOCs to Signal Professional Value 50 Sergey Gorbatov, IE Business School, IE University, Spain Monika Hamori, IE Business School, IE University, Spain Svetlana N Khapova, Vrije Universiteit Amsterdam, The Netherlands Evgenia I Lysova, Vrije Universiteit Amsterdam, The Netherlands Janneke K Oostrom, Vrije Universiteit Amsterdam, The Netherlands   Section Chapter Gender Gap: Factors Affecting Female Students’ Retention in an Online Undergraduate IT  Program 79 Kristina Setzekorn, Purdue University Global, USA Tina Burton, Purdue University Global, USA Colleen M Farrelly, Staticlysm LLC, USA Susan Shepherd Ferebee, Purdue University Global, USA Chapter Online Doctoral Programs: Breaking Down Barriers for Women 90 Kathleen Scarpena, Purdue University Global, USA Chapter A Safer Place for Women: Online Education 111 Judith E Larkin, Canisius College, USA Harvey A Pines, Canisius College, USA Section Chapter Managing Generational Diversity: Lessons German Companies Can Learn From Silicon Valley 127 Martin Klaffke, Hochschule für Technik und Wirtschaft Berlin, Germany Chapter Native American Cultural Identity Exploration in Their Postsecondary Education: A Narrative Inquiry 142 Susan Shepherd Ferebee, Purdue University Global, USA Andrew C Lawlor, University of Phoenix, USA Chapter 10 Representation in 21st Century Online Higher Education: How the Online Learning Culture Serves Diverse Students 165 Maggie Broderick, Northcentral University, USA Chapter 11 The Influence of Politics and Diversity in Educational Differentiation 184 Desiree L DePriest, Purdue University Global, USA Chapter 12 A Critical Review of Barriers to United States Military Spouse Education and Employment 193 Crystal Lewis, Northcentral University, USA  Chapter 13 Redefining Educational Opportunity in America 216 Peter Plympton Smith, University of Maryland Global Campus, USA Chapter 14 Improving Social and Economic Mobility for People With Disabilities Through Online  Education 229 Jessica D K Love, Purdue University Global, USA Compilation of References 244 About the Contributors 281 Index 286 Detailed Table of Contents Foreword xiv Preface xvi Acknowledgment .xxiii Section This section is a collection of chapters related to some unique attributes of online learning, such as incivility and cyberbullying, theories related to student involvement and transactional distance that should improve online students’ experience, and the role of massively open online courses in providing upskilling opportunities Chapter Facilitating Civility in Distance Education Catherine F Flynn, Purdue University Global, USA Higher education has a long history of incivility, and the advent of distance learning has further exacerbated the issues Increasing incivility in our society adds another challenging dimension to combating incivility and maintaining a supportive, educational environment This chapter addresses the challenges of maintaining civility in the online teaching and learning environment that facilitates access 24/7 Specific issues relevant to disruptive actions in distance learning are covered, as well as strategies for preventing and reducing online incivility Promoting a sense of connectiveness and social interaction is recommended, while also maintaining a professional relationship Online culture is discussed as a key element in establishing an effective online environment Chapter Enhancing Student Involvement in a Technologically Connected World 17 Joyce B Boone, Purdue University Global, USA In the multi-faceted domain of adult online education, administrators, researchers, and practitioners have an opportunity to assist adults who bring unique experiences, talents, challenges, and needs to the online learning environment The purpose of this chapter is to refresh the reader’s awareness about two theories: student involvement and transactional distance It is the hope of the author that a heightened understanding of these theories will spark new ideas, research, and practices, facilitating successful outcomes Taken individually or paired as theoretical or conceptual frameworks, these theories are seminal to both adult and distance education domains Researchers, decision-makers, and practitioners    are encouraged to objectively observe their educational environments through the lenses of these two theoretical perspectives and consider what is working and what is not working in the context of today’s rapidly changing cultural, socio-political climate Chapter Pedagogy in a Potentially Hostile Online Environment 35 Lynne Williams, Purdue University Global, USA Tamara P Fudge, Purdue University Global, USA Student-on-student bullying in brick and mortar schools is unfortunately commonplace and has been the subject of research for many years Alongside the growth of online learning, there has been a corresponding growth in cyberbullying, not only in the student-on-student category, but also student-on-teacher This new form of bullying can be devastating for the target because, unlike the traditional form of bullying where interactions take place face to face, cyberbullying incorporates email, social media, and texts, which allows the aggression to spread rapidly across a potentially vast range of communication outlets, thus magnifying the effect Given the potential for significant harm to instructors who are at risk of being targeted by an aggrieved or angry student, more research needs to be done concerning student to teacher cyberbullying This chapter will examine various cases of student to teacher cyberbullying as well as the role that gender plays in online bullying and end with recommendations for prevention or recourse on the part of the targeted instructor Chapter More Than a Course: Participation in MOOCs to Signal Professional Value 50 Sergey Gorbatov, IE Business School, IE University, Spain Monika Hamori, IE Business School, IE University, Spain Svetlana N Khapova, Vrije Universiteit Amsterdam, The Netherlands Evgenia I Lysova, Vrije Universiteit Amsterdam, The Netherlands Janneke K Oostrom, Vrije Universiteit Amsterdam, The Netherlands The authors explore the role of massive online open courses (MOOCs), one of the learning alternatives that has become available to millions of people, in the job search process, linking the invested effort in obtaining a certification or completing several courses from the same specialization with the job seeking outcomes, such as getting a job In a study of a marketing MOOC learners (N = 278), they explore the antecedents and outcomes of such invested effort through the lens of the signaling theory The results indicated that school brand importance and self-promotion were important predictors of invested effort in MOOCs, while learning goal orientation towards MOOCs was not The invested effort in MOOCs positively related to perceived usefulness of MOOCs in getting a job through both signaling of MOOCrelated competencies and perceived employability The authors complemented the quantitative data with 19 semi-structured interviews to provide nuances to the findings Theoretical and practical implications of the role of MOOCs in the context of contemporary careers are discussed Section This section is a collection of chapters regarding online education’s gender-related attributes, including the role of online faculty gender in supporting female IT students’ persistence, mitigation of barriers for women completing doctoral programs, as well as the online environment’s support of women students’ preference for privacy and risk aversion  Chapter Gender Gap: Factors Affecting Female Students’ Retention in an Online Undergraduate IT  Program 79 Kristina Setzekorn, Purdue University Global, USA Tina Burton, Purdue University Global, USA Colleen M Farrelly, Staticlysm LLC, USA Susan Shepherd Ferebee, Purdue University Global, USA Women are underrepresented in information technology (IT) fields This study aims to understand faculty gender’s impacts on female IT student retention in introductory courses in an online university’s undergraduate IT program Univariate and multivariate statistical models indicate that faculty gender does not moderate the retention of female students in this context However, the retention rates of women are encouraging, suggesting that an online format may be conducive to the retention of female students Chapter Online Doctoral Programs: Breaking Down Barriers for Women 90 Kathleen Scarpena, Purdue University Global, USA This chapter examines the role of online education in removing the barriers that prevent women from entering, and ultimately successfully completing, doctoral programs Three core questions guide this chapter as it examines this complex problem of practice: Do online doctoral programs mitigate access barriers specifically for women? What are the implications of access-based college choice decisions for women? How can increased access to online doctoral programs shrink the gap for women in fields where they are underrepresented? 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In Fehlzeiten Report 2014 (pp 47–59) Springer doi:10.1007/978-3-662-43531-1_6 280 281 About the Contributors Kristina Setzekorn is an Academic Department Chair in the School of Business and IT at Purdue University Global (PG) She oversees the MS in Cybersecurity Management (MSCM) and MS in Information Technology (MSIT) programs, as well as undergraduate project management and internship courses She earned her BS at Iowa State University, MBA at Southern Illinois University (SIU) - Edwardsville and PhD (MIS major, Operations Management minor) from SIU - Carbondale Setzekorn’s current research investigates student performance/ persistence and diversity in online learning environments, and higher education industry strategy Nainika Patnayakuni has taught information systems, computer science and supply chain management at various institutions around the world for the last 20 years Her research areas are Cyber-Security, Supply Chain Management and Computing Education Tina Burton is the Associate Dean for the School of Business and Information Technology for Purdue University Global, on the Information Technology side and has been in that position for over nine years Dr Burton holds a Doctorate of Management in Organizational Leadership, a Masters in Computer Information Systems, and a Bachelors in Psychology *** Joyce Boone brings over 20 years of service and leadership in nonprofit, organizational, and teaching arenas She has taught undergraduate courses in the School of Business and Information Technology at Kaplan University, now Purdue University Global, since 2005 Prior to joining the Purdue Global faculty, Boone developed and taught business-related courses for over years in North Carolina’s Community College System and chaired two academic programs within a community college business department During the previous years, she facilitated access to health care for women and children in a North Carolina county by writing a grant and coordinating its service implementation through a local health department and related agencies In 2017, she authored a book entitled Next Level Professionalism Education: PhD, Northcentral University; MBA, Averett University; BA, Hampton University Publications: Journal of International Business Education, Information Management and Business Review, International Journal of Educational Management; Insights to a Changing World; reviewer for International Journal of Educational Management Memberships: American Management Association, Accreditation Council for Business Schools and Programs Research Interests: Knowledge and training transfer, change management, management ethics, distance and mobile learning, critical soft skills development  About the Contributors Maggie Broderick, PhD, currently teaches and serves as a Dissertation Chair at Northcentral University in the position of Professor - Curriculum and Assessment Dr Broderick has taught online for 10 years at various universities and previously taught on-ground in both higher education and K-12 education in the Pittsburgh, PA area Desiree DePriest is an IT/AI business intelligence professor at Purdue University Global Desiree’s expertise is in technology program creation, information systems and artificial intelligence in business environments She holds a Ph.D., in Management & Organization with emphasis in Information Technology, along with two masters degrees (Telecom and IS respectively) Desiree has a Bachelor of Science degree in psychology and certificate in ABA and I-O psychology which greatly assist in her work in the various areas of business intelligence, industrial and organizational motivation and attitudes She is the Vice-chair of the Institutional Review Board at Purdue Global and attended UMKC Law School Desiree developed and directs the Purdue Global Internship Program – Technology (PGIP-T) which is an internship for IT and business students wanting real world experience prior to graduation She also created the Graduate Information Technology Association (GITA) for active and alumni IT/Business students, and serves as Faculty Advisor Desiree recently won the “Best Practices” award for her work in the internship from the American Association of Adult Continuing Education (AAACE) Her publications include research in persuasive and predictive analytics, artificial intelligence and algorithms in decision support, and pattern recognition Desiree enjoys staying abreast of technology in current events Other interests include neural correlates of consciousness (NCC), cognitive coupling (CC) and quantum teaming (QT) Quantum Teaming is a quality management methodologies with particular focus on virtual team environments and is the intellectual property of Dr DePriest Desiree presents throughout the year at conferences in these areas Colleen M Farrelly is an industry data scientist whose research spans quantum machine learning, topological data analysis, and network analytics She is currently working on an introductory textbook to topology, geometry, and networks in data science Her industry experiences span education, biotechnology, healthcare, insurance, and the military Ms Farrelly entered mathematics and machine learning via an MD/PhD program In her free time, she volunteers with medical/emergency management non-profits and holds a board position within South Florida Writers’ Association Susan Ferebee is a faculty member in the School of Business and IT at Purdue University Global (PG) She teaches cybersecurity courses in the MS in Cybersecurity Management (MSCM) and MS in Informational Technology (MSIT) programs She earned her Ph.D in Information Systems at Nova Southeastern University as well as a law degree (EJD) with a specialization in cybersecurity at Concord Law School (Now Purdue University Global) Also, Susan holds a Masters in Educational Psychology from Purdue University Global She has worked in the IT industry in various project management, senior analyst, and leadership positions for Intuit, Inc., Lucent Technologies, AOL, and Tier3 Current research interests meeting the needs of underserved students through online education and personal cybersecurity behaviors Catherine Flynn is a professor in Purdue University Global’s School of Business and Information Technology Flynn’s research interests include self-regulated learning and development of effective writing skills 282 About the Contributors Tamara Fudge serves as a full-time professor in the graduate programs for Purdue University Global’s School of Business and Information Technology She has won several fellowships and awards for innovation and teaching, and has taught a wide variety of topics, including web development, humancomputer interaction, systems analysis and design, and others, plus courses that feature “soft skills” such as problem-solving, documentation, diagramming, and presentation Dr Fudge’s career began in a different direction by first earning several degrees in music from Indiana University and Florida State University She sang opera, oratorio, and in recital; her compositions have been heard on Public Radio, at various universities, and at a state choral convention For 20-odd years, she taught vocal and choral music, piano, pedagogy, foreign language diction, opera production, music theory, composition, and related courses in the traditional college/university classroom For seven years, she was a weekend correspondent for the Quad-City Times (Davenport, IA) Following a brief stint as an agent and registered representative for major insurance/investment companies selling life and health insurance and variable products, she returned to school with a keen interest in technology Dr Fudge has since distinguished herself in online teaching, development/coordination of large projects, writing, presentation, publishing, and curriculum development Sergey Gorbatov, with over 15 years of experience, has delivered results in a wide spectrum of roles ranging from HR Operations to Compensation & Benefits to General HR Yet his strongest expertise lies in Talent, Leadership and Organization Development Having performed in the HQ, regional and affiliate organizations, Sergey has first-hand knowledge of operating in multinational matrix environments at companies like AbbVie, PMI and Shell Sergey earned his MA in Linguistics and Intercultural Communication at Orel State University in Russia, complemented with an MBA from IE Business School in Madrid, Spain He received a Ph.D in Management at VU Amsterdam He teaches, speaks and writes about the complex science of human performance, while keeping it simple His recent book, FairTalk, makes the hard task of giving feedback easy A true traveler at heart, Sergey is passionate about cultures, diversity and languages A Russian native, Sergey has lived and worked in the United States, Russia, South Africa, Spain and Switzerland Monika Hamori is a Professor of Human Resource Management at IE Business School in Madrid, Spain Her research interests include the development of highly-skilled employees and the determinants of executive career success Her articles were published in Human Resource Management, Organization Science, the Academy of Management Annals and the Harvard Business Review, among others She received her Ph.D from the Wharton School of the University of Pennsylvania Svetlana N Khapova is Professor of Careers and Organization Studies at Vrije Universiteit Amsterdam, The Netherlands She is Past Division Chair of the Careers Division of the Academy of Management Her research focuses on contemporary issues related to individuals’ careers and work Her research has been published among others in the Journal of Organizational Behavior, Journal of Vocation Behavior, International Journal of Management Reviews, Human Relations, Strategic Entrepreneurship Journal, Career Development International She is an author (together with M B Arthur and J Richardson) of the book “An Intelligent Career: Taking Ownership of Your Work and Your Life” published by Oxford University Press in 2017 283 About the Contributors Martin Klaffke is a tenured Professor of Organizational Behavior at Hochschule für Technik und Wirtschaft (HTW) University of Applied Sciences, Berlin, Germany and Managing Director at Hamburg Institute of Change Management He earned his PhD from Bamberg University and studied International Economics both in Bamberg, Germany and Oslo, Norway Thereafter Martin worked as a Project Manager for more than years in top management consulting firms, among others at Roland Berger Strategy Consultants From 2006 to 2013 he served at Hamburg School of Business Administration (HSBA), taught in parallel at GISMA, Hannover, Hertie School of Governance, Berlin and at HHL, Leipzig and represented the Professorship of Social Psychology at the University of Bamberg He has been a visiting faculty at Tongji University, Shanghai and conducted research at UC Berkeley, INSEAD and University of Technology Sydney His research focuses on Change and Diversity Management, particularly on the highly topical issues of managing the expectations and resulting frictions between generations at work as well as designing agile working environments in connection with the digital transformation of companies As an Editor, Martin has published a number of books in German with Springer (Gabler), e.g on Managing Millennials and Generation Management Andrew C Lawlor, PhD, is an online faculty member for the School of Doctoral Studies, University of Phoenix, a member of the Center for Educational and Instructional Technology Research, and serves as dissertation chair and member of dissertation committees Dr Lawlor is a Senior IT Executive for CampusWorks, Inc., and as such, provides CIO services for colleges and universities His research interests include the effective application of technology in the educational environment and the intersection of technology, leadership, and culture Dr Lawlor earned his PhD from Kent State University in Educational Administration with a concentration in Leadership Studies Crystal Lewis is currently a doctoral candidate at Northcentral University Crystal has 10 years of experience as an adjunct professor, as well as a grant and proposal writer for both non-profit organizations and for-profit businesses in the private sector Her grant writing platforms include securing housing for the mentally-ill homeless population of the United States, work programs centered on people with disabilities, youth educational programming, and combatting the opioid epidemic across the country She is also an active-duty military spouse, whose husband has served in the United States Navy for 20 years Jessica Love holds master’s degrees in English and Psychology She has worked in higher education for more than 10 years She primarily teaches composition and has spent most of her academic career teaching online She resides in Iowa and is passionate about inclusive education Evgenia Lysova is Assistant Professor of Careers and Organizational Behavior at the department of Management and Organisation at Vrije Universiteit Amsterdam, the Netherlands She is director of the VU Center for Meaningful Work Her research primarily concerns calling, meaningful work, careers, and Corporate Social Responsibility She is especially interested in understanding what enables employees to experience a sense of work meaningfulness in their careers, how individuals can pursue their meaningful careers in in a “healthy” manner in the long term (e.g., focus on work-life balance and well-being) and what role organizations play in supporting this process She also researches individuals’ contributions to their careers and their organizations in diverse contexts, including organizational change, entrepreneurship, and creative industries Her research has appeared in the international peer-reviewed journals such as Journal of Vocational Behavior, Journal of Business and Psychology, and Career Development International 284 About the Contributors Janneke K Oostrom is an Associate Professor of HRM & Organizational Behavor at the Vrije Universiteit Amsterdam Her research focuses on employee recruitment and selection Within this field, she studies topics such as situational judgment testing, overconfidence and leadership selection, impression management tactics, and adverse impact Janneke has published her work in high-profile journals, such as Journal of Applied Psychology, Journal of Research in Personality, and The Leadership Quarterly She works closely with many HR-consultancies in the Netherlands In 2015, Janneke joined the board of the NOA foundation She also represents the VU in the Dutch Committee on Tests and Testing (COTAN), which is part of the Dutch Association of Psychologists (NIP) and audits the quality of psychological tests that are available for use in the Netherlands In addition, she is an Associate Editor for the International Journal of Selection and Assessment Kathleen Scarpena serves as the Assistant Academic Chair for the Department of Humanities and Social Sciences At Purdue University Global She received her Bachelor in Arts and in Master in Arts in History from the University at Buffalo, a Master of Science in Education from Purdue University Global University, and her Doctorate in Education from Northeastern University Her experience includes teaching, course design and implementation, curriculum development, program development, student teacher candidate placement supervision and professional portfolio development, experience with edTPA and InTASC, as well as educational administration in both K-12 and Higher Education settings Lynne Williams has taught information technology courses for over 25 years and joined Purdue Global (formerly Kaplan University) as a full-time faculty member in 2007 shortly after earning her doctorate in technology She teaches graduate courses in IT with an emphasis on cybersecurity and oversees numerous innovations in curriculum, including modularized curriculum and competency-based programs After many years as an IT contractor, Williams began her academic career at the University of New Mexico Her research on a range of information security topics has been published in a variety of journals and books and she has been cited for her expertise on cybersecurity and online privacy issues 285 286 Index A ableism 230, 233-235 Academic Integration 91-93, 97, 101, 103, 110 Adult Education 18, 23 Ageism 132 Alaskan Native 143-145, 147-151, 155-157, 159-161, 164 American Indian 143-151, 155-161, 164 B barriers 23, 90-92, 94-96, 98, 101-105, 145-146, 159, 161, 193-195, 197, 199-200, 202-204, 208-209, 231-232 Bias 20, 26, 39, 41, 67, 85, 149, 165-166, 168-170, 175-180, 182, 200, 221, 225-226 brand importance 50-51, 53-54, 58, 60, 63, 65-66 C career 29, 51-55, 57, 63-69, 80, 129-130, 132-133, 146-147, 158, 190, 193-195, 198-201, 203, 205208, 227, 232, 239 Chi-square difference 60 Christensen 52, 91, 105 Civility 1-3, 6, 8, 10-12, 16, 45 College Choice 90-91, 94-97, 102-103, 110 Collegiality 81, 171, 176, 182 contemporary careers 50-51, 69 Culture 1-2, 10-12, 81, 110, 130-131, 133-134, 142-148, 151-152, 154-161, 165-169, 171-173, 175-180, 182-183, 187, 189, 193, 195-197, 209 cyberbullying 35-36, 38-44, 46 D deepfake 37, 41 democratization of education 52, 65   Demographics 2, 7, 58, 66-67, 82, 86, 101, 104, 128, 174, 187-189, 207, 228 Differential representation 167, 176, 184 disability 229-234, 236, 238-239 Disruption 184, 216, 218-220, 223, 227 Disruptors 9, 16 distance education 1, 4, 6, 12, 17, 22, 25, 28-29, 36 Diversity Management 130-131 doctoral students 93, 96-97 doxing 38, 41, 43, 46 E Education models 184, 186-188 Elite 54, 82, 184-190 employment 27, 37, 55-57, 63, 65-69, 80, 95, 99, 128, 130, 175, 182, 190, 193-195, 197-202, 207-209, 216, 219, 228, 230-231, 233, 239 Equal Opportunity 81, 130 Eurocentric 142-145, 147, 149, 152, 154, 158-161, 164 F Faculty 1-6, 11-12, 24, 27-28, 36, 39-45, 64, 79-86, 91, 93, 97-98, 101, 104, 110, 114, 121, 146-148, 160, 165-171, 173-179, 182, 206, 226-227, 238 Failure 2, 40, 81, 121, 184, 217, 222, 224-225, 227 Free-Range Learning 221 G gender 35-36, 39-42, 58, 60, 67, 79-86, 91-93, 95, 99103, 111-115, 119-120, 130, 132, 169, 171-172, 179, 182, 188-189 gendertrolling 41 Generations at work 131 Graduate Record Exam (GRE) 125 Guide by the Side 3, 16 Index H O higher education 1-3, 5-7, 9, 11, 17, 24, 27-29, 46, 51-52, 66, 68, 90, 96, 99-102, 110, 143-145, 150-152, 161, 165-177, 179-180, 182, 187-188, 193-195, 197-199, 201, 204, 206-209, 216-228, 230, 232-234, 238 Human Capital 51, 55-56, 66, 201 Hyperconnectivity 4, 16 Online Education 2, 17, 27-28, 67, 82, 86, 90-91, 94-95, 98-99, 102-103, 105, 111-112, 114-115, 121-122, 133, 136, 142, 147-148, 161, 166-167, 173, 183, 188-190, 195, 229, 231, 233, 235-237, 239 Online Programs 85-86, 90-91, 94-98, 102-105, 110, 148, 169, 188, 193, 233, 235-237, 239 Opportunity Cost Decision-Making 96, 110 I P image-based sexual abuse 36-37 in the job search process 50-51 Indigenous 155, 164 Information Technology 79-80 Institutions 1-2, 5, 7, 9, 22, 27, 35, 43, 51, 54, 64, 6869, 92, 96-98, 101-104, 144-146, 156, 158, 161, 165, 170-171, 174, 176-178, 187-188, 198-199, 204, 207-209, 218, 222-223, 226, 235 IT Education 81, 85-86 IT Students 81-82, 85-86, 118 PCS moves 197, 201, 207-208 perceived employability 50-51, 55-63, 65-66 Persistence 17-18, 20-21, 23, 81-82, 91-92, 94-99, 101-105, 110, 143-144, 146, 161, 206-209, 218, 222, 225 Personalized Education 29 Public Performance 111, 119, 121-122, 125 R J Right Fit 94, 96-98, 103, 110, 179 Role Playing 119, 125 job search 50-51, 55-59, 64-68 S L Sage on the Stage 3, 6, 16 school brand 50-51, 53-54, 58, 60, 63-66, 68 self-presentation 54, 64, 66, 115, 173 self-promotion 50-51, 53-54, 57-60, 63-67 SEM analyses 59-60, 65 Shame 36, 38, 112, 115-116, 119-121, 125, 158, 189 signaling 50-52, 54-56, 58, 60-64, 66-69 Social Identity 130, 142, 148, 158-159, 161 social interaction 1-2, 130, 233, 235, 237 Social Isolation 5, 16 Sociocultural 165-167, 172-173, 180, 183 Socioeconomics 67, 173 standardized regression 58, 60 STEM 80, 82, 85-86, 91, 93, 100-104, 174, 178, 223 Stereotype Threat 120, 125 Student Debt 223-224, 231 Student Involvement Theory 18-21, 24-25, 28-30 Student success 18, 22-25, 27, 30, 105, 145, 161, 167, 176, 188-189 swatting 38 Synchronous Class 116, 125 learner-centered 2-3, 16 M Magic Mirror 167-170, 173, 175-176, 178-180, 182 Marginalized 143, 184-187, 190, 216, 218, 225-227 Masking Effect 169, 172, 182 Mediation 62, 172, 182 military spouses 193-195, 197-209 Minorities 26, 85, 102, 144, 165, 169, 172-176, 178, 180, 183 MOOC 50-59, 62-68 MOOC-related competencies 50, 55-56, 58, 60-63, 66-67 morph porn 37-38 N Narrative Inquiry 142, 144-145, 149, 151, 164 Native American 80, 142, 144-149, 154-155, 157161, 164 287 Index T V Teacher-Centered 2-3, 16 technology-enabled learning 51, 65 Transactional Distance Theory 18, 21-23, 26, 29-30 Tribe 151-154, 156, 158-159, 164 Vygotsky 166-167, 172-173, 183 U Underrepresentation 90-91, 93-94, 99-103, 110 Underrepresented 79, 90-91, 93, 99, 101-105, 121, 156, 174, 183-184, 187-190 universal design 235-236, 239 288 W Wasted Talent 221 ... students in the context of this study However, the data gathered regarding the retention rates of women in the online education environment are positive Chapter examines the role of online education. .. Given these circumstances, the theories of student involvement and the theory of transactional distance are germane to the work of educational researchers, administrators, and practitioners in the. .. of this distance on the relationship between the teacher and learner, and the dynamics of structure and dialogue between the teacher and the learner (Moore, 1993) The three basic components of