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High-Impact Practices in Online Education

reviewed by Amanda Rockinson-Szapkiw & Erika Stevens - October 02, 2019

coverTitle: High-Impact Practices in Online Education
Author(s): Kathryn E. Linder & Chrysanthemum Mattison Hayes (Eds.)
Publisher: Stylus Publishing, Sterling, VA
ISBN: 1620368471, Pages: 264, Year: 2018
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Cite This Article as: Teachers College Record, Date Published: October 02, 2019
https://www.tcrecord.org ID Number: 23108, Date Accessed: 9/17/2021 10:08:25 AM

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About the Author
  • Amanda Rockinson-Szapkiw
    University of Memphis
    E-mail Author
    AMANDA ROCKINSON-SZAPKIW, EdD, PhD, LPC, is an associate professor for the Instructional Design and Technology Program at the University of Memphis, where she serves as the coordinator of an online EdD program. Her research focuses on the influence of sociocultural (e.g., technology-enabled classrooms, distance education environments, family) and psychosocial factors (e.g., self-efficacy, self-directedness) on student success, namely persistence. Dr. Rockinson-Szapkiw has authored and co-authored more than five dozen peer-reviewed journal articles and presented over 100 presentations. She co-edited the book Navigating the Doctoral Journey: A Handbook of Strategies for Success. Her development of a collaborative workspace to facilitate doctoral mentorship in the online environment was recognized by Microsoft via a case study and was awarded the 2013 Campus Technology innovator award. She has also developed a number of instruments for use with online doctoral students, including the Academic-Family Integration Inventory, the Scholar-Practitioner Research Scale, and the Distance Doctoral Integration Scale (with Holmes).
  • Erika Stevens
    Walters State Community College
    E-mail Author
    ERIKA STEVENS is an associate professor of Spanish at Walters State Community College in East Tennessee and a second-year EdD graduate student at the University of Memphis in Instructional Design and Technology. Her research interests include faculty perceptions of online foreign language courses, faculty training in creation of online foreign language courses, and high-impact practices, specifically study abroad (diversity and global learning) and eservice-learning.
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