For 10 years, the Oregon State University Ecampus Research Unit has made a significant impact on the field of online teaching and learning. It is one of the nation’s only research units connected to an online education division, which helps to illustrate Oregon State’s commitment to continually improving the student and faculty experiences at OSU and beyond.
Our emphasis on learning, research and knowledge-sharing is reflected in the scholarly publications Oregon State Ecampus staff has contributed to in the past year. With that in mind, here are a handful of recently published journal articles authored or co-authored by Ecampus staff.
1. Financial aid matters: The relationship among financial aid, retention, and graduation rates in online students
Mary Ellen Dello Stritto, director, OSU Ecampus Research Unit
Dane Skinner, assistant director of analytics, OSU Ecampus
Naomi R. Aguiar, associate director of research, OSU Ecampus Research Unit
Greta R. Underhill, postdoctoral scholar, OSU Ecampus Research Unit
Published in the Journal of Student Financial Aid
Through an analysis of five cohorts of undergraduate students pursuing degrees online, this study explores how financial aid relates to retention and graduation outcomes. The researchers found that higher levels of total financial aid increased the likelihood of graduation and decreased the likelihood of stopping out, with consistent benefits observed across both full-time and part-time students.
The findings highlight the particularly important role financial aid plays in supporting persistence among part-time online learners. Read the study »
2. Exploring the relationship between motivation and academic performance among online and blended learners: A meta-analytic review
Naomi R. Aguiar, associate director of research, OSU Ecampus Research Unit
With co-authors Andrew Walker (Utah State University), Raechel N. Soicher (Massachusetts Institute of Technology), Yu-Chun Kuo (Rowan University) and Jessica Resig (Applied Research Institute)
Published in the Online Learning Journal
This article draws on results from 52 studies to examine how student motivation relates to academic performance in online and blended learning. Unlike research on traditional in-person courses, the findings showed only weak links between student performance and motivation factors, such as self-efficacy and achievement goals.
The results challenge the common belief that motivation is a strong predictor of success in online and blended settings, suggesting that other factors may play a larger role. Read the study »
3. Signs of serendipitous universal design for learning in online courses
Greta R. Underhill, postdoctoral scholar, OSU Ecampus Research Unit
Cat Turk, undergraduate research assistant, OSU Ecampus Research Unit
Published in the Online Learning Journal
The authors examine how experienced online instructors may unintentionally apply principles of universal design for learning (UDL) while designing their courses, even without formal awareness of the framework. It finds that instructors naturally engage in reflective decision-making processes — for example, noticing student needs, trying new strategies and refining their practices — that align with UDL’s core principles of engagement, representation, and action and expression.
The article suggests that this “serendipitous” alignment offers a pathway for instructors to move from ad-hoc inclusive practices toward more intentional and supported course design. Read the article »
4. Mentoring experiences of new online teachers: Voices of graduate and early career instructors
Heather Garcia, instructional design specialist, OSU Ecampus
Mary Ellen Dello Stritto, director, OSU Ecampus Research Unit
Published in Teaching and Learning Inquiry
This study explores the mentoring experiences of graduate student and early career instructors who teach online courses at a mid-size public university in the United States. Using a narrative methodology, the authors analyzed interview transcripts and found that instructors who are new to online teaching have variable access to mentoring, experience different sources of mentoring, and engage with multiple types of mentoring.
They conclude with suggested actions for units looking to support mentoring for online instructors. Read the study »
5. Skills needed for success in online teaching: A qualitative study of experienced instructors
Mary Ellen Dello Stritto, director, OSU Ecampus Research Unit
Naomi R. Aguiar, associate director of research, OSU Ecampus Research Unit
Published in the Online Learning Journal
This study explores which skills experienced online instructors view as most important for successful teaching in virtual settings. Interviews with 33 faculty members, each with over a decade of online teaching experience, revealed six major themes related to the skills they think are most valuable for online instructors to have: communication, organization, time management, technology skills, flexibility and creativity.
The findings offer practical insight into what helps instructors create engaging and effective online learning experiences. Read the study »
The Oregon State Ecampus Research Unit is a part of OSU’s Division of Educational Ventures. The publications highlighted here represent just one aspect of the Research Unit’s wide-ranging output and impact in a given year. Recently, the Ecampus Research Fellows Program celebrated a decade of impact by Oregon State faculty members.
