传记

珍妮Lim, 博士学位, currently serves as associate dean for online higher education in the School of 距离 教育 at bet365中文大学, in bet365中文. She and her team support over 200 online courses, provide training for faculty teaching online, and work with the campus infrastructure support of online learning. Her department also provides educational technology and Moodle support for faculty and students. 除了, Janine is responsible for the faculty and courses of the Consortium of Adventist Colleges and Universities. Janine has served on the board of the United States 距离 Learning Association since April 2015. Prior to her work at bet365中文大学, Janine coordinated distance education for 22 K12 school districts in southwest Michigan for 14 years. 在那个位置上, as one of the co-founders of TWICE, Michigan’s K12 Videoconferencing Organization, Janine has spearheaded popular international K12 videoconference projects such as Read Around the Planet and MysteryQuest. While still serving on the board of TWICE, she was instrumental in designing and implementing the CAPspace website for collaborative videoconference projects. Janine has taught 15 unique graduate educational technology classes online numerous times over the past 15 years, with some classes attracting participants from all over the world. Her current research interests include teacher behavior in successful online courses, intersubjectivity in quality online discussions, and student activity patterns in self-paced courses.

目前的研究 or Professional Activities

目前的研究

研究ing the relationship between student surveys of teaching, teacher behavior in online courses, and self and external reviews of online courses

研究ing factors that predict the success of students in self-paced courses, including activity patterns

研究ing the factors necessary to reach higher levels of intersubjectivity and rigor in online discussions

学术书籍

Lim J., & 威廉姆斯,. (2018). Adventist Online 教育: Realizing the Potential. Cooranbong, Australia: Avondale Academic Press.

Peer Reviewed Publications

Lim J.B厅.郑，A., & 释放,年代. (2017). Intersubjectivity and discussion characteristics in online courses. Quarterly Review of 距离 教育. 18(1). 29-44.

Lim J. (2016). Predicting successful completion using student delay indicators in undergraduate self-paced online courses. 距离 教育, 37(3) , 317-332. doi: 10.1080/01587919.2016.1233050

Lim J. (2016). The relationship between successful completion and sequential movement in self-paced distance courses. International Review of 研究 in Open and Distributed Learning, 17(1).

Lim J. (2015). Intersubjectivity in theoretical and practical online courses. Quarterly Review of 距离 教育, 16(4). 45-60.

纽曼,我.林，J., & 皮内F. (2013). Content validity using a mixed methods approach: Its application and development through the use of a table of specifications methodology. Journal of Mixed Methods 研究, 7(3), 243-260.

Lim J. (2011). Rebuilding the plane while flying it. The Journal of Applied Christian Leadership, 5(1), 91-93.

Lim J., & 释放,年代. (2009). We have the videoconference equipment installed, now what? The Qualitative Report, 14(3), 433-453.

Lim J. (2001). Effective Internet research. The Clearing House: A Journal of 教育al Strategies, Issues and Ideas, 75(1), 35-36.

释放,J. (1996). Exemplary software for teaching writing. The Journal of Adventist 教育, 58(5), 27-28.

释放,J. (1996). Special education metaphor number two: Two gardens. The Journal of Adventist 教育, 58(2), 44-45.