Expect More. Achieve More.
Resources for Online Teaching & Learning
- About Online Learning
- Pedagogy and Course Design
- Tools and Platforms
- Assessments
- Case Studies
- Related BSU Sites
About Online Learning
Alliance for Higher Education Competitiveness Internet Supported Learning
Definitions of Distance Education. From Distance Education Clearinghouse (Univ. of Wisconsin- Extension).
Distance Education Clearinghouse (Univ. of Wisconsin- Extension)
Glossaries for DE
Overviews and FAQs
Resource Links
Organizations and associations
DE Journals and Readings
Plus many other useful links
The EdTech News Blog, by Eric LePage, Bridgewater State College.
Links to Education/Technology news, all culled from Google Reader RSS feeds. Subscribe to this blog.
The Future of Online Teaching and Learning in Higher Education: The Survey Says ... (2006) Kyong-Jee Kim and Curtis J. Bonk. Educause Quarterly, 29, 4.
Illinois Online Network is a faculty development initiative that provides comprehensive professional development opportunities in the area of online teaching and learning to faculty and staff from higher education institutions in Illinois and beyond.
See also: Case Studies Articles and tutorials Online teaching activity index
Open Learning. Published by Taylor & Francis.
A leading international, peer-reviewed journal in the field of open, flexible and distance learning. It is widely subscribed to and read throughout the world by those in specialist distance education institutions as well as by those using distance, flexible and technology based forms of learning in conventional education and training contexts. Tertiary, secondary, primary and vocational education, training, and informal learning are all within scope. The Library has access to this journal through EBSCO's Academic Search Premier database.
The Superiority of Online Discussion. (2007) Baglione, Stephen L. and Nastanski, Michael. Quarterly Review of Distance Education, 8, 2: 139-150.
ABSTRACT
With online education continuing its meteoric rise, some educators continue to debate the efficacy of the medium--in particular, the ability to discuss complex subjects online. However, the online asynchronous discussion environment seems to offer some advantages over the traditional classroom including increased time for students to research and reflect on ideas and physical anonymity that may decrease inhibitions and foster broad participation. This article examines the theoretical advantages of online discussion groups and the survey results from 122 experienced faculty members to determine, first, how many faculty members prefer the online environment and, second, what is the relationship of this preference to their assessment of the superiority of online discussion. The results indicate that half of the faculty who teach online and on-ground prefer teaching in both environments and that three quarters of those educators believe the online environment facilitates more substantive discussion. As online education continues to explode, the implications for educators include the need to understand and embrace the inherent online classroom advantages and how to integrate those advantages with traditional classrooms including hybrid (on-ground/online) models. Educators failing to do this will find themselves left behind in the fastest-growing education segment and potentially less effective in the traditional classroom where younger students have come to increasingly rely on interactive/asynchronous communication as a preferred method of communication.
Pedagogy and Course Design
Best Practices in Online Teaching. By Larry Ragan, Penn State World Campus.
This course provides practical strategies and pedagogical advice for instructors teaching in an online environment. The course includes advice about: preparing to teach in an online environment, managing the teaching of a course, and addressing larger issues surrounding online teaching (e.g. workload, intellectual property, etc.) The course includes interviews from a number of teachers who have taught in an online environment. This course is based on a training session offered to faculty who teach at The World Campus at Penn State University.
Books recommended on The Ohio State University TELR website
Better Than Bullet Points: Creating Engaging e-Learning with PowerPoint. (2008) Bozarth, Jane.
A how-to book on using PowerPoint to create interactive learning tools. As the title implies, the book goes beyond static bullet points to explore advanced features and how to use them effectively in teaching.
Designing and Assessing Courses and Curricula: A Practical Guide. 3rd Ed. (2008) Diamond, Robert M.
Broad coverage of course design concepts. Written for novices, this guide provides a starting point to help instructors branch out into specific topics in course design.
Designing Web-Based Training: How to Teach Anyone Anything Anywhere Anytime. (2000) Horton, William.
A nearly-comprehensive reference on eLearning techniques. Although not everything presented applies in every online course, this book covers a wide range of options.
Effective Grading: A Tool for Learning and Assessment. (1998) Walvoord, Barbara E., Anderson, Virginia Johnson, and Angelo, Thomas A.
A guide to designing courses that help students perform tasks appropriate to their field, not just learn facts. Although a decade old, this book presents a clear model for "assignment centered teaching" that is still highly relevant.
Engaging the Online Learner: Activities and Resources for Creative Instruction. (2004) Conrad, Rita-Marie and Donaldson, J. Ana.
Ideas to help instructors plan online learning activities for online learners.
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. 2nd Ed. (2007) Clark, Ruth Colvin and Mayer, Richard E.
Tips for instructors as they design course materials and visual aids. Key points include ways to cut information clutter so students can absorb messages more easily.
e-Learning by Design. (2006) Horton, William.
A follow up to Horton's Designing Web-Based Training (2000), this book includes more recent technologies.
A constructivist approach to online college learning. (2004) Rovai, Alfred P. Internet & Higher Education, 7, 2: 79-93.
ABSTRACT
The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology. Presentation of content, instructor-student and student-student interactions, individual and group activities, and student assessment are each addressed, in turn. The focus is on learning and recognition that, from time-to-time, all students are teachers as they bring diverse expertise, experiences, and worldviews to the task of learning. Reflection on past experiences, interaction with other members of the learning community, immediate instructor behavior, authentic group activities, and diverse assessment tasks with timely and detailed feedback are underscored.
Designing and Evaluating E-Learning in Higher Education: A Review and Recommendations. (2005) Chee Meng, Tham, and Jon M. Werner. Journal of Leadership & Organizational Studies (Baker College), 11,2: 15-25.
ABSTRACT
In the past decade, there has been tremendous growth in the availability of college and university courses taught entirely online. In this manuscript, we review issues that impact the effectiveness of such electronic courses. We first address design and delivery issues for online courses. We then present a framework for addressing the institutional, technological, and student issues that should be simultaneously addressed in order for online courses to be effective. We also make recommendations concerning how to evaluate the effectiveness of online courses, and then discuss major constraints that can limit the effectiveness of such courses. We contend that the future success and viability of online coursework depends upon successfully addressing issues such as those raised in this manuscript.
Distance Learning Course Design: What did we get ourselves into? Diane Ehrlich and Allison Kommel.
A sort of "quickie" on instruction design.
A Distance Learning Model for Teaching Higher Order thinking. (2005) Notar, Charles E., Wilson, Janell D., and Montgomery, Mary K. College Student Journal, 39, 1: 17-25.
ABSTRACT
A teaching model for distance learning (DL) requires a system (a technology) and process (a way of linking resources) that makes distance learning no different than learning in the traditional classroom. The process must support a design that provides for learning, ensures maximum transfer, and is student-centered. The process must provide a methodology for harnessing the DL technology taking into account learner motivation, learner styles, and learner assessment. This article describes a teaching model for distance learning and provides design factors and interaction possibilities to implement the model.
Effective Online Instructional and Assessment Strategies. (2007) Gaytan, Jorge & McEwen, Beryl C. American Journal of Distance Education, 21, 3: 117-132.
ABSTRACT
The purpose of this study was to better understand the instructional and assessment strategies that are most effective in the online learning environment. Faculty and students identified several strategies for maintaining instructional quality in the online environment, including the importance of using a variety of instructional methods to appeal to various learning styles and building an interactive and cohesive learning environment that includes group work. Online assessment strategies include having a wide variety of clearly explained assignments on a regular basis and providing meaningful and timely feedback to students regarding the quality of their work. Effective assessment techniques include projects, portfolios, self-assessments, peer evaluations, and weekly assignments with immediate feedback. The role of meaningful feedback cannot be overemphasized.
Impact of personalised learning styles on online delivery and assessment. (2007) Karen Becker Jo Kehoe Beth Tennent. Campus -- Wide Information Systems: 24, 2: 105-119.
ABSTRACT
Purpose - The purpose of this paper is to explore the extent to which learning styles influence tertiary students' preferences for flexible delivery and assessment methods in higher education. Design/methodology/approach - A voluntary self-administered questionnaire was distributed within three core undergraduate courses. A total of 891 students responded to the survey, across a range of locations, representing a response rate of approximately 45 per cent Findings - Results reveal that learning styles do not appear to influence students level of preference overall for flexible delivery methods and assessment approaches. However, there remain a significant percentage of students who report that they do not want all course delivery to be online. The findings generally suggest that there are changing expectations of students in relation to delivery and assessment in tertiary education Research limitations/implications - The research has been conducted at undergraduate level in business disciplines and therefore may not adequately represent the opinions of postgraduate students, or students from other disciplines. In addition over 75 per cent of respondents fall within the Generation Y category, which means that these results may not be generalisable to older populations of learners. Practical implications - Demonstrates to educators the importance of considering learning styles when developing, delivery and assessing courses, and reinforces that very few students desire entirely online courses. Originality/value - The paper focuses specifically on the preferences of students in relation to assessment and delivery via technology and identifies critical considerations for course developers.
Information Literacy and the Distant Student: One University's Experience Developing, Delivering, and Maintaining an Online, Required Information Literacy Course. (2004) Muiherrin, Elizabeth, Kelley, Kimberly B., Fishman, Diane, and Orr, Gloria J. Internet Reference Services Quarterly, 9, 1/2: 21-36.
ABSTRACT
This article discusses the development and implementation of a required, credit bearing online information literacy course at the University of Maryland University College. Key factors in its success include administrative support, student and faculty interaction in the online classroom, and outcomes assessment. Student persistence in the course is high, and grade distributions indicate that students are being challenged.
Instruction Design Tips for Online Learning
Instructional Design for Online Learning. Bernie Poole, Mandi Axmann, and Yvonne Singer, RAU University, South Africa.
A collection (list of) websites.
Instruction in a Virtual Environment: Assessing the Needs for an Online Tutorial. (2006) Holliday, Wendy, Ericksen, Sharolyn, Fagerheim, Britt , Morrison, Rob, and Shrode, Flora. Reference Librarian, 46, 95/96: 187-211.
ABSTRACT
In 2002, librarians at the Utah State University (USU) Libraries were awarded a grant to develop online tutorials. The major design challenge was to create tutorials specific to USU resources and students, including distance learners, while also making them flexible so that other Utah colleges and universities can adapt them for their own needs. The tutorials also needed to address the information behavior of a new generation of students accustomed to using computers and the Internet. While recent studies have begun to address some gaps in our knowledge of the information behavior of the Web Generation. we conducted a needs assessment to help us create a tutorial that more accurately addresses the existing knowledge and behavior of undergraduates at USU. We used multiple methods to determine the learning needs of our audience and to provide guidance for the design process.
An Instructional Strategy Framework for Online Learning Environments. (book chapter) Scott D. Johnson, Steven R. Aragon. Also appears in New Directions for Adult & Continuing Education; Winter2003, Issue 100, p31-43, 13p.
The rapid growth of Web-based instruction has raised many questions about the quality of online courses. This chapter presents a conceptual framework that can guide the development of online courses by providing a holistic perspective on online teaching and learning. Examples of instructional strategies that fit the framework are described.
Integrating Learning Communities and Distance Education: Possibility or Pipedream? (2006) DiRamio, David and Wolverton, Mimi. Innovative Higher Education, 31, 2: 99-113.
ABSTRACT
As demands for accountability continue and increase, higher education administrators require tools for evaluating campus programs. Learning communities, as a course design strategy, have proven successful in confronting challenges associated with attrition and retention. Because high attrition is associated with online distance education, learning community principles might be applicable to online courses. The authors surveyed attendees at a learning communities conference to determine the applicability of learning community principles to Internet learning and assessment. On the basis of their findings, they developed a rudimentary diagnostic tool for ascertaining whether online course design takes learning community principles into account.
Interaction and e-learning: the student experience. (2006) Thorpe, Mary and Godwin, Steve. Studies in Continuing Education, 28, 3: 203-221.
ABSTRACT
A distinction between interpersonal and content interaction was identified in the literature, and applied in research undertaken on a selection of 36 courses. These courses differed in both the kinds of interaction offered and its integration in the teaching and assessment. They included different combinations and use of conferencing, email, interactive software and the Internet. Student comments on their perceptions of the positive and negative contributions of these computer-mediated elements are presented. The perceived benefits of interpersonal and content interaction are distinctive, and both can also have negative effects. Students value content interaction and interpersonal interaction for different reasons, and it is not helpful to privilege one form of interaction over another.
Interactional coherence in asynchronous learning networks: A rhetorical approach. (2008) Potter, Andrew. Internet & Higher Education, 11, 2: 87-97.
ABSTRACT
Abstract: Numerous studies have affirmed the value of asynchronous online communication as a learning resource. Several investigations, however, have indicated that discussions in asynchronous environments are often neither interactive nor coherent. The research reported sought to develop an enhanced understanding of interactional coherence, argumentation, and topic drift in asynchronous learning environments. Rhetorical structure theory (RST) was used to analyze and assess the coherence of several asynchronous discussions. Findings include that asynchronous discussions take the form of dynamic rhetorical structures which are continuously redefined as new messages are added to a thread, that argumentation may be more prevalent in some discussions than others, that topic drift does not seem to occur as a matter of chance, but rather topics are manipulated to suit the individual preferences of the participants, and that the use of threading differs considerably from one discussion group to another. By demonstrating the applicability of RST, argumentative analysis, and topic drift analysis to asynchronous discussion, this research provides a framework and a terminology for fine-grained analysis of interactional coherence. By showing the applicability of RST to asynchronous discussion, this study has offered evidence that essay assessment technology could be developed for evaluating the quality of online discussions. The development of rhetorical networks as a graph theory for representing the semantics of asynchronous interaction could lead to a richer knowledge representation technology for inter-agent collaboration.
Keeping Pace with K-12 Online Learning: An Annual Review of State Level Policy and Practice.
Librarian Participation in the Online Classroom. (2004) Markgraf, Jill S. Internet Reference Services Quarterly, 9, 1/2: p5-19.
ABSTRACT
As distance education courses increasingly move to the online environment, librarians are discovering new challenges and opportunities for reaching distant students. Collaboration with faculty is essential in reaching students who may never enter the library building. One such method of collaboration is librarian participation in online courses through "lurking" in Blackboard and Desire2Learn classrooms and monitoring discussion threads devoted to library research. Advantages such as improved access to students, course content, and assessment data are discussed, as are disadvantages, such as time commitment, varying expectations, and privacy issues. Considerations for librarians interested in "lurking" are outlined.
A methodological morass? How we can improve quantitative research in distance education. (2004) Bernard, Robert M., Abrami, Philip C., Yiping Lou, & Borokhovski, Evgueni. Distance Education, 25, 2: 175-198.
ABSTRACT
This article is about the quantitative research practices and methodologies that are used in distance education (DE). It begins with an analysis and assessment of a segment of the DE research literature, DE/classroom comparison studies, based on a recently completed meta-analysis of that literature from 1985 to 2002. Overall, the 232 studies reviewed were judged to be of poor methodological quality and severely lacking in critical information about research practices. Studies of synchronous and asynchronous DE are discussed separately and recommendations are made for improving designs and measures within these patterns. Suggestions for future quantitative research areas are provided. In discussing these findings, we recognize that high-quality research is being conducted in the field and that qualitative forms of research contribute greatly to the mosaic of evidence that is the base of available knowledge about DE. Finally, three organizations, the What Works Clearinghouse (USA), EPPI-Centre (UK), and the Campbell Collaboration (international), all devoted to improving the quality of research and research synthesis in education, are described briefly; suggestions are made as to how their philosophies and approaches for judging the worthiness of research evidence can be used to improve DE research.
A Methodology for Planning Distance Education Courses (article). Anthony P. Trippe, Rochester Institute of Technology. Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education.
This article is based on personal experience gained as a result of facilitating over sixty asynchronous classes over the last four years. The article is organized into five areas of review and consideration which can assist the faculty member to plan and develop a learning-centered course intended for distance delivery. Whether in the classroom or on the Internet, critical scrutiny and analysis of the elements of a course is essential for development of a high quality course. The review points presented in this article specifically address key considerations for development for a course delivered in a virtual environment.
Multiple Choice Question Types (Assessments, Part 4). (2006) Shank, Patti. Online Classroom: 4-5.
ABSTRACT
The article presents guidelines for writing multiple choice examinations in online instruction. Examples of multiple choice question types that are best for assessing learners' ability to use knowledge are presented. The various types of multiple-choice questions are presented. Multiple-choice questions which are well-designed are more effective because they ask learners to respond based on realistic situations.
Guidelines for the Evaluation of Distance Education (On-line Learning). By New England Association of Schools and Colleges Commission on Institutions of Higher Education.
These guidelines replace the 2001 NEASC Statement of Best Practices for Electronically Offered Degree and Certificate ProgramsBest Practices. They are meant to assist institutions in planning distance education and to provide an assessment framework for those already involved. For the regional accrediting associations they constitute a common understanding of those elements which reflect quality distance education programming.
Online Learning as a Strategic Asset (2009) the A.P.L.U-Sloan National Commission on Online Learning.
Volume I, A Resource for Campus Leaders. A report on the Online Education Benchmarking Study.
Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning. Results of a National Faculty Survey, part of the Online Education Benchmarking Study.
Penn State Learning Design Community Hub
A place for Penn State staff and instructors working with instructional technology to communicate and collaborate.
Principles of Online Design: Instructional Design. Florida Gulf Coast University.
Provides a resource to faculty who are designing online instructional materials.
Tools and Platforms
Provided by the Center on Accessible Distance Learning (AccessDL) which is funded by the U.S. Department of Education to share guidance and resources on making distance learning courses accessible to students and instructors with disabilities. Directed by DO-IT and Contains a list of directions for joining a discussion list as well as publications, videos, websites, resource centers, promising practices, and research. P
Aligning the Assessment Process in Academic Library Distance Education Services Using the Nash Model for Improved Demonstration and Reporting of Organizational Performance. (2008) Blankenship, Emily F. Journal of Library Administration, 48, 3/4: 317-328.
ABSTRACT
Academic libraries are facing additional calls for improved accountability while the academic library distance education service environment continues a rapid pace of evolution. The Nash Model for Improved Demonstration and Reporting of Organizational Performance assists librarians in the assessment of distance education services by focusing on integrating and aligning the assessment process components of capacity, stakeholders, participation, technology, and organizational leadership to improve effectiveness and increase positive outcomes. Using the Nash Model for Improved Demonstration and Reporting of Organizational Performance, libraries can effectively align their distance education processes and services with the distance education service environment in which they operate and support. Nash Model aligned assessments for distance education services have the potential to be more successful in exhibiting and reporting assessment of their overall performance to stakeholders, therefore opening new doors to strategic opportunities and resources.
E-learning commodity or community: Disciplinary differences between online courses. (2008) Smith, Glenn G., Heindel, Allen J., & Torres-Ayala, Ana T. Internet & Higher Education, 11, 3/4: 152-159.
ABSTRACT
Differences in curriculum and teaching styles across disciplines in higher education courses are also evident in online courses. This study used two widely available sources of data, CMS tool usage logs and course evaluations, to analyze differences between online courses in disciplinary quadrants (hard-pure, hard-applied, soft-pure, soft-applied) at a large metropolitan university, over five years (2002 and 2007). For 2007, results revealed significant differences in tool usage between disciplines, particularly for assessment tools. Hard-pure courses used Tests and Pool tools more often than did soft-pure courses. The Document tool was used most extensively in applied courses. Data from course evaluations, for spring 2007 online courses, suggested that applied disciplines had a shorter learner-instructor transactional distance than did pure disciplines. Results suggest that over five years, e-learning in pure disciplines has become more commoditized, while e-learning in applied disciplines has become more diversified and more oriented to community practice.
E-portfolios: an assessment tool for online courses. (2004) Mason, Robin, Pegler, Chris, & Weller, Martin. British Journal of Educational Technology, 35, 6: 717-727.
ABSTRACT
This article considers the various uses of e-portfolios in an educational context and looks at the particular characteristics of the electronic version of portfolios. It then focuses on the application of the e-portfolio as an assessment method. A case is made for the use of the e-portfolio as an appropriate end of course assessment process where learning objects are the basis of the course design. Evaluation data from such a course is presented. This is a post-graduate online course run by the Institute of Educational Technology at the Open University. Conclusions are drawn from the evaluation about the appropriateness of e-portfolios as an end of course assessment method.
Enhancing SCORM metadata for assessment authoring in e-Learning. (2004) Wen-Chih Chang, Hui-Huang Hsu, Smith, Timothy K., & Chun-Chia Wang. Journal of Computer Assisted Learning, 20, 4: 305-316.
ABSTRACT
With the rapid development of distance learning and the XML technology, metadata play an important role in e-Learning. Nowadays, many distance learning standards, such as SCORM, AICC CMI, IEEE LTSC LOM and IMS, use metadata to tag learning materials. However, most metadata models are used to define learning materials and test problems. Few metadata models are dedicated to assessment. In this paper, the authors propose an assessment metadata model for e-Learning operations. With support from assessment metadata, we can incorporate measured aspects of the following list into the metadata description at the question cognition level, the item difficulty index, the item discrimination index, the questionnaire style and the question style. The assessment analysis model provides analytical suggestions for individual questions, summary of test results and cognition analysis. Analytical suggestions provide teachers information about why a question is not appropriate. Summary of test results improves the teacher's view of student learning status immediately. Items missing from the teaching materials can be identified by cognition analysis. In this research, the authors propose an enhanced metadata model and an implemented system based on our model. With metadata support, metadata can help teachers in authoring examination.
Instruction Design Tips for Online Learning
A check sheet, but it provides a nice summary.
An Insturctional Media Selection Guide for Distance Learning
The International Review of Research in Open and Distance Learning
A refereed e-journal to advance research, theory and best practice in open and distance learning worldwide.
Journal of Online Learning and Teaching (JOLT). Publisher: MERLOT
MERLOT is a free and open access resource designed primarily for faculty and students of higher education. The MERLOT Journal of Online Learning and Teaching (JOLT) is a peer-reviewed, online publication addressing the scholarly use of multimedia resources in education.
Online Learning References (including selected sources of research supporting best practices)
NACOL, the National Online Learning Clearinghouse.
Supported by the Bill & Melinda Gates Foundation and WestEd to provide a listing of online learning laws and operating online learning programs in the United States.
Quality Enhancing Practices in Distance Education: Student Services. (2004) Distance Education Report, 8, 13: 7.
ABSTRACT
The article focuses on the book "Quality Enhancing Practices in Distance Education: Student Services," edited by Christine Dalziel. This book highlights some best practices in the areas of learner support services and online student services. Case studies address issues of quality, accreditation, availability, and the depth and breadth of the services that are currently available and those that are still on the drawing board. Highlighted services include admissions, assessment and advising, library services, learning support skills, student orientation and self assessment, technical support and help desks, open enrollment, online tutoring, student life, health and wellness, financial aid, and bookstore services. The study provides practical information, looks at valuable Web sites, and identifies colleges and universities that are bridging the gap between on-campus and online services.
Virtual Resource Site for Teaching with Technology. Provided by University of Maryland University College.
A resource was created for faculty seeking direction in appropriate ways to use Web-based technologies to accomplish key learning strategies through the funding of the Bell Atlantic FoundationMaryland (now Verizon). The site consists of two modules. Module 1 provides information about the selection and use of various Web-based media, such as text, audio, video, still images, animated graphics, applets, and scripts, to accomplish a number of different learning strategies. Module 2 focuses on delivery.
US Distance Learning Association
Our mission is to serve the distance learning community by providing advocacy, information, networking and opportunity. We will help you stay connected and ahead of trends in learning - distance learning, e-learning, mobile learning, computer-based training (CBT), web-based training (WBT), instructor-led training (ILT), online training, online learning, blended learning, classroom training, webinars...
Assessments
Assessing a High-Enrollment Online Course. (2004) Online Classroom, Jun2004: 6-8.
ABSTRACT
Focuses on the development of standardized assessment for online instruction. Compliance to the learning requirements of a wide variety of programs; Reliance on multiple-choice, online quizzes and examinations; Assessment of the predictors of student performance.
Continuous Assessment; Guaranteed Learning?. Distance Education Report, 8, 12: 6-7.
ABSTRACT
This article focuses on assessment strategies for online courses. These strategies should match course objectives and the students', instructor's, and institution's personalities in that order. Selecting assessment strategies begins with developing a set of dear goals and objectives. Some of the goals are: to describe what creativity is and is not; identify and categorize Internet resources and activities about developing creativity in children etc. These goals and the corresponding assessment activities also must adhere to the standards set by some national level societies of teachers and educationists.
Assessing Online Learning. Edited by Patricia Comeaux. Bolton, MA: Anker Publishing Company, 2005. (a book; summary)
Designing and Evaluating E-Learning in Higher Education: A Review and Recommendations. (2005) Chee Meng, Tham, and Jon M. Werner. Journal of Leadership & Organizational Studies (Baker College), 11,2: 15-25.
ABSTRACT
In the past decade, there has been tremendous growth in the availability of college and university courses taught entirely online. In this manuscript, we review issues that impact the effectiveness of such electronic courses. We first address design and delivery issues for online courses. We then present a framework for addressing the institutional, technological, and student issues that should be simultaneously addressed in order for online courses to be effective. We also make recommendations concerning how to evaluate the effectiveness of online courses, and then discuss major constraints that can limit the effectiveness of such courses. We contend that the future success and viability of online coursework depends upon successfully addressing issues such as those raised in this manuscript.
Does the lack of hands-on experience in a remotely delivered laboratory course affect student learning? (2006) Abdel-Salam, Tarek, Kauffman, Paul J., & Crossman, Gary. European Journal of Engineering Education, 31, 6: 747-756.
ABSTRACT
Educators question whether performing a laboratory experiment as an observer (non-hands-on), such as conducted in a distance education context, can be as effective a learning tool as personally performing the experiment in a laboratory environment. The present paper investigates this issue by comparing the performance of distance education students with their on-campus counterparts in a junior-level fluid mechanics laboratory course over a three semester period. Using digital recording methods, the on-campus versions of the laboratory experiments were formatted to accommodate distance-education students who did not have access to campus facilities. This paper compares the assessment of student performance in demonstrating both learning of technical concepts and the ability to describe these in an effective written laboratory report.
Finding the Right Assessment Strategies. (2004) Online Classroom: 3-8.
ABSTRACT
Provides information on assessment strategies for online courses. Goals and objectives; Students' flexibility in selecting their projects; Taking and retaking of comprehensive examinations.
How It's Done: Examining Distance Education Library Instruction and Assessment. (2008) Hines, Samantha Schmehl. Journal of Library Administration, 48, 3/4: 467-478.
ABSTRACT
While articles on individual studies, surveys, and programs abound, there is a lack of baseline data regarding what and how libraries provide instruction for their distant populations. Do libraries generally provide information literacy or library instruction to students at a distance? How is instruction usually provided? Is instruction generally assessed? If so, how is instruction assessed? These questions were asked of librarians in an online survey of 143 institutions offering distance programs, randomly sampled from the College Blue Book. With a 55% response rate, data about instruction offerings and assessment were correlated with information about library staff size, budget, and student enrollment. The expectation was that larger libraries with more money and students would provide more and better services, but interestingly these factors had far less influence than anticipated. It seems that the individual efforts of librarians were the major determinants for services offered by libraries at institutions with distant students.
Keeping a Distance-Education Course Current Through eLearning and Contextual Assessment. (2007) Hopgood, Adrian A. and Hirst, Anthony J. IEEE Transactions on Education, 50, 1: 85-96.
ABSTRACT
Distance education is most economical when delivered to large groups of students over several years. The Open University course T396: Artificial Intelligence for Technology makes use of electronic delivery and a carefully designed assessment strategy to address the challenge of keeping the course up-to-date while remaining economically viable. Three aspects of currency are considered: academic content, organizational context, and breaking news. An electronic study guide permits new forms of interactivity and presentational styles, while allowing the course team the flexibility to maintain the academic content of the course. The organizational context of the course is maintained through integrated Web pages. An electronic conference provides news, such as course announcements, correction of errata, data files for assignments, and lists of frequently asked questions. It also enables students to participate in an extended learning community. Continuous assessment and the final project are designed to assess the students, to allow practice and experimentation, and to provide a vehicle for constructive feedback. The assessment strategy aims to maintain currency by introducing the latest contexts in which artificial intelligence is used. Detailed marking guides ensure consistent marking and demonstrable achievement of the intended learning outcomes. In a survey at the end of the course, a clear majority of students favored the use of the electronic study guide, particularly for teaching genetic algorithms, where the interactivity enabled difficult concepts to be demonstrated in a way that would not be possible on the printed page. The same survey also gave an overwhelming endorsement to the assessment strategy and the online electronic conference.
Lessons Learned About Student Issues in Online Learning. (2005) Lorenzetti, Jennifer Patterso. Distance Education Report, 9, 6: 1-4.
ABSTRACT
The article presents a discussion on online education. Not all students are equipped to take online courses. Students need help in assessing their fitness. Because not all students have the skills and motivation for the highly self-paced nature of online education, it is recommended that colleges design some sort of assessment program, even if it is just a self-assessment to measure student readiness. Communication with students starts with the design of the course, and continual communication is critical to help students overcome the isolation they may feel as long distance learners.
Looking for evidence of learning: Assessment and analysis methods for online discourse. (2008) Dennen, Vanessa Paz. Computers in Human Behavior, 24, 2: 205-219.
ABSTRACT
Discussion is a required component of many Web-based classes, but do we really know its value or contribution to learning? Students may be graded for participation, and number and length of posts may be counted by those evaluating or researching online classes, but all too often the assessment and analysis methods that we use fail to provide us with data that indicate learning took place through participation in online discussion. This paper explores what can be learned by currently popular assessment practices and analytic methods, as well as the limitations of these methods when used to measure learning, using two samples of discussion threads from online classes.
Mobile formative assessment tool based on data mining techniques for supporting web-based learning. (2009) Chen, Chih-Ming and Chen, Ming-Chuan. Computers & Education, 52, 1: 256-273.
ABSTRACT
Current trends clearly indicate that online learning has become an important learning mode. However, no effective assessment mechanism for learning performance yet exists for e-learning systems. Learning performance assessment aims to evaluate what learners learned during the learning process. Traditional summative evaluation only considers final learning outcomes, without concerning the learning processes of learners. With the evolution of learning technology, the use of learning portfolios in a web-based learning environment can be beneficially adopted to record the procedure of the learning, which evaluates the learning performances of learners and produces feedback information to learners in ways that enhance their learning. Accordingly, this study presents a mobile formative assessment tool using data mining, which involves six computational intelligence theories, i.e. statistic correlation analysis, fuzzy clustering analysis, grey relational analysis, K-means clustering, fuzzy association rule mining and fuzzy inference, in order to identify the key formative assessment rules according to the web-based learning portfolios of an individual learner for the performance promotion of web-based learning. Restated, the proposed method can help teachers to precisely assess the learning performance of individual learner utilizing only the learning portfolios in a web-based learning environment. Hence, teachers can devote themselves to teaching and designing courseware, since they save a lot of time in measuring learning performance. More importantly, teachers can understand the main factors influencing learning performance in a web-based learning environment based on the interpretable learning performance assessment rules obtained. Experimental results indicate that the evaluation results of the proposed scheme are very close to those of summative assessment results and the factor analysis provides simple and clear learning performance assessment rules. Furthermore, the proposed learning feedback with formative assessment can clearly promote the learning performances and interests of learners.
Online Assessment and Measurement: Case Studies from Higher Education, K-12 and Corporate. Wang, Haomin. (2007) Quarterly Review of Distance Education, 8, 4: 399-401.
ABSTRACT
The article reviews the book "Online Assessment and Measurement: Case Studies from Higher Education, K-12 and Corporate," edited by Scott L. Howell and Mary Hricko.
On-line Instruction: Are the Outcomes the Same? (2005) Warren, Louis L. and Holloman Jr., Harold L. Journal of Instructional Psychology, 32, 2: 148-151.
ABSTRACT
This article presents a study which addressed the quality of online instruction received by students. Participants of the study were a total of 52 students who were evenly divided into two sections of the same graduate course that dealt with the topics of teacher leadership and communication. Students were randomly assigned to each of the two sections. Students were assigned various course requirements that included: designing and publishing a personal professional mission statement that included clearly defined goals, conducting interviews producing a power point presentation, writing a research paper, article critiques, midterm and final examinations. They were pre-assessed at the beginning of the course in a self evaluation that examined their level of expertise in the course's competencies and objectives. This evaluation was conducted on a likert scale. The data generated from this study indicated that there was no significant differences between the face-to-face section and the online section. The outside evaluators overall assessment of the face-to-face portfolios was an average of 6.00 and for the online section the overall assessment was an average of 6.25. The self-assessment data for the pre-assessment was an overall 2.9 for the face-to-face section and 3.0 for the online section. Results of the course evaluations administered by the university reveal no significant differences in students' satisfaction between the two sections. The score for the instructors overall effectiveness for the face-to-face section was 6.7 and for the online section the score was 6.8. The other areas of students' satisfaction addressed by the instrument revealed very similar results with none being at the significant level.
Online Instruction: Student Satisfaction, Kudos, and Pet Peeves. (2007) Walker, C. Eugene and Kelly, Erika. Quarterly Review of Distance Education, 8, 4: 309-319.
ABSTRACT
Widespread availability of computers and the Internet provide considerable enrichment in terms of variety of material and formats for presentation over what was possible with the old correspondence courses. As a result, a large number of universities have begun to offer an extensive list of online courses in various programs. We set out to answer the question about student satisfaction with online distance learning by surveying the undergraduate and graduate students taking online courses in the College of Liberal Studies of the University of Oklahoma. The survey was sent to a total of 767 students who had participated in an online course lasting either 8 or 16 weeks in the College of Liberal Studies at the University of Oklahoma. Students were contacted and requested to participate in the survey at the end of each 8-week and 16-week course. A total of 304 students participated in this survey producing a participation rate of 40%. Overall the results of this survey indicated that the students were very satisfied with the format, the nature and amount of the work required, as well as with the assessment of their work and grading.
Online Student Performance Assessment: The Essentials. (2008) Kim, Nari, Smith, Matthew J., and Maeng, Yungeun. Distance Education Report, 12, 11: 4-8.
ABSTRACT
An excerpt from a research article "Assessment in Online Distance Education: A Comparison of Three Online Programs at a University," by Nari Kim is presented.
Preparing Teachers for the "Schools That Technology Built": Evaluation of a Program to Train Teachers for Virtual Schooling. (2005) Davis, N. E. and Roblyer, M. D. Journal of Research on Technology in Education, 37, 4: 399-409.
ABSTRACT
As a result of the growth of virtual schools across the United States, K-12 school courses and diplomas are increasingly offered, either completely or partly, at a distance. In light of this increase, it is apparent that there will be demand for teachers who are prepared to teach from a distance and a complementary need for local counselors. The U.S. Department of Education agreed that the creation of a model for incorporating virtual schooling in preservice teacher education programs accompanied by appropriate assessment of the effect for a range of competencies would be a significant innovation. This article describes the planned model led by Iowa State University and the evaluation designed to establish its effectiveness, including dissemination through a national community of practice. For example, evaluation of the competence of counselors, who will be prepared to mentor K-12 students learning from a distant teacher, moves from a formative approach into scientifically-based research with experimental and control groups. In addition, instruments to measure institutional adoption include a modified version of the CBAM instrument developed by Christensen and longitudinal surveys of preservice student teachers and graduates.
Policy Thoughts about Multimedia Use. (2009) Distance Education Report, 13, 13: 3-7.
ABSTRACT
The article focuses on study by Emily Donnelli, Amber Dailey, and B. Jean Mandernach on the factors and guidelines that institutions must consider in including multimedia in their online courses. It suggests six best practices, including multimedia, contiguity, and modality principles, as steps to boost pedagogical intentionality. Meanwhile, strength assessment, collaborating with key stakeholders, and revising are the guidelines formed by the researchers to help institutions.
Proctoring Assessments: Benefits & Challeneges. (2006) Lorenzetti, Jennifer Patterson. Distance Education Report, 10, 8: 5-6.
ABSTRACT
The article discusses the importance of proctoring in distance learning examinations. Online examinations stimulate the consultation of inappropriate resources or cheating. Due to this, distance learning has employed proctored assessments in examinations. Research found out that, when paired with proctoring, online exams are just as effective as the conventional exams. This implicates that proctored testing is one element that helps ensure the academic viability of distance learning.
Case Studies
Assessing academic performance between traditional and distance education course formats. (2008) Urtel, Mark G. Journal of Educational Technology & Society, 11, 1: 322-330.
ABSTRACT
The goal of this study was to explore whether differences in student academic indicators exist between taking a course face-to-face (F2F) and taking a course via distance education (DE). Three hundred and eighty five students were enrolled in a course offered, both, as F2F (n = 116) and as DE (n = 269). Course content, instructor, textbook adopted, and assessment methods were consistent between the two course delivery formats. Final grades, DFW rates, and end of term course and instructor evaluations were used as the outcome indicators. In addition, student demographic information was factored into data analyses. Results indicated that there was a statistically significant difference in final grade, DFW rates, and end of term course evaluation response rates between the course offerings. Further analysis suggested that freshman grade performance was significantly different between course offerings. Implications and policy suggestions regarding distance education will be discussed.
Assessing Minds Want to Know: Developing Questions for Assessment of Library Services Supporting Off-Campus Learning Programs. (2004) Mcmain, Lynn M. & Jerabek, Judy Ann. Journal of Library Administration, 41, 1/2: 303-314.
ABSTRACT
This paper discusses requirements for constructing balanced questions for surveys when assessing library services for off-cam- pus learning programs, including criteria for creating good questions. After exploring research goal and objective setting, the discussion turns to defining research type, selecting research format, and constructing questions. The next section focuses on question structure and wording issues with attention given to characteristics of open-ended and closed-ended questions and their application, double negatives and stating questions in the negative, use of time, eliciting a summary judgment, and bias exhibited in questions. Finally, consideration is given to a list of issues to note and avoid in question formation.
Assessment of Web-based Courses: A Disscussion and Analysis of Learners' Individual Differences and Teaching-Learning Process. (2006) Gulbahar, Yasemin & Yildirim, Soner. International Journal of Instructional Media, 33, 4: 367-378.
ABSTRACT
This study examined the role of individual differences and the quality of the teaching-learning process on learning outcomes in a web-based instructional environment, and explored the implications of those variables on the design, delivery and evaluation stages of web-based instruction. The study used data from two web-supported courses, one is undergraduate, and the other one is graduate. One of the major findings of this study was the need for providing different formats of materials and different sources of information in order to enrich the content on the web. Another important finding was the importance of providing sufficient guidance for using both web-based environment and communication tools since this guidance has a direct effect on learning outcomes. The findings of this study showed that each learner has different characteristics and preferences in their learning process. When instructors provide rich media and material sources, individual differences does not yield differences on learning outcomes.
Beyond Multiple Choice: Assessment for Online Learning. (2005) Lorenzetti, Jennifer Patterson. Distance Education Report, 9, 18: 1-7.
ABSTRACT
The article presents information on the on-line assessment of students by faculties as greater numbers of courses are offered partially or totally in an online and/or distance learning. Assessment is also a concern for Kay Wijekumar, assistant professor in the School of Information Sciences & Technology at the Pennsylvania State University in Beaver. According to Wijekumar, assessment has typically been a lofty project that often use limited tools. Points that should be included in assessment are intended learning outcomes, periodic assessment, evaluation and assessment.
Blended Learning. (2004) Dziuban, Charles D., Joel L. Hartman and Patsy D. Moskal. Educase: Center for Applied Research, Research Bulletin, 7.
ABSTRACT
Seven years of research at the University of Central Florida (UCF) has found that blended courses--those that combine face-to-face instruction with online learning and reduced classroom contact hours--have the potential to increase student learning while lowering attrition rates compared to equivalent, fully online courses. This research bulletin reports the results of a disciplined UCF program that has led to a fundamental redesign of the instructional model.
Characteristics of distance learners: research on relationships of learning motivation, learning strategy, self-efficacy, attribution and learning results. (2008) Ying Wang, Huamao Peng, Ronghuai Huang, Yanhua Hou, and Jingjing Wang. Open Learning, 23, 1: 17-28.
ABSTRACT
This research uses adapted self-assessment questionnaires to examine the relationships between the learning motivation, learning strategies, self-efficacy, attribution and learning results of 135 distance learners. The aim is to model the relationship between psychological characteristics and learning results of distance learners. The outcomes of this study show that a relationship exists between psychological characteristics and learning scores of distance learners. First, there is a relationship between self-efficacy, learning strategies and learning results; second, there is a relationship between self-efficacy, internal attribution, learning motivation and learning results. Learning motivation and learning strategies are clearly associated with positive and predictable effects on learning results. The effect values are 0.76 and 0.63, respectively. Self-efficacy and internal attribution have indirectly positive predictable effects on learning results. The effect values are 0.48 and 0.21, respectively.
Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment. (2005) Sapp, David Alan & Simon, James. Computers & Composition, 22, 4: 471-489.
ABSTRACT
In spite of benefits surrounding distance education programs, many online writing courses suffer from low student completion rates. Student retention has been identified as a concern in a number of studies of online education. We extend this discussion by examining the relationship of assessment of student work to retention, and comparing the grades students receive in online and face-to-face undergraduate writing courses. Our data point to what we call the "thrive or dive" phenomenon for student performance in online writing courses, which describes the disproportionately high percentage of students who fail or do not complete online courses compared to conventional, face-to-face courses. We extend this discussion on challenges related to student retention and propose instructional approaches for online learning that include the interpersonal accountability between teachers and students, as well as the institutional commitment necessary to ensure that students can succeed in online writing courses and programs.
Comparison of two modes of web-based instruction in a course on environmental protection. (2004) Koljatic, Miaden, Silva, Mónica, Varas, Eduardo, & Vergara, Adriana. British Journal of Educational Technology, 35, 5: 657-658.
ABSTRACT
Compares the effectiveness of two web-based interventions in a course on environmental protection at two universities in Chile. Assessment of post-intervention changes in content learning; Evaluation of students' attitudes towards the subject matter; Results of the statistical analysis.
Conceptions of, and approaches to, teaching online: a study of lecturers teaching postgraduate distance courses. (2009) Gonzalez, Carlos. Higher Education, 57 Issue 3: 299-314.
ABSTRACT
This paper presents the outcomes of a study into online teaching. It builds upon previous research and conceptual frameworks produced by Kember and Kwan (Instr Sci 28(5):469-490, 2000) and Roberts (Instr Sci 31(1-2):127-150, 2003). It advances research on conceptions of, and approaches to, teaching by examining teaching in a novel context: distance-taught courses at the postgraduate level. Lecturers were interviewed from a Faculty of Health Sciences in a research-intensive Australian University. Relationships between conceptions and approaches found in previous research were confirmed in this study. However, it was found that the conceptions of online teaching proposed by Roberts (Instr Sci 31(1-2):127-150, 2003) did not adequately distinguish between the conceptions held by the lecturers interviewed in this study. Three modified conceptions of online teaching are proposed: 'for individual access to learning materials and information; and for individual assessment'; 'for learning related communication (asynchronous and/or synchronous)'; and 'as a medium for networked learning'. Some of the dimensions developed by Roberts to describe approaches to online teaching were not applicable in this study setting and needed further modification. Two broad approaches emerged: 'informative/individual learning focused' and 'communicative/networked learning focused'. Contextual influences on teaching reported by Kember and Kwan (Instr Sci 28(5):469-490, 2000)-that is, institutional influence, nature of students and subject and curriculum-were revealed in this study to have different levels of influence over approaches to online teaching: the first two being the more relevant ones.
Course Evaluation Project is Model For Content Assessment. (2006) Lorenzetti, Jennifer Patterson. Distance Education Report, 10, 6: 7-8.
ABSTRACT
The article reports on the Online Course Evaluation Project (OCEP) developed by the Monterey Institute for Technology and Education in California with funding from the William and Flora Hewlett Foundation. The OCEP is a system of evaluating online courses from the primary level to higher education and corporate sources. Factors for evaluation include course developer and distribution models, user interface and course features and media values.
Creating an Effective Online Distance Education Program Using Targeted Support Factors. (2004) Restauri, Sherri L. TechTrends: Linking Research & Practice to Improve Learning, 48, 6: 32-39.
ABSTRACT
In traditional learning environments, instructors are primarily responsible for the organization, delivery and assessment of content acquisition by students in their courses. However, in the online world of distance education, instructors are often handed the additional roles of instructional designer, technology specialist and administrative advisor. Depending upon the model of either individual or group support adopted by the institution, different levels of emphasis on training and support for online instructors as independent entities or in cooperation with information technology (IT) professionals and other professionals may be necessary. Two major models illustrate the institutional support provided for online instruction. Using these models allows one to assess needs and assign appropriate resources.
Determining e-Learning Competencies Using Centra to Collect Focus Group Data. (2006) Pesl Murphrey, Theresa & Dooley, Kim E. Quarterly Review of Distance Education, 7, 1: 75-82.
ABSTRACT
This article shares the results of a needs assessment conducted to guide the development of an e-learning certificate program for implementation at Texas A&M University. Participants were asked to provide input regarding the knowledge, skills, and abilities necessary to work as an e-learning specialist. The qualitative data was collected using Centra as an interactive communication tool for discussion with respondents across the United States. The study also used theoretical triangulation to compare findings from this study to other studies conducted on distance education competencies. The findings reemphasize the importance of key competencies required by an e-learning specialist.
Do's and Don' ts of Simultaneous Instruction to On-Campus and Distance Students via Videoconferencing. (2004) Chakraborty, Mou & Victor, Shelley. Journal of Library Administration, 41, 1/2: 97-112.
ABSTRACT
Achieving the transition from Bibliographic Instruction (BI) to Information Literacy (IL) is particularly hard for institutions because it requires librarians to actively collaborate with a variety of administrative programs and this is all the more challenging when serving distance students. At Nova Southeastern University, the Speech-Language Pathology (SLP) department employs several delivery methods to impart graduate education. This case study describes transition from one-shot library BI to a three-day format for the SLP program, with instruction that builds sequentially and developmentally, incorporating a variety of assessment techniques (e.g., in-class exercises, puzzles, quizzes, take-home assignments). The paper discusses the innovative delivery of the course format: the issues and challenges of teaching local and distance students simultaneously via compressed video. Solutions are offered based on the presenters' experience of what worked and what did not, the quality of teaching and learning comparing video- conferencing to face-to-face instruction. The co-presenter, a faculty member teaching the course, provides a unique perspective to the presentation, thus exemplifying a librarian-faculty collaboration.
The Effects of Instructor and Student Immediacy Behaviors in Writing Improvement and Course Satisfaction in a Web-based Undergraduate Course. (2007) Johnson, E. Janet, and Karen Card. MountainRise, 4, 2: 2-21.
ABSTRACT
A major challenge in Web-based courses is developing an effective learning environment where both instructor and students feel connected and responsible for learning. The literature reveals that one of the most important factors of student motivation and success online is contact with the instructor and interaction with peers. This case study examines the effects of both instructor and student verbal and nonverbal immediacy behaviors in an online undergraduate technical writing course at a medium-sized university. Using both qualitative and quantitative data, results indicated that chronemics (temporal immediacy) and social presence were contributing factors in student achievement and satisfaction in an online learning environment.
The Evidence on Online Education. (2009) Scott Jaschik.
ABSTRACT
It is superior in student learning to face-to-face instruction, says new "meta-analysis" from Education Department. And "blended" education does better still.
Graduate Faculty Perceptions of Online Teaching. (2005) Santilli, Sharon & Beck, Vesna. Quarterly Review of Distance Education, 6, 2: 155-160.
ABSTRACT
The participants for this study were 47 doctoral faculty from Nova Southeastern University Fischler School of Education and Human Services (FSEHS). The faculty taught six-credit, three-credit, and two-credit online courses to 701 students in the winter 2004 term using the WebCT platform. The data were collected using an 11-question survey that focused on faculty's use of technology; time spent in online instructional activities; perceptions of faculty role; and assessment of student work. Both qualitative and quantitative analyses were used to interpret the data. The investigators intended to use the results for several purposes. The first purpose was to collect data on the use of WebCT tools and determine the level or faculty expertise in online teaching. The second purpose was to add to the growing body of research about online teaching and learning that currently contains very little information about graduate faculty experiences. The third purpose of the study was to provide data that corroborates the notion that online teaching needs to be defined and rewarded in new ways. Research indicates that more and more higher education institutions, particularly private universities, are expanding their online course offerings at meteoric rates (Allen & Seaman, 2003; Berg, 2002; Huber & Lowry, 2003). This trend, however, has not resulted in the appropriate changes with regard to traditional teaching and learning paradigms (Bender, 2003; Goodyear, 2002; Stephenson, 2001; Palloff & Pratt, 1999, 2001; Yoon, 2003). The online instructional trend is also resulting in the ability to deliver courses and programs to greater numbers of students at much lower costs to institutions (Berg, 2002; Palloff & Pratt, 2001). These institutional benefits are not being passed on to faculty whose teaching loads and financial rewards are still being viewed using traditional standards and criteria (Berg, 2002; DiBiase, 2004; Palloff & Pratt, 1999).
How to Get the Best Out of Online Adjuncts. (2009) Distance Education Report, 13, 2: 3-7.
ABSTRACT
The article features the Excelsior College, a non-profit institution which offers an assessment-based distance education. It notes that the Excelsior assures that adjunct faculty has an access to an accurate amount of training for the students to be successful in their courses wherein the institution provides a basic teaching tutorial on how to pilot the WebCT Vista Course management system. Moreover, the school gives an online orientation course through course management system.
An Introduction to Assessment: Lessons from the American Graduate University. (2004) Lorenzetti, Jennifer Patterson. Distance Education Report, 8, 5: 3-6.
ABSTRACT
Introduces lessons from the American Graduate University (AGU) for assessment in distance learning programs. Need of assessment for continually monitoring performance; Methods of assessment including direct and indirect methods; Use of data for developing successful assessment program; Participation from institutional constituents dealing with students.
On-line Instruction: Are the Outcomes the Same? (2005) Warren, Louis L. and Holloman Jr., Harold L. Journal of Instructional Psychology, 32, 2: 148-151.
ABSTRACT
This article presents a study which addressed the quality of online instruction received by students. Participants of the study were a total of 52 students who were evenly divided into two sections of the same graduate course that dealt with the topics of teacher leadership and communication. Students were randomly assigned to each of the two sections. Students were assigned various course requirements that included: designing and publishing a personal professional mission statement that included clearly defined goals, conducting interviews producing a power point presentation, writing a research paper, article critiques, midterm and final examinations. They were pre-assessed at the beginning of the course in a self evaluation that examined their level of expertise in the course's competencies and objectives. This evaluation was conducted on a likert scale. The data generated from this study indicated that there was no significant differences between the face-to-face section and the online section. The outside evaluators overall assessment of the face-to-face portfolios was an average of 6.00 and for the online section the overall assessment was an average of 6.25. The self-assessment data for the pre-assessment was an overall 2.9 for the face-to-face section and 3.0 for the online section. Results of the course evaluations administered by the university reveal no significant differences in students' satisfaction between the two sections. The score for the instructors overall effectiveness for the face-to-face section was 6.7 and for the online section the score was 6.8. The other areas of students' satisfaction addressed by the instrument revealed very similar results with none being at the significant level.
Online Learning Environments. (2006) Myung Hwa, Koh, and Robert Maribe Branch. Distance Learning, 3, 1: 17-22.
ABSTRACT
Explores aspects of an educational approach using an online case event that served to provide instructional designers with an opportunity for teamwork in an authentic environment. Overview of the case method as a learning strategy; Role of a case in an online learning environment; Discussion on learning instructional design from a case experience.
Online Learner's "Flow" Experience: An Empirical Study. (2006) Shin, Namin. British Journal of Educational Technology, 37, 5: 705-720.
ABSTRACT
This study is concerned with online learners' "low" experiences. On the basis of Csikszentmihalyi's theory of flow, flow was conceptualised as a complex, multimentional, reflective construct composing of "enjoyment", "telepresence", "focused attention", "engagement" and "time distortion" on the part of learners. A flow model was put forward with regard to virtual class environment in a traditional university context, comprised with flow antecedents, flow and flow consequences. Based on the model, a virtual-course flow measure was developed and administered to 525 undergraduate students engaged in virtual classes in order to examine the empirical relationships between measured flow antecedents, flow experiences and flow consequence-course satisfaction in this case. The analysis of the data showed that: (1) students' perceptions of their level of "skill" and "challenge" specific to each course are critical to determining the level of flow, (2) flow is a significant predictor of course satisfaction and (3) other than flow, individual differences such as "gender" and "having a clear goal" can make a significant difference in the level of flow in a virtual course. These findings are discussed along with the implications for bringing up a computer-mediated environment more conducive to flow and learning.
Online or face-to-face? Experimenting with different techniques in teacher training. (2007) Delfino, M., and D. Persico. Journal of Computer Assisted Learning, 23, 5: 351-365.
ABSTRACT
This paper illustrates a 5-year case study (from 2001 to 2005) regarding a course in educational technology that involved from 100 to 150 student teachers per year for a total of more than 500 trainees. Since the first version of the course, which was entirely based on a face-to-face approach, computer mediated collaborative learning techniques have gradually been introduced into the training program. The paper outlines the main problems faced in the various versions of the course, where different combinations were experimented with, and discusses the solutions adopted. The difficulties concern the demands of a large, diversified population and the methodological problems related to the non-neutrality of the introduction of online learning in the socio-cultural and organizational context of the study. The solutions include a highly flexible course design and a good balance and strict integration between traditional and online training techniques in the delivery of the course and in the assessment of trainees. Finally, we suggest possible directions for further research aimed at facilitating the infusion of online techniques in initial teacher training.
Overcoming Obstacles to Faculty Participation in Distance Education. (2008) Academic Leader, 24, 4: 4-5.
ABSTRACT
The article offers information on overcoming problems to faculty participation in distance education. It is posed that teaching online can be intimidating for many faculty members. It is mentioned that learning new technology, comprehending online pedagogy, meeting the needs of online learners, as well as managing workload and time are some of the issues that educators must contend with in dealing with this mode of imparting knowledge. Relative to this, Jody Oomen-Early and Lynda Murphy of Texas Woman's University in Denton, Texas conducted a study on how to develop efficient online instruction on their campus. These two researchers recommended that it is necessary to conduct a needs assessment of faculty and students and to develop instruments to measure online instruction.
The Strategic Case for Online Learning: Access, Engagement and Success
In 2007 the Alfred P. Sloan Foundation, with leadership from Dr. A. Frank Mayadas, initiated a collaborative effort with the National Association of State Universities and Land Grant Colleges (NASULGC) focused on Use of Online Learning as a Strategic Asset. The American Distance Education Consortium (ADEC), Washington State University Extension and Sloan-C worked closely with Dr. Mayadas and Dr. Peter McPherson, President of NASULGC and his staff to develop a national web cast on this important topic.
Perceptions of Roles and Responsibilities in Online Learning: A Case Study. (2008) Craig, Annemieke, et al. Interdisciplinary Journal of Knowledge & Learning Objects, 4: 205-223.
ABSTRACT
The extensive introduction of online technologies to support teaching and learning is impacting how teachers teach and students learn. It is also affecting both teaching staff's and students' perceptions of what each others' roles are. The research reported here is part of a larger study that explored different aspects of teaching and learning in online environments. This study was undertaken within an Australian university and involved an institution-wide survey of students. The paper reports on students' perceptions of their roles as online learners and the expectations they have of online teachers. The outcomes of the research suggest that different cohorts of students have different expectations. These expectations are informed by their mode of study and also by their perceptions of how staff engage with online teaching. Recommendations include proactive management of student expectations by staff, as well as a commitment by staff to meet those expectations.
National Online Learners Priorities Report. 2007 Research Report. Noel-Levitz, Inc.
National Online Learners Priorities Report. 2008 Research Report. Noel-Levitz, Inc.
Undergraduates and the Mobile Revolution. Chapter 6. ECAR Research Study 6. 2009.
The ECAR Study of Undergraduate Students and Information Technology, 2009. Shannon D. Smith, Gail Salaway, and Judith Borreson Caruso.
ABSTRACT
Since 2004, the annual ECAR Study of Undergraduate Students and Information Technology has sought to shed light on how information technology affects the college experience. We ask students about the technology they own and how they use it in and out of their academic world. We gather information about how skilled students believe they are with technologies; how they perceive technology is affecting their learning experience; and their preferences for IT in courses. The ECAR Study of Undergraduate Students and Information Technology, 2009 is a longitudinal extension of the 2004, 2005, 2006, 2007, and 2008 studies. It is based on quantitative data from a spring 2009 survey of 30,616 freshmen and seniors at 103 four-year institutions and students at 12 two-year institutions; student focus groups that included input from 62 students at 4 institutions; and review of qualitative data from written responses to open-ended questions. In addition to studying student ownership, experience, behaviors, preferences, and skills with respect to information technologies, the 2009 study also includes a special focus on student ownership and use of Internet-capable handheld devices.
A Systematic Approach to Assessing the Needs of Distance Faculty. (2004) Shaffer, Janette, Finkelstein, Kate, Woelfl, Nancy, & Lyden, Elizabeth. Journal of Library Administration, 41, 3/4: 413-428.
ABSTRACT
Beginning in the 1990s, various academic units within our health sciences institution moved aggressively toward providing courses and programs via distance education. Without a centralized campus distance education office, distance library services from our campus evolved sporadically in response to individual needs. In 2001, the library hired its first distance services librarian, whose primary responsibility was to develop a written distance library services plan. In accordance with the ACRL Guidelines for Distance Learning Library Services, the library determined that the formulation of an effective plan required a formal needs assessment of the faculty providing distance education. In this paper, we will discuss the process for developing this needs assessment, based on focus groups and a written survey instrument. We will also address some of the challenges we faced with this approach. Preliminary data identified copyright clearance and lack of awareness regarding library services as the major barriers to distance faculty seeking course support from the library.
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