Showing papers in "Distance Education in 2001"
TL;DR: The study found that three general factors – clarity of design, interaction with instructors, and active discussion among course participants – significantly influenced students’ satisfaction and perceived learning.
Abstract: This paper looks at factors affecting student satisfaction with and perceived learning from asynchronous online learning. It reports on an empirical investigation that explored relationships between student perceptions and course design factors in seventythree SUNY Learning Network courses in the spring, 1999 semester. The study found that three, and only three, general factors – clarity of design, interaction with instructors, and active discussion among course participants –significantly influenced students’ satisfaction and perceived learning. Such findings are related to various kinds of interactivity and a “community of inquiry” model of online learning.
941 citations
TL;DR: In this paper, a theoretically grounded framework is proposed that links culturally inclusive learning with curriculum and assessment design, using the principle of constructive alignment, to teach effectively in cross-cultural online learning environments, to ensure that pedagogy and curriculum are flexible, adaptable and relevant to students from a diverse range of cultural and language backgrounds.
Abstract: In the 21st century, internationalisation and cultural inclusivity have emerged as important principles in guiding organisational change and development in tertiary education, business and other areas. This paper offers a framework for culturally inclusive pedagogy that can be applied to online environments. To teach effectively in cross‐cultural online learning environments, a theoretically grounded framework is proposed that links culturally inclusive learning with curriculum and assessment design, using the principle of constructive alignment. A goal for the design of culturally inclusive online learning is to ensure that pedagogy and curriculum are flexible, adaptable and relevant to students from a diverse range of cultural and language backgrounds. In addition, assessment tasks need to be aligned with learning outcomes and teaching approaches so that all aspects of pedagogy are supportive of cross‐cultural learning needs.
149 citations
TL;DR: In this article, the authors examined if there are differences in perception of online group process and development between participants in Mexico and the United States of America (USA) and found that participants in both countries perceived collectivism, low power distance, femininity, and high context communication.
Abstract: Employing survey and focus group data, this study examined if there are differences in perception of online group process and development between participants in Mexico and the United States of America (USA). Survey data indicated significant differences in perception for the Norming and Performing stages of group development. The groups also differed in their perception of collectivism, low power distance, femininity, and high context communication. Country differences rather than age and gender differences, accounted for the differences observed. Focus group participants identified several factors that influence online group process and development: (1) language; (2) power distance; (3) gender differences; (4) collectivist vs. individualist tendencies; (5) conflict; (6) social presence; (7) time frame; and (8) technical skills.
146 citations
TL;DR: The study investigated the ways students learned to use technology and learned to collaborate in small groups as they learned online: a delicate balance between structure and dialogue in transactional distance, and the development of a sense of community.
Abstract: This case study reports how graduate students learned in a constructivist online course in educational telecommunications. The study investigated the ways students learned to use technology and learned to collaborate in small groups as they learned online. The students used a collaborative workspace and several other Web tools to conduct independent and collaborative activities. Solutions to problems of using technology and learning collaboratively online included getting to know each other, respecting individual differences, negotiating meaning with others, and self‐regulating. The study contributes to an understanding of key design elements for online courses: a delicate balance between structure and dialogue in transactional distance, and the development of a sense of community.
100 citations
TL;DR: In this article, the authors describe an international online program run by the University of British Columbia (UBC) in Canada in association with Monterrey Institute of Technology in Mexico, highlighting the problems of online collaboration and assessment criteria for students from different cultures and pedagogical heritages.
Abstract: This paper describes an international online program run by the University of British Columbia (UBC) in Canada in association with Monterrey Institute of Technology in Mexico. It highlights the problems of online collaboration and assessment criteria for students from different cultures and pedagogical heritages. It also raises a range of issues faced by the initiating university (UBC) in developing and presenting a global online course.
89 citations
TL;DR: In this paper, the complexities brought about by differences in pedagogic and linguistic cultures and the hidden international problems that globalisation of education creates are discussed, and it is argued that when online global higher education addresses multi-cultural issues it needs to include re-examination of related fundamental presumptions.
Abstract: This paper is intended to provoke discussion of the complexities brought about by differences in pedagogic and linguistic cultures and the hidden international problems that globalisation of education therefore creates. Worldwide students encounter discourse problems rather than simple language difficulties. Yet their learning is judged by English‐western norms giving high value to criticality as well as ‘Standard English’. It is argued that when online global higher education addresses multi‐cultural issues it needs to include re‐examination of related fundamental presumptions.
82 citations
TL;DR: This article investigated the ways that cultural and linguistic differences manifest themselves in global online learning environments and discussed the negative implications of taking a centre and periphery view of participants in an internationally-marketed online MA program, but offer some data on student performance to justify using that perspective to initiate a more indepth investigation of their experience of cross-cultural interaction during the courses.
Abstract: In this paper we investigate some of the ways that cultural and linguistic differences manifest themselves in global online learning environments. We start from the position that the providers of educational opportunity across national and geographic boundaries have a responsibility to consider how their materials and practices can help to promote cross‐cultural understanding. We discuss some of the negative implications of taking a ‘centre and periphery’ view of participants in an internationally‐marketed online MA program, but offer some data on student performance to justify using that perspective to initiate a more in‐depth investigation of their experience of cross‐cultural interaction during the courses. We present some of the outcomes of a qualitative study of student talk about these issues, and identify the topics of ‘cultural otherness’, ‘perceptions of globality’, ‘linguistic difference’, and ‘academic convention’ as focal constructs around which their experiences could be recounted. We discuss...
81 citations
TL;DR: Evidence in the current literature that computer mediated communication and in particular, collaborative learning, can make a positive difference to the educational experience of some students is supported.
Abstract: This paper reports on the development of an asynchronous learning environment for the teaching of introductory macroeconomics to approximately 200 distance education students. The research supports evidence in the current literature that computer mediated communication and in particular, collaborative learning, can make a positive difference to the educational experience of some students. These findings are based on both quantitative and qualitative data gained from student evaluations, participation levels, staff interviews and an analysis of the online communication. The discussion centres on the extent of collaboration, the role of assessment, adaptation of curriculum and pedagogy and the students' attitudes to economics.
65 citations
TL;DR: In this article, the authors identify and address the issues and challenges experienced by facilitators who are facilitating cross-cultural group discussion activities in an online environment, and to provide strategies facilitators might employ when in this environment.
Abstract: Online discussion is a powerful tool for the development of critical thinking, collaboration, and reflection. However, the effective instructional use of online discussions places new requirements on instructors for skilful facilitation. When the construct of cross‐cultural participants is added, the facilitation requirements increase. The purpose of this research was to determine and address the issues and challenges experienced by facilitators who are facilitating cross‐cultural group discussion activities in an online environment, and to provide strategies facilitators might employ when in this environment. Utilising action research methods of data collection and analysis, this study found that in a cross‐cultural online environment, the challenges of the facilitator expand beyond the currently identified range of problems of facilitation. Challenges such as questioning, participation, interpersonal and group dynamics, facilitator expectations and anxieties have surfaced as issues when facilitating in ...
61 citations
TL;DR: The theoretical basis of cultural discontinuities is discussed in terms of the models of Vygotsky, Tharp, and Flowerdew and Miller and implications for instruction and research are discussed and intervention strategies are suggested.
Abstract: The increase in globalisation of distance education has revealed the existence of cultural discontinuities that affect learning effectiveness. The theoretical basis of such discontinuities is discussed in terms of the models of Vygotsky, Tharp, and Flowerdew and Miller. In addition, findings from the author's research involving West African extension students and print‐based instructional materials is also reported. The implications for instruction and research are discussed and intervention strategies are suggested.
58 citations
TL;DR: In this paper, the authors examine an online learning community from the sociological and social learning aspects, and discuss Goffman's self-presentation, Short's social presence, and social interaction, points out the weaknesses that exist in current studies of online lea...
Abstract: Construction of an online learning community is an important approach to enhance the learning of online students. An online community differs from a traditional face‐to‐face (FTF) social learning community. The studies currently available have been conducted over short periods of time, have focussed on an analysis of end products, and do not consider the individual (the self). Therefore, they have failed to provide a comprehensive understanding of online communities. It is not clear how online participants should present themselves and how they should perform or interact in an online community. Online self, online self‐presentation, online social presence and online interaction are important issues to be considered in the study of these communities. This paper examines an online learning community from the sociological and social learning aspects. It discusses Goffman's self‐presentation, Short's social presence, and social interaction, points out the weaknesses that exist in current studies of online lea...
TL;DR: A four‐phase study to clarify the role of the facilitator and to identify other factors that support or inhibit online learning shows that facilitators must clarify expectations, initiate and guide online discussions and explain assessment criteria.
Abstract: Many authors cite the potential of Web‐based technologies for transforming education. However, little research has been done to explore what skills are required. This paper reports a four‐phase study conducted to clarify the role of the facilitator and to identify other factors that support or inhibit online learning. Postgraduate students who had participated in online learning were asked to rate the relative importance of 12 facilitator tasks. Next, students and lecturers were interviewed to determine factors that influence the success of online courses. Results show that facilitators must clarify expectations, initiate and guide online discussions and explain assessment criteria.
TL;DR: This article explored how students talked about sensitive cultural topics, and how the online nature of the course influenced reflection, and four reflective orientations emerged as students struggled with emotional reactions to discussion topics, searched for the conceptual labels that helped explain experience, connected with past values, or reflected on assumptions underlying their worldviews.
Abstract: The asynchronous online class environment offers students extended time for reflection on messages sent and received. The purpose of this study of a computer mediated graduate course on inclusive community building was to explore how students talked about sensitive cultural topics, and how the online nature of the course influenced reflection. Transformative learning, which seeks to change those deeply held beliefs which often frustrate multicultural inclusion, provided the analytical frame. Four reflective orientations emerged, as students struggled with emotional reactions to discussion topics, searched for the conceptual labels that helped explain experience, connected with past values, or reflected on assumptions underlying their worldviews.
TL;DR: In this article, the authors discuss four case studies from a research project that followed up a small number of adult learners who enrolled in flexible delivery VET courses but did not achieve a successful outcome.
Abstract: Government policy in Australia is increasingly encouraging training organisations in the Vocational Education and Training (VET) sector to adopt flexible delivery approaches, but some researchers are sounding a note of caution. Evidence is emerging that Australian VET learners are not universally ready for flexible delivery, and this is reflected in high attrition rates and low pass rates. The literature on flexible delivery identifies a number of specific factors that can impact on the success of adult learners. However, there seems to be agreement that failure or dropout is not determined by a single factor, but by the interaction of a number of factors that build up over time. To understand these factors, we need to understand the learners - what their participation in education means to them, the context in which they are studying, and the numerous inter-connected factors that contribute to their failure to achieve a successful outcome. This paper discusses four case studies from a research project that followed up a small number of adult learners who enrolled in flexible delivery VET courses but did not achieve a successful outcome.
TL;DR: In this article, an inter-institutional, Internet-based model for promoting discussions about diversity among graduate students and faculty, developed collaboratively by Hampton University (Hampton, VA) and Rockhurst University (Kansas City, MO) was presented.
Abstract: This article presents an inter‐institutional, Internet‐based model for promoting discussions about diversity among graduate students and faculty, developed collaboratively by Hampton University (Hampton, VA) ‐ predominately African American ‐ and Rockhurst University (Kansas City, MO) ‐ predominately Euro‐American While these institutions are demographically and geographically different, their similarities in size, institutional missions, and departmental objectives facilitated the inter‐institutional development and delivery of the course We present the rationale behind the development of the course, describe its content and format, and consider the benefits and risks of utilising the Internet to better prepare all students for living and working in a diverse society
TL;DR: The authors examined the gate‐page associated with 231 virtual universities (or virtual campuses) and were particularly interested in the extent to which virtual university iconography replicated the face‐to‐face campus or opted for the motifs of distributed learning.
Abstract: Search for ‘virtual university’ or ‘virtual campus’ on a popular search engine like Google and, in March 2001, we were rewarded with 71 600 and 58 700 hits. This in contrast to the situation just a few years ago. Apart from the increasing sophistication of search engines, this enormous number of hits arises from the mad rush to get courses online. Everywhere, policy analysts and university administrators fear being ‘left behind’ and virtual universities are being created and virtual components laced onto traditional operations in the name of distributed learning. Virtual universities don't respect boundaries and there is fierce competition and, when trolling for students, some things are emphasised and others hidden. Each virtual university has an opening (or ‘gate') page which is a text that reveals and conceals. The authors examined the gate‐page associated with 231 virtual universities (or virtual campuses). The authors were particularly interested in the extent to which virtual university iconography ...
TL;DR: The VirtualMente course as discussed by the authors was designed to facilitate cognitive processing in university graduates and was based on Sternberg's (1986) Triarchic Theory of Human Intelligence, and incorporated material from the local context and culture.
Abstract: This paper describes how cultural relevance was incorporated into a web‐based course. VirtualMente was designed to facilitate cognitive processing in university graduates. The Spanish language program was based on Sternberg's (1986) Triarchic Theory of Human Intelligence, and incorporated material from the local context and culture. VirtualMente was designed around three dimensions: minds in action, minds in communication and aids for the mind. The course consists of a virtual cooperative atmosphere using email and the discussion list for interaction and communication. A Monitor Triarchic Test was built to determine the mastery of the theory. The paper describes the design and evaluation of the course and issues related to cultural adequacy.