Showing papers in "Distance Education in 2003"
TL;DR: The authors argue that the perceptions of psychological presence that distance education students hold of their teachers, peer students, and the institution can be traced back to their distance education experiences, i.e., the sense of psychological distance from the teacher, peer, and institution.
Abstract: This paper argues that, apart from interactive activities, the perceptions of psychological presence that distance education students hold of their teachers, peer students, and the institution can ...
304 citations
TL;DR: This investigation presents an evaluative case study of the pedagogical implications of using one 3D virtual world, Active Worlds, for synchronous distance education and reveals that this technology supports constructivist learning environments.
Abstract: Three-dimensional (3D) virtual worlds are a new technology that holds some promise as constructivist learning environments for distance education. This investigation presents an evaluative case study of the pedagogical implications of using one 3D virtual world, Active Worlds, for synchronous distance education. The research design for this qualitative study focuses on the pedagogical affordances and constraints. Methods employed in the data collection include participatory observations, class logs, and formal and informal interviews with the instructor of a synchronous distance learning course offered through Active Worlds University. Findings reveal that although Active Worlds provides tools that support constructivist learning environments, the affordances and constraints of the tools (discourse, experiential, and resource) may, to varying degrees, impact the pragmatic use of this medium. While this initial investigation reveals that this technology supports constructivist learning environments, more r...
290 citations
TL;DR: In this article, the authors test the potential value of McVay's (2000) Readiness for Online Learning questionnaire for research and practice, the instrument was administered to 107 undergraduate university students drawn from a range of courses in the United States and Australia.
Abstract: To test the potential value of McVay's (2000) Readiness for Online Learning questionnaire for research and practice, the instrument was administered to 107 undergraduate university students drawn from a range of courses in the United States and Australia. The questionnaire was subjected to a reliability analysis and a factor analysis. The instrument fared well in the reliability analysis, and yielded a two-factor structure that was readily interpretable in a framework of existing theory and research. Factors identified were "Comfort with e-learning" and "Self-management of learning." It is suggested that the instrument is useful for both research and practice, but would be enhanced through further work on 5 of the 13 items. Additionally, further work is required to establish predictive validity.
214 citations
TL;DR: Based on a qualitative analysis of responses from 68 participants, it was found that participants indeed had specific expectations of interactivity that were not only consistent with theoretical frameworks of learning but also provided insights for the design of online collaborative learning environments.
Abstract: The discourse of flexible and online learning echoes with terms such as communication, collaboration, engagement and interactivity. Of these, interactivity is frequently used to refer to an inherent quality of the medium and learning environment, with an underlying assumption that the interactive characteristics of communication with other learners or content objects is beneficial to the learning process. However, interactivity as a concept has received comparatively little research attention. To provide further insights into the dynamics of interactivity, this study reports on an investigation to ascertain the different ways people perceive interactivity, and the extent to which that interactivity adds value to the learning process. Based on a qualitative analysis of responses from 68 participants, it was found that participants indeed had specific expectations of interactivity that were not only consistent with theoretical frameworks of learning but also provided insights for the design of online collab...
184 citations
TL;DR: In this paper, the authors argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions.
Abstract: Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. Our paper considers learning environments in the service of a broader understanding of a professional "practicum." In providing the more flexible, immediate and evolving virtual experiences, e-learning as a feature must take account of a range of education design considerations we model in a framework of elements. These are outlined, and broader issues are illuminated through a comparative case analysis of edu...
79 citations
TL;DR: In this paper, the authors report on the use of an online, resource-based learning (RBL) approach in first year psychology at Deakin University and examine differences between on-and off-campus students.
Abstract: This paper reports on the use of an online, resource-based learning (RBL) approach in first year psychology at Deakin University. Differences between on- and off-campus students that emerged are examined in the context of the learning goals and study approaches of the two student groups and their attitudes to using computers. Unlike the on-campus students who were less positive about working with computers and reported confusion about how and what to study for the unit, the off-campus students reported feeling confident they had a good study strategy and were more positive about computers. The off-campus students also reported that they spent more time working with electronic resources and attached greater value to them. While all students valued the prescribed resources, the off-campus students found some of the optional, electronic resources valuable because they added to the learning experience. These students also reported greater use of the computer-mediated communication available as part of the onl...
64 citations
TL;DR: In this paper, a study was conducted to determine if there is a relationship between learner personality types and perceived satisfaction when using Web-based instruction for mandatory and self-regulated continuing professional development.
Abstract: The purpose of this study was to determine if there is a relationship between learner personality types and perceived satisfaction when using Web-based instruction for mandatory and self-regulated continuing professional development. Two hundred and four real estate practitioners who participated in a Web-based professional development course completed the Millon Index of Personality Styles (MIPS) instrument and a survey to compare personality type and satisfaction. No relationship was found between personality types and satisfaction when using Web-based instruction. The majority (97%) of participants were satisfied with the course regardless of their personality characteristics.
58 citations
TL;DR: Results show that although Web-based forum discussion creates unique difficulties for international students' discussion participation, its unique characteristics provided them with a more equal opportunity to vocalize.
Abstract: The purpose of this study is to describe forum participation of international graduate students who speak English as a foreign language in two Web-based graduate courses. Research questions focused around how linguistic and cultural differences impact nonnative speaking international students' perception of classroom participation, what effect computer-mediated communication has on their forum participation and interaction in Web-based courses and how their discussion participation is different from domestic students. Data was collected through basic information survey, electronic transcripts of student and instructor entries in the course forum, face-to-face and email interviews, and the researcher's observations and field notes. Both quantitative and qualitative techniques were used in data analysis. Participants' actual classroom participation and their perceptions were compared and contrasted for a better understanding. Results show that although Web-based forum discussion creates unique difficulties ...
44 citations
TL;DR: It is argued that the least interventionist strategy in terms of tutor response and task-setting resulted in the least productive conference discussion, while a more interventionist role by the tutor depended for its success on characteristics of the tutor input and the task set.
Abstract: This paper describes a qualitative study of asynchronous electronic conferencing by three tutorial groups on the same postgraduate course (Teaching English to Speakers of Other Languages Worldwide), forming part of an MA in Applied Linguistics (via Distance Education) at the Open University, UK. The groups varied in the degree to which the tutor participated in the discussion and in whether the tutor's input took the form of responding to student posts or the setting of tasks to scaffold the learners' development of academic skills. It is argued that the least interventionist strategy in terms of tutor response and task-setting resulted in the least productive conference discussion in terms of both communicative interaction and academic development, while a more interventionist role by the tutor depended for its success on characteristics of the tutor input and the task set.
42 citations
TL;DR: In this article, a case study of three schools of nursing that collaboratively developed and implemented an online undergraduate-nursing course is presented, where the challenges that were encountered by faculty and students were discussed.
Abstract: Institutions of higher education acknowledge that online learning represents a growing segment of the modern learning environment, and most students have mastered basic computer skills. However, reluctance to engage in online learning remains among both faculty and students. This article presents a case study of three schools of nursing that collaboratively developed and implemented an online undergraduate-nursing course. The article discusses the challenges that were encountered by faculty and students. The faculty used the distance education literature to address these challenges related to technological, institutional, and pedagogical aspects of online learning, as well as the recruitment and retention of online learners. Quantitative and qualitative methods were used to evaluate the effectiveness of the course. The paper concludes with suggestions to overcome the challenges of online learning, such that faculty and students receive the inherent rewards.
27 citations
TL;DR: The focus of this paper is to describe and explain the evolution of teaching resources and tuition on the Rural Development Studies undergraduate degree programme at the UHI Millennium Institute, and the importance of improving the optimum mixture of the different teaching media used.
Abstract: The focus of this paper is to describe and explain the evolution of teaching resources and tuition on the Rural Development Studies undergraduate degree programme at the UHI Millennium Institute. This degree was selected for development in a flexible style of delivery due to the curriculum contents and its delivery to a very scattered student population over a wide rural area. The degree has a multi-disciplinary approach with a variety of tuition styles, assessment mechanisms, and student support that have been tutored in both face-to-face and remote delivery, and this illustrates well the changing nature of information and communications technologies (ICTs) in student-tutor interaction. Increasing emphasis is on the simplicity of the application of new technologies to facilitate interactivity between students and tutors but, most importantly, on improving the optimum mixture of the different teaching media used. The emphasis is on consistency and quality in distributed learning to encourage the sustainab...
TL;DR: The authors explored the use of video vignettes as a tool for the professional development of teachers and found that teachers rarely recognized the exemplary qualities of practice presented to them, and that teaching experience significantly influences the type of lens through which a teacher will observe exemplary practice vignette.
Abstract: This study explores the use of video vignettes as a tool for the professional development of teachers. It is postulated that teachers' professional frames prime them to view vignettes through multiple “lenses,” and that teachers may not recognize exemplary practice when presented with it. Think-aloud and interview data are collected as 11 pre-service and 11 experienced teachers observe exemplary astronomy teaching video vignettes. Quantitative analyses suggest that teachers rarely recognized the exemplary qualities of practice presented to them. Furthermore, teaching experience significantly influences the type of lens through which a teacher will observe exemplary practice vignettes. There is also some evidence to suggest that priming teachers with instructions may be helpful. Implications for the design of video on the Web are discussed.
TL;DR: The paper begins by examining the way in which design is manifested in the area of course materials development and the approaches that have been used in attempting to document designs.
Abstract: A method of rendering the design of a course visible for the purpose of discussion amongst the members of course development teams is described. The paper begins by examining the way in which design is manifested in the area of course materials development and the approaches that have been used in attempting to document designs. The strengths and limitations of the conceptual mapping method are examined and the way in which the method has been used to facilitate the work of course development teams is described. Additional uses of the method and possibilities for future enhancements of the method are discussed.
TL;DR: In this paper, the authors discuss the nature and scope of misdeeds that can accompany what can often be sound, enjoyable, and useful learning experiences in Web-based education.
Abstract: As an online practitioner and researcher, I was distressed by the tale of woe related by Ann Bishop in “Come Into my Parlour Said the Spider to the Fly: Critical Reflections on Web-Based Education From a Student’s Perspective” (Bishop, 2002). However, hers is a story that needs to be told: we know that practices of the sort she relates in her critical reminiscence of a poor online experience exist. To “would be” Web-based educators in a communication medium that glows with promise and is hailed worldwide for its potential to serve us globally, Bishop offers suggestions. I take this opportunity, as a seasoned online educator, to address some of her issues and suggestions. In doing so, and in dividing my comments on her observations into the categories terrible travesties, necessary evils, and unfortunate occurrences, I hope to indicate my acknowledgement of the nature and scope of misdeeds that can accompany what can often be sound, enjoyable, and useful learning experiences.
TL;DR: In this paper, the authors report on the development of the first online self-directed inventory on the measurement of academic program preferences (MAPP) for potential students at the Open...
Abstract: The purpose of this paper is to report on the development of the first online self-directed inventory on the measurement of academic programme preferences (MAPP) for potential students at the Open ...