Showing papers in "Internet and Higher Education in 1999"
TL;DR: It is suggested that computer conferencing has considerable potential to create a community of inquiry for educational purposes and should be used as a medium for this purpose.
Abstract: The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction—cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes.
4,976 citations
TL;DR: The purpose of this paper is to explain the changing nature of plagiarism and to provide information that faculty can use to minimize students' academic dishonesty.
Abstract: The use of computers has made academic dishonesty easier. Powerful word processing programs allow students to easily “cut and paste” ideas from information they find on the Internet or other electronic media. It is difficult for faculty to document these sources or know whether the information is legitimate. Faculty can learn several techniques for identifying student papers that were plagiarized from the Internet or other technology sources. In addition, faculty can develop approaches to class assignments that minimize students' ability to use Internet sources inappropriately. The purpose of this paper is to explain the changing nature of plagiarism and to provide information that faculty can use to minimize students' academic dishonesty.
144 citations
66 citations
TL;DR: A framework is presented to support a “directed” approach to OLEs that provides a basis for planning, designing, implementing and evaluating OLETs, and for online courses contained within OLES.
Abstract: A steady increase in the development and use of online instructional delivery systems in higher education institutions is expected to occur over the next few years. Online learning environments (OLEs) will emerge to provide comprehensive support for the process of learning and instruction. Currently, educators and administrators are seeking guidance for conceptualizing and implementing OLEs. A framework is needed to represent the essential aspects of OLE development and use, and to address the complex nature of OLEs. This paper offers a definition for OLEs. Also, a framework is presented to support a “directed” approach to OLEs that provides a basis for planning, designing, implementing and evaluating OLEs, and for online courses contained within OLEs. The elements of the framework for DIRECTED OLEs, Delivery, Interaction, Resources, Evaluation, Culture, Technology, Education, and Design, are defined and issues concerning the elements are presented.
46 citations
TL;DR: It is concluded the four generic categories of instructional principles apply equally to the design of instruction for the context of online learning and most issues that people talk about when designing online instruction are simply elaborations of these existing principles.
Abstract: Many individuals are creating instruction that will be used for online learning. This paper reviews four generic categories of instructional principles: Instructional Design (pedagogical issues), Subject Matter (content issues), Language (semantic and syntactic issues), and Presentation (physical issues), that should be used as guidelines when designing instructional materials. Nine current considerations for the context of online learning are drawn from the literature and experience and we show how each relates to these existing guidelines. We conclude the four generic categories of instructional principles apply equally to the design of instruction for the context of online learning and most issues that people talk about when designing online instruction are simply elaborations of these existing principles. A job aid is provided to help designers systematically consider essential principles when designing online instruction.
46 citations
TL;DR: This study suggests that virtual focus groups can be used as a powerful research tool to evaluate students' online course experiences and verified the important matters that made an impact on students' satisfaction with the online course(s) they took.
Abstract: This study suggests that virtual focus groups can be used as a powerful research tool to evaluate students' online course experiences Students taking courses through the Internet want to be in control of when to access their course content They also want to be able to decide when and how they interact with their peers and professors In other words, students are striving for flexibility Due to the fact that online courses require a different array of preparation, infrastructure, technical support, technology expertise, and course methodology; the evaluation of student online course experience(s) requires a different evaluation paradigm In this study, the researchers combined the focus group with the Delphi technique and were able to verify the important matters that made an impact on students' satisfaction with the online course(s) they took The uniqueness of this study is related to the adoption of asynchronous communication into the focus group research technique
21 citations
TL;DR: Results indicated that students can identify their weaknesses and can subsequently develop skills for using electronic communication, the World Wide Web, and related activities through an online course designed to prepare them for success in taking subsequent online courses.
Abstract: Electronic communication and World Wide Web skill levels for graduate students entering a Master of Science in Education degree program with online components were examined before and after completion of an introductory technology skills course. Results indicated that students can identify their weaknesses and can subsequently develop skills for using electronic communication, the World Wide Web, and related activities through an online course designed to prepare them for success in taking subsequent online courses. The findings support views that Web-based courses require some skills that may be new for the student, and that students will require varying degrees of instruction in how to deal with technology-based learning.
20 citations
12 citations
TL;DR: A response paper assignment was developed to serve as a tool to assess students in an online course and executed in Fall 1999 during an online segment of Pepperdine University's Philosophy and Effects of Mass Communication course.
Abstract: Communications technologies (ie, Internet, videoconferencing, etc) have propelled distance education to a vibrant and burgeoning field Online education, which is centered on the use of the Internet and the World Wide Web (Web), presents a new generation of distance learning tools The online learning environment frees students from the constraints of time and place, and it can be made universally available Although online courses break down physical and temporal barriers of access to education, assessing students' learning is one of the challenges of online education In an effort to meet the needs of measuring the learning effectiveness of adult students in an online learning environment, a response paper assignment was developed to serve as a tool to assess students in an online course Then, it was executed in Fall 1999 during an online segment of Pepperdine University's Philosophy and Effects of Mass Communication (MSCO 560) course This article presents a snapshot of the assessment tool (ie, response paper), the process used to test the assessment tool, response paper results, response paper evaluation results, and a summary of the summative committee meeting
11 citations
TL;DR: This paper analyzes four issues that influence teaching and learning in college classrooms, including the idea that using instructional technology in higher education should not be questioned; relationship between the corporate community and higher education; and effectiveness of distance learning as an instructional delivery system.
Abstract: This paper analyzes four issues that influence teaching and learning in college classrooms These issues include the idea that using instructional technology in higher education should not be questioned; relationship between the corporate community and higher education; and effectiveness of distance learning as an instructional delivery system The fourth issue, and possibly the most important, is developing a rich and deep understanding for the meaning of computer instructional technology, its relationship to teaching and learning, and the role it plays in shaping the context of what it means to be “educated” A critical perspective, supported by the literature, is used to analyze these issues in the context of the college classroom The paper closes with 20 questions intended to generate thinking and discussion about making thoughtful, informed and contextualized instructional decisions
11 citations
TL;DR: The author makes the argument that usability, specifically the attribute of ease of learning, should be a criterion used in the evaluation of online course delivery systems and demonstrates that discount usability is an accessible methodology that can yield valuable information about the usability of a product.
Abstract: Increasingly, universities are providing instruction supported by or entirely delivered through the World Wide Web. Numerous applications are available for the development and delivery of online course materials and learning environments. Typically, when choosing which of these products to use, the decisions have been based on the technical specifications and features that the products offer. The author makes the argument that usability, specifically the attribute of ease of learning, should be a criterion used in the evaluation of online course delivery systems. By using this criterion, universities can better determine which application meets the concern of faculty regarding the length of time and the amount of training and support needed to move their classes to the Web. A usability evaluation of two applications, WebCT and Web-Course-in-a-Box was conducted as a way of demonstrating that discount usability is an accessible methodology that can yield valuable information about the usability of a product.
TL;DR: The use of the Internet and the World Wide Web for the asynchronous delivery of MBA coursework is described, as are resources used to implement content creation and design of the delivery system.
Abstract: This article describes the use of the Internet and the World Wide Web for the asynchronous delivery of MBA coursework. The planning and implementation processes are described, as are resources used to implement content creation and design of the delivery system. A Web committee was created to appraise the need for consultants, set priorities for course development, recommend content design, recommend hardware and software for delivery and student access, and study security for examinations.
TL;DR: A framework for understanding and managing this change process in Distance Learning and insight into the broader issues raised by Distance Learning are offered and strategies for developing cross-campus support are proposed.
Abstract: As Distance Learning programs expand at colleges and universities across the country, institutions find themselves grappling with a range of academic and administrative issues. Faculty working conditions, program development, academic oversight and student support services are but a sampling of the conflicts and issues that emerge as Distance Learning programs grow in popularity. In an effort to address these conflicts and the accompanying institutional changes, we will offer a framework for understanding and managing this change process. We also attempt to give insight into the broader issues raised by Distance Learning and propose strategies for developing cross-campus support for Distance Learning programs.
TL;DR: Library Explorer is a Web-based tutorial that teaches students how to select and use information finding tools in all formats in order to do their research.
Abstract: Recent changes in education and in technology have prompted librarians involved in instruction to question old approaches and to try new methods and media in order to enhance their instructional services and products. Library Explorer is one example of a new approach to instruction undertaken at the University of Iowa Libraries. Library Explorer is a Web-based tutorial that teaches students how to select and use information finding tools in all formats in order to do their research. This article describes the development, implementation and evaluation of this tutorial within an environment of constant change.
TL;DR: The most common reasons for not using the Internet as part of course pedagogy were: lack of student access to computer laboratory resources, lack of faculty training in Internet-related areas, Lack of relevant Websites, and faculty not being convinced about the learning students receive from its use.
Abstract: We surveyed 1,353 professors to learn if and how they use the Internet in instructing their introductory undergraduate management science (MS) and operations management (OM) courses. We surveyed the faculty instructing these courses, since the same faculty often teaches both areas. Thirty-five percent of the faculty teaching introductory MS or OM courses use the Internet in their instruction. The most reported applications of the Internet were: searching the Internet for information/data, gathering data about a specific company, retrieving an article, reading or downloading homework problems, and downloading a syllabus. The most common reasons for not using the Internet as part of course pedagogy were: lack of student access to computer laboratory resources, lack of faculty training in Internet-related areas, lack of relevant Websites, and faculty not being convinced about the learning students receive from its use.