Showing papers in "Internet and Higher Education in 2002"
TL;DR: It was concluded that the Classroom Community Scale is a valid and reliable measure of classroom community and that this instrument yields two interpretable factors, connectedness and learning.
Abstract: The purpose of this study was to develop and field-test the Classroom Community Scale and to determine its validity and reliability for use with university students taking courses at a distance via the Internet. The 20-item Classroom Community Scale measures sense of community in a learning environment. Data were collected from 375 students enrolled in 28 different courses, offered for graduate credit via the Blackboard e-learning system by a private university. It was concluded that the Classroom Community Scale is a valid and reliable measure of classroom community and that this instrument yields two interpretable factors, connectedness and learning.
823 citations
TL;DR: Online learners who have stronger sense of community and perceive greater cognitive learning should feel less isolated and have greater satisfaction with their academic programs, possibly resulting in fewer dropouts.
Abstract: The primary purpose of this study was to determine if a relationship exists between sense of community and cognitive learning in an online educational environment. Study participants consisted of 314 students enrolled in 26 graduate education and leadership courses taught at a distance using the Blackboard.comSM e-learning system. Study results provided evidence that a significant relationship exists between classroom community and perceived cognitive learning. Online learners who have stronger sense of community and perceive greater cognitive learning should feel less isolated and have greater satisfaction with their academic programs, possibly resulting in fewer dropouts.
816 citations
TL;DR: A crystal pulling apparatus is designed to generate a thermal gradient across the melt surface to prevent nucleation of stray crystals and production of floating debris to produce a high quality crystal and has special provisions for observing the growth behavior and crystal dimension measurements.
Abstract: While much has been written regarding the learning behaviors of students participating in online courses, little research has been conducted to ascertain whether or not students are still engaged and actually learning when not actively involved in online discourse with other students and faculty. This case study of inactive students enrolled in an online graduate course attempts to identify how much time is spent in course-related activity, what the reasons are for student’s ‘‘invisibility,’’ and if their preferred learning styles influence online behavior. The data show that these students do, in fact, spend a significant amount of time in learning-related tasks, including logging on, even when not visibly participating, and they feel they are still learning and benefiting from this low-profile approach to their online studies. However, preliminary analyses of course grades indicate that the mean course grade is better for high-visibility learners than for no-visibility learners. Findings suggest that further research in the area of the so-called invisible learner is a critical area of investigation to better understand the dynamics of asynchronous learning and teaching. D 2002 Elsevier Science Inc. All rights reserved.
315 citations
TL;DR: Results indicated that gender, age, learning styles, time spent on the course, and perceptions of student–student interactions, course activities, and asynchronous Web-based conferences were not related to satisfaction and learning outcomes.
Abstract: The author discusses the results of a study about the effect of students' and instructional variables on satisfaction and achievement in a Web-based course. Results indicated that gender, age, learning styles, time spent on the course, and perceptions of student–student interactions, course activities, and asynchronous Web-based conferences were not related to satisfaction and learning outcomes. Those students who entered the course with better Cumulative Grade Point Average (CGPA) scores achieved higher final grades in the course, but did not express more satisfaction with the learning environment. Computer experience did not influence achievement but experienced computer users were more satisfied with the course. Students who perceived the student–instructor interactions positively felt that their discussion group had performed well during the conferences, and viewed the learning materials used in the conferences positively improved grades and were more satisfied with the course. Students expected instructor-led learning. There is a need to explicitly design an organising strategy to assist students in completing the problem-based learning processes during the Web-based conferences.
243 citations
TL;DR: Case study research is presented that explores the dynamics and experience offered for a professor and learners participating in a hybrid-modeled classroom in teacher education and includes potentials and limitations to be considered in further dialogue, development, and research.
Abstract: The rapid pace of technological innovation, along with the global fascination with the Internet, continue to result in a dominating call to integrate Internet technologies into higher education. As this practice has evolved in recent years, the field has learned much. However, pressing questions remain as to how online and hybrid (online and face-to-face) classes may support quality and success in professional development, teacher education, and professional schools' programs. This paper presents case study research that explores the dynamics and experience offered for a professor and learners participating in a hybrid-modeled classroom in teacher education. The conceptual discussion includes potentials and limitations to be considered in further dialogue, development, and research in this area.
188 citations
TL;DR: It was found that perceptions of overall class interaction and student satisfaction seem to be positively affected by small group interaction.
Abstract: This paper presents an exploratory study of a web-enhanced televised class encouraging learner–learner interaction in small online groups. The purpose of the study was to examine whether various interactions among students in small groups could substitute for one-on-one interaction between the instructor and each student and lead to high levels of perceived class interaction and student satisfaction. It was found that perceptions of overall class interaction and student satisfaction seem to be positively affected by small group interaction. Implications for research and practice are discussed.
125 citations
TL;DR: The idea of creating E-learning courses by combining reusable ELOs, stored in a database, is gathering momentum, but there is no one definition of what constitutes an ELO or of what size such an object should be to maximise its reusability capability.
Abstract: The idea of creating E-learning courses by combining reusable E-learning objects (ELOs), stored in a database, is gathering momentum. There is, however, no one definition of what constitutes an ELO or of what size such an object should be to maximise its reusability capability. The first part of this article explores these issues. The second part discusses the practical application of creating and reusing ELOs at the Centre for Economic Development and Applied Research (CEDAR) at Royal Roads University (RRU), Canada. First, some background on RRU and CEDAR is given. This is followed by an explanation of how reusable ELOs are defined, stored, and tagged in an online learner and content management tool. CEDAR's approach to ELOs and to sound instructional design is then discussed. Several examples are provided of how CEDAR implements reusable ELOs. Finally, the reader is given the opportunity to experiment with an online, template-based ELO.
119 citations
TL;DR: In this article, the authors report the findings from a survey that examined the differences in communication between students who used instant messenger (IM) services and those who did not in the same asynchronous distance education Web-based course.
Abstract: This research reports the findings from a survey that examined the differences in communication between students who used instant messenger (IM) services and those who did not in the same asynchronous distance education Web-based course. It was found that students who used IM services found it easier to communicate, felt a stronger sense of community, and had more venues for informal and social communication about not only class material, but also information about the school and their common degree program. In traditional classroom buildings, the common spaces such as hallways provide the venue for this informal communication; IM services can enhance the distance education environment by providing the “virtual hallways” for students and instructors to meet.
102 citations
TL;DR: Students with a preference for systematic planning and an intellectual understanding of a situation are more likely to succeed than students preferring concrete experience and interaction with other students in a Web-based learning environment.
Abstract: One hundred and fifty-nine doctoral students, majoring in Computing Technology in Education (CTE), were tracked during the coursework phase in a Web-based learning environment. At the beginning of the coursework, each student completed a demographic data form and Kolb's Learning Style Inventory (LSI). Due to the type of program, it was hypothesized that students would primarily fall into Kolb's Converger and Assimilator categories, and learning style would predict completion of the required courses. Results indicated 84.3% (n=134) of all students finished the required coursework. One hundred and twenty-four of the students (78%) fell into the predicted categories and, of these, 87.1% (n=108) finished the coursework. Students not falling into the predicted categories (n=35) had a 74.3% (n=26) completion rate. An examination of the means scores for both groups indicated that students with a preference for Conceptualization dropped out of the program at significantly lower rates, t(157)=1.667, p=.045(one-tailed), than students with other preferred learning strategies. The implications are clear. First, students, for the most part, are able to adapt their personal learning styles in order to succeed in a Web-based learning environment. Second, students with a preference for systematic planning and an intellectual understanding of a situation are more likely to succeed than students preferring concrete experience and interaction with other students. Institutions offering programs of this type should be prepared to address learning style issues when developing and offering such programs.
99 citations
TL;DR: Examination of how online privacy affects social presence in online learning environments and whether e-mail, bulletin board, and real-time discussion affect online privacy found that e- mail was ranked as the most private and followed by one-to-one real- time discussion, then many- to-many real- Time discussion.
Abstract: Online privacy may critically impact social presence in an online learning environment. This study examined how online privacy affects social presence in online learning environments and whether e-mail, bulletin board, and real-time discussion affect online privacy. Mixed methods were used to examine the relationship between social presence and privacy. The participants rated computer-mediated communication (CMC) with a high degree of social presence, but the quantitative correlation between social presence and privacy failed to reach significance. Participants shared personal information on CMC knowing that it was risky because the medium lacked security despite the perceived high levels of social presence. This contradictional phenomenon can be explained as “risk-taking” behavior. Among three CMC systems, e-mail was ranked as the most private and followed by one-to-one real-time discussion, then many-to-many real-time discussion. Bulletin board was considered to afford the least privacy.
90 citations
TL;DR: The results suggest that in order to establish common ground, it is essential that the participants, especially as fellow students, not only show evidence of their understandings through written feedback, but also provide support to their peers in their replies.
Abstract: Previous studies suggest that before participants in web-based conferencing can reach deeper level interaction and learning, they have to gain an adequate level of common ground in terms of shared mutual understanding, knowledge, beliefs, assumptions, and presuppositions (Clark & Schaefer, 1989; Dillenbourg, 1999). In this paper, the purpose is to explore how participants establish and maintain common ground in order to reach deeper level interaction in case-based web discussions. The subjects in this study consisted of 68 preservice teachers and 7 mentors from 3 universities, who participated in a web-based conferencing course for 8 weeks. The written discussion data were analyzed by means of a combination of quantitative and qualitative methods. The results suggest that in order to establish common ground, it is essential that the participants, especially as fellow students, not only show evidence of their understandings through written feedback, but also provide support to their peers in their replies. Presenting questions also signals the willingness of participants to continue the discussion, which is essential for maintaining common ground.
TL;DR: In this paper, the authors discuss the factors that contribute to course non-completion in Web-based distance education: feelings of isolation, frustrations with the technology, anxiety, and confusion.
Abstract: Some researchers and educators contend that distance education is the new, student-centered paradigm for future learning and one of the fastest growing areas in education. Despite its continued growth and popularity, distance education suffers from a number of problems. One of the most troubling is a much higher course “dropout” rate in online courses compared to traditional campus-based education. There are a number of factors that contribute to course noncompletion in Web-based distance education: feelings of isolation, frustrations with the technology, anxiety, and confusion. This article provides a discussion on certain tools used by the author to mitigate these negative factors, such as the use of electronic office hours. Explored in depth, however, is a tool that the author has had the most success using in reducing some of the chronic problems that seem to assail students taking online courses. This same tool promotes learner interaction and collaborative learning at a distance. This “magical” tool the author has created for his online classes is a fictitious virtual student who is “not an ordinary Joe.”
TL;DR: This paper will attempt to identify significant issues of conflict between administration and faculty, and in some cases, how those issues were resolved.
Abstract: The emergence of online instruction has created new challenges and opportunities for administrators and faculty to work together solving problems common to both parties. In early 1998, Nova Southeastern University (NSU) began its online MBA program (eMBA). During the early adoption phase, many administrative matters affecting faculty and students emerged, requiring in some cases, unique solutions. Those matters ranged from lack of substantial online learning resources to faculty compensation for teaching online, and a host of other similar issues. During this emergence of online focus, more attention has been increasingly paid to the collaboration in business and research, and development and education [J. Adolesc. Adult Lit. 45 (2001) 52]. This paper will attempt to identify significant issues of conflict between administration and faculty, and in some cases, how those issues were resolved.
TL;DR: Results from an Internet skills proficiency test administered to several groups of freshmen during the 2000 summer orientation at The Ohio State University suggest that technological preparedness varies by race, class, gender, and academic background.
Abstract: This article reviews recent data on computing and information literacy (research) skills of new college students and describes results from an Internet skills proficiency test administered to several groups of freshmen during the 2000 summer orientation at The Ohio State University. While students often self-report a high level of skill, tests as well as anecdotal evidence may not support this assertion. Further, technological preparedness varies by race, class, gender, and academic background. Only 9% of the Ohio State freshmen taking a three-part proficiency test achieved a passing score of 70% on the entire test. More of these students (30%) passed the first part on use of Internet tools; their performance was poorest (16%) on the second part, searching skills. College administrators must not assume student competence, but rather, should systematically assess incoming students and provide a variety of learning opportunities. Appendix provides most difficult test questions.
TL;DR: The author provides a research framework for the study of campus-wide academic instruction using the Web that focuses on the diffusion process of the Internet on the campus instruction from the institutional perspective.
Abstract: The use of the Internet as an instructional tool in higher education is rapidly increasing. The author provides a research framework for the study of campus-wide academic instruction using the Web. This framework consists of three levels: (a) the macro level, which focuses on the diffusion process of the Internet on the campus instruction from the institutional perspective; (b) the mezzo level, which focuses on the emergence of new pedagogies and learning paradigms in courses that integrate the Web into traditional instruction; and (c) the micro level, which concerns the actual usage of the Web in the teaching and learning process of specific courses. First, a background and description of the research framework is provided. Second, the author describes how this framework serves as the research agenda for the study of Virtual TAU—a campus-wide implementation project aimed at integrating the Internet into the traditional instruction of Tel-Aviv University (TAU). Finally, a preliminary discussion of the issues and concerns raised by this research effort is provided.
TL;DR: In this study, the World Lecture Hall provided an entry point to examine Web-based syllabi of current college courses offered in schools of education and led to the creation of a 33 matrix for categorizing the forms of communication and interactivity facilitated by web syllabi.
Abstract: In this study, the World Lecture Hall provided an entry point to examine Web-based syllabi of current college courses offered in schools of education. An initial overview of the course syllabi in the World Lecture Hall, in conjunction with a review of professional literature on the instructional uses of the Internet, led to the creation of a 33 matrix for categorizing the forms of communication and interactivity facilitated by Web-based syllabi. Three participant levels—instructor, students, and practitioners/experts—were crossed with each other to form the matrix. In general, the analysis of the current Web-based syllabi could be characterized by the unidirectional flow of information from instructors to students. A minority of instructors incorporated innovative components that facilitated Web-based learning and interaction outside the conventional classroom. The discussion addresses ways instructors can post more interactive Web syllabi, share course resources, and infuse additional resources into their courses. D 2002 Elsevier Science Inc. All rights reserved.
TL;DR: Investigating students' reactions to and attitudes about the Internet, online learning, and courses delivered online in a part-time MBA program with online course options may provide direction for future investigation and more descriptive research regarding the development of online programs for a graduate population.
Abstract: In this study, the author investigates students' reactions to and attitudes about the Internet, online learning, and courses delivered online in a part-time MBA program with online course options. Two hundred and seventy students in a part-time MBA program are surveyed regarding Internet-based courses. In general, student feedback regarding online courses is very positive. Students cite lack of networking and interaction as concerns. The implications of these results are discussed. The results of this study may provide direction for future investigation and more descriptive research regarding the development of online programs for a graduate population.
TL;DR: By supplementing the learning online, students became more interested in their respective fields of study, and thus were able to participate in class discussions more freely, and were consciously aware that they learned more in the process.
Abstract: The authors discuss a case study experience in conducting scientific courses such as Environmental Chemistry and Spectroscopy to different groups of undergraduates at Universiti Malaysia Sarawak (UNIMAS), using web-based learning environments to support conventional teaching/learning sessions. The authors discovered that by supplementing the learning online, students became more interested in their respective fields of study, and thus were able to participate in class discussions more freely. Online, a higher number of group activities can be organized to consolidate the learning of specific topics. The web-based learning environment also allows more interaction opportunities between peers and with the course instructor. Overall, the students reported they found that learning online made the course more interesting, and that the students were consciously aware that they learned more in the process. The paper also highlights the major benefits of conducting a course online from a course instructor's perspective.
TL;DR: A computer-mediated education system, which uses discussion-embedded lecture videos that works on the basis of a close relationship between the lecture video and the discussion, so that a more effective distance learning education environment can be achieved.
Abstract: This article proposes a computer-mediated education system, which uses discussion-embedded lecture videos. Currently, lecture videos and online discussions exist separately, and discussion topics are managed without reference to the lectures. However, when the discussion is based on the lecture, this separation makes it difficult for the participants to comprehend the discussion and contribute to it. In this article, the author proposes a system that works on the basis of a close relationship between the lecture video and the discussion. In the proposed system, the contributed comments are embedded into the corresponding parts of the video. Therefore, participants can read related discussions while watching the lecture video and they can watch the corresponding part of the lecture video while reading the discussion. Participants can appreciate the relation between the discussion and the lecture and understand the content and background of the discussion more deeply. These advantages facilitate further discussion. Thus, a more effective distance learning education environment can be achieved.
TL;DR: In this paper, the authors describe an Internet-based expert system found at www.mymajors.com, which provides advice to high school students or college freshmen who are seeking assistance in selecting a potential major.
Abstract: An expert system is a computer program that emulates the procedures and thought processes by which one or more experts solve problems. This paper describes an Internet-based expert system found at www.MyMajors.com, which provides advice to high school students or college freshmen who are seeking assistance in selecting a potential major. It emulates a professional academic advisor. The on-demand, approximately 15-min consultation gathers information from the student on his or her grades, degree of enjoyment of traditional courses, standardized test scores, interests, and aptitudes. It assesses student qualifications for a variety of majors. The expert system recommends six majors from among 60 widely diverse majors for the students to consider and produces a report that fully describes the students' responses in such a way that the output can be used by a human advisor to further extend and strengthen the advisement process.
TL;DR: The formative evaluation processes that were employed in creating the instructional design, design and production processes, content development, usability and navigational features of the modules, and the national implementation process are described.
Abstract: The Online Academy (HO29K73002) was funded by the Office of Special Education Programs (OSEP) to develop online instructional modules in the content areas of reading, positive behavior support, and technology across the curriculum. Targeted to preservice teacher education programs in institutions of higher education (IHE), to date, the modules have been adopted for implementation by 162 institutions. A requirement of the funding agency was that the content of the modules be research based. A total of 75 lessons in 22 online modules and an authoring software tool were developed. Each module is approximately equivalent to a one-semester credit course. This paper describes the formative evaluation processes that were employed in creating the instructional design, design and production processes, content development, usability and navigational features of the modules, and the national implementation process.
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TL;DR: Virtual University (VU), a computer interactive software program, simulates the management of four different types of institutions of higher education and provides students with the opportunity to better understand colleges and universities as complex organizations.
Abstract: One of the core courses often found in a doctoral program in higher education is administration and organization. Traditional courses generally include weekly chalk-and-talk lectures in a classroom setting with the instructors enriching the course by sharing their administrative experience in higher education. A new approach was sought to provide students the opportunity to build upon their foundation in the areas of teamwork, conflict resolution, problem solving, decision-making, and critical thinking through group lectures, case studies, group projects, and expert lecture series. This article will examine the use of a computer-mediated simulation for the purpose of teaching higher education administration and organization. Virtual University (VU), a computer interactive software program, simulates the management of four different types of institutions of higher education. The simulator provides students with the opportunity to better understand colleges and universities as complex organizations, the interplay that occurs among variables, and the difficulties that institutional presidents and other administrators face. Today, technology has an impact on the decision-making process of higher education as well as the entire educational system. Students in all programs need an environment in which to manage multidimensional circumstances that require alternative solutions.
TL;DR: The Editor-in-Chief of The Internet and Higher Education compiles for the last issue of each year's volume resources that may be useful for researchers, teachers, administrators, or students who wish to locate information about the field of online learning and the uses of the Internet for instructional delivery.
Abstract: The Editor-in-Chief of The Internet and Higher Education compiles for the last issue of each year's volume resources that may be useful for researchers, teachers, administrators, or students who wish to locate information about the field of online learning and the uses of the Internet for instructional delivery. Resources are organized into several categories.