Showing papers in "Internet and Higher Education in 2004"
TL;DR: The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.
Abstract: The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed. Finally, administrative and leadership issues are addressed and the outline of an action plan to implement blended learning approaches is presented. The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.
3,459 citations
TL;DR: Insight into learners' perceptions of online learning is gained to gain insights into course design, learner motivation, time management, and comfortableness with online technologies impact the success of an online learning experience.
Abstract: Online courses and programs continue to grow in higher education settings. Students are increasingly demanding online access, and universities and colleges are working to meet the demands. Yet many questions remain re: the viability and veracity of online learning, particularly from the learner perspective. The purpose of this study was to gain insights into learners' perceptions of online learning. Seventy-six (76) graduate students were surveyed to identify helpful components and perceived challenges based on their online learning experiences. Results of the study indicated that most learners agreed that course design, learner motivation, time management, and comfortableness with online technologies impact the success of an online learning experience. Participants indicated that technical problems, a perceived lack of sense of community, time constraints, and the difficulty in understanding the objectives of the online courses as challenges. Suggestions for addressing the challenges are provided.
907 citations
TL;DR: The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology.
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.
343 citations
TL;DR: A 35-item questionnaire to assess the effectiveness of an Internet-based educational statistics course indicated that most learners perceived that the instructor used constructivist-based principles to effectively promote student learning and that the course was a valuable learning experience.
Abstract: Traditionally, campus-based courses rely on student evaluations to provide instructors with feedback about their teaching effectiveness. However, current instructor evaluation instruments do not tap the essential teaching practices recommended for effective on-line teaching. This exploratory study used the Seven Principles of Good Practice of Chickering and Gamson [AAHE Bull. 39 (1987) 3] to design a 35-item questionnaire to assess the effectiveness of an Internet-based educational statistics course. Results from the questionnaire indicated that most learners perceived that the instructor used constructivist-based principles to effectively promote student learning and that the course was a valuable learning experience. Instructional practices identified for improvement included the creation of more stimulating discussion questions and better instructor monitoring of study groups to ensure equal participation.
205 citations
TL;DR: In this paper, the authors examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction.
Abstract: The researchers examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction. The four research questions addressed the primary uses that faculty make of blackboard, perceptions that faculty have of how certain blackboard features enhance or elevate (or might enhance or elevate) their assessment of student work and instructional capabilities, and how faculty use of blackboard might positively affect the psychosocial climate within the face-to-face classroom setting. Additional analysis sought to identify the factors that predict use and positive perception of blackboard as a supplement to face-to-face teaching activities. The results indicate that faculty primarily used blackboard as a course management/administration tool to make course documents available to students and manage course grades. Few faculty used blackboard for instructional or assessment purposes, and even fewer utilized blackboard to foster a more positive sense of community within their face-to-face classes. Faculty attitudes, on the whole, were positive when it came to the classroom management functions of blackboard, but neutral or otherwise undecided in terms of its instructional or psychosocial benefits. The main factor in determining blackboard usage—whether for course administration or instructional purposes—was experience with the tool. In addition, women had more positive attitudes than men did in terms of blackboard's potential to enhance classroom management and foster a positive relational climate. Limitations of the study and suggestions for future research are discussed before concluding.
178 citations
TL;DR: Students who rated their instructors as more verbally immediate expressed greater positive affect and higher perceived cognition than students taught by less immediate instructors, which is consistent with similar studies in traditional courses.
Abstract: A significant body of literature has supported the assertion that communication in the classroom is central to the learning process. Prosocial behaviors, such as nonverbal and verbal immediacy, have been found to promote affective and cognitive learning in traditional instructional settings. This study examined the relationships among instructor verbal immediacy and affective and cognitive learning in the online classroom. One hundred and forty-five online learners evaluated instructor immediacy, affective, and cognitive learning through the use of a Web-based survey instrument. The results of this study found that students who rated their instructors as more verbally immediate expressed greater positive affect and higher perceived cognition than students taught by less immediate instructors. These results are consistent with similar studies in traditional courses and reinforce the influential role of the instructor in creating a conducive online learning environment.
177 citations
TL;DR: Using a sample of 341 traditional and online students, confirmatory maximum likelihood factor analysis with oblique rotation provides empirical support for the conceptual distinctions between the latent dimensions of social community and learning community in both forms and for the existence of classroom and school communities as separate but related constructs.
Abstract: The development and validation of an instrument designated as the Classroom and School Community Inventory (CSCI) are described. Scores on both the classroom form and the school form of the CSCI possess strong content validity, construct validity, internal consistencies, and 2-week test–retest reliability. Using a sample of 341 traditional and online students, confirmatory maximum likelihood factor analysis with oblique rotation provides empirical support for the conceptual distinctions between the latent dimensions of social community and learning community in both forms and for the existence of classroom and school communities as separate but related constructs. The two factors of the classroom form account for 70.73% of the variance in the data, and the two factors of the school form account for 63.54% of the variance.
159 citations
TL;DR: It is suggested that students need to take at least two online courses before drawing conclusions about this delivery medium, and that degree programs should provide focused attention to first-time online learners to encourage their participation in subsequent online courses.
Abstract: This paper reports on changes in students' perceptions of technological, course conduct, and course outcome variables as they participated in multiple online courses over a 4-year period in a Midwestern U.S. University's MBA program. While there was little to no significant change in students' perceptions of learning between their first online course and subsequent online courses, there were significant positive changes in their satisfaction with the Internet as a course delivery medium, their perceptions of participant interaction, and the usefulness and ease of use of the course software. Most of the significant changes in these perceptions occurred between the first and second times that the students participated in the study. These findings suggest that students need to take at least two online courses before drawing conclusions about this delivery medium, and that degree programs should provide focused attention to first-time online learners to encourage their participation in subsequent online courses.
153 citations
TL;DR: Seven strategies for university administrators and faculty to consider as part of their own strategic plan to mitigate faculty concerns and ensure program success are presented.
Abstract: Many challenges associated with distance education and technology integration initiatives focus on faculty issues and concerns. This article analyzes these difficulties by identifying from the literature current trends affecting faculty, faculty motivators, and faculty challenges. Then, following this review and analysis, the article presents seven strategies for university administrators and faculty to consider as part of their own strategic plan to mitigate faculty concerns and ensure program success. The seven strategies discussed include the following: (1) enable colleges and departments to accept more responsibility for distance education activities; (2) provide faculty more information about distance education programs and activities; (3) encourage faculty to incorporate technology into their traditional classrooms; (4) provide strong incentives for faculty to participate in distance education; (5) improve training and instructional support for distance education faculty; (6) build a stronger distance education faculty community; and (7) encourage more distance education scholarship and research.
122 citations
TL;DR: The University of Washington Distance Learning program and the campus unit that provides computer access for students and instructors with disabilities teamed up with DO-IT (Disabilities, Opportunities, Internetworking, and Technology), a national center that promotes the use of accessible technology, to improve the accessibility of the University's distance learning courses.
Abstract: Worldwide, distance learning programs offer opportunities for education and career enhancement for those who have access to a computer and the Internet. However, some potential students and instructors who have access to these technologies cannot fully participate because of the inaccessible design of courses. These individuals include those with visual and hearing impairments. The University of Washington Distance Learning program and the campus unit that provides computer access for students and instructors with disabilities teamed up with DO-IT (Disabilities, Opportunities, Internetworking, and Technology), a national center that promotes the use of accessible technology, to improve the accessibility of the University's distance learning courses. The authors of this article discuss their ongoing efforts as well as lessons learned so that others might benefit from their experiences. They also provide an overview of access challenges and solutions for people with disabilities, legislation, accommodation and universal design approaches to accessibility, and standards and guidelines.
80 citations
TL;DR: The data indicate that the total time expended by instructors in this study was actually less for the online sections as compared with the traditional sections, but when the data are normalized for class size, the amount of instructor effort expended per student was approximately equivalent for both modes of delivery.
Abstract: It is a commonly held opinion by faculty that teaching online takes considerably more time than traditional face-to-face instruction. But there is a dearth of quantitative data to either support or disprove this belief. This paper presents the results of a study that involved the logging of instructor time for seven comparable pairs of online and traditional course sections to support a comparison of effort expenditure between the two modes of delivery. The results of the study are evaluated with respect to the total effort expended by faculty and the pattern of effort expenditure over time. The data indicate that the total time expended by instructors in this study was actually less for the online sections as compared with the traditional sections, but when the data are normalized for class size, the amount of instructor effort expended per student was approximately equivalent for both modes of delivery.
TL;DR: This research suggests that university faculty were influenced by both intrinsic factors and an extrinsic factor that contributed to the faculty's satisfaction with the professional development.
Abstract: Professional development at postsecondary institutions has primarily been supported through a central faculty development center. With purposive sampling, this small case study explored the ways in which teacher education faculty members were influenced to participate in decentralized professional development focused on learning to teach with WebCT. Results suggest that university faculty were influenced by both intrinsic factors (including convenience, comfort, common interests, and future purposes) and an extrinsic factor (external pressures). This research suggests that these factors also contributed to the faculty's satisfaction with the professional development. A follow-up interview explored how faculty coped with budgetary limitations and encouragement to pursue other distance education technologies.
TL;DR: Online learning offers one viable strategy for social responsibility by providing significant benefits in the areas of educational access for underserved populations, exposure to and experience with diversity, and building social communities through shared electronic communication.
Abstract: Socially responsible educational development issues include examination of whether students in diverse situations have access to educational programs. Within a global society that supports equal opportunities for individuals, issues of access to educational content have merit at both individual and societal levels. A framework for thinking about social responsibility in educational access three primary areas is examined. These include (a) meeting the needs of underserved populations, (b) preparing for and capitalizing on diversity, and (c) using access to build society. Online learning offers one viable strategy for social responsibility by providing significant benefits in the areas of educational access for underserved populations, exposure to and experience with diversity, and building social communities through shared electronic communication.
TL;DR: The progress towards accessible online education is discussed by summarizing the impact that accessibility case law has had on reaching accessibility goals in education and employment and evaluating alternate approaches to defining and reaching accessibility in online education.
Abstract: The promise of social inclusion, reinforced by online technologies, has not become the reality for most people with disabilities. In 2002, over 10 years after the implementation of the Americans with Disabilities Act (ADA), more people with disabilities were unemployed than at any time in the last 30 years. Most online educational environments are still not accessible to students with disabilities or those using assistive technologies. While enrollment of people with disabilities in colleges and universities has increased, few have been able to graduate, find successful employment, and move on to independent lifestyles, free of government assistance. This paper discusses the progress towards accessible online education by summarizing the impact that accessibility case law has had on reaching accessibility goals in education and employment and evaluating alternate approaches to defining and reaching accessibility in online education.
TL;DR: MALESAbrain as a model helps transform the forum and chat room into rich learning discussion environments and becomes a mechanism for critical thinking in a problem-based learning activity.
Abstract: Support is needed to promote problem-based learning (PBL) and to enhance critical thinking skills in discussion-based Internet forums. By advancing the capabilities of chat room and forum software, problem-based discussions for learning can be supported further in online learning environments. In this paper, the authors report on MALESAbrain, an intelligent learning tool. The model is built on the notions of threshold and knowledge weight from the discipline of machine learning. The model encourages learners to judge or critically evaluate the solutions posted by others before exploring further knowledge content. The system then sums up the judgment scores as its knowledge weight to pass the thresholds setup for ranking/arranging the learning issues. This constraint design, therefore, becomes a mechanism for critical thinking in a problem-based learning activity. MALESAbrain as a model helps transform the forum and chat room into rich learning discussion environments.
TL;DR: This model, based upon Walt Disney's 1966 plan for his “Experimental Prototype Community of Tomorrow” (EPCOT) and university cooperative research centers, proposes universities, through qualitative engineering, develop online learning communities dedicated to faculty and students' explorations.
Abstract: It is suggested that educators look to an environment in which qualitative research can be learned in more flexible and creative ways—an online learning community known as the Research Park Online (RPO). This model, based upon Walt Disney's 1966 plan for his “Experimental Prototype Community of Tomorrow” (EPCOT) and university cooperative research centers, proposes universities, through qualitative engineering, develop online learning communities dedicated to faculty and students' explorations. The RPO resources would be constructed from “Contextualized Learning Objects for Constructing Knowledge” (CLOCKs) through which park goers can generate new knowledge and technology, blaze personal pathways to knowledge, engage park guides to traverse well-worn trails, and design experiences to meet lifelong learning needs. In the RPO, attractions, such as Methods Commons, University Communities, and CLOCKWorks, would be engineered so that students and faculty could learn and research at their own rates and according to their own needs.
TL;DR: The findings show that the students were engaged in a rich variety of interactions during the face-to-face encounters and the students' activity in the Web-based environment remained on the same level throughout the course.
Abstract: Apart from studying students' interaction in Web-based environments in computer-supported collaborative learning (CSCL), it is essential to recognize the importance of the contextual setting in which learning takes place. This study examines the role of face-to-face encounters as contextual support in an international teacher education course based on a pedagogical model—shared perspectives in virtual environments (SHAPE) [Interact. Learn. Environ. 10 (2002) 1]. Small-group collaborative interactions with face-to-face encounters were videotaped and analyzed by placing the episodes into six categories: explaining, sharing knowledge, providing critique, reflection, joint engagement, and off-task interactions. Additionally students' Web-based activity examined was the in relation to their face-to-face encounters. The findings show that the students were engaged in a rich variety of interactions during the face-to-face encounters and the students' activity in the Web-based environment remained on the same level throughout the course.
TL;DR: A higher education led statewide training system on positive behavior support and person-centered planning that integrates online instruction with field-based strategies that ensure professionals are actively applying information within a supportive learning environment is described.
Abstract: The power of the Internet to reach individuals across great geographic distances and to provide flexible, timely access to research-validated materials is revolutionizing the design of professional development. Creating strategies for linking technology-based instruction with onsite, application-based learning has great potential for teaching professionals how to better support and teach children social and communication skills in a variety of school, home, and community settings. This article will describe a higher education led statewide training system on positive behavior support and person-centered planning that integrates online instruction with field-based strategies that ensure professionals are actively applying information within a supportive learning environment.
TL;DR: In this paper, the authors describe three linking methods: persistent linking services available in online databases and journal collections; the digital object identifier (DOI), and OpenURL, for linking links to journal articles in online instruction.
Abstract: The growing availability of online journal literature and the license agreements that make such literature useable in an academic environment present educators opportunities for using journal articles in online teaching. The use of online journal articles avoids logistical challenges associated with the use of printed copies of journal articles, particularly when assembling course packs. Technological developments have improved the reliability of linking to journal articles via the World Wide Web. Three linking methods are described: persistent linking services available in online databases and journal collections; the digital object identifier (DOI), and OpenURL. Faculty who wish to reliably integrate links to journal articles in online instruction should be familiar with these linking methods.
TL;DR: The author argues that the OLE is uniquely suited to this approach, treating language as a tool and using the tools of rhetorical analysis to understand and employ online language more effectively.
Abstract: Limitations in communication modality and interactivity influence the use of language in an online environment, and conversely, language may be adapted to compensate for the online constraints. This is significant for participants in online learning environments (OLEs) who rely on written verbalization to achieve their educational objectives. Discourse analysis provides a means for understanding language and its role in online communication. The author introduces a new approach, called interactive rhetoric. Interactive rhetoric is a tooloriented form of discourse analysis, treating language as a tool and using the tools of rhetorical analysis to understand and employ online language more effectively. While rhetorical analysis is typically associated with oratory and essay, the author argues that the OLE is uniquely suited to this approach.
TL;DR: This preliminary study raised questions about the authenticity of similar questionnaires that are available from the Internet and suggested that the CRQ has weak intrafactor reliability, therefore prompting serious reflection on the use of Internet-based questionnaires.
Abstract: In the current information age, there is a growing use of and reliance on the Internet. One area of concern for educators is the communication of information using an electronic questionnaire interface. Therefore, it seems pertinent to look at the issue of dissemination of Internet questionnaire information and the integrity of this process. Internet-based questionnaires are commonly used to capture responses from the public that can then be used as data for making so-called meaningful interpretations and suggestions. One such questionnaire is the Conflict Resolution Questionnaire (CRQ). This paper is divided into three parts. The author evaluates the reliability of the CRQ. Secondly, the author reflects upon this evaluation and considers the use of Internet-based questionnaires in a more general sense. Thirdly, the author presents some existing solutions and safeguards in using the Internet and in monitoring the use of Internet-based assessment. The results of this preliminary study suggested that the CRQ has weak intrafactor reliability, therefore prompting serious reflection on the use of Internet-based questionnaires. This preliminary study raises questions about the authenticity of similar questionnaires that are available from the Internet.
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. Over 200 resources are organized into several categories.