Showing papers in "Internet and Higher Education in 2007"
TL;DR: Wethenus the findings from the CoI framework's literature review are examined to identify potential pathways for research and the opportunities for identifyingfactor moderate and/ororextend the relationship between the framework's componentsandonline course outcomes.
Abstract: Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer's [Garrison, D. R., Anderson, T., & Archer, W.(2000). Critical inquiry in atext-based environment: Computer conferencing in highereducation.TheInternet andHigher Education, 2(2–3), 87–105.] community of inquiry (CoI) framework has generated substantial interest among online learning researchers.Thisliteraturereviewexaminesrecentresearchpertainingtotheoverallframeworkaswellastospecificstudiesonsocial, teaching,andcognitivepresence.Wethenusethefindingsfromthisliteraturetoidentifypotentialfuturedirectionsforresearch.Some oftheseresearchdirectionsincludetheneedformorequantitatively-oriented studies,theneedformorecross-disciplinarystudies,and theopportunitiesforidentifyingfactorsthatmoderateand/orextendtherelationshipbetween theframework'scomponentsandonline course outcomes. © 2007 Elsevier Inc. All rights reserved.
1,233 citations
TL;DR: This paper re-conceptualizes online interaction in terms of meaningful learning based on the learning theory known as social constructivism to yield design principles needed to improve the quality of Web-based learning environments.
Abstract: Interaction is an essential ingredient in any learning process. However, every interaction does not lead to increased learning. When interaction has a direct influence on learners' intellectual growth, we can say the interaction is meaningful. The precise meaning of meaningful interaction is strongly related to the learning theories underlying the development of particular learning environments. The primary goal of this paper is to re-conceptualize online interaction in terms of meaningful learning based on the learning theory known as social constructivism. Analyzing interaction through this theoretical framework may yield design principles needed to improve the quality of Web-based learning environments. A secondary goal of this paper is to present the implications of meaningful online interaction for researchers and developers.
547 citations
TL;DR: A synthesis of the theoretical and research literature on facilitating asynchronous online discussions effectively is presented, finding that online courses need to be designed so that they provide motivation for students to engage in productive discussions and clearly describe what is expected, perhaps in the form of a discussion rubric.
Abstract: This article presents a synthesis of the theoretical and research literature on facilitating asynchronous online discussions effectively. Online courses need to be designed so that they provide motivation for students to engage in productive discussions and clearly describe what is expected, perhaps in the form of a discussion rubric. Additionally, instructors need to provide discussion forums for socio-emotional discussions that have the goal of nurturing a strong sense of community within the course as well as group discussion forums for content-and task-oriented discussions that center on authentic topics. In order to facilitate discussions effectively, instructors should generate a social presence in the virtual classroom, avoid becoming the center of all discussions by emphasizing student–student interactions, and attend to issues of social equity arising from use of different communication patterns by culturally diverse students [e.g., Garrison, D. R., Anderson, T., and Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1), 7–23; Rovai, A. P. (2003). Strategies for grading online discussions: Effects on discussions and classroom community in Internet-based university courses. Journal of Computing in Higher Education, 15(1), 89–107].
456 citations
TL;DR: It is argued that educationally useful research on blended learning needs to focus on the relationships between different modes of learning and especially on the nature of their integration.
Abstract: The paper reviews representative research into blended learning in universities, taking into account the methodology used, the focus of the research and the relationship between the two. In terms of methodology, most research was classifiable as case-studies, survey-based studies or comparative studies. A small number of studies take a comparatively more holistic approach and one of the outcomes from this review is a recommendation for more holistic studies to be undertaken. In the studies reviewed, the focus of the research is often related to the degree of methodological complexity. That is, less methodologically elaborated studies tend to have a more specific focus, while the studies employing a more complex methodology tend to report more varied aspects of the students' learning experience. It is argued that educationally useful research on blended learning needs to focus on the relationships between different modes of learning (for example, face-to-face and on-line) and especially on the nature of their integration. In particular, such research needs to generate usable evidence about the quality of the students' learning experiences and learning outcomes. In turn, this demands appropriately powerful methodologies, rooted in a firm theoretical foundation.
451 citations
TL;DR: Previous research into the domain of blended learning is extended, by exploring the relations between student perceptions of the e-Learning environment, approaches to study, and student grades.
Abstract: This project draws on a large body of seminal research showing that the approaches students take to learning, and the subsequent quality of their learning, is closely related to their perceptions of their learning experience. Recent research has demonstrated these findings also hold for non-standard modes of delivery such as distance education using on-line strategies. However, there is currently little research about how predominately campus-based students' experiences of the on-line part of their course are associated with their experience of the course as a whole. The present study extends previous research into the domain of blended learning, by exploring the relations between student perceptions of the e-Learning environment, approaches to study, and student grades.
401 citations
TL;DR: Surprisingly, highscoresonameasure ofLearnerAutonomy (independentlearning) were associated with non-persistence in the online programs, where persistence was defined as continuing beyond the first three classes in one of the three degree-granting programs.
Abstract: Predictors of persistence previously found useful in distinguishing successful from unsuccessful distance learners were assembled in a 60-item survey. The survey was completed by 259 learners enrolled in associate's, bachelor's, or master's level distance learning courses in accounting, business administration, information services, criminal justice, nursing, management, and education. The survey measured variables related to academics, environment, motivation, and hope as predictors of persistence, where persistence was defined as continuing beyond the first three classes in one of the three degree-granting programs. Persisters (N=209) tended to score higher on environmental measures of Emotional Support, Self-efficacy, and Time and Study Management than non-persisters (N=50). Surprisingly,highscoresonameasureofLearnerAutonomy (independentlearning) wereassociated withnon-persistence in the online programs. The findings were interpreted in the context of the cohort model used in the online programs attended by the students surveyed in the study. © 2007 Elsevier Inc. All rights reserved.
205 citations
TL;DR: The use of a range of Web 2.0 technologies to support the development of community for a newly formed Land Trust on the Isle of Lewis, in NW Scotland is described.
Abstract: This paper describes the use of a range of Web 2.0 technologies to support the development of community for a newly formed Land Trust on the Isle of Lewis, in NW Scotland. The application of social networking tools in text, audio and video has several purposes: informal learning about the area to increase tourism, community interaction, ‘ownership’ of the Trust's website and pride in the local landscape. The paper provides background theory related to informal learning and Web 2.0 technologies and describes an innovative application of them to a sparsely populated rural community.
185 citations
TL;DR: Online instructors employed by baccalaureate granting institutions within the United States possessed an average score on the emotional exhaustion subscale, high degree of depersonalization, and low degree of personal accomplishment.
Abstract: Burnout has been identified as a significant issue among those in instructional positions. The purpose of the present research was to identify and describe the status of burnout among higher education online instructors. The population for this study included responses of 76 online instructors employed by baccalaureate granting institutions within the United States. A demographic survey and the Maslach Burnout Inventory-Educators Survey (MBI-ES) were used to collect data from respondents. Data analysis revealed online instructors possessed an average score on the emotional exhaustion subscale, high degree of depersonalization, and low degree of personal accomplishment.
139 citations
TL;DR: Content analysis of anonymous student responses to open-ended SET questions submitted by 534 students enrolled in 82 class sections taught by 41 instructors, one online and one face-to-face class section for each instructor suggests no delivery method bias existed.
Abstract: The literature contains indications of a bias in student evaluations of teaching (SET) against online instruction compared to face-to-face instruction. The present case study consists of content analysis of anonymous student responses to open-ended SET questions submitted by 534 students enrolled in 82 class sections taught by 41 instructors, one online and one face-to-face class section for each instructor. There was no significant difference in the proportion of appraisal text segments by delivery method, suggesting no delivery method bias existed. However, there were significant differences in the proportion of text segments for topical themes and topical categories by delivery method. Implications of the findings for research and practice are presented.
108 citations
TL;DR: There is a pattern among group members that involves reacquainting themselves through social presence and orienting themselves to the cognitive task through teaching presence, and individual meaning contributed by each member of the group through triggering events and exploratory statements is transformed.
Abstract: This study investigated the process by which shared understanding develops in a chat learning space. It used a practical inquiry model to assess the development of cognitive presence. The study also explored how the pattern of conversation in synchronous discussion supports cognitive presence and how cognitive presence changes over time. Results show that there is a pattern among group members that involves reacquainting themselves through social presence and orienting themselves to the cognitive task through teaching presence. Individual meaning contributed by each member of the group through triggering events and exploratory statements is transformed as members see the text on the screen and respond to it through questioning and collective exploration. This group exploration enables the transition to shared understanding.
106 citations
TL;DR: The results support the view that synchronous chat can facilitate deep learning, but also suggest that the cost may outweigh the benefits, especially when language and cultural barriers must be overcome.
Abstract: This case study evaluates the potential of synchronous chat for deep learning in the context of a distance education program between two universities in different cultural contexts, with a focus on interaction and facilitation. Three rubrics—functional moves, social construction of knowledge, and teaching presence—were applied in a longitudinal content analysis of chat sessions between four adult learners in Azerbaijan and their two facilitators in the U.S. The findings reveal that although the quality of the interaction was limited by the nature of the task, language difficulties, and differing cultural expectations about instruction, conceptual negotiative activity increased over time. In conjunction with previous research on constructivist learning, these results support the view that synchronous chat can facilitate deep learning, but also suggest that the cost may outweigh the benefits, especially when language and cultural barriers must be overcome.
TL;DR: A federally-funded project to develop a model preparation program for virtual educators focuses on the development and formative evaluation procedures and findings with a tool designed to give preservice students in introductory teacher education classes foundation concepts in effective virtual schooling practices.
Abstract: Virtual schooling, or the practice of offering K-12 courses via distance technologies, has rapidly increased in popularity since its beginning in 1994. Although effective interaction with and support for students in these environments requires a unique set of skills and experiences, teacher education programs currently place very little emphasis on teaching and facilitation competencies for virtual school education. This article reports on a federally-funded project to develop a model preparation program for virtual educators. After a brief review of project goals (identifying and building competencies, developing tools to support virtual teacher education, and scaffolding a national community of virtual school practice), the description focuses on the development and formative evaluation procedures and findings with a tool designed to give preservice students in introductory teacher education classes foundation concepts in effective virtual schooling practices. Also included are implications of evaluation findings and recommendations for further research and development.
TL;DR: This study goes beyond student perceptions of online learning experiences, satisfaction, and attitudes, to examine the actual participation and dynamics that occur in online discussions and their relationship to student learning outcomes.
Abstract: This study goes beyond student perceptions of online learning experiences, satisfaction, and attitudes, to examine the actual participation and dynamics that occur in online discussions and their relationship to student learning outcomes. A content analysis approach was used to investigate students' socio-cognitive processes in an online graduate-level English grammar class. Student postings were rated using a newly developed Gricean Cooperative Principle scoring rubric to assess student participation as determined by four maxims: Quantity, Quality, Relevance, and Manner. Results suggest that Quality is the most important criterion for predicting direct responses to a posting. Students with high average Quality scores also received higher final course grades than did their counterparts. In addition, students with high scores for Manner earned higher conference grades than did their counterparts.
TL;DR: The relationship between email and Web use to teaching productivity in particular is intriguing and may indicate that productive faculty use technology to help them be more productive or that technology use impacts productivity.
Abstract: This study examines factors related to technology use in teaching by university faculty. An EFA analysis of multiple questions of technology use in the classroom found two factors: one loaded with Web use and the second with email use. Therefore, three research questions were asked: What factors explain faculty use of the Web or email? Are these factors the same for both Web and email use? What is the relationship of technology use to faculty productivity? The sample included full-time faculty at doctoral and research institutions selected from the National Study of Postsecondary Faculty:1999 (NSOPF:99) dataset. Independent variables included measures of teaching, research, and service productivity, along with other contextual, demographic, and professional variables. Hierarchical regression analysis was used to prepare eight models (email and Web use for Doctoral I, Doctoral II, Research I, and Research II institutions). Results confirmed that age and Internet access were important factors related to faculty technology use. The relationship between email and Web use to teaching productivity in particular is intriguing and may indicate that productive faculty use technology to help them be more productive or that technology use impacts productivity. Research and service productivity also exhibited distinctive patterns with email and Web use.
TL;DR: This exploratory case study considers the interpersonal dimension of collaborative learning in an online graduate community that is based on a cohort approach to education which is characterized by the social construction of knowledge.
Abstract: This exploratory case study considers the interpersonal dimension of collaborative learning in an online graduate community that is based on a cohort approach to education which is characterized by the social construction of knowledge. Discourse data from two graduate courses are analyzed for interpersonal elements associated with social presence through the lens of Systemic Functional Linguistics. A general profile of the interpersonal dimension of the learning community is provided along with a consideration of cognitive engagement and the interpersonal dynamics of two dilemmatic situations. Data analyses indicate that social presence is much more than social chat and that the nature of the collaborative learning process is deeply intertwined with interpersonal engagement among participants.
TL;DR: This study provides an example of one institution's efforts to design coursework that meets the simultaneous challenges of supporting the aims of increasing access to online courses and simultaneously better preparing teachers to work in diverse classrooms.
Abstract: This study provides an example of one institution's efforts to design coursework that meets the simultaneous challenges of supporting the aims of increasing access to online courses and simultaneously better preparing teachers to work in diverse classrooms. Based on online pre- and post-surveys and monthly open-ended writing prompts administered to students in an introductory teacher preparation course, the study sought to discover students' motivation to select online or blended courses, student perspectives on the benefits and challenges to taking this course online, characteristics of the learning environment that promoted or interfered with students' learning, instructor's perspective of learners' reaction to topics addressing K-12 classroom diversity, and the impact of an online format on students' discussions of issues related to learner diversity. Findings suggest that online courses should include a classroom placement component in which students experience a diverse classroom in order to best prepare students for diverse teaching assignments. Thus, the best online teacher preparation courses maybe those that blend virtual and face-to-face interaction rather than being strictly online.
TL;DR: A comparison of online (asynchronous) and IVC (synchronous) platforms provided an opportunity to explore and shed more light on outcome comparisons between synchronous and asynchronous platforms.
Abstract: As part of the formative evaluation of Alabama's pilot of its virtual schooling system (the Alabama ACCESS Distance Learning Program), the Alabama State Department of Education examined outcome data from courses offered in the two distance delivery systems: web-based course management and interactive videoconferencing (IVC). In light of Bernard et al's. [Bernard, R., Abrami, P., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance learning compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74 (3), 379–434] recent meta-analysis finding that asynchronous distance environments generally had more positive outcomes than synchronous ones, a comparison of online (asynchronous) and IVC (synchronous) platforms provided an opportunity to explore and shed more light on outcome comparisons between synchronous and asynchronous platforms. Though there were some outcome differences, the dominant finding was of no differences between platforms.
TL;DR: Stapleton et al. as discussed by the authors evaluated the quality of the sources selected by second-language (L2) students working on a research-based assignment in a first-year English for Academic Purposes (EAP) course.
Abstract: While the use of a search engine to find secondary sources is now a commonplace practice among undergraduate writers, recent studies show that students' online searches often lead to materials that are wholly or partially unsuitable for academic purposes. Accordingly, this project set out to determine whether using a more specialized search engine, Google Scholar, would lead to qualitative differences in the sources selected by second-language (L2) students working on a research-based assignment in a first-year English for Academic Purposes (EAP) course. The participants in this study (N = 27) were required to submit an annotated bibliography consisting of ten sources, sought from print or electronic media, on their research topic. Students were required to indicate how these sources were located (e.g., Google, Google Scholar, the university library's catalogue of electronic resources, or a traditional search for print materials). Three independent raters, who were not given any information on the search mechanisms used, evaluated each electronic source (N = 72) using WATCH, an analytic website assessment scale, [Stapleton, P., & Helms-Park, R. (2006). Evaluating Web sources in an EAP course: Introducing a multi-trait instrument for feedback and assessment. English for specific Purposes, 25(4) 438–455.]. Mann–Whitney comparisons revealed no significant differences between sources obtained through Google Scholar and the university library's catalogue of electronic resources (p set at ≤ 0.05). On the other hand, there were significant differences between Google Scholar and Google sources, as well as between electronic sources obtained through the library and Google, in key areas such as academic rigor and objectivity.
TL;DR: Current developments in areas of online education and the modernization of the GI Bill of Rights in the form of the Montgomery GI Bill have served to enact an unparalleled era in the history of higher education.
Abstract: Recent developments in areas of online education and the modernization of the GI Bill of Rights in the form of the Montgomery GI Bill have served to enact an unparalleled era in the history of higher education. Now, more than ever, servicemen and servicewomen have both the financial resources and the technological resources to pursue higher learning while actively deployed in remote regions of the world. Higher education is also moving quickly to accommodate these soldier-students. Accompanying this proliferation of opportunity are several problematic issues that can subvert efforts made by individual students in the military. Resolving these initial problems will be a key to the perpetuation of these opportunities for current and future American soldiers.
TL;DR: This model offers insights into who is using technology, why they do so, and how more faculty may be encouraged to acquire greater skills in using technology.
Abstract: This study answered questions about which faculty come to use technology in their teaching and used a novel statistical analysis to develop a model that captures the primary factors influencing faculty technology use It used a sample of 16,914 faculty within the 2004 National Study of Postsecondary Faculty to explore explanations for faculty technology use A total of 41 variables were included to capture individual-level influences (both demographic and professional) and institution-level influences (eg, level of resources, Carnegie classification, public or private control) on technology use All of the variables were incorporated into a Bayesian network analysis that produced a model of seven variables that classified 69% of the sample accurately Four of the seven variables point to the important influence of the faculty's instructional workload on whether and how much faculty use technology Carnegie classification was the only institution-level variable to make it into the final model The faculty's highest degree and teaching/research field also had direct and moderating influences on technology use This model offers insights into who is using technology, why they do so, and how more faculty may be encouraged to acquire greater skills in using technology
TL;DR: All three online modules showed a didactic pedagogy rather than a constructivist one, which confirmed the need for more research on design principles and strategies to support constructivist principles in oTPD modules.
Abstract: This study examined the pedagogy of three online teacher professional development (oTPD) modules. Evidence of design features oriented to the how people learn framework was the primary research objective. An analytic framework was devised to code knowledge types, levels of cognitive demand, levels of interaction, and sensory details in the learning architecture of each module. All three online modules showed a didactic pedagogy (show and tell) rather than a constructivist one (teaching for understanding). Module content emphasized declarative types of knowledge (facts and concepts), and lower levels of cognitive demand (remember and understanding). The interaction pattern of two modules was largely passive, reflecting a limited level of learner participation, control, productivity, and creativity of experience. A third module, developed after research on the other two, provided learners with more guided and self-initiated interaction. Sensory design of the modules was the most well-developed and supportive of learner engagement. The study confirmed the need for more research on design principles and strategies to support constructivist principles in oTPD modules.