Showing papers in "Internet and Higher Education in 2008"
TL;DR: Assessment of faculty's awareness of the benefits of Web 2.0 to supplement in-class learning and better understand faculty's decisions to adopt these tools using the decomposed theory of planned behavior (DTPB) model indicated that while some faculty members feel that some Web2.0 technologies could improve students' learning, their interaction with faculty and with other peers, their writing abilities, and their satisfaction with the course; few choose to use them in the classroom.
Abstract: While students are increasing their use of emerging technologies such as text messaging, wikis, social networks, and other Web 2.0 applications, this is not the case with many university faculty. The purpose of this study was to assess faculty's awareness of the benefits of Web 2.0 to supplement in-class learning and better understand faculty's decisions to adopt these tools using the decomposed theory of planned behavior (DTPB) model. Findings indicated that while some faculty members feel that some Web 2.0 technologies could improve students' learning, their interaction with faculty and with other peers, their writing abilities, and their satisfaction with the course; few choose to use them in the classroom. Additional results indicated that faculty's attitude and their perceived behavioral control are strong indicators of their intention to use Web 2.0. A number of implications are drawn highlighting how the use of Web 2.0 could be useful in the classroom.
916 citations
TL;DR: The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the Col as a framework for constructing effective online learning environments.
Abstract: This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (Col) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the Col as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors-one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the Col measures for researchers, designers, administrators, and instructors.
779 citations
TL;DR: This study used an empirical design to investigate the interaction effects of peer feedback and blogging on college students' reflective thinking skills and their learning approaches and suggested more carefully designed uses in the future.
Abstract: Reflection is an important prerequisite to making meaning of new information, and to advance from surface to deep learning. Strategies such as journal writing and peer feedback have been found to promote reflection as well as deep thinking and learning. This study used an empirical design to investigate the interaction effects of peer feedback and blogging on college students' reflective thinking skills and their learning approaches. Forty-four first- and second-year undergraduate students participated in the study. Students kept blogs each week throughout a whole semester. Two journals were sampled at the beginning and end of the semester for each student. A repeated measure one-way ANOVA suggested that students' reflective thinking level increased significantly over time; however, peer feedback was found to negatively affect students' reflective thinking skills. The result of the study suggests more carefully designed uses in the future.
288 citations
TL;DR: The results of the study showed significant correlations between technology literacy and pedagogical practice integration and revealed that faculty technology training may be maximized for the integration of pedagogy by using the training strategy of small group faculty forums with a trainer.
Abstract: The purpose of this study was to examine how faculty technology literacy and technology training impact their pedagogy. This required an examination of how faculty technology literacy skills related to pedagogical practice (integrating technology into their pedagogy), while controlling for training. Respondents surveyed in this study consisted of faculty members in the US colleges of education among the fifteen peer institutions of the University of North Dakota. The results of the study showed significant correlations between technology literacy and pedagogical practice integration. The results also revealed that faculty technology training may be maximized for the integration of pedagogy by using the training strategy of small group faculty forums with a trainer.
252 citations
TL;DR: The results indicate that students in the experimental group demonstrated greater improvement in their writing than those in the comparison group, and the findings indicate that the validity and reliability of student generated rating scores were extremely high.
Abstract: The purpose of this study was to compare the effects of two peer assessment methods on university students' academic writing performance and their satisfaction with peer assessment. This study also examined the validity and reliability of student generated assessment scores. Two hundred and thirty-two predominantly undergraduate students were selected by convenience sampling during the fall semester of 2007. The results indicate that students in the experimental group demonstrated greater improvement in their writing than those in the comparison group, and the findings reveal that students in the experimental group exhibited higher levels of satisfaction with the peer assessment method both in peer assessment structure and peer feedback than those in the comparison group. Additionally, the findings indicate that the validity and reliability of student generated rating scores were extremely high. Using Wiki interactive software and providing an online collaborative learning environment to facilitate peer assessment added value to peer assessment.
238 citations
TL;DR: This one-year case study reports on the effectiveness and value of electronic portfolios (e-portfolios) from the preservice teachers' perspectives.
Abstract: This one-year case study reports on the effectiveness and value of electronic portfolios (e-portfolios) from the preservice teachers' perspectives. Using surveys and selected interviews, the study explored how 38 preservice teachers' understanding of the e-portfolios evolved as they completed their elementary teacher education program. Respondents reported that, after using the e-portfolios, they were stimulated to engage in reflective practices, to develop effective learning strategies, and to gain as well as review technology skills. Respondents also indicated frustrations and challenges involved when creating their first e-portfolios. Implications regarding the findings are discussed.
120 citations
TL;DR: Data logging features of the Moodle learning management system and the Classroom Sense of Community Index reveal that cumulative course data logs are predictive of both a student's sense of connectedness and student community.
Abstract: In the study of online learning community, many investigators have turned attention to automatically logged web data. This study aims to further this work by seeking to determine whether logs of student activity within online graduate level courses related to student perceptions of course community. Researchers utilized the data logging features of the Moodle learning management system and the Classroom Sense of Community Index. Results reveal that cumulative course data logs are predictive of both a student's sense of connectedness and student community. This study adds to a foundation for a non-invasive assessment of affective variables in online learning environments, and suggests a simple method for providing e-learning instructors with real-time feedback for fostering online community.
114 citations
TL;DR: This study found that the blended programs were effective in providing teachers with an opportunity for learning on the job and collaborating with other teachers, and they influenced teacher classroom practice moderately and affected student learning to a limited extent.
Abstract: This study synthesized the findings of three program evaluations of teacher blended professional development programs from the perspective of situated design and implementation, development of community, changes in teacher practice, and impact on students. We found that the blended programs were effective in providing teachers with an opportunity for learning on the job and collaborating with other teachers, and they influenced teacher classroom practice moderately and affected student learning to a limited extent. Our study supports the contention that blended learning is a viable model for teacher professional development.
102 citations
TL;DR: Findings show that overall Internet use for academic purposes has increased, and students report generally positive opinions about the Internet's utility for academic work, but satisfaction with it for academic interactions may be on the decline.
Abstract: The aim of this study is to explore, based on a nationally representative sample, U.S. college students' uses of the Internet in their studies and their perceptions of academic life online, and changes in both perception and use since a 2002 report on the topic. Findings show that overall Internet use for academic purposes has increased. Students report generally positive opinions about the Internet's utility for academic work, but satisfaction with it for academic interactions may be on the decline.
95 citations
TL;DR: The reliability and validity of the scale was found to be highly reliable and of reasonable length, and two major components, which facilitate the elicitation of learners' views on blended learning and its implementation process in relation to the complexity levels of the learning process were indicated.
Abstract: The purpose of this study was to extend the evaluation of learners' views on blended learning and its implementation process by developing and validating an objective assessment instrument. Cronbach' alpha, item analysis and item discrimination indices, principal component analysis, varimax rotation, and discriminant validity were used to measure the reliability and validity of the scale. A 50-item refined version of the scale was found to be highly reliable and of reasonable length. Further refinement was made based on principal component analysis. This indicated two major components, which facilitate the elicitation of learners' views on blended learning and its implementation process in relation to the complexity levels of the learning process. The scale is recommended to identify individual's views on blended learning and its implementation process and thus, to contribute to the improvement of a blended learning environment for learners.
89 citations
TL;DR: Analysis of differences between online courses in disciplinary quadrants at a large metropolitan university, over five years, suggests that overFive years, e- learning in pure disciplines has become more commoditized, while e-learning in applied disciplines has been more diversified and more oriented to community practice.
Abstract: Differences in curriculum and teaching styles across disciplines in higher education courses are also evident in online courses. This study used two widely available sources of data, CMS tool usage logs and course evaluations, to analyze differences between online courses in disciplinary quadrants (hard-pure, hard-applied, soft-pure, soft-applied) at a large metropolitan university, over five years (2002 and 2007). For 2007, results revealed significant differences in tool usage between disciplines, particularly for assessment tools. Hard-pure courses used Tests and Pool tools more often than did soft-pure courses. The Document tool was used most extensively in applied courses. Data from course evaluations, for spring 2007 online courses, suggested that applied disciplines had a shorter learner–instructor transactional distance than did pure disciplines. Results suggest that over five years, e-learning in pure disciplines has become more commoditized, while e-learning in applied disciplines has become more diversified and more oriented to community practice.
TL;DR: This qualitative research design utilized a listserv that invited university based webmasters to use freeware to evaluate the overall accessibility of their institutions' homepage website and proposed that other institutions might emulate this exemplary model to achieve greater website accessibility for all constituents.
Abstract: Researchers increasingly suggest that accessibility remains a prominent issue across the World Wide Web (www). This study raises awareness about issues of access in higher education. This qualitative research design utilized a listserv that invited university based webmasters to use freeware to evaluate the overall accessibility of their institutions' homepage website. Participation was voluntary and evaluations were gathered electronically. Our sample indicated that most universities' homepages were non-compliant with the www.WorldWideWeb Consortium guidelines. One particular institution, however, satisfied all W3C guidelines earning a perfect Triple A. Simply stated, this exemplary website serves people of all exceptionalities. Studying this institution's implementation process, we propose that other institutions might emulate this exemplary model to achieve greater website accessibility for all constituents.
TL;DR: The study concludes that embedding an online survey within the course management software be an effective method of gathering feedback and may be most appropriate for courses with small enrollments.
Abstract: A graduate level course in library and information science was revised from face-to-face instruction to a blended learning model utilizing on site, interactive television, and online classes. This study investigates three related questions: (1) Will students provide detailed feedback if given the opportunity to complete an anonymous survey? (2) Will embedding an online survey within the course management software be an effective method of gathering feedback? (3) Will student feedback contain constructive critical information that will prove useful in evaluating and revising the course? An online survey created within the WebCT course management software was administered in 2001, 2003, 2005, and 2007. The total number of responses was 71. Results indicate that students were willing to provide detailed feedback, readily accepted the embedded survey, and provided constructive criticism that proved useful in the evaluation and revision process. The study concludes that this method is effective and may be most appropriate for courses with small enrollments.
TL;DR: This one-year exploratory study looked at 78 elementary teacher candidates' view of learning in four mixed courses that used Blackboard Learning Management System to supplement as well as replace some portions of face-to-face instruction.
Abstract: Mixed or hybrid method has become an increasingly popular course delivery model in recent years, but research regarding the effect of mixed learning is limited because of its recent debut in the landscape of educational technology. This one-year exploratory study looked at 78 elementary teacher candidates' view of learning in four mixed courses that used Blackboard Learning Management System (LMS) to supplement as well as replace some portions of face-to-face instruction. Both quantitative and qualitative data were collected from surveys designed to measure students' satisfaction and perspectives of hybrid learning. Results suggested high level of satisfactions but also revealed several important issues and complexities involving hybrid course implementation.
TL;DR: The conceptual basis of referencing and citation as expressed in current systems and standards needs reform in order to bring academic integrity to the use of these new forms of authorship.
Abstract: Web 2.0 authoring forms such as wikis and blogs, social bookmarking, and audio and video podcasting pose a challenge to academic authorship traditions. This paper reviews the provisions made in major academic referencing and citation style guides for acknowledging content and ideas that may be published using these new web authoring forms. It offers an overview of features of web 2.0 authoring forms and explores concepts of authoring that can help academics to understand the challenges of working with these forms. It provides examples of referencing and citation in scholarly and scientific communication, and concludes that the conceptual basis of referencing and citation as expressed in current systems and standards needs reform in order to bring academic integrity to the use of these new forms of authorship.
TL;DR: The study described here reports how and why faculty members use multiple CMS features, in resident college classes, and suggests those who use multiple features are significantly more likely to have experience with interactive technologies.
Abstract: A unique resource in course management systems (CMSs) is that they offer faculty members convenient access to a variety of integrated features. Some featurs allow faculty members to provide information to students, and others allow students to interact with each other or a computer. This diverse set of features can be used to help meet the variety of learning goals that are part of college classes. Currently, most CMS research has analyzed how and why individual CMS features are used, instead of analyzing how and why multiple features are used. The study described here reports how and why faculty members use multiple CMS features, in resident college classes. Results show that nearly half of faculty members use one feature or less. Those who use multiple features are significantly more likely to have experience with interactive technologies. Implications for using and encouraging the use of multiple CMS features are provided.
TL;DR: To illuminate the capabilities of adventure learning, three such projects are evaluated in terms of effectiveness, efficiency, engagement, social justice, and transformational capability.
Abstract: Educational technology and instructional design research has focused on evaluating interventions and innovations in terms of their effectiveness, efficiency, and appeal. While such indicators of learning outcomes are important, designers should also strive for engaging, socially just, and transformational instruction. To illuminate the capabilities of adventure learning, we evaluate three such projects in terms of effectiveness, efficiency, engagement, social justice, and transformational capability. Findings indicate the diverse impact adventure learning has had on K-16 learners and teachers.
TL;DR: A case study of the implementation of a flexible learner-centred programme of study which blends face-to-face and online learning and the results of an investigation to explore their experiences of facilitation are presented.
Abstract: This paper presents a case study of the implementation of a flexible learner-centred programme of study which blends face-to-face and online learning. The programme was developed to be flexible in terms of content and study strategies, whilst remaining within more rigid organisational structures and processes. This paper outlines the programme and presents the model developed for flexible content delivery. The programme has been delivered simultaneously by five tutors to six groups of learners. Tutors drew on varying personal experiences of flexible and online learning and this paper also presents the results of an investigation to explore their experiences of facilitation. The findings provide a unique insight into the implications of such a programme for educators. Data were gathered using methods to promote and structure reflections on practice. Issues of relevance for others considering the development of flexible learner-centred programmes of study are presented.
TL;DR: Assessment of unconventional, opinion-supporting Web citations in argumentative essays from 70 undergraduate ESL students revealed that the students who cited unconventional sources appeared to be unaware of their ideological agendas.
Abstract: The Web has become a vast and appealing source of information for undergraduate students writing academic papers. While some online resources are comparable in quality to the materials housed in a library, newly accessible, Web-specific genres, such as interest groups, often undermine traditional expectations of scholarly authority, rigor, and objectivity. Since many of these genres harbor hidden agendas, their impact is often manipulative. Giving the illusion of rigor, they can present challenges for novice undergraduate second language writers who are unfamiliar with North American academic guidelines, yet few studies have examined the impact of such sites on their writing. In order to assess this influence, unconventional, opinion-supporting Web citations in argumentative essays from 70 undergraduate ESL students were isolated and evaluated. Findings revealed that the students who cited unconventional sources appeared to be unaware of their ideological agendas. Additionally, viewing such sources as objective, they used them to support their own viewpoints.
TL;DR: Analysis of video-based cases of two websites that exemplify learner-centered pedagogies for pre-service teachers to carry out in their teaching practices revealed that reciprocal interaction between students and teacher was most likely to happen if their physical distance from each other was the greatest.
Abstract: This study employed content analysis techniques to examine video-based cases of two websites that exemplify learner-centered pedagogies for pre-service teachers to carry out in their teaching practices. The study focused on interaction types and physical proximity levels between students and teachers observed in the videos. The findings regarding interaction demonstrated that video cases were more focused on teacher-centered interactions than learner-centered interactions. In terms of proximity, the analysis revealed that reciprocal interaction between students and teacher was most likely to happen if their physical distance from each other was the greatest. Findings and directions for future research are discussed in terms of the content of online video-based classroom cases.
TL;DR: The research investigated 20 different types of information important to legislators and parents and identified information not found and the average number of "clicks" of the mouse to locate the information.
Abstract: This research investigated the availability of information on higher education institutions through the web sites of 40 higher education institutions; 10 each from Doctoral/Research, Master’s, Baccalaureate, and Community Colleges drawn from 40 different states. This descriptive study answered two research questions: (1) How accessible is information important to legislators and parents? (2) What does higher education’s “virtual face” say about us? The research investigated 20 different types of information important to legislators and parents and identified information not found and the average number of “clicks” of the mouse to locate the information. Findings indicate that data about students and program assessment, faculty and faculty expertise required more clicks to find, if available. Crime statistics were not found on 17 of 40 sites, but information about the institution’s president was found in 39 of 40 cases in one or two clicks. These findings indicate that higher education’s “virtual face” may appear aloof to parents and legislators seeking information about the institution.
TL;DR: This study has offered evidence that essay assessment technology could be developed for evaluating the quality of online discussions and the development of rhetorical networks as a graph theory for representing the semantics of asynchronous interaction could lead to a richer knowledge representation technology for inter-agent collaboration.
Abstract: Numerous studies have affirmed the value of asynchronous online communication as a learning resource. Several investigations, however, have indicated that discussions in asynchronous environments are often neither interactive nor coherent. The research reported sought to develop an enhanced understanding of interactional coherence, argumentation, and topic drift in asynchronous learning environments. Rhetorical structure theory (RST) was used to analyze and assess the coherence of several asynchronous discussions. Findings include that asynchronous discussions take the form of dynamic rhetorical structures which are continuously redefined as new messages are added to a thread, that argumentation may be more prevalent in some discussions than others, that topic drift does not seem to occur as a matter of chance, but rather topics are manipulated to suit the individual preferences of the participants, and that the use of threading differs considerably from one discussion group to another. By demonstrating the applicability of RST, argumentative analysis, and topic drift analysis to asynchronous discussion, this research provides a framework and a terminology for fine-grained analysis of interactional coherence. By showing the applicability of RST to asynchronous discussion, this study has offered evidence that essay assessment technology could be developed for evaluating the quality of online discussions. The development of rhetorical networks as a graph theory for representing the semantics of asynchronous interaction could lead to a richer knowledge representation technology for inter-agent collaboration.
TL;DR: The need for journalism and mass communication faculty to take a more active role in teaching students proper e-mail etiquette so students can overcome perceived gender stereotyping and communicate effectively in the workplace is suggested.
Abstract: Nearly 700 U.S. journalism and mass communication faculty reported their perceptions of student e-mail use via a Web-based survey. This nationwide study focused on content of e-mail received by faculty and made comparisons based on faculty gender. Nearly half of the respondents reported that they occasionally receive e-mails from students before a test or assignment is due claiming illness or some other emergency. Approximately 42% of the respondents receive e-mails from students that complain about grades. Additional results indicated significant differences based on instructor gender. Findings suggest the need for journalism and mass communication faculty to take a more active role in teaching students proper e-mail etiquette so students can overcome perceived gender stereotyping and communicate effectively in the workplace.
TL;DR: Findings indicate that active participants felt an increased sense of community, but that not all students were interested in this type of community-building activity.
Abstract: This case study examines the impact of a program-wide event on the sense of community in a distance education program. The departmental conference examined in this study is intended to help students gain experience in sharing their ideas and plays a large role in building a sense of community among residential students and faculty. This study examines an effort to extend this community-building role to students enrolled in the department's fully online Distance Masters and Certificate programs. The study explores whether these students felt a need for such community-building experiences, what they gained from this experience, and what can be learned from what went well and what could be improved in the organization of the conference. Findings indicate that active participants felt an increased sense of community, but that not all students were interested in this type of community-building activity.
TL;DR: This article is an annual compilation of useful resources that pertain to the field of online learning and uses of the Internet for instructional delivery.
Abstract: This article is an annual compilation of useful resources that pertain to the field of online learning and uses of the Internet for instructional delivery. Updates were made to this list since last year's publishing. Resources are organized into several categories, including texts, journals, and Web sites.
TL;DR: The results indicate less able readers performed better on course examinations when awarded course points for completing a required number of study questions rather than quizzes.
Abstract: This study investigates voluntary use of online study questions, the relationship of study question use to examination performance, and the relationship of aptitude to study question use following an initial phase during which students either received course points for passing mastery quizzes or for completing a designated number of study questions. The results indicate a) students who first received points for completing study questions later made greater voluntary use of study questions, b) less able readers made less voluntary use of study questions than more able readers, and c) less able readers performed better on course examinations when awarded course points for completing a required number of study questions rather than quizzes.