Showing papers in "Journal of Computing in Higher Education in 2011"
TL;DR: Several evidence-based approaches that may be useful in the next generation of distance and online learning are highlighted, including principles and applications stemming from the theories of self-regulation and multimedia learning, research-based motivational principles and collaborative learning principles.
Abstract: In a recent meta-analysis of distance and online learning, Bernard et al. (2009) quantitatively verified the importance of three types of interaction: among students, between the instructor and students, and between students and course content. In this paper we explore these findings further, discuss methodological issues in research and suggest how these results may foster instructional improvement. We highlight several evidence-based approaches that may be useful in the next generation of distance and online learning. These include principles and applications stemming from the theories of self-regulation and multimedia learning, research-based motivational principles and collaborative learning principles. We also discuss the pedagogical challenges inherent in distance and online learning that need to be considered in instructional design and software development.
362 citations
TL;DR: It is concluded that it is not different education, it is distance education; what is known about effectiveness in education is most often also applicable to distance education.
Abstract: Distance education is defined, the various approaches for effective research are summarized, and the results of major research reviews of the field are explained in this article. Additionally, two major areas of research are included—research on barriers to the adoption of distance education and research summaries that explain and support best practices in the field. This paper concludes with the summary statement that it is not different education, it is distance education; what is known about effectiveness in education is most often also applicable to distance education.
140 citations
TL;DR: There is a great need for research that addresses questions about student-content interaction in DE course settings specifically, and pertains to the increasingly diverse group of learners who take these courses.
Abstract: This article considers the application of selected components of self-regulated learning (SRL; Zimmerman 2000) to student-content interaction in online learning and distance education (DE). In particular we discuss how, when interacting with electronically enhanced text, students must carefully employ self-regulated learning strategies that include planning, goal setting, self-monitoring processes, and calibration judgments. Because the student is often learning independently in DE courses, and because of the potential for non-linear navigation through online learning materials, we argue that the careful deployment of SRL skills is especially critical for successful outcomes. Consequently we discuss examples of how the demands of student-content interactions put students with self-regulation difficulties at risk of failure. We highlight research on learners who have poor SRL skills, inadequate calibration capabilities, and low executive functions in order to highlight areas of particular difficulty and areas in which support might be most beneficial. We conclude with the recognition that while support strategies can be derived from the research literature, there is a great need for research that addresses questions about student-content interaction in DE course settings specifically, and pertains to the increasingly diverse group of learners who take these courses.
128 citations
TL;DR: Lower divergent questions were most effective in generating high levels of student thinking compared to other question types, and brainstorming and playground questions averaged the highest number of posts/student as well as highest average number of student responses/prompt.
Abstract: This study examined the relationships among question types and levels and students’ subsequent responses/interactions in online discussion forums. Question prompts were classified both by type, as outlined by Andrews (POD Q J Prof Organ Dev Net Higher Eduction 2(34):129–163, 1980), and by levels of critical thinking, as outlined by Bloom (Taxonomy of educational objectives, David McKay, New York, 1956). Students’ responses (n = 850), taken from 19 discussion forums, were coded using Bloom’s six levels of cognitive processing: knowledge, comprehension, application, analysis, synthesis, and evaluation. Interaction patterns were determined using three of Andrews’ “mileage” indicators: average number of responses/student, average number of student–student sequences per question prompt, and average number of threads (and posts within a thread) for each question prompt. Results support the hypothesis that questions at the higher levels of Bloom’s taxonomy facilitate higher levels of students’ responses. Among Andrews’ nine question types, lower divergent questions were most effective in generating high levels of student thinking compared to other question types. In terms of interaction patterns, brainstorming and playground questions averaged the highest number of posts/student as well as highest average number of student responses/prompt. Questions at the comprehension, application, and synthesis levels resulted in the highest average number of student–student sequences. Implications for the development of effective question prompts are discussed.
91 citations
TL;DR: Results from protocol analysis indicate that the video and video + text versions of the stories led to higher levels of both engagement and sympathy with the characters, and recall of particular information; however, interactions between medium and content were important.
Abstract: In this investigation we assessed whether different formats of media (video, text, and video + text) influenced participants’ engagement, cognitive processing and recall of non-fiction cases of people diagnosed with HIV/AIDS. For each of the cases used in the study, we designed three informationally-equivalent versions: video, text, and video + text. Thirty participants experienced one version in each format, thought aloud as they read or viewed the case, discussed their reactions to the stories during an interview, and completed an affective and engagement survey. Participants were again interviewed 6 weeks later to assess their memory for the cases. Results from protocol analysis indicate that the video and video + text versions of the stories led to higher levels of both engagement and sympathy with the characters, and recall of particular information; however, interactions between medium and content were important. We argue the main benefit of video lies in engaging students emotionally in the content.
85 citations
TL;DR: Two studies are brought together to provide a comprehensive overview on diverse and interactive instructional methods aimed to facilitate higher levels of learning by exploring the effects of group interaction using different instructional strategies focusing on the learning process using the Community of Inquiry framework.
Abstract: In this special issue, I bring together two studies to provide a comprehensive overview on diverse and interactive instructional methods aimed to facilitate higher levels of learning. One study explored the effects of group interaction using different instructional strategies focusing on the learning process using the Community of Inquiry framework. The other study investigated the effects of group interaction using different instructional strategies focusing on learning products using the SOLO taxonomy. The outcomes of both studies were consistent in revealing that certain kinds of instructional strategies have more effective interactions, resulting in facilitating higher levels of learning.
62 citations
TL;DR: Grounded on existing models and on the experience designing and working with faculty designing and teaching online courses, this framework provides a systemic understanding of the various roles and competencies associated with online teaching.
Abstract: As a multidimensional construct which requires multiple competencies, online teaching is forcing universities to rethink traditional faculty roles and competencies. With this consideration in mind, this paper presents a process-oriented framework structured around three sequential non-linear phases: (1) before: preparing, planning, and designing; (2) during: facilitating, interacting, and providing/gathering feedback; and (3) after: reflecting and considering lessons learned. Grounded on existing models and on our experience designing and working with faculty designing and teaching online courses, this framework provides a systemic understanding of the various roles and competencies associated with online teaching. Use of this framework should enable higher education institutions (HEIs) to develop comprehensive and effective faculty development programs, capable of helping faculty create and facilitate effective learning opportunities for all students.
48 citations
TL;DR: Study results indicate that individuals with technical expertise at the “beginner” level rely on different sources of support and encounter different barriers than do individuals at the "expert" level, even after controlling for gender and age.
Abstract: In order for institutions of higher education to provide essential technology resources and encourage the adoption of educational technologies, it is vital to gather information about the barriers their users encounter and the supports they find most helpful. The purpose of this study is to better understand how differences in user traits (e.g., age, gender, and technological expertise) may be impacting the use of technologies to support instruction. In this study, we report data from a university-wide survey of faculty at the University of Washington (N = 547). Study results indicate that individuals with technical expertise at the “beginner” level rely on different sources of support and encounter different barriers than do individuals at the “expert” level, even after controlling for gender and age. Our data demonstrate the importance of recognizing the range of expertise that exist among users when assessing barriers and implementing programs to support faculty in the adoption of educational technologies.
30 citations
TL;DR: Findings reveal that while pedagogy seems to be of highest importance to students, the relationship between computer use and perceived course effectiveness is changing over time.
Abstract: This study investigated the change in the relationship between pedagogy, computer-use and students’ perceptions about course-effectiveness over time. Students from a Canadian university completed a questionnaire in two different years (2003 = 1,834 participants and 2007 = 1,866 participants). Of greatest interest were characteristics of technology that interact with pedagogy to achieve positive learning outcomes. A factor analysis revealed a three-factor solution: “course-structure,” “active-learning,” and “computer-use.” Multiple regression analysis showed that the three variables are predictive of perceived course effectiveness, with “course-structure” being most predictive in both years. “Computer-use” was least predictive with the 2003 sample while it was second in predictive power with the 2007 sample, most likely reflecting increased technology integration in post-secondary education. When comparing use of various applications in “Arts” versus “Science” courses, results indicated higher computer technology use in 2007 for all applications with arts courses while only web-based computer applications increased in use with the science courses. Separate regression analyses were conducted for each type of program while comparing the two different study years with results indicating that “course-structure” is the most stable predictor. Findings reveal that while pedagogy seems to be of highest importance to students, the relationship between computer use and perceived course effectiveness is changing over time. Implications are discussed and suggestions for future research are presented.
27 citations
TL;DR: After a discussion of the state of both misaligned and informative online and distance education research, evidence-based principles about strategies that work are extracted and a framework for planning, developing, and executing online distance education learning activities is offered.
Abstract: After a discussion of the state of both misaligned and informative online and distance education research, the authors in this special issue (hereafter called the collective) extract evidence-based principles about strategies that work. Both are addressed in this article. First, their criticisms centered on the value of comparative research. Those discussions are compared to debates by the International Board of Standards for Training Performance and Instruction (ibstpi). Second, to summarize and synthesize the evidence-based principles on interactions of online distance learners with content, peers and instructors, I offer a framework for planning, developing, and executing online distance education learning activities. The guidelines from the collective are organized within this framework for making asynchronous discussion design decisions. Finally, a redesign of an existing online distance education course exemplifies how these evidence based principles may be applied in a real example.
1 citations