Showing papers on "Asynchronous learning published in 2000"

Building Knowledge Building Communities: Consistency, Contact and Communication in the Virtual Classroom

Abstract: This article looks at factors affecting the success of asynchronous online learning both through a review of the research literature and through an empirical investigation of student perceptions and course design factors in one of the largest asynchronous learning networks in the country. It finds that three such factors—consistency in course design, contact with course instructors, and active discussion—have been consistently shown to significantly influence the success of online courses. It is posited that the reason for these findings relates to the importance of building knowledge building communities in asynchronous online learning environments.

Building and sustaining community in asynchronous learning networks

Abstract: This article applies the concept of classroom community to asynchronous learning networks (ALNs) by taking on the issue of how best to design and implement a course that fosters community among learners who are physically separated from each other. The following factors that can influence sense of community among distant learners are examined: student–instructor ratio, transactional distance, social presence and instructor immediacy, lurking, social equality, collaborative learning, group facilitation, and self-directed learning.

Course Design Factors Influencing the Success of Online Learning

Abstract: This paper looks at factors affecting the success of asynchronous online learning through an investigation of relationships between student perceptions and course design factors in one of the largest asynchronous learning networks in the country. It finds that three such factors -consistency in course design, interaction with course instructors, and active discussion – have been consistently shown to significantly influence the success of online courses. It is posited that the reason for these findings relates to the importance of building community in online courses. Among the many and various possibilities occasioned by the growth of the World Wide Web (WWW), one of the most promising is distance education. In the rush to create online courses, however, the major focus has too often been on technological issues, whereas, as Mason (1994, p. 52) argues, “Social and pedagogical issues play by far the bigger part in the creation of a successful [online] learning environment.” In this paper, we document the efficacy of pedagogical approaches which foster online community. We first review the literature on the effects of course design features on student satisfaction and learning online. We then report our own findings on these topics from data collected during the Spring, 1999 semester from SUNY Learning Network (SLN) courses. Finally, we discuss these findings in the light of social constructivist theory.

Information Technology Use and Cognitive Outcomes in the First Year of College

Abstract: Introduction It appears clear that computers or information technology have the potential to fundamentally alter the face of teaching and learning in American postsecondary education (Green, 1996; Kozma & Johnston, 1991; Kuh & Vesper, 1999; Pascarella & Terenzini, 1998; Upcraft, Terenzini, & Kruger, 1999; West, 1996). The promise is, indeed, great. As suggested by Kuh and Vesper: Used appropriately and in concert with powerful pedagogical approaches, technology is supposed to enhance student learning productivity. It does this by enriching synchronous classroom activities and providing students with engaging self-paced and asynchronous learning opportunities that enable students to learn more than they would otherwise at costs ultimately equal to or below that of traditional classroom based instruction. (1999, p. 1) Based on recent dramatic increases in instructional computer use in American colleges and universities, it would appear that the promise of information technology has a considerable amount of logical appeal. For example, a recent report issued by The Institute for Higher Education Policy (1999) indicated the extent to which computer use in postsecondary instruction has increased in just the last few years. Based on data from the 1998 National Survey of Information Technology in Higher Education, the Report indicated that in 1994 about 8% of postsecondary classes used e-mail. This increased to 44% by 1998. Similarly, the percentage of classes reporting that they used internet resources increased from 15% in 1996 to 30% in 1998. By 1998 it was estimated that 46% of all institutions had a mandatory student information technology (computer use) fee. Paralleling documented increases in the classroom use of computers is evidence suggesting substantial increases over time in student familiarity with computers. In analyses of several, large, multi-institutional cohorts of undergraduates, Kuh, Connolly, and Vesper (1998) report that in the mid-1980s about 32% of college seniors reported making substantial progress in becoming familiar with computers during college. By the late 1990s this jumped to nearly 60%. Of course, access to and use of computers and information technology is not uniform across institutional types or among different kinds of students. Both access and use appear to be positively linked with wealth and prestige at the institutional level, and with socioeconomic status and with being Caucasian or Asian American at the individual student level (Gladieux & Swail, 1999). Despite institutional or socioeconomic inequities in computer access or use, it is clear that information technology is likely to have a massive impact on how colleges and universities conduct their future business, both in and outside the classroom. Both Gladieux and Swail (1999) and Green (1997) have argued that high-school graduates bound for postsecondary institutions are increasingly part of an "information age" in which success in a competitive world economy is seen as inextricably dependent on computers and information technology. Indeed Green (1997, p. 9), as cited by Gladieux and Swail (1999) has suggested that colleges and universities engage in "a kind of educational malpractice" if they fail to incorporate technological training in the instructional process. Others, such as Ehrmann (1995), have suggested that a college or university can no longer ignore the potential instructional use of technology and still maintain institutional viability. Although there is little doubt that computers and information technology are, and will become, increasingly powerful influences on how instruction and teaching are delivered in American colleges and universities, there is still some question as to their unique impact on students' overall cognitive or intellectual growth during college (Ehrmann, 1995; Kuh & Vesper, 1999). As argued by Green, "We need to be honest about the gap between aspirations and performance; . …

Creating and Nurturing Distributed Asynchronous Learning Environments

Abstract: The introduction of Web‐based course instruction into an existing degree programme offers the opportunity to re‐examine models supporting learning and the transfer of knowledge among students enrolled in such courses. By removing the barriers of time and place, instructors can create and sustain student learning communities supported by interactive communication tools grounded in asynchronous learning models. The instructor’s role moves to that of a facilitator who seeks to stimulate interactions between students and between students and the instructor, in the pursuit of improved learning and knowledge base construction.

Multimedia: asynchronous distributed education—a review and case study

Abstract: Interest in and delivery of distributed education has increased rapidly in the past decade Technology brings the promise of creating superior learning environments relative to the traditional classroom as well as delivering these learning experiences to greater numbers and more diverse audiences However, successful creation and delivery of distributed courses requires new dimensions in thought and creativity because a direct translation from classroom to computer will not enhance the learning experience To make distributed education work, instructors have to rethink their role as teacher, and students must take charge of their own learning experience Many accommodations must be made in distributed course creation to ensure a student-centered environment that overcomes the feeling of isolation The authors discuss these themes in relation to their experiences in delivering an asynchronous distributed introductory course at the University of Arizona

Bringing the Classroom to Students Everywhere

Abstract: In this paper we present a technique for enabling students to benefit from the traditional classroom experience by joining classes live on the Internet or by taking lectures on demand asynchronously. The proposed “lectures on demand” paradigm is shown to be an effective component in the now well established framework of Asynchronous Learning Networks. Video and audio from traditional face-to-face lectures are synchronized with class materials such as PowerPoint® slides and provided as streaming multimedia content via the Internet. Some comments are given on the issues involved in using this methodology at the University of Florida to offer online courses towards MS and BS degrees.

Asynchronous learning networks : An information-technology-based infrastructure for engineering education : Electrical and computer engineering education

Abstract: This paper describes the state of the art in the field of asynchronous learning networks (ALN's). Widespread adoption of ALN methods is expected to transform the way engineering education is conducted. Information-technology-enabled communication and dissemination capabilities are likely to impact the economics of engineering education, access to engineering education, the roles of faculty and students, timing and methods of education, the development of students' technical and communication skills, and the ways that traditional engineering students and lifelong learners interact with industry and alumni.

Asynchronous learning networks: an information-technology-based infrastructure for engineering education

Abstract: This paper describes the state of the art in the field of asynchronous learning networks (ALNs). Widespread adoption of ALN methods is expected to transform the way engineering education is conducted. Information-technology-enabled communication and dissemination capabilities are likely to impact the economics of engineering education, access to engineering education,the roles of faculty and students, timing and methods of education, the development of students' technical and communication skills, and the ways that traditional engineering students and lifelong learners interact with industry and alumni.

Information architecture's potential contribution to an asynchronous learning environment

Abstract: Information architecture is a new discipline drawing from a variety of sources that seeks to maximise information accessibility and use in an electronic environment. Information architecture balances the competing demands from technology, aesthetics, content, context providers and users. Use of the principles and practices of information architecture in developing asynchronous learning environments would lead to a greater level of satisfaction for students and other users of online learning technologies.

Results of a telecollaborative activity involving geographically disparate preservice teachers

Abstract: This article discusses a telecollaborative activity that combines many strategies of interest in teacher education (i.e., case-based learning, online discussion, cross-university collaboration, and synchronous/asynchronous learning) to create a unique collaborative online learning environment for 36 social studies education students. Findings suggest that this activity fostered the development of knowledge related to general and content-specific teaching issues, helped expand the learning community of geographically disparate educators, provided a bridge between theory and practice, and fostered reflection. Findings also suggest that facilitating interaction in this unique environment requires careful attention to community building, technical preparation, articulation of expectations, and instructor collaboration. Implications for improved practice and further research are discussed.

Enabling Curriculum Re-design Through Asynchronous Learning Networks

Abstract: paper considers existing processes in Higher Education and the opportunity for using Asynchronous Learning Networks (ALNs) to re -design the curriculum. A curriculum model based upon experiential learning, that explicitly links theory and practice, is promoted as the basis for considering the application of technology. The Computer Supported Experiential Learning project at the University of Central England is explained, and appropriate technologies considered at each stage of the learning cycle. Fundamental to this paper is the view that technology should be used to add value to the learning process, and not to simply automate existing processes. The opportunities for experiential learning to take place are considered a priority in the curriculum design process, and the starting point in deciding upon the use of technology.

Faculty as Machine Monitors in Higher Education

Abstract: Predictions concerning postindustrial society in clude that of workers serving as machine monitors. That concept is explored in this article in respect to faculty in higher education serving as monitors of computers that are executing instructional programs. Questions concerning changes in faculty roles and the control of educational quality are addressed. Alfred Bork’s vision of asynchronous learning systems is elaborated, and that alternative is compared to the concept of machine monitoring. It is concluded that monitoring in higher education is not likely unless student demand for distance learning is great, but in that case, monitoring would be superior to proposals for automated asynchronous learning systems. When profiles of the postindustrial society began to emerge more than two decades ago, the changing role of the modern worker was of key interest. A common prediction was that work would evolve in step with the growth of information technology and that worker roles would change as a consequence. Workers had functioned as skilled artisans during the crafts era and as machine operators supporting mechanized production in the industrial age. It was expected that produc tion would become increasingly automated in the postindustrial era and that the role of the worker would become that of machine monitor. Work that was previously done by humans would be carried out by machines, but humans would oversee the functioning of these machines. (Gendron, 1977, provides a readable overview of predictions concerning the postindustrial era.) Examples of machine monitoring already exist in various industries, but the aim here is to explore the relevance of this prediction to an area in which it seems foreign, that of higher education in America. I believe that recent developments in distance education and asynchronous learning systems have made the educational relevance of the conception of faculty serving as machine monitors much less doubtful than it once was and that the relative worth of such a role for higher education faculty is still undetermined. In any event, three basic inquiries will be pursued here: (a) What would the concept of workers as machine monitors look like when applied to higher education? (b) how would the implementation of monitoring change faculty roles? and (c) how would monitoring affect the control of educational quality?

IDEAL: An Integrated Distributed Environment for Asynchronous Learning

Abstract: In this paper, we present the design and implementation of IDEAL, an Integrated Distributed Environment for Asynchronous Learning. The learning environment supports a Web-based distributed community for student-centered, self-paced, and highly interactive learning. IDEAL enables the students in the community to learn from each other and enhances their learning experience. Implemented using the prevalent Internet, Web, intelligent agent, and digital library technologies, IDEAL adopts an open architecture design and targets at large-scale, distributed operations. In the initial implementation, a number of prototypes using different Java-based software development environments have been developed.

Meta-knowledge acquisition strategies in asynchronous learning frameworks

Abstract: The prospect of customised learning "shells", tailored dynamically to the requirements of individual students, has stimulated contemporary research into knowledge mediation, and the associated meta-knowledge acquisition strategies, of actual learning contexts within asynchronous learning frameworks. Recent elaboration (McKay and Garner, 1999) of the complexities of visual learning, through the study of cognitive skill performance in both text and graphics environments, demonstrated an interactive effect between cognitive style and instructional format. The inclusion of multiple instruction paradigms in any computerised learning/course authoring process, however, inevitably requires the dynamic evaluation of task knowledge-level requirements to respond to individual cognitive styles and to deduce the student's knowledge acquisition requirements. Meta-knowledge acquisition strategies are thus essential to provide the mechanisms for dynamic knowledge analysis and for knowledge-mediated instruction processes.

Career Practice Skills through Global eLearning.

Abstract: This paper describes the College of Career Practitioners, a program designed for the people who choose to deliver career support services to others It operates on a combination of computer-mediated communication and printed materials Students interact with tutors on-line and conduct most of their guided research for assignments on the Internet The college is being transformed into a virtual campus Electronic communication is the main way students interact with the curriculum content, their tutors, and their fellow students eLearning study is a new emerging method of learning and can operate on a synchronous or asynchronous mode Asynchronous learning, the model selected for the College for Career Practitioners, allows students to begin study when they are ready, work at their own pace, and complete studies when they chose Some key features include: (1) enrollment at any time; (2) progression of studies at one's own pace; (3) tuition linked to completing , requirement; (4) staggered payment of tuition fees; (5) global network of mentors; and (6) password access via Internet to secure Common Room; Reflection Room; Cafeteria; and Bookstore (JDM) Reproductions supplied by EDRS are the best that can be made from the original document Career Practice Skills through Global eLearning

Designing an Asynchronous/Synchronous Combination Distance Learning Environment based on Web-BBS

Abstract: This paper proposes a new distance education architecture to integrate both BBS and WWW features, is so-called IVC (Internet Virtual Classroom). This architecture has not only the traditional asynchronous characteristics of learning systems on WWW, but also synchronous interactions that traditional BBS service owned. This sort of learning environment can record and the learning flows of learners and analyze those collected data after a period time. keywords: Distance Learning, WWW, Client-Server, Synchronous, BBS. 1. Distance Learning and Internet Virtual Classroom This paper proposes an architecture that integrates not only both advantages of synchronous learning and asynchronous learning, but also several teaching and learning technologies, such as learning assistant, flow control, and evaluation model of problem solving etc. [CCH99][HHCH99][KHCH99] 2. System Modules of Internet Virtual Classroom In this section, the components and characteristics of IVC will be analyzed. IVC has the synchronous learning and asynchronous model. A. System Administration: group identification, flow control and data collection. B. Students’ Support in IVC: discussion, observation, competition learning, group learning, repeat learning and learning log collection. C. Teachers’ Support in IVC: design the teaching material, design the examination paper, plan learning path, answer learners’ questions, analyze learners’ learning behaviors. 3. IVC System Design In this section, we will discuss the architecture of IVC. Each component must meet the requirements that has analyzed in the previous section. A. Client Layer: multi-language support, users’ identification, and web management console (includes web page management tools and teaching management tools). B. Server Layer: three servers in IVC, including BBS server, Web server and Database server. C. System inner transactions: four transactions existed in IVC, including IVC kernel and BBS, IVC kernel and Virtual Lab, IVC kernel and Data Center, IVC kernel and Agent. 4. Experiment System and Conclusions An IVC experiment system is also implemented, named IVC 21 Century (http://ivc.cycu.edu.tw), which contains Department Office, Teaching Building, Science Experiment Center, Data Center and Conference Hall.

Online M.S. Degree in Electrical and Computer Engineering-user perspectives and key implementation issues

Abstract: The Department of Electrical and Computer Engineering, University of Florida, has developed an online M.S. degree program that utilizes synchronized streaming video and audio as well as asynchronous learning networks to facilitate interactivity. In this paper, we describe some of the technical and administrative issues involved in this venture, as well as the experiences accumulated thus far in offering these courses online.

Assessment of the effectiveness of instructional technology in the CS introductory programming classes

Abstract: Many students with widely varying backgrounds are required to take an introductory programming course in computer science (CS). Mississippi State University has three courses in introductory programming that reach these concepts and differ only in the programming language that they use. Currently these courses are taught in a lecture only format with programming assignments required as part of the students' grades. Many of these introductory programming students struggle with the concepts in these classes. The wide availability of the World Wide Web to these students provides us with an opportunity to develop supplemental course material for these students to help demonstrate the basic concepts, and advance the students' capabilities in developing computer programs to solve a variety of problems. This paper discusses an experiment undertaken to determine the effectiveness of such Web based instructional material and asynchronous learning activities on student performance in an introductory programming class.

Development of cross platform user interface to support distance learning

Abstract: Education in the information age involves people with variety of needs and objectives, those who need up to date knowledge and skill, those who are life long learners, and those who may be limited in their ability to access the traditional classroom because of physical restrictions. More over access to the educational media and resources in the learning environment requires state of the art service infrastructure and commodity receiving end means for the users. Integrating the existing and emerging technologies can clearly address the needs of an effective learning environment and extend the traditional classroom setting to foster distance learning. Distance learning comprises of synchronous and asynchronous learning. Synchronous learning consists of one to one or one to many conferencing, using interactive slide show and white board. Asynchronous learning consists of access to the multimedia content of lecture material at a later time. To support such a truthful distance learning environment we have used systems-engineering approach to develop a Java based cross platform user interface to permit client/server on-line electronic file transfer. This file transfer system has been implemented and demonstrated through a sample presentation environment. The successful implementation of such a system in a synchronous and asynchronous learning environment will significantly enhance learning, and enable Tennessee State University students to take classes online.

Session S2D ASSESSMENT OF THE EFFECTIVENESS OF INSTRUCTIONAL TECHNOLOGY IN THE cs INTRODUCTORY PROGRAMMING CLASSES

Abstract: Many students with widely varying backgrounds are required to take an introductory programming course in Computer Science. Mississippi State University has three courses in introductory programming that teach these concepts and differ only in the programming language that they use. Currently these courses are taught in a lecture only format with programming assignments required as part of the students ' grades. Many of these introductory programming students struggle with the concepts in these classes. The wide availability of the World Wide Web to these students provides us with an opportunity to develop supplemental course material for these students to help demonstrate the basic concepts, and advance the students' capabilities in developing computer programs to solve a variety of problems. This paper discusses an experiment undertaken to determine the effectiveness of such web based instructional material and asynchronous learning activities on student performance in an introductory programming class.