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The Eighth Sloan-C International Conference

A. J. Turgeon, Penn State University
While the learning objectives of resident and distance versions of a case-studies course in turfgrass management are the same, the methods employed in presenting and teaching these courses differ substantially. These differences reflect the largely synchronous nature of the resident version and the largely asynchronous nature of the distance version.

Alfred P. Rovai, Regent University
This presentation describes the course design and facilitation practices that guide the delivery of Regent University's Ed.D. research and statistics courses. Results of research regarding course effectiveness, to include student perceived learning and sense of community, are also presented.

Ann J. Clark, PhD, RN, University of AL at Birmingham
A high level of interaction with content, classmates and the instructor can stimulate learning, critical thinking and creativity in the on-line student. Strategies for promoting interactions and examples of successful techniques will be presented.

Ardeth Deay, West Virginia University
Jane LeFevre, West Virginia University
Marcia Marcolini, West Virginia University
Describes an Elementary School Curriculum course that demonstrates constructivist practices on-line. Teachers integrated technology and subject matter to achieve state IGOs while creating lessons that affirmed themselves and their students. Includes teachers descriptions of how they learned from each other, course materials, the instructor and the technical support providers.

Beth Gordon Klingner, Pace University
Dr. Rebecca Martin, Pace University
This presentation provides an overview of the issue of learning styles and how that may impact students success and/or satisfaction with online learning.

Brent Martin, UC Davis, Extension
Development of a Course Management System can be a challenging prospect as well as a costly one. The alternative to development is to license a product such as BlackBoard or WebCT which can also be costly. Explore the pros and cons to these alternatives and reasons to choose either direction.

Carole Redline, Goucher College
Lauren Hoehn, Goucher College
Learning to create an online course is quite different from effectively facilitating its implementation. What faculty learn through study or workshops is often not enough to facilitate pedagogical excellence. In this study, the attitudes of two groups of educators are compared, one group trained in a 3 day workshop and the other trained in an online course. Using Hall and Rutherford's Social Concerns Questionnaire, which measures each individual's, refocus on new ideas, interest in collaboration and concerns about time management, significant differences are found.

Caroline Landrum, University of Detroit Mercy
Kerry Daniel, University of Detroit Mercy
Funding for partnership graduate professions requires collaborative courses taught online. Student satisfaction surveys determine that, over time, the computer and the online environment become a positive result of the partnership online program, that is neither more exciting than the material being taught nor a detriment to learning.

Cate Watson, University of Aberdeen
Jane Mott, University of Aberdeen
"Alternatives to Exclusion", a module for a Master's Degree course, is used as a vehicle to examine the effectiveness of ALN in encouraging teachers of pupils with challenging behaviour to critically examine their attitudes and reflect on practice. Examples of e-learning contexts are given and face-to-face and e-learning modes of delivery are compared.

Cecil Harold McManus, Saint Augustine's College
This presentation illustrates how the Division of Social Sciences at Saint Augustine's College combined Inquiry Based Learning and a multi-channel e-Learning platform (Blackboard.Com) to offer an idiographic approach to education. With coaching, study skills workshops and tutoring available on line, students are able to engage the curriculum anytime and anywhere.

Cynthia E. Moody, Pace University- New York
Dennis Anderson, Pace University
In the spring of 2002, a Pilot Study was designed to meet the needs of high school students in New York City. This study presented a unique opportunity for female students to learn introduction to computer concepts, procedural programming via asynchronous learning modes. Distance Learning approaches were expanded; new learning communities were forged and students were able to reflect on the transition from high school to college.

Dale Harris, Stanford University
Andy DiPaolo, Stanford University
Courselets are small stand-alone modules of online content presented asynchronously. Stanford University is producing a large portfolio of courselets aimed at increasing learning effectiveness and instructor productivity. This presentation will discuss what courselets are, how they are produced, and how they are used. Examples will be shown via the internet.

Dr. Jacci White, Saint Leo University
Two formats for online mathematics courses will be presented, including a learning teams model of Introductory Algebra from University of Phoenix, and an online classroom model of Finite Mathematics from Saint Leo University. The online web structure and learning pedagogies will be demonstrated and discussed.

Dr. Larry Nesbit, Mansfield University
Dr. Doris Dorwart, Mansfield University
Mr. Larry Schankman, Mansfield University
Recently chosen as one of the 150 best online programs in the US, Mansfield University will be presenting information about its Education Master's online program in School Library and Information Technologies. After completing two full years of operation, the lessons learned and the insights gained will be shared.

Dr. Steven M. Brown, Jewish Theological Seminary of America
Pedagogy designed to prepare Jewish religious educators for work in many different educational settings. Two courses: Methods of Teaching Jewish Prayer and Translating Jewish Theology into Educational Settings will analyzed for their pedagogic and subject matter infrastructure as a way of modeling learner centered religious education for personal meaning.

Dr.Judy Lee, University of Central Florida
Dr. Kay Allen, University of Central Florida
As on-line learning becomes an integral part of the students educational experience, faculty have to rethink the way in which they plan, design, develop, and deliver instruction. They must also carefully scrutinize the way in which they interact with students. Students must also be more self-directed and self-reliant with respect to their learning. This paper addresses some of the challenges associated with online pedagogy and suggests principles that will facilitate successful outcomes for both faculty and students.

Erin Rae Hoffer, Boston Architectural Center
Dainis Kaulenas, Boston Architectural Center
ALN can be successfully applied to design education, which has traditionally relied on expressive representation, subjective interpretation, and critique in a wide range of graphic, verbal and quantitative media. This session offers case studies and innovative approaches to ALN in the core work of studio-based learning.

Geri McArdle, Barry University
Nancy Edwards, Florida Gulf Coast University
After the 9/11 tragedy, our study-abroad course had to be quickly adapted to an online format. This presentation will discuss using effective course design principles to revamp an existing course for online delivery when time is limited.

Gila Kurtz, Bar Ilan University
Rachel Sagee, Bar Ilan University
The presentation compares two undergraduate courses on Research. Methods at Bar-Ilan University, Israel. Both courses contain almost identical content but differ in the pedagogical e-learning model. While one course is a fully on-line course, the other course approaches the wrap-around model. We will examine pedagogical aspects for both models and compare development and management of the teaching-learning processes.

Greg Anderson, Weber State University
Learn how to create an effective courses for online education. Having a well-structured, informative course web site along with groupwork interaction can make online education just as effective as face-to-face education. Also, learn how to form balanced groups and which members should work well with others.

Gregory Wellman, Ph.D., Ferris State University
This presentation discusses the results of a randomized study to evaluate the relationship between study strategies and success in unsupervised on-line learning and testing; and the impact of proctored versus un-proctored testing on time-on-task.

Haniph A. Latchman, University of Florida
Denis Gillet, Swiss Federal Institute of Technology
Jim Henry, University of Tennessee at Chattanooga
Oscar Crisalle, University of Florida
A great deal of interest has been generated in recent years about the feasibility of online laboratories to provide students access to practical experiences in the subject of their study. In this session we provide examples of the use of online laboratories and interactive simulations in conjunction with multimedia enhanced ALNs for engineering education.

Heidi Schweizer, Marquette University
Marquette University School of Education offers a Master's Degree in Education Online this program was designed to meet the needs of practicing teachers and business professionals in the 21st century. It is designed to link with national and state standards for teaching mastery. This thirty (30) credit masters degree is flexible, interdisciplinary and is offered in two formats: Web-based and face to face. This degree places special emphasis on becoming an Instructional leader within schools, organizations and communities. It is designed for teachers in K-12 schools, technical and vocational schools, continuing education and professional development programs, business, and industry. This presentation will focus on all aspects of how the pedagogical research was used to design, develop and deliver an online Master's Degree in Education.

Holly Erler Kahler, Brevard Community College
The purpose of this study is to investigate the impact of a variety of strategies that may "humanize" online courses and improve the retention and success rates of community college students. The study is funded by a U.S. Department of Education FIPSE grant.

James B. Hart, Middle Tennessee State University
Although secondary mathematics school teachers are required to take theoretical math courses, it is difficult to motivate this need on their part. In this talk, I use Boolean algebra as an example to show how distance learning can be used to make theory relevant and interesting to prospective teachers.

Jason D. Baker, Ph.D., Regent University
This presentation will highlight the results of a recent study that examined the effects of instructor immediacy on affective and cognitive learning in the online classroom and will use them as a framework to suggest improvements to online pedagogy.

Jef Moonen, University of Twente
Kholoud al-Najjar, PAAET (Public authority for applied education and training)
In the College of Basic Education of PAAET, the introduction of Internet has been organized using a traditional CBT approach and a blended CBT approach, meaning that the instructor was available to support students when needed. Empirical research comparing two groups of students indicated a clear preference for the blended approach. This result was interpreted in the context of the need for experienced trainers in the education sector of Kuwait.

Jim Burrow, North Carolina State University
Paula Berardinelli, North Carolina State University
Tony O'Driscoll, North Carolina State University
Donna Petherbridge, North Carolina State University
Stacy Smith, North Carolina State University
This session will describe an architecture model and team development procedure used for course planning and instruction within the graduate Training and development Program at NC State University. The overall goal of the learning architecture is to shorten time to competency in a given knowledge domain while enhancing learning effectiveness and application in an online learning environment.

Jim Theroux, University of Massachusetts
The real-time case study is an ongoing experiment in business education. By stationing a full-time case writer at a subject company, students are able to view and participated in the company-building process as it happens. In weekly installments on the web, students receive more depth and detail than ever before attempted in a case study.

Joel Magnussen, Seventh Coast Guard District
The D7 University is a unique method to connect employees with questions to other employees listed as Experts that have answers. Each interchange gets rated and ranked, as well as stored in a unique collaborative filtering method to suggest new topics to users related to their search. Entries are made in topic categories using a University metaphor. Its essentially the best of collaboration and knowledge management in one custom-built application. A library holds all guiding documents for all colleges - so version control is also enhanced. Very intuitive user interface; no customer support needed.

John Bourhis, Southwest Missouri State University
Charlene Berquist, Southwest Missouri State University
The presenters share the results of three separate meta-analyses of the empirical literature on student satisfaction, learning outcomes and costs of online versus traditional instruction. The statistical analyses reveal that there are meaningful differences that must be taken into account when comparing instructional formats.

Karen Aroian, Wayne State University
This presentation will (1) describe an online teaching strategy that was originally conceived as a stopgap measure to adapt a 14-week doctoral qualitative research course to an accelerated 7-week course and (2) provide narrative data pertaining to student evaluations and teacher self-reflections of the effectiveness of the online teaching strategy.

Karen Vignare, Rochester Institute of Technology
John Sener, SCOLE
Instructor-led online learning has been an effective pedagogy for providing access to satisfying learning opportunities for "non-traditional responders" to public health emergencies. Instructor-led online learning is enabling these adult, voluntary learners to acquire "just-in-case" job-related knowledge while working full-time and to feel adequately prepared to apply their knowledge if necessary.

Kari Barlow, College of Business, Arizona State University
Andy Philippakis, College of Business, Arizona State University
Steve Salik, College of Business, Arizona State University
Billy L. Williams, College of Business, Arizona State University
The ASU MBA Online represents one of the few success stories in designing and delivering online programs. This session will demonstrate and discuss unique features related to: Program Plan and Management, Custom Technology Infrastructure, Design of the Online Content, and Student Management.

Karla M. Embleton, Family & Consumer Sciences
Ann Marie Fiore, Apparel Educational Studies and Hospitality Management
An online course was developed to help prepare students for a multi-institutional field study to Europe. The course consists of both country-specific and general traveling information. Students are required to complete several online quizzes and participate in online discussion prior to trip departure.

Kate Stewart, Tallahassee Community College
Steve Owens, Tallahassee Community College
Tallahassee Community College launched its online initiative of courses surrounded by the comfort of uniformity. The College has since supported creativity and diversity by creating a decentralized approach to Distance Learning. Hear how TCC has gone from "vanilla to rocky road" in a presentation for those with a sweet tooth.

Kathaleen Reid-Martinez, Ph.D., Regent University
Dail Fields, Ph.D., Regent University
Linda D. Grooms, Ph.D., Regent University
Based on seven years of experience in implementing and improving online doctoral education in Regent University's Center for Leadership Studies, this session will address the issues of online interaction and community from the viewpoints of the Dean, a faculty member and a graduate of the program.

Kathleen Linnes, University of Houston
Jane Haung, University of St. Thomas
Learning to teach online is a new experience for many faculty. Our presentation discusses problems and benefits of online graduate linguistic course from the viewpoint of students, course teacher, and technical advisor. We note our methods of problem-solving, student course-reflections, and a statistical comparison with parallel face-to-face course.

Keith B. Hopper, Southern Polytechnic State University
A qualitative research study was performed to address two research questions: 1. What are the elements and attributes of current exemplary Internet courses. 2. What is the role of learning theory in current exemplary Internet course development? Five emergent themes, attributes of the highest quality current online courses, were identified.

Larry Olson, Arizona State University East
Nicholas Hild, Arizona State University East
Danny Peterson, Arizona State University East
Arizona State University offers a complete degree program in Environmental Technology Management available via the Internet. Areas of concentration include Environmental Management, International Environmental Management and Emergency Management. Content delivery methods include narrated Powerpoint and video streaming. Students are recruited nationally and internationally, with a special emphasis on developing nations.

Lucianne Sweder, Learning Technology Center/Professional Development Alliance
Steven Meehan, Fermilab/Naperville Community Unit District #204
Sharon Gatz, Naperville Community Unit District #204
Mary Warren, Lemont-Bromberek School District 113 A
Regina Keifer, Lockport Township High School District #205
Barbara Holdiman, Lincoln-Way Community High School
Ronda Larson-Dranter, Lemont-Bromberek School District 113 A
How do you prepare to design an online course? What are the steps that lead you to a successful start? What kind of training supports good facilitation? How do you select the tools of delivery? Come and join the PDALInc partnership of Fermilab LInc Online as we answer these questions.

Lucy Morse, University of Central Florida
The Baldrige Award has established criteria for education to move towards a balanced assessment strategy with a focus on the customer, which is the student. These criteria may also serve as a foundation for the assessment of distance education delivery.

Magda Vasillov, Hostos Community College (CUNY)
An asynchronous online art history course for community college students provides a structured environment for inquiry-based learning through guided viewing of simulated archives. Discussion questions with embedded links to these archival resources have carefully designed. Direct entree via the web allows novice learners to access primary, archival resources including museums, archives and galleries around the world.

Mai Morshidi Phillips, WCEE, CNR, University of Wisconsin-Stevens Point
Tim Byers, WCEE, CNR
The advent of the internet has expanded the teaching and learning of beyond the traditional face-to-face classroom. At the University of Wisconsin-Stevens Point, pioneering efforts have launched several on-line courses in natural resources, conservation and biodiversity. Development, approaches to teaching and use of technologies in on-line courses will be discussed.

Mariano Ramirez Jr, PhD, University of New South Wales
This presentation describes the pioneering trials in using widely available and accessible online tools to teach a course in Sustainable Product Development in a higher education institution in the Philippines. A quasi-experiment was devised using two intact groups to determine cognitive learning outcomes, and focus group discussions and survey questionnaires gathered student feedbacks on their online experiences. The study revealed that online and face-to-face students could have achievement outcomes that are not significantly different. In general, the online participants appreciated the convenience, flexibility, appropriate pace, and increased freedom and self-responsibility that the "new way to learn" afforded in their off-campus learning communities. In the end, this project was able to demonstrate that the online tools of information technology can be ingenuously harnessed to allow peers to study and work together in spite of separation and relatively simple resources.

Mark Barker, Louisiana Tech University
Mel Corley, Louisiana Tech University
Faculty members in the College of Engineering and Science (COES) at Louisiana Tech University are using videoconferencing technology to overcome barriers to successful delivery of technology-rich engineering courses. Videoconferencing offers an attractive way to overcome these barriers for both on and off-campus students with access to high capacity IP networks.

Marsha Dowell, University of Alabama in Huntsville
Robert L. Middleton, University of Alabama in Huntsville
Billie Rozell, University of Alabama in Huntsville
This presentation and demonstration tracks the evolution and integration of current and emerging technologies, including software, into a distance education program within a college of nursing serving a primarily rural student population. The team-based approach with educational barriers and facilitators are described. Examples of software and innovative teaching methods are demonstrated.

Marsha Ham, Ph.D., University of Arizona
The fact that ALN is in its first generation speaks to the need to examine student experiences in online learning in relationship to the type and kinds of faculty development and course support activities made available by institutions. This presentation will examine the results of a study of students perceptions of their online course experience.

Mary Abkemeier, Fontbonne University
The presentation will describe a very successful online introductory statistics course geared toward non mathematics majors. The course has been taught for two years (four semesters). Three of the times it has been taught in an 8-week format and once in a 16-week format. The presenter will discuss lessons learned during the past two years.

Mernoush Banton, Florida International University
Kenneth Goldsmith, President, the Knowledge Firm, Inc.
Rhonda Polak, University of Phoenix
In 2001, The University of Phoenix instituted a blended learning program called FlexNet. This blending learning program features live classroom-based learning sandwiched around online learning. The ration of classroom-based learning to online learning is 1:2. This blended learning program requires faculty to be versed in synchronous and asynchronous instruction. This presents great opportunities and challenges for faculty in preparing for and delivering classes in a blended environment. The lessons learned by faculty in rising to these challenges are the subject of this presentation. The presentation has two specific objectives. The first objective is to identify the challenges faced by faculty in designing a blended program. Challenges include: syllabus development, faculty-student communication, faculty-administration communication, online lecture development, assignment grading and feedback, and teamwork. The second objective is to discuss the opportunities facing faculty in delivering a blended program. Opportunities include: face-to-face contact, threaded discussions, student information and knowledge sharing, teamwork, and research. Frontline experience is used to identify and discuss the challenges and opportunities for faculty working in a blended learning program. Abstract: This presentation identifies and discusses the challenges and opportunities faced by faculty working in a blended learning program. Frontline faculty experience is the source for identifying the challenges and opportunities facing faculty in working in a blended learning program.

Michael N. Solem, Southwest Texas State University
Lawrence Estaville, Southwest Texas State University
The Department of Geography at Southwest Texas State University (SWT) awards a certificate in Geographic Information Systems (GIS) to students who successfully complete a rigorous four-course curriculum. This paper describes the purpose, course content, instructional design, and technology of our online program.

Michelle B. Kunz, Morehead State University
Learning in an asynchronous environment provides many challenges for both the student and the instructor. Student evaluations are often an additional challenge for the instructor in an online course. The key to improving the learning experience may be as simple as organization and communication.

Moustapha Diack, Southern University
This proposal is a review of the lessons learned in designing and implementing a project-based graduate credit course, SMED 670, that focuses on the design and evaluation of Multimedia Learning Objects (MLO) targeting K-16 grade levels. Students are challenged to produce prototype MLOs that are then cross-peer-review (CPR) then tested and in a classroom setting.

Neil Toporski, EdD, Lehigh University
Jabob Y. Kazakia, PhD, Lehigh University
Natalie Foster, PhD, Lehigh University
Robin Deily, MS, Lehigh University
Grace Chiang, MS, Lehigh University
A team of faculty members and instructional technologists discuss their experiences in creating and teaching online freshman courses in Chemistry, Engineering and English for on- and off-campus students at Lehigh University.

Nor Shahriza Abdul-Karim, International Islamic University Malaysia
Robert Heckman, Syracuse University
What happens when student task groups are free to choose between asynchronous collaboration tools or meeting FTF to accomplish group assignments? This empirical study found that groups develop distinctive communication styles, that communication style is related to several outcomes, and that media choice evolves over time. Pedagogical implications are discussed.

Pam Youngs-Maher, Continuing Education
Margaret Martin, School of Education
This demonstration will show various methods used by some SUNY Oswego online courses to cultivate an active learning environment, and to involve learners as both discussants and facilitators so that they are simultaneously examining the topic and its various facets while exploring group dynamics in an online discussion.

Patricia A.R. Arangie, Arkansas State University
Phyllis Skorga, Arkansas State University
This presentation focuses on strategies to deliver successful asynchronous courses for educationally disenfranchised learners. Presenters will demonstrate with existing courses how pedagogical and affective strategies have been incorporated into the course design as well as the use of a "warmline" to enhance student mentoring and outreach.

Patricia R. Paulsell, Michigan State University
Karen M. Partlow, Committee on Institutional Cooperation
Margo Glew, Michigan State University
Dennie Hoopingarner, Michigan State University
Exploration of an innovative on-line course sequence for second-year Portuguese, including its content and programming development challenges, being developed within the CIC administrative framework for inter-institutional sharing of on-line foreign language courses.

Paul Foster, Saint Joseph's University
Christopher Coyne, Saint Joseph's University
This paper presents a summary of planning, implementation, and evaluation of introduction of online instruction for an intro-finance course requiring students to have laptop computers. The focus of the paper is on the Lessons Learned that could be of value to in planning for the introduction of a similar course.

Paul J. Giguere, Education Development Center, Inc.
Education Development Center (EDC) and its partner, Social Science Research & Evaluation (SSRE) recently conducted and evaluated several web-based professional development trainings. Each training consisted of 100 or more participants. This session will introduce attendees to "extensive" interaction strategies that were utilized using asynchronous learning networks.

Peter Shea, State University of New York
Eric Fredericksen, State University of New York
Alexandra Pickett, State University of New York
William Pelz, State University of New York
Our understanding of the affordances and constraints of online teaching and learning is still emerging. While we have a relatively systematized body of knowledge about how people learn in traditional settings we know less about higher education learning environments and even less about higher education, online learning. This presentation will review longitudinal research on the SUNY Learning Network and provide an integrated framework for considering internet based teaching and learning, focusing on the connection between how people learn in traditional environments (e.g. Bransford, 2001), best practices in higher education (Chickering and Gamson, 1987) and our nascent understanding of primarily text based, asynchronous, online teaching and learning environments (e.g. Garrison, Anderson, and Archer, 2000).

Raj Gill, Anne Arundel Community College
Shree Iyengar, Anne Arundel Community College
Integrating teaching, learning and assessment of learning outcomes is a challenge at all levels, especially in online courses. This presentation will outline the assessment process at Anne Arundel Community College, Maryland and focus on the results of a pilot project of student learning outcomes assessment in two online courses using WebCT.

Ralph E. Hanson, West Virginia University
Robyn Blakeman, West Virginia University
This presentation will examine the team-based development, implementation, and assessment of an online graduate certificate program at a major state university.

Rebecca Alm, Minneapolis College of Art & Design
Kathleen M. Heideman, Minneapolis College of Art & Design
Since 2001, MCAD's Distance Learning Initiative has been transforming traditional studio courses, while retaining essentials (e.g. making, creative problem-solving, peer critique). We will define our challenges and demonstrate our experience with foundation-level and special topics studio offerings. Questions include: role of critique? prerequisites? modeling visual literacy? possibilities?

Richard Wifred Yelle, Parsons School of Design
Charles F. Dornbush, Athenium.com
Parson's School of Design at New School University in New York City is a recognized leader in the teaching of design. The Center for New Design collaborates with art and design innovators to explore technologies, materials and methods in commercially focused projects and lectures. Parsons students and faculty members partner with industry to tackle business-constrained issues and technology applications. Its Mission: To shape the design agenda for the 21st century by bringing together design, technology and business to collaborate on innovations in technology, materials, process or teamwork. For the past two years, we have been using the pedagogically driven (Socratic Method) P2P TEAMThink collaborative learning system to amplify the learning process. TEAMThink features a question-based learning process, where most of the learning occurs in structured peer-to-peer collaboration. This session will describe the Parsons collaborative course processes, illustrate the use of pedagogically driven peer-to-peer collaboration technology, and examine the impact of pedagogically driven peer-to-peer collaboration technologies on learning and the development of strategic partnerships.

Robert Heckman, Syracuse University
Shahren Ahmad Zaidi Adruce, Syracuse University
Groups are often formed in ALNs to perform collaborative tasks, but developing effective patterns of group leadership can be problematic for them. In this exploratory study, we observed four groups as they collaborated to write research papers, and used content analysis to identify leadership patterns which seemed most effective.

Robin Lockhart, Midwestern State University
In this demonstration, the presenter will share the preparation and implementation of the problem-based learning strategies currently being presented through asynchronous learning. In addition, the presenter will share student responses to the teaching strategy and the process she uses for evaluating student learning.

Sharona A. Levy, Borough of Manhattan Community College/CUNY
Rachel Theilheimer, Borough of Manhattan Community College/CUNY
Learning requires that we actively "make meaning". Essential to the assimilation of information are activities which prepare students by activating and building background knowledge, motivating and engaging interest. This session demonstrates and analyzes how we have used technology can enhance these preparatory strategies for our students.

Stephanie Stewart, UW Oshkosh college of Nursing
Abstract. The project, Clinical Focus Emphasis, is a joint effort between the University of Wisconsin College of Nursing and two acute care organizations: ThedaCare and Children's Hospital of Wisconsin-Fox Valley. UW Oshkosh faculty collaborated with hospital clinical educators to develop ten online didactic components of the emphasis. Each of the ten online courses contains learning objectives, mini-lectures using PowerPoint, case studies, reading assignments, Internet assignments and testing related to ten clinical content areas including; neonatal intensive care, pediatrics, behavioral health, intensive care, emergency room, neurological, inpatient surgery, cardiovascular, birth center and rehabilitation. Intended outcomes for nursing students include better preparation for the work world and greater job satisfaction.

Sunghee H Tak, University of Arkansas for Medical Sciences
One of biggest challenges for instructors who teach online courses is to configure how to interact with students in terms of frequencies, timing, and contents of messages. Based on educational theories, this paper will discuss strategies for

Susan Pelowski, University of Hawaii West Oahu
Rebecca Lee, University of Hawaii West Oahu
We describe our institution's signature model of online course development and delivery, demonstrating instructional environments rich in academic content as well as student-student and faculty-student interaction. We also discuss how our faculty and staff collaborate to ensure that our online courses deliver quality education with a "personal touch."

Susan W. Alman, University of Pittsburgh
Christinger Tomer, University of Pittsburgh
The presentation examines the types, the quality, and the utility of the library resources available without charge or restriction via the Web and considers the extent to which distance education students may rely on such resources as a primary basis of support for their studies.

Susan W. Alman, University of Pittsburgh
Christinger Tomer, University of Pittsburgh
The advantage of organizing student cohorts in a DE masters program is that students can draw upon their peers as well as their instructors for support throughout the program. By combining the cohort concept and a required on-campus experience, online teaching and learning has been enhanced.

Sven Esche, Stevens Institute of Technology
This presentation will summarize the preliminary results of a multi-institutional pilot program sponsored by the Sloan Foundation, which aims at demonstrating the viability of online laboratories as imperative and integral part of undergraduate online programs.

Teresa Cervantez Thompson, Oakland University
Creating value-added experiences for the registered nurse returning for their bachelor's degree required rethinking the course content and experiences. Placing this online meant dealing with students who were new to this venue who were both eager and skeptical of the process.

Thomas Peterman, Park University
Presentation will analyze and provide for discussion of feedback from student surveys in Park University's Web-based online program. Responses reflect insight into student reactions and opinions. More than 10,000 Student Opinion Survey responses will be summarized and shared.

Thomas Tribunella, PhD, CPA, SUNY Institute of Technology
Sanjay Varshney, SUNY Institute of Technology
In this paper learning outcomes where the case study questions are organized around Bloom's taxonomy of educational objectives are investigated. Two groups of graduate business students participated in the study, online and traditional. Data collected from both online and on-campus classes are reported, analyzed and compared.

Victoria Szabo, Stanford University
The session will introduce Stanford's web and media-based Temporal Topographies: Berlin project as a case study in international humanities collaboration, teaching, and pedagogical research among faculty, staff, students (grad and undergrad), and multiple universities.

William E Frantz, PE, Cardinal Stritch University
Ronald E Holm, Cardinal Stritch University
In 1996, a modest computer-mediated asynchronous learning program was initiated at Cardinal Stritch University's business college in cooperation with a major corporation. The experience of growing and institutionalizing this program will be reviewed to aid other small institutions as they move to e-Learning.

William Grant, University Without Walls, Skidmore College
Cornel Reinhart, University Without Walls, Skidmore College
Dave Glaser, University Without Walls, Skidmore College
Adult learning educators and scholars at Skidmore Adult educators at Skidmore College discuss new, learning strategies they have developed for on-line courses that exploit technological possibilities created by the web classroom. Presenters will engage the audience in evaluation of courses designed to preserve the tradition of shared learning while utilizing the potential of the Internet for asynchronous delivery of instruction.

Winifred Morse, University of WI-Eau Claire
This presentation provides information on the development, use, and evaluation of a web-based clinical conference for nursing students. It includes information on the development and revision of a WebCT conference. A demonstration will be provided. Course evaluation by faculty and students showed superior student learning using the on-line format.

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