The Ninth Sloan-C International Conference

Implications for Learner Satisfaction and Support

Student Role Adjustment in On-line Communities of Inquiry: Preliminary Findings
Session 1, Salon 9, 8:15a.m. - 9:30a.m.
Martha Cleveland-Innes, Ph.D., Athabasca University
Randy Garrison, The Learning Commons
Abstract: Online communities of inquiry emerge in an interdependent relationship with the roles played by individuals engaged in that community. This presentation will review the relationship between the development of community in online environments and role identity adjustment among online learners. Implications for facilitation in online teaching-learning will be discussed.

Recommendations for Developing Collaborative Learning Skills for Online Students
Session 1, Salon 9, 8:15a.m. - 9:30a.m.
Linda J. Smith, University of Maryland University College
Abstract: This presentation discusses the skills and knowledge students need for a successful and satisfying online collaborative learning experience and suggests how to approach student support in this area. Concepts and experience are shared from a prototype online collaborative learning course delivered to a group of UMUC graduate students Fall 2002.

Factors Supporting Satisfaction with Online Learning and Community Formation
Session 1, Salon 10, 8:15a.m. - 9:30a.m.
David Stein, Ohio State University
Joe Wheaton, Ohio State University
Tina Overtoom, Ohio State University
Constance Wanstreet, Ohio State University
Jennifer Calvin, Ohio State University
Abstract: This mixed-methods study of 201 students from three universities investigated factors influencing online community formation and satisfaction with learning in courses that varied by degree of distance, level of structure, and amount of interaction. It was found that structure had the greatest effect on satisfaction with learning and community formation.

Viewing Student Satisfaction Through the Lens of Transformative Learning
Session 1, Salon 10, 8:15a.m. - 9:30a.m.
Arlene H. Morris, Auburn University Montgomery
Debbie Faulk, Auburn University Montgomery
Abstract: Learner experiences in online courses differ significantly from the traditional classroom environment. Student satisfaction is impacted by variations in course requirements, activities, interactions, and methods of presentation. Focus will be on specific online and web-enhanced course examples from a nursing curriculum with parallel evaluation of factors affecting student satisfaction and attitudes in those courses.

Building an Online Campus Environment: The Penn State World Campus eStudentUnion
Session 2, Salon 9, 9:45a.m. - 11:00a.m.
Heather L. Chakiris, Penn State World Campus
Rick L. Shearer, Penn State World Campus
Alicia Spong, Information Technology Services
Abstract: When your campus is located on an Internet server and your students are housed all over the world, how do you develop and sustain a dynamic university community? This Session will outline the steps Penn State's World Campus took to build its online eStudentUnion---a "one-stop shop" where Penn State's distance learners can go when they have a question for a World Campus staff member, need a diversion from their studies, or simply want to catch up on what's happening at their future alma mater.

The Secret of Needs and Motivation: Online Teacher Education Surviving When Learning is Mandated
Session 2, Salon 9, 9:45a.m. - 11:00a.m.
Kathleen P. King, Fordham University
Marlene D. Dunham, Howard Everson & Associates
Abstract: Today’s teachers have too little time and too many demands upon them. This project illuminates issues facing and the power of online learning environments seeking to discover how to best serve their learning needs. Formative evaluation revealed saw learner expectations, motivations and support needs to guide this project.

Trading Places
Session 2, Salon 10, 9:45a.m. - 11:00a.m.
Tricia Bless, UW-Oshkosh/CCDET
Mark Schmitt, UW-Oshkosh/CCDET
Cheri Stoffel, UW-Oshkosh/CCDET
Eduardo Zarate, UW-Oshkosh/CCDET
Abstract: Trade the classroom for a website? See how learners react to a shift in training methods. How do you create an environment in which learners feel supported and can successfully participate? Workshop participants can expect to learn strategies to develop a plan for successfully supporting online learning.

A Blended Course in Technical Programming
Session 2, Salon 10, 9:45a.m. - 11:00a.m.
Anthony Trippe, Rochester Institute of Technology
Abstract: Data was gathered concening student satisfaction and grades over multiple online and classroom sessions of a course in Technical Programming. This research exhibits no statistical difference between the classroom and Internet versions. Based on the comparison results, we can conclude that blended, hybrid courses can better serve a wide spectrum of selected student learning styles and yield high quality learning outcomes.

The Multicultural eClassroom: Learning, Satisfaction and Faculty Issues
Session 3, Salon 9, 1:15p.m. - 2:30p.m.
Ken Morse, Waikato Management School
Abstract: Global educational market demographic changes have infused institutions with students with alternate cultural backgrounds, alternate learning philosophies and alternate learning styles. These demographic changes have major implications for online student satisfaction, technology based instructional design and institutional support systems, some of which are highlighted from the recent Australasian experience

Learning Styles and Gender: The Implications for Online Learning
Session 3, Salon 9, 1:15p.m. - 2:30p.m.
Diana Garland, Southwest MIssouri State University
Barbara N. Martin, Southwest Missouri State University
Abstract: Learner characteristics, such as learning style, are major factors in the achievement and satisfaction level of the online student. This was a quantitative research study that used the Kolb Learning Style Inventory to investigate the relationship between the online student's perceived learning style, gender and level of student engagement.

Internet-based Online-Workshops as Virtual Knowledge-Bridge in Post-Professional Education
Session 3, Salon 10, 1:15p.m. - 2:30p.m.
Melita G. Tuschinski, @rchi-tec, Melita Tuschinski, Independent Architect
Abstract: The paper presents the development and experiences of a new model of post-professional education for architects and engineers, as knowledge bridge towards the application of the new German Energy-Saving Building Regulation. The focus will be on the learning effectiveness for the workshop participants and the outcomes practical questions and expert advice.

The 4 S's for Student Success: S'plain, Screen, Support, Satisfy
Session 3, Salon 10, 1:15p.m. - 2:30p.m.
Sandi Atols, Illinois Virtual High School
Abstract: The 4 S's for Success will outline conditions necessary for online success, describe our processes for building bridges between the students, parents, schools, instructors and IVHS, and explain the vehicles for communication, education, and training. The Session will be conducted though an interactive PowerPoint slide presentation.

Instructional Interaction and Student Persistence in Online Education
Session 4, Salon 9, 2:45p.m. - 4:00p.m.
Steven Tello, University of Massachusetts Lowell
Abstract: The author conducted a correlational study examining the relationship between instructional interaction and student persistence among 760 online students. The results indicate that student perceptions regarding the contribution of asynchronous communications tools are positively correlated to course persistence rates, the frequency of instructor:student interaction within a course and the use of asynchronous methods of interaction. These findings also suggest specific strategies which facilitate student persistence in online courses.

An Alternative Theoretical Framework to Analyze Failures in Decision Making
Session 4, Salon 9, 2:45p.m. - 4:00p.m.
Najmuddin Shaik, University of Illinois
Abstract: The objective of this presentation is to provide an alternative theoretical framework to analyze the complex issues surrounding the student dropout phenomena. The alternative framework is based on cognitive architecture and draws on the field of cognitive psychology particularly the contributions of Donald Norman, Jens Rasmussen, James Reason, and Kim Vicente on human error.

What do our graduates tell us? An analysis of student feedback from Pace University NACTEL program
Session 4, Salon 10, 2:45p.m. - 4:00p.m.
Barbara Farrell, Pace University
David Sachs, Pace University
Nancy Hale, Pace University
Patricia Giurgescu, Pacde University
Abstract: During the last five years, a significant amount of data has been accumulated about how our Pace University NACTEL online students learn successfully. In particular, we have learned a great deal from our 2003 graduates. This presentation will share some of our findings with our colleagues.

Multimedia as a tool to diversify the ALN learning environment
Session 4, Salon 10, 2:45p.m. - 4:00p.m.
Eunhee Kim, New Jersey Institute of Technology
Starr Roxanne Hiltz, New Jersey Institute of Technology
Abstract: Text-based discussions in Asynchronous Learning Networks (ALN) may not be an optimal learning environment for all learners. This presentation discusses the reasons why and explores the possibility of applying multimedia to ALN. The contribution of this presentation is to provide ways of diversifying the ALN learning environment to accommodate the needs of diverse learners having different learning styles.

Supporting Various Learning Styles in an Online Learning Environment
Session 5, Salon 9, 8:30a.m. - 9:45a.m.
Steven R. Terrell, Nova Southeastern University
Laurie A. Dringus, Nova Southeastern University
Abstract: This presentation discusses the need to support all learning styles in an online learning environment. Consideration will be given to the identification of tools and techniques for supporting various learning preferences.

Facilitating Institutional Support for the Asynchronous Learner
Session 5, Salon 9, 8:30a.m. - 9:45a.m.
Linda D. Grooms, School of Education, Regent University
Kathaleen Reid-Martinez, School of Leadership Studies, Regent University
Abstract: Providing essential guidance to the design of curriculum content and teaching methods, this Session will examine a successful administrative alignment model that provides the foundation for learner support while also addressing an instrument that examines the types of online interaction that will enhance learner satisfaction.

How Do Online Students Perceive Their Course Community?
Session 5, Salon 10, 8:30a.m. - 9:45a.m.
Sylvia Baer, Gloucester County College
John Baer, Rider University
Abstract: Do students in online college courses perceive themselves as part of a supportive learning community? This research, based on surveys of college students in three online Children's Literature classes, focuses on perceived levels of mutual support, inclusiveness, self-disclosure, and openness to ideas

The use of ALN in tracking student-patient interactions at geographically dispersed locations
Session 5, Salon 10, 8:30a.m. - 9:45a.m.
Stephen Morewitz, Stephen Morewitz & Associates
Graham Shaw, Barry University
Joel Clark, California School of Podiatric Medicine
Abstract: The clinicians of the future need to be exposed to a diverse number of clinical situations during their medical education. This can be facilitated by using an ALN paradigm that allows collection and tracking of student-patient interactions from geographically dispersed clinical rotations more accurately and effectively than the more widely used paper-based paradigms.

Staying the Course: Ensuring Successful Outcomes for Online Students
Session 6, Salon 6, 10:00a.m. - 10:45a.m.
John F. Ebersole, Boston University
Nicholas H. Allen, University of Maryland-University College
Abstract: A panel discussion of the growing problem of online student drop-outs and its implications for distance education. The presenters will share research findings on the early identification of at risk students and successful strategies for faciltating persistence.

Multiple Learner Perspectives on Online Learning
Session 6, Salon 8, 10:00a.m. - 10:45a.m.
Gary Natriello, Teachers College, Columbia University
Robert Steiner, American Museum of Natural History
Brian Carolan, Teachers College, Columbia University
Barbara Reinhalter, Teachers College, Columbia University
Abstract: This panel explores student perspectives on online learning by examining interaction in online courses, by considering how developers think about a new group of learners, and by reviewing hundreds of courses designed to appeal to online learners. The implications for course design and online learning outside of courses are considered.

Three Years of Successful Change: A Qualitative Inquiry Into an Online Professional Development Course
Session 6, Salon 9, 10:00a.m. - 10:45a.m.
Glenda Gunter, University of Central Florida
Amy Scheick, University of Central Florida
Abstract: The purpose of this study was to evaluate an online, graduate course developed to assist educators in infusing technology into the curriculum. Qualitative data was collected over a three year period; themes emerged concerning their experiences, motivation to integrate technology and what they perceive as important in an online course.

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