Three Universities in Three Different States Collaborate to Deliver Online Certification,
Session 1, Salon 2, 8:15a.m. - 9:30a.m.
Heidi Schweizer, Marquette University
Abstract: Using a presentation/discussion format the presenter will explain how three institutions of higher education (Loyola - Chicago, St. Joseph - Philidelphia and Marquette University - Milwaukee), collaborated in the delivery of a single online teacher certification program, resulting in higher numbers of effectively trained teachers certified to teach in their respective states; and, in particular, highly trained individuals to teach in urban settings and in content areas of high need. The presenter will show that, by its very nature, this collaboration is replicable and sustainable, thus creating a model for exporting online certification programs that are cost effective, generate revenue through which the programs can be sustained, and are easily replicated. A demonstration of one of the courses --- with a focus on the design, development and delivery of pedagogically sound online courses ---- will lead into a group discussion of how such a model can be easily exported to other universities..
Connecting across campuses: Building sustainable models for online education through collaboration
Session 1, Salon 2, 8:15a.m. - 9:30a.m.
Rae-Anne Montague, University of Illinois at Urbana-Champaign
Linda C. Smith, University of Illinois at Urbana-Champaign
Bruce Kingma, Syracuse University
Kathryn A. Allen , Syracuse University
Abstract: This session is designed to explore the costs and benefits of developing collaborative inter-institutional agreements for online education. A panel of representatives from a newly formed consortium involving Syracuse University, University of Illinois at Urbana-Champaign and University of Washington will share 'lessons learned' and offer participants the opportunity to consider the potential of this model.
Lessons Learned from the implementation of the UKeU Business Model: A Case Study ...
Session 1, Salon 3, 8:15a.m. - 9:30a.m.
Hilary Dexter, e-Learning Research Centre
Abstract: The operation of the UK eUniversities Worldwide Limited (UKeU) was founded on a broker based business model. This presentation will explain the model, its implementation and the nature of associated risk management. The resulting consequences for the UKeU and its UK based Higher Education Institutes (HEI) clients will be examined.
Evolving Business Models in Higher Education: Adaptations to the Digital Revolution
Session 1, Salon 3, 8:15a.m. - 9:30a.m.
William Tysseling, Iowa State University
Abstract: The digitization of learning disrupts the business assumptions, models, and systems used to administer colleges and universities and their competitors. This session reviews changes in target markets, competition, product definition, pricing, location, market channels, organizational structure, and margins. It also proposes a model for digitization of education content that is adaptable to these evolving and as yet unsettled forces in the higher education marketplace.
The ABCs of Online RPCs (Role-Playing Courses)
Session 1, Salon 4, 8:15a.m. - 9:30a.m.
Rod Riegle, Illinois State University
Abstract: Humor, mystery, adventure--these are essential characteristics of Information Age courses. This presentation is aimed at people who want to push the envelope of instructional design instead of just converting F2F (face-to-face) courses into online courses. It will include a tour of the world's first online RPC (Role-Playing Course).
Pre-college Collaborative Inquiry Learning: The ISTF Challenge
Session 1, Salon 4, 8:15a.m. - 9:30a.m.
Bruce Furino, University of Central Florida
Abstract: Web-based, collaborative learning environments can provide significant content value in support of student inquiry learning. This session will examine the Internet Science and Technology Fair, how it is used to develop students' cognitive skills, how it is changing teachers' roles and how it is evolving into a dynamic workspace portal.
The Starting Gate
Session 1, Salon 5, 8:15a.m. - 9:30a.m.
Pam Youngs-Maher, Onondaga Community College
Abstract: There are cornerstones that help students succeed in the virtual classroom and cultivate lifelong learning skills. Designing these elements (active learning, intellectual integrity and good learning practices, and a strong social and teaching presence) into the start-up of the course, the starting gate, sets an important tone. It also utilizes effectively that amorphous time in the asynchronous classroom as students arrive.
Lessons Learned from the WebCT Exemplary Course Project
Session 1, Salon 5, 8:15a.m. - 9:30a.m.
David Graf, Fischler Graduate School of Education
Abstract: This presentation showcases findings from the first five years of the WebCT Exemplary Course Project. Attendees will learn what faculty, course designers, and students have to say about what makes an online course exemplary!" A copy of the rubric used to evaluate courses will be shared.
Varieties of Hybrid Courses
Session 1, Salon 6, 8:15a.m. - 9:30a.m.
Sylvia K. Baer, Gloucester County College
John Baer, Rider University
Abstract: Two very different models for hybrid courses will be presented: a content-oriented fractal geometry course in which all instructional materials (lectures, readings, assignments, demonstrations, exercises, and simulations) are presented both via internet and in class, and a skills-based composition course in which class and online activities are quite distinct.
Developing a hybrid course maximizing value from online, face-to-face, and ITV environments
Session 1, Salon 6, 8:15a.m. - 9:30a.m.
Paul Freddolino, Michigan State University
Abstract: This presentation describes the design, development, pilot, and revision of a predominantly web-based master's-level social work administrative skills course that incorporates four face-to-face sessions videoconferenced to multiple sites. Lessons learned in the transformation process will be covered, together with criteria for deciding environment most appropriate for different content.
Using the Five Pillars of Quality Online Education as a Program Evaluation Framework
Session 1, Salon 7, 8:15a.m. - 9:30a.m.
Ann Luck, Penn State
David DiBiase, Penn State
Abstract: The Sloan-C Five Pillars of Quality Online Education provide an useful framework for evaluating the effectiveness of an online degree program. This presentation will illustrate how the Five Pillars were utilized in designing an evaluation plan for an online Master's degree program offered through Penn State's World Campus.
Insights from customer needs and satisfaction at UCF's FEEDS program
Session 1, Salon 7, 8:15a.m. - 9:30a.m.
Roberto Champney, University of Central Florida
Alain Gaumier, Optimum Consulting, Inc.
Naomi Morris, University of Central Florida
Abstract: Presents insights gained from results gathered through a Six-Sigma approach analysis of the Florida Engineering Education Delivery System (FEEDS) at the University of Central Florida. The presentation is intended to show some of the methods used (user interviews and online surveys) to capture learner satisfaction and needs, as well as their results.
Establishing a New Paradigm for Constructive Teaching and Learning Environment
Session 1, Salon 8, 8:15a.m. - 9:30a.m.
Yoon-il Auh, Central Michigan University
Abstract: Innovative pedagogical tools and virtual services are developed to promote constructive teaching and learning environment, to promote advanced knowledge acquisition for instructors and students, and to advance administrative services to a new level of administration. As a result, the projects attracted widespread individual faculty interest and departments to develop online courses that are economical and sustainable in which such efforts have increased the off-campus online enrollments 30% within 18 months and increased the retention level by 20%.
Overcoming Communication Barriers: Strategies and Techniques for Improving Instructor Effectiveness
Session 1, Salon 8, 8:15a.m. - 9:30a.m.
Steven F. Tello, University of Massachusetts Lowell
Stuart C. Freedman, University of Massachusetts Lowell
Abstract: The presenters will discuss five barriers to communication in online courses, ongoing research to assess the validity of these barriers, and their likely effects on student satisfaction and achievement of learning goals. A strategy for structuring course communications in a manner that enhances instructor-student interaction will be shared, accompanied by a discussion of specific applications and techniques.
The Springfield Coalition Quality, Scale, and Breadth in Online Learning
Session 1, Salon 9, 8:15a.m. - 9:30a.m.
Raymond Schroeder, University of Illinois at Springfield
Michael R. Cheney, University of Illinois at Springfield
Burks Oakley II, University of Illinois
A. Frank Mayadas, Alfred P. Sloan Foundation
Abstract: The goal of the Springfield Coalition is to have a number of colleges and universities working collaboratively toward the goal of having each member institution offer online programs of considerable scale and breadth, with most on-campus degrees available in an online format and online enrollments being a substantial fraction of the on-campus enrollments. Approaches to having online learning become such an integral part of the mainstream at Coalition member institutions will be discussed.
Distance Learning Success Factors in the Resources-Processes-Results Cycle and the Web Accessibility
Session 1, Salon 10, 8:15a.m. - 9:30a.m.
Cathy Cavanaugh, University of North Florida
Terence Cavanaugh, University of North Florida
Abstract: This paper explores the interconnect among the established distance learning success factors and two sets of web accessibility standards published by at national and international levels: the World Wide Web Consortium's Web Content Accessibility Guidelines, and the United States Section 508 Standards for web accessibility.
Applying Universal Design Principles to the Development of Online Courses
Session 1, Salon 10, 8:15a.m. - 9:30a.m.
Anne Judd, CSU, Hayward
Abstract: This presentation will discuss the application of Universal Design concepts and principles to the development of online courses to maximize student accessibility to course content. We will discuss how these principles will benefit not only disabled students, but all students. There will be some audience activities.
What have we learned about Online Learning? Faculty Challenges
Session 1, Salon 11, 8:15a.m. - 9:30a.m.
Gregg Ramsay, Pace University
Dr Barbara Farrell, Pace University
Dr David Sachs, Pace University
Nancy Hale, Pace University
Abstract: The NACTEL program consists of an asynchronous AS in Telecommunications Degree and an Online Accelerated BS in Telecommunications Completion Degree that are offered through the School of Computer Science and Information Systems at Pace University. This very successful program is now in its 6th year. Over this period of time, we have learned significant amounts about the faculty, the administration of the program and what can be expected in a completely asynchronous environment. This paper addresses the faculty and pedagogical approaches to instructing in an asynchronous environment.
Quality Matters: Inter-Institutional Quality Assurance in Online Courses
Session 1, Salon 13, 8:15a.m. - 9:30a.m.
Christina Sax, University of Maryland University College
John Sener, Sener Learning Services
Mary Wells, Prince George's Community College
Abstract: Institutions must address the issue of quality assurance of online courses and how it relates to student learning. This presentation will discuss activities of the FIPSE-funded "Quality Matters" grant, including inter-institutional peer course review, a rubric based on national standards and research, faculty training, instructional design support, and lessons learned.
Online Best Practices for Faculty
Session 1, Salon 13, 8:15a.m. - 9:30a.m.
Denise Padavano, Peirce College
Marie Gould, Peirce College
Abstract: Online faculty members need to work smarter when they teach online. By applying the seven principles for good practice as defined by Chickering and Gamson in 1987, faculty can make their online teaching experience effective for themselves and their students.
Fine-tuning the Instructional Design System for Distance Learning
Session 2, Salon 2, 9:45a.m. - 11:00a.m.
Lawrence C Ragan, Penn State's World Campus
Rick Shearer, Penn State's World Campus
Abstract: This session will highlight a variety of administrative and instructional design strategies developed by the Instructional Design and Development team at Penn State's World Campus to address production issues relating to course creation.
Managing Digital Content for Online Courses: Striving for Centralization, Consistency and Reliabili
Session 2, Salon 2, 9:45a.m. - 11:00a.m.
Suzanne Hayes, Empire State College
Gary Strubel, Empire State College
Carol Carnevale, Empire State College
Abstract: A college initiative to enrich its 400 online courses with digital library resources, graphics, multimedia learning objects, and web links to academic quality resources created reusability and maintenance challenges. This paper describes our current collaborative efforts with faculty, librarians and instructional technologists to develop database systems and processes to manage content, support reusability and increase link reliability across courses
Embracing a New Paradigm: Designing Blended Instruction at the University of Houston
Session 2, Salon 3, 9:45a.m. - 11:00a.m.
Linda Davis, Ed.D., University of Houston
Michael Chamberlain, University of Houston
Madhuri Kumar, University of Houston
Abstract: The University of Houston (UH) has undertaken an ambitious initiative in the use of blended/hybrid instruction. Piloting three courses during the Spring 2004 semester, the project will expand to a deployment of more than thirty blended/hybrid courses in Fall of 2004. The initial experiences with hybrids at UH are discussed.
Designing the Next-Generation Course Delivery System
Session 2, Salon 4, 9:45a.m. - 11:00a.m.
Christinger Tomer, University of Pittsburgh
Susan Alman, University of Pittsburgh
Abstract: The intellectual technologies that form the basis for the Semantic Web offer a number of interesting opportunities for re-imagining course-delivery systems in terms of design and function. This presentation provides functional and structural recommendations, drawing primarily on concepts from information architecture, electronic commerce and elements of learning theory, focusing on capabilities and design of authoring tools, annotating devices, and feedback mechanisms.
A Paradigm Shift: Designing for Teaching Presence
Session 2, Salon 4, 9:45a.m. - 11:00a.m.
Marie-Pierre Huguet, RPI
Sehnaz Baltaci, SUNY Albany
Abstract: This presentation reports on a pilot study conducted over the past two years. It highlights the need to consider an additional step to common instructional design practices that we call performer analysis. This new step focuses on the instructor, her/his teaching style, learning style, and teaching presence.
Online content interactivity: Making it more than just hypertext links.
Session 2, Salon 5, 9:45a.m. - 11:00a.m.
Michael Uttendorfer, New York Institute of Technology
Abstract: Building online content interactivity that is more than just simple page turning can dramatically improve the learning experience for students. Multimedia lessons built with learning interactions to reinforce instruction increase interest, interactivity and performance. New models used in an online multimedia course will be demonstrated and shared.
Teaching and Learning with 3-D educational simulations
Session 2, Salon 5, 9:45a.m. - 11:00a.m.
David Cillay, Washington State University
Abstract: This session will explore the potential of 3-D educational simulations in the arena of teaching and learning. Participants will be guided through several established educational environments. The session is designed to provide an introduction into the world of 3-D simulations. We will look at design options, potential opportunities and limitations, and how to get started.
Adapting learning outcomes for distributed pedagogy
Session 2, Salon 6, 9:45a.m. - 11:00a.m.
Michelle M. Kazmer, School of Information Studies, Florida State University
Abstract: Online students often stay located in their communities, kinship networks, households, and workplaces. This presentation provides specific pedagogical approaches that incorporate knowledge from these environments into shared knowledge built in online classes. It provides tested techniques for assessing students' local knowledge resources and incorporating them into course pedagogy and outcomes.
How to Succeed in an Online Class: The Seven Things Students Need to Know
Session 2, Salon 6, 9:45a.m. - 11:00a.m.
Jonathan P. Mathews, Energy & Geo-Environmental Engineering
Ann Luck, John A. Dutton e-Education Institute
Sarma V. Pisupati, Energy & Geo-Environmental Engineering
David DiBiase, John A. Dutton e-Education Institute
Abstract: In analyzing the behavior and learning strategies of successful students in a large-enrollment, online course, a set of guidelines for online students emerged. This presentation will share these findings and suggest how the information can be used to better manage the expectations and learning experiences of online students.
Lessons Learned: Student Issues In Online Learning
Session 2, Salon 7, 9:45a.m. - 11:00a.m.
Peter J. Dirr, Crestwood Associates
Abstract: This research-based presentation will focus on seven Lessons Learned about student services from a four year FIPSE project (AV-ALN) to develop an online certification program for AV technicians. The results of the project evaluation are presented as Lessons Learned so that others might benefit from them
Effective Instructional Strategies: Mainstreaming Best Practices
Session 2, Salon 7, 9:45a.m. - 11:00a.m.
Claudine SchWeber Ph.D, University of Maryland University College
Husein Abdul-Hamid, Ph.D., University of Maryland University College
Abstract: The purpose of this session is to share effective Online Instructional Practices.These practices were found to be associated with student and faculty satisfaction, and student retention. Participants will learn about specific practices that they can use in courses, faculty development and training.
Engaging the Visual Arts Student Online
Session 2, Salon 8, 9:45a.m. - 11:00a.m.
Randy P. Howe, Fitchburg State College
Abstract: Lessons learned and technologies applied after five-years of online graphics course instruction will be discussed. Included will be techniques designed to motivate and engage students of various skill levels through teamwork and innovative creative assignments. Hypotheses for non-participation and image plagiarism checking methods are side topics to be addressed.
The H-OEH Network: Fostering Higher Education in the Humanities
Session 2, Salon 8, 9:45a.m. - 11:00a.m.
Boria Sax, Mercy College
Abstract: Despite explosive growth of online learning in higher education, there are still remarkably few programs devoted to the traditional Liberal Arts. H-OEH, an international online network of scholars, endeavors to address this deficit by providing online humanities scholars with ideas, resources and support.
A Study of the Breadth and Quality of Access at the Western Governors University Teachers College
Session 2, Salon 9, 9:45a.m. - 11:00a.m.
Philip Schmidt, Western Governors University
Tom Zane, Western Governors University
Abstract: The Faculty and Administration of the Teachers College of Western Governors University have spent considerable time crafting programs and structures so that students throughout the United States have access to high-quality teacher education programs. How is the success of these efforts measured? And what is the result of this study? In this presentation, Drs. Zane and Schmidt will present data to show that W.G.U. has done remarkable work in this area. In addition, the various Teachers College programs will be detailed and access to these programs will be discussed.
Results of the 2004 Sloan-C Survey of Online Learning
Session 2, Salon 9, 9:45a.m. - 11:00a.m.
Jeff Seaman, Sloan-C
I. Elaine Allen, Babson College
Abstract: Results from the 2004 Sloan-C survey of online learning are presented and compared to those of 2003. Included are estimates of the number and growth of the online and blended learning populations, attitudes towards the quality of online instruction, and the range of online and blended program offerings.
Blended Learning Models as Disruptive Technology
Session 2, Salon 10, 9:45a.m. - 11:00a.m.
Tana Bishop, University of Maryland University College
Sal Monaco, University of Maryland University College
Abstract: Using Christensen's (1997) "disruptive technology" framework, we analyze our MBA blended learning model, describe the core technologies used to expand richness and reach, and discuss how we have refined our thinking and explored new approaches to improve the learning experiences of a diverse generational mix of Boomers, Gen-Xers, and Millennials.
Measuring Computer Competencies in Undergraduate and Graduate Nursing Students: Tool Development
Session 2, Salon 10, 9:45a.m. - 11:00a.m.
Karen Blue, M.S.N., R.N., Arkansas State University
Darlene Baker, Ed.D., R.N., Arkansas State University
Abstract: Since the mid 1990's, the American Association of Colleges of Nursing and the Pew Commission made recommendations for nursing education programs to incorporate information technology into their curriculum. Therefore, web-enhanced and web-based courses have become part of the nursing curricula today. However, it has been found that some students enrolled in nursing courses at ASU do not possess the technological skills necessary to facilitate learning. This presentation will focus on a tool developed to measure computer competencies synthesized from a literature review.
Faculty Roles and Rewards: Where Does Technology Fit in?
Session 2, Salon 11, 9:45a.m. - 11:00a.m.
David Starrett, Southeast Missouri State University
Mike Rodgers, Southeast Missouri State University
Abstract: Faculty roles & rewards in the online course arena is a critical issue in academia. Many institutions are still trying to figure out how to best recognize and reward faculty. Our campus has begun to address the issue including promotion, tenure, merit, and intellectual property rights.
The Evolving Role of Graduate Faculty: Perceptions of Online Teaching and Learning
Session 2, Salon 11, 9:45a.m. - 11:00a.m.
Sharon Santilli, Nova Southeastern University
Vesna Beck, Nova Southeastern University
Abstract: Online learning at the graduate level is a fairly new phenomenon. According to a recent study, only 1.9% of all doctoral students in the United States complete their entire degrees online. In this session, we will discuss the findings of an ongoing study of various elements of online instruction, in three national doctoral programs in education.
Adjunct Faculty: Their Emerging Role as Online Instructors and How Institutions Can Support Them
Session 2, Salon 13, 9:45a.m. - 11:00a.m.
Susan C. Biro, Widener University
Abstract: Adjunct faculty are increasingly in demand as online instructors at postsecondary institutions. Professional development literature and research has not kept pace with the utilization of adjunct faculty in this emerging role. Preliminary data from current research that examines online adjunct faculty perceptions, challenges, and needs will be shared.
Who Owns the Course and Does It Matter?
Session 2, Salon 13, 9:45a.m. - 11:00a.m.
Tracy Ellen Kamens, New York University
Abstract: Do intellectual property policies influence faculty participation in distance education? If so, how should institutions structure their policies? If not, what issues do influence participation and how should we address these issues in order to maximize faculty participation and sustain our programs?
Bringing Mixed-Mode or Blended Learning to Your Campus
Session 3, Salon 2, 1:15p.m. - 2:30p.m.
Linda Futch, University of Central Florida
William Summers, University of Central Florida
Michael Starenko, Rochester Institute of Technology
Sarah Case Donaldson, Rochester Institute of Technology
Abstract: A mixed-mode or blended or hybrid course ideally combines the best of classroom and online learning. UCF, a large metropolitan public university, has been mixing hundreds of courses since 1996. RIT, a midsized metropolitan private university, recently launched a Blended Learning Pilot Project with 50 courses. Instructional designers from each school will show how and why institutional context can dramatically shape the purpose, design, and implementation of mixed-mode/blended courses. Presenters will also call attention to the common ground shared by both projects.
How to Redesign Without a Grant--Cost Effective Redesign of High Demand Courses
Session 3, Salon 2, 1:15p.m. - 2:30p.m.
Roger Von Holzen, Northwest Missouri State University
Darla Runyon, Northwest Missouri State University
Abstract: Building upon the work of the Pew redesign project, Northwest Missouri State University established a series of faculty workshops devoted to transforming high demand campus courses. This session will detail for the participants the cost effective, innovative educational technologies that were employed, based upon inventive pedagogical concepts and practices.
Promoting Higher Order Thinking In A Noncredit Online Course
Session 3, Salon 3, 1:15p.m. - 2:30p.m.
Kate Pravera, University of Illinois at Chicago, Great Cities Institute
Renee Welch, University of Illinois at Chicago
Abstract: Learners in today's workforce need more than knowledge transfer and comprehension of information. It's not just about the information, but how to use the information that counts. This development challenges providers of noncredit online programs to continuously improve how they teach, not simply what they teach. The presenters will share their experiences in examining the quality and presence of higher order thinking in a noncredit program they established in 2000, the UIC Online Certificate in Nonprofit Management. This presentation will discuss how the presenters approach to improving higher order thinking skills in noncredit online courses has evolved over the past 4 years, resulting in a useful self-assessment tool, as well as other strategies that promise to be useful to the virtual campus at large.
The Power of Flexibility: Redesigning the Online Environment to Meet Learners' Needs
Session 3, Salon 3, 1:15p.m. - 2:30p.m.
Susan Oaks, Empire State College
Linda Frank, Empire State College
Abstract: This presentation will describe a course redesign from a linear course to a varied set of resources (e.g., online text, different venues for discussion) in order to better meet student and faculty needs and styles. We intend to spark thinking and discussion about what constitutes a course, within the context of explaining this particular course redesign.
Distributed research in distributed education
Session 3, Salon 4, 1:15p.m. - 2:30p.m.
Sólveig Jakobsdóttir, Iceland University of Education
Abstract: The concept of distributed research is introduced in relation to application with students engaged in a blend of campus-based and online distance education program. Specific examples of research studies in teacher education are described, and benefits and challenges related to this research model discussed.
Using Blended Learning to Cultivate a Continuous Community of Inquiry
Session 3, Salon 4, 1:15p.m. - 2:30p.m.
Robert Heckman, Syracuse University
Hala Annabi, Syracuse University
Abstract: The presentation describes the use of online learning activities in residential classes to create a continuous community of inquiry. The presentation presents a rich case example of blended learning in a graduate course. The presentation concludes by discussing implications of continuous communities of inquiry for students and teachers.
Becoming an online learner: Role adjustment and higher order learning in online communities of inqu
Session 3, Salon 5, 1:15p.m. - 2:30p.m.
Martha Cleveland-Innes, Athabasca University
Randy Garrison, University of Calgary
Abstract: The role of online learner is a new experience for students who participate in online delivery for the first time. Higher order learning, as a process and an outcome of higher education, must be supported by this new role. The session will review data suggesting the role adjustment is necessary for cognitive presence and higher order learning to occur. Discussion will follow on the implications for online facilitation.
Student engagement and satisfaction in graduate education online
Session 3, Salon 5, 1:15p.m. - 2:30p.m.
John LeBaron, Western Carolina University
Abstract: Research indicates that student satisfaction stems from active engagement in online learning settings. Based on three graduate education courses, this session presents several specific strategies to promote such engagement. For each strategy, measures of student satisfaction are presented, followed by a general discussion of implications for course design and execution.
Bringing Online Learning to Life - Using the Team Approach
Session 3, Salon 6, 1:15p.m. - 2:30p.m.
Jane Sims, University of North Dakota
Kristi Swartz, University of North Dakota
Abstract: UND's Online Team collaborates with instructors to develop online courses that engage and motivate students. Variety, applications, and reinforcement are integral components to address learner styles and best practices. Learn what tools and techniques bring these courses to life. Examples include Introduction to Pharmacology, Fundamentals of Nutrition,
Online Course Design as an Iteractive Process: Adaptive Strategy Based on Student Feedback
Session 3, Salon 6, 1:15p.m. - 2:30p.m.
John F. Hughes, Rensselaer Polytechnic Institute
Abstract: "Operating Systems" was offered as an on-line course in 2002. It featured video streaming, Flash animations as well as on-line text modules in order to appeal to multiple learning styles. After extensive feedback from course participants, it has undergone a major redesign to ameliorate weaknesses and emphasize strengths in design.
Distance Learning Student Satisfaction as a Function of the Web-Based Course Components Used
Session 3, Salon 7, 1:15p.m. - 2:30p.m.
Blake Haggerty, New Jersey Institute of Technology
Bill Reynolds, New Jersey Institute of Technology
Abstract: Student satisfaction evaluations at the New Jersey Institute of Technology have typically been lower for online course as compared to face-to-face alternatives. This presentation will look at our efforts to determine whether faculty development or the use specific course components can minimize this discrepancy.
Embedded Evaluation: Moving from Autopsy to Continuous Improvement
Session 3, Salon 7, 1:15p.m. - 2:30p.m.
Matthew V. Champagne, IOTA Instructional Systems
John S. Risley, North Carolina State University
Jeffrey D. O'Donnell, IOTA Solutions
Margaret H. Gjertsen, IOTA Instructional Systems
Abstract: We will describe a model of evaluation that has successfully removed obstacles to learning, increased student satisfaction, reduced evaluation costs, and continuously improved the quality of online learning in three different ALN environments. We will demonstrate web-based embedded evaluation tools that will provide timely and meaningful feedback.
Instructor-Led Collaborative Learning in the Corporate World: The FCIB/MSU Global Partnership
Session 3, Salon 8, 1:15p.m. - 2:30p.m.
Christine Geith, MSU Global Institute
Kenneth Garrison, Jr., FCIB
Paul Beretz, Pacific Business Solutions
John Sener, Sener Learning Services
Abstract: The FCIB/MSU Global partnership is a pioneer in applying the instructor-facilitated, cohort-based online learning paradigm to the corporate/association world. FCIB's International Credit and Risk Management course demonstrates how to meet pedagogical and instructional challenges to produce high learner completion and satisfaction rates for an international learner audience.
Pursuing Doctoral Degree in the Computer-Mediated Asynchronous Learning Environment
Session 3, Salon 8, 1:15p.m. - 2:30p.m.
Nataliya V. Ivankova, University of Alabama at Birmingham
Sheldon L. Stick, University of Nebraska - Lincoln
Abstract: The purpose of this mixed methods study was to understand what challenged matriculation of doctoral students pursuing degrees in the computer-mediated asynchronous learning environment. Using both quantitative and qualitative approaches, this study revealed some internal and external factors contributing to and/or impeding students matriculation in a distributed doctoral program.
Networking the "Forgotten" Elderly: Online Learning Communities for Limited-mobility Seniors
Session 3, Salon 9, 1:15p.m. - 2:30p.m.
Margaret Gordon, CSU Dominguez Hills
Joanne Zitelli, CSU Dominguez Hills
Abstract: This presentation describes OLLIonline, a learning-in-retirement program partially funded by a grant from the Bernard Osher Foundation. This program replicates a traditional learning in retirement communities by using technology. The principal audience is seniors with limited mobility. Steps to reach this population and foster skills to engage in asynchronous learning are discussed.
Digital Pathways: Best Practices in Distance Education for American Indians
Session 3, Salon 9, 1:15p.m. - 2:30p.m.
Carmen L. Gonzales, New Mexico State University
Cinda L. Holsombach-Ebner, New Mexico State University
Abstract: Distance education programs targeted to tribal employment needs offer great potential for solving economic and social problems that hinder development in American Indian communities. This presentation reviews the results of best practices discussions and strategic planning during the March, 2004 Digital Pathways conference hosted by NMSU and the Sloan Foundation.
Faculty Development -- I Hear and I Forget, I See and I Remember, I Do and I Understand
Session 3, Salon 10, 1:15p.m. - 2:30p.m.
Carrie Powanda-Croft, Univ. of Massachusetts Lowell
Alena Woods, University of Massachusetts Lowell
Abstract: This presentation will showcase the University of Massachusetts Lowell online faculty development program and how we are adapting to some emerging issues in online education. Current issues and challenges will be discussed, including blended courses and appropriate selection of teaching and learning tools.
Preparing Faculty for the Facilitation of Blended Learning: Lessons from Business
Session 3, Salon 10, 1:15p.m. - 2:30p.m.
Dennis R. Lott, Penn State
Steve Hart, The Federal Reserve Bank of Philadelphia
Matthew Ellis, The Federal Reserve Bank of Philadelphia
Abstract: Faculty preparation is a critical element for success in blended learning. This session describes a university/business relationship that prepares faculty for the transition from classroom instruction to online and blended learning. Preparation includes training in adult education principles and as a capstone, immersion in the technology used for delivering education.
A multi-faceted approach to online faculty training and development
Session 3, Salon 11, 1:15p.m. - 2:30p.m.
Kara H. VanDam, M.A., Kaplan College Online
Andrew N. Carpenter, Ph.D., Kaplan College Online
Melinda M. Roberts, Ph.D., Kaplan College Online
Abstract: Kaplan College's faculty training includes a highly-structured training class, peer mentoring and shadowing, ongoing discussions of teaching and learning, faculty development opportunities, and a comprehensive faculty handbook. We discuss the effectiveness of our program and facilitate a discussion of how its elements could be adopted for use at attendees' institutions.
Lessons Learned - and Re-learned - about Online Staff Development
Session 3, Salon 11, 1:15p.m. - 2:30p.m.
Donna Baumbach, University of Central Florida
Rebecca L. Fiedler, University of Central Florida
Georgina Long, University of Central Florida
Vassiliki Zygouris-Coe, University of Central Florida
Carol McWilliams, University of Central Florida
Abstract: The Instructional Technology Resource Center at University of Central Florida has offered free online classes to thousands of learners over the past seven years. In collaboration with online learning professionals, they've compiled Online Staff Development: Lessons Learned from Developers, Facilitators, and Participants. The most valuable lessons? Presenters share at this session.
New Distance Education Copyright Law Provisions: What Instructors Need To Know About The TEACH Act
Session 3, Salon 13, 1:15p.m. - 2:30p.m.
David J. Moser, Belmont University
Abstract: The TEACH Act was enacted by Congress to address the use of copyrighted works (without obtaining permission or paying royalties) by educational institutions in distance education. Although the TEACH Act is an improvement over previously applicable provisions of copyright law, it is subject to strict limitations and conditions which distance education instructors and institutions should be familiar with.
On Death and Dying: Plagiarism in Cyberspace
Session 3, Salon 13, 1:15p.m. - 2:30p.m.
Richard D. Manning, Nova Southeastern University
Abstract: This presentation will chronicle an actual online plagiarism incident noting similarities to the stages identified by Elizabeth Kuebler-Ross in On Death and Dying: denial, anger, bargaining, depression and acceptance. Strategies will be discussed for how to discourage, process and to recover from plagiarism.
Enhancing Online Learning And Knowledge Management: What Can Weblogging Do?
Session 4, Salon 2, 2:45p.m. - 4:00p.m.
Anand Rajagopal, Massachusetts Institute of Technology (MIT)
John R. Williams, Massachusetts Institute of Technology (MIT)
Abel Sanchez, Massachusetts Institute of Technology (MIT)
Abstract: Personal and group publishing activities are seen as primary means of sharing knowledge in online learning environments but there has been a lack of standardized publishing channels. Weblogging is a new dimension in the same spectrum as it offers a standardized publication channel in an easily syndicated, exchangeable format and an insight into knowledge assets in the timeliest of ways. This presentation discusses certain weblogging implementations carried out by us along with information retrieval efforts in weblogs. Results of such implementations have stressed the applications in knowledge sharing and online learning although there are certain privacy and intellectual property issues in such practices.
Rio's Next Generation eLearning Solution for Meeting Instructional Challenges of the Asynchronous Le
Session 4, Salon 2, 2:45p.m. - 4:00p.m.
Patricia S. Case, Ph.D.s, Rio Salado College
Earnestine Harrison, Rio Salado College
Abstract: This presentation will highlight the characteristics of Rio Salado College's next generation eLearning system developed in partnership with Microsoft. Attendees will learn about of the advantages of a system's approach to eLearning, what students and faculty members' desire in a next generation eLearning System and how technology assists in reducing tasks which formerly encroached upon the teaching and learning time.
Case Study: The Use of Repurposeable Learning Objects by Non-technical Faculty
Session 4, Salon 3, 2:45p.m. - 4:00p.m.
Jeremy Dunning, Indiana University
Richard Rogers, IUPUI
David Waite, Butler University
Abstract: The major challenge of online learning is providing faculty without technology backgrounds with access to sophisticated multimedia tools that create rich learning environments. In this study the award winning TALON learning object templates were made available to two faculty to use in their courses. The design and execution processes will be described and each learning object will be demonstrated. Accompanying Website: http://www.indiana.edu/~aln
Integrating Desktop Video Conferencing into Online and Web-Enhanced Courses
Session 4, Salon 3, 2:45p.m. - 4:00p.m.
Darla Runyon, Northwest Missouri State University
Dr. Roger Von Holzen, Northwest Missouri State University
Abstract: Desktop video conferencing software for real-time communication, collaboration, instruction, and learning is making its debut in online and web-enhanced course sites. This session will provide an overview of desktop video conferencing features, and offer ideas for incorporating this software into online or web-enhanced courses and as a campus-wide technology tool.
Intercultural Communication in Online Courses
Session 4, Salon 4, 2:45p.m. - 4:00p.m.
Yakut Gazi, Texas A&M University
Karen L. Murphy, Texas A&M University
Gaile S. Cannella, Texas A&M University
Abstract: This study looks at how students communicate in online courses. Computer-mediated discourse analysis (CMDA) is employed to reveal the communication patterns among the students and the instructor in a graduate level online course. Implications for course design for global audiences are discussed
Temporal Norms of Online Discussion Episodes
Session 4, Salon 4, 2:45p.m. - 4:00p.m.
William Gibbs, Duquesne University
Abstract: This session discusses a project that examined how students with diverse learning preferences differ in their communications and interactions in an online discussion activity. A content analysis of discussions was made to examine communications. In addition, visual illustrations or maps were created to observe temporal norms that evolved during discussions.
Making It Real : Virtual Adaptations and Access for American History
Session 4, Salon 5, 2:45p.m. - 4:00p.m.
Amy E.N. Darty, University of Central Florida
Abstract: To make it real to the on-demand knowledge generation, American history students today expect and learn more from the ALN medium and its unparalleled access to the Internet. Their historical curiosity has been altered by this new medium, which provides point-specific visuals and hands-on exploration to enhance student learning outcomes.
E-Theology Just Beyond Innovation: A Case Study in Pedagogical & Spiritual Formation
Session 4, Salon 5, 2:45p.m. - 4:00p.m.
Katharine A. Frey, Trinity Episcopal School for Ministry
Holly Rankin Zaher, Trinity Episcopal School for Ministry
Abstract: Recovering from random acts of innovation, (J. Taylor) that marked our initial foray into online education, we invite you to actively participate in reflecting on two stories one professor and one student which highlight the personal and institutional challenges/successes that have significantly shaped our distance education program.
Using Cross-Validation to Evaluate Online Students
Session 4, Salon 6, 2:45p.m. - 4:00p.m.
Linda Vinton, Florida State University
Dina Wilke, Florida State University
Janet Berry, Florida State University
Abstract: Cross validation is an important aspect of evaluation of online learning. This presentation shows how evaluations by online students, instructors, and field supervisors of students knowledge and skills were compared in order to develop a comprehensive assessment of students abilities and progress made from pre- to posttest.
Alternative instructional materials: A case study
Session 4, Salon 6, 2:45p.m. - 4:00p.m.
Andrew Carpenter, Kaplan College
Will Brooke-deBock, Kaplan College
Abstract: Assessment of a textless general education ethics course that uses four multi-week case studies--each richly structured and associated with a mixture of synchronous and asynchronous small group, big group, and individual learning activities--in lieu of a traditional printed anthology.
Embedded Assessment in Pace University's NACTEL Program: The Key To Our Success
Session 4, Salon 7, 2:45p.m. - 4:00p.m.
David Sachs, Pace University
Dr. Barbara Farrell, Pace University
Prof Nancy Hale, Pace University
Dr. Gregg Ramsay, Pace University
Abstract: The NACTEL Program has used embedded assessment as an integral part of its AS in Telecom and BS in Telecom degree programs. This assessment process is online, quick and easy to use, and incredibly powerful. NACTEL Project staff can quickly and easily learn about the effectiveness of the services that they provide to students. NACTEL Project faculty members can quickly and easily learn how their classes are going throughout the semester. NACTEL Project administrators can have access to all of this information in a current and timely fashion.
This presentation focuses on the embedded assessment that is used throughout Pace University's NACTEL program. Participants in this session will learn about the various forms of assessment that are used. They will see the assessment instruments that have been developed and they will see the data that has been collected. Participants will have a chance to see the power that this provides to staff, faculty and administrators who are involved in online learning. Participants will leave with a complete understanding of the embedded assessment tools that have been developed, and they will know where and how they might obtain similar tools for their programs.
Encouraging Student Comments and Cultivating Online Communities in Distance Learning
Session 4, Salon 8, 2:45p.m. - 4:00p.m.
Marybeth Martin, Rochester Institute of Technology
Abstract: In addition to typical student satisfaction survey items, RIT Online Learning uses qualitative software to "mine" the extensive comments solicted from students in the annual Spring Student Satisfaction Survey. Going beyond that, we have developed a Virtual Student Union that fosters community among distance learning students and cultivates an ongoing network of staff and peer support. The same techniques used to analyze the survey comments are used to summarize key issues in the online discussion areas of our Virtual Student Union.
Assessing & Improving Online Student Services: Implementing the COPE Protocol
Session 4, Salon 8, 2:45p.m. - 4:00p.m.
Gerald R. Stapleton, University of Illinois at Chicago
Lisa McKamy, University of Illinois at Chicago
Abstract: Presenters will describe the development of COPE, a system for focusing attention on key student support issues that contribute to a successful experience for online students. The checklists, assessment instruments, and procedures established to ensure that the protocol is effectively implemented as a tool for continuous improvement will be shared.
A Scalability Model Turned Upside Down and Sideways: A su salud Intermed. Health Professions Spanish
Session 4, Salon 9, 2:45p.m. - 4:00p.m.
Linda Carl, The University of North Carolina at Chapel Hill
Abstract: The development of A su salud, an intermediate health professions Spanish language and culture course, provides an innovative model for scaling e-learning courses. This course, designed for professional and graduate students, provides the foundation for resident, distance and continuing education courses in multiple disciplines, multiple levels in higher education and for a national audience.
Boston University's Executive Online Degree Completion Program - A Unique Model for Liberal Learning
Session 4, Salon 9, 2:45p.m. - 4:00p.m.
Susan M. Kryczka, Boston University
Jay Halfond, Boston University
Abstract: The traditional notion of a bachelor's degree typically begins with the broad and narrows towards the specific culminating with a focus in the final years of a specialization. The Boston University Online Degree Completion program does the opposite: the program objective is to offer sixteen intensive, interactive courses that employ focused topics to engage highly motivated, accomplished adult learners in a variety of disciplines in liberal and professional studies.
Part-time faculty in asynchronous learning environments: Understanding their needs and motivations
Session 4, Salon 10, 2:45p.m. - 4:00p.m.
J. Michael Tyler, Baker College Center for Graduate Studies
Bart Daig, Baker College Online and Center for Graduate Studies
Abstract: Reliance on part-time faculty is increasing in all institutions. In many institutions they have become the majority. This paper focuses on recommendations to meet the expressed needs of this faculty group, allowing for the provision of quality education for students and fostering the career goals and aspirations of part-time faculty.
Hiring, Managing and Developing Online Adjunct Faculty: Emerging Challenges and Issues
Session 4, Salon 10, 2:45p.m. - 4:00p.m.
Maria Puzziferro, Florida Community College at Jacksonville
Abstract: With the rapid growth in distance learning, institutions have come to depend on online adjunct faculty as a critical resource. This presentation will describe the issues and challenges of recruiting, hiring, developing and evaluating online adjuncts, particularly those at a distance from the institution.
From Template to Customization, Taking Control of the Design
Session 4, Salon 11, 2:45p.m. - 4:00p.m.
Marie-Pierre Huguet, RPI
Frank Wright, RPI
Abstract: How can instructors design powerful, innovative, and effective Web-based environment? This session highlights the main stages that allowed International Business, a graduate class taught at Rensselaer Polytechnic Institute, to evolve from an institutional, unimaginative, template-based course to a fully-customized course that truly reflects the instructor's teaching presence and philosophy.
Personal Investment: Keys to Faculty Success, Student Satisfaction, and Institutional Profitability
Session 4, Salon 11, 2:45p.m. - 4:00p.m.
Sadhya Sabatino, Johns Hopkins University, Advanced Academic Programs
Patrick Cummings, Johns Hopkins University, Advanced Academic Programs
Abstract: This presentation will provide a simple and successful model of online education requiring no course development staff or outsourcing. The simple steps of this model leverage the core of quality online education: dedicated and capable faculty; rigorous and well-organized courses; and enthusiastic and invested students.
We do the monitoring so you don't have to: Experiences with online discussions at the Army War College
Session 4, Salon 13, 2:45p.m. - 4:00p.m.
Noelle LaVoie, Knowledge Analysis Technologies
Karen Lochbaum, Knowledge Analysis Technologies
Charles Krupnick, U.S. Army War College
Joe Psotka, Army Research Institute
Lynn Streeter, Knowledge Analysis Technologies
Abstract: Online faculty typically face increased workloads. We developed an automated software tool that monitors online discussion groups for participation and discussion quality. These tools were tested in an Army War College online activity, and show promise for reducing faculty workload. We will discuss the implementation and outcome of this trial.
A model for conducting online peer evaluations
Session 4, Salon 13, 2:45p.m. - 4:00p.m.
Keith Bailey, Penn State University, IST
Ben Hellar, Penn State University, IST
Abstract: This session presents a model for the design, development, and implementation of an online peer evaluation tool that is being utilized in the School of Information Sciences and Technology (IST) at The Pennsylvania State University.
Launching a Graduate Program in China: Blending ALN with the Traditional Classroom
Session 5, Salon 1, 8:30a.m. - 9:45a.m.
Audrey Curtis, Stevens Institute of Technology
Abstract: In Fall, 2003 Stevens Institute of Technology and Beijing Institute of Technology (BIT) launched a collaborative program in Beijing to deliver a Stevens MS degree program. Students are now enrolled in a blended learning program with some courses taught on-line, some face-to-face. In some courses, BIT and Stevens faculty are collaborating with US-based faculty participating on-line in the courses being taught face-to-face by the BIT faculty in China. With the opportunity to deliver our program in China, we are innovating in real-time and experimenting with new ways to meet the unique challenges of global education.
Using Globally Distributed Proctoring Services for Online Exams
Session 5, Salon 1, 8:30a.m. - 9:45a.m.
Robert Zotti, Stevens Institute of Technology
Abstract: To maintain the credibility of its online learning program, Stevens Institute of Technology has begun to proctor online finals at commercial testing centers.
Delivering Flexible Cost Effective Multimedia Solutions
Session 5, Salon 2, 8:30a.m. - 9:45a.m.
Blake Haggerty, New Jersey Institute of Technology
Bill Reynolds, New Jersey Institute of Technology
Bill Duelly, New Jersey Institute of Technology
Abstract: As technology evolves, Institutions need to deliver online courses that meet students academic needs and expectations while remaining cost effective, flexible and sustainable. It is essential that course materials that are created with the assistance of University resources maximize the investments of all parties involved.
Serving 500 Students Online: Designing for Growth in Distance Learning Degree Programs
Session 5, Salon 2, 8:30a.m. - 9:45a.m.
Donald Williams, Florida Hospital College of Health Sciences
Sven Normann, Univeristy of Florida
Gloria Pickar, Compass Knowledge Group
Cynthia Wheatley, Compass Knowledge Group
Abstract: Florida Hospital College of Health Sciences and the University of Florida successfully deliver their online undergraduate and graduate degree programs, respectively, to over 500 students each with very good retention. Their secret: a unique delivery model based upon distributed faculty roles, scalable course sequencing, mentored groups, and collaborative technologies.
A Preliminary Study of Online Class Discussions: Cognitive Complexity and Instructor/Student Roles
Session 5, Salon 3, 8:30a.m. - 9:45a.m.
Chris Marvin, University of Nebraska-Lincoln
Norma J. H. Patterson, Grand Canyon University
Abstract: Traditionally, no significant difference has occurred in learning outcomes between on-campus and online students. However, evidence from this study of the two modes indicates that perhaps a paradigm blend needs to occur in the learning process when online students demonstrate a higher level of critical thinking than their on-campus peers.
Student interactions and meaning construction in asynchronous online discussions
Session 5, Salon 3, 8:30a.m. - 9:45a.m.
Judith Pena-Shaff, Ithaca College
Craig Nicholls, Hezel Associates
Abstract: This study used qualitative procedures to analyze the knowledge construction process of students who used a computer bulletin board system to discuss course-related content. Results showed that students engaged in a process that was characterized chiefly by clarification, elaboration, and interpretation, and that produced more reflective monologues than dialogical interactions.
Learning Objects – Enhancing Teaching and Learning
Session 5, Salon 4, 8:30a.m. - 9:45a.m.
Kay Chitwood, Fox Valley Technical College
Abstract: Over 250 faculty from sixteen technical colleges in Wisconsin have collaborately submitted content for the creation of over 1800 multi-media, interactive, engaging learning objects in a variety of academic and occupational areas, and are housed in an online, searchable database repository called Wisc-Online Resource Center.
Improving Web-Based Learning by Coloring Outside the Lines of "Anytime, Anywhere"
Session 5, Salon 4, 8:30a.m. - 9:45a.m.
Wayne P. Pferdehirt, U. of Wisconsin-Madison
Abstract: Holding to anytime anywhere as a rigid rule can unnecessarily restrict the format options considered when designing courses and programs that most effectively meet the needs of distance students. This presentation will examine outcomes and lessons learned from supplementing Web-based asynchronous instruction with Web conferencing, a cohort study model and annual residencies to achieve a 99% graduation rate.
Meeting the Challenges in a Blended Learning Course; Perspectives from the Implementation Team
Session 5, Salon 5, 8:30a.m. - 9:45a.m.
Jonathan Hill, Pace University - CSIS
Catherine Dwyer, Pace University - CSIS
Nancy Hale, Pace University - CSIS
Dr. David Sachs, Pace University - CSIS
Abstract: A presentation by the team that transformed a university core course by blending asynchronous online learning with class meetings, creating individual, group and class-wide learning opportunities. Topics include planning, curriculum design, problems, solutions and critical success factors from the perspective of a senior administrator, department chair, course designer and faculty.
Evaluation models for the effective planning of e-learning
Session 5, Salon 6, 8:30a.m. - 9:45a.m.
Jim Petch, University of Macnhester
Abstract: Classic evaluation models present risks for the planning of e-learning programmes in universities. A proposed life-cycle model for evaluation that focuses on action indicates how these risks can be ameliorated and where research is needed in to the evaluation process.
Media Choice in Collaborative Projects for Blended Environments
Session 5, Salon 6, 8:30a.m. - 9:45a.m.
Christina M. Finneran, Syracuse University School of Information Studies
Robert Heckman, Syracuse University School of Information Studies
Abstract: Why do students chose a particular medium when working on group projects in a blended learning context? This empirical study analyzed media choice by project teams, and showed that students were often willing to forgo the "anytime, anyplace" convenience of asynchronous media in order to perform some of their tasks synchronously.
Quality and Savings: Creating a Multi-Institutional Online Tutoring Service
Session 5, Salon 7, 8:30a.m. - 9:45a.m.
Carolyn Rogers, The Connecticut Distance Learning Consortium
Abstract: The Connecticut Distance Learning Consortium has developed a grant funded, multi-institutional, collaborative online tutoring program that presently serves 15 different institutions of higher education and serves over 375 students a semester. This presentation will highlight the elements behind the program's successes: technical, organizational, and pedagogical.
Knowledge Management by Online Learning Communities: Workplace Learners as Learning Facilitators
Session 5, Salon 7, 8:30a.m. - 9:45a.m.
Burgess Smith, Stone Country Educators
John Ford, Celestica, Inc.
Abstract: In corporations where knowledge management means survival, asynchronous networks with higher education partners can promote collaborative learning through distance education, e-mentoring programs, and virtual communities of practice. This presentation will address critical objectives and assessment tools involved in developing these communities from the perspective of a large, global, high-technology enterprise.
Open vs. Restricted Access to Online Courses: What Price Glory?
Session 5, Salon 8, 8:30a.m. - 9:45a.m.
Thomas K. Ingram, State University of New York at Oswego
Thomas W. Fuhr, State University of New York at Potsdam
Thomas F. Kowalik, Binghamton University
Yvonne A. Petrella, State University of New York at Oswego
Abstract: What is (or what should be) the measure of quality as regards access to online learning? Should open registration practices earn the highest grades for quality? Or do registration restrictions lead to an increase in the quality of online programs? These and a number of related questions will be explored by a panel consisting of individuals from three different SUNY institutions, each of which currently delivers online courses.
Financial Aid, Access, and Support: The Distance Education Mission in an Era of Budget Cuts
Session 5, Salon 8, 8:30a.m. - 9:45a.m.
Rick Shearer, Penn State University
Heather Chakiris, Penn State University
Abstract: In an era of state higher education budget cuts, double digit tuition increases, and a widening of the digital divide, how do institutions involved in the practice of distance education fulfill the mission? This session will explore how a research one university is changing course design models, technology fee structures, and student support structures in order to continue to provide access to their distance education courses.
Meeting Technology Literacy Expectations: Assessing and Assisting Incoming Students
Session 5, Salon 9, 8:30a.m. - 9:45a.m.
Catherine Manly, Manchester Community College
Abstract: Increasing faculty expectations of students technology skills challenges institutions to identify expectations, communicate them to prospective students, and assist students with inadequate skills. This session will explain how eleven public, private, 2-year, and 4-year institutions are facing these challenges through a FIPSE grant coordinated by the Connecticut Distance Learning Consortium.
eServices: Access and Learning Enhancement for Online Students
Session 5, Salon 9, 8:30a.m. - 9:45a.m.
Dan Solarek, The University of Toledo
Karen Rhoda, The University of Toledo
Abstract: With sponsorship from the Ohio Board of Regents, The University of Toledo has created a web portal that provides access to a wide variety of customized web-based services to online students. The goal of this project was to provide online students access to all of the student services and support available to on-campus students. The authors will describe each of the online services in detail.
Creating Win-Win Opportunities: Online Education and Tenure Track Faculty
Session 5, Salon 10, 8:30a.m. - 9:45a.m.
Marilyn J. Wells, PhD, MPH, Hampton University
Abstract: Online education and tenure track faculty in higher education are increasingly challenged to meet higher expectations and emerging demands with limited resources. Integrating tenure track faculty into the online education experience can yield unexpected rewards and facilitate innovative approaches to common challenges. This presentation will highlight one teaching faculty's perspective.
Centralized Curricula: Faculty Autonomy, Freedom, and Satisfaction
Session 5, Salon 10, 8:30a.m. - 9:45a.m.
Craig N. Bach, Ph. D., Kaplan College
Andrew N. Carpenter, Ph. D., Kaplan College
Abstract: We discuss the curricular advantages of a centralized curriculum and assess the impact of this curricular model on faculty autonomy, academic freedom, and on the emergence of the new roles played by on-line faculty.
Life Support: A Case Study of Long-term Online Faculty Instructional Support Issues
Session 5, Salon 11, 8:30a.m. - 9:45a.m.
Dorothy Pick, University of Central Florida
Dr. Margaret Miller, UCF Center for Distributed Learning
Abstract: To remain competitive, colleges and universities around the world strive each semester to deploy technology-enhanced courses, using the Internet to deliver and augment instruction, creating overwhelming demands on faculty. This individual presentation will explore faculty's perceptions of the instructional support needed to effectively complement their online instructional abilities.
The Faculty Experience: Practices to Improve Satisfaction and Enable Learning Effectiveness
Session 5, Salon 11, 8:30a.m. - 9:45a.m.
Randy Maxwell, Ph.D,, University of Phoenix
Marianne greenfield, University of Phoenix
Abstract: Faculty experience is critical in online learning because of increased needs and requirements to recruit qualified faculty. The challenges to faculty satisfaction are greater when they are required to be practitioners in an adult learning environment. This study examines the practice elements to improve the capability of both students and faculty.
Managing the Investment in Distance Learning Initiatives: Are you in it for the long haul?
Session 6, Salon 1, 10:00a.m. - 10:45a.m.
Yvonne A. Petrella, SUNY Oswego
Thomas K. Ingram, SUNY Oswego
Abstract: The success of a college's distance learning program is based on the relationship between the investment of resources, managing opportunity costs, and developing new audiences. This presentation will discuss the value of a business plan and use of a planned growth model as a means to achieving sustainability.
Project Management for Web-based Course Development
Session 6, Salon 2, 10:00a.m. - 10:45a.m.
Dong Li, Penn State World Campus
Rick Shearer, Penn State World Campus
Abstract: In this session, the presenters will describe the project management model employed when working with faculty to develop Web-based courses. They will also provide strategies through examples on how to guide faculty to write online lesson content in an efficient and effective way in the new two-week model instructional design process. Participants will obtain practical tools in the way of design documents and projected timelines that they may find helpful in their own distance education operations.
A Cyclic Approach to Online Course Design
Session 6, Salon 3, 10:00a.m. - 10:45a.m.
Linda Polhemus, Rensselaer Polytechnic Institute
Michael Danchak, RPI
Allessandro Assis, RPI
Karen Swan, Kent State University
Abstract: We propose a cyclic approach to designing online course materials to encompass all learners, whereby their interactions and feedback on performance tasks will affect the shape of the cycle. Our presentation will focus on the design of course content in the context of the cycle.
Use of Courselets to Enhance Learning Effectiveness of Online Education
Session 6, Salon 4, 10:00a.m. - 10:45a.m.
Dale Harris, Stanford University
Andy DiPaolo, Stanford University
Abstract: Courselets are chunks or modules of supplemental online content designed to enhance learning by strengthening pre-requisite knowledge or linking course concepts to real-life applications thorough case studies. 63 courselets have been developed and used by Stanford engineering and science faculty. This presentation will discuss the courselet program and its results.
A Study on Managing Team Projects
Session 6, Salon 5, 10:00a.m. - 10:45a.m.
Judith Kirkhorn, University of Maryland University College
Abstract: A survey of faculty and students in two institutions identified eleven team management principles that are linked to institutional culture and policies. Participants will review how the University of Maryland University College MBA Program has addressed these principles and explore how they may be used in their own programs.
Becoming an online distance learner: what can be learned from student’s experiences of induction to distance programmes?
Session 6, Salon 6, 10:00a.m. - 10:45a.m.
Gary Motteram, University of Manchester
Gill Forrester, University of Manchester
Abstract: This paper reports on the findings of a qualitative study, which explored students' experiences of becoming online distance learners. The research investigated the learning needs of students enrolled on two Master's programmes in order to improve and make more appropriate the support provided at the commencement of their online studies.
User Experience Planning (UEP) for Online Courses
Session 6, Salon 7, 10:00a.m. - 10:45a.m.
Laurie P. Dringus, Nova Southeastern University
Maxine S. Cohen, Nova Southeastern University
Abstract: How usable are our online courses and the tools instructors use to support effective online learning and interaction? This presentation addresses effective usability in the design and use of online courses. The presenters will discuss user experience planning (UEP) with specific usability attributes and adaptable heuristics to evaluate the user experience in online courses.
Increasing Access for Adult and E-Learners: The South's State and Regional Portal Strategy
Session 6, Salon 8, 10:00a.m. - 10:45a.m.
George Dixon, The University of North Carolina
Rob Miller, Xap Corporation
Abstract: In 2004, the Southern Regional Education Board launched an expanded Electronic Campus website as part of its Regional Mentor System. The regional regional portal targets the needs of adult and e-learners. The expanded Electronic Campus provides unique services and builds on state "Mentor" systems developed by the Xap Corporation. Representatives from SREB, North Carolina and Xap will discuss the design of the state and regional system, specialized portals and strategies for expanding access to adults and e-learners.
Effective Marketing of Online Degrees
Session 6, Salon 9, 10:00a.m. - 10:45a.m.
C.J. DeSantis, eLearners.com
Abstract: The most cost effective marketing activity to generate students for institutions with successful online programs today is e-marketing. There is a good reason for it-it works. This practical presentation on e-marketing provides the what, when, why and how of implementing an effective online marketing program.
Emerging Issues in the Faculty Experience of Online Teaching
Session 6, Salon 10, 10:00a.m. - 10:45a.m.
Peter Shea, State University of New York
Alexandra Pickett, State University of New York
William Pelz, Herkimer County Community College
Abstract: In this presentation we will review research conducted with 545 online professors across 41 colleges participating in the State University of New York Learning Network. The study addresses issues of faculty demographics, workload, interaction, reasons for choosing to teach online, and other variables as they relate to faculty satisfaction with online teaching. Approximately 90% of the professors in this study expressed contentment with online teaching. Best practices for encouraging high levels of faculty satisfaction will be reviewed.
ALN in the Blended Classroom: Faculty Uses and Attitudes
Session 6, Salon 11, 10:00a.m. - 10:45a.m.
Jason Baker, Regent University
Robert Woods, Spring Arbor University
Abstract: This presentation will present the results of a multi-institutional faculty survey examining the use of asynchronous learning technologies (specifically the Blackboard platform) in a blended online/face-to-face learning environment. Results and recommendations will be offered based on the input of over 800 university faculty who completed an online survey.
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