Lanny Arvan
Associate Professor of Economics
Associate Director, Sloan Center for Asynchronous Learning Environments (SCALE)
University of Illinois at Urbana-Champaign
328 Everitt Lab
1406 W Green
Urbana, IL 61801-2991

Abstract:
This paper examines the social cost of ALN. This social cost is considered from several vantage points. First, student time is identified as the primary input in instruction. This time investment is not forthcoming automatically - several incentive problems must be resolved to elicit it. The resolution of these incentive problems entails additional cost. Second, the relationship between ALN and economies of scale in instruction is discussed. One channel for increasing returns is the better matching of instructor attributes with the demands of the course. This happens because the matching occurs in a global "market" rather than a market internal to the educational institution. Third, since distance ALN requires no brick and mortar investment, the paper considers how institutional commitment to quality instruction can be had without the brick and mortar. If there are institutional-specific investments associated with learning how to run a distance-ALN program, then institutional reputation is the likely mechanism. Otherwise, the labor market will require external verification, such as having students in ALN degree programs pass a series of standardized exams, to value such an ALN degree.

J. R. Bourne, Ph.D, Professor of Electrical and Computer Engineering, Professor of Management of Technology
A. J. Brodersen, Ph.D , Professor of Electrical and Computer Engineering
J. O. Campbell, Ph.D , Research Associate Professor of Engineering Education
M. M. Dawant, M.S., Research Instructor of Electrical Engineering
R. G. Shiavi, Ph.D, Professor of Biomedical Engineering
Center for Innovation in Engineering Education
Box 1570, Sta. B
Vanderbilt University
Nashville, TN. 37235

Abstract:
This paper describes a model for implementing on-line learning in engineering education. Relationships between traditional learning strategies and network-enabled engineering education are discussed. The model proposed is based on a World Wide Web implementation that includes presentation materials, on-line conferencing, demonstrations, and interactive capabilities that permit computer-mediated question and answer sessions. An example of a course implemented using these techniques for a first year engineering course is given. Guidance for engineering educators who wish to implement components of the model is provided.

William H. Graves
University of North Carolina at Chapel Hill

Abstract:
The Internet can be a tool for increasing access to education while also maintaining or improving the quality of students' learning. But if information technology is "bolted onto" existing programs, instructional costs increase. Instead, higher education must learn to use technology to disaggregate and disintermediate some of its current instructional programs and to recombine the resulting components into more flexible services that can compete in an educational "free market."

Gail E. Hawisher
Michael A. Pemberton
Department of English
University of Illinois, Urbana-Champaign

Abstract:
This paper illustrates some of the problems and successes that the authors encountered while integrating ALN into a writing across the curriculum program and an online writing lab at a large research university. Using transcripts from ALN class discussions, the authors examine students’ networked interactions and analyze the classes’ responses to a variety of online assignments in a class on English composition and pedagogy, a course on electrical and computing engineering, and a class on writing technologies. In so doing, the authors set forth several pedagogical principles which emerged from their experiences with ALN in their individual classes but which also share a number of commonalties with effective WAC practices.

Frank Mayadas,
Program Officer, The Alfred P. Sloan Foundation

Abstract:
This paper is based on a chapter in THE LEARNING REVOLUTION, the challenge of Information Technology in Academia (Diana G.Oblinger and Sean C. Rush, eds.), to be published this year by Anker Publishing Co., Boston, Mass.

Over the years small numbers of motivated individuals have studied by themselves, away from university centers, to acquire knowledge in post-secondary subjects. Correspondence study began over a century ago and since then, other forms of "distance education" have become established. In spite of all this progress, off-campus learners have worked mainly in isolation, with only occasional contact with instructors and peers.
Today’s low-cost communications and computer technologies, however, enable learning in Asynchronous Learning Networks (ALNs), in the process simultaneously overcoming barriers of isolation, distance and those imposed by rigid time constraints. The paper describes some projects at institutions of higher education funded by the Sloan Foundation, identifies some early results and possible evolution of ALN’s to large scale implementations.

John C. Ory
Cheryl Bullock
Kristine Burnaska
University of Illinois at Urbana-Champaign
249 Armory
505 E. Armory Ave
Champaign, IL 61820

Abstract:
This paper presents the results of an investigation of male and female student use of and attitudes about ALN after one year of implementation in a university setting. Results of the study revealed no significant gender differences

Murray Turoff,
Distinguished Professor of Computer and Information Science
New Jersey Institute of Technology

Abstract:
This paper is an update of one that the author published in 1982. It deals with the costs and effort required to set up a first class academic program for 2000 students that is made up of students and faculty scattered around the world. The establishment of such a University would cost less than the addition of a single classroom building on a physical college campus (approximately $15 million US).