TABLE OF CONTENTS
Abstract: The best path to effective asynchronous learning network (ALN)-based course design, delivery and evaluation is through a requirements-driven methodology that recognizes the uniqueness of ALN-based learning. The methodology calls for the identification of purposeful and functional requirements, the identification of pre-course, early-course, mid-course and end-course activities, course "packaging" and prototyping, and "choreographed" delivery. It also calls for evaluation. The paper presents the methodology in the context of an actual course, a Systems Analysis & Design course offered asynchronously at Drexel University.
Abstract: This paper examines paradigms used in on-line learning, with a specific emphasis on how to effectively employ asynchronous learning networks for delivery of on-line courses. Recent progress in ALNs is presented, methodologies for getting started in creating an ALN course given, and relationships between traditional teaching and learning methods and ALN-based courses discussed. To illustrate a specific ALN model, the paper presents a case study about the creation of an on-line course. The prospects for on-line education and the challenges that face the ALN field are considered.
Abstract: We have entered an age of knowledge in which educated people and their ideas, facilitated and augmented by rapidly evolving information technology, have become not only key to our social well-being but a driving force for great change in all social institutions. Although the primary missions of the university--the creation, preservation, integration, transmission, and application of knowledge--are not changing, the particular realization of each of these roles is changing dramatically. So, too, is the nature of the higher education enterprise as it evolves into a global knowledge industry. We discuss the implications of these shifting paradigms for the university and conclude that higher education must evolve rapidly to create a culture of learning for our society, a culture in which educational opportunities become pervasive through the use of information technology.
Abstract: New Jersey Institute of Technology has been delivering college courses via an Asynchronous Learning Network (ALN) system called the Virtual ClassroomTM for a decade, using various media mixes. Currently, two complete undergraduate degree programs are available via a mix of video plus Virtual Classroom, the B.A. in Information Systems and the B.S. in Computer Science. This paper presents preliminary findings about impacts on students, and touches on some issues and potential impacts for faculty, individual universities, and the structure of higher education. Overall ratings of courses by students who complete ALN based courses are equal or superior to those for traditional courses. Dropout or Incomplete outcomes are somewhat more prevalent, while grade distributions for those who complete tend to be similar to those for traditional courses. For both students and faculty, more startup time devoted to solving the "logistics" of ALN delivery seems to be required at the beginning of courses. ALN delivery is not just a "different" way of doing the same thing, however; it is likely to change the nature and structure of higher education.
Abstract: Telelearning relates to "making connections among people and resources, via communication technologies, for learning-related purposes". Telelearning as a general term includes asynchronous learning activities; in all cases efficiency is an important construct. Efficiency is defined as the relation between costs and effects/quality. An educational system is said to be "efficient" when an optimum balance is found between minimizing the costs and maximizing the effects/quality. This balance is often difficult to obtain, for an example, when the opportunity for direct contact between tutor and tutee through telecommunications facilities can lead not only to beneficial learning and social effects but also to a large amount of messages and a huge time investment by tutors/tutees, leading to an uncontrollable rise in costs. Measuring the effect/quality of telelearning has its own methodological problems and therefore it is difficult to come up with viable and reliable data. How to deal with the efficiency problem is illustrated in the article based upon literature research and data from a recent project executed in the context of the telematics research program of the European Union.
Abstract: Advances in computer technology and the human-computer interface have created a wealth of new opportunities for the development of computer-based instruction and intelligent tutoring systems. Unfortunately, much of the material currently available amounts to little more than "electronic books," in which learning is still accomplished by reading text and viewing two-dimensional images. This paper describes the features of CyberProf - an interactive, World Wide Web-based teaching system developed at the University of Illinois. Using CyberProf, instructors can create on-line lecture notes that include equations, animations, and graphics; write on-line interactive homework problems; communicate with students using CyberProf's Web-based conferencing system; survey students in order to receive feedback on course material; and record student grades in CyberProf's on-line gradebook. Students can review lecture notes 24 hours a day; complete homework problems on the Web and receive immediate intelligent feedback to their answers; use the conferencing system to post questions to their instructor, teaching assistants, and peers; and review their grades in the class at any time.
The Journal of Asynchronous Learning Networks (JALN) is published by the Sloan Consortium (Sloan-C™). Responsibility for the contents rests with the authors and not with Sloan-C™. Copyright © 2005 by Sloan-C™. All rights reserved.
