Alan Staley
Niall MacKenzie
Learning Methods Unit
University of Central England

Abstract:
This paper considers existing processes in Higher Education and the opportunity for using Asynchronous Learning Networks (ALNs) to re-design the curriculum. A curriculum model based upon experiential learning, that explicitly links theory and practice, is promoted as the basis for considering the application of technology. The Computer Supported Experiential Learning project at the University of Central England is explained, and appropriate technologies considered at each stage of the learning cycle. Fundamental to this paper is the view that technology should be used to add value to the learning process, and not to simply automate existing processes. The opportunities for experiential learning to take place are considered a priority in the curriculum design process, and the starting point in deciding upon the use of technology.

Catherine C. Schifter
College of Education
Temple University

Abstract:
This case presents and compares the top five motivating and inhibiting factors for faculty participation in Asynchronous Learning Networks (ANL) or distance education (DE) as reported by faculty participators and non-participators, and administrators. While faculty and administrators agreed strongly on what inhibits faculty from participating in ALN/DE programs, there were significantly different perceptions on what motivates faculty to participate across the three groups. For ALN/DE programs to succeed, faculty participation is imperative; therefore, program administrators need to understand why faculty participate.

Kenneth D. Loomis
Department of Communication and Journalism
University of Wisconsin

Abstract:
This study investigated the relationship between students' individual study and learning styles with their performances in an online Research Methods class. At the beginning of the semester the Learning and Study Strategies Inventory (LASSI) measured each student's study and learning styles on ten scales.

The students' LASSI scores were later correlated to their total class points, and grades on exams, projects, and assignments. Five of the LASSI scales had significant correlations with at least one aspect of the course assessment. The strongest correlation was found between time management skills and the final grade. The ability to effectively use study aids was significant in the students' performance on the final grade, the final exam and all activities outside exams (journal reports and chapter assignments).

Ernest H. Joy II
Florida Institute of Technology
Hampton Roads Graduate Center
Federico E. Garcia
Center for Naval Analyses

Abstract:
Researchers, instructional designers and consumers of ALNs must be cautious when interpreting results of media comparison studies. Much of the literature purports to have found no significant difference in learning effectiveness between technology-based and conventional delivery media. This research, though, is largely flawed. In this paper, we first outline the philosophical positions of the opposing sides of an intense debate in the literature as to whether delivery media alone influence learning outcomes. We then select at random several representative media comparison studies to illustrate the inadequacy of their methodologies and conclusions. More important, we derive critical design considerations for those who evaluate or conduct media comparison research. ALN practitioners should not assume that students would learn better from technology delivery systems. Rather, ALN practitioners should adhere to time-tested instructional design strategies, regardless of the medium they choose. Learning effectiveness is a function of effective pedagogical practices. Accordingly, the question for ALN practitioners ought to be: "What combination of instructional strategies and delivery media will best produce the desired learning outcome for the intended audience?"

Graham Paul Shaw
The Department of Basic Medical Sciences
Californian College of Podiatric Medicine
Willy Pieter
Department of Physical Education
University of Asia and the Pacific Pearl Drive,
Ortigas Center

Abstract:
In this study a change in teaching strategy to involve a greater emphasis on asynchronous learning networks (ALNs) was implemented and the views of students (n=51) to this change were evaluated through responses to an online questionnaire. In response to Likert-type questions the majority of students demonstrated a positive view of this new model. Sixty-one percent of students felt that other types of online material would benefit the learning process and 80 % would recommend this module to a friend. Students acknowledged that the use of ALN-supported learning made the material easier to understand (52%), the lecturer more accessible (66%) and enabled them to take a more active role in the learning process (55%).

Though only 10% of students utilized the asynchronous newsgroup more than 5 times, 77% found reading the contributions of others useful. Contrary to this 76% preferred the more familiar lecture-based environment for subject delivery. In response to open-ended questions students' views were more reserved and highlighted a range of problems such as inadequate infrastructure, unreliable computers, and poor access to the online material as well as resistance to a new teaching paradigm. Student performance was influenced by age and contribution to the newsgroup. Those who were younger had a lower grade (47.8 ± 15.8) than those who were older (52.0 ± 11.4). Students with higher grades (56.2 ± 10.3) contributed to the newsgroup while students with lower grades (45.7 ± 12.5) did not.

Based on these observations, it is apparent that students do appreciate the advantages of ALN-supported learning though for a shift toward this model to be effective problems of access and system failure must be resolved. Implications for future ALN-based modules are discussed.

Lynne Schrum
Angela Benson
The University of Georgia

Abstract:
Recently a large corporation joined with a large southeastern university's College of Business MBA program to create a distance MBA program uniquely suited to the corporation's high level workers' needs to obtain the degree while they continue working.

This corporation invested significantly in the design and development of this tailored program which includes online and face-to-face components. This paper reports on research on the first year of this pilot program from the faculty, administrative, and student perspectives. Conclusions are given and suggestions are made for further research.

Gary A. Berg
Chapman University and Claremont Graduate

Abstract:
This paper is an investigation into compensation practices for faculty developing and teaching distance learning courses. The research divides itself into two basic lines of inquiry: direct and indirect compensation (including royalties, training, and professional recognition). Also, economic models for distance learning are examined with a view towards understanding faculty compensation within attempts to reduce labor costs. The primary questions this research attempts to answer are: What are the current policies and practices in higher education for compensating faculty who develop and teach distance learning format courses? Will the increased use of distance learning format courses alter overall labor conditions for American faculty? If so, how? Although information is limited, it is found that faculty work in both developing and teaching distance learning format courses tends thus far in this early stage to be seen as work-for-hire under regular load with little additional indirect compensation or royalty arrangements.