TABLE OF CONTENTS
Abstract: In this article we study an innovative use of asynchronous learning networks (ALN) to stretch the boundaries of the traditional university campus. An ALN was used to allow traditional on-campus students to take a required course, ECON 300: Intermediate Microeconomic Theory, during summer session while they were off campus, working summer jobs at home. Pre- and post surveys consisting of open-ended and rating scale questions were administered to 29 students. The surveys were used to assess the degree of student satisfaction with various aspects of the online learning experience and their learning environments at home as well as to assess additional important characteristics for successful online learning such as motivation, self-discipline and time management.
The results indicate that the transfer from the traditional face-to-face classroom during the academic year to the online summer session requires strong motivation, self-discipline, good time management skills, and a comfortable learning environment including a stable Internet connection. The students' learning outcomes were closely related to their satisfaction with online communication, technical support, and the course design. Furthermore, prior online class experience affected learning outcomes. Additionally, prior experience with the technologies and a positive attitude toward technology were found to be important for successful online learning.
The importance of online course design and student preparation, particularly when traditional on-campus students attend a summer school course through ALN, is discussed.
Abstract: An investigation was carried out to determine to what extent the evidence of collaborative learning could be identified in students' textual interactions in an online learning environment. The literature on collaborative learning has identified a range of behaviors that characterize successful collaborative learning in face-to-face situations. Evidence of these behaviors was sought in the messages that were posted by students as they interacted in online work groups. Analysis of students' contributions reveals that there is substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.
Abstract: This article examines the pedagogical role of the teacher in online education. Specifically, the transition from in-class room instruction to online instruction is a complex one involving specialized training in the technical aspects of delivering quality educational materials (or environments) to the students, and specialized training in fostering knowledge acquisition within this new environment. The article focuses on the pedagogical training that an online instructor needs to become an effective teacher.
The article investigates a two week faculty development pedagogical training course aimed at preparing teachers to operate effectively within an online educational environment. In attempting to orient the teacher to the online environment, the course used a constructivist instructional methodology within an online context. Several types of collaborative exercises such as virtual field trips, online evaluations, interactive essays, and group projects were employed. The sample (N=44) represented veteran college teachers with little online teaching or studying experience. Tenured faculty (30%) and Instructors (25%) composed the majority of the class. The group had well over 13 years classroom teaching experience (53%), and over three-quarters are currently teaching in higher education institutions.
Hypotheses were tested through online data collection and surveys to find out the effects of the pedagogical training on the participants. One important finding of the study concludes that teachers exposed to the course significantly changed their attitudes toward online instruction, seeing it as more participatory and interactive than face-to-face instruction. Another major finding is that after the course, teachers saw the online medium as more of an extension of their faculty work. That is, faculty were more willing to use the online medium as an extension of their duties.
Abstract: Educational content on the Internet is rapidly increasing. Educational institutions and businesses are placing more course material online to supplement classroom and business training situations. Prior researchers have reported that this new web-based training technology (which has its foundation in computer-based training) has not integrated sound pedagogical practices into the authoring process when developing new tutorials. This research merges theories from the instructional design and web-based design researchers in a framework for more effective web-based tutorials. To test the effectiveness of this model, a prototype computer system is developed. This system named WeBTAS (Web-Based Tutoring Authoring System) is reviewed by two different panels of educators. These panels report that the prototype system does promote five different learning principles as part of the authoring process. In addition, the system was implemented on a pilot test basis, and its initial observations are that it produces an average of 15% more learning content in the same development time as conventional authoring tools.
Abstract: It is now well known that asynchronous learning networks (ALNs) provide effective mechanisms for facilitating interaction within learning communities in which the learners are separated by distance or time constraints. However, despite the infrastructure and tools which make ALNs so successful, questions have been raised about the time and effort required on the part of instructors to generate effective ALN course materials. In this paper we address these and other concerns on the use of ALN and propose the use of a "Lectures-on-Demand" methodology to allow ALN students access to the actual classroom experience. The Lectures-on-Demand method incorporates the spoken word, spontaneously written material and other facets of natural human communication into the ALN infrastructure. This approach allows students to 'attend' regular classes in real time via the Internet, as well as to have asynchronous access to digitally stored video material with hyperlinks to online training resources at any time. The paper discusses the technical requirements from the user and provider perspectives and describes ongoing efforts at the University of Florida where an online MS degree in Electrical Engineering is now being offered using the Lectures on Demand approach and online courses toward a BS in Electrical Engineering are presently being developed with the same tools.
Abstract: This study evaluated the level of participation and perceptions of effectiveness and value among participants in a virtual forum interacting with one another and with Donald Murray, a noted mentor in writing instruction. National Writing Project teacher consultants were invited to participate in a two-week interactive session using Caucus®, a non-threaded, World Wide Web-based, asynchronous computer conferencing system. Eighty-one teacher-consultants responded and participated in the event. Using a multiple perspective framework, data gathered through surveys, interviews, transcript analysis and online discussions suggest that participants, project coordinators and directors, as well as the author himself, found the event a valuable learning experience with interesting possibilities.
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.
