Terry Anderson
Professor and Canadian Research Chair in Distance Education, Athasbasca University
Liam Rourke
D. Randy Garrison
Walter Archer
University of Alberta, Edmonton Alberta

Abstract:
This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer's [1] model of critical thinking and practical inquiry in a computer conferencing context. The concept of teaching presence is constitutively defined as having three categories - design and organization, facilitating discourse, and direct instruction. Indicators that we search for in the computer conference transcripts identify each category. Pilot testing of the instrument reveals interesting differences in the extent and type of teaching presence found in different graduate level online courses.

Dr. Ruth E. Brown
Communications Department
University of Nebraska at Kearney

Abstract:
The purpose of this study is to develop a theory about how communities form in adult computer-mediated asynchronous distance learning classes. A grounded theory design incorporated archived class inputs as well as interviews with twenty-one students and three faculty members from three graduate-level distance education classes.

A three stage phenomenon is ascertained. The first stage is meeting new friends that the student felt comfortable communicating with. The second stage is a type of community conferment, which occurs when students take part in an in-depth discussion about a subject that is important. This process allows participants to feel a degree of personal satisfaction and kinship. The third stage is achievement of camaraderie through frequent communication with one another. Each of these stages involves a greater degree of engagement.

Causal conditions, intervening conditions, strategies and consequences are enumerated. A visual model of the entire process of community-building is advanced. Benefits of community are noted. Suggestions are made to facilitate the formation of an online community.

Milton Campos
Université de Montréal, Montreal QC Canada
Thérèse Laferrière
Université Laval, Ste-Foy, Quebec QC Canada
Linda Harasim
Simon Fraser University, Burnaby BC Canada

Abstract:
The application and use of telelearning technologies in post-secondary education are evolving from peripheral activities to central approaches. Educators are rediscovering collaborative education as they gain a better understanding on how electronic conferencing can support and empower teaching and learning. As students build knowledge collaboratively, asynchronous conferencing elevates engagement and participation, and increases thinking and understanding. This article presents teaching practices of post-secondary educators who integrated asynchronous electronic conferencing in over one hundred mixed-mode courses at eight North American institutions between 1996 and 1999. Quantitative and qualitative research methods are applied to assess their practices and to further understand the correlation between the use of electronic conferencing and the degree of collaboration achieved. Based on the findings, pedagogical approaches for the use of electronic conferencing are provided, and are grouped according to the level of collaboration. As a result of this study, the authors present a suggested model for the networked classroom to foster and guide the transformation of pedagogical practice.

D. Siva Kumari, Rice University

Abstract:
Information technologies provide unique opportunities for higher education faculty to rethink the resources that are available to re-envision their pedagogical techniques. One such promise is the faculty member's ability to invite virtual guest speakers or experts into the graduate course through web-based conferencing. The virtual guest can host asynchronous interactive discussions with students in the course for a specified period of time. These technologies provide students with the ability to interact with guests in new ways by expressing individual concerns and discussing them without time and place constraints. This paper describes in quantitative and qualitative terms one such experience in a graduate course where three virtual guests were invited to interact with the students over an eleven-week course.

Drew Parker
Business Administration, Simon Fraser University
Andrew Gemino
Simon Fraser University

Abstract:
Online learning is coming of age. 'Traditional' universities are embracing online components to courses, online courses, and even complete online programs. There appears to be a growing sense that this form of teaching and learning has strong pedagogical merit. Research has shown that students do comparatively well in this new format. There is, however, a lack of evidence illustrating strengths and weaknesses of online teaching and learning. This paper discusses experiences with a single course taught using two forms of instruction: (1) traditional place-based seminars, and (2) interactive virtual seminars. Differences in learning performance are tested using longitudinal observations. In a course comprised of both conceptual material and applications of techniques, the students performed overall equally well in either place-based or virtual format. Their degree of learning, however, differed significantly between conceptual and technique-based material. Implications are promising, showing that there are relative strengths to be exploited in both place-based and virtual formats.

Greville Rumble
The Open University, Milton Keynes, United Kingdom

Abstract:
The development of networked learning and the increasing development of online courses by both traditional and distance education institutions has raised many questions concerning the costs of online learning relative to both face-to-face teaching and other approaches to distance education. Additionally, attention has turned to the problem of costing networked learning, despite the fact that little progress has been made. This paper discusses both the emerging evidence on the costs of networked learning, relative to other forms of education, and its costing.

Shimon Schocken
The Interdisciplinary Center, Herzliya, Israel

Abstract:
Asynchronous Learning Networks (ALN) are often described as "any place, any time" environments for learning [1]. In order for such environments to become feasible and popular on a large scale, they must be based on a public market architecture that is distributed, component-based, non-proprietary, and standardized. This paper describes one such framework, and discusses its possible implementation using a set of standards developed by the IMS Global Learning Consortium [2]. In addition, we comment on the central role that XML plays in the implementation of such standards.

Annette Valenta
School of Biomedical and Health Information Sciences, University of Illinois at Chicago
David Therriault
Department of Psyschology, University of Illinois at Chicago
Michael Dieter
School of Biomedical and Health Information Sciences, University of Illinois at Chicago
Robert Mrtek
Department of Medical Education, University of Illinois at Chicago

Abstract:
As online education and training become more common for universities and businesses, there is a need to discover how to make this alternative both attractive and viable for different populations. Our research efforts examined the cluster of opinions held by students, with respect to technology and its application to education, across two populations: traditional college undergraduate students and adult learners (nontraditional graduate students). None of the students had any experience with online coursework. Q-methodology was used to identify opinions shared among students on issues they considered important about the applications of technology to course instruction. This research suggests approaches on how an educational program might fine tune its online delivery for maximum suitability and acceptability to the broadest group of learners in post-secondary education.

Feng-Kwei Wang, Ph.D.
School of Information Science and Learning Technologies, University of Missouri- Columbia 
Curtis J. Bonk, Ph.D.
Department of Counseling and Educational Psychology, Indiana University

Abstract:
This paper proposes a design framework for constructing a groupware based learning environment (GBLE) that enables electronic cognitive apprenticeship. The central theme of this framework is that any design of a GBLE must have learning theories as foundations to substantiate the learning effectiveness of this environment. The proposed framework applies the principles of cognitive apprenticeship and case-based learning in designing a learning environment using groupware technology. In this framework, the practice of case-based learning is grounded in cognitive apprenticeship. The theory base of cognitive apprenticeship provides not only more coherent guidance but also opportunities to fine-tune the pedagogy of case-based learning. Groupware tools provide needed functions to enable instructional methods of cognitive apprenticeship. This technological support also facilitates the learning process of learners and thus enhances the effectiveness of case-based learning. Based on this framework, a system titled "Using Notes for a Case-based Learning Environment" (UNCLE) was created to demonstrate the framework's utility.