TABLE OF CONTENTS
Abstract: Recipient of the 2004 Sloan-C Award for Excellence in Online Teaching & Learning Faculty Development, the University of Nebraska Summer Institute for Online Teaching emphasizes pedagogy—planning, instructional design, strategies for building online community, activities/assignments that promote critical thinking, assessment, and course management.
Abstract: The Western Washington University Integrated Laboratory Network (ILN) is an initiative to provide anytime/anyplace access to scientific instrumentation for use in the classroom, laboratory, and research environments. The ILN provides students with greater opportunities to design and conduct real experiments remotely using advanced analytical instrumentation. This paper describes the use of the ILN to provide pharmaceutical sciences students at the University of British Columbia with remote access to instrumentation located at Western Washington University for the purpose of measuring metals in traditional herbal medicines. Prior to the introduction of the ILN, this type of activity would have been difficult, if not impossible, to conduct. Student feedback related to the use of the ILN was positive and supports the further development of curricular materials related to the use of remote instrumentation.
Starr Roxanne Hiltz New Jersey Institute of Technology
Abstract: Pedagogy, software, and student motivation form an interactive system that either supports the emergence and growth of a vibrant online learning community, or does not. This article briefly reviews some of the research that has been carried out at NJIT and elsewhere over the last 25 years that supports this view. It starts with collaborative learning pedagogy, since this is the foundation of a successful learning network.
Abstract: The Rogue OWL is a 24/7 online interactive writing support service, which provides writers' resources; research, writing, and document design guides across the curriculum; citation and documentation information; as well as asynchronous peer tutoring. The web-based nature of this program effectively removes time and place barriers for students, staff, and faculty—whether across the hall, or across the country.
Gerd Kortemeyer, Matthew Hall, Joyce Parker, Behrouz Minaei-Bidgoli, Guy Albertelli II, Wolfgang Bauer, and Edwin Kashy Michigan State University
Abstract: The paper describes different feedback mechanisms available to instructors during the deployment of online formative assessment exercises.
Wayne P. Pferdehirt, Thomas W. Smith and Karen R. Al-Ashkar University of Wisconsin-Madison
Abstract: This case study explores several key design strategies behind the University of Wisconsin-Madison’s Master of Engineering in Professional Practice (MEPP) program. Since its full-scale launch in 1999, this demanding graduate engineering degree program has achieved a graduation rate of more than 99% and has received major awards for instructional quality from the Sloan Consortium, the U.S. Distance Learning Association, and the University Continuing Education Association. This paper examines several key elements of the program’s design and practical lessons learned through the program’s first six years, during which 140 students have graduated from the two-year degree program. Distinctive elements of the program include: the program’s cohort design; integration of weekly Webconferencing with asynchronous Web-based tools; optimization of course content and format for experienced, mid-career adults; and an annual on-campus residency.
Maria Puzziferro-Schnitzer Jeff Kissinger Florida Community College at Jacksonville
Abstract: Because of growing demand for online courses, staffing and faculty support issues can become major obstacles to growth and instructional quality. In 2004, Florida Community College at Jacksonville (FCCJ) was awarded an Effective Practices Award at the Sloan-C conference in Orlando, Florida for its Virtual Adjunct Mentoring program. This paper will provide the background, current program organization, and future directions of the program.
Jason A. Scorza Fairleigh Dickinson University
Abstract: This paper represents a rough and ready attempt to describe an approach to online teaching that favors empathy over efficiency in the hope of achieving both.
L. Dian Stoskopf Amy Moorash Army Continuing Education System
Abstract: eArmyU.com, 2004 winner of two Sloan-C awards—Excellence in Online Teaching and Programming and Effective Practice for Providing Anytime, Anywhere Online Access to Higher Education for a Highly Mobile Learner Population—is the Army’s state-of-the art online education portal. Through eArmyU, Soldiers can earn a postsecondary certificate or an associates, bachelor or master degree from a home institution while taking courses from multiple education partners. Credits transfer across institutions, enabling Soldiers quickly and conveniently to progress towards their educational goals. Soldiers can research degrees, apply for admission, submit assignments, access funding for courses, register for classes with the eArmyU education partners, and assess their progress from a single integrated Web site. Delivered by the Army Continuing Education System (ACES), eArmyU supports over 57,000 mobile Solider-students by partnering with 29 regionally accredited colleges and universities to deliver online asynchronous learning anytime anywhere.
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.
