Are online courses cannibalizing students from existing courses?
Joseph Cavanaugh, Wright State University
Online courses reach out to non-traditional but academically strong students who are unable or unwilling to take face-to-face courses due to long commuting times.

A review of recent papers on using online discussion within teaching and learning in higher education
Michael Hammond, University of Warwick
A review of literature on online discussion synthesizes key tips.

Electronic spaces as an alternative: Classroom discussion and writing the secondary school English classrooms
Sangmin Lee, Woosung University
A discussion board facilitated both student-centered dialogues and an authentic writing environment, resulting in a dynamic learning community and healthy writer's identity for the students.

An examination of sense of classroom community and learning among African American and Caucasian graduate students
Alfred Rovai and Michael K. Ponton, Regent University
Advice for strengthening online community though student-centered, more personal environments where learning is related to the life experiences of the student and is neither abstract nor isolated.

Participatory examinations in asynchronous learning networks: Longitudinal evaluation results
Jia Shen, Michael Bieber, and Starr Roxanne Hiltz, New York Institute of Technology
An exam process students enjoy includes students making up questions, answering other students' questions, grading answers to questions they author, and appealing the grades.

On the nature and development of social presence in online course discussions Karen Swan, Kent State University and Li Fang Shih, University at Albany Students perceiving the highest social presence also projected themselves more into online discussions; the study reveals meaningful differences in perceptions of the usefulness and purpose of online discussion between students perceiving high and low social presence.

Synthesis of Sloan-C Effective Practices
Janet C. Moore, The Sloan Consortium
Effective practices in each of the Sloan-C pillars from 150 providers.

Assessing student learning with automated text processing techniques
Yi-fang Wu and Brook Chen Xin, New Jersey Institute of Technology
An automated model to support instructors which combines three grading factors: the quality of course work, the quantity of effort, and the activeness of participation, for evaluating the performance of students in the class.

Estimating faculty and student workload for interaction in online graduate music courses
Barbara Payne-McLain, University of Hawaii – Manoa Weekly faculty workload estimates for interaction did not exceed normal expectations for faculty “office hours” for six of seven courses. Perceptions of excessive workload for communication may be better explained by the dynamics of online interaction: students attempted to contact their instructors, twenty-four hours per day, seven days per week, at least every fourteen hours.