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Volume 9:3 - October 2005

Assessing Student Learning with Automated Text Processing Techniques

Author Information
Author(s):
Yi-fang Brook Wu, Department of Information Systems, College of Computing Sciences
Author(s):
Xin Chen, Department of Information Systems, College of Computing Sciences
Institution(s) or Organization(s) Where Research Occured:
New Jersey Institute of Technology

Research on distance learning and computer-aided grading has been developed in parallel.


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On the Nature and Development of Social Presence in Online Course Discussions

Author Information
Author(s):
Karen Swan, Research Center for Educational Technology
Author(s):
Li Fang Shih, School of Business and Technology
Institution(s) or Organization(s) Where Research Occured:
Kent State University
Institution(s) or Organization(s) Where Research Occured:
Excelsior College

"Social presence," the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and s


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Participatory Examinations in Asynchronous Learning Networks: Longitudinal Evaluation Results

Author Information
Author(s):
Jia Shen, School of Management, New York Institute of Technology
Author(s):
Michael Bieber, Collaborative Hypermedia Research Lab, Information Systems Department, New Jersey Institute of Technology
Author(s):
Starr Roxanne Hiltz, Collaborative Hypermedia Research Lab, Information Systems Department, New Jersey Institute of Technology

This paper presents longitudinal evaluation results for an online participatory examination process in an information systems course over three semesters.

An Examination of Sense of Classroom Community and Learning Among African American and Caucasian Graduate Students

Author Information
Author(s):
Alfred P. Rovai, School of Education
Author(s):
Michael K. Ponton, School of Education
Institution(s) or Organization(s) Where Research Occured:
Regent University

Higher education administrators and faculty members seek ways in which to advance student learning in online courses, and student affairs professionals seek ways to promote a sense of belonging and co


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A Synthesis of Sloan-C Effective Practices, August 2005

Author Information
Author(s):
Janet C. Moore, Chief Learning Officer
Institution(s) or Organization(s) Where Research Occured:
The Sloan Consortium

To support continuous improvement in the quality, scale and breadth of online education, the Sloan Consortium invites practitioners to share effective practices.

Estimating Faculty and Student Workload for Interaction in Online Graduate Music Courses

Author Information
Author(s):
Barbara Payne McLain
Institution(s) or Organization(s) Where Research Occured:
University of Hawaii – Manoa

Research suggests that faculty perceive greater workload for online teaching. These perceptions have little quantitative support.


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Electronic Spaces as an Alternative to Traditional Classroom Discussion and Writing in Secondary English Classrooms

Author Information
Author(s):
Sangmin Lee
Institution(s) or Organization(s) Where Research Occured:
Woosong University, Korea

In most secondary school classrooms, teachers are still authoritative, central-figures. They talk and teach while students listen and passively receive what the teacher says.


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A Review of Recent Papers on Online Discussion in Teaching and Learning in Higher Education

Author Information
Author(s):
Michael Hammond, Centre for New Technologies Research in Education, Institute of Education
Institution(s) or Organization(s) Where Research Occured:
University of Warwick

This paper presents a review of a sample of recent case studies on the use of asynchronous online discussion in higher education.


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Are Online Courses Cannibalizing Students From Existing Courses?

Author Information
Author(s):
Joseph K. Cavanaugh, Department of Business
Institution(s) or Organization(s) Where Research Occured:
Wright State University, Lake Campus

One of the reasons most often cited for the increasing number and popularity of online courses is the format's ability to provide access to students who cannot attend conventionally delivered face


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