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Volume 11:2 - July 2007

Understanding and Fostering Interaction in Threaded Discussion

Author Information
Author(s):
Robert S. Williams, English Language Institute
Author(s):
Rachel Humphrey
Institution(s) or Organization(s) Where Research Occured:
The American University in Cairo
Institution(s) or Organization(s) Where Research Occured:
The University of Essex

This study (N=2,826 postings from 92 participants) examines the phenomenon of interactivity in asynchronous computer-mediated communication (ACMC), also known as threaded discussion, in the context of


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Bridges and Barriers to Teaching Online College Courses: A Study of Experienced Online Faculty in Thirty-Six Colleges

Author Information
Author(s):
Peter Shea
Institution(s) or Organization(s) Where Research Occured:
State University of New York, University at Albany

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments.


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Why Do Higher-Education Institutions Pursue Online Education?

Author Information
Author(s):
Stephen Schiffman
Author(s):
Karen Vignare
Author(s):
Christine Geith
Institution(s) or Organization(s) Where Research Occured:
Babson College and Franklin W. Olin College of Engineering
Institution(s) or Organization(s) Where Research Occured:
Michigan State University

Using a unique item included for the first time in the Sloan Consortium’s 2006 national survey of online learning, the authors analyze the reasons why higher-education institutions engage in online


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Blended Learning in High Tech Manufacturing: A Case Study of Cost Benefits and Production Efficiency

Author Information
Author(s):
Veena Mahesh, Ph.D.
Author(s):
Craig Woll, Ph. D.
Institution(s) or Organization(s) Where Research Occured:
Intel Corporation

The complexity of equipment and cost of training are increasing annually for high tech semiconductor manufacturing.


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Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction

Author Information
Author(s):
Doo Hun Lim
Author(s):
Michael L. Morris
Author(s):
Virginia W. Kupritz
Institution(s) or Organization(s) Where Research Occured:
University of Tennessee

This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learn


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Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community

Author Information
Author(s):
Philip Ice, Department of Middle, Secondary and K–12 Education, College of Education
Author(s):
Reagan Curtis, Department of Technology, Learning, and Culture, College of Human Resources and Education
Author(s):
Perry Phillips, Department of Curriculum & Instruction / Literacy Studies, Department of Curriculum & Instruction / Literacy Studies
Author(s):
John Wells, Department of Teaching and Learning, School of Education
Institution(s) or Organization(s) Where Research Occured:
University of North Carolina Charlotte
Institution(s) or Organization(s) Where Research Occured:
West Virginia University
Institution(s) or Organization(s) Where Research Occured:
Virginia Polytechnic Institute and State University (Virginia Tech)

This paper reports the findings of a case study in which audio feedback replaced text-based feedback in asynchronous courses.


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