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Online Learning News and Research
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Saturday, July 17, 2004
Four Families of Multi-variant Issues in Graduate-level Asynchronous Online Courses - Jaclyn M. Gisburne, Patricia J. Fairchild, JDLA
Abstract: This is the first of several papers developed from a faculty and student perspective describing a new distance learning (DL) model. Integral to the model are four interrelated families of multi-variant issues, referred to here as (a) the academic divide, (b) student misalignment, (c) administrative influences, and (d) the use of student satisfaction (evaluations) and retention as the “gold standard” for academic excellence. These families emerged from a reexamination of an elective, graduate level, asynchronous, online course that took place one year after the course was offered. In this article, these four families will be introduced, defined, described, and analyzed. Warning: this model will be described in new terminology and therefore may be unfamiliar to DL practitioners. However, the authors believe that many DL practitioners will quickly recognize the concepts and foundations upon which the model and terminology are derived. The authors go on to illustrate how these issues, if not properly addressed, can have significant negative, often disruptive, impacts at all phases (course design, development, implementation; faculty evaluations; and marketing of classes) of asynchronous course offerings. Some recommendations are offered as to how to alleviate the problematic potential inherent in these issues.
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