Online Learning Update

by Tshepo Batane, JETS

This paper reports on a pilot project of the Turnitin plagiarism detection software, which was implemented to determine the impact of the software on the level of plagiarism among University of Botswana (UB) students. Students’ assignments were first submitted to the software without their knowledge so as to gauge their level of plagiarism. The results recorded the average level of plagiarism among UB students to be 20.5%.The software was then introduced to the students and they were warned that their second assignments would be checked through the software. The results showed a 4.3% decrease in the level of plagiarism among students. A survey was conducted to find out the reasons why students plagiarise and also get the participants’ views on the use of the software to fight plagiarism. To win the fight against plagiarism, the paper recommends that the university adopt a more comprehensive approach in dealing with the problems that addresses, among other things, the fundamental reason why students plagiarise.

http://www.ifets.info/journals/13_2/1.pdf

by Wendy Drexler, AJET

Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research. The article is meant to facilitate further discussion about K-12 student construction of personal learning environments and offer the practitioner a foundation on which to facilitate a networked learning experience. It seeks to determine how a teacher can scaffold a networked learning approach while providing a foundation on which students take more control of the learning process.

http://www.ascilite.org.au/ajet/ajet26/drexler.html

By Jenna Ross, Star Tribune

On Minnesota Public Radio, U President Robert Bruininks guessed Pawlenty, too, will pick in-person. “I suspect when the governor and his wife decide on a university experience for their daughters, they’re not going to ask them to take their education on an iPhone,” he said. Of course, “the idea of online education as a vehicle for improved access is a very good one,” said Pat Opatz, director of Minnesota Online, Minnesota State Colleges and Universities’ hub for online courses. A dad can study via computer while watching his kids. An outstate student can access far-away universities’ courses. A class can chat about a subject via video conference.

http://www.startribune.com/local/96926324.html?elr=KArksLckD8EQDUoaEyqyP4O:DW3ckUiD3aPc:_Yyc:aULPQL7PQLanchO7DiUsr

By Rebecca Kern, US News

Amber Brehmer, 29, wakes up at 4 a.m., five days a week to accomplish her three main responsibilities: parenting, work, and online school. Brehmer is a wife and the mother of a 3 year old. She’s also works full time as a clerk in the receiving department of Home Depot in Milwaukee. And, since January 2009, she’s been an online student pursuing an associate’s degree in criminal justice

http://www.usnews.com/education/online-education/articles/2010/06/23/how-one-online-student-balances-work-family-and-school.html

by Marthann Schulte, Online Journal of Distance Learning Administration 

Understanding instructors’ perceptions of distance education transactions is becoming increasingly important as the mode of distance learning has become not only accepted, but preferred by many students. A need for more empirical data was evident as anecdotal information still dominates the research literature. The study focused on the faculty of an established distance learning program at a small Midwestern university. Faculty who used technology distance education (TDE) were surveyed. Demographic information and faculty perceptions on course context, students, interpersonal and procedural transactions, learning and teaching transactions, and assessment transactions were gathered. The quantitative analysis found slight differences in perceptions among demographic subgroups and perception categories. Recommendations for future study, including research in both quantitative and qualitative realms, were proffered.

http://www.westga.edu/~distance/ojdla/summer132/schulte132.html

by Manuel C. F. Pontes et al; Online Journal of Distance Learning Administration

The purpose of this research is to identify student-specific characteristics that are related to students’ preference for distance education courses. Since distance education courses provide students with more convenient and flexible class schedules, they should be preferred by students who have a greater number of competing demands, such as work and family, on their time. Not surprisingly, previous research has shown that such competing demands are also risk factors for undergraduate degree non-completion. Therefore a major purpose of this research is to examine whether students with risk factors for non-completion of their undergraduate degree prefer distance education courses. Another purpose of this research is to examine whether students with a disability that limits their mobility, and thus experience greater barriers to access their face-to-face class rooms, prefer distance education classes. For this research, the data are from the National Postsecondary Student Aid Survey (NPSAS) conducted in 2003-04. The NPSAS uses a complex survey design to collect data from a nationally representative sample of about 80,000 postsecondary undergraduate students in the US. Results confirm that students with increasing number of risk factors for non-completion of their degree show a significantly greater preference for distance education courses. Results also show that students with limited mobility also prefer distance education classes. Taken together, these results suggest that distance education classes are likely to increase enrollment and degree completion rates both for non-traditional undergraduates, who have more risk factors for degree non-completion than traditional undergraduates, and for students with physical disabilities that limit their mobility.

http://www.westga.edu/~distance/ojdla/summer132/pontes_pontes132.html

by Christian J. Grandzol & John R. Grandzol, Online Journal of Distance Learning Administration

Cognitive theory suggests more interaction in learning environments leads to improved learning outcomes and increased student satisfaction, two indicators of success useful to program administrators. Using a sample of 359 lower-level online, undergraduate business courses, we investigated course enrollments, student and faculty time spent in interaction, and course completion rates, all drivers of resource consumption. Our key findings indicate that increased levels of interaction, as measured by time spent, actually decrease course completion rates. This result is counter to prevailing curriculum design theory and suggests increased interaction may actually diminish desired program reputation and growth.

http://www.westga.edu/~distance/ojdla/summer132/Grandzol_Grandzol132.html

by Richard J. Wagner, Jeff P. Vanevenhoven, James W. Bronson; MERLOT Journal of Online Learning and Teaching

Many of us have been teaching online courses for several years. In that time we have learned what works and what doesn’t from a mix of hands-on-experience, fellow online faculty, platform specific training, and exposure to pedagogical research. While training and research have their value, we learned the most about preparing an effective online course from personal experience and working with our peers. When asked to prepare a presentation for new online faculty we sat down and pooled our knowledge with respect to course design and course management. The result of this collaborative session was a list of pragmatic practices required for a successful online course. While the list could be longer, and certainly doesn’t include all our favorite practices, we believe we have included those practices that are the key to success.

 http://jolt.merlot.org/vol6no2/bronson_0610.htm

Janet M. Ferguson & Amy E. DeFelice, The International Review of Research in Open and Distance Learning, Vol 11, No 2 (2010)

This research presents findings from a two-part study. In the first part, graduate students taking online courses were given a course evaluation form. Student responses from online abbreviated summer sessions were compared to student responses from online full-semester courses. Both the intensive and full-semester courses were taught by the same professor and both had identical requirements in terms of assignments and exams. The independent variable was the length of time taken to complete the requirements, with the dependent variables being satisfaction with the course, perceived learning, and academic performance. A statistical analysis of the data found significant differences in a number of areas.

http://www.irrodl.org/index.php/irrodl/article/view/772/1547

by Tanya Elias, The International Review of Research in Open and Distance Learning, Vol 11, No 2 (2010)

The paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (Moodle) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.

http://www.irrodl.org/index.php/irrodl/article/view/869/1575