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Online Learning News and Research
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Saturday, August 31, 2002
http://www.degreeinfo.com/article9_1.html Converting to an Online Learning Environment: Overcoming Human Obstacles by Analyzing the Core Components and Constructivism Model Using the SWOT Method Jennie Siat, Educational Writer and Instructional Systems Designer Introduction: The online learning environment is still in its infancy. The publicly available information on this topic is mostly limited to educational methodologies, potential market forecasts, and recent technology development topics. Yet the subtler and more frequently ignored issues revolving around the human side of e-learning implementation (Geisman) is apparently, to some extent, left out from the overall picture. The lack of research on and efforts to overcome this issue might explain the high dropout rate of 50 to 75 percent on voluntary courses (Ganzel). This paper intends to magnify this issue by using the "SWOT" method, in which we selectively analyze one paramount Strength, Weakness, Opportunity, or Threat (or challenge) of each of the core components in this learning environment. It further explores the SWOTs surrounding conversion from traditional to Web-based learning, emphasizing the human elements. At the end of this paper, a more human-centered online learning concept is presented.... (0) comments http://www.aln.org/alnweb/journal/Vol6_issue2_nursing/6_Nursing_York.htm Determining Costs and Benefits of an Online Graduate Program in Healthcare Education: A Preliminary Finding Joseph W. York, University of Illinois at Chicago College of Medicine ABSTRACT: The Master of Health Professions Education degree offered by the University of Illinois' College of Medicine recently added an online track to its traditional in class format. The objective is to make the course available to healthcare professionals who might not be able to attend classes at the University. An analysis of enrollments and costs of the program indicate that interest in the online format is strong, and even with large costs for faculty time to convert and develop the courses in an online format, the program is financially viable. Future inquiry into learning outcomes and other economic aspects of online instruction are discussed.... (0) comments http://lttf.ieee.org/learn_tech/issues/july2002/index.html#5 Continuous Evaluation of Adaptive Web-based Courses Álvaro Ortigosa, E.T.S. Informática, Universidad Autónoma de Madrid Rosa M. Carro, E.T.S. Informática, Universidad Autónoma de Madrid Introduction: Adaptive-course development is a complex activity, and it results more difficult as the number of adaptive features increases [1]. Particularly, it is difficult to evaluate whether a course fulfills the needs of every student [2]. This task, that should be continuously carried out since the course is available for old and new students, might be supported by help tools. There exist some authoring tools [3] that incorporate syntactic analyzers to detect errors such as references to non-defined components. Our proposal consists of carrying out a continuous evaluation process consisting of observing the student’s behaviors along with the course description in order to detect possible design errors, deficiencies and/or opportunities of improvement in a semi-automatically way, and to offer the corresponding suggestions to the course designers.... (0) comments Friday, August 30, 2002
http://ifets.ieee.org/periodical/vol_3_2002/handzic.html Evaluating an interactive learning environment in management education Meliha Handzic and Denise Tolhurst, The University of New South Wales ABSTRACT: This paper reports the results and implications for management education of an empirical study evaluating the impact of interaction among learners on their knowledge and performance in a judgmental decision making task context. The results indicate that interaction had a significant positive effect on individual learning over time. Interactive learners were found to make significantly smaller decision errors over time than during the earlier stages of their decision task. This was not true for their non-interactive counterparts. The study also found a significant positive effect of interaction on learners’ overall decision accuracy. Interactive learners tended to make smaller decision errors than their non-interactive counterparts irrespective of the stage of their decision making process. These results suggest that future management education needs to consider forms of interactive learning in response to environment pressures for faster and more effective learning.... (0) comments http://iteslj.org/Techniques/Lee-InteractivityTools/ Interactivity Tools in Online Learning Chien-Ching Lee, Singapore Polytechnic (Singapore) Introduction: Online education and face-to-face instruction have different pedagogical approaches. However, these approaches are not always clear to the instructor as he may have to embark on online education without much training or exposure to online pedagogy. Carliner has touched on the characteristics of online classroom design that are different from face-to-face instruction. To the instructor however, these characteristics may not filter down to much when applied in the classroom. The instructor's bottomline would be: how to improve interactivity in the classroom.... (0) comments http://www.distance-educator.com/dnews/modules.php?op=modload&name=News&file=article&sid=7401 Indiana University offers State's First On-line Bachelor's Degree Source: Indiana University Indiana University has become the first Indiana institution of higher education to offer a four-year bachelor's degree entirely online. Students worldwide are now able to complete all 120 hours of course work leading to the IU School of Continuing Studies' Bachelor of General Studies online using their computer, e-mail and the World Wide Web. General studies students pursue an interdisciplinary plan of study in the arts and humanities, social and behavioral sciences and mathematics and natural sciences.... (0) comments http://www.vnunet.com/News/1134638 Liverpool sees boom in web-based courses - University signs up 1000th online student Rachel Fielding The bursting of the dotcom bubble has done little to dampen enthusiasm for online degrees, as the University of Liverpool this month signed up its 1000th online Masters student. The online MSc and MBA technology courses, the first of which was launched 18 months ago, have been developed with e-learning partner K.I.T, and target professionals looking to study for a Masters degree while they work. The programmes have already attracted students in 55 countries, from Australia to Zimbabwe, as well as 450 UK-based students.... (0) comments http://chronicle.com/free/2002/08/2002083001t.htm Jones Knowledge Will Give Away Its Course-Management Software FLORENCE OLSEN Jones Knowledge Inc. announced on Thursday that it intends to give away the source code to its now-proprietary course management system, e-education. Details of how the software would be made freely available to developers have not been worked out, company officials acknowledged. They said the transfer would take place by the end of the year. Heather O'Mara, president of Jones Knowledge, said the company was shutting down the software side of its business to leave more time for focusing on its primary interests, among them Jones International University and the Jones e-global library.... (0) comments Thursday, August 29, 2002
http://ifets.ieee.org/periodical/vol_3_2002/thomas.html Monitoring distance education students' practical programming activities Pete Thomas, Carina Paine; Open University ABSTRACT: Students studying a distance education course on introductory object-oriented programming are provided with a set of practical activities to support their learning. Each practical activity consists of a set of tasks to be worked through at home over a specified period of time. Whilst students are provided with considerable guidance on how to approach their practical work we have no knowledge of their actual behaviour. Therefore, we set up a project named AESOP to monitor what students actually do. This paper describes the AESOP system for recording and analysing the work done when undertaking the practical activities. Results have been obtained from an analysis of data from 30 students studying the 1999 presentation and 200 students on the 2000 presentation about their attempts at 8 sets of practical work. We found significant differences between the course designer’s perception of student work and how students actually behave. Students usually needed significantly less time to complete their practical work than expected indicating that their perception of the difficulty of the tasks set is often different from that of the course designers. We also found that there is a tendency for students to limit their interaction with the computer to about 30 to 40 minutes.... (0) comments http://ifets.ieee.org/periodical/vol_3_2002/andrews.html Preparing students for the virtual organisation: an evaluation of learning with virtual learning technologies Trish Andrews, The University of Queensland Gavin Schwarz, University of Wollongong ABSTRACT: The paper explores the development of learning behaviours in a virtual management course and the factors that impacted on this development. Data suggest that most teams experienced three kinds of learning behaviours – social, operational and content learning. We propose that the need for technical expertise and team participation will vary during these different stages of learning. Addressing the characteristics of these stages, we comment on the development of a ‘completion phase’ of team development. We argue that the extent to which teams demonstrate different learning stages has a significant impact on the development of on-line learning behaviours. Discussing these results, we suggest why different teams develop distinct learning behaviours, with accordant emphasis on teaching as a moderating and co ordinating role, despite current virtual team pedagogical expectations.... (0) comments http://www.wired.com/news/school/0,1383,54596,00.html Down by the Diploma Mills Stream Kendra Mayfield Welcome to Harrington University (also known as the University of San Moritz, University of Palmers Green and University of Devonshire, among others), where anyone can purchase a bachelor's or master's degree -- no tests or coursework required -- for the bargain price of several thousand dollars. The "university," owned by an American resident in Romania, uses mail-drop addresses in the United Kingdom, printing services in Jerusalem and banking options in Cyprus. The operation has sold 70,000 diplomas in the United States alone, raking in over $100 million, according to diploma mill expert John Bear.... While Harrington may be the world's largest diploma mill, it's just one of hundreds of operations on the Web offering degrees that are seemingly legitimate, but often worthless on paper... (0) comments http://www.wired.com/news/school/0,1383,54734,00.html Virtual Degrees Virtually Tough Julia Scheeres Roberto Lee's typical weekday starts at 3 a.m., when he fires up his computer in Wytheville, Virginia, and logs on to a law school in Los Angeles, 2,400 miles away. Lee, 62, studies for a few hours, showers, and is elbow-deep in body juice by 7:30 at a hospital where he is a general surgeon. In the afternoons, he clerks at the town courthouse, learning the intricacies of jury selection and trial procedure. Lee, who says he subsists on three or four hours of sleep a night, is one of a burgeoning number of adults earning degrees over the Internet in their spare time.... But while an online degree may sound convenient, cheap and totally new-millennium, can a virtual education land someone a real job? Yes, experts say. But don't expect your OnlineU.com diploma to compete with a Harvard degree anytime soon, they add.... (0) comments Wednesday, August 28, 2002
http://www.learningcircuits.com/2002/aug2002/folaron.html Taking an E-Learning Project Across Borders Debbie Folaron Going global with your e-learning solution? Here are some tips from Eriksen Translations on how to plan your project. As technology solutions evolve, organizations maintain a set of fundamental requirements for the e-learning applications and programs that they produce. From a technology viewpoint, companies strive to produce programs that are flexible, interoperable, and compatible. In addition, they try to leverage and repurpose content. Preparing an e-learning solution for a multilingual global workforce has the same goals.... (0) comments http://www.washingtonpost.com/wp-dyn/articles/A1393-2002Aug27.html Back To School Online - for Profit or Not Rob Terry, Washington Techway Staff Writer Three years ago, after being named president of the University of Maryland University College in Adelphi, Gerald A. Heeger began mapping out plans for an idea he helped launch at New York University: a for-profit, online subsidiary. Heeger rounded up $20 million in private sector commitments for UMUC Online, which was designed to leverage the college's expertise in distance learning to sell marketing, distribution and tech support to less-experienced universities looking to attract online students and administer courses over the Web. But last fall, UMUC Online was quietly folded back into the university, a financial failure.... (0) comments http://www.washingtonpost.com/wp-dyn/articles/A1410-2002Aug27.html Online Education's New Offerings Rob Terry, Washington Techway Staff Writer Most of the course offerings from online higher education providers continue to be geared toward working adults: business administration, information systems, accounting, marketing and human resource management. You can also go online to learn how to fight terrorists. In June, Kaplan College - part of New York-based Kaplan - launched what it says are the nation's first online certificate programs geared to homeland security: terrorism and national security management and crime scene technician.... (0) comments http://www.distance-educator.com/dnews/modules.php?op=modload&name=News&file=article&sid=7377 The Survey Of Distance & Cyberlearning Programs In Higher Education, 2002 Edition Source: The Primary Research Group The Primary Research Group has released its fourth edition of the detailed survey of distance learning programs in higher education. Despite some setbacks in the mass marketing of distance learning programs, the survey results show continued astounding growth in the higher education distance learning market. The mean annual enrollment growth rate for 2002 reported by the 75 college distance learning programs in the study was 41%, and 92% of programs sampled say that their enrollment growth rate has been either "very strong" or "fairly good." Not a single college in the survey experienced a decline in total distance learning course enrollment. ... (0) comments http://www.boston.com/dailyglobe2/237/learning/UVM_prospers_with_summers_online+.shtml UVM prospers with summers online Shari Rudavsky, Globe Correspondent To his delight, Nick Dangelis, a University of Vermont professor, recently met one of the students in his Introduction to Sociology course when she handed in a paper. Such encounters are normally standard practice for Dangelis, but this summer he's teaching a cyber course in which his interactions with students, including lectures, occur online. Distance learning, or online learning, has received a lot of attention over the past five years as a way to attract students from all over the world. The University of Vermont uses the medium to keep its own students connected to the school over the summer. ''The idea was that UVM has a lot of students from out of state. These kids, when they go home for summer, take courses at their local schools. Why not keep them tied to the mother ship?'' said Howard Davis, the school's director of instructional technology.... (0) comments http://chronicle.com/free/2002/08/2002082801t.htm Simon Fraser U. Committee Rejects Hiring Complaint From Bypassed Technology Critic DAN CARNEVALE A committee at Simon Fraser University has rejected a complaint by David Noble, an outspoken critic of distance education, who says he was turned down for a prestigious appointment because of his distaste for mixing technology and teaching. The university, in British Columbia, considers the matter closed. But a faculty union may apply pressure to the institution to review the situation yet again if the union's own investigation concludes that the university violated Mr. Noble's academic freedom.... (0) comments Tuesday, August 27, 2002
http://www.aln.org/alnweb/journal/Vol6_issue2_nursing/6_Nursing_Wright.htm Cost, Access, and Quality in Online Nursing and Allied Professions Tracy Wright and Linda Thompson, Northwest Technical College ABSTRACT: Northwest Technical College researched, planned for, and has successfully implemented a unique delivery of its Practical Nursing Program through the use of Internet technology. This Distance Practical Nursing exploratory paper presents a historical overview of the program, assesses job market needs in the field of nursing, evaluates use of varying delivery methodologies, outlines program successes, and identifies barriers to distance delivery of this health curriculum. The essential components of quality, access, and cost are highlighted and related to the unique challenges they present in the field of distance education.... (0) comments http://www.wired.com/news/business/0,1367,54571,00.html Online Term Paper Mills: Where Cheaters Often Prosper Joanna Glasner The history of the Internet is filled with stories about companies that tried to make a positive change in the world and ended up failing miserably. And then there are online term-paper sites. Despite inspiring nothing but scorn from educators, purveyors of collegiate prose are finding life on the dark side of online commerce quite lucrative. "They're the only ones besides casinos or porn really making money on the Internet," said Kenny Sahr, founder of SchoolSucks.com, a free homework site that makes money posting ads for fee-charging term paper providers. If his advertising customers are any indication, Sahr said, online term-paper mills are weathering the dot-com bust remarkably well. ... (0) comments http://chronicle.com/free/2002/08/2002082701t.htm Colleges Demand that Fakedegrees.com Remove Their Names From Its Web Site DAN CARNEVALE Officials from several institutions have demanded that a company that sells fake diplomas over the Internet stop listing the colleges' names on its Web site. The company, fakedegrees.com, has complied with many of the cease-and-desist requests, removing the names of the colleges that sent them. But hundreds of other institutions are still listed on the Web site, which allows anyone to purchase "authentic looking" diplomas that seem to come from those colleges. The company's Web site says that the fake diplomas are "intended for novelty purposes only."... (0) comments http://www.elearnspace.org/Resources/elearningcourse.htm The "non-course" Course George Siemens ...Lately I've been yipping about the need for a shifted perspective on who provides content in the learning experience - the instructor, student, or both. In an information society, the concept of one person (i.e. the instructor) playing the sole role of information provision, seems antiquated. Things change...fast! The teacher is the student is the teacher. While an exploratory, community-created knowledge building process (spiraling knowledge - I present a concept, you tweak it and improve it, next person improves on that, etc.) is not suitable for all areas, it certainly seems like a great way to explore the emerging field of elearning. The proposal: A non-traditional course on online learning. Instead of having an instructor provide the content, a facilitator provides a topic topic for the group to debate and disseminate. Essentially, the content is one sentence...i.e. "What is the effectiveness of elearning when compared with traditional classroom delivery." That's it. From there, the group dissects the issue. Learners (and the facilitator is a learner in this process) present viewpoints, provide links to articles, resources, and theories. At the conclusion of the week, the discussions will be summarized and presented as a paper on elearnspace.... (0) comments Monday, August 26, 2002
http://ifets.ieee.org/periodical/vol_3_2002/deepwell.html Towards Capturing Complexity: an interactive framework for institutional evaluation Frances Deepwell, Coventry University ABSTRACT: This article describes the strategy we adopted to evaluate the implementation of virtual learning environment (VLE) across the institution. The paper presents the theoretical model we developrf and the methods used. The availability of a VLE has affected many aspects of University life and practices and we are endeavouring to understand the impact of the changes on staff and students in terms of motivation, achievement and satisfaction as well as on the curriculum and modes of delivery. Through the presentation of this University-wide case study. The article explores a possible framework for an evaluation that captures the complexity of a major development such as this.... (0) comments http://www.philly.com/mld/inquirer/living/education/3914319.htm Hardwired into better learning Lafayette freshmen go digital to adapt to life on campus. James M. O'Neill, Inquirer Staff Writer Lafayette College had a problem. Each year it took far too long for freshmen to feel comfortable with the give-and-take style of discourse that professors use in the classroom.... So today, as Lafayette's 584 freshmen invade the Easton campus, dozens have already gained crucial new experience - debating their professors. As many colleges do, Lafayette required incoming freshmen to read a book this summer, Thomas L. Friedman's The Lexus and the Olive Tree: Understanding Globalization. But, unlike most colleges, Lafayette went further. It created discussion boards on its Web site, organized around questions designed to prompt student debate on larger issues raised in the book.... (0) comments http://www.usdla.org/html/journal/AUG02_Issue/article01.html International Program: Duquesne University and University of Ulster Linda Wojnar, Duquesne University Our focus here is on the final phase of the International Masters in Instructional Technology Program: Distance Learning Strand that partners Duquesne University in Pittsburgh, PA with the University of Ulster in Northern Ireland. This phase culminates in a graduation ceremony and celebration of learning on July 3, 2002 and brings closure to this enlightening experience. In this issue, the design of the Distance Learning Strand, which includes the philosophy, framework and research that supports and strengthens the core courses, will be addressed. In addition, this article discusses the high stakes of designing well-planned, high quality courses that demonstrate tangible evidence of pedagogical course design skills which contribute to moving forward Northern Ireland’s strategic plans for online education and professional development.... (0) comments http://www.aln.org/alnweb/journal/Vol6_issue2_nursing/6_Nursing_MacDonald.htm Is "As good as face to face" as good as it gets? Jeannette McDonald, DVM, UW Madison School of Nursing ABSTRACT: We are constantly being asked to compare distance education to traditional education. But by striving to make distance education "as good as" face-to-face education what are we overlooking or sacrificing? In this paper we explore these issues by first reviewing background information from the literature about new teaching theories, methods and technology. We'll also look at the impact of online learning and whether it can support, or even expand, the new teaching theories and strategies, based on research. We'll then get a general overview of quality distance education principles and guidelines currently in use, finally addressing the question of whether our evaluation methods and questions serve to free or limit the potential of online learning, perpetuating "doing things differently or doing different things".... (0) comments Sunday, August 25, 2002
http://www-jime.open.ac.uk/2002/6/issroff-scanlon-02-6-paper.html Educational Technology: The Influence of Theory Kim Issroff, University College London Eileen Scanlon, Open University Abstract: In this paper we explore the role of theories in current practice in educational technology. We review a range of writings from the past 30 years on the nature of learning technology research. We discuss influences on learning technologies from the related fields of Artificial Intelligence in Education (AIED) and Human-Computer Interaction (HCI). We identify two groups of theories which have been used. The first group are related to principled decisions about the design of learning materials. The second group influence the ways in which we frame our research on learning. Research in learning technologies in the future will need to draw on both groups of theories. In this paper, we draw on our own experiences as educational technologists and the purpose of the paper is to encourage other educational technologists to join with us in reflecting on their own use of theories.... (0) comments http://www.degreeinfo.com/article5_1.html Is Distance Learning For You? Leslie Bowman, Educational Consultant - E-Learning Innovations Introduction: Distance learning is the most convenient way for adults with busy lives that include full time jobs and family responsibilities to obtain a quality education. Adults are earning Bachelor's degrees, Master's degrees, and doctorates online in every field through accredited colleges and universities. Distance learning students are self-motivated and independent learners. They are willing and able to take responsibility for their learning and can accept a learning environment in which the instructor is a facilitator of knowledge application rather than a dispenser of information. Adult students take with them into each course vast and varied experiences and knowledge upon which further knowledge is built. All that information and all those experiences are incorporated into applying knowledge to real life and work situations. Distance learning is not for everyone; but if taking control of your learning appeals to you, then you should consider an online course.... (0) comments http://ifets.ieee.org/periodical/vol_3_2002/knowlton.html Promoting Liberal Arts Thinking through Online Discussion: A Practical Application and its Theoretical Basis Dave S. Knowlton, Southern Illinois University Edwardsville ABSTRACT: Addressing Carsten and Worsfold's (2000) assertion that online learning eliminates the possibility for "liberal learning," the author of this paper describes the context and guidelines for an online discussion assignment that he used as a faculty member at a liberal arts college. The purpose of this assignment was to help students engage in personal development by examining the ways course content manifested itself in their own lives. After describing the assignment guidelines, the author connects the assignment to numerous theories that are often associated with "liberal arts" learning. This theoretical explication includes connections to the need for a synthesis between the personal and professional selves, notions of constructing knowledge, and online discussion's placement within the writing process. The implication of this article is that the instructional strategies embedded in an online discussion, not the online environment itself, sustains a liberal education.... (0) comments Online Learning News Blog Archives OTEL - Ray's Home Page - Notebook - UIS Online - U of I Online - UIS Home Fair Use |
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