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Online Learning News and Research
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Saturday, July 10, 2004
Technology is too Important to Leave to Technologists - Jeremy Dunning, et al, JALN
ABSTRACT: The TALON/nPower learning object suite, developed by Arjuna Multimedia, is a set of 39 repurposeable learning object templates based on styles of teaching and learning that are designed to allow instructors and designers to create substantive learning objects without changing any of the source code. The instructor or designer can use the templates to design a new learning object without writing or changing any source code. The templates are simple enough that instructors with little or no programming experience can create their own learning objects. This paper examines the experiences of two professors' use of the templates to create interactive exercises for their courses. (0) comments
1Gbps network speeds up Northern Ireland e-learning - James Mortleman, What PC?
Universities and colleges across Northern Ireland will have super-fast access to multimedia course materials and applications by October following the implementation of a new network. The publicly funded Northern Ireland Regional Area Network (Niran) will link 23 higher and further education institutes to each other, to the internet and to the UK-wide academic and research network, Janet, at speeds of up to 1Gbps. It will replace the current links of mostly 2Mbps between Janet and the region's educational institutions, including the University of Ulster, Queen's University Belfast and St Mary's University College, Belfast. (0) comments
Master's program at USD caters to military officers - Jordan Robertson, UNION-TRIBUNE
Imagine studying for a master's degree in a war zone. For many of the 23 University of San Diego students who graduated yesterday from an MBA-style distance learning program designed for active military members, their daily concerns went way beyond keeping a high grade point average. Most of the students are Navy and Marine Corps members. A quarter of them were deployed and redeployed all over the world during the 15-month program, which is offered by USD's School of Business Administration. The courses range from ethical leadership to international negotiations to financial management strategy. The trick to graduating, the students say, is finding the energy after 14-hour days of fighting the war on terror to read business textbooks, complete online assignments and arrange conference calls with classmates in different time zones. (0) comments Friday, July 09, 2004
Cheating in Online Student Assessment: Beyond Plagiarism - Neil C. Rowe, JDLA
Abstract: Online student assessment features in many distance-learning programs. The prevention of plagiarism has been the subject of much attention, but insufficient attention has been given to other problems of dishonesty in online assessment. We survey the types of problems that can occur and what can be done about them. We believe many educators are unaware of these problems, and most countermeasures proposed are insufficient. (0) comments
Telementoring as a Collaborative Agent for Change - Audrey A. Friedman, Melanie Zibit, and Meca Coote; JTLA
Abstract: This case study explored the effectiveness of telementoring as a vehicle for preservice teachers to hone skills in the teaching of writing, to establish a mentoring relationship with urban high school students, and to help struggling writers improve writing skills necessary for student achievement. Inherent in this research was the goal to develop a collaborative model between the university and the high school for using technology to improve “at-risk” urban students’ skills in writing. Additionally, the research allowed preservice teachers to learn about themselves as evolving teachers as they broached some of the difficulties of teaching writing to academically diverse students and learned about the scarcity of resources and difficult realities that exist for urban students. (0) comments
Flexibility driving e-learning uptake - James Mortleman
Demand for e-learning is being driven by a need for flexibility in the way students learn, according to Leeds Metropolitan University. The university has 41,000 full- and part-time students, many of whom have to juggle part-time jobs and looking after children. Stuart Hirst, of the School of Information Management at Leeds Metropolitan, said that it was difficult to pinpoint the precise number using the system, but that the university is fast outgrowing its existing version of WebCT and plans to upgrade to WebCT Vista "at the earliest possible opportunity". "Because we are one of the newer universities we are trying to widen participation, but at the same time we want to deepen students' engagement. E-learning is helping us achieve both those aims," said Hirst. (0) comments Thursday, July 08, 2004
Quality in eLearning from a Learner's Perspective - Ulf-D. Ehlers, EuRODL
Abstract: When you really get down to analysing it, the promises of E-Learning often have yet to materialize. The question how e-learning can be successful becomes more urgent as we move from an 'early adopter' stage to a more general offering. In the discussion about the best strategy for e-learning it becomes more an more clear that e-learning has to be based on the learner. This includes the necessity to postulate in a clear way that the needs of the learners have to be determined in a concrete manner before starting the project. Important aspects are therefore the awareness of the learning biography, of individual learning preferences and of social needs. It is important to acknowledge that quality of a learning process is not something that is delivered to a learner by an e-learning provider but rather constitutes a process of co-production between the learner and the learning-environment. That means that the product/ outcome of an educational process is not exclusively a result of the production process of an educational institution. Quality therefore has to do with empowering and enabling the learner. It has to be defined at the final position of the provision of the learning-services: the learner. The article describes learners preferences in e-learning based on empirical results of today's largest survey in this field [1]. It thus facilitates the construction of learner oriented services portfolios in e-learning. (0) comments
Indiana University offers high school diplomas - Benjames Derrick, Indiana Daily Student
Since 1999 the Independent Studies Program has included IU High School as a means for students to earn their high school degrees from a distance. Students enroll and take classes online taught by both IU professors and high school teachers. "The students never enter a classroom and only know their teachers by e-mail," said IU High School Director Dan Bopp. (0) comments
Providence College: Angel-Supported Academic Advising - Carol Crafts, Syllabus
Providence College in the Rhode Island city of the same name, prides itself in selecting the right students for its highly regarded primarily undergraduate programs, and starting early on to assure that the students receive what they seek from their Providence education. Incoming students are contacted with the usual welcoming events and messages from the Student Life office. In addition, new students are invited to take their Spanish language and mathematics placement tests on line prior to coming to campus orientation. All new students now take the math test, and more than one-fourth of the new students take the language test prior to summer orientation. The remainder completes the tests on-line from the Providence campus. The results are immediately available to new students and their advisors to plan the students’ fall course schedules. (0) comments Wednesday, July 07, 2004
Rocky Mountain Sakai: First SEPP Meeting in Denver - Syllabus
This past week marked the first inaugural meeting of the Sakai Educational Partners Program (SEPP) in Denver. More than 175 representatives from 45 member institutions met to review the status of Sakai and plan for the future. The conference, which coincided with the beta release of version 1.0 of the Sakai collaborative learning environment (CLE) software, offered the opportunity for SEPP members to engage with each other on issues of technology, pedagogy, project evolution, and more. Each SEPP institution pays $10,000 for each of three years to participate as a full member in the continuing community source development of Sakai. SEPP institutions will have licenses and may implement Sakai 1.0, on schedule for release in July 2004. (0) comments
Access, Retention and Course Choice in Online, Open and Distance Learning - Ormond Simpson, EURODL
Abstract: Course choice is an important part of the progression of transforming a potential student into a successful undergraduate. Yet the processes and materials of course choice have attracted little attention, it being assumed that the activity will involve an adviser discussing choices and directions with a potential students using course descriptions. Such discussions are expensive and there is evidence that potential students do not always take advice. In any case vulnerable students are often the least able to access guidance and tension between the recruitment and retention functions of course descriptions may make a course appear more accessible than it is. This paper argues that course descriptions are inadequate to describe a course and that other materials are needed. These other materials are diagnostic, preview or 'taster' materials and students' views. Such materials have a vital role to play in ensuring that students get onto the right course for them thereby increasing their chances of retention. Courses will need such a 'set of competing perspectives' to describe them to any degree of accuracy. There is also evidence that such materials have a demystifying effect on potential students' perception of courses, enhancing their self confidence in the possibility of their ultimate success (0) comments
Distance Learning Is Critical in Emergency, Disaster Management College Programs
American Public University System professors, speaking recently at a federal conference in Washington, D.C., said that flexibility and real-world relevant courses are key reasons universities should incorporate distance education in emergency and disaster management programs.... American Public University System ( http://www.apus.edu ) professors Joe Varner and Chris Reynolds participated in a distance education panel discussion led by Bob Jaffin. "The reality is that not everyone can attend traditional classes, especially those working full time," says Reynolds. "Universities that don't offer an online learning component for public safety are missing a critical group of students -- possibly the same ones leading our emergency programs." (0) comments Tuesday, July 06, 2004
Establishing a Community of Learners: A Case Study of a University Graduate Orientation Program for Online Learners - Laura Zieger and Joe Pulichino;
Abstract: Following the theory that a community of practice must be comprised of three elements: domain, community, and practice (Wenger, 2001), this case study examines the extent to which a university was successful in establishing a community of learners in their orientation program for online graduate students. Specifically, it explores the objectives of the orientation, identifies critical questions involved in the design decisions that are made, explicitly or implicitly, analyzes the success to which goals are met, and provides recommendations for future planning based on this research. Tech Camp is a face-to-face orientation experience for students entering the Pepperdine University doctoral program in educational technology, a program “designed to prepare leaders in the field of technological applications and innovation in the world of education and business” (Pepperdine University, 2003, 1). One of the primary objectives of Tech Camp is to establish a community of learners out of a group of newly enrolled students. (0) comments
'Test Central' responds to EFF charges - p2pnet.net News
One of the firms targetted in the EFF's 10 Most Wanted Patents campaign is Test Central. Its "Overbroad patent threatens to chill market for distance learning, online books that include tests, online certification tests, and software testing done via the Internet," says the EFF (Electronic Frontier Foundation) here, going on that Test Central claims it should receive licensing fees from companies or individuals who administer tests on the Net. It's also approached universities including Regis University and University of Tulsa, and "Company reps have told the press that Test.com wants to license or sell its patent to a large company who can wrestle more licensing fees out of groups who do online testing," says the EFF. (0) comments
What do Employees Really Think About E-Learning? - Kevin Young, Training Zone
Between July 2003 and January 2004 SkillSoft interviewed employees in 14 countries across EMEA. Sixteen organisations using e-learning as a critical component of their training delivery agreed to contribute. The range of expertise and knowledge being acquired covers the full spectrum of IT and business skills. Employees use e-learning to develop skills relating to a variety of general operating systems and network fundamentals, including Microsoft, Cisco, Unix, SQL and Lotus. Others are developing more sophisticated skills in web development and programming languages in areas like Java, C++, C# , Frontpage, and Dreamweaver. (0) comments Monday, July 05, 2004
(My) Three Principles of Effective Online Pedagogy - Bill Pelz, JALN
INTRODUCTION: As the recipient of the 2003 Sloan-C award for Excellence in Online Teaching, I have been invited to share some of my thoughts regarding effective online pedagogy. I am nothing if not a teacher, and as such, I am honored—both by the recognition that accompanies this wonderful award, and by the opportunity to share my thoughts about asynchronous teaching and learning with my colleagues. This may seem a strange way to begin, but I want to admit that my ever-emerging philosophy of education increasingly diminishes the role of "the teacher" in the teaching/learning equation. It took over 30 years of college teaching experience for me to realize that the learner is, for the most part, in charge of what gets learned. Implementing this point of view online has, for me, blurred, somewhat, the distinction between effective teaching and pedagogically sound instructional design. If I create an environment in which a majority of students gladly learn that which they and I deem relevant and salient, then have I succeeded as a teacher or as a designer?—and does it matter? I hope some of the ideas that follow are helpful to others. I have liberally interspersed snippets from several of my current online courses throughout this essay. Because screen shots can be hard to read, I have also provided links to the actual courses whenever possible. When no link is available, it's because the course is password protected. Should you find any of the words and/or strategies useful, feel free to copy or adapt them for your own use. (0) comments
Character Simulations Make E-Learning Come Alive - Jennifer DeVries, Learning Circuits
Let’s be honest, one of the greatest challenges in e-learning is making programs as engaging as a lively classroom experience. Indeed, many techniques have been used to turn page-turners into an interesting and interactive experience... In this quest toward an immersive experience online, Web developers and instructional designers have come to realize that an important part of e-learning is the host, meaning a real person or character that guides, instructs, mentors, and entertains the learner. In a classroom program, the instructor serves that role. He or she ensures that everyone is attentive and answers questions. But how can instructional designers transfer this live host model to e-learning? (0) comments
Distance learning - Ann Geracimos, THE WASHINGTON TIMES
University of Maryland University College has gone the distance in its approach to distance learning. With a worldwide student body of 87,197, it is the largest public university in the country offering online classes, with 650 courses available in 91 undergraduate, graduate and certificate programs and typically 22 to 25 students in a class. Enrollment figures for the fall 2003 semester — the latest available — include about 57,500 U.S. military members and their dependents. The next-largest enrollment — 16,485 — is of Maryland residents. (0) comments Sunday, July 04, 2004
Applying Social Cognitive Constructs of Motivation to Enhance Student Success in Online Distance Education - Marios Miltiadou and Wilhelmina C. Saveny
This article relates findings from a review of the literature on six motivational constructs studied in traditional environments to online education concepts to identify methods for ensuring student success in online courses. The six motivational constructs are (a) self-efficacy, (b) locus of control, (c) attributions, (d) goal orientation, (e) intrinsic versus extrinsic motivation, and (f) self-regulation. The six motivational constructs have been thoroughly investigated in traditional face-to-face classrooms and in a wide variety of educational disciplines. Very few studies, however, have explored the significance of the constructs in the online environment. The purpose of this article is to discuss the areas of online education and academic motivation, and to suggest methods for ensuring student success in the online environment based upon the findings of the literature review. (0) comments
Cost-Effective Distributed Learning with Electronic Labs - J. Olin Campbell, JALN
ABSTRACT: Online learners can study at convenient times and collaborate with others online, but usually can not come to physical labs. We investigated the use of simulated electronics laboratories to increase access and decrease trips to a physical lab. Students were assigned to either physical labs or to a combination of simulated and physical labs. Students using combined virtual and physical labs performed as well as those using only physical labs on both written and physical lab tests. This evidence supports the use of virtual labs to replace some physical labs, including the use of virtual labs for online learners. (0) comments
Online Course Development: What Does It Cost? - Judith V. Boettcher, Syllabus
Does it cost less to design and develop online teaching and learning today than it did a few years ago? Are the categories of cost different today from the past and from what the costs might be in the future? The costs of developing online programs are significant, yet there are few resources to help planners. Here, Judith Boettcher proposes a few guidelines for predicting the costs involved in the design and development of online instruction. (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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