Terry Anderson, Professor and Canadian Research Chair in Distance Education, Athabasca University
Liam Rourke, University of Alberta
D. Randy Garrison, University of Alberta
Walter Archer, University of Alberta
This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer's [1] model of critical thinking and practical inquiry...
Dr. Ruth E. Brown, University of Nebraska at Kearney
The purpose of this study was to develop a theory about the process through which community formed in adult computer-mediated asynchronous distance learning classes. A grounded theory design incorporated ...
Milton Campos, Assistant Professor Département de communication, Faculté des arts et des sciences, Université de Montréal
Thérèse Laferrière, Professor Département d’études sur l’enseignement et l’apprentissage, Faculté des sciences de l'éducation Université Laval, Ste-Foy,
Linda Harasim, Professor School of communications, Simon Fraser University
The application and use of telelearning technologies in post-secondary education is evolving from peripheral activities to central approaches. Educators are re-discovering collaborative education as they understand how electronic conferencing can support and empower teaching and learning. As students...
D. Siva Kumari, Ed. D., Assistant Dean and Director of Programs, School of Continuing Studies, MS 550, Rice University
Information technologies provide unique opportunities for higher education faculty to rethink the resources that are available to re-envision their pedagogical techniques. One such promise is the ability of the faculty member to invite virtual guest speakers or experts into the graduate...
Drew Parker, Faculty of Business Administration, Simon Fraser University
Andrew Gemino, Assistant Professor of Information Technology, Simon Fraser University
Online learning is coming of age. 'Traditional' universities are embracing online components to courses, online courses, and even complete online programs. With the advantage of distance and time insensitivity for the ...
Greville Rumble, Professor of Distance Education Management, The Open University, UK
The development of networked learning and the increasing development of online courses by both traditional and distance education institutions has raised many questions concerning the costs of online learning relative to both face-to-face teaching and other approaches to distance education. ...
Shimon Schocken, The Interdisciplinary Center
Asynchronous Learning Networks (ALN) are often described as "any place, any time" environments for learning [1]. In order for such environments to become feasible and popular on a large scale, they must be based on a public market architecture that is...
Annette Valenta, Associate Professor and Assistant Director for Academic Programs for the School of Biomedical and Health Information Sciences at the University of Illinois at Chicago, School of Biomedical and Health Information Sciences, University of Illinois at Chicago
David Therriault Doctoral candidate in the Psychology Department at the University of Illinois at Chicago, Department of Psychology, University of Illinois at Chicago
Michael Dieter, Faculty member of UIC's School of Biomedical and Health Information Sciences, School of Biomedical and Health Information Sciences, University of Illinois at Chicago
Robert Mrtek, Professor of Medical Education at the UIC College of Medicine in Chicago, Department of Medical Education, University of Illinois at Chicago
As universities and businesses move toward the use of online education and training, there is need to discover how to make this alternative both more attractive and viable for different populations. Our research efforts examined the cluster of opinions held by...
Feng-Kwei Wang, Ph.D., Assistant Professor School of Information Science and Learning Technologies, University of Missouri - Columbia
Curtis J. Bonk, Ph.D. Associate Professor, Department of Counseling and Educational Psychology, School of Education, Indiana University - Bloomington,
This paper proposes a design framework for constructing a groupware-based learning environment (GBLE) that enables electronic cognitive apprenticeship. The central theme of this framework is that any design of a GBLE must have learning theories as foundations to substantiate the learning...
