Volume 11, Issue 2 - July 2007

Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community

Philip Ice, Department of Middle, Secondary and K–12 Education, College of Education
Reagan Curtis, Department of Technology, Learning, and Culture, College of Human Resources and Education
Perry Phillips, Department of Curriculum & Instruction / Literacy Studies, Department of Curriculum & Instruction / Literacy Studies
John Wells, Department of Teaching and Learning, School of Education

This paper reports the findings of a case study in which audio feedback replaced text-based feedback in asynchronous courses. Previous research has demonstrated that participants in online courses can build effective learning communities through text based communication alone. Similarly, it has been demonstrated that instructors for online courses can adequately...

Blended Learning in High Tech Manufacturing: A Case Study of Cost Benefits and Production Efficiency

Veena Mahesh, Ph.D., Intel Corporation
Craig Woll, Ph. D., Intel Corporation

The complexity of equipment and cost of training are increasing annually for high tech semiconductor manufacturing. The article describes the process and methodology adopted by a team at Intel Corporation to convert a 12-day class on equipment training into a blended solution consisting of a 5-day Classroom experience, a 3-hour...

Why Do Higher-Education Institutions Pursue Online Education?

Stephen Schiffman, Babson College and Franklin W. Olin College of Engineering
Karen Vignare, Michigan State University
Christine Geith, Michigan State University

Using a unique item included for the first time in the Sloan Consortium’s 2006 national survey of online learning, the authors analyze the reasons why higher-education institutions engage in online learning. Nine reasons are explored from contributing to extension efforts to returning a surplus. Eight of the nine reasons are...

Bridges and Barriers to Teaching Online College Courses: A Study of Experienced Online Faculty in Thirty-Six Colleges

Peter Shea, University at Albany, State University of New York

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student...

Understanding and Fostering Interaction in Threaded Discussion

Robert S. Williams, English Language Institute, The American University in Cairo
Rachel Humphrey, The University of Essex

This study (N=2,826 postings from 92 participants) examines the phenomenon of interactivity in asynchronous computer-mediated communication (ACMC), also known as threaded discussion, in the context of master’s level Teaching English as a Second Language (MATESL) and Teaching English as a Foreign Language (MATEFL) courses. The study, which is grounded in...

Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction

Doo Hun Lim, University of Tennessee, Human Resource Development
Michael L. Morris, University of Tennessee, Human Resource Development
Virginia W. Kupritz, University of Tennessee, Communication Studies

This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences existed in learning outcomes;...