Volume 13, Issue 2 - August 2009

Crossing Cultures and Borders in International Online Distance Higher Education

Gulnara Sadykova, University at Albany
Jennie Dautermann, SUNY Center for Professional Development in Syracuse

The growing demand for higher education worldwide, along with global expansion of telecommunication technologies, give online distance education a potential world-wide reach for institutions in many countries. Given the persistent international digital divide and the potential for the host institutions and languages to be those of wealthy, industrialized countries, international...

The Influence of Online Teaching on Face-to-face Teaching Practices

Norma I. Scagnoli, Ph.D., University of Illinois at Urbana Champaign
Lydia P. Buki, Ph.D., University of Illinois at Urbana Champaign
Scott D. Johnson, Ph.D., University of Illinois at Urbana Champaign

The integration of online technologies in educational practice is rendering new opportunities for teaching and learning. It is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear whether...

Implementing an Enterprise Information System to Reengineer and Streamline Administrative Processes in a Distance Learning Unit

M'hammed Abdous, Center for Learning Technologies, Old Dominion University
Wu He, Center for Learning Technologies, Old Dominion University

During the past three years, we have developed and implemented an enterprise information system (EIS) to reengineer and facilitate the administrative process for preparing and teaching distance learning courses in a midsized-to-large university (with 23,000 students). The outcome of the implementation has been a streamlined and efficient process which...

Development and Application of a Multi-Factor Discussion Board Metric

Catherine A. Bliss, Center for Distance Learning, Empire State College
Betty Lawrence, Center for Distance Learning, Empire State College

Asynchronous text based discussion boards are included in many online courses, however strategies to compare their use within and between courses, from a disciplinary standpoint, have not been well documented in the literature. The goal of this project was to develop a multi-factor metric which could be used to characterize...

International Co-teaching of Medical Informatics for Training-the-trainers in Content and Distance Education

Kadriye O. Lewis, Ed.D, Cincinnati Children's Hospital Medical Center
Murat Sincan, MD, Hacettepe University Faculty of Medicine Department of Medical Education and Informatics Hacettepe Universitesi Sihhiye, Ankara, Turkey

In this technologically advanced age, much emphasis is put on collaboration in education at many levels. As a result, faculty co-teaching (collaborative teaching) has grown dramatically. This paper introduces how two instructors from different countries (USA and Turkey), one experienced in online teaching and the other in medical informatics, collaborated...

Online Education Today

A. Frank Mayadas, Sloan Foundation
John Bourne, Sloan Consortium
Paul Bacsich, Matic Media Ltd

This article is reprinted from [A. Mayadas et al., Online Education Today. Science 323: 85–89, 2 January 2009]. Reprinted with permission from AAAS. Online education is established, growing, and here to stay. It is creating new opportunities for students and also for faculty, regulators of education, and the educational institutions themselves....

A Causal Model of Factors Influencing Faculty Use of Technology

Katrina A. Meyer, Higher and Adult Education, The University of Memphis
Yonghong Jade Xu, Counseling, Educational Psychology and Research, University of Memphis

Based on earlier studies using the 1999 and 2004 National Study of Postsecondary Faculty (NSOPF) data [1, 2], a causal model explaining faculty technology use was constructed. Path analysis was used to test the causal effects of age, gender, highest degree, discipline (health science or not), recent research productivity, and...

Face-to-face and Online Professional Development for Mathematics Teachers: A Comparative Study

Michael Russell, Boston College
Rebecca Carey, Boston College
Glenn Kleiman, Boston College
Joanne Douglas Venable, Boston College

The study compared the effects of a professional development course delivered in an online and a face-to-face format.  The effects examined included changes in teachers’ pedagogical beliefs, instructional practices, and understanding of teaching number-sense and related mathematical concepts.  The study randomly assigned participants to either the online or the face-to-face...