Volume 4, Issue 1 - January 1970

Enabling Curriculum Re-design Through Asynchronous Learning Networks

Alan Staley, Head of Research, University of Central England
Niall MacKenzie, Research Fellow, University of Central England

This paper considers existing processes in Higher Education and the opportunity for using Asynchronous Learning Networks (ALNs) to re-design the curriculum. A curriculum model based upon experiential learning, that explicitly links theory and practice, is promoted as the basis for considering the application of technology. The Computer Supported Experiential Learning...

Faculty Participation in Asynchronous Learning Networks: A Case Study of Motivating and Inhibiting Factors

Catherine C. Schifter, College of Education, Temple University

This case presents and compares the top five motivating and inhibiting factors for faculty participation in Asynchronous Learning Networks (ANL) or distance education (DE) as reported by faculty participators and non-participators, and administrators. While faculty and administrators agreed strongly on what inhibits faculty from participating in ALN/DE programs, there were...

Learning Styles and Asynchronous Learning: Comparing the LASSI Model to Class Performance

Kenneth D. Loomis, Ph.D., University of Wisconsin - Eau Claire

This study investigated the relationship between students' individual study and learning styles with their performances in an online Research Methods class. At the beginning of the semester the Learning and Study Strategies Inventory (LASSI) measured each student's study and learning styles on ten scales. The students' LASSI scores were later...

Measuring Learning Effectiveness: A New Look at No-Significant-Difference Findings

Ernest H. Joy II, Ph.D., Florida Institute of Technology
Federico E. Garcia, Ph.D., Center for Naval Analyses

Researchers, instructional designers and consumers of ALNs must be cautious when interpreting results of media comparison studies. Much of the literature purports to have found no significant difference in learning effectiveness between technology-based and conventional delivery media. This research, though, is largely flawed. In this paper, we first outline the...

The Use of Asynchronous Learning Networks in Nutrition Education: Student Attitude, Experiences and Performance

Graham Paul Shaw, The Department of Basic Medical Sciences, Californian College of Podiatric Medicine
Willy Pieter, Department of Physical Education, University of Asia and the Pacific

In this study a change in teaching strategy to involve a greater emphasis on asynchronous learning networks (ALNs) was implemented and the views of students (n=51) to this change were evaluated through responses to an online questionnaire. In response to Likert-type questions the majority of students demonstrated a positive view...

Online professional education: A case study of an MBA program through its transition to an online model

Lynne Schrum, Associate Professor, The University of Georgia
Angela Benson, Graduate Research Assistant, The University of Georgia

Recently a large corporation joined with a large southeastern university's College of Business MBA program to create a distance MBA program uniquely suited to the corporation's high level workers' needs to obtain the degree while they continue working. This corporation invested significantly in the design and development of this...

Early Patterns of Faculty Compensation for Developing and Teaching Distance Learning Courses

Gary A. Berg, Claremont Graduate University

This paper is an investigation into compensation practices for faculty developing and teaching distance learning courses. The research divides itself into two basic lines of inquiry: direct and indirect compensation (including royalties, training, and professional recognition). Also, economic models for distance learning are examined with a view...