Volume 8, Issue 3 - June 2004

Stevens Institute of Technology: WebCampus

Robert N. Ubell Dean, School of Continuing Professional Education, Stevens Institute of Technology

WebCampus.Stevens, recent winner of the Sloan-C Award for Excellence in Institute-Wide Online Teaching and Learning Programming, delivers some 160 courses in six online graduate degrees and 23 graduate certificates. Taught by more than 60 mostly full-time faculty, courses have now enrolled more than 4,000 students in 37 US states and...

Cost-Effective Distributed Learning With Electronic Labs

J. Olin Campbell, Ph.D., Brigham Young University
John R. Bourne, Professor of Electrical and Computer Engineering, Franklin W. Olin College of Engineering, Professor of Technology Entrepreneurship, Babson College
Pieter J. Mosterman, The MathWorks, Inc.
Mahmood Nahvi, Electrical Engineering Department, Cal Poly State University
Rassa Rassai, Engineering/Electronics, Northern Virginia Community College
Arthur J. Brodersen, Electrical Engineering, Vanderbilt University
Martine Dawant, Director of Technical Operations, The Sloan Consortium

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...

Technology is too Important to Leave to Technologists

Jeremy Dunning, Indiana University and Arjuna Multimedia
Richard Rogers and Richard Magjuka, Kelley School of Business, Indiana University
David Waite, Butler University
Keith Kropp and Thomas Gantz, Kendall-Hunt Publishers
Abtar Kaur, Open University Malaysia
Ari Vidali, Envisage
Tom Hunt and Larry Vandermolen, Indiana University

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...

The Value of Online Learning: Perspectives From the University of Illinois at Springfield

Burks Oakley II, Director, University of Illinois Online

The value of online learning is analyzed from the perspective of the University of Illinois at Springfield (UIS). The first type of value (merit, worth) of online learning is discussed, with the conclusion that online learning is of significant value to various constituencies, including students, faculty, the institution, and society....

(My) Three Principles of Effective Online Pedagogy

Bill Pelz, CAS, Professor of Psychology, Herkimer County Community College

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...

Solving the Laboratory Dilemma in Distance Learning General Chemistry

Dr. Jimmy Reeves, University of North Carolina at Wilmington
Dr. Doris Kimbrough, University of Colorado at Denver

Making a laboratory science course accessible to distance learners requires eliminating certain barriers. This paper describes one semester introductory chemistry courses for science and non-science majors that feature laboratory experiments that students can do at home, using materials readily available from local grocery and hardware stores. Courses using this approach...

The Master of Distance Education Program: A Collaboration Between the University of Maryland University College and Oldenburg University

Eugene Rubin, Associate Vice President, Office of Instructional Development, University of Maryland University College
Ulrich Bernath, Director, Center for Distance Education, Carl von Ossietzky University of Oldenburg
Mark Parker, Executive Assistant to the Provost, University of Maryland University College

On November 15, 2003, The Master of Distance Education (MDE) program at the University of Maryland University College (UMUC) received the 2003 Sloan-C award for Most Outstanding Online Teaching and Learning Program. This award was given to the MDE “for an asynchronous, student-centered online graduate program that responds to the...

Experimental Online Case Study for a Breakthrough in Student Engagement: Focus Group Results

James Theroux, Isenberg School of Management, University of Massachusetts
Cari Carpenter, Isenberg School of Management, University of Massachusetts
Clare Kilbane, School of Education, University of Massachusetts

A new type of case study, called the real-time case (RTC), was produced in the fall of 2001 and distributed via the Internet to business classes at four universities in the US and Canada. The real-time case presented the story of one company's growth and development throughout a 14-week semester....

Faculty Self-Study Research Project: Examining the Online Workload

Melody M. Thompson, The Pennsylvania State University

Concerns about faculty workload in the online environment are a reported deterrent to participation in online teaching. To date, such concerns have been based primarily on anecdotal evidence rather than empirical research. This paper describes a project in which six faculty members teaching courses through the Penn State World Campus...

UCF’s Exemplary Faculty Support: An Institutionalized Ecosystem

Barbara E. Truman, Director, Course Development & Web Services, University of Central Florida

The University of Central Florida was honored to receive the 2003 Sloan-C Excellence in Online Teaching and Learning Award for Faculty Development. The environment at UCF has doubled in the last ten years with the number of students, faculty, and developing campus locations. Rapid growth in brick and mortar on...