Volume 9, Issue 3 - October 2005

Are Online Courses Cannibalizing Students From Existing Courses?

Joseph K. Cavanaugh, Department of Business Wright State University, Lake Campus

One of the reasons most often cited for the increasing number and popularity of online courses is the format's ability to provide access to students who cannot attend conventionally delivered face-to-face courses. Are these underserved students in fact the ones enrolling in online courses? Or are online course enrollees the...

A Review of Recent Papers on Online Discussion in Teaching and Learning in Higher Education

Michael Hammond, Centre for New Technologies Research in Education, Institute of Education, University of Warwick

This paper presents a review of a sample of recent case studies on the use of asynchronous online discussion in higher education. These studies are analyzed in terms of curriculum design, assumptions about teaching and learning, and claims and reported conditions for using online discussion. The claims made for asynchronous...

Electronic Spaces as an Alternative to Traditional Classroom Discussion and Writing in Secondary English Classrooms

Sangmin Lee, Woosong University, Korea

In most secondary school classrooms, teachers are still authoritative, central-figures. They talk and teach while students listen and passively receive what the teacher says. Regarding writing, the situation is similar. Students write only to the teacher, the person who grades their papers. In this environment, classroom dynamics are monologic and...

Estimating Faculty and Student Workload for Interaction in Online Graduate Music Courses

Barbara Payne McLain, University of Hawaii – Manoa

Research suggests that faculty perceive greater workload for online teaching. These perceptions have little quantitative support. This study utilized seven online graduate courses, over a three year period to estimate faculty and student workload for interaction via online discussions and electronic mail using average reading and typing speeds. Weekly faculty...

A Synthesis of Sloan-C Effective Practices, August 2005

Janet C. Moore. Chief Learning Officer, The Sloan Consortium

To support continuous improvement in the quality, scale and breadth of online education, the Sloan Consortium invites practitioners to share effective practices. This report synthesizes effective practices submitted by Sloan-C members that have been reviewed and are currently listed in Sloan-C Effective Practices online collection at http://www.sloan-c.org/effective. The synthesis includes...

An Examination of Sense of Classroom Community and Learning Among African American and Caucasian Graduate Students

Alfred P. Rovai, School of Education, Regent University
Michael K. Ponton, School of Education, Regent University

Higher education administrators and faculty members seek ways in which to advance student learning in online courses, and student affairs professionals seek ways to promote a sense of belonging and connectedness of students to their schools. The present study examined how a set of three classroom community variables were related...

Participatory Examinations in Asynchronous Learning Networks: Longitudinal Evaluation Results

Jia Shen, School of Management, New York Institute of Technology
Michael Bieber, Collaborative Hypermedia Research Lab, Information Systems Department, New Jersey Institute of Technology
Starr Roxanne Hiltz, Collaborative Hypermedia Research Lab, Information Systems Department, New Jersey Institute of Technology

This paper presents longitudinal evaluation results for an online participatory examination process in an information systems course over three semesters. The exam process includes students making up questions, answering other students' questions, grading answers to questions they author, and appealing the grades. The surveys following each exam elicited students' feedback,...

On the Nature and Development of Social Presence in Online Course Discussions

Karen Swan, Research Center for Educational Technology, Kent State University
Li Fang Shih, School of Business and Technology, Excelsior College

"Social presence," the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and success in online courses. This mixed methods study built on previous research to explore in greater depth the nature of social presence...

Assessing Student Learning with Automated Text Processing Techniques

Yi-fang Brook Wu, Department of Information Systems, College of Computing Sciences, New Jersey Institute of Technology
Xin Chen, Department of Information Systems, College of Computing Sciences, New Jersey Institute of Technology

Research on distance learning and computer-aided grading has been developed in parallel. Little work has been done in the past to join the two areas to solve the problem of automated learning assessment in virtual classrooms. This paper presents a model for learning assessment using an automated text processing technique...