Formative Evaluation of Synchronous CMC Systems
This research used formative evaluation methods to examine a
number of synchronous computer-mediated communication
(CMC) systems for online learning.
BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE
The research literature on Web-based learning supports the assumption that interaction is important for a successful course, yet questions exist regarding the nature and extent of the interaction and its effects on student performance.
Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face environments
This empirical study compared a graduate online course with an
equivalent course taught in a traditional face-to-face format on a variety of outcome measures. Comparisons included student ratings of instructor and course quality; assessment of course interaction, structure, and support; and learning outcome measures such as course grades and student self-assessment of their ability to perform various Instructional Systems Design (ISD) tasks.
Basic Electronic Mail Netiquette
1. ALL CAPS means shouting
2. Use underscores or asterisks for emphasizing words
3. Watch your tone -- it's written, not verbal communication
4. Check your spelling
5. Quote back only what is relevant
6. Use an automatic signature, especially if you are a business
7. Where are you located if requesting goods or services?
8. Don't send unsolicited file attachments
9. Use a descriptive Subject line
10. Only forward jokes and chainletters if you are SURE the recipient wants them (and hasn't already gotten a copy or three from someone else)
11. Don't send "Check This Out" Unsolicited URLs
12. Don't expose your email routing list to spammers
13. If you are on AOL, do not use the "Forward" command
Advances in Pedagogy: Finding the Instructor in Post-Secondary Online Learning
The purpose of this paper is to discuss the pedagogical, social, managerial, and technological issues often encountered in teaching on the Web.
The purpose of the Sloan Consortium (Sloan-C) is to help learning organizations continually improve the quality, scale, and breadth of their online programs according to their own distinctive missions, so that education will become a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines.
A constructivist approach to online training for online teachers
This article examines the pedagogical role of the teacher in online education. Specifically, the
transition from in-class room instruction to online instruction is a complex one involving
specialized training in the technical aspects of delivering quality educational materials (or
environments) to the students, and specialized training in how to foster knowledge acquisition
within this new environment. The article focuses on the pedagogical training that an online
instructor needs to become an effective teacher.
Information Technology and Disabilities
Welcome to a special ITD issue devoted to the topic of distance learning and disabilities.
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Learning at a Distance - How to Prevent Dropouts
Distance education has in recent years rapidly worked its way to become an academic
discipline in its own right. However, a functional working concept has not yet been identified.
Dropouts are high, sometimes over 70%. Educational institutions often point to the fact that
student personal issues are a far greater dropout factor than institutional factors.
An investigation was carried out to determine the extent to which evidence of collaborative learning
could be identified in students' textual interactions in an online learning environment. The literature
on collaborative learning has identified a range of behaviors that characterize successful collaborative
learning in face-to-face situations. Evidence of these behaviors was sought in the messages that were
posted by students as they interacted in online work groups. Analysis of students' contributions
reveals that there is substantial evidence of collaboration, but that there are differences between
conventional face-to-face instances of collaborative learning and what occurs in an asynchronous,
Collaborative learning and the Internet
For several years, scholars have attempted to measure and understand the effects of collaborative learning. This contribution reviews the empirical work concerning the conditions under which collaborative learning is efficient. We also review the mechanisms that have been proposed to explain the cognitive effects of collaboration. We stress the fact that these findings have been obtained in situations where two or more individuals have to solve a problem together. It would be an over-generalisation to expect similar results by the simple the use of recent Internet-information and communication tools, e.g. for activities where students simply have to talk to each other, without the pressure of reaching a common goal and maintaining some agreement or at least some mutual understanding.
Online Learning: Ways to Make Tasks Interactive
It is now generally accepted that the interactivity of online tasks is an important determinant of learning. A variety of examples of interactive programs available on the web are shown. A description of the way an online Psychology lab is used illustrates how interactivity can enhance the understanding of concepts.
Online assessment: The use of web based self assessment materials to support self directed learning
INTERACTION ONLINE: ABOVE AND BEYOND - REQUIREMENTS OF ASSESSMENT
A great deal has now been written which confirms that assessment is the key to learning in
traditional settings (Ramsden, 1992), termed the de facto curriculum in distance education
contexts (Rowntree, 1977) and the driver of students' approaches to study (Morgan, 1993). In all forms of distance education today - print-based, mediated via video or tele-conference, or supplemented by computer-based communications - assessment tasks can be seen as the active
components of study. Assignments provide learners with opportunities to discover whether or not they understand, if they are able to perform competently and demonstrate what they have learnt in their studies. Furthermore, the feedback and grades that assessors communicate to students serve
to both teach and motivate (Thorpe, 1998).