The Ninth Sloan-C International Conference

Learning Effectiveness and Outcomes

Developing a University-wide Distance Education Evaluation Program
Session 1, Salon 3, 8:15a.m. - 9:30a.m.
Christopher Sessums, University of Florida
Tracy Irani, University Of Florida
Grady Roberts, University of Florida
Lisa Lundy, University of Florida
Ricky Telg, University of Florida
Abstract: This case study presentation will describe the University of Florida's multi-stage, research based effort to develop and implement a formal university-wide course evaluation program for distance education courses. This effort included benchmarking institutions around the country, as well as collecting data from stakeholders and intensive pilot testing of the resulting instrumentation.

Getting to know you: Techniques to help instructors understand students' online learning identities
Session 1, Salon 4, 8:15a.m. - 9:30a.m.
Michelle M. Kazmer, School of Information Studies, Florida State University
Abstract: This presentation provides techniques for understanding and getting to know students' identities online. Drawing on knowledge gained in the classroom and through research, it demonstrates how to encourage students to express their online learning identities. The presentation includes a discussion of the significance of online learning identities in the e-classroom.

Leveraging Emergent Leadership in Asynchronous Environments to Improve Learning
Session 1, Salon 4, 8:15a.m. - 9:30a.m.
Michael D'Eredita, Syracuse University
Robert Heckman, Syracuse University
Abstract: When students are assigned collaborative group projects, issues of leadership and group process inevitably arise. This presentation reports the result of an empirical study that investigated emergent leadership behavior in on-line student task groups, and considers the implications of on-line leadership for learning effectiveness.

Online Learning: Better Results, Better Learning
Session 1, Salon 5, 8:15a.m. - 9:30a.m.
Evelyn McLellan, University of Paisley
Thomas Connolly, University of Paisley
Abstract: This paper appraises online student performance in contrast to that of face-to-face students. It argues that the distinctive online interactive teaching and learning practices enhance the quality of online students' learning experience and contribute to the greater success of online students.

Enabling Student Learning in the Online Environment
Session 1, Salon 5, 8:15a.m. - 9:30a.m.
John R. Grandzol, Bloomsburg University
Abstract: This presentation details a course development process that incorporates accreditation guidelines and benchmarks. Transformation of typical learning opportunities and strategies from the traditional classroom environment to the online environment are discussed, with examples specific to MBA-level business statistics. Empirical comparisons of student performance and satisfaction are included.

Participant Activity in Online Classes: Patterns and Implications
Session 2, Salon 4, 9:45a.m. - 11:00a.m.
Gregory W. Hislop, Drexel University
Lewis Hassell, Drexel University
Susan Wiedenbeck, Drexel University
Abstract: This presentation summarizes and analyzes participant activity in a sample of 30 completely online courses (5 replications of 6 different courses). It identifies a variety of patterns and discusses implications of these patterns for teaching and learning. The analysis includes both instructor and student activity, and the relationship between them.

Network Analysis of Effective Knowledge Construction in Asynchronous Learning Networks
Session 2, Salon 4, 9:45a.m. - 11:00a.m.
Reuven Aviv, Department of Computer Science,
Zippy Erlich, Department of Computer Science,
Aviva Geva, Department of Economics and Management
Gilad Ravid, Center for Information Technology and Distance Education
Abstract: Cohesion and triggering role network structures in ALNs are related to the collaboration design and to the quality of the resulting knowledge construction. Social Network and Content Analyses of recorded data of several ALNs revealed that structured ALNs developed early a rich structure of interlinked cliques, learners implicitly undertook roles of bridges and triggers and reached high levels of knowledge construction. Less-structured networks did not develop network structures, usually reached low levels of constructed knowledge.

Expection vs. Reality: The Promise, Perils, and Outcomes of Online Learning in Hybrid and Distance Education Courses
Session 2, Salon 5, 9:45a.m. - 11:00a.m.
Saxon G. Reasons, Ed.D., University of Southern Indiana
Kevin Valadares, Ph.D., University of Southern Indiana
Michael Slavkin, Ph.D., University of Southern Indiana
Abstract: Despite solid course design and frequent instructor communication, student disengagement poses a challenge to online learning. While some instructors consider a hybrid format beneficial, some evidence suggests that students in hybrid courses actually may fare worse than students enrolled in on-campus or completely Internet-based course sections.

Discovering a Cognitive Framework for Teaching and Learning that Resonates with Faculty
Session 2, Salon 12, 9:45a.m. - 11:00a.m.
Michael S. Miller, Information Resources Management College
Elizabeth A. McDaniel, Information Resources Management College
Abstract: Partnering with faculty in the design and delivery of web-based courses prompted discussion of instructional principles and goals for resident and web-based education. A proposed framework for teaching and learning evolved based on our experience and a review of instructional design models in the psychological and educational literature.

Preparing Competent Teachers at Western Governors University
Session 3, Salon 2, 1:15p.m. - 2:30p.m.
Marti Garlett, Western Governors University
Tom Zane, Western Governors University
Philip Schmidt, Western Governors University
Abstract: WGU, the only university ever to be accredited simultaneously by four regional associations and the recipient of major funding from the US Department of Education for the development of a national Teachers College, has been the recent subject of oddly misinformed speculation in the Sloan Consortium's Mailing List. One person wondered, for instance, whether the Teachers College was WGU's "make or break" initiative, while another mistakenly described the University as merely "a pass through for other colleges' online programs." Since neither of these speculations is true, and because WGU's model brings significant added value to online learning, we propose a group presentation that addresses a) background information on the University's mission, method, accreditation, and current status; b) the role of the Teachers College within the University as a whole; and c) most importantly, the design, implementation, and significance of a nationally-distributed, competency-based approach to the online preparation of K-12 teachers. Presenters will include Dr. Marti Watson Garlett, Dean of the WGU Teachers College; Dr. Philip Schmidt, Program Coordinator and Mentor for Mathematics and Science Education; and Dr. Thomas Zane, Director of Assessment for the Teachers College.

Using Log File Analysis to Evaluate Instructional Design
Session 3, Salon 4, 1:15p.m. - 2:30p.m.
Rod Riegle, Illinois State University
Ken Fansler, Illinois State University
Abstract: This presentation focuses on log file analysis as one method for instructional design analysis, providing an overview of what can and can not be mined from the data, the software tools that are currently available to support log analysis, and a model for maximizing the information necessary to improve instruction.

More than a Thousand Words: Multimedia to Support Learning
Session 3, Salon 4, 1:15p.m. - 2:30p.m.
Stella Porto, UMUC - Graduate School
Heloisa Siffert, UMUC - Graduate School
Robert Beauchamp, UMUC - Graduate School
Abstract: This panel discusses lessons learned and outcomes resulting from a successful experience in developing multimedia-learning objects for several courses at the UMUC Graduate School. This experience has shown there is a vast range of possibilities of providing learning support to e-learners, without necessarily out-sourcing this task.

Developing cross-cultural competencies in a web environment
Session 3, Salon 5, 1:15p.m. - 2:30p.m.
Kathryn Martell, Montclair State University
Kinga Konczey, Budapest University
Abstract: The web has great potential to internationalize curriculum, particularly in Business. To date, most of the international curriculum web projects have focused on knowledge acquisition and sharing. Cross-cultural competence requires experiencing other cultures. We will demonstrate pedagogical methods we applied in a team-taught, web-based "virtual" classroom spanning several countries that focused on experiential learning.

The Power of Narrative in Asynchronous Learning Networks
Session 3, Salon 5, 1:15p.m. - 2:30p.m.
Robert Heckman, Syracuse University
Christina M. Finneran, Syracuse University
Todd Marshal, Syracuse University
Abstract: The use of narrative can reduce transactional distance between students and teachers in ALN networks. It provides a sound educational methodology based on principles of cognitive psychology. This presentation will discuss techniques to help instructors use narrative effectively in the online context.

Facilitation with Felicity: Building a Community of Online Mentors
Session 3, Salon 12, 1:15p.m. - 2:30p.m.
Donna Baumbach, University of Central Florida
Vicky Zygouris-Coe, University of Central Florida
Georgina Long, University of Central Florida
Abstract: School and district-based online facilitators give the Florida Online Reading Professional Development (FOR-PD) project the personal touch, providing feedback and support to thousands of teachers enrolled in a statewide reading methods class. The presentation will describe the course, facilitator recruitment, training, support mechanisms, and outcomes.

Implications of the Wyer-Srull information processing model in a distributed learning environment
Session 4, Salon 3, 2:45p.m. - 4:00p.m.
Victor J. Rivera, College of Arts and Sciences
Abstract: The aims of this presentation are to explain the Wyer-Srull model of human information processing in social contexts, and to explain the implications of this model to the understanding of learner effectiveness in a distributed learning environment.

Does a Social-Constructivist Designed Online Class Influence Students' Learning Approaches to Deep Learning
Session 4, Salon 3, 2:45p.m. - 4:00p.m.
Toby Klinger, johnson county community college
Abstract: To evaluate socially-constructivistic principles of deep learning, this research measures students' self-reports for thinking styles (Sternberg, 1998), learning approaches (Biggs, 2001) and attitudes about peer learning. Qualitative data from discussion group assignments compares the pre and post class self-reports for depth of learning.

Creating and Sharing Educational Resources
Session 4, Salon 4, 2:45p.m. - 4:00p.m.
Deborah Kashy, Michigan State University
Gerd Kortemeyer, Michigan State University
Guy Albertelli, Michigan Sate University
Edwin Kashy, Michigan State University
Hon-Kie Ng, Florida State University
Ray Batchelor, Simon Fraser University
Marc Lucas, Ohio University
Abstract: Information technology can, when used in an ALN environment, stimulate students to work and think and significantly enhance their achievement. The discussion will emphasize the creation and sharing of the educational resources utilized in implementing the many facets of such an environment, both within and across institutions.

Divergent Thinking, Multiple Perspectives and Online Discussion
Session 4, Salon 4, 2:45p.m. - 4:00p.m.
Karen Swan, Research Center for Educational Technology
Abstract: This presentation will suggest a rubric for evaluating online discussion in terms of multiple and divergent points of view proposed and elaborated, and demonstrate its application.

An On-Line Learning Environment for Study Skills
Session 4, Salon 5, 2:45p.m. - 4:00p.m.
A. E. Mahdi, Lecturer
Caitriona Bermingham, Postgraduate
Abstract: The purpose of this presentation is to give an overview description a flexible interactive skills learning environment which has been designed and developed at our institution to help students, in particular those in their first year of study, acquire and improve their study and interpersonal skills.

Learning to Read: Practicing Biblical Exegesis Online
Session 4, Salon 5, 2:45p.m. - 4:00p.m.
Mary E. Hinkle, Luther Seminary
Abstract: The presentation will demonstrate an interactive web-based tool for practicing close reading skills such as character analysis, word study, outlining, etc. Luther Seminary is making the tool freely available for use in college and seminary classes as well as by lay preachers and others who cannot afford or attend on-campus classes.

Developing "Third Generation" Online Programs
Session 5, Salon 1, 8:30a.m. - 9:45a.m.
Susan M. Kryczka, Boston University
Daniel LeClair, Boston University
Stephen Wells, Embanet Corporation
Abstract: Boston University has constructed a "third" generation online course development model. Courses are highly interactive, based on adult learning theory, and built by a team made of internal and external members. In partnership with Embanet, a Canadian company, the University identifies programs and markets before development begins to maximize success.

Learning Online: A Collaborative Approach
Session 5, Salon 3, 8:30a.m. - 9:45a.m.
Rena M. Palloff, School of Education at Capella University
Keith Pratt, School of Education at Capella University
Abstract: In this Session , we will provide ideas for including collaborative activity in online courses, regardless of the content area being taught and will specifically share examples from skill-based courses. The Session is “solution-oriented, ” providing tips and suggestions for creating collaboration that go beyond the norm and get faculty thinking out of the box as they create and teach online courses.

Learning Effectiveness and Outcomes in Pedagogically Driven P2P Online Collaborative Environments
Session 5, Salon 3, 8:30a.m. - 9:45a.m.
Richard Wilfred Yelle, Parsons School of Design
Chuck Dornbush, Athenium.com
Abstract: Parsons is a recognized leader in the teaching of design. For the past three years, we have been using the pedagogically driven (Socratic Method) P2P TEAMThink collaborative learning system to amplify the learning process. TEAMThink features a question-based learning process, where most of the learning occurs in structured peer-to-peer collaboration. This Session will describe the Parsons' collaborative course processes, illustrate the use of pedagogically driven peer-to-peer collaboration technology, and examine the impact of pedagogically driven peer-to-peer collaboration technologies on learning effectiveness, outcomes, and the development of strategic partnerships.

Social Learning Online: Expectations and Experiences
Session 5, Salon 4, 8:30a.m. - 9:45a.m.
Sue Easton, Ph.D., Rollins College
Abstract: This research presents research in which traditional courses were modified for Web-based delivery while maintaining a strong focus on group discussions, teacher-student conversations, and individual reflection and feedback. Techniques for using asynchronous communication methods to promote social learning were evaluated from the learners' perspective contrasting experiences and expectations of online students and F2F students.

Learning Impact Assessment in Online Mathematics and Statistics Classes at Pace University
Session 5, Salon 4, 8:30a.m. - 9:45a.m.
Patricia Giurgescu, Pace University
David Sachs, Pace University
Prof. Nancy Hale, Pace University
Barbara Farrell, Pace University
Abstract: We discuss what characteristics of online instruction lead to student achievement gains and positive changes in teaching practice. Systematic use of embedded assessments allows instructors to identify "nodes" of student understanding or misunderstanding. Learning effectiveness is measured in terms of cognitive outcomes (conceptual understanding, procedural fluency and strategic competence (knowing "what", "why", "how", "when" & "where" certain knowledge applies), communication outcomes (ability to express quantitative information clearly & rigorously, using the most appropriate technological tools), productive disposition, civility and integrity

Strategies for Encouraging Social Engagement in the ALNResearch Community
Session 6, Salon 1, 10:00a.m. - 10:45a.m.
Yi Zhang, Information Systems at New Jersey Institute of Technology
Starr Roxanne Hiltz, Information Systems at New Jersey Institute of Technology
Abstract: This Session describes a number of additions to the WebCenter for Learning Networks Effectiveness Research designed to increase the active participation and contributions of its members, and thus to better serve its function of building a community of researchers on the learning effectiveness of ALN.

Asynchronous Learning and the Learning Sciences
Session 6, Salon 2, 10:00a.m. - 10:45a.m.
Stephen M. Fiore, University of Central Florida
Steven J. Condly, University of Central Florida
Florian Jentsch, University of Central Florida
Sharon Johnston, Florida Virtual School
Eduardo Salas, University of Central Florida
Francisca Yonekura, University of Central Florida
Abstract: This presentation discusses how, through partnerships with multiple organizations, the University of Central Florida's "Consortium for Research in Adaptive Distributed Learning Environments" has addressed the cognitive issues associated with the effective design of distributed learning systems, as well as the social and technological issues surrounding human-computer interaction in distributed learning environments for individual and collaborative learning.

Online Graduate Education It's the How, Not the What Students Learn
Session 6, Salon 3, 10:00a.m. - 10:45a.m.
Norma J. H. Patterson, University of Nebraska
Abstract: A multiple case study with descriptive surveys evaluates the learning process and evaluates the quality of learning in a graduate level postsecondary finance course. Results suggest that even with identical objectives, learning outcomes differ between on-campus and online classes. Similarities and differences are presented with implications.

Learning Outcomes from a Business Statistics Course Using Online Versus Traditional Methods
Session 6, Salon 4, 10:00a.m. - 10:45a.m.
Pannee Suanpang, University of Technology, Sydney
Peter Petocz, University of Technology, Sydney
Abstract: This paper presents the results of a study of student learning in a Business Statistics course in Thailand, comparing the results from groups taught using online learning and those taught using traditional methods. Qualitative data obtained from the students throw light on the reasons why the online learning was superior.

Make Online Teaching and Learning All It Can Be
Session 6, Salon 11, 10:00a.m. - 10:45a.m.
Helen R. Stiff-Williams, Regent University
Abstract: Through a full-scale tour of an online course, see how to develop the course syllabus, design instructional segments, and execute challenging learning activities to maximize learning outcomes. Through strategic planning and implementation, all students achieve a remarkable sense of "classroom" community, student grades remain consistently high, and attrition becomes negligible.?

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