The Eleventh Sloan-C International Conference on Online Learning

Presentations' Schedule

• Concurrent Session 1
• Concurrent Session 2
• Concurrent Session 3
• Concurrent Session 4
• Concurrent Session 5
• Concurrent Session 6
• Concurrent Session 7

Fostering Collaborative Inquiry and Embodied Learning Via Elluminate Live!
Session 1, Salon 2, 8:15a.m. - 8:50a.m.
Iris M. Striedieck, Pennsylvania State University
El Lehman, Pennsylvania State University - World Campus
Abstract: This session captures one process of course redesign with an aim toward more robust and embodied learning experiences. In particular, we describe and analyze how the roles of instructional designer, teacher and students in one online graduate course were impacted through the use of Elluminate Live!, an online conferencing program.

Teaching presence in online communities of inquiry: What learners need from faculty
Session 1, Salon 2, 9:00a.m. - 9:35a.m.
Martha Cleveland-Innes, Athabasca University
D. Randy Garrison, University of Calgary
Abstract: Students making the transition to online learning maneuver an adjustment phase, drawing direction and support from the course design, other students and the instructor. In a recent study of novice online learners, aspects of required support from online facilitators were identified.

Online Learning as Perceived by Nontraditional Students
Session 1, Salon 3, 8:15a.m. - 8:50a.m.
Charlene C. Goodwin, Macon State College
Abstract: Online learning is a vital component of education worldwide today. Nontraditional (over 25 years in age, working full time, with family responsibilities) students were questioned as to how they perceived online learning and what factors influenced their success or failure in such courses. Through analysis of these semi-structured interviews, eight themes were developed relating to nontraditional students and their experiences with online learning.

Developing Online Learning Best Practices for ESL/EFL International Students
Session 1, Salon 3, 9:00a.m. - 9:35a.m.
Chun-Ming Ou, Kent State University
Abstract: This paper aims to develop the online learning best practices for ESL/EFL international students by exploring and synthesizing their culturally-specific expectations, challenges, coping strategies and self-efficacy issues in terms of the online learning.

An analysis of game engines for “serious” game development
Session 1, Salon 4, 8:15a.m. - 8:50a.m.
Peterson "Pete" Lorins, University of Central Florida
Atsusi Hirumi, University Of Central Florida
Abstract: This session presents the results of an analysis of over 50 existing game engines to help educators, instructional designers and training developers select appropriate engines to reduce cost and facilitate the development of "serious" games.

Increasing Student Involvement with Hands-on Activities in Online Computer Science
Session 1, Salon 4, 9:00a.m. - 9:35a.m.
Wayne Summers, Columbus State University
Bhagyavati Bhagyavati, Columbus State University
Chris Whitehead, Columbus State University
Abstract: A challenge in teaching online classes in Computer Science is providing students with hands-on assignments that provide experiences consistent with hands-on assignments delivered in traditional mode courses. This presentation outlines several sets of hands-on assignments in courses that are often thought to be difficult to teach in an online environment.

The Temporal Dimension of Building Community Online: Is Time on Your Side?
Session 1, Salon 5, 8:15a.m. - 8:50a.m.
Jane Livingston, Vassar College
Robert Heckman, Syracuse University
Abstract: The typical college class runs for 10 – 15 weeks. Is it really possible for a meaningful learning community to emerge in this brief period? We explore temporal issues that are crucial to the emergence of voluntary online learning communities, and offer suggestions to help instructors get time on their side.

Asynchronous Challenge: Moving From Pedagogy to Cyberagogy©
Session 1, Salon 5, 9:00a.m. - 9:35a.m.
Bob Hawkins, Defense Acquisition University
Abstract: This presentation is about how older learning theories match up with contemporary learning modalities; especially asynchronous learning. It's something we call "Cybragogy" which follows the pedagogical principles espoused by Carl Rogers and his theory of "student-centered education." Asynchronous learning environments create conditions in which the shift from teaching to student-centered learning is most manifest. In this session we introduce 'Cybragogy' and how it is similar with the theories of andragogy and applied pedagogy. But with some unique differences that derive its name, and why it may be so uniquely suited to asynchronous learning.

Using Freedom, Fun, Power and Belonging to Improve Collaboration in Online Learning
Session 1, Salon 6, 8:15a.m. - 8:50a.m.
Heidi Schweizer, Marquette University
Richard Schafer, Marquette University
Abstract: Glasser’s Choice Theory suggests behavior can be attributed to meeting four basic psychological needs; freedom, fun, power and belonging and that learning environments that satisfy these needs optimize learning.

The UMUC Shakespeare Project: Expanding the Online Educational Community
Session 1, Salon 6, 9:00a.m. - 9:35a.m.
Richard Schumaker, UMUC
Pamela Monaco, UMUC
Abstract: The UMUC Shakespeare Project serves as a compelling model for mobilizing to expand community. Over a ten-year span, the UMUC English faculty and administration have developed effective pedagogical techniques grounded in institutional collaboration with diverse departments--the Center for Teaching and Learning, the Center for the Virtual University, the Center for Intellectual Property, and the Information and Library Services. Both the pedagogical techniques and the dynamics of collaboration among departments have wide implications for online teaching and learning.

Five Ways to Use Data to Improve an ALN Program
Session 1, Salon 7, 8:15a.m. - 8:50a.m.
Stephen Ehrmann, The TLT Group
Abstract: Most evaluations focus on outcomes. But outcomes data alone rarely provide direction for how those outcomes might be improved. This talk will give examples of five complementary strategies for formative evaluation. Each type of finding can provide direct guidance for administrators and faculty for how they can improve program outcomes. Each type of study will be illustrated with an example. A supporting web site will allow the audience to explore each strategy and example later on.

Leadership Challenges in Implementing a Learning Organization’s Strategic Plan
Session 1, Salon 7, 9:00a.m. - 9:35a.m.
Susan Nash, Excelsior College
George Timmons, Excelsior College
Abstract: The presentation discusses how to identify and develop responses to leadership challenges in learning organizations which are experiencing rapid change, growth, competition for scarce resources, and evolving constituency needs, and how these must be successfully dealt with in the implementation of the strategic plan.

Online Learning Communities: Lessons from Open Source Software Groups
Session 1, Salon 8, 8:15a.m. - 8:50a.m.
Hala Annabi, University of Washington
Robert Heckman, Syracuse University
Abstract: The presentation describes the learning process in an Open Source Software project as an example of a distributed learning community. This rich case study of the Apache web server project explores diverse collaborative learning episodes. We conclude with implications of the study for learning communities in various settings.

Learning-on-the-Go: Using mLearning to Deliver Online Courses without Internet
Session 1, Salon 8, 9:00a.m. - 9:35a.m.
Dorothy Bassett, Duquesne University
Karen Mangis, Online Programs
Abstract: Duquesne University’s Learning-on-the-Go program enables online students to access their courses (by using a PDA or laptop) when access to the Internet is not always available. This presentation will discuss the program’s implementation and lessons learned as it was first offered to the service members deployed in Iraq, Kosovo, and Afghanistan.

Integrating Ethical Principles into Online Faculty Development
Session 1, Salon 9, 8:15a.m. - 8:50a.m.
Peter Bemski, Regis University
Tina Parscal,
Abstract: Faculty should at the least consider the ethical principles that guide our practice. At Regis University School for Professional Studies this consideration is a mandatory part of Faculty Orientation for new Faculty in both classroom and online settings. This interactive presentation models the practice and discusses ways in which it might be improved.

Giving Voice to Faculty & Staff in the Technology Trenches
Session 1, Salon 9, 9:00a.m. - 9:35a.m.
Billie Strand, University of Nebraska-Lincoln
Nancy Aden, University of Nebraska-Lincoln
Abstract: Faculty and staff charged with the day to day implementation of distance education often feel isolated from the institutional decision making that affects their efforts. This presentation describes the birth and growth of a university USERS GROUP and the voice they found along the way.

What should be the enrollment cap for highly interactive on line courses?
Session 1, Salon 10, 8:15a.m. - 8:50a.m.
Sarma Pisupati, Penn State University
Mark DeLuca, Penn State University
Martin Gutowski, E-Education Institute, Penn State University
Wendy Mahan, TLT, Penn State University
Abstract: This presentation discusses the impact of highly interactive, engaging, web-based simulations were used to teach concepts and do homework activities in a highly subscribed (1,500 students per year) course. High interactivity (personalized) increased enrollment, faculty efficiency, reduced grading errors, and provided a check for plagiarism.

Slicing the Course to Serve the Masses: Designing a course that can be offered
Session 1, Salon 10, 9:00a.m. - 9:35a.m.
Lynne Johnson, Penn State University
Rick Shearer, Penn State University
Abstract: To meet the needs of multiple audiences, Penn State’s World Campus has begun to develop courses that can be offered in both online and hybrid formats. This presentation will explore the design considerations that must be addressed when developing content that can be reused and shared across departments and campuses.

An eWriting Center: Development as a Collaborative Enterprise
Session 1, Salon 11, 8:15a.m. - 8:50a.m.
Karen Rhoda, The University of Toledo
Carol Nelson-Burns, The University of Toledo
Daniel Solarek, The University of Toledo
Abstract: This session examines the philosophical considerations and practical applications that resulted in designing an online Writing Center to support writing projects of faculty teaching online degree programs and courses. Conceptualizing, implementing and refining the details involved in this collaborative project will be discussed.

Expanding Community through University Writing Center Collaborations
Session 1, Salon 11, 9:00a.m. - 9:35a.m.
Lisa Bernstein, University of Maryland University College
Abstract: The collaboration among Writing Centers at University of Maryland University College, University of Maryland, College Park, and Montgomery College offers a model for institutional transformation in online education. In developing common philosophies and practices, these schools are improving access and writing success in an institutionally scalable fashion to students in the Metropolitan DC area.

Faculty Development Across a Discipline: Consortial Sharing of Pedagogical Strategies
Session 1, Salon 13, 8:15a.m. - 8:50a.m.
Peggy Brown, Syracuse University
Abstract: Describes the pedagogical strategies developed for the Web-based Information Science Education (WISE) project, begun in the fall 2005. WISE is a consortium of library and information science (LIS) programs in the US, Canada, and New Zealand, formed to share online courses across schools, and to provide pedagogical support to ensure high-quality online learning across schools.

Designing Faculty Workshops for the New Millennium – Walking the Talk
Session 1, Salon 13, 9:00a.m. - 9:35a.m.
Marie-Pierre Huguet, RPI
Chris Moore, RPI
Frank Wright, RPI
Abstract: As part of an effort that would allow the ‘most wired campus’ to develop the ‘most wired faculty’ in both research and the classroom, we designed a three-week long electronic mediated workshop that guides our faculty in their integration of Web-based technologies in a blended or online environment.

The Scholarship of Teaching and Learning with Technology: A project to strengthen . . .
Session 1, Salon 14, 8:15a.m. - 8:50a.m.
Molly Immendorf, Cooperative Extension, UW-Extension
Kay S. Taube, Outreach & E-Learning, UW-Extension
Abstract: Through a University of Wisconsin System-level initiative, the University of Wisconsin-Extension has engaged in a multi-year project to examine the Scholarship of Teaching and Learning with Technology, the project creates a virtual community composed of system-wide faculty and staff who are engaged in examining what factors contribute to effective learning at a distance.

E-Service Learning: A Pedagogic Innovation in Education
Session 1, Salon 14, 9:00a.m. - 9:35a.m.
Donna Malvey, University of Central Florida
Eileen Hamby, University of Central Florida
Abstract: This presentation proposes an innovation in service-learning identified as e-service learning. Because e-service learning is mediated by technology and delivered online, we identify state of the art technologies that support e-service learning activities. We suggest possible e-service learning projects and activities that may be included in health care management courses.

Development of Interactive Learning Resources for Teaching Chemistry Online
Session 2, Salon 2, 9:50a.m. - 10:25a.m.
Roger Gilpin, Wright State University
Christina Gilpin
Joseph Solch
Abstract: Over the last decade, wed-based instruction has gone from a curiosity to an accepted and often highly productive teaching tool. Today, there are many successful examples of totally and partially web-based courses that are taught in both the distance learning and the on-campus mode at small, intermediate, and large university throughout the Nation. Unfortunately, when the natural sciences are involved, the acceptance and use of web-based teaching has not been met with open arms but more often with passive resistance to open hostility. The underlying goal of the session is to discuss the development and operation of an ACS accredited general chemistry course that addresses the concerns of educators and provides an effect learning tool for students to overcome their difficulty in applying mathematics to chemistry. At the heart of the course are nine dynamic learning modules with interactive feedback and a series of simulations and virtual laboratory exercises.

Moving Biology Labs Online
Session 2, Salon 2, 10:35a.m. - 11:10a.m.
Carolyn Peters, Spoon River College
Abstract: The presentation deals with moving a biology lab from hybrid online to full online instruction. It deals with designing laboratory exercises that can be done safely in the home and how to organize a kit for this purpose. Moving labs online will reach a broader group of students that have no way of getting to campuses or who have lives that are so busy that online instruction may be there only way of getting a post secondary degree.

Using Visual Communicator to Establish Presesence in an Online Course
Session 2, Salon 3, 9:50a.m. - 10:25a.m.
Mary Jane Clerkin, Berkeley College
Abstract: Visual communicator, which combines video, sound, and text, adds a new dimension to online courses. Online professors can choose a variety of "visual backgrounds" and background music from which to choose for their videos. What is more it is very easy to illustrate speech and lectures with text, graphics, PowerPoint presentations, and short films. Most importantly, it adds presence in an online course. The professor can use it for introductions, lectures, and messages throughout the course.

Building a Community of Virtual Adjunct Professionals: Virtual Mentoring
Session 2, Salon 3, 10:35a.m. - 11:10a.m.
Maria Puzziferro, Florida Community College at Jacksonville
Abstract: This presentation will discuss recruitment, support and management strategies for distance learning programs which employ nationally-based online adjunct faculty. Florida Community College at Jacksonville (FCCJ) supports more than 250 online adjuncts, and has implemented a support program built on peer mentoring and virtual community.

Practical Strategies for Working With Faculty to Make Online Learning Work
Session 2, Salon 4, 9:50a.m. - 10:25a.m.
Lawrence Ragan, Penn State University
Abstract: Faculty interface with instructional design staff on a wide variety of functions in the design, development and delivery of asynchronous learning programs. This research project explored the most valued services as well as those desired by faculty but not always delivered. This data provides valuable insights into how to provide and structure the support services from both centralized and localized resource providers. Some of the categories and services that will be addressed include: Authoring strategies 1. course development model 2. using templates 3. providing course author with sample courses 4. explicit instructions/expectations/rubrics 5. exemplars of student work (example/non-example) 6. project management strategies 7. collaborative course development team 8. variety of constructivist REAL (rich environments for active learning) learning activities 9. develop prototype 10. expert review Teaching strategies 1. expectations for engaged bounded learning community 2. peer assessment 3. problem based learning 4. alternative assessments Faculty development strategies 1. one-on-one 2. team and group strategies 3. four critical variables 4. costing

Rethinking Online Instructional Design: Putting The Instructor Back Into The Equation
Session 2, Salon 4, 10:35a.m. - 11:10a.m.
Marie-Pierre Huguet, RPI
Abstract: This presentation proposes a new instructional design model for designing effective, blended or online instruction that capture teacher presence. It is illustrated by data from an ongoing, three-year long research project and highlights the need to consider an additional step to common instructional design practices.

Online Writing Center Provides Support for Virtual High School Students
Session 2, Salon 5, 9:50a.m. - 10:25a.m.
Edie LeBas, University of Miami Online High School
Abstract: This presentation tours the Writing Center at the University of Miami Online High School. The center provides asynchronous and synchronous online feedback and advice to students through trained peer tutors and writing center staff, while adhering to the best practices of bricks-and-mortar college writing centers across the country.

Motivate and Retain: Implementing an Effective Developmental Writing Curriculum
Session 2, Salon 5, 10:35a.m. - 11:10a.m.
Kara VanDam, Kaplan University
Janet Horninger, Kaplan University
Abstract: Kaplan University’s developmental writing program provides students with an innovative curriculum, small class size, and tutoring in a rigorous course which meets all the outcomes and objectives of traditional College Composition 1. This approach increases students' mastery of college writing skills and leads to greater student retention.

Delivery of an Integrated Distance and Blended Learning Course
Session 2, Salon 6, 9:50a.m. - 10:25a.m.
Anthony Trippe, Rochester Institute of Technology
Abstract: Student learning and faculty productivity were both increased during the delivery of a course which integrated working adult students in a distance learning section with traditional students in a blended learning section. Small group assignments combined with graded discussions and traditional testing were used to promote and assess student learning using teaching tools available in the Desire2Learn course management system. The success of the pilot course was demonstrated by high levels of both student and faculty satisfaction.

Blended Courses and Boundaries: Residential Students’ Perceptions
Session 2, Salon 6, 10:35a.m. - 11:10a.m.
Christina Finneran, Bowdoin College
Abstract: The concept of boundary has become of more interest as it becomes less tangible, as with online courses. What type of boundaries do students perceive in blended courses that have both a physical and virtual place? How do students’ perceptions of boundary influence their participation and satisfaction?

Assessing Consumer Attitudes and Preferences in Online Education
Session 2, Salon 7, 9:50a.m. - 10:25a.m.
Sean Gallagher, Eduventures, Inc.
Abstract: This session highlights the results of a unique primary survey assessing the attitudes of prospective college students toward online distance education. The data and analysis provided will allow institutions, and the online education community at large, to refine strategies and marketing efforts to account for changing student attitudes and preferences as online education "enters the mainstream".

Predictable Access and Scale: Assessing Individual Distance Learning Opportunities
Session 2, Salon 7, 10:35a.m. - 11:10a.m.
Gloria Pickar, Compass Knowledge Group
Sherry Gevedon, College of Nursing, University of Cincinnati
Abstract: To mitigate risk, institutions considering launching online programs to attract large audiences should first conduct a comprehensive distance learning opportunity assessment. Showcasing the MS in Nursing (newest) and MS in Criminal Justice (largest with 600+ students), the University of Cincinnati and Compass Knowledge Group will share 20 criteria for a program assessment, walk participants through the assessments, and discuss how to identify predictors of success. Topics of discussion will include: marketplace demand, marketing and recruiting strategies, curriculum scalability, institutional infrastructure readiness, and faculty utilization.

Using Mobile Learning Devices to Address New Learning Environments: Coast Guard
Session 2, Salon 8, 9:50a.m. - 10:25a.m.
Frank Barber, Florida Community College
Abstract: This session will cover the motivation, design, implementation, and evaluative results of two distance courses: Introduction to Criminal Justice and English Composition 1 delivered to the US Coast Guard via a model utilizing mobile computing devices [Dell Axim X30]. Presentation will go over the history, requirements, challenges and instructional design of the project.

Global Learning in a Real Virtual Classroom
Session 2, Salon 8, 10:35a.m. - 11:10a.m.
Elmer Poe, East Carolina University
Rosina Chia, East Carolina University
Abstract: Video conference technology via regular internet is used to bring students from different countries into the same classroom. The real-time class includes lectures, guided small group discussions, individual chats and email between one-on-one student partners who submit a joint paper at the end of the course.

Inter-Institutional Collaborations Using Online Learning Technologies
Session 2, Salon 9, 9:50a.m. - 10:25a.m.
Ray Schroeder, University of Illinois at Springfield
Maureen Yoder, Lesley University
Shari McCurdy, University of Illinois at Springfield
Mimi Gilman, Lesley University
Abstract: The University of Illinois at Springfield and Lesley University have joined class sessions using online learning technologies to enhance learning among students at both institutions. This online collaboration has resulted in benefits to faculty, students, and the institutions. The session outlines challenges, opportunities and benefits of such collaborations.

Supporting and Transforming Powerful Online Learning through Quality Assurance
Session 2, Salon 9, 10:35a.m. - 11:10a.m.
Wendy Bedwell, University of Central Florida
Vicky Zygouris-Coe, University of Central Florida
Allison Galloway, University of Central Florida
Abstract: Quality assurance efforts impact practices, policies, and planning of large-scale distance education programs. Florida Online Reading Professional Development has implemented a systematic monitoring model of online facilitators and participants. The presentation covers steps, challenges, results, and implications for ongoing project development. Dialog among participants (faculty, researchers, and providers) is encouraged.

Beyond the Comparison Trap: Strategies for Effective Online Learning Evaluation
Session 2, Salon 10, 9:50a.m. - 10:25a.m.
John Sener, Sener Learning Services
Abstract: Comparing online with traditional classroom learning is problematic, irrelevant, moot, and counterproductive. Equivalence is a modest standard -- why aim low? Learn instead about strategies for evaluating online learning to support learning effectiveness and quality assurance, improvement, even transformation.

Retention Patterns and Indicators for Online Students in a Professional Master’s
Session 2, Salon 10, 10:35a.m. - 11:10a.m.
Gregory Hislop, Drexel University
Heidi Ellis, Rensselaer at Hartford
Abstract: This presentation discusses student retention and the difficulties in measuring retention at the degree level. It explores several measurement approaches including degree completion rate and pattern of departure by students who quit. The discussion also considers other factors that impact continued participation in a degree program.

Comparing Programs: A holistic review of two successful (but different) institutions
Session 2, Salon 11, 9:50a.m. - 10:25a.m.
Robert Manuel, New York University
Kelly Otter, The University of Pittsburgh
Abstract: Dr. Kelly Otter, the Assistant Dean for Academic Programs at the University of Pittsburgh, and Dr. Robert Manuel at New York University will compare and contrast organizational styles of their institutions. Each institution is planning to launch new online programs for the fall 2005 term. The two will define very different approaches to the same goal of beginning online degree programs. The two will cover faculty management, financial and revenue implications, marketing issues, intellectual property, and quality management issues.

Community of Practice Maturity Model
Session 2, Salon 11, 10:35a.m. - 11:10a.m.
William (Stan) Boddie, Department of Defense National Defense University
Abstract: Communities of practice (CoP) emerged in recent years as a critical organizational learning enabler. CoPs enable organizational practitioners to share and gain information and insight regarding specific subjects. The presenter proposes a CoP maturity model that organizations may use to determine or anticipate their CoP level of effectiveness.

Span the Silos for Comprehensive Distance Education
Session 2, Salon 13, 9:50a.m. - 10:25a.m.
Judy Baker, Florida Community College at Jacksonville
Melanie Clark, FCCJ
Jeff Kissinger
Maria Puzziferro
Abstract: Functional silos have always existed in post-secondary institutions. However, the ever rapid and increasing demand for delivery of distance education has generated a number of new independent entities across campus to serve faculty and students: separate and specialized departments and programs for information technology, faculty development, student support services, tech support, course development, administrative services, advising, accessibility, library services, bookstore, etc. In order for students and faculty to experience distance learning as a seamless process, all the stakeholders must work together as collaborative and cross-functional teams. At FCCJ efforts are underway to span the silos. Strategies will be discussed and shared among participants.

Nation Building Through Trans-National Education
Session 2, Salon 13, 10:35a.m. - 11:10a.m.
Eddie Loo, Utah State University
Laura Haas, Tulane University
Nancy Mock, Tulane University
Abstract: Rwanda saw one of the worst human tragedies with the 1994 massacre. Almost 1 million people were murdered in the span of 3 months. It is now time for healing and nation building. With the assistance from US Aid, Tulane University, Utah State University, and the University of Rwanda are embarking on a 5 year plan to use educational technology to deliver a Masters and Doctoral program in Public Health to Rwanda. For this program to succeed, it is expected that an institutional transformation within the University of Rwanda has to take place. This presentation discusses the impact of instructional technology and design on student support systems, resource support, administrative and faculty support systems.

Conducting a Self-Audit of Your Institution’s Online Learning Activities
Session 2, Salon 14, 9:50a.m. - 10:25a.m.
Rob Abel, A-HEC.ORG
Abstract: Online learning has made great strides in higher education in the last five years. However, many institutions are still unclear about how this new technology fits with their mission and if they are indeed making sufficient progress. Many institutions have found that achieving widespread adoption by a majority of faculty is difficult. They have also found that it is very challenging to succeed with respect to achieving deep adoption, the type that really enhances the learning interaction between faculty and students, as opposed to simply posting materials online. A recent in-depth study (see Achieving Success in Internet-Supported Learning in Higher Education: Case Studies Illuminate Success Factors, Challenges, and Future Directions) based on experiences from 21 institutions across all Carnegie classifications provided numerous insights into best practices for achieving success in online learning in higher education. But, more importantly for higher education leaders, the study identified some potential root causes of success that connect progress to motivations, leadership, faculty support, student services, and delivery format. This session presents the findings of the study- which will help improve the effectiveness of your online efforts at the institutional level.

The Impact of Course Level On Withdrawal Rate in Technology-Mediated Environment
Session 2, Salon 14, 10:35a.m. - 11:10a.m.
Yuzhu Li, University of Central Florida
Steven Hornik, University of Central Florida
Abstract: This research analyzed the problem associated with withdrawal from web-based delivery of higher education. Data from 770 classes demonstrate that web-based courses at the intermediate and advanced level had significantly lower withdrawal rates than web-based courses in introductory level.

Why Do We Strive to Replicate the Classroom Environment: Is this Counter Intuitive
Session 3, Salon 2, 1:40p.m. - 2:15p.m.
Rick Shearer, The Pennsylvania State University
Wenyi Ho, The Pennsylvania State University
Abstract: Over the years theorists and practitioners in instructional design have stressed audience analysis and the desire to create learning environments that go beyond the traditional face-to-face classroom. Why then in our online courses do we see a tendency to replicate the face-to-face experience for adult autonomous learners? This session will explore current practice through the analysis of the design of several online courses.

Communication Structures and Student Activities in Distance Education Courses
Session 3, Salon 2, 2:25pm. - 3:00p.m.
Anke Petschenka, University of Education Weingarten, Germany
Michael Kerres, University Duisburg-Essen, Germany
Abstract: Results of communication structures in newsgroups of a distance education course will be discussed. The course combines online- and offline-phases, a so called “Hybrid Learning Arrangement” (Kerres, 2001) and focuses different learning tasks, e.g. Media Didactics. Digital content is offered via learning materials and learning tasks. To overcome the technical barrier of text based-arranged communication, face-to-face meetings are synchronized regularly as well as social and interpersonal communication during the online-phase. Facilitators provide organizational support for these groups during the course semester. The central goals of this scientific research examination are results of a quantitative content analysis which analyses the text based contributions of group members because of categories in form and content. This is based on a recently developed category system and codebook, which are evidence for the analysis of asynchronous communication contributions. Research questions ask explicitly for specific group communication structures, for the participation and the action grade of facilitators and group members, the function of facilitators and gender specific communication structures. To visualize activities of students and facilitators two communication models were developed. Social and technical discussions are enormously important for students especially in the beginning of the newsgroup discussion. With the beginning of the content discussion, students focus on that topic by organizing and discussing learning tasks. Facilitators instead, feel responsible for a long-term technical and social support as well as giving organizational instructions. Women are using multi-categories for asynchronous communication. Men are focusing on content production. Furthermore, consequences for the integration of new media in e-learning arrangements will be discussed. The Communication theories are based on the Media-Synchronicity-Theory (Dennis and Valacich, 1999) and on the TIP-Theory (McGrath, 1991).

Faculty Voice in Online Instruction: Best Practices in Effective Communication
Session 3, Salon 3, 1:40p.m. - 2:15p.m.
Ronnie Kramer, Keiser College eCampus
Abstract: The purpose of this presentation is to provide participants with actual tools for enhancing interpersonal communication effectiveness in the ALN environment. It addresses the impact of the “faculty voice” via written communication and the effect it has on the tone of the class.

Best Practices, Faculty Roles, and Student Engagement and Learning
Session 3, Salon 3, 2:25pm. - 3:00p.m.
Husein Abdul-Hamid, University of Maryland University College
Abstract: This session reports on a study which explores effective teaching and learning in online courses through an evaluation of the roles and strategies found in the online courses of exemplary graduate and undergraduate faculty. Explanations of the findings, as well as actual practices and examples from select case courses will be offered.

Advancing Faculty Development as Online Course Designers/Facilitators
Session 3, Salon 4, 1:40p.m. - 2:15p.m.
Mona Ternus, University of New Mexico College of Nursing
Kay Palmer, Old Dominion University
Debbie Faulk, Auburn University Montgomery
Abstract: To advance evaluation and promote learning effectiveness, a rubric was designed to provide quantitative and qualitative standardized evaluation of online courses. The four-part rubric was designed to reflect: Structure, Content, Processes, and Outcomes. Instructors, peers, and/or program directors can use this rubric to promote faculty development and subsequent student learning.

Grounded Design: Developing Principles to Guide Web-Based Course Development
Session 3, Salon 4, 2:25pm. - 3:00p.m.
Linda Lee, Duke University Medical Center
Haiyan Zhou, Duke University
Abstract: The goal of this session is to introduce participants to practical instructional design that incorporates instructor teaching styles as well as best practices in web-based teaching and learning. Participants will leave the session with guidelines for developing program-specific design principles for adapting existing courses, examples of tools for faculty, and a list of additional resources.

Institutional perspectives in Learning Object development:
Session 3, Salon 5, 1:40p.m. - 2:15p.m.
Kelvin Thompson, University of Central Florida
Francisca Yonekura, University of Central Florida
Jayne Gorham, Brevard Community College
Elspeth McCulloch, Brevard Community College
Abstract: This practical and comparative analysis of Learning Object design and development at two institutions will highlight the strengths, weaknesses and lessons learned in creating sustainable institutional Learning Object programs.

The Development and Evaluation of Learning Objects
Session 3, Salon 5, 2:25pm. - 3:00p.m.
Vicki Freeman, University of Texas Medical Branch
Carol Larson, University of Nebraska Medical Center
Abstract: This presentation will discuss the use of learning objects and development of an evaluation and tracking system to determine the frequency and extent of faculty usage, assessment of instructional value, durability, need for revision, and estimates of time saved. Current evaluation data of Learning Objects using this system will be shared.

Creating the Online MBA of the Future: Evolution of the Kelley Direct Program
Session 3, Salon 6, 1:40p.m. - 2:15p.m.
Dunning Jeremy, Indiana University/Arjunamultimedia
Richard Magjuka, Indiana University
Glen Larsen, Kelley Direct, Kelley School of Business
Richard Rogers, Indiana University
Abstract: The convergence of the various types of MBA programs (executive, evening, online, and traditional) has resulted in a movement of more material and instruction to online formats. The market is highly competitive and demands that MBA programs provide substantive, convenient, and pedagogically sound instruction through the internet. In this presentation we will describe the evolution of the Indiana University Kelley Direct program from its initial text and Excel spreadsheet format to its current highly interactive, multimedia-enriched format. The course materials include interactive case studies, specialized virtual business applications, and learning objects in five key learning styles common in business education. Several learning objects will be demonstrated to illustrate the impact of the learning objects on the courses. Audio and video media enrichment further add to the student experience. The pedagogical principles of design and the process of matching learning style of the learning objects in the course to the anticipated learning styles of the student will be discussed in this presentation by the faculty who designed three of the courses. The results of a double blind evaluation of learning effectiveness for the non-interactive online format and the multimedia-enriched format will also be presented.

Robert’s World: An immersive, asynchronous case-based learning environment
Session 3, Salon 6, 2:25pm. - 3:00p.m.
Thomas Ingebritsen, Iowa State University
Abstract: We will describe the development, use and evaluation of an immersive, asynchronous learning environment which is being used to support case-based learning in an online biotechnology course and in a face-to-face English writing course.

Designing a Tracking System to Ensure Quality, High-Volume Course Development
Session 3, Salon 7, 1:40p.m. - 2:15p.m.
Nicola Martinez, SUNY Empire State College
Susan Oaks, SUNY Empire State College
Abstract: Empire State College’s Center for Distance Learning has recently experienced tremendous rapid growth, from the development/revision of 8-10 online courses per year in 2002 to 130 in 2004. This presentation will describe the development of CourseTrak, an integrated planning and tracking system for large scale course development, review, revision, and evaluation, which provides a center forum for a community of practice in curriculum development and course design.

Scaling Up Online Learning
Session 3, Salon 7, 2:25pm. - 3:00p.m.
Olin Campbell, Brigham Young University
Abstract: In what ways can we help scale up online learning? We are seeing remarkable interest in this capability, which may be termed e-learning, online learning, asynchronous learning networks, or a variety of related terms. These strategies typically consist of flexible programs tailored to the needs of different groups and individuals. Part of scaling up the learning opportunities is to understand how to improve the programs’ accessibility, perceived payoff for learners and the organization in which they work, and the learners’ actual performance growth on relevant tasks. Ideally this is done while decreasing costs for both the learners and their sponsors, and growing the learners’ and sponsors’ confidence and satisfaction. These are some of the factors that we have investigated relative to the scale up of online learning.

Deliver Customizable Instructional Content to 10,000 to 40,000 Users?No Problem!
Session 3, Salon 8, 1:40p.m. - 2:15p.m.
Yvonne Clark, Penn State University
Abstract: For large universities like Penn State, scale is often a problem. The iStudy for Success! project at Penn State successfully solved the problem of delivering customizable Web-based instructional materials asynchronously to 10,000 to 40.000 faculty, staff, and students through the course management system, ANGEL without central administration of the materials.

Designing, Building and Sharing a National Repository of Online Courses
Session 3, Salon 8, 2:25pm. - 3:00p.m.
Ruth Rominger , Monterey Institute for Technology and Education
Abstract: The Hewlett Foundation-funded National Repository of Online Courses (NROC) is an initiative to facilitate collaboration among a community of course developers to build a library of online course content, to implement development guidelines that ensure high quality standards, and to share materials in a flexible form for a variety of instructional purposes.

Enhanced access and shared tools: A report on a connected learning community
Session 3, Salon 9, 1:40p.m. - 2:15p.m.
Cecil McManus, Saint Augustine's College
Abstract: The Connecting Learning Communities Project involved the development of a collaborative on-line learning networked that was developed by four Episcopalian Colleges. The project was funded through a grant from the Andrew Mellon Foundation. This report summarizes student and faculty data from a web-enhanced asynchronous course--The Many Faces of Jesus.

The NASA Center for Distance Learning: Collaborations and Blended Learning for K-12
Session 3, Salon 9, 2:25pm. - 3:00p.m.
Randall Caton
Thomas Pinelli
Abstract: The NASA Center for Distance Learning offers an array of blended learning resources, has hundreds of thousands of registered educators who reach millions of students, and has a potential viewing audience in the millions. We will report unique ways in which we connect to K-12 and non-formal educators and learners.

Teaching Traditional Faculty to Develop Online Courses & Teach Online
Session 3, Salon 10, 1:40p.m. - 2:15p.m.
Tina Royal, Marist College
Abstract: Many traditional faculty are new to online learning, yet institutions want full-time faculty involved in new initiatives, such as online learning. Furthermore, many faculty are new to online learning and therefore think about online teaching through the lens of their instructor-led experiences. This session will discuss Marist College's experience with developing an online faculty workshop designed to teach traditional instructors how to teach online and develop an online curriculum.

Advances in Online Case-Based Learning: Self-determination and user perceptions
Session 3, Salon 10, 2:25pm. - 3:00p.m.
Rui Zeng, University of Central Florida
Laura Blasi, University of Central Florida
Jeonghee Huh, University of Central Florida
Abstract: Case-based learning is perceived as a means to bridge the divide between theory and practice. The proposed paper will give out an interactive case-based learning model being developed at UCF and present the analysis of the user perceptions of it. The role of self-determination has played in the user experience of these types of cases will also be analyzed.

A CASE FOR eETHICS: A TOOL THE FACULTY WILL ACTUALLY USE
Session 3, Salon 11, 1:40p.m. - 2:15p.m.
Madhuri Kumar, University of Houston
Lori Whisenant, University of Houston
Abstract: Implementing ethics across a business curriculum is a daunting task, particularly when instructors do not consider themselves to be experts in teaching ethics. So, how do we empower faculty to address ethical issues in their disciplines? Further, how do we support students in developing ethical reasoning skills for a successful business career? A best practice example of blended or technology-enhanced resources that are transforming teaching and learning practices at an institutional level is showcased by the Bauer Business Ethics On-Line Resource Center, a digital repository at the University of Houston’s C.T. Bauer College of Business. In this session, the lead Faculty and Instructional Designer will explain how the project was conceived, describe its best practice design approach and implementation, and highlight features that make it unique from other such resources on the web.

Crossing new moral frontiers: A reflection on the main ethical issues encountered
Session 3, Salon 11, 2:25pm. - 3:00p.m.
Johannes Britz, University of Wisconsin-Milwaukee
York Bradshaw, University of South Carolina Upstate
Katheryn McLaughlin
Abstract: This paper focuses on the main ethical challenges encountered in the teaching of a joint online course between the University of Pretoria (South Africa) and the University of Memphis (USA). Issues addressed include the reality of a digital divide, the use of language, access and accessibility of technology and freedom of expression.

Next Generation Organization: Strategic Planning for Smart Change
Session 3, Salon 13, 1:40p.m. - 2:15p.m.
Gary Langer, Minnesota State Colleges and Universities
Linda Baer, Minnesota State Colleges and Universities
Abstract: The Next Generation Organization of higher education will require focus on preserving foundational tenets of the past, maintaining critical mission and services in the present, and creating a well-defined toolkit of core components for moving into the future. Leaders will be presented the building blocks for smart change.

Beyond the standard model: Disciplinary differences in online design and delivery
Session 3, Salon 13, 2:25pm. - 3:00p.m.
Martha Cleveland-Innes, Athabasca University
Abstract: The rapid expansion of online design and delivery in higher education has occurred, for the most part, without careful consideration of what it means for curriculum design (Garrison & Anderson, 2003) or disciplinary differences (Kenaith, Hassam & Cleveland-Innes, 2005). This presentation will present faculty perspectives from multiple disciplines regarding the epistemological and teaching differences in the application of online education.

Policy and Practice in Online Language Instruction
Session 3, Salon 14, 1:40p.m. - 2:15p.m.
Kathleen Dillon, University of California
Abstract: This power point presentation will examine the administrative as well as the faculty hurdles that the University of California has faced as it has tried to develop distance courses in less commonly taught languages and will discuss the solutions that it has devised and at least partially implemented.

Institutional e-Learning Collaboration on a National Scale
Session 3, Salon 14, 2:25pm. - 3:00p.m.
Haydn Blackey, University of Glamorgan
Abstract: This paper describes critical success factors that allowed all the institutions in Wales, UK, to collaborate in the development of e-training solutions for small companies. It outlines the cultural transformation that was required and the importance of underpinning research.

The Great Divide: Taking the community out of the classroom
Session 4, Salon 2, 3:15p.m. -3:50p.m.
Kathy Newman, University of Alabama in Huntsville
Iris Warren, University of Alabama in Huntsville
Barry Scott, University of Alabama in Huntsville
Abstract: Transforming a community nursing clinical course from a traditional classroom approach to hybrid, then to an online format poses many challenges. This presentation will be focused on creative strategies utilized to promote student learning as well as student success.

Going Live: Integrating Web Conferencing Capabilities with Asynchronous Classes
Session 4, Salon 2, 4:00p.m. - 4:35p.m.
Robert Zotti, Stevens Institute of Technology
Abstract: For the first four years of its history, the WebCampus unit at Stevens Institute of Technology relied entirely on WebCT to conduct online courses. While the strength of the graduate programs offered online quickly became popular and the WebCampus unit became a strategic growth area for the school, there was a growing desire by WebCampus students to have more immediate interaction with their instructors and classmates. This sentiment was expressed in student surveys and in feedback to the online learning helpdesk. The decision to “go live” was a direct result of this feedback. This presentation will cover how Stevens Institute of Technology began using web conferencing technology to augment its online learning infrastructure. It will chronicle the vendor selection process used, the training of the school’s early adopters, and the development and addition of an integrated synchronous approach to an established asynchronous model. Implementation issues will also be covered, and as well as some of the unexpected outcomes. Finally, this presentation will cover the initial and subsequent response of students, faculty, and staff to web conferencing technology.

Community Based Learning via eLearning Communities: An International Perspective
Session 4, Salon 3, 3:15p.m. -3:50p.m.
Teresa Hartnett, University of Memphis
Chrisann Schiro-Geist, The University of Memphis
Alan Bruce, Universal Learning Systems
Abstract: The learning community approach is one community model for supporting learning that has demonstrated educational value. This session will focus on a recent collaboration between educationalists in Ireland and the United States that has focused on attempts to explore and develop community based lifelong learning strategies utilizing innovative pedagogies.

CHALLENGES & REWARDS OF DEVELOPING A HIGH QUALITY WORLDWIDE LEARNING COMMUNITY
Session 4, Salon 3, 4:00p.m. - 4:35p.m.
Barry McGlumphy, California University of PA
Lizbeth Gillette, California University of PA
Abstract: Professors Lizbeth Gillette and Barry McGlumphy, directors of Cal U’s first two online programs, will describe how online education, or e-learning, is becoming mainstreamed at California University of Pennsylvania and is transforming this mid-sized state University. Their presentation will focus on efforts made in the past two years to develop organizational strategies and a campus-wide communication system that is transforming a regional state college community to a worldwide learning community know as Cal U Global Online (CalU GO).

Combining Effective Individual Group Learning In Online Courses
Session 4, Salon 4, 3:15p.m. -3:50p.m.
Albert Ingram, Kent State University
Abstract: As university courses move to online delivery, we need to use the best instructional strategies we have available. This presentation reports on an ongoing course that combines a tested system of individual mastery learning with problem based learning in small groups. The combination produces both the basic background learning and the more advanced thinking skills needed to become expert in a discipline. Audience will brainstorm problem solutions as well as see demos of the course and data about student performance and satisfaction.

Development of Autonomous Learners in an On-line Doctoral Program
Session 4, Salon 4, 4:00p.m. - 4:35p.m.
Dail Fields, Regent University
Paul Carr, Regent University
Abstract: This presentation will describe and discuss the results of a study of the factors that affect the development of autonomous learning behaviors of PhD students as assessed by the students and their instructors.

Cognitive styles and a visually-oriented component of online instruction
Session 4, Salon 5, 3:15p.m. -3:50p.m.
Jia-Ling Lee, University of Central Florida
Gary Orwig, University of Central Florida
Abstract: This session presents the results of an experimental research study about the relationship between cognitive style and learning performance for a video editing module in higher education. By using Field dependence-independence dimensions of cognitive style to identify students¡¦ learning preference, and providing suitable teaching strategies through online learning, the researcher evaluates whether the cognitive style can serve as a predictor for the learning outcomes of a visually-oriented component of online instruction. Examination of literature about cognitive styles also is provided.

The Carnegie Mellon Open Learning Initiative - Cognitively Informed Web – based
Session 4, Salon 5, 4:00p.m. - 4:35p.m.
Candace Thille, Carnegie Mellon University
Joel Smith, Carnegie Mellon University
Abstract: The Open Learning Initiative is developing “cognitively informed,” openly available online courses. We will demonstrate how we make use of expertise from cognitive and learning sciences to produce high quality online courses and how studies of student use inform both the next iteration of the course and learning theory.

Learning from virtual world simulations: a policy application
Session 4, Salon 6, 3:15p.m. -3:50p.m.
Martha Garcia-Murillo, School of Information Studies, Syracuse University
Joe Rubleske , School of Information Studies, Syracuse University
Abstract: In an effort to contribute to the tools that have been developed to enhance online education, this paper presents a game based on a virtual world to illustrate policy concepts. We describe the concepts, the instructions as well as the results of an experiment we conducted playing the game.

Incorporating Games in Online Teaching
Session 4, Salon 6, 4:00p.m. - 4:35p.m.
Youmei Liu, University of Houston
Abstract: This session will present the development and successful integration of interactive computer games in online teaching. It provides a detailed process of game development and focuses on using games to enhance student online learning experiences, and improving the quality of online instructional delivery.

Learning as we go: Innovative online pedagogical approaches
Session 4, Salon 7, 3:15p.m. -3:50p.m.
Susan Bracken, North Carolina State University
Duane Akroyd, North Carolina State University
John Dirkx, Michigan State University
Regina Smith, University of Wisconsin-Milwaukee
Pooneh Lari, North Carolina State University
Abstract: This multi-institutional panel will present examples and assessment data from three innovative models used in online instruction to enhance community college faculty professional development in enhancing their teaching knowledge base and skills.

Transnational Education - A Truly Global Campus
Session 4, Salon 7, 4:00p.m. - 4:35p.m.
Sok-Leng Tan, Utah State University
Steve Hanks, Utah State University
Eddie Loo, Utah State University
Abstract: Transnational education can be defined as any educational programs where learners are located in a country different from the one where the awarding institution is based. Educational technology when appropriately used can provide a student with an educational experience as close to as if he was on campus. This presentation discusses the instructional design and strategies that have been implemented in the last 3 years in Hong Kong and Singapore, to give the students there an "Aggie Experience".

Library Research Modules in WebCT Classes: A Panel Discussion
Session 4, Salon 8, 3:15p.m. - 4:35p.m.
Allison Ondrasik King, University of Central Florida-Cocoa Campus
Barbara Alderman, University of Central Florida-Southern Region
Mary Ann Feldheim, University of Central Florida
Debbie Hahs-Vaughn, University of Central Florida
Virginia Ludwig, University of Central Florida
Michael Newlin, University of Central Florida-Cocoa Campus
Andrew Todd, University of Central Florida
Denise Young, Univeristy of Central Florida
Abstract: Representing three University of Central Florida campuses, a panel of three librarians and five teaching faculty from five disciplines answer questions about their various experiences developing and participating in library research modules incorporated into WebCT classes. Problems encountered, lessons learned, and positive outcomes will be discussed.

Hybrid Learning 101: A three-day workshop designed for faculty.
Session 4, Salon 9, 4:00p.m. - 4:35p.m.
Patricia Banyas, Michigan State University
Paul Freddolino, Michigan State University
Abstract: A pilot blended-learning workshop for faculty is presented. Topics include the course design, pedagogical perspectives related to f2f or online options, and feedback from participants to improve future offerings.

Online Mentoring and Community for American Indian Teacher Candidates
Session 4, Salon 10, 3:15p.m. -3:50p.m.
Julia Parra, New Mexico State University
Bethany Bovard, New Mexico State University
Carmen Gonzales, New Mexico State University
Abstract: We present the research, development, and delivery of an online program for American Indian Teacher Candidates preparing to take the state's required teacher competency exams.

Evaluating e-Learning—Don’t Throw the Baby Out with the Bath Water!
Session 4, Salon 10, 4:00p.m. - 4:35p.m.
Ann Luck, Penn State University
Abstract: Chickering and Gamson’s “Seven Principles for Good Practice in Undergraduate Education” can be used as a formal framework for evaluating individual distance education courses. In this presentation we will use the Seven Principles to examine the effectiveness of Penn State’s largest enrolling, Web-only course.

A Journey to Blended Learning
Session 4, Salon 11, 3:15p.m. -3:50p.m.
Philip Turner, Univeristy of North Texas
Kelly McMichael, University of North Texas
Karen Anderson, University of North Texas
Abstract: Teams of faculty, teaching assistants, and instructional consultants worked together in the University of North Texas Blended Learning Project to transform, teach, and assess five large enrollment undergraduate courses. This presentation will share the lessons learned and focus on describing how faculty from the various disciplines discovered a commonality of tasks and tools.

Lehigh Lab – A university-wide experiment in technology-enhanced learning.
Session 4, Salon 11, 4:00p.m. - 4:35p.m.
Timothy Foley, Lehigh University
Christine Roysdon, Lehigh University
Gregory Reihman, Lehigh University
Abstract: Lehigh Lab is based on the premise that the entire university is a laboratory for the creation, dissemination, and implementation of teaching and learning innovations. This presentation will outline the steps taken in the creation of this lab and the results of its work to date.

Knowing What We Know Begins with Benchmarking
Session 4, Salon 13, 3:15p.m. -3:50p.m.
Karen Vignare, Rochester Institute of Technology
Richard Hezel, Hezel Associates
Christine Geith, MSU Global Ventures
Janet Moore, Sloan Center at Olin and Babson Colleges
Claudine SchWeber, University of Maryland University College
John Sener, Sener Learning Services
Abstract: Transformation is more than changing attitudes, it is also about knowing what needs to be changed and improved. An improvement plan provides benchmarks and establishes a culture where benchmarking is not viewed negatively, but a way to increase quality. Learn about national, institutional and organizational benchmarking you can put to use.

The High Technology/High Touch Partnership
Session 4, Salon 13, 4:00p.m. - 4:35p.m.
Linda Kennelly, Excelsior College
Abstract: E-learning, the blending of human/technology interface can be a dialectic of beliefs and practice for those involved in high touch professions as hospice. Compassionate caring of the person and the family, combined with state of the art interventions for symptom control are the hallmarks of quality. The use of computer technology for communications, data storage and e-learning remain in some cases financially impossible in hospice settings. Computers remain a nontraditional mode for learning and communications for many nurses in their private lives. Thus, e-learning remains a challenge as the paradigm shift requires changes in both professional skills and allocation of technology resources. Hospices, many facing a nursing shortage, are seeking strategies to assist in recruiting and retaining nurses. The e-learning experience provides access to high quality education, supporting the new nurse in transition to hospice care as well as potentially attracting nurses who have left practice. Could the benefits of technology be translated to this new e-learning community? Through a training grant from the Department of Labor, 23 hospices initially enrolled 62 students in the on-line learning experience. Challenges to overcome negative perceptions of the computer experience, access to computer resources at work or home, and negative perceptions of e-learning as being distant and impersonal posed several of the initial challenges. Strategies to enhance access; included utilizing a delivery platform and features easily accessed in the most rural setting remained the goal. Progressive skill building and flexibility supported the varied strategies used by faculty to encourage the student's connection to the virtual environment. The adult learner is encouraged to share their new skills and practices with each other in a supportive learning environment. The presentation will detail strategies utilized as well as the lessons learned in this partnership.

Structuring the Teaching of Mathematical Proof: The Online Mentoring Project
Session 4, Salon 14, 3:15p.m. -3:50p.m.
Craig Bach, Kaplan University
Wes Shumar, Drexel University
Abstract: The integration of online mentoring activities into teacher education courses can have profound effects on teacher understanding in ways that are surprising. This paper describes the use of the Math Forum’s NSF-funded Online Mentoring Guide in a methods course focused on the history and philosophy of mathematics. The discussion details how the mentoring conversations between teachers and distant students made possible an appreciation of the significance of the Four-Color Problem and provided a context for a deeper understanding of the concept of mathematical proof – both goals only weakly achieved prior to the online mentoring activity. We discuss our current research efforts to analyze the specific aspects of the OMG that made the achievement of these outcomes possible.

Implementing Technology and Blended Pedagogy Into Traditional Classroom Instruction
Session 4, Salon 14, 4:00p.m. - 4:35p.m.
Dr. Tyrone F. Price, St. Augustine's College
Abstract: Recent technology innovations have uncovered opportunities for profound improvements in the quality, effectiveness, convenience and costs of learning. In recent years educators are beginning to understand how learning experiences evolve to exploit “blended” pedagogy, combinations of both traditional and technology-based learning methods, and how blended learning can have a strategic impact on the educational process. This paper will define and discuss strategies that introduce and integrate blended learning into the College curriculum and classroom. Blended learning is defined as multiple delivery modes that optimize learning outcomes. An attempt will be made to discuss the optimal infusion of blended offline and online learning modalities.

How to [cope] Thrive with 400 Students: Effective Online Communication
Session 5, Salon 2, 8:15a.m. - 8:50a.m.
Jonathan Mathews, Penn State
Eric Spielvogel, Penn State
Mark Wherley, Penn State
Abstract: The large enrollment (400 students per semester), WEB class “Energy & the Environment” is taught utilizing web pages containing: multimedia, interactive content and text. A variety of approaches are utilized to communicate technical content, grades, etc. via the course management system. The approaches used will be presented and discussed.

Effective Online Instruction for Energy-Efficient Architectural Design
Session 5, Salon 2, 9:00a.m. - 9:35a.m.
Melita G. Tuschinski, Institute for Energy Efficient Architecture
Abstract: Starting 2006 European architects and engineers will implement the European Directive for Energy Performance of Buildings. The enormous need for post-professional education will be also met by Internet-based courses. The presentation shows the current stand related to five pillars: Learning and Cost Effectiveness, Access for professionals, Faculty and Architects Satisfaction.

Teacher Training for the Design and Development of Online Asynchronous Collaboration
Session 5, Salon 3, 8:15a.m. - 8:50a.m.
Seeta Nyary, OISE University of Toronto
Abstract: (Title) Teacher Training for the Design and Development of Online Asynchronous Collaborative Courses at OISE/UT – A Case Study This presentation will highlight the process of a professional development program for the online component of the Continuing Teacher Education program at OISE/UT. Practicing content-expert educators, not familiar with distance education pedagogies, were contracted to design and develop online asynchronous courses over an 8-month period while simultaneously engaging in the same experience online.

Teacher Perceptions of Online In-service Staff Development
Session 5, Salon 3, 9:00a.m. - 9:35a.m.
Aliya Holmes, St. John's University
Barbara Signer, St. John's University
Antoinette MacLeod, St. John's University
Abstract: This study will examine the perspectives of K-12 teachers regarding the effectiveness of staff development, in light of their interactions, perceptions, contributions, and opportunities to learn in an online course. The teachers will also describe how the virtual forum affected their level of participation and relationships in this online environment.

"Caring" in the on-line teaching/learning environment
Session 5, Salon 4, 8:15a.m. - 8:50a.m.
Deborah Raines, Florida Atlantic University
Abstract: Nursing is a practice based discipline grounded in caring. The human relationship between the nurse and those in need of nursing is the essence of professional practice. The mass acceptance of on-line teaching/learning platforms has introduced a challenge to faculty teaching content based in interpersonal relationships, human to human responses and critical thinking and professional judgments. This presentation will explore strategies and methods to model and promote presence, hearing, responding and caring in the online environment.

Online Instructional Strategies that Affect Learner Motivation
Session 5, Salon 4, 9:00a.m. - 9:35a.m.
Albert Ingram, Kent State University
Ruth Watson, Kent State University
Abstract: Which students are likely to succeed and what instructional strategies are most effective for online learning? In this study the motivation of online learners was affected by the use of four different interactive online instructional strategies. Specific strategies had different effects for learners with different social learning preferences.

Testing a Mentoring Website for Students in an Online Environment
Session 5, Salon 5, 8:15a.m. - 8:50a.m.
Melissa Engleman, East Carolina University
Mary Schmidt, East Carolina University
Abstract: The Special Education Master of Arts at East Carolina University is an online program. Students rarely meet their professors in person, so developing rapport and providing timely and consistent information is essential. A “mentoring” site was developed, and tested for effectiveness. The site and the test outcomes are presented.

Computer-Adaptive Online Student Dropout Survey
Session 5, Salon 5, 9:00a.m. - 9:35a.m.
Naj Shaik, University of Illinois
Abstract: Theories of student attrition based on leading models on student dropout such as Tinto’s SIM and Bean’s SRM Models are limited in their ability to provide a comprehensive framework to design a computer-adaptive online student dropout survey. An alternative framework encompassing the overall impressions and experiences of the dropout students is used to design the survey questionnaire based on polytomous item-response theory models.

Simple Multimedia Online--Beyond Digital Correspondence
Session 5, Salon 6, 8:15a.m. - 8:50a.m.
Karen Hardin
Abstract: In the rush to develop and deliver online courses, many faculty members take their notes and post them online, creating an electronic correspondence course. The web provides unprecedented opportunities to service multiple learning styles. In this session, I will demonstrate simple techniques for developing interactive multimedia instructional materials. I will show how to use PowerPoint to develop interactive image maps and discuss techniques to effectively implement them in the online classroom. I will demonstrate the narration PowerPoint presentations and transfer to “Producer” to creates audio/visual learning materials. I will discuss effective techniques for capturing, compressing and implementing video using RealProducer which can be freely downloaded from Real Networks. Participants will be empowered to develop low cost, high quality learning materials that enhance learning for visual, auditory and kinesthetic learners.

The Virtual Vee Map: A Template for Internet Inquiry
Session 5, Salon 6, 9:00a.m. - 9:35a.m.
Margaret Coffman, Eastern Michigan University
Abstract: The virtual vee map promotes student learning in the areas of inquiry, data analysis, and data interpretation using resources and data available on the internet. By using the virtual vee map template, students construct new knowledge in reference to known concepts and observed events.

Leveraging global expertise to meet the growing demand for education.
Session 5, Salon 7, 8:15a.m. - 8:50a.m.
Theresa Bernardo, MSU College of Veterinary Medicine
Janice Siegford, Animal Behavior and Welfare Group
Adroaldo Zanella, Animal Behavior and Welfare Group
Robert Malinowski, MSU College of Veterinary Medicine
Carissa Wickens, Animal Behavior and Welfare Group
Abstract: A shortage of educators is imminent. In response, a model of collaborative content development is presented, which optimizes faculty inputs and student access to renowned expertise. Animal welfare is an apt example, as it is relatively new, cross-disciplinary by nature, free from entrenched pedagogies and expertise is geographically dispersed.

Expanding Online Learning in China
Session 5, Salon 7, 9:00a.m. - 9:35a.m.
Robert Ubell, Stevens Institute of Technology
Abstract: Since it was launched two years ago, Stevens program in China will offer five programs at three premier institutions in Beijing and Shanghai. Stevens first graduate program at Beijing Institute of Technology (BIT) has just recently graduated its first cohort. They earned their Master's in Telecommunications Management in January. Another program at BIT in Microelectronics and Photonics is now underway. This fall, a graduate program in Project Management will be launched at the Central University of Finance and Economics in Beijing. Two other graduate programs will also start this fall in Shanghai at Jiao Tong University in telecom and information technology.

A Corporate / University Partnership for Global Education
Session 5, Salon 8, 8:15a.m. - 9:35a.m.
Susan Bray, New Vistas
Edward Borbely, University of Michigan, Ann Arbor
Kathy Friedrichs, University of Michigan Ann Arbor
Diane Landsiedel, GM Technical Education Program
Tuula Bergqvist, Chalmers University of Technology
Abstract: This panel presentation describes a bold partnership between a major corporation (General Motors) and a top-10 research university (University of Michigan) to jointly address the global educational needs of working professionals through a unique online Master’s Degree program.

Blended Learning: A Software Testing Course Makeover
Session 5, Salon 9, 8:15a.m. - 8:50a.m.
Cem Kaner, Florida Institute of Technology
Rebecca Fiedler, University of Central Florida
Abstract: Jointly developed under a Creative Commons license by an academic and a practitioner, this course provides university professors, corporate trainers, and students studying at home with materials to teach and learn software testing. Presenters will report student perceptions of critical components.

Using Online Course Management Solutions to Improve Course Quality, Strengthen
Session 5, Salon 9, 9:00a.m. - 9:35a.m.
Marilyn D. Moore, Morehead State University
Haiyan Zhou, Morehead State University
Abstract: Creation and replication of a Bb course shell to improve quality and consistency for a multi-sectioned undergraduate core course has helped us respond to growth challenges, remote commuters at off-campus locations and online students. The session describes the course resources; streamlined faculty preparation; student response; and applications in diverse settings.

I Did, I Understood and They Changed My LMS!
Session 5, Salon 10, 8:15a.m. - 8:50a.m.
Carrie Powanda-Croft, University of Massachusetts Lowell
Abstract: As online learning has matured, institutions often move to another learning management system (LMS). When this happens, many logistical and administrative challenges must be overcome to successfully evolve with changing technologies. This presentation will discuss how the University of Massachusetts Lowell’s online program is meeting this challenge. Course development issues and logistical and training needs will be addressed.

Incorporating a Faculty Resource Center with WebCT
Session 5, Salon 10, 9:00a.m. - 9:35a.m.
John Cain, Saint Leo University
Abstract: Saint Leo University Distance Learning utilizes a WebCT based Faculty Resource Center for Faculty and Staff development. With over 200 online professors, it has become the focal point and forum for Faculty Meetings, sharing ideas, problem solving, training, and essential communication.

Teaming with Campus Partners to Transform Educational Technology Services
Session 5, Salon 11, 8:15a.m. - 8:50a.m.
Catherine Kelley, Fairleigh Dickinson University
Sandra Selick, Fairleigh Dickinson University
Manish Wadhwa, Fairleigh Dickinson University
Abstract: An ambitious distance learning initiative requires transforming many university services, and not just in the IT department. This presentation will describe how the Office of Educational Technology at Fairleigh Dickinson University has partnered with other campus units to improve services for students and faculty with no additional operating dollars.

Technology at the Planning Table: Power & Interests in Course Management Systems
Session 5, Salon 11, 9:00a.m. - 9:35a.m.
Andrew Whitworth, School of Computing, University of Leeds
Angela Benson, University of Illinois at Urbana-Champaign
Abstract: Institutions take different approaches to online course delivery, from employing proprietary commercial systems to using home-grown and ad hoc systems. This session reports on a joint US/UK research project which compares the different approaches, specifically focused on the different ways power and interests are negotiated within each category.

Identifying Successful Business Strategies for Distance Learning
Session 5, Salon 13, 8:15a.m. - 8:50a.m.
Stephen Schiffman, F.W. Olin College of Engineering
Christine Geith, Michigan State University
Karen Vignare, Rochester Institute of Technology
Abstract: Maintaining the growth and success of distance learning requires knowing effective business practices. Learn from successful universities and national survey data the best business practices used.

Online Education at Pace University: Transforming the Institution
Session 5, Salon 13, 9:00a.m. - 9:35a.m.
David Sachs, Pace University
Nancy Hale, Pace University
Barbara Farrell, Pace University
Gregg Ramsay, Pace University
Abstract: Pace University has been providing 100% online asynchronous education since 1999. The NACTEL Program, which offers an AS in Telecommunications, an AS in Network Technologies and a BS in Telecommunications has provided online education to over 3,000 individuals and has been a major component of the University’s online offerings. A Sloan Planning Grant has facilitated progress in how to best explore online education and its implications for the University. This session will focus on a number of institutional transformation issues: how to best scale up the systems that have been developed for the NACTEL Program; how to best engage students and faculty in online education; how to provide faculty development and support; and long term planning. Surveys of “traditional Pace University students” and NACTEL students as well as a survey of Pace University faculty members have revealed interesting disparities and opportunities. The results of these surveys will be discussed and their implications will be explored.

Building a Sense of Campus Community: Supporting the Online Campus
Session 5, Salon 14, 8:15a.m. - 8:50a.m.
Christine Moloughney, Pace University
Abstract: This presentation will highlight various online support services available to faculty and students participating in online learning at Pace University. Faculty development initiatives and online student communities will be profiled. Project SPARTA: Systems at Pace: Accurate, Reliable, Timely and Available: how a University-wide initiative to transform business systems will effect online support services will also be discussed.

The Web Enhancement of F2F Classes as a Tool for Building Educational Community
Session 5, Salon 14, 9:00a.m. - 9:35a.m.
Enid Bank, UMUC
Richard Schumaker, UMUC
Abstract: Most American educators are familiar with the notion of “Web Enhancement” (WE). Understood as a complement to traditional face-to-faces courses, it is most often taken to be a fairly simple communication tool between teachers and students. This, however, does not do justice to the full potential of WE, which, correctly understood and used, has compelling implications for building community within educational institutions

By Golly, Boys and Girls Are Different! Brain-Based and Learning Style Research
Session 6, Salon 2, 9:50a.m. - 10:25a.m.
William Frantz
Abstract: The newer research field of neuroscience when combined with studies in multiple intelligences, emotional intelligence and learning styles offer some intriguing insights on how to design, prepare and present adult learning courses in both blended and online format. The author will present ideas and concepts from these studies as applied to the presentation of his courses.

Relationship of Theory and Design to eLearning: Andragogy and Universal Design
Session 6, Salon 2, 10:35a.m. - 11:10a.m.
Mary Bold, Texas Woman's University
Lillian Chenoweth, Texas Woman's University
Abstract: In this online Master’s degree, program and course design are based on principles of andragogy and universal design. As these theoretical foundations are developed, new lenses will emerge for research into online learning. Course design will be illustrated with screenshots in different subject matters.

Accessibility 101: Universal Design for Online Teaching & Learning
Session 6, Salon 3, 9:50a.m. - 10:25a.m.
Nan Chico, Calif State Univ, East Bay
Anne Judd, Calif State Univ, East Bay
Abstract: Training materials for faculty who use Blackboard and must meet Section 508 standards (accessible content for students with disabilities), but want to go beyond 508 by using “universal design” to meet the needs of other non-traditional students: first generation college; older; English learners; African-American or Hispanic; poor; multiple roles (work/family).

Applying Seven Principles of Effective Traditional Teaching to an Online Class
Session 6, Salon 3, 10:35a.m. - 11:10a.m.
Barbara Farrell, Pace University
David Sachs, Pace University
Nancy Hale, Pace University
Gregg Ramsay, Pace University
Abstract: In 1987, a framework for evaluating “traditional” classes called “Seven Principles for Good Practice in Undergraduate Education” was published in the AAHE Bulletin (Chickering & Gamson, 1987). The research principles were based on over 50 years of higher educational research (Chickering & Reisser, 1993). Given that the research principles are so effective in traditional classes, it makes sense that they could be adapted to fit into non-traditional class as well. This paper will detail these principles that were used to develop a successful online class – what worked, what did not work, what kept students interested, and what were some obstacles to student learning.

The Effective Teaching of Clinical Skills Online
Session 6, Salon 4, 9:50a.m. - 10:25a.m.
Dina Wilke, Florida State University
Linda Vinton, Florida State University
Abstract: Teaching applied or clinical skills online presents unique challenges. This presentation discusses the obstacles to teaching and evaluating clinical skills from both a faculty and student perspective and offers suggestions for clinical educators.

University Community Partnership through Academic Service Learning in a Virtual
Session 6, Salon 4, 10:35a.m. - 11:10a.m.
Naim Kapucu, University of Central Florida
Abstract: This paper investigates teaching service learning courses in an online environment. It will first introduce the online teaching at UCF, then briefly introduce the definition of the service learning at the university, and finally conclude with the discussion of challenges and recommendations for teaching service learning in an online environment.

The View from Both Sides of the Modem: Applying Learning and Cognition Theories
Session 6, Salon 5, 9:50a.m. - 10:25a.m.
Linda J Smith, Florida State University
Abstract: This presentation discusses course design, collaboration, instructor presence, and learner-instructor interaction from the student view and relates that perspective to learning and cognition theories which help explain what works (or not). It provides examples of design and practices that may improve interaction among learners and increase satisfaction with online learning.

Scaffolding Student Learning through Peer-Rated Online Discussions
Session 6, Salon 5, 10:35a.m. - 11:10a.m.
Jennifer Richardson, Purdue University
Peggy Ertmer, Purdue University
John Campbell, Purdue University
Tim Newby, Purdue University
Jay Akridge, Purdue University
James Lehman, Purdue University
Abstract: Maintaining and enhancing the quality of online discussions is a time-consuming, and often frustrating task. We will be discussing ongoing research on the use of peer feedback to enhance online discussion and the development of an extensible tool for its implementation.

Affective learning outcomes in online workplace training: A test of course design
Session 6, Salon 6, 9:50a.m. - 10:25a.m.
Martha Cleveland-Innes, Athabasca University
Mohamed Ally, Athabasca University
Abstract: The value of online education for outcomes in the cognitive domain has been established but there is less evidence of the value of online education in the generation of affective outcomes. Research employing an experimental design pilot tested two delivery platforms, WebCT and ElluminateLive, for the generation of affective learning outcomes in the workplace. This presentation with outline practical implications for realizing affective outcomes in online environments.

A Content Object Model for Personalizing Online Instruction
Session 6, Salon 6, 10:35a.m. - 11:10a.m.
Alessandro Assis, Rensselaer Polytechnic Institute
Linda Polhemus, Rensselaer Polytechnic Institute
Michael Danchak, Rensselaer Polytechnic Institute
Abstract: Individualizing the presentation of course content creates a more learner-centered environment. Adaptive hypermedia is maturing as a technique for addressing this potential. This presentation will focus on our content object model taxonomy for supporting the instructional design of an adaptive learning environment.

Strategies for the Successful Growth of Online Learning Programs
Session 6, Salon 7, 9:50a.m. - 10:25a.m.
Robert Zotti, Stevens Institute of Technology
Abstract: Like most online programs, WebCampus-Stevens had a very modest beginning. It started with a mere 23 enrollments in 1999, but over the next six years grew into a $4.3 million operation. As graduate courses were added to the online course portfolio, enrollments increased exponentially. Over 1200 graduate and undergraduate enrollments were recorded during the Spring 2005 semester. During the Fall 2005 registration season, the school expects to record the 5000th graduate student enrollment. The WebCampus program is highly cross-functional and has a strategic role in the growth of the school. The small administrative staff has a solid track record of achievement, playing an instrumental role in winning the Sloan Consortium's highest award for Best Online Learning and Programming in 2003. In 2004, WebCampus added more firepower to its online learning capabilities by implementing a commercial web conferencing system for use in online classes. The WebCampus program now runs six overlapping 14-week semesters each year. The sheer volume of work that has been generated by this activity presented a number of challenges for the WebCampus staff. Not surprisingly, many of the often ad-hoc processes that worked fine when there was less activity have become unsustainable. This presentation will concentrate on the following areas which are helping the WebCampus program cope with growth challenges: Operational Vision and Strategies Project Planning & Metrics Business Process Reengineering & Automation Cross Training & Customer Support Managing and Monitoring the Online Education Experience

Surviving Success: Scaling Up eCore
Session 6, Salon 7, 10:35a.m. - 11:10a.m.
Brad Cahoon, University of Georgia Center for Continuing Education
Abstract: Rapid growth can threaten a distance education program almost as severely as low demand. Enrollment in the University System of Georgia's eCore program has increased 82% over the last three years. This presentation describes scalable, sustainable approaches to course development and administration that have helped eCore survive its own success.

The iLab Architecture: Towards a Community of Internet Accessible Laboratories
Session 6, Salon 8, 9:50a.m. - 11:10a.m.
V Judson Harward, MIT
Philip Bailey, MIT
Jesus A del Alamo, MIT
James Hardison, MIT
Steven Lerman, MIT
Abstract: The MIT iLab Project has developed a software toolkit to support internet accessible laboratories and promote their sharing between schools and universities. The project focuses on fast lab development, scalable access for students, efficient management for lab providers while preserving the autonomy of the faculty actually teaching the students. The ultimate goal is to establish an economy of shareable labs to enhance science and engineering education.

Achieving Scalability Through Organizational Change
Session 6, Salon 9, 9:50a.m. - 10:25a.m.
Ellen Waterman, Regis University
Abstract: : How do you know when your work group needs to evolve from a loosely structured, entrepreneurial, high-performing unit to a more mature, standards-based, high-performing organization? We found out when our distance learning development unit came apart under the pressure of demand. This presentation examines the development of an ambitious change process and the resulting organization that now personifies quality, efficiency and productivity

WISE Model of Collaboration: Improve Access, Increase Quality, Decrease Cost
Session 6, Salon 9, 10:35a.m. - 11:10a.m.
Rae-Anne Montague, University of Illinois at Urbana-Champaign
Linda Smith, University of Illinois at Urbana-Champaign
Kathryn Allen, Syracuse University
Bruce Kingma, Syracuse University
Abstract: Forming inter-institutional collaborative agreements for online education offers potential to provide greater access and quality with reduced cost. This presentation features a recently developed, thirteen-institution consortium: Web-based Information Science Education (WISE). Emphasis is placed on the three elements of WISE - quality metrics, faculty development and course share infrastructure.

Student Satisfaction with Faculty-Student Interaction
Session 6, Salon 10, 9:50a.m. - 10:25a.m.
Denise Padavano, Peirce College
Marie Gould, Peirce College
Abstract: Students taking online courses can feel isolated. Teachers struggle to find ways to promote content interaction, conversation, and collaboration. Instructors need to design courses to send the message effectively so that students feel satisfied with their online experience. This session provides research on how to build interaction into online courses and how faculty message design is the key to student satisfaction.

Operationalizing Quality Assurance in Online Course Design
Session 6, Salon 10, 10:35a.m. - 11:10a.m.
M'hammed Abdous, Old Dominion University
Abstract: Online course design is a team effort that requires multiples intelligences and quality assurance is an ongoing/iterative process. This presentation will share lessons learned from a recent project using content collection/design/production templates to produce effective and quality online courses.

Effective Marketing of Online Degrees
Session 6, Salon 11, 9:50a.m. - 10:25a.m.
C.J. DeSantis, eLearners.com Inc.
Abstract: Learn the basics of how to market your online programs and increase their enrollment, in this introductory session. The presentation will focus on seven best practices from goal setting and coordination to eMarketing and pricing models.

Advanced eMarketing: Tracking & Metrics
Session 6, Salon 11, 10:35a.m. - 11:10a.m.
C.J. DeSantis, eLearners.com Inc.
Abstract: Learn more advanced marketing methods for your online programs. This session will focus on tracking methods that are used from ad to enrollment as well as metrics that you can use to determine if your marketing has been effective.

Increasing Scalability and Empowering Faculty: A New Philosophy for Support
Session 6, Salon 13, 9:50a.m. - 10:25a.m.
Brendan Guenther, Michigan State University
Brandon Blinkenberg, Michigan State University
Abstract: As technology use in higher education continues to grow, institutions are beginning to rethink their technology support structures. At Michigan State University we are developing a scalable institutional model for supporting online teaching and learning. This presentation outlines the progress of implementing the model, and examines its core components.

You are not an Afterthought: Using Technology to Foster Community Among Adjuncts
Session 6, Salon 13, 10:35a.m. - 11:10a.m.
Janet Zimmer, University of Maryland University College
Abstract: Adjunct faculty at UMUC are scattered around the world. A special online "classroom" has been created within departments where communication with and between faculty members can take place "anytime, anywhere." This classroom supports community-building among all faculty members within a department and complements other faculty development opportunities for adjunct faculty.

So Many Choices: Alumni and Employer Satisfaction of Course Delivery and Academy
Session 6, Salon 14, 9:50a.m. - 10:25a.m.
Sue Alman, University of Pittsburgh
Bruce Kingma, Syracuse University
Rae-Anne Montague, University of Illinois at Urbana-Champaign
Abstract: A joint study conducted by graduate programs at Illinois, Pittsburgh, and Syracuse produced data from recent graduates and their employers to determine satisfaction with the asynchronous, on-campus and blended learning experiences. The results were used to critically evaluate the delivery of courses, library resources and student services, and evaluate the preparation of the graduates.

Service Center: A SRM Strategy to Promote Student Retention
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