TABLE OF CONTENTS
Philip Ice College of Education, University of North Carolina Charlotte Reagan Curtis College of Human Resources and Education, West Virginia University Perry Phillips College of Human Resources and Education, West Virginia University John Wells School of Education, Virginia Polytechnic Institute and State University (Virginia Tech)
Abstract: This paper reports the findings of a case study in which audio feedback replaced text-based feedback in asynchronous courses. Previous research has demonstrated that participants in online courses can build effective learning communities through text based communication alone. Similarly, it has been demonstrated that instructors for online courses can adequately project immediacy behaviors using text-based communication. However, we believed that the inclusion of an auditory element might strengthen both the sense of community and the instructor’s ability to affect more personalized communication with students. Over the course of one semester, students in this study received a mixture of asynchronous audio and text-based feedback. Our findings revealed extremely high student satisfaction with embedded asynchronous audio feedback as compared to asynchronous text only feedback. Four themes, which accounted for this preference, were culled out in an iterative, inductive analysis of interview data: 1. Audio feedback was perceived to be more effective than text-based feedback for conveying nuance; 2. Audio feedback was associated with feelings of increased involvement and enhanced learning community interactions; 3. Audio feedback was associated with increased retention of content; and 4. Audio feedback was associated with the perception that the instructor cared more about the student. Document analysis revealed that students were three times more likely to apply content for which audio commenting was provided in class projects than was the case for content for which text based commenting was provided. Audio commenting was also found to significantly increase the level at which students applied such content. Implications of this case study and directions for future research are addressed in the discussion and conclusions section of this paper.
Doo Hun Lim Michael L. Morris Virginia W. Kupritz University of Tennessee
Abstract: This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences existed in learning outcomes; however, significant differences existed in several instructional and learner factors between the two delivery format groups. Discussions about improving online or blended delivery method are presented based upon the research findings.
Veena Mahesh, Ph.D. Craig Woll, Ph. D. Intel Corporation
Abstract: The complexity of equipment and cost of training are increasing annually for high tech semiconductor manufacturing. The article describes the process and methodology adopted by a team at Intel Corporation to convert a 12-day class on equipment training into a blended solution consisting of a 5-day Classroom experience, a 3-hour Web Based Training (WBT), and a Managed Preventive Maintenance (MPM) for On-the-Job Training (OJT). The results of the implementation demonstrated a 60% reduction of technician time away from the factory, benefits cost ratio of 2.27, and an ROI of 157%. Based on the results of evaluation, the authors concluded that blended learning is a viable and cost effective solution to provide support for equipment training at Intel from the perspective of the lead time to proficiency, ROI, and cost benefit analyses.
Stephen Schiffman Babson College and Franklin W. Olin College of Engineering Karen Vignare Michigan State University Christine Geith Michigan State University
Abstract: Using a unique item included for the first time in the Sloan Consortium’s 2006 national survey of online learning, the authors analyze the reasons why higher-education institutions engage in online learning. Nine reasons are explored from contributing to extension efforts to returning a surplus. Eight of the nine reasons are found to vary in importance depending on the type of institution. Significant differences were found for associate-level institutions, for-profit institutions and large-enrollment institutions. The authors examine the findings for access and quality themes.
Peter Shea University at Albany, State University of New York
Abstract: This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlying constructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.
Robert S. Williams English Language Institute The American University in Cairo Rachel Humphrey The University of Essex
Abstract: This study (N=2,826 postings from 92 participants) examines the phenomenon of interactivity in asynchronous computer-mediated communication (ACMC), also known as threaded discussion, in the context of master’s level Teaching English as a Second Language (MATESL) and Teaching English as a Foreign Language (MATEFL) courses. The study, which is grounded in a group of interrelated pragmatic, learning community, and pedagogical theories, attempts to determine when and under what conditions interactivity, here defined as a response to a previous posting, occurs. We focus on conditions that are present in interactive threaded discussions, those with low rates of serial monologuism and high rates of participant uptake. Taking interactivity as the dependent variable, we test a number of properties of individual ACMC postings to determine their relationships to interactivity. These variables include biographical properties of the writers (gender and first language (L1), role in the course) and a group of individual ACM posting properties, such the content of the posting (course related, phatic, both), whether or not the posting is interactive, the length of the posting, its intended audience, and whether or not the posting contains indicators of social presence (use of social speech, humor, naming, and more), face-threatening speech acts, and direct questions.
Data used in the study were collected from ACMC, part of a web-based graduate introduction to second language acquisition and research methods courses. Participants in the courses were from various L1 backgrounds, including American English, Polish, Korean, and Arabic. Among our findings is that while social presence markers do not predict interactivity, there does seem to be some relationship between indicators of social presence and the quality of interaction..
The Journal of Asynchronous Learning Networks (JALN) is published by the Sloan Consortium (Sloan-C™). Responsibility for the contents rests with the authors and not with Sloan-C™. Copyright © 2007 by Sloan-C™. All rights reserved.
