Choonhapong Thaiupathump
Chiang Mai University
John Bourne
Vanderbilt University
J. Olin Campbell
Brigham Young University

Abstract:
This research investigated the effects of applying intelligent agent techniques to an online learning environment. The knowbots (or Knowledge Robots) created for the research were intelligent software agents that automated the repetitive tasks of human facilitators in a series of online workshops. The study specifically captured experimental results of using knowbots in multiple sessions of an ALN (Asynchronous Learning Network) online workshop, Getting Started Creating Online Courses. The study used experimental groups and comparison groups to examine the association between the use of knowbots and workshop completion rates. Also examined were the effects of knowbots on other factors such as facilitation time and learner satisfaction. The findings indicated that the use of knowbots was positively associated with higher learner completion rates in the workshops. In addition, knowbots implemented a learning-support tool that reminded learners about deadlines. The support knowbots were found to be effective autonomous motivators. In sum, the results of this research suggest that the application of agent technology to online learning holds promise for improving completion rates, learner satisfaction, and motivation.

Dr. Robert N. Diotalevi
The College of West Virginia

Abstract:
With advanced technology come new legal issues. The age of information has given rise to greater concerns about copyright legalities. As new interpretations emerge from Congress as well as the courts, these thorny matters will be at the forefront. Copyright law ultimately affects anyone interested in higher education.

Today the Internet, once a research project, is our largest computer system. The Information Super Highway offers a variety of useful information as one navigates down its maze of URLs, browsers and hyperlinks.

The latest Clinton Administration measure, The Digital Millennium Copyright Act, is a massive complexity of rules and regulations. It will probably serve as a challenge for copyright aficionados, service providers and all involved in the field for some time to come.

This work attempts to address the above issues as well as to explore new concerns in copyright.

Bart P. Beaudin
Colorado State University

Abstract:
The purpose of this research was to identify various techniques recommended and used by online instructors for keeping online learners on topic during asynchronous discussion and to identify what factors affected selection. A thirty-seven item online questionnaire was developed and completed by 135 online instructors subscribing to an international distance education listserv. Thirteen techniques for keeping online asynchronous learners on topic were rated using a six-point Likert scale. The results of the study showed that online instructors rated the following as the top four techniques for keeping asynchronous online discussion on topic: 1) Carefully design questions that specifically elicit on-topic discussion, 2) provide guidelines to help online learners prepare on-topic responses, 3) reword the original question when responses are going in the wrong direction and 4) provide discussion summary on a regular basis. Experience, training and differences between what respondents recommended and used to keep online asynchronous discussion on topic produced statistically significant results at the 0.05 level.

Melody M. Thompson
Jean W. McGrath
Penn State World Campus

Abstract:
The most obvious factor influencing students' satisfaction with distance learning is convenience of access. While ALNs clearly can provide convenient access to educational content, how do they measure up in terms of access to the broader range of elements that make up a "complete" educational experience?

Within traditional education, a complete education has been viewed as inseparable from the resident experience, with its access to instructional as well as co-curricular activities and support services. ALN programs that hope to meet the educational-rather than merely informational-needs of distant students must find ways to offer comparable opportunities and services.

Penn State's World Campus is working to realize the potential of ALNs by using innovative strategies for meeting several specific objectives. These objectives include access to high-quality course content; interactions between faculty members and students beyond those in direct instruction; interaction among students at the program level; broad access to information and instructional resources; flexible access to appropriate support services; and developing students' feeling of "belonging" to the institution.

This paper provides specific examples of online strategies for meeting these objectives and reports preliminary evaluation results relating to student satisfaction in courses offered during the first two semesters of World Campus programming.

Juan R. Pimentel
Kettering University

Abstract:
The theory of experiential learning is briefly reviewed and a model of the learning process is presented. The paper then discusses and characterizes a virtual learning environment and its relationship to experiential learning and learning styles. An approach for designing virtual learning environments is presented taking into account the technology for learning. A prototype for a virtual learning environment designed and built by the author and known as LeProf is then discussed along with its application in the design of an educational site for learning electrical circuits.

Mark H. Rossman
Capella University

Abstract:
At Capella University online courses are offered using an asynchronous learner discussion forum. At the conclusion of each course, learners are requested to complete and electronically submit a course evaluation form.

A document analysis of more than 3000 course evaluations from 154 courses conducted during the past 11 quarters was conducted. Each course folder was reviewed. The narrative responses were ultimately grouped into the following categories: Faculty Feedback, Learner Discussions and Course Requirements. General observations related to these categories were presented followed by several tips for successful teaching in an online environment using an asynchronous learner discussion forum. The tips were initially generated by the document analysis. Additional tips were added and the list was revised each quarter following the end-of-quarter teleconference with the instructors.

Dr. Scott B. Wegner
Dr. Ken C. Holloway
Edwin M. Garton
Southwest Missouri State University

Abstract:
The practice of using technology to deliver coursework in higher education has seen a veritable explosion. The use of technology has not only created new opportunities within the traditional classroom but has also served to expand learning experiences beyond the popular notion of "classroom." Indeed, "distance learning," especially utilization of the Internet, is becoming a widely used delivery alternative at universities nationwide.

In many instances the change to an Internet-based delivery system has been instituted with little or no consideration of the impact on student learning. This paper presents data from a two-semester study of the effects of distance learning on student achievement as well as the impact of distance learning on student attitudes concerning their learning experiences. Students' test scores and satisfaction survey results from an Internet-based test group were compared to a control group whose instructional opportunities were from traditional, in-class models. Researchers found no significant difference between the test scores of the two groups. Additionally, while statistically significant data could not be produced in the area of student perceptions, general observations supported that, overall, students in the experimental group had a more positive feeling about their experience than the control group.