TABLE OF CONTENTS
Abstract: This study has two primary objectives. First, we want to know how students who enroll in online classes differ from students who enroll in traditional lecture classes. Our second objective involves both exploring what factors influence performance among online students, as well as whether those factors differ for online and lecture students. Our comparisons consist of two large sections of a course in computer programming for which the main difference was that one section was on-campus lectures, and the other section was online. We find that online students do differ from lecture students in a number of important characteristics. Although when we examine class performance and course completion, we find that the factors which influence performance seem to have a stronger impact on lecture students, we cannot reject the hypothesis that factor coefficients are the same for the two groups.
Abstract: The research literature on web-based learning supports the assumption that interaction is important for a successful course, yet questions exist regarding the nature and the extent of the interaction and its effects on student performance. Much of the research is based on students' perceptions of the quality and quantity of their interactions and the amount they have learned in an online course. The purpose of this study is to examine performance in an online course in relationship to student interaction and sense of presence in the course. Data on multiple independent (measures of interaction and presence) and dependent (measures of performance) variables were collected and subjected to analysis. An attempt was made to go beyond typical institutional performance measures such as grades and withdrawal rates and to examine measures specifically related to course objectives.
Abstract: This preliminary study again provides evidence that the method, not the media, matters the most in learning effectiveness. The present work examines classroom communities in order to determine how sense of community differs between students enrolled in traditional face-to-face and those enrolled in asynchronous learning network (ALN) courses. Subjects consist of 326 adult learners who were enrolled in a mix of 14 undergraduate and graduate courses at two urban universities. As operationalized by the Sense of Classroom Community Index (SCCI), there appears to be no significant differences in classroom communities between the two groups of subjects. However, a discriminant analysis shows a significant overall difference in community structure between the two groups. Variations between groups on feelings of needs, recognition, importance of learning, connectedness, friendship, thinking critically, safety, acceptance, group identity, and absence of confusion are the characteristics contributing to most of this difference in learning effectiveness.
Abstract: Online learning has become a popular method of education. Faculty members may know little about how to assist students in succeeding in a new learning environment, and students may be ill-prepared to tackle the new demands put upon them. Therefore, this research seeks to identify dimensions of successful online learners by examining primary screening documents and then mapping them to the literature base. Next, experienced online educators are asked to review the dimensions and to provide strategies that they use to ensure student success. Seven dimensions are identified and confirmed as significant, each dimension with slightly different importance - including access to tools; technology experience; learning preferences; study habits and skills; goals or purposes; lifestyle factors; and personal traits and characteristics. In addition, several online teaching strategies (including students' posting biographies; frequent interaction; collaboration; requiring participation; question-asking forums; topical flexibility; and minimizing technology requirements) have been recommended.
Abstract: Among the many differences between asynchronous interactions and traditional classroom communication, the most critical differences involve those that may affect a student's ability to learn. The efficacy of courses in facilitating instruction and learning is a key concern of all educators involved in or contemplating conducting such courses. This paper explores the difference between learning in asynchronous internet courses and learning in a traditional classroom setting. Specifically, the study examines student perceptions of the effectiveness of an active-learning, asynchronous internet course relative to that of a traditional classroom-based course. Students were asked to compare effectiveness on a variety of dimensions. The study yields results consistent with previous research along several measures relating to learning outcomes, particularly with regard to students' positive attitudes about their learning in an online computer course. However, the findings here offer new evidence that learning can also be enhanced with an active learning format in an online course.
Abstract: This case study of a distance education course in children's literature focuses on the creation of an interpretive community and the importance of that community in online learning. It also refines Michael G. Moore's work on transactional distance to include the concept of a faculty member's "restrained presence" in an effort to facilitate students' personal responsibility for their own learning and for community building in an online learning environment.
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 © 2005 by Sloan-C™. All rights reserved.
