TABLE OF CONTENTS
Abstract: Collaboration is the heart of online learning. Interaction among course participants brings excitement to the online environment and creates knowledge as a group activity. Impediments to active collaboration reduce group, as well as individual, potentialities. Past studies of online discussions have found differences in the style of female and male conversations that could impede the learning process. The conversational styles of female and male students in two online principles of economics classes were analyzed in the present study. The null hypothesis posited no difference in the styles of online discourse between female and male students. The null hypothesis was rejected, implying gender differences in conversational styles. The tone of male postings was more optimistic than the tone of female postings. Female conversations used words revealing social isolation and the rejection of social norms. The paper also discussed the issue of the male X-factor in the principles of economics from a sociolinguistic perspective.
Ronald E. Ragan, R.Ph., Ph.D. The University of Kansas School of Pharmacy James W. Kleoppel, R.Ph., M.S. The University of Kansas School of Pharmacy
Abstract: The purpose of this retrospective study was to compare the academic outcomes of distance-based students in the asynchronous non-traditional pathway with in-residence students in the traditional pathway on examples of like examinations in the Pharm.D. curriculum at the Kansas University School of Pharmacy. This study evaluated the commitment of assuring equivalent outcomes for students in non-traditional and traditional Pharm.D. pathways, as stipulated by the School of Pharmacy accrediting body, the American Council on Pharmaceutical Education (ACPE). Similar examinations were administered to both groups of students. Scores were evaluated using the Student t-Test and ANOVA. This study demonstrates that average test scores of distance-based students were equal to or higher than their counterpart in-residence students when tested on physical assessment content.
Abstract: The degree of interaction among participants in distance courses is widely acknowledged to be an indicator of successful learning experiences; interaction has been found to contribute to both achievement and student satisfaction. As an increasing number of distance courses move to a completely asynchronous, online format, providing for better interaction is an important means of assuring course quality. To allow measurement and study of interaction in online courses, five elements were identified that contribute to interaction, and a rubric was designed to assess the degree of each in distance courses [1]. A previous use of the rubric in one online class [1] indicated the instrument had good convergent and divergent validity and reliability in terms of consistency of results across students. The current study focused on establishing the rubric’s concurrent validity and consistency of results across four distance courses. Recommendations are made to increase the usefulness and reliability of the rubric in practice.
Abstract: Students in higher-education courses are often confronted with complex tasks that require application and integration of newly gained knowledge. Different students require different types and amounts of instructional scaffolding for coping with such challenging tasks. The incorporation of asynchronous online elements into academic courses offers various ways of implementing traditional instructional scaffolding methods, as well as the ability to incorporate new strategies made feasible by this medium.
This paper presents and discusses the potential and challenges of using open online submission of assignments via asynchronous networking as a strategy for providing differential scaffolding in the preparation of complex tasks (not as an alternative model for online peer collaboration).
James Theroux Isenberg School of Management, University of Massachusetts Clare Kilbane School of Education, University of Massachusetts
A new type of case study, called the real-time case (RTC), was produced in the fall of 2001 and distributed via the Internet to business classes at four universities in the U.S. and Canada. The real-time case presented the story of one company's growth and development throughout a 14-week semester. A case writer stationed full-time at the subject company published case installments weekly on the Web, allowing students to view the company-building process as it happened. The 14-week coverage of RTC enabled students to study the subject company in unprecedented depth and detail. RTC's real-time interactivity allowed students to share their analyses and best thinking with the company leadership during the company’s decision-making process.
Minjuan Wang San Diego State University
Abstract: This study examines the relationship between student visibility and learning outcomes in a graduate-level online course. Visibility in this study refers to students’ cognitive, social, and emotive presence [1, 2] in various communication settings, such as posts on the discussion board, contributions in live chats, email messages, online profiles, and inputs via any other means of communication. A visibility score is determined for each student, and the Spearman r correlational tests are used to detect any significant correlation between visibility and learning outcomes (grades). In addition, two surveys were distributed to the students at the end of the course: (a) Survey on Self-Perception on Learning Experiences provides a context for understanding student performance; and (b) Survey on Useful Aspects of Socializing Online asks students to rank the importance of eight types of online activities, such as sharing information, solving problems, and making friends. Both surveys probe into students’ perceptions and social context, which often have great impact on students’ online presence.
Abstract: Early interest in e-learning focused around the possibility of large-scale courses. This led to pronouncements of the demise of the educator, which were based on an infinite lecture hall pedagogy. However, cost-effective models of large-scale e-learning have proven difficult to implement. This paper examines some of the initial reaction to the notion of large-scale courses and sets out the cost difficulties associated with such courses. Five models of large-scale e-learning are proposed. Each of these have implicit associated pedagogies. The majority of these assume instructivist pedagogy. Large-scale models that use a more constructivist pedagogy may be possible using community based approaches. The importance of differentiating between pedagogic styles and scale of implementations is stressed as it highlights the reasoning behind some of the initial claims against e-learning.
Abstract: The purpose of this study was to evaluate the impact of proctored versus un-proctored testing on practice time and learning for a self-study, online course in medical terminology. Participants included 120 college students in a pharmacy curriculum. Subjects were randomized to one of three groups utilizing textbook with proctored assessment, online instruction with proctored assessment, or online instruction with un-proctored assessment. A pre-test and post-test was administered to all three groups to evaluate learning. Content page “hits” and practice quiz access was tracked for participants. Learning, as defined by pre/post-test change score, was greatest in the presence of proctored assessment (online and text) (p = 0.027). In addition, use of practice quizzes had a stronger relative correlation with learning (r = 0.401; p<0.001) when compared to content page “hits” (r = 0.257; p = 0.024). Online course content paired with meaningful time-on-task (e.g. practice quizzes) was most effective when paired with proctored assessment.
Abstract: Although there are many reasons why students dropout of college courses, those reasons may be unique for students who are enrolled in an online program. Issues of isolation, disconnectedness, and technological problems may be factors that influence a student to leave a course. To understand these factors, an online survey was developed to collect data from students who dropped out of an online program. Logistic regression analysis was used to compare various factors between those who persist in the program and those who dropout. The results, based on the dropouts from three cohorts in an online graduate program, show that demographic variables do not predict likelihood of dropping from a program. Instead, the students’ reasons for dropping out of an online program are varied and unique to each individual. Recommendations for further study are incorporated in the conclusions.
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 © 2004 by Sloan-C™. All rights reserved.
