Research Annotations

Records: 322

On the Nature and Development of Social Presence in Online Course Discussions

K. Swan L. F. Shih

APA Citation

Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous learning networks, 9(3), 115-136.

Annotation

This study supports previous research stating increased interaction in computer-mediated classes increases social presence of students and also increases students’ satisfaction levels. The authors of this paper found that students may find the perceived presence of an instructor to have a greater influence on student satisfaction as compared to the perceived presence of peers. Qualitative results support the above quantitative findings and add on that a student’s perceived social presence can . . . result in different projections of themselves in online discussions. As a result, instructors hold a large responsibility in creating welcoming and engaging online discussions. Student demographic differences were not found to be influential, however, age did have a small affect.

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Student Experiences with Information Technology and their Relationship to Other Aspects of Student Engagement

Thomas F. Nelson Laird George D. Kuh

APA Citation

Laird, T., & Kuh, G. (2005). Student experiences with information technology and their relationship to other aspects of student engagement. Research in Higher Education, 46(2), 211-233.

Annotation

There are a great number of studies that show a correlation between the use of educational technology and student engagement in higher education. Using data from the 2003 NSSE, the authors found that students involved with classroom related technologies, such as having an instructor who uses technology or students who use technology to complete course assignments, reported higher levels of active and collaborative learning.

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The Link between High School Reform and College Access and Success for Low-income and Minority Youth

M. Martinez S. Klopott

APA Citation

Martinez, M., & Klopott, S. (2005). The link between high school reform and college access and success for low-income and minority youth. Washington, DC: American Youth Policy Forum.

Annotation

This study from American Youth Policy Forum and Pathways to College Network looks at curriculum development in high school. Specifically, it looks at how high schools can align their curriculum more closely with college expectations and requirements. Likewise, it looks at how reforms in the social support can help within the academic organizations as well.

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What Is Web 2.0: Design patterns and business models for the next generation of software

Tim O’Reilly

APA Citation

O’Reilly, T. (2005, August 30). What is Web 2.0? Design patterns and business models for the next generation of software [web log post]. Retrieved from http://oreilly.com/web2/archive/what-is-web-20.html

Annotation

Social media, also referred to as social network(ing) sites, are part of a larger grouping of online technologies called Web 2.0. Web 2.0 tools can be set apart from other online resources because they allow users to become producers by giving the ability to easily create and communicate to a wider audience. Because Web 2.0 technologies are driven by user created content, these technologies are also dynamic and continually updated.

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Adding Value: Learning communities and student engagement

C. Zhao G. D. Kuh

APA Citation

Zhao, C., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45, 115-138

Annotation

The authors of this study examine the role learning communities play in student engagement and educationally purposeful activities in first-year and senior students. In observing 365 4-year colleges and universities and over 80,000 students around the nation, OLS regressions showed positive relationships between not only learning communities and student engagement, but also academic benefits, fruitful educational activities, college attendance, and overall experience satisfaction. These results . . . remain in seniors. The authors conclude with several administrative suggestions including college leaders taking an active part in assuring the presence and diversity of college groups. Further, the authors say all students should have the opportunity to take part in learning communities, and they note that men, transfer, and part-time students are less likely to be a part of these communities.

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Differences in Self-Regulation for Online Learning between First- and Second-Generation College Students

Peter E. Williams Chan M. Hellman

Annotation

Williams and Hellman (2004) rely heavily on the self-regulation literature to motivate this study. In doing so, they argue that there is little evidence on the difference between first and second-generation college students’ ability to self-regulate within an asynchronous learning environment. As such, the authors survey 708 students enrolled in an online course, of which nearly 40 percent were first-gen. They then rely on the Multi-Dimensional Self-Efficacy Scales of Bandura (1989) to assess . . . self-regulation behaviors. When compared to second-gen students, the authors find that first-gen students have lower self-regulation skills necessary to be successful in online courses. The authors call on faculty to assess the arrangement and construction of their online courses that encourage and support self-regulation.

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Distance Learning in an Accounting Principles Course: Student satisfaction and perceptions of efficacy

A. R. Vamosi B. G. Pierce M. H. Slotkin

APA Citation

Vamosi, A. R., Pierce, B. G., & Slotkin, M. H. (2004). Distance learning in an accounting principles course: Student satisfaction and perceptions of efficacy. Journal of Education for Business, 79, 360-366.

Annotation

This article uses a self-control sample to understand students’ reactions to distance learning. The course was taught by alternating classroom instruction with distance instruction so students were able to act as their own control group, and the researchers could eliminate potential self-selection bias in other students between students who preferred classroom education or distance education.
Researchers used regression analysis to examine students’ satisfaction and material comprehension. . . . Students found the distance learning classes to be less interesting and effective than classroom-based classes. It was also found that students tended to master material slower when it was taught in distance formats compared to traditional medians. Along with learning outcomes, researchers also found that students had less dialogue in during distance classes and had poorer time management.

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Evaluating the effectiveness of distance learning: A comparison using meta-analysis.

Mike Allen Edward Mabry Michelle Mattrey John Bourhis Scott Titsworth Nancy Burrell

APA Citation

Allen, M., Mabry, E., Mattrey, M., Bourhis, J., Titsworth, S., & Burrell, N. (2004). Evaluating the effectiveness of distance learning: A comparison using meta-analysis. Journal of Communication, 54, 402-420.

Annotation

The meta-analysis looking at performance in traditional F2F classrooms and online classes showed a small increase in student performance in online classes. However, the average effect was heterogeneous and the authors suggest that it should be “interpreted cautiously” (p. 413). Though online natural science and education courses saw no difference, and a small sample of military instruction showed a decrease, in foreign language resulted in statistically significant increased performance. . . . Performance did not differ based on asynchronous or synchronous communication technologies. Overall, online students performed slightly better than traditional F2F students on exams and in certain courses.

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How does distance education compare with classroom instruction? A meta-analysis of the empirical literature

Robert Bernard Philip C. Abrami Evgueni Borokhovski Anne Wade Lori Wozney Peter A. Wallet Mannon Fiset Binru Huang

APA Citation

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., … & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of educational research, 74(3), 379-439.

Annotation

Comprehensive meta-analysis of literature from 1985 through December 2002. 2,262 research abstracts and 862 full-text articles were looked at. Measured attitude and retention outcomes. Found that it is hard to find what works overall because of the variability in sample size and outcomes of the studies.

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