Records: 322
Quality on the Line: Benchmarks for Success in Internet-Based Distance Education
The Institute for Higher Education Policy |
APA Citation
The Institute for Higher Education Policy. (2000). Quality on the line: Benchmarks for success in Internet-based distance education. Washington DC: The Institute for Higher Education Policy.
Annotation
This report from The Institute for Higher Education Policy consists of a list of “benchmarks” for quality “Internet-based distance education.†Initially 45 identified benchmarks arose based on previous benchmarks found from research articles and from educational organizations. The 45 benchmarks represented seven different categories (i.e., “Institutional Support,” “Course Development,” “Teaching/Learning,” “Course Structure,” “Student Support,” “Faculty Support,” “Evaluation and . . . Assessment”). The benchmarks were examined for how they related to online program administration by surveying and interviewing administrators, faculty members, and students involved with online education at six different accredited schools with experience in distance education, including more than one online degree program. 147 individuals participated in the research including 62 administrators, 42 students, 27 faculty members, and 16 individuals who were both faculty members and administrators. Participant feedback resulted in the list of benchmarks reducing to a final 24 benchmarks, across the seven categories.
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Reworking the Departure Puzzle
J. M. Braxton |
APA Citation
Braxton, J. M. (2000). Reworking the departure puzzle. J. M. Braxton (Ed.). Nashville: Vanderbilt University Press.
Annotation
This reader, edited by John Braxton, compiles articles that explore and reexamine Tinto’s theory of student departure. The first section of the book looks at several factors of the theory including economic influences of persistence, psychological models of retention, both academic and social college climates, and how to optimize social capital in students.
The second part of the book explores new theoretical lines of student departure. These theories include discussions on minority student . . . retention, linking student behavior and choice of college, and exploring power structures and identity within the college environment.
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Student Motivation to Learn via Computer Conferencing
Eva Bures Philip Abrami Cheryl Amundsen |
APA Citation
Bures, E. M., Abrami, P. C., & Amundsen, C. (2000). Student motivation to learn via computer conferencing. Research in higher Education, 41(5), 593-621.
Annotation
Creates a model that explains why some students who have the skills and knowledge necessary to succeed online do not.
Factors include: goal orientation, outcome expectations, success expectations.
Hypothesis:
1 . Students who have high CC success expectations will tend to report higher
satisfaction with CC and will send in more on-line messages overall.
2. Students who have high CC outcome expectations will tend to report higher
satisfaction with CC and will send in more online . . . messages overall.
3. Students in courses where CC is not graded or allocated marks only as part
of a participation mark will tend to send in fewer messages and to report
lower satisfaction with CC than in courses where specific CC activities are
graded.
4. Students with higher mastery orientation will tend to contribute more messages than will students with lower mastery orientation, especially to conferences where online activity is not graded. As well, they will tend to be more
satisfied with the use of CC as a learning tool.
5. Students with higher performance orientation will tend to contribute fewer
messages overall, in particular to conferences where on-line activity is not
graded, and to report lower satisfaction with the use of CC as a learning tool
than will students with lower performance orientation.
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Students’ Need for Belonging in the School Community
Karen F. Osterman |
APA Citation
Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of educational research, 70(3), 323-367.
Annotation
This qualitative research review utilized a social cognitive approach, viewing learning as social, to investigate how important belonging is to K-12 school students and how schools impact students’ need to feel accepted. The authors posit that feeling a sense of community is important for student motivation and performance. Results suggest that student behavior varies based on whether they feel accepted into the school community. Overall, students that are accepted display higher levels of . . . motivation and are more engaged. However the actions of many schools are counterintuitive towards assisting students with feeling like they belong and many view school as alienating.
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Technology-based Math Curriculums
L. Hubbard |
APA Citation
Hubbard, L. (2000). Technology-based math curriculums. THE Journal (Technological Horizons In Education), 28(3), 80.
Annotation
This article gives an overview of the importance of asking students questions that interest them in order to engage the students more in learning. By asking students to solve real-world problems instead of abstract questions, students are more likely to absorb information. Further, students who were taught in these real-world situations were found to enroll and complete more mathematic classes than their peers.
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The Effects of Electronic Classrooms on Learning English Composition
B. M. Stinson K. Claus |
APA Citation
Stinson, B. M., & Claus, K. (2000). The effects of electronic classrooms on learning English composition: A middle ground between traditional instruction and computer based instruction. THE Journal, 27(7), 98-102.
Annotation
Students who use online classes and courses have fewer absences, tardy arrivals, and turned in assignments on-time more often than their traditional classroom peers. Further, online students were more likely to be happy with taking a required course. Also, use of technology in the classroom helped engage students with material noting that a learning classic essay material was more interesting with the help of technology compared to learning the material in traditional lecture form.
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Creating Learning Communities: A practical guide to winning support, organizing for change, and implementing programs
N. S. Shapiro J. Levine |
APA Citation
Shapiro, N. S., & Levine, J. (Eds.). (1999). Creating learning communities: A practical guide to winning support, organizing for change, and implementing programs. San Francisco: Jossey-Bass.
Annotation
In this book, Shapiro and Levine outline how to create effective learning communities. This process begins by explaining what learning communities are and looking at different types, models, and forms learning communities can take. They go on to explain how to create a campus culture that will successful foster learning communities including how to gain faculty buy-in and build administrative partnerships. The authors also look at how to develop curricula for the communities once implemented. . . . The book concludes by exploring how to evaluate and assess learning communities to make sure they are fulfilling the campus’s needs and desires, as well as how the learning communities may affect the institution.
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The Role of Videotaped Feedback in the Instruction of Public Speaking: A quantitative synthesis of published empirical research
John Bourhis Mike Allen |
APA Citation
Bourhis, J., & Allen, M. (1998). The role of videotaped feedback in the instruction of public speaking: A quantitative synthesis of published empirical research. Communication Research Reports, 15, 256-261.
Annotation
Results of a meta-analysis of 12 studies suggests that videotaping student speeches to provide feedback results in improved content, speaking skills, test performance and attitude towards public speaking. Additionally, though there was a small increase in anxiety for students being videotaped, the increase in anxiety was statistically insignificant. The authors suggest that results “provide empirical support for attempts to acquire and integrate this technology in the classroom” (p. 260).
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The Impact of Remote-Site Group Size on Student Satisfaction and Relative Performance in Interactive Telecourses
Paul M. Biner Kimberly D. Welsh Natalie M. Barone Marcia Summers Raymond S. Dean |
APA Citation
Biner, P. M., Welsh, K. D., Barone, N. M., Summers, M., & Dean, R. S. (1997). The impact of remote-site group size on student satisfaction and relative performance in interactive telecourses. American Journal of Distance Education, 11(1), 23-33.
Annotation
This study considers student satisfaction and motivation as important outcome variables in tele-education literature. Previous studies suggest that remote-site group ( the number of students enrolled in a class in a given location) have an influence in student satisfaction and motivation. Yet, the causal direction of this is yet to be established. The current study conducted attitudinal assessment (TEQ) on 288 undergraduate students from 17 telecourses in midwestern universities. TEQ consists of . . . five-point likert-scale questions that are designed to measure various aspects of telecourses. The result of zero-order correlations indicated negative correlation between the size of remote-site group and facet of telecourse satisfaction (e.g. instructor, technology, course management etc.) as well as overall course satisfaction. The second analysis that regressed on their performance indices that was computed by subtracting students’ overall GPA from telecourse final grade. The result implies that students attended class sessions with many other peers exhibit enhanced course performance. These negative relationships between remote-group size and satisfaction and performance suggest that uninvolved and isolated learning environment could benefit students in telecourses.
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Computer-mediated Communication: Impersonal, interpersonal, and hyper-personal interaction
J. B. Walther |
APA Citation
Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication research, 23(1), 3-43.
Annotation
This theoretical overview follows computer-mediated communication (CMC) through numerous histories of medias. Within this review, the author offers newer theories and research in regard to “interpersonal” medias. The article also includes a new view on “hyperpersonal” communication. Lastly, the author offers pros and cons to communication patterns and behaviors commonly observed in traditional classrooms compared to online discussion boards and instant messaging systems within course platforms.
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