Research Annotations

Records: 322

Measures of Learning Effectiveness in the SUNY Learning Network

P. Shea     E. Fredericksen     A. Pickett     W. Pelz     K. Swan

APA Citation

Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Swan, K. (2001). Measures of learning effectiveness in the SUNY Learning Network. Online education, 2, 31-54.

Annotation

These studies look at the SUNY (State University of New York System) Learning Network and its asynchronous learning environment. Students reported high satisfaction rates with the asynchronous system and indicated positive learning environments. The data also indicates at least 41% of informants want to complete their entire degree via online-courses. Ultimately, the studies note the importance of creating a positive community of learning and having positive faculty-to-student and . . . student-to-student interactions. In order to do this, the authors suggest 4 necessary qualities: social-presence, self-disclosure, social expectancies and the lack of “lurking,” and the accessibility of the students and the professors (p. 19-20).

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The Process of Community-Building in Distance Learning Classes

Ruth E. Brown

APA Citation

Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of asynchronous learning networks, 5(2), 18-35.

Annotation

Research question: How was community formed in an adult computer-mediated distance learning class?
Three levels of community were identified. The first was making on-line acquaintances or friends.(Some students considered them friends. Others didn’t.) followed by membership in the group and camaraderie.
Each level is more engagement.
Some students did not experience community.
Introduces the idea of time triangles, with new users having to spend more time understanding the technology and . . . veteran users spending more time building community.
Research shows that there is no time length that makes someone a veteran user.
This article creates a great theory of community building but the technology discussed is old and outdated, and so the ideas may not transfer as well today.

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A Comparative Analysis of SDL Online Learning with Traditional Classroom Learning

T. R. Redding     J. Rotzien

APA Citation

Redding, T. R., & Rotzien, J. (2000). A comparative analysis of SDL online learning with traditional classroom learning. Open Learning Focus, 3.

Annotation

There is an increased demand for access to higher education. To meet that demand, colleges and universities are offering more classes online. However, in relation to face-to-face or traditional classes, the educational outcomes of online classes are in question. This study compares traditional classes’ and online classes’ educational outcomes. It also looks at the effect sizes to compare GPAs between the two groups.

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Building and Sustaining Community in Asynchronous Learning Networks

Alfred P. Rovai

APA Citation

Rovai, A. P. (2000). Building and sustaining community in asynchronous learning networks. The Internet and higher education, 3(4), 285-297.

Annotation

This article lays out eight areas that affect community creation in online courses. These factors are, (1) A student-instructor ratio of less than 30-to-1, (2) transactional distance – the “communication gap” psychologically caused by being physically separated – needs to be made up for through frequent and multi-modal communications between instructor and student, (3) social presence and instructor immediacy – instructors need to be involved with the class as students are likely to be . . . disengaged and feel alienated if they think nobody is reading their comments, (4) lurking – needs to be avoided by assessing “quantity, quality, and timeliness” of every student’s contributions (p. 291), (5) social equality – aided by CMC however people also tend to be more aggressive and less apt to follow proper etiquette online – instructors should have all students post introductions so that students see the other people in the course as real people, (6) collaborative learning – breaking large groups of students into small groups – promotes learning and community, (7) group facilitation – view online courses like a seminar “where the instructor assumes the role of a tutor and determines the topic and activities, encourages substantive interactions among students, monitors and shapes the conversation but refrains from extensive direct interactions” (p. 293), (8) self-directed learning.

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Comparison of Student Outcomes and Preferences in a Traditional vs. World Wide Web-based Baccalaureate Nursing Research Course

A. R. Leasure     L. Davis     S. L. Thievon

APA Citation

Leasure, A. R., Davis, L., & Thievon, S. L. (2000). Comparison of student outcomes and preferences in a traditional vs. world wide web-based baccalaureate nursing research course. Journal of Nursing Education, 39(4), 149-154.

Annotation

This study looks at the effectiveness of online-distance courses. It finds that here is no statistical difference between online and traditional, face-to-face classes in terms of three multiple-choice examinations taken throughout the semester. Students who were self-motivated did better online than if they were not self-motived. Further, online students grew their confidence with computer-based technologies and improved their writing skills overtime.

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Critical Race Theory, Racial Microaggressions and Campus Racial Climate: The experiences of African-American college students

D. Solórzano     M. Ceja     T. Yosso

APA Citation

Solórzano, D., Ceja, M. & Yosso, T. (2000) Critical race theory, racial microaggressions and campus racial climate: The experiences of African-American college students, Journal of Negro Education, 69(1/2), 60–73.

Annotation

This study looks at microaggressions on college campuses aimed at minority students. This study builds on a 1998 study done by Grace Carroll in white she asks African American students and workshops a series of three questions to discover if they had or are often exposed to microaggressions. Most participants are. The authors define microaggressions as “subtle insults (verbal, nonverbal, and/or visual) directed toward people of color, often automatically or unconsciously” (p. 10). In order to . . . understand minority students’ experiences with microaggressions, the researchers use focus-groups and informants spoke about their experiences in academic and social spaces on campus. By the end of the present study, the authors add two additional questions to Carroll’s original three. Both of these questions revolve around success and completion of minority students.

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Delivering Graduate Marketing Education: An analysis of face-to-face versus distance education

T. G. Ponzurick     K. R. France     C. M. Logar

APA Citation

Ponzurick, T. G., France, K. R., & Logar, C. M. (2000). Delivering graduate marketing education: An analysis of face-to-face versus distance education. Journal of marketing education, 22(3), 180-187.

Annotation

This study looks at MBA students’ attitudes and perceptions of distance education courses compared to traditional face-to-face classes. While class structure and course design can be nearly identical for both traditional and distance courses, the authors find that some pedagogical changes need to be made in order to help distance students have meaningful experiences in discussion and classroom participation.

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Education at a Distance: Teaching executives in China

A. M. Efendioglu     L. W. Murray

APA Citation

Efendioglu, A. M., & Murray, L. W. (2000). Education at a distance: Teaching executives in China. THE Journal (Technological Horizons In Education), 27(6), 84.

Annotation

This study looks at Chinese MBA students and their Tutored-Video Instruction (TVI) versus on-campus academic performance. The results show that TVI students performed slightly lower than on-campus MBA students. However, results varied with the training and skill level of the tutor that the distance students had. While TVI students performed slightly less well than on-campus students, TVI reduced instructional costs by 9.5% compared to the traditional classroom.

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Learner-Centered Assessment on College Campuses: Shifting the focus from teaching to learning

M. Huba     J. Freed

APA Citation

Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Allyn & Bacon, 160 Gould St., Needham Heights, MA 02494.

Annotation

Not Available

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Project CHILD: A decade of success for young children

S. Butzin

APA Citation

Butzin, S. (2000). Project CHILD: A decade of success for young children. THE journal, 27(11), 90-96.

Annotation

Project CHILD is a technology enhanced form of teaching within an elementary school setting. Teachers specialize in core content areas. During class, teachers provide traditional instructions on most days, but also incorporate computer-based activities regularly for students to check their understanding of material. This form of instruction helps facilitate motivation, involvement, and feedback for students. This article quickly reviews several studies throughout Florida and finds that Project . . . CHILD is generally successful at increasing student learning.

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