Research Annotations

Records: 322

Implementing the Seven Principles: Technology as lever

Arthur Chickering     Stephen Ehrmann

APA Citation

Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE bulletin, 49, 3-6.

Annotation

Describes the most cost-effective and appropriate ways to use computers to advance the seven principles which include:
1. Good Practice Encourages Contacts Between Students and Faculty
2. Good Practice Develops Reciprocity and Cooperation Among Students
3. Good Practice Uses Active Learning Techniques
4. Good Practice Gives Prompt Feedback
5. Good Practice Emphasizes Time on Task
6. Good Practice Communicates High Expectations
7. Good Practice Respects Diverse Talents and Ways of . . . Learning
Also emphasis the role of the student in implementing the seven principles.

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Out-of-Class Experiences Associated with Student Learning and Personal Development

George D. Kuh

APA Citation

Kuh, G. D. (1995). Out-of-class experiences associated with student learning and personal development. Journal of Higher Education, 66, 123-155.

Annotation

Not Available

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Capturing the Complexity in Advanced Technology Use: Adaptive structuration theory

Gerardine DeSanctis     Marshall Poole

APA Citation

DeSanctis, G., & Poole, M. S. (1994). Capturing the complexity in advanced technology use: Adaptive structuration theory. Organization Science, 5(2), 121-147.

Annotation

This article offers Adaptive Structuration Theory (AST) as a way of looking at IT in organizational change. The main benefit offered by AST is that the technology and the human/technology interaction are both considered. To that end, the article places AST within two theoretical frameworks of technology use and change in organizations, the decision-making school and the institutional school. Decision theory is a positivist approach that focuses on the technology. Institutional theory is an . . . interpretive approach which focuses on the social situation of the technology implementation. AST is offered as an integrative approach rooted in what the authors call the social technology perspective, rooted in structuration, as AST looks at the technology itself as well as resulting social actions. AST is considered through the use of a group decision support system (GDSS). This article primarily proposes and advocates for AST as a lens through which to consider organization change, communication and technology implication.

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Coordinated Studies Programs: Their effect on student involvement at a community college

Vincent Tinto     Pat Russo

APA Citation

Tinto, V. & Russo, P. (1994). Coordinated studies programs: Their effect on student involvement at a community college. Community College Review, 22, 16-25.

Annotation

This article primarily details the success of the use of a learning community called the Coordinated Studies Program (CSP) at Seattle Central Community College. These learning communities would meet several times a week from 9:30 am – 1:30 pm and include faculty from several different departments to allow students to complete coursework from different departments simultaneously. Though not directly about the use of online learning or social media, findings of both a quantitative and qualitative . . . study “reveal it is possible to promote student involvement and achievement in settings where such involvement is not easily attained” (p. 23). The students in the CSP tended to have several obligations aside from school and might also be the type of students to benefit from online courses. Not only does collaborative learning work, but the authors suggest “it may be the only viable path to greater student involvement and retention in the community college setting” (p. 23).

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The Determinants of Success in University Introductory Economics Courses

Gordon Anderson     Dwayne Benamin     Melvyn Fuss

APA Citation

Anderson, G., Benjamin, D., & Fuss, M. A. (1994). The determinants of success in university introductory economics courses. The Journal of Economic Education, 25(2), 99-119.

Annotation

The central focus of our research was on the ability to predict success with
information on prior achievement and background as indicated by high school
performance.
dent had obtained a grade of 76 percent (a “middle B”) or higher.’
The one counter-intuitive result related to English. The negative coefficient for
the English grade implies that the better one does in English, the worse one will
do in ECO 100, and this effect occurred at virtually all levels of the English
was the . . . gender effect.
Males were less likely to drop ECO 100 and tended to do better on average than their female colleagues.

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The Virtual Classroom: Learning without limits via computer networks

Starr Hiltz

APA Citation

Hiltz, S. R. (1994). The virtual classroom: Learning without limits via computer networks. Intellect Books

Annotation

Not available

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The Virtual Classroom: Learning without limits via computer networks

S. Hiltz

APA Citation

Hiltz, S. R. (1994). The virtual classroom: Learning without limits via computer networks. Intellect Books.

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Can Tinto’s Student Departure Model Be Applied To Nontraditional Students?

Hanna Ashar     Robert Skenes

APA Citation

Ashar, H., & Skenes, R. (1993). Can Tinto’s student departure model be applied to nontraditional students?. Adult education quarterly, 43(2), 90-100.

Annotation

This study seeks to explain whether Tinto’s student departure model (academic and social integration) can explain retention among non-traditional students. Tinto’s theory (1975) is distinctive as it places emphasis on both individual/psychological and institutional/sociological factors of retention. Integration is a central concept in this theory. Isolation (insufficient social interaction) and incongruence (not fitting to institutional climate) cause lack of integration, and that rises the risk . . . of student departure from college. The authors point out the difference in school involvement and learning needs between traditional student and non-traditionals, and computed dropout rates (dependent variable) and social and academic integration scores (independent variable) (92). The result partially supported student departure model: social integration have a positive effect on retention, but the study did not find the same effect of academic and career integration. Two rationale behind this trend is offered. First, the authors note that the sample was limited to adult management majors who returned to school for the purpose of their career. Thus, intellectual development was not their main focus. Secondly, the results indicate that adult students’ learning needs are strong enough to make them return to school, but insufficient to maintain them in their program. These findings hold importance for instructors and administrators who work with adult students.

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Leaving College: Rethinking the causes and cures of student attrition

V. Tinto

APA Citation

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.

Annotation

This book by Vincent Tinto looks at factors, trends, and patterns students who leave higher education. He begins the piece by outlining dimensions and consequences of a student departing from college and continues by noting the limitations of the current understanding of student departure from college. The research then launches into an analysis of who enters and leaves higher education from an individual standpoint. In this analysis, Tinto looks at both individual and interactional factors, . . . including a section on the financial aspects of school. Tinto ends by observing educational communities – including student involvement – and educational missions.

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Media Appropriateness: Using social presence theory to compare traditional and new organizational media

R. E. Rice

APA Citation

Rice, R. E. (1993). Media appropriateness: Using social presence theory to compare traditional and new organizational media. Human communication research, 19(4), 451-484.

Annotation

This study looks at best practices for usage of specific forms of media within contexts of organizations. The seven forms of communication medias are: face-to-face, telephone, meetings, desktop video and video conferencing, voice mail, text, and email. While people were found to prefer medias in the above order, the study also found that a person’s relative familiarity with the media had a large influence in their comfort and use of the medias. Multidimensional scaling also found that . . . traditional medias are sorted into their own clusters. Further, face-to-face contacts have not decreased in their appropriateness, but new forms of media have.

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