A PRELIMINARY LOOK AT THE STRUCTURAL DIFFERENCES OF HIGHER EDUCATION CLASSROOM COMMUNITIES IN TRADITIONAL AND ALN COURSES

This preliminary study again provides evidence that it is the method and not the media that matters the most in learning effectiveness. The present work examines classroom community in order to determine how sense of community differs between students enrolled in traditional face-to-face and those enrolled in asynchronous learning network (ALN) courses. Subjects consist of 326 adult learners who were enrolled in a mix of 14 undergraduate and graduate courses at two urban universities. As operationalized by the Sense of Classroom Community Index (SCCI), there appears no significant difference in classroom community between the two groups of subjects. However, a discriminant analysis shows a significant overall difference in community structure between the two groups. Variations between groups on feelings of similarity of needs, recognition, importance of learning, connectedness, friendship, thinking critically, safety, acceptance, group identity, and absence of confusion are the characteristics contributing mostly to this difference in learning effectiveness.

Intelligent Agents for Online Learning

This research investigated the effects of applying intelligent agent techniques to an online learning environment. The knowbots (or Knowledge Robots) created for the research were intelligent software agents that automated the repetitive tasks of human facilitators in a series of online workshops. The study specifically captured experimental results of using knowbots in multiple sessions of an ALN (Asynchronous Learning Network) online workshop, Getting Started Creating Online Courses. The study used experimental groups and comparison groups to examine the association between the use of knowbots and workshop completion rates. Also examined were the effects of knowbots on other factors such as facilitation time and learner satisfaction. The findings indicated that the use of knowbots was positively associated with higher learner completion rates in the workshops. In addition, knowbots implemented a learning-support tool that reminded learners about deadlines. The support knowbots were found to be effective autonomous motivators. In sum, the results of this research suggest that the application of agent technology to online learning holds promise for improving completion rates, learner satisfaction, and motivation.

The University of Wisconsin-Stout Asynchronous Learning Network Case Study Options: Using Technology to Remove Learning Barriers

The University of Wisconsin-Stout Asynchronous Learning Network (ALN) project, funded by the Alfred P. Sloan Foundation, represents an effort to expand the boundaries of the traditional campus. The purpose of this project was to offer learning opportunities to both traditional students and industry professionals either on campus or away from the campus. The asynchronous method of delivery will allow learners to participate from any place at any time. This paper will review how the University of Wisconsin-Stout is using technology to remove learning barriers and provide students with learning options. The focus of this paper is to provide a detailed explanation of the process the University of Wisconsin-Stout used to implement an Asynchronous Learning Network. It will describe the history and background of the project, design and development issues, results and proposed next steps for this campus.

DOES ONE SIZE FIT ALL? EXPLORING ASYNCHRONOUS LEARNING IN A MULTICULTURAL ENVIRONMENT

Computer-mediated classrooms coupled with heightened emphasis on removing geographic limitations have led to growing dependence on asynchronous learning networks as a delivery medium. An increasingly robust body of literature suggests both positive and negative implications of knowledge delivery using this medium. However, much less is known about the implications of this delivery method relative to the cultural differences which exist in a geographically limitless environment. Exploratory research from a graduate level course was used to ascertain some of the basic cross cultural issues which may be relevant in this environment. Using cultural context as a separator, twenty four participants evenly split between low context participants and high context participants were polled regarding their experience in the course. The poll addressed a number of key issues finding increasing frequency in the asynchronous learning network literature. Results confirm some of the published benefits as touted in the literature, but identify an additional set of issues for further research and evaluation.

INSIDE ONLINE LEARNING: COMPARING CONCEPTUAL AND TECHNIQUE LEARNING PERFORMANCE IN PLACE-BASED AND ALN FORMATS

Online learning is coming of age. ‘Traditional’ universities are embracing online components to courses, online courses, and even complete online programs. With the advantage of distance and time insensitivity for the learning process, there appears to be a growing sense that this form of teaching and learning has strong pedagogical merit. Research has shown that students do comparatively well in this new format. There is, however, a lack of evidence illustrating particular strengths and weaknesses of online teaching and learning. This paper discusses experiences with a single course taught using two forms: (1) traditional place-based, and (2) a form of asynchronous learning network (ALN) defined as interactive virtual seminars. Differences in learning performance are tested using longitudinal observations. In a course comprised of both conceptual material and the application of techniques, the students performed overall equally well in either place-based or virtual format. Their degree of learning, however, differed significantly between conceptual and technique-based material. Implications are promising, showing that there are relative strengths to be exploited in both place-based and virtual formats.

Impacts of college-level courses via Asynchronous Learning Networks: Some Preliminary Results

New Jersey Institute of Technology has been delivering college courses via an Asynchronous Learning Network (ALN) system called the Virtual ClassroomTM for a decade, using various media mixes. Currently, two complete undergraduate degree programs are available via a mix of video plus Virtual Classroom, the B.A. in Information Systems and the B.S. in Computer Science. This paper presents preliminary findings about impacts on students, and touches on some issues and potential impacts for faculty, individual universities, and the structure of higher education. Overall ratings of courses by students who complete ALN based courses are equal or superior to those for traditional courses. Dropout or Incomplete outcomes are somewhat more prevalent, while grade distributions for those who complete tend to be similar to those for traditional courses. For both students and faculty, more startup time devoted to solving the "logistics" of ALN delivery seems to be required at the beginning of courses. ALN delivery is not just a "different" way of doing the same thing, however; it is likely to change the nature and structure of higher education.

Requirements-Driven ALN Course Design, Development, Delivery & Evaluation

The best path to effective asynchronous learning network (ALN)-based course design, delivery and evaluation is through a requirements-driven methodology that recognizes the uniqueness of ALN-based learning. The methodology calls for the identification of purposeful and functional requirements, the identification of pre-course, early-course, mid-course and end-course activities, course “packaging” and prototyping, and “choreographed” delivery. It also calls for evaluation. The paper presents the methodology in the context of an actual course, a Systems Analysis & Design course offered asynchronously at Drexel University.

Implementing Computer Mediated Communication in an Undergraduate Course - A Practical Experience

Computer mediated communication (CMC) is used to foster a collaborative learning environment in a number of courses within the Faculty of Business and Law at Deakin University. This paper examines how this technology has been implemented at the undergraduate level in the School of Economics and some key issues arising from this experience are identified and discussed. Although the practical experience described has been gained from a particular discipline based initiative, the issues raised pertain to all disciplines. The potential provided by integrating technology into the curriculum is exciting, however this paper highlights some of the areas that need consideration when implementing an asynchronous learning network (ALN). No definitive guidelines have been provided, rather the way to maximise educational outcomes will only be found as experience and practical use is extended and shared within the academic community.