IGI Global Handbook Of Distance Learning For Real Time And Asynchronous Information Technology Education May 2008 ISBN 1599049643 pdf
Handbook of Distance Learning for Real-Time and Asynchronous
Information Technology
Education
Solomon Negash Kennesaw State University, USA Michael E. Whitman Kennesaw State University, USA Amy B. Woszczynski Kennesaw State University, USA Ken Hoganson Kennesaw State University, USA Herbert Mattord Kennesaw State University, USA
I N FORM AT I ON SCI EN CE REFEREN CE Hershey • New York Acquisitions Editor: Kristin Klinger Development Editor: Kristin Roth Senior Managing Editor: Jennifer Neidig Managing Editor: Jamie Snavely Assistant Managing Editor: Carole Coulson Copy Editor: Ashlee Kunkel Typesetter: Michael Brehm Cover Design: Lisa Tosheff Printed at: Yurchak Printing Inc. Published in the United States of America by Information Science Reference (an imprint of IGI Global)
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Summary: "This book looks at solutions that provide the best fits of distance learning technologies for the teacher and learner presented by
sharing teacher experiences in information technology education"--Provided by publisher.ISBN 978-1-59904-964-9 (hardcover : alk. paper) -- ISBN 978-1-59904-965-6 (ebook : alk. paper)
1. Distance education--Computer-assisted instruction. 2. Information technology. I. Negash, Solomon, 1960- LC5803.C65H36 2008 371.3'58--dc22 2008007838 British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library.
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Foreword ............................................................................................................................................ xiv
Preface ..............................................................................................................................................xviii
Section I
Learning Environments
Chapter I E-Learning Classifications: Differences and Similarities ....................................................................... 1 Solomon Negash, Kennesaw State University, USA Marlene V. Wilcox, Bradley University, USA Chapter II Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education: Towards a Constructivism Pedagogical Approach–A Case Study at the University of Crete (E.DIA.M.ME.) ........................................................................................................................... 24 Panagiotes S. Anastasiades, University of Crete, Crete Chapter III Teaching IT Through Learning Communities in a 3D Immersive World: The Evolution of Online Instruction ..................................................................................................... 65 Richard E. Riedl, Appalachian State University, USA Regis Gilman, Appalachian State University, USA John H. Tashner, Appalachian State University, USA Stephen C. Bronack, Appalachian State University, USA Amy Cheney, Appalachian State University, USA Robert Sanders, Appalachian State University, USA Roma Angel, Appalachian State University, USA Chapter IV Online Synchronous vs. Asynchronous Software Training Through the Behavioral Modeling Approach: A Longitudinal Field Experiment ....................................................................... 83 Charlie C. Chen, Appalachian State University, USA R. S. Shaw, Tamkang University, Taiwan Table of Contents
Section II
Effectiveness and Motivation
Chapter V A Framework for Distance Education Effectiveness: An Illustration Using
a Business Statistics Course .................................................................................................................. 99
Murali Shanker, Kent State University, USA Michael Y. Hu, Kent State University, USA
Chapter VI Differentiating Instruction to Meet the Needs of Online Learners ..................................................... 114 Silvia Braidic, California University of Pennsylvania, USA Chapter VII Exploring Student Motivations for IP Teleconferencing in Distance Education ................................ 133 Thomas F. Stafford, University of Memphis, USA Keith Lindsey, Trinity University, USA
Section III
Interaction and Collaboration
Chapter VIII Collaborative Technology: Improving Team Cooperation and Awarenessin Distance Learning for IT Education ............................................................................................... 157
Levent Yilmaz, Auburn University, USA
Chapter IX Chatting to Learn: A Case Study on Student Experiences of Online Moderated Synchronous Discussions in Virtual Tutorials .................................................................................... 170 Lim Hwee Ling, The Petroleum Institute, UAE Fay Sudweeks, Murdoch University, Australia Chapter X What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course? ...................................................................................................... 192 Xinchun Wang, California State University–Fresno, USA Chapter XI Achieving a Working Balance Between Technology and Personal Contact
within a Classroom Environment ........................................................................................................ 212
Stephen Springer, Texas State University, USA
Section IV
Course design and Classroom Teaching
Chapter XII On the Design and Application of an Online Web Course for Distance Learning ............................. 228 Y. J. Zhang, Tsinghua University, Beijing, China Chapter XIII Teaching Information Security in a Hybrid Distance Learning Setting.............................................. 239 Michael E. Whitman, Kennesaw State University, USA Herbert J. Mattord, Kennesaw State University, USA Chapter XIV A Hybrid and Novel Approach to Teaching Computer Programming in MIS Curriculum ................ 259 Albert D. Ritzhaupt, University of North Florida, USA T. Grandon Gill, University of South Florida, USA Chapter XV Delivering Online Asynchronous IT Courses to High School Students: Challenges and Lessons Learned ........................................................................................................ 282 Amy B. Woszczynski, Kennesaw State University, USA
Section V
Economic Analysis and Adoption
Chapter XVI Motivators and Inhibitors of Distance Learning Courses Adoption: The Case of Spanish Students ............................................................................................................. 296 Carla Ruiz Mafé, University of Valencia, Spain Silvia Sanz Blas, University of Valencia, Spain José Tronch García de los Ríos, University of Valencia, Spain Chapter XVII ICT Impact on Knowledge Industries: The Case of E-Learning at Universities ................................ 317 Morten Falch, Technical University of Denmark, Denmark Hanne Westh Nicolajsen, Technical University of Denmark, Denmark Chapter XVIII Economies of Scale in Distance Learning .......................................................................................... 332 Sudhanva V. Char, Life University, USA.............................................................................................................. 346
Compilation of References
About the Contributors ................................................................................................................... 373
Index ................................................................................................................................................ 379
Detailed Table of Contents
Foreword ............................................................................................................................................ xiv
Preface ..............................................................................................................................................xviii
Section I
Learning Environments
Chapter I E-Learning Classifications: Differences and Similarities ....................................................................... 1 Solomon Negash, Kennesaw State University, USA Marlene V. Wilcox, Bradley University, USA This chapter identifies six e-learning classifications to understand the different forms of e-learning and
demonstrates the differences and similarities of the classifications with classroom examples, including a pilot empirical study. It argues that understanding the different e-learning classifications is a prerequisite to understanding the effectiveness of specific e-learning formats. In order to understand effectiveness, or lack thereof of an e-learning environment, more precise terminology which describes the format of delivery is needed. To address this issue, this chapter provides six e-learning classifications.
Chapter II Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education: Towards a Constructivism Pedagogical Approach–A Case Study at the University of Crete (E.DIA.M.ME.) ........................................................................................................................... 24 Panagiotes S. Anastasiades, University of Crete, Crete This chapter focuses on the designing and development of blended learning environment for adult educa-
tion, and especially the education of teachers. The author argues that the best combination of advanced learning technologies of synchronous and asynchronous learning is conducive to the formation of new learning environments, which, under certain pedagogical conditions, will adequately meet the special needs of adult students. Particular emphasis is given to the designing and development of a pedagogical blended learning model, based on the principles of transformation adult theory and constructivism. A case study of a blended environment of teachers’ training is presented.
Chapter III Teaching IT Through Learning Communities in a 3D Immersive World: The Evolution of Online Instruction ..................................................................................................... 65 Richard E. Riedl, Appalachian State University, USA Regis Gilman, Appalachian State University, USA John H. Tashner, Appalachian State University, USA Stephen C. Bronack, Appalachian State University, USA Amy Cheney, Appalachian State University, USA Robert Sanders, Appalachian State University, USA Roma Angel, Appalachian State University, USA The development of learning communities has become an acknowledged goal of educators at all levels. As education continues to move into online environments, virtual learning communities develop for
several reasons, including social networking, small group task completions, and authentic discussions for topics of mutual professional interest. The sense of presence and copresence with others is also found to be significant in developing Internet-based learning communities. This chapter illustrates the experiences with current learning communities that form in a 3D immersive world designed for education.
Chapter IV Online Synchronous vs. Asynchronous Software Training Through the Behavioral Modeling Approach: A Longitudinal Field Experiment ....................................................................... 83 Charlie C. Chen, Appalachian State University, USA R. S. Shaw, Tamkang University, Taiwan The continued and increasing use of online training raises the question of whether the most effective
training methods applied in live instruction will carry over to different online environments in the long run. Behavior modeling (BM) approach—teaching through demonstration—has been proven as the most effective approach in a face-to-face (F2F) environment. This chapter compares F2F, online synchronous, and online asynchronous classes in a quasi-experiment using the BM approach. The results were compared to see which produced the best performance, as measured by knowledge near-transfer and knowledge far-transfer effectiveness. Overall satisfaction with training was also measured.
Section II
Effectiveness and Motivation
a Business Statistics Course .................................................................................................................. 99
Murali Shanker, Kent State University, USA Michael Y. Hu, Kent State University, USA
This chapter proposes a framework that links student performance and satisfaction to the learning environ- ment and course delivery and empirically evaluates the framework. The results show that a well-designed distance education course can lead to a high level of student satisfaction, but classroom-based students can achieve even higher satisfaction, if they also are given access to learning material on the Internet. This indicates that material for an effective distance-education course also can be used to supplement in-class teaching in order to increase satisfaction with student learning objectives.
Chapter VI Differentiating Instruction to Meet the Needs of Online Learners ..................................................... 114 Silvia Braidic, California University of Pennsylvania, USA This chapter introduces how to differentiate instruction in an online environment. Fostering successful
online learning communities to meet the diverse needs of students is a challenging task. Since the “one size fits all” approach is not realistic in a face-to-face or online setting, it is essential as an instructor to take time to understand differentiation and to work in creating an online learning environment that responds to the diverse needs of learners.
Chapter VII Exploring Student Motivations for IP Teleconferencing in Distance Education ................................ 133 Thomas F. Stafford, University of Memphis, USA Keith Lindsey, Trinity University, USA This chapter explores the various motivations students have for engaging in both origination site and
distant site teleconferenced sections of an information systems course, enabled by Internet protocol (IP)-based teleconferencing. Theoretical perspectives of student motivations for engaging in distance education are examined, and the results of three specific studies of student motivations for IP telecon- ferencing and multimedia enhanced instruction are examined and discussed.
Section III
Interaction and Collaboration
in Distance Learning for IT Education ............................................................................................... 157
Levent Yilmaz, Auburn University, USA
This chapter presents a set of requirements for next generation groupware systems to improve team cooperation and awareness in distance learning settings. Basic methods of cooperation are delineated along with a set of requirements based on a critical analysis of the elements of cooperation and team awareness. The means for realizing these elements are also discussed to present strategies to develop the proposed elements. Two scenarios are examined to demonstrate the utility of collaboration to provide deep integration of communication and task accomplishment within a unified coherent framework.
Chapter IX Chatting to Learn: A Case Study on Student Experiences of Online Moderated Synchronous Discussions in Virtual Tutorials .................................................................................... 170 Lim Hwee Ling, The Petroleum Institute, UAE Fay Sudweeks, Murdoch University, Australia As most research on educational computer-mediated communication (CMC) interaction has focused
on the asynchronous mode, less is known about the impact of the synchronous CMC mode on online learning processes. This chapter presents a qualitative case study of a distant course exemplifying the innovative instructional application of online synchronous (chat) interaction in virtual tutorials. The results reveal factors that affected both student perception and use of participation opportunities in chat tutorials, and understanding of course content.
Chapter X What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course? ...................................................................................................... 192 Xinchun Wang, California State University–Fresno, USA This study investigates the factors that encourage student interaction and collaboration in both process
and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.
within a Classroom Environment ........................................................................................................ 212
Stephen Springer, Texas State University, USA
This chapter addresses the author’s model to assist faculty members in gaining a closer relationship with distance learning students. The model that will be discussed consists of greeting, message, reminder, and conclusion (GMRC). The GMRC will provide concrete recommendations designed to lead the faculty through the four steps. Using these steps in writing and responding to electronic messages demonstrates to the distance learning student that in fact the faculty member is concerned with each learner and the learner’s specific questions and needs.
Section IV
Course design and Classroom Teaching
Chapter XII On the Design and Application of an Online Web Course for Distance Learning ............................. 228 Y. J. Zhang, Tsinghua University, Beijing, China In this chapter, a feasible framework for developing Web courses and some of our experimental results
along the design and application of a particular online course are discussed. Different developing tools are compared in speed of loading, the file size generated, as well as security and flexibility. The principles proposed and the tools selected have been concretely integrated in the implementation of a particular web course, which has been conducted with satisfactory results.
Chapter XIII Teaching Information Security in a Hybrid Distance Learning Setting.............................................. 239 Michael E. Whitman, Kennesaw State University, USA Herbert J. Mattord, Kennesaw State University, USA This chapter provides a case study of current practices and lessons learned in the provision of distance
learning-based instruction in the field of information security. The primary objective of this case study was to identify implementations of distance learning techniques and technologies that were successful in supporting the unique requirements of an information security program that could be generalized to other programs and institutions. Thus the focus of this study was to provide an exemplar for institutions considering the implementation of distance learning technology to support information security educa- tion. The study found that the use of lecture recording technologies currently available can easily be used to record in-class lectures which can then be posted for student use. VPN technologies can also be used to support hands-on laboratory exercises. Limitations of this study focus on the lack of empirical evidence collected to substantiate the anecdotal findings.
Chapter XIV A Hybrid and Novel Approach to Teaching Computer Programming in MIS Curriculum ................ 259 Albert D. Ritzhaupt, University of North Florida, USA T. Grandon Gill, University of South Florida, USA This chapter discusses the opportunities and challenges of computer programming instruction for Management Information Systems (MIS) curriculum and describes a hybrid computer programming
course for MIS curriculum. A survey is employed as a method to monitor and evaluate the course, while providing an informative discussion with descriptive statistics related to the course design and practice of computer programming instruction. Tests of significance show no differences on overall student per- formance or satisfaction using this instructional approach by gender, prior programming experiences or work status.
Chapter XV Delivering Online Asynchronous IT Courses to High School Students: Challenges and Lessons Learned ........................................................................................................ 282 Amy B. Woszczynski, Kennesaw State University, USA This chapter provides a primer on establishing relationships with high schools to deliver college-level IT curriculum to high school students in an asynchronous learning environment. We describe the cur- riculum introduced and discuss some of the challenges faced and the lessons learned.
Section V
Economic Analysis and Adoption
Chapter XVI Motivators and Inhibitors of Distance Learning Courses Adoption: The Case of Spanish Students ............................................................................................................. 296 Carla Ruiz Mafé, University of Valencia, Spain Silvia Sanz Blas, University of Valencia, Spain José Tronch García de los Ríos, University of Valencia, Spain The main aim of this chapter is to present an in-depth study of the factors influencing asynchronous dis-tance learning courses purchase decision. We analyse the impact of relations with the Internet, distance course considerations, and perceived shopping risk on the decision to do an online training course. A logistical regress with 111 samples in the Spanish market is used to test the conceptual model. The results show perceived course utility, lack of mistrust, and satisfaction determine the asynchronous distance learning course purchase intention.
Chapter XVII ICT Impact on Knowledge Industries: The Case of E-Learning at Universities ................................ 317 Morten Falch, Technical University of Denmark, Denmark Hanne Westh Nicolajsen, Technical University of Denmark, Denmark This chapter analyzes e-learning from an industry perspective. The chapter studies how the use of ICT-
technologies will affect the market for university teaching. This is done using a scenario framework developed for study of ICT impact on knowledge industries. This framework is applied on the case of e-learning by drawing on practical experiences.
Chapter XVIII Economies of Scale in Distance Learning .......................................................................................... 332 Sudhanva V. Char, Life University, USA Conventional wisdom indicates that unit capital and operating costs diminish as student enrollment in a
distance learning educational facilities increases. Looking at empirical evidence, the correlation between the two variables of enrollments and average total costs is unmistakable, even if not significant. In this
chapter the nature and strength of such relationship is of more interest. This work discusses ramifica- tions of scale-related economies for public policy. The chapter will also recommends how to achieve minimum efficient scale (MES) size so that scale-related economies are achieved.
Compilation of References .............................................................................................................. 346
About the Contributors ................................................................................................................... 373
Index ................................................................................................................................................ 379
xiv
Foreword
As the world during the late 1980s and early 1990 stood poised on the brink of the Information Age, speculation ran rampant about the impact that the new and emerging information and communication technologies would have on business, on government, on social relationships, on defense policy, and 1 yes, on education as well. Optimists argued that because of the new and emerging information and com- munication technologies, humankind was on the verge of entering a new golden age in which constraints imposed by time, distance, and location would be overcome and fall by the wayside. Conversely, pes- simists asserted that at best, the world would continue on as before, and that at worst, new and emerging information technologies would help the rich become richer and make the poor poorer, would make bad information indistinguishable from good information, and spawn new generations of humans so 2 dependent on the new technologies that they could accomplish little on their own. We are now some two decades into the Information Age, and reality has proven more complex than either the optimists or the pessimists predicted. This is nowhere more true than in higher education, where optimistic early assumptions that new information and communication technologies would make classrooms irrelevant, drive the cost of higher education down, and enable faculty to teach greater numbers of students more effectively proved unfounded, and where pessimistic earlier assumptions that higher education would continue on as in earlier eras proved wrong.
Rather, the Information Age has brought a much more complex higher education environment.
Traditional classrooms remain but are increasingly becoming “bricks and clicks” wired classrooms
Many campuses are now partially or fully enclosed in wireless clouds that enable students to access the Internet from within the cloud. And hundreds of thousands, even millions, of students never set foot within a classroom. Some faculty have extensively incorporated the new technologies into their teaching and learned new teaching methodologies. Others have utilized the new technologies and methodologies more cautiously. Still others remain wedded to traditional ways of teaching.
As for students, distance learning technologies based on the new and emerging information technolo- gies have proven to be a godsend to many. For other students, the new and emerging technologies are a helpful addition to traditional ways of learning. And in still other instances, Information Age technologies have been irrelevant or even detrimental to the educational process.
The purpose of this book and the authors who have contributed to it is to present a broad sampling of the efforts that college and university faculty members have initiated to take advantage of the capabili- ties that Information Age technologies provide to higher education, to assess what has worked and what has not worked, and to better fit the needs of students and faculty to the educational process. For anyone interested in how the Information Age has impacted higher education, this book is valuable reading.
Daniel S. Papp, PhD President, Kennesaw State University xv
REFERENCES
Alberts, D. S., & Papp, D. S. (Eds.). (1997). Information age anthology: Volume 1. Washington, D.C.: National Defense University. 1 ENDNOTES Many technologies led to the rise of the Information Age, but eight stand out. They are: (1) advanced semiconductors, (2) advanced computers, (3) fiber optics, (4) cellular technology, (5) satellite technology, (6) advanced networking, (7) improved human-computer interaction, and (8) digital 2 transmission and digital compression.
For discussions of the impact of the new and emerging information and communication technolo- gies on a broad array of human activities, refer to Alberts and Papp (1997).
Daniel S. Papp is president of Kennesaw State University. Prior to being named president by the Board of Regents, Papp
served as senior vice chancellor for academics and fiscal affairs of the university system of Georgia. He has directed educa-
tional programs for Yamacraw, Georgia’s initiative to become the global leader in broadband technologies and components.
Papp has also served as interim president of Southern Polytechnic State University and executive assistant to the president at
Georgia Tech. His academic specialties include international security policy, U.S. and Russian foreign and defense policies,
and international system change. He is the author or editor of 10 books on these topics, including the biography of former U.S. Secretary of State Dean Rusk. He also has published more than 60 journal articles and chapters in edited books. xvi Foreword
Distance learning means different things to different people. For some, distance learning is in sharp contrast to the traditional face-to-face classroom, integrating little more than interactive video between geographically separated campuses of training locations. To others, distance learning is an entirely new medium for instruction; it is a new instructional strategy distinct from the typical “bricks and mortar” classroom setting where students and professors interact over Internet-delivered video and audio con- ferencing, share collaborative projects among students, or participate in synchronous or asynchronous instruction opportunities.
Regardless of your individual bent toward this newest instructional delivery vehicle, distance learning has matured as a viable, effective, and efficient training medium for a number of reasons. The geometric
rise in the amount and quality of information available to individuals continues to explode. The global community has evolved to the point where rapid change is the rule, not the exception. Professional and educational training opportunities have broadened opportunities for advancement even for those located in remote or dispersed locations. In any environment where people need improved access to information, need to share resources, or where learners, teachers, administrators, and subject matter specialists must travel to remote locations in order to communicate with one another, distance learning is preordained for consideration.
Whether its implementation is a success or a failure (and, in either case, what makes for that distinc- tion) is the fodder for researchers and investigators like Solomon Negash and his team of editors and contributing authors, many of whom I have had the pleasure of involving in other projects related to teaching and learning with technology. Several of the contributors have provided their expertise in pub- lications of my own, such as the International Journal of Information Communication and Technology Education (IJICTE) and Online and Distance Learning reference source.
The Handbook of Distance Learning for Real-Time and Asynchronous Information Technology Educa-
tion offers a rich resource that combines the pedagogical foundations for teaching online with practical
considerations that promote successful learning. Of particular note is the dual classification format used in the text to create an atmosphere focusing on the importance of the individual while simultaneously suggesting ways to overcome learning barriers via collaboration. Synchronous and asynchronous tools are the crux of effective online learning, yet few publications infuse pedagogy and best practice into a common core of tools for effective implementation of technology for teaching at a distance. This text does exactly that and, as such, has assured itself a place in the ready-reference library of online educators.
Too, the Handbook addresses critical areas of research and practice related to adult learners, col- laborative technologies, teaching and learning, and best practice. The editorial team has discovered contributors steeped in investigation and implementation who make their stories a must-read for edu- cational technologists and distance educators alike. Divided into learning environments, effectiveness and motivation, collaboration and interaction, teaching in the classroom, and adoption and economic analysis, the text provides a broad brush scrutiny of 17 of the most up-to-the-minute topics in this rapidly changing medium. xvii
The Handbook of Distance Learning for Real-Time and Asynchronous Information Technology
Education is destined to take its rightful place with other similar contributions to the advancement of online and distance education. Lawrence A. Tomei, Robert Morris University
Lawrence A. Tomei is the associate vice president for academic affairs and associate professor of education, Robert Morris
University. He earned a BSBA from the University of Akron (1972) and entered the U.S. Air Force, serving until his retirement
as a Lieutenant Colonel in 1994. Dr. Tomei completed his MPA and MEd at the University of Oklahoma (1975, 1978) and EdD
from USC (1983). His articles and books on instructional technology include Online and Distance Learning (2008), Integrat-
ing ICT Into the Classroom (2007), Taxonomy for the Technology Domain (2005), Challenges of Teaching with Technology
Across the Curriculum (2003), Technology Facade (2002), Teaching Digitally: Integrating Technology Into the Classroom
(2001), Professional Portfolios for Teachers (1999), and Technology Literacy Applications in Learning Environments (Chapter 1, Defining Instructional Technology Literacy) (2004). xviii Preface
OVERVIEW
Distance learning (DL) has been defined in many ways, for this book we adopted the following: Dis- tance learning results from a technological separation of teacher and learner which frees the necessity of traveling to a fixed place in order to be trained (Keegan, 1995; Valentine, 2002). This definition includes asynchronous learning with no fixed time and place and synchronous learning with fixed time but not fixed place.
Distance learning delivery mechanisms have progressed from correspondence in the 1850s (Morabito, 1997; Valentine, 2002), to telecourse in the 1950s and 1960s (Freed, 1999a), to open universities in the 1970s (Nasseh, 1997), to online distance learning in the 1980s (Morabito, 1997), and to Internet-based distance learning in the 1990s (Morabito, 1997). Along with this progress, online DL technologies and the associated cost have transformed from answering machines that recorded students’ messages for telecourse instructors in the 1970s, where it cost $900 per answering machine (Freed, 1999b), to Internet- based applications that were unthinkable three decades ago (Alavi, Marakasand, & Yoo, 2002; Dagada & Jakovljevic, 2004; DeNeui & Dodge, 2006).
While DL and the associated technologies progressed, a chasm between teacher and learner seem to grow between the “digital natives” of today’s learners and their teachers who are considered as “digital immigrants” (VanSlyke, 2003; Hsu, 2007; Prensky, 2001; Ferris & Wilder, 2006). This book shares experiences of teachers and how they incorporated DL technologies in the classroom.
THE CHALLENGE
Teachers have incorporated DL technologies in varying forms; some are shown in this book. While many success stories exist, there are several studies that present shortcoming of DL education. Piccoli, Ahmad, and Ives (2001) found that DL learners are less satisfied when the subject mater is unfamiliar (complex), like databases; dropout rates for online courses were found to be higher than courses offered in traditional classrooms (Levy, 2005; Simpson, 2004; Terry, 2001).
The challenge for the teacher is to identify what works and what does not.
THE SOLUTION: CONTRIBUTION OF THIS BOOK
Finding a solution that best fits the needs of the teacher and learner requires sustained research that un- covers the effectiveness of DL technologies in the learning experience (Alavi & Leidner, 2001; Hodges, xix
2005). This book contributes towards this solution by sharing teachers’ experiences in information technology (IT) education.
In IT, unlike many other fields, the need to support the unique perspective of technologically advanced students and deliver technology-rich content presents unique challenges. In the early days of distance learning, a video taped lecture may have sufficed for the bulk of the content delivery. Today’s IT students need the ability to interact with their instructor in near-real time, interact with their peers and project team members, and access and manipulate technology tools in the pursuit of their educational objectives. In other fields, like the humanities and liberal arts, the vast majority of the content is delivered by the instructor and textbook, supported by outside materials. In the IT fields (specifically including informa- tion systems and computer science), virtually all of the curriculum include the need to explore IT in the content, requiring the instructor and student to have integrated interaction with the technology.
Fundamental pedagogical changes are taking place as faculty begins to experiment with the use of technologies to support the delivery of curriculum to learners unable to participate in traditional class- room instruction. The vast majority of faculty members begin with a clean slate, experimenting using available technologies, without the benefit of the lessons learned from other faculty members who have faced the same challenges. The purpose of this book is to disseminate the challenges, successes, and failures of colleagues in their search for innovative and effective distance learning education.
ORGANIZATION OF THE BOOK
The book is organized into five sections with 18 chapters: Section I: Learning Environments consists of the first four chapters; Section II: Effectiveness and Motivation consists of Chapters V through VII; Section III: Interaction and Collaboration consists of Chapters VIII through XI; Section IV: Course De- sign and Classroom Teaching consists of Chapters XII through XV; and Section V: Economic Analysis and Adoption Consists of Chapters XVI thorough XVIII. A brief description of each of the chapters follows.
Chapter I proposes six DL classifications and demonstrates the differences and similarities of the classifications with classroom examples, including a pilot empirical study from the author’s experience. It argues that understanding the different e-learning classifications is a prerequisite to understanding the effectiveness of specific e-learning formats. How does the reader distinguish e-learning success and/or failure if the format used is not understood? For example, a learning format with a Web site link to download lecture notes is different from one that uses interactive communication between learner and instructor and the later is different from one that uses “live” audio and video. In order to understand effectiveness, or lack thereof of an e-learning environment, more precise terminology which describes the format of delivery is needed. E-learning classifications can aid researchers in identifying learning effectiveness for specific formats and how it alters student learning experience.
Chapter II focuses on the design and development of blended learning environments for adult educa- tion, and especially the education of teachers. The author argues that the best combination of advanced learning technologies of synchronous and asynchronous learning is conducive to the formation of new learning environments. The chapter also presents a blended environment case study of teachers’ train- ing.
Chapter III illustrates the findings and experiences of various communities of learners formed within a 3D immersive Internet-based virtual world developed for graduate education. This award winning 3D learning community describes how students and instructors collaborate across time and distance. Students, faculty, and guests, graphically represented by avatars, move through the 3D world spaces interacting xx
with each other and with artifacts within the worlds. These artifacts may be linked to different resources, Web pages, and tools necessary to provide content and support for various kinds of synchronous and asynchronous interactions. The authors show how small and large group shared workspace tools enable interactive conversations in text chats, threaded discussion boards, audio chats, group sharing of docu- ments, and Web pages.
Chapter IV presents a quasi experiment to compare behavior modeling (teaching through demonstra- tion), proven as the most effective training method for live instruction, in three environments: face-to- face, online synchronous, and online asynchronous. Overall satisfaction and performance as measured by knowledge near-transfer and knowledge far-transfer effectiveness is evaluated. The authors conclude by stating that when conducting software training, it may be almost as effective to use online training (synchronous or asynchronous) as it is to use a more costly face-to-face training in the long term. In the short term the face-to-face knowledge transfer model still seems to be the most effective approach to improve knowledge transfer in the short term.
Chapter V proposes a framework that links student performance and satisfaction to the learning environment and course delivery. The study empirically evaluates the proposed framework using the traditional classroom setting and distance education setting. The authors conclude that a well-designed distance education course can lead to a high level of student satisfaction, but classroom-based students can achieve even higher satisfaction if they also are given access to learning material on the Internet.
Chapter VI introduces how to differentiate instruction in an online environment. The study reviews the literature on differentiation and its connection and impact to online learning and discusses the prin- ciples that guide differentiated instruction. The authors posit that the “one size fits all” approach is not realistic for either face-to-face or online setting and provide online learning environment strategies that respond to the diverse needs of learners.
Chapter VII explores student motivation to engage in origination and distant site in an IP-based tele- conferencing. The study posits that understanding student motivation for participating in IP teleconferenc- ing as part of a class lecture will inform teachers on how to incorporate it in the curriculum. The authors examine three studies on student motivation to understand the benefits of teleconference-based DL.
Chapter VIII presents six requirements for next generation groupware systems to improve team cooperation and awareness in DL settings. The requirements are grouping, communication and discus- sion, specialization, collaboration by sharing tasks and resources, coordination of actions, and conflict resolution. The authors use two case studies to illustrate how the five requirements can be realized; they elaborate on how an ideal collaborative education tool can be used to construct a shared mental model among students in a team to improve their effectiveness.