Presented to ALN (Asynchronous Learning Network) October 1999 by Walt Stevenson, DBA

2. Evaluating Student Perceptions of Cyber and Traditional Classrooms:A Preliminary Study at Golden Gate University Presented to ALN (Asynchronous Learning Network) October 1999 by Walt Stevenson, DBA Toni Fogarty, PhD Peggy Jackson, DPA Golden Gate University

3. Data Summary

4. Questions Analyzed

5. Sample Description

6. Academic Disciplines • Undergraduate classes: • CIS 125--Information Systems • Engl 1A--Composition • Engl 1B--Literature and Research • Mgt 140--Management Principles • Math 106--Decision Science • Graduate classes: • Mgt 362--Management Strategy • Mkt 300--Marketing Management • TA 319--Tax Research • FI 300--Financial Management • TM 301--Telecommunications Management

7. Findings: Question 3 “Subject clearly communicated”

8. Findings: Question 6“Instructor's command of subject”

9. Findings: Question 7“Increase of knowledge andunderstanding”

10. Findings: Question 10“Theory and world applications integrated”

11. Findings: Question 13“Rigorous and professionally relevant”

12. CyberCampusDesign Components • Faculty Support • Student Support • Internal Quality Standards • Continuous Assessment • R& D

13. Faculty Development • Skill Development in Working with current technology • CyberPedagogy Workshop and • companion manual designed to assist • faculty in developing materials and • techniques for online courses • Basic • Course Designs • Creative Ventures

14. Faculty Development (continued • Exploring linkage between the various learning styles and techniques for addressing student needs • Recognize that online learning is a change in the normative patterns established in traditional classrooms • shift form passive to active learning • student must keep up to date on reading/assignments

15. Faculty Development(continued) • Curriculum Design • Emphasis on cross-fertilization of ideas/problem solving with faculty colleagues • Tenets of TQM incorporated in CyberPedagogy Manual and Workshops--incremental and continuous improvements in quality • Facilitating faculty-driven efforts to employ new approaches and techniques in course design

16. Assessment • Comparative Testing--statistical comparisons between traditional and online classes • Student & Faculty Focus Groups • Student & Faculty Surveys • Student evaluations

17. Data Sources • The data presented in this presentation was collected and compiled by the Golden Gate University CyberCampus, • C. Lefferts, Provost and CEO, • clefferts@ggu.edu • and it was analyzed for statistical significance by L. Genin, GGU Research Center

18. Useful References • Child, J. (1997/1998). “Assessing the impact of computer-assisted insturction (CAI) in undergraduate Latin American Studies courses.” Computers and the Humanities. • Chute, A., M. Thompson, & B. Hancock. (1999). The McGraw-Hill handbook of distance learning: an implementation guide for trainers and human resources professionals. McGraw-Hill. • Eastmond, D. (1995). Alone but together: adult distance study through computer conferencing. Cresskill, NJ: HamptonPress, Inc. • Educom Review Editors. (1998). “Technology in education. A special compilation of David Noble’s, ‘Digital diploma mills: the automation of higher education. (with comments by others)’”. Educom Review.

19. Useful References(Cont’d) • Hara, N. & R. Kling. (1999). “Students’ frustrations with a Web-based distance education course: a taboo topic in the discourse.” Center for Social Informatics, CSI Working Paper WP 99-01-C1. Center for Social Informatics, Indiana University: Bloomington, IN. Article accesses on the Word-Wide Web at http://www.slis.Indiana.edu/CSI/wp99_01.html on September 28, 1999 at 1:05 PM PDT. • Hiltz, R. (1995). “Teaching in a virtual classroom.” Proceedings of the 1995 International Conference on Computer Assisted Instruction. Accessed at http://www.njit.edu/Department/CCCC/VC/Papers/Teaching.html September 8, 1999, 10.20 AM PDT. • Keating, A. with J. Hargitai. (1998). The wired professor: a guide to incorporating the World Wide Web in college instruction. New York University Press.

20. Useful References(Cont’d) • Khan, H., Ed. (1997). Web-based instruction. Englewood Cliffs, NJ: Educational Technology Publications, Inc. • Miller, W. and J. Webster. (1997). “A comparison of interaction needs and performance of distance learners in Synchronous and Asynchronous classes.” ERIC No: ED415411 • Moore, M. & M. Thompson. (1997). The effects of distance learning. (Revised Edition). An ACSDE Research Monograph, No. 15. The American Center for the Study of Distance Education, College of Education, Division of Continuing and Distance Education. The Pennsylvania State Univeristy. • Nordstrom, B. (1988). “Computer-assisted-instruction: a review of research on the effectiveness of CAI.” ERIC No: ED301409.

21. Useful References(Cont’d) • Palloff, R. & K. Pratt. (1999) Building leaning communities in cyberspace: effective strategies for the online classroom. Jossey-Bass. • Parker, J. & B. Cunningham. (May, 1998). “Using an electronic tutorial to enhance students’ knowledge of advanced tax accounting.” Issues in Accounting Education. Vol. 13, No. 2. • Russell, T. (1999). The no significant difference phenomenon (as reported in 355 research reports, summaries and papers): a comparative research annotated bibliography on technology for distance students. Office of Instructional Telecommunications at North Carolina State Univeristy. • Thompson, M. (1999?). “The effectiveness of distance learning.” Web Page accessed at http://worldcampus.psu.edu/pub/news/effectiveness.shtml

22. The End • Walt Stevenson, DBA • wstevenson@ggu.edu • Toni Fogarty, PhD • tfogarty@ggu.edu • Peggy Jackson, DPA • pjackson@ggu.edu • Golden Gate University, • San Francisco, CA