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Distance Education

Distance Education. The Students Perspective. Discussions. Introduce research focus Discuss pros and cons of Distance Education Integrating research into practice Supersizing Distance Ed Future Research. Pros of Distance Education. Cons of Distance Education.

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Distance Education

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  1. Distance Education The Students Perspective

  2. Discussions • Introduce research focus • Discuss pros and cons of Distance Education • Integrating research into practice • Supersizing Distance Ed • Future Research

  3. Pros of Distance Education

  4. Cons of Distance Education

  5. Integrating Research w/ Practice • Thompson & Lynch, 2003 • Largest study: 257 students (98.82% UG); large southeastern university • 93.3% neutral or resistant to WBI • Important to consider: • Functionality of software chosen • Demographics of students in class • Facilitating access to course content

  6. Supersizing Distance Ed • Online classes with 900 – 2000 students • Higher non-completion rates • Lack of social presence, isolation, lack of interaction with instructor • Proposed solution • Increase feeling of social presence in online classroom

  7. Strategies for increasing social presence • Social Media Web 2.0 tools • Digital Narratives • Peer Review • Shared leadership

  8. Future Research • Larger sample sizes • Understanding learner’s technology issues • More detail about instructors role • Evaluation of Web 2.0 integration • Does course size matter? • Evaluate impact of sense of community

  9. Ideal Classroom Time • Creating the floor plan • Technology available • Details – show wiki • Excel • Questions and concerns? • Work with creating and embedding charts • Next class – work class

  10. Beard, L.A., Harper, C., & Riley, G. (2004). Online versus on-campus: Students attitudes & perceptions. TechTrends: Linking Research & Practice to Improve Learning, 48(6), 29 – 31. Retrieved from http://www.springerlink.com/home/main.mpx • Cereijo,M.V.P. (2006). Attitude as predictor on success in online training. International Journal on E-Learning, 5(4), 623 – 639. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=6102 • Conrad, D.L. (2002). Engagement, excitement, anxiety, and fear: Learner’s experiences of starting an online course. The American Journal of Distance Education, 16(4), 205 – 226. Retrieved from http://dx.doi.org/10.1207/S15389286AJDE1604_2 • Gilbert, J., Morton, S., & Rowley, J. (2007). eLearning: The student experience. British Journal of Educational Technology, 38 (4), 560-573. doi:10.1111/j.1467-8535.2007.00723.x • Liaw, S.S., Huang, H.M., & Chen, G.D. (2006). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49, 1066 – 1080. doi:10.1016/j.compedu.2006.01.001 • May, L., Acquaviva, K.D., Dorfman, A., & Posey, L. (2009). Medical student perceptions of self-paced, web-based electives: A descriptive study. The American Journal of Distance Education, 23, 212 – 223. doi:10.10800823640903332120 • Pastore, R., & Carr-Chellman, A. (2009). Motivations for residential students to participate in online courses. The Quarterly Review of Distance Education, 10(3), 263 – 277. • Stein, D.S., Wanstreet, C.E., & Calvin, J. (2009). How a novice adult online learner experiences transactional distance. The Quarterly Review of Distance Education, 10(3), 305 – 311. Retrieved from http://www.infoagepub.com/ • Thompson, L.F., & Lynch, B.J. (2003). Web-based instruction: Who is inclined to resist it and why? Journal Educational Computing Research, 29(3), 375 – 385. Retrieved from http://baywood.com • Willging, P.A., & Johnson, S.D. (2009) Factors that influence students’ decision to dropout of online courses, Journal of Asynchronous Learning Networks, 13(3), 115 – 127. Retrieved from http://www.aln.org/publications/jaln/index.asp?op0=OR&filter0%5B%5D=1296

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