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31 Aug 09

Professors Embrace Online Courses Despite Qualms About Quality - Technology - The Chronicle of Higher Education

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DistanceLearning OnlineLearning

"The Paradox of Faculty Voices: Views and Experiences With Online Learning," part of a two-volume national study released today by the Association of Public and Land-Grant Universities—Sloan National Commission on Online Learning.
broad faculty dissatisfaction. That was especially the case regarding incentives for developing and teaching courses. Also rated poor: recognition for online work in tenure and promotion.
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- I have found that whether the online course is superior or inferior to the face-to-face course depends on 1) the type of course (content-focused vs. experiential), 2) the manner in which the course is set up by the instructor, and 3) the type of students who are in the course. In short, it depends on many variables. Thus, comparing online to on-campus courses is much like comparing apples and oranges.

17 Aug 09

U.S. Department of Education Study Finds that Good Teaching can be Enhanced with New Technology

A systematic search of the research literature from 1996 through July 2008 identified over 1,000 empirical studies of online learning. Of these, 46 met the high bar for quality that was required for the studies to be included in the analysis. The meta analysis showed that “blended” instruction – combining elements of online and face-to-face instruction – had a larger advantage relative to purely face to face instruction or instruction conducted wholly online. The analysis also showed that the instruction conducted wholly on line was more effective in improving student achievement than the purely face to face instruction. In addition, the report noted that the blended conditions often included additional learning time and instructional elements not received by students in control conditions.

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DistanceLearning OnlineLearning