Committee+Work

=Academic Committees (within the period of 2005-2010):= Synchronous * chat
 * ===Mercyhurst College Secondary Stars Advisory Council Committee & Art Specialist===
 * ===Mercyhurst College Institute for Arts Based Teacher Education (Arts Grant Committee)===
 * ===Mercyhurst College Ethics Ad Hoc Committee===
 * ===**Mercyhurst College Student Research Committee**===
 * ===Mercyhurst College **Campus Life Committee**===
 * ===Mercyhurst College Exploratory MA in Liberal Studies Committee===
 * ===**Mercyhurst College** **Distance Learning Committee:**===
 * **Presentation Notes - Online Learning Research (Team 1):**
 * //**What is online learning?**//
 * //Types://
 * //Purely online - no face-to-face meetings//
 * //Blended Learning (AKA Hybrid) - combination of online and face-to-face (http://www.eschoolnews.com/2010/01/26/interest-in-hybrid-courses-on-the-rise/)//
 * //Synchronous//
 * //Asynchronous//
 * //Videoconferencing//
 * //Instructor-led group//
 * //Student-centered//
 * //Self-study//
 * //Self-study with subject matter expert//
 * //Web-based//
 * //Computer-based (CD-ROM)//
 * //Video/audio tape//
 * **//Delivery methods//** (http://www.worldwidelearn.com/elearning-essentials/elearning-types.htm):
 * **Print** || [[image:http://www.worldwidelearn.com/images/about/arrow.gif width="25" height="11" caption="E-Learning Basics"]] || * e-text
 * textbooks
 * e-zines ||
 * **Video** || [[image:http://www.worldwidelearn.com/images/about/arrow.gif width="25" height="11" caption="E-Learning Basics"]] || * streaming video
 * video tape
 * satellite transmission
 * cable ||
 * **Audio** || [[image:http://www.worldwidelearn.com/images/about/arrow.gif width="25" height="11" caption="E-Learning Basics"]] || * streaming audio
 * audio tape ||
 * **Review and Exams** || [[image:http://www.worldwidelearn.com/images/about/arrow.gif width="25" height="11" caption="E-Learning Basics"]] || * electronic
 * interactive
 * paper ||
 * **Communication** || [[image:http://www.worldwidelearn.com/images/about/arrow.gif width="25" height="11" caption="E-Learning Basics"]] || Asynchronous * email
 * listservs
 * threaded discussion, weblogs
 * forums
 * videoconferencing
 * teleconferencing ||

//** Tools in evaluating e-courses: **// http://www.qualitymatters.org/Rubric.htm

//**What are benefits?**//
 * //Some research shows that students may learn more in online courses than face to face when constructivist (student-centered) approaches are used (article: E-learning more effective than classroom, US Dept. of Education: A meta-analysis and review of online learning studies - report based on US Government study of 12 years of data from K through college - tests scores were higher for students who took e-learning courses)//
 * //Can extend or enhance the traditional class experiences...//
 * //Multimedia principles: Students interest in learning is heightened with the use of online video, podcasting, screencasts and online discussions, interactive online whiteboards such as Wimba Live, etc. than with traditional text only forums (Clark and Mayer, 2008)//
 * //When facilitators of online courses actively engage students in interactive strategies, there is time for more student responses (especially given chat features/live blogs). Learning can be increased through elements that encourage students to use search tools, analyze data and create shareable work files (Lofstrom & Nevgi, 2007).//
 * //Geographical barriers are eliminated, opening up broader education options. Also allows students who are home bound to attend classes//
 * //Students aren't pressured by timetables and peer pressure.//
 * //Course outcomes are increased that involve behavioral, cognitive and humanistic theories in online instructional design.//
 * //Travel time and associated costs (parking, fuel, vehicle maintenance) are reduced or eliminated (doesn't put a strain on campus parking)//
 * //Overall student costs are frequently less (tuition, residence, food, child care)//
 * //Increases range of variety of instructional strategies and ability to engage other learning styles (used in hybrid, asynchronous and synchronous environments)//
 * //Can create more visibility for programs//
 * //Enhances computer and Internet navigation/21st century learning skills//
 * //24/7 accessibility makes scheduling easy and allows a greater number of people to attend classes for those that work, etc. (especially in asynchronous environments)//
 * //Learning is self-paced and gives students a chance to speed up or slow down as necessary (especially in asynchronous environments)//
 * //Can create more social and collaborative hands-on environments (because of the availability of online tools such as poll tools, wikis, blogs, etc..)//
 * //All students are able to respond in online environments in a synchronous manner with appropriate tools (like chat boxes, check boxes, etc.)//
 * //Can draw students from more diverse populations and from areas that campuses don't currently serve//
 * //Can interface with greater range of experts and other students from around the world (as resources) especially when using videoconferencing, etc..//
 * //Once students/faculty form a cognitive map of the environment and employ new strategies, they can create new scripts and new ways of learning and knowing (Lofstrom and Nevgi, 2007).//
 * //Professor autonomy//
 * //Discussion boards can individualize instruction and encourage goal-based exploration (Cicciarelli, 2007)//
 * //When online environments have a play-back feature (in the form of screencasts and podcasts) students can replay content, differentiate their learning based on their needs and review segments for understanding.//
 * //Online courses can create extended discussions beyond the scope of the class period.//
 * //With tools such as screencasting, professors can be recorded and students can listen to content outside of face to face class time making more time for other class activities.//
 * //Direct access to internet resources for course designs (that are one click away from many online modules)//
 * //Access to open source materials developed by other instructors: http://web.mit.edu/ocw///

// Martin (2008) suggests outcomes and skills related to videoconferencing (an important area of distance learning) outcomes. These include: //
 * // setting up authentic extended learning environments //
 * // connecting learners to experts, communities and experiences //
 * // promoting multi-school project collaboration //
 * // encouraging students to be active rather than passive learners //
 * // facilitating access to primary sources of information //
 * // promoting problem-solving skills //
 * // fostering higher order thinking skills //
 * // accommodating learners of all ages and abilities //
 * // appealing to a variety of learning styles //
 * // improving social skills and ability to work with others //
 * // improving communication and presentation skills //
 * // enhancing motivations of students/teachers //
 * // improving self-esteem and self-confidence of students //
 * // promoting enjoyment of learning //
 * // raising awareness and appreciation of cultural diversity //
 * // raising awareness and appreciation of citizenship issues and responsibilities //
 * // promoting education and social inclusion //

//**What are the challenges?**//
 * //Technology barriers need to be identified such as fear, time and lack of financial support and identify leadership strategies to help move beyond barriers (Ertmer, 1999)//
 * //Campus financial investments - significant up front and ongoing costs that include upgrades in technologies/Does it create a strain on the system?//
 * //Professors need training on how to design effective instructional environments through the technologies (i.e multimedia principles, etc.)//
 * //Expectations that technologies alone (or a tools approach) in online environments will lead to desired results (i.e technology gravity)(McDonald & Gibbons, 2009)//
 * //Professors need to be trained in how to reduce transactional distance (i.e. creating personal touch to balance retention rates, etc.)//
 * //Compensation for time isn't always there with more time/effort to deliver and develop courses//
 * //Some campuses don't count online courses towards tenure and promotion//
 * //If online courses just contain "chalk and talk" or "dead by PowerPoint," they are not successful environments for e-learning (article: E-learning more effective than classroom - US Dept. of Education: A meta-analysis and review of online learning studies - report based on US Government study of 12 years of data from K through college)//
 * //Many universities and colleges are currently offering online or hybrid courses.//
 * //Expectations that online environments should imitate traditional teaching methods.//
 * //Space (need dedicated space for videoconference systems) and start-up costs//
 * //Can be differences in philosophy between digital natives and digital immigrants about teaching/learning/technologies//
 * //Large investment of time and reflection in using new tools and approaches (and consultations about pedagogical and technological knowledge is needed along with curriculum reform)//
 * //Course fees for students can sometimes be higher.//
 * //Professors should develop online course design based on awareness of potential for cognitive overload of content and/or expertise of learner.//
 * //Professors should be in-serviced and certified... Do adjuncts need to be certified?//
 * //Cost of sustained professional development training that includes pedagogical issues (and lack of instructional technologists that are familiar with pedagogical and technological supports//
 * //Profs need help with instructional course design (chunking content, multimedia principles awareness of design, etc.)//
 * //Need for networking opportunities with other faculty about their use of distance learning strategies//
 * //Need someone to keep up with the changes in best practices and instructional strategies used in distance learning technologies/research//
 * //Time consuming to prepare (and create instructional designs, etc.) in addition to regular work loads//
 * //Transactional distance and need to reduce class size (and reducing psychological distance between teacher and students)//
 * //Need a vision for tech on campus tied to strategic plans and mission statement (and documentation) that includes distance learning.//
 * //Keeping up with best practices and trends//
 * //Need for grantwriters that specialize in securing technology grants//
 * //Stereotyped conceptions of web-environments as meaningless learning envir.//


 * //What does the research say about the online learner?//**
 * //Successful online learners are self-directed and self-motivated.//
 * //Collaboration is crucial. ( Wangpipatwong & Papasratom, 2007; Dewiyanti, Brand-Gruwel, Jochems & Broers, 2004) //
 * //Can multi-task.//
 * //Assessment of expertise of learner should determine the instructional design of online courses (to reduce cognitive overload and split attention effects) (Clark & Mayer, 2008)//
 * //Comfortable with computers//
 * //Able to use email, internet browser, word processor//
 * //Likes to read and write//
 * //Inquisitive//
 * //Disciplined//
 * //Independent//
 * //Able to stay on task//

// Tools for self-assessment: http://www.cod.edu/dept/CIL/CIL_Surv.htm //, //http://www.worldwidelearn.com/elearning-essentials/elearning-evaluation.htm//


 * //What else does the research say?//**
 * Constructivist learning is the ideal pedagogy for e-learning environments and should emphasize less on sequence of instruction and emphasize more on design of the learning environment. (Jonassen, 1994; // Wangpipatwong & Papasratom, 2007 //)
 * //Neither pedagogical nor financial approach alone is sufficient (Fallshaw & McNaught, 2005).//
 * //Hybrid courses show potential and may not be as intimidating in the beginning development of an online course....//
 * // As far as potential uses in education, Martin (2008) suggests the following four categories related to videoconferencing: //
 * // Curriculum extension //
 * // Curriculum enrichment //
 * // Inter-school collaborative work //
 * // Professional development //

**Bibliography**

Clark, R. C. & Mayer, R. E. (2008). //E-learning and The Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning//...

Dewiyanti, S., Brand-Gruwel, S., Jochems, W. & Broers, N. J. (2004) Students' experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.... //Computers in Human Behavior.....//

Ertmer, P. (1999). Addressing first and second-order barriers to change: Strategies for technology integration....

Fallshaw, E. & McNaught, C. (2005). Quality assurance issues and processes relating ti ICT-based learning. In S. Fallows & R. Bhanot (Eds). //Quality issues in ICT-based higher education// (pp. 23-36). Oxon: Routledge Falmer.

Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. //Educational Technology, 34//(3), 34-37.

Lofstrom, E. and Nevgi, A. (2007) From strategic planning to meaningful learning: diverse perspectives on the development of web-based teaching and learning in higher education. //British Journal of Educational Technology........

Martin, M. (2008). Videoconferencing for schools: Pedagogy and practice. Derry, Northern Ireland: Guildhall Press. //

McDonald & Gibbons (2009). Technology I, II, and III: Criteria for understanding and improving the practice of instructional technology...

Oystein, S., Halvari, H., Gulli, V. G. & Kristianson, R. (2009). The role of self-determination theory in explaining teachers' motivation to continue to use e-learning technology.... Tomei, L. (2010). // Lexicon of Online and Distance Learning... // Wangpipatwong, T., Papasratom, B. (2007). The influence o f constructivist e-learning system on student learning outcomes..... Zaulerman, I. A. (2006). A Framework and a methodology for developing authentic constructivist e-Learning environments. //Educational Technology & Society, 9//(2), 198-212.


 * More resources:**

http://delicious.com/cnischal/bundle:e-Learning

http://www.sloan-c.org/

//E-learning more effective than classroom....//

//US Dept. of Education: A meta-analysis and review of online learning studies - report based on US Government study of 12 years of data from K through college)...//

http://oedb.org/