Researchpaperassignment3 Research Paper

Research Assignment #3 – Annotated BibliographyAllen, M., Mabry, E., Mattrey, M., Bourhis, J., Titsworth, S., & Burrell, N. “Evaluating the
effectiveness of distance learning: a comparison using meta-analysis.” Journal of Communication 20 (2004): 402-422.
Allen et al. (2004) performs a meta-analysis of several studies and literature to evaluate how students perform in online classes as opposed to traditional ones. According to their results, distance education provides better student performance than traditional students in exams. While the effect was heterogenous, and therefore not strictly comparable in experience between traditional and online education, there is nothing in this study to state that distance education is less effective than traditional courses.
Ausburn, L.J. “Course design elements most valued by adult learners in blended online education environments: An American perspective.” Educational Media International 41(4) (2004).
Ausburn (2004) examines the varying course design elements that are most beneficial and rewarding to those adult learners using a blended online education that mixes live teaching with Web learning. Different adults prefer different learning strategies, including self-direction, variety, and the presence of a learning community. Ausburn's study provides a perspective that blends both live and online education into a single education experience. By noting the qualities that adult learners treasure and look to in online education, the idealized principles of online education can be found.
Bullen, M. “Participation and critical thinking in online university distance education.” Journal of Distance Education 13(2) (1998).
In this case study, Bullen (1998) examines a university-level course involving computer conferencing in order to figure out the level of active student participation, as well as which factors affected the critical thinking and participation level of the students. According to the results, the computer conferencing component of this distance education course was successful in maintaining student participation and critical thinking. Factors that contributed to successful participation included course design, quality content and the characteristics of the students, among others. The Bullen case study is a powerful example of how distance education might work if online courses were applied correctly. In particular, the researchers advocate for computer conferencing as a method of distance education that works. The study itself does mention some limitations with distance education, most notably the lack of accountability on the part of the students. It also emphasizes that the nature of the students themselves is something that must be considered regardless of the efficacy of either campus based or online universities.
Carr-Chellman, A., & Duchastel, P. “The ideal online course.” British Journal of Education
Technology 31(3) (2000): 229-241.
Carr-Chellman and Duchastel (2000) examines the problems that many web-based university level course designers are examining, and seeks to determine what factors and strategies would make the "ideal" online course. The most prevalent suggestions given by the researchers include increasing public access to online courses, keeping up with emerging technologies in order to maintain legitimacy and flexibility in course design, and adjusting levels of face-to-face interaction in line with individual teacher preference .
Cavanaugh, J. “Teaching online - a time comparison.” Online Journal of Distance Learning
Administration 8(1) (2005): 1-11.
This case study by Cavanaugh (2005) examines the time that is needed for an instructor to teach a class, comparing the time needed for traditional and online classes alike. The goal is to determine just how much harder or time-consuming one medium can be over the other. The results indicate that it takes much more time to prepare for an online course than in a traditional classroom. However, this increase in time is a result of more contact with students and individualized instruction, instead of any difficulties with the technology involved.
Dede, C. “Emerging technologies and distributed learning.” American Journal of Distance Education (1995): 1-26.
This early article from Dede (1995) dictates the possibilities of distance education at its infancy. New technologies at the time, such as high performance computing and the increasing capabilities of the Internet, provided the possibilities for increased distributed learning. This article in particular provides the framework for early methods of online education, such as 'learning through doing' and 'constructivist' exercises that are often performed in distance education courses.
Gagne, M. & Shepherd, M. “A comparison between a distance and traditional graduate
accounting class.” T.H.E. Journal (April 2001).
Gage & Shepherd (2001) performed a comparison study between accounting classes that were conducted in-class and online, respectively. The goal was to determine which provided the better education in terms of student evaluation and performance. The results concluded that there was no measurable difference between each class in terms of evaluation, but student satisfaction was lower online than in-class due to lower instructor availability.
Lorenzo, G., & Moore, J. “Five pillars of quality online education.” Sloan Consortium Report to the Nation (2002).
This report from the Sloan Consortium (2002), a leading e-learning institution, emphasizes the Five Pillars of quality online education. Learning must be effective, focused on interaction between instructor and student. The students must be satisfied with their education, as they hold expectations as consumers. The faculty must be satisfied with the flexibility and support that comes with their work in online education. An online education program must be cost effective and profitable. Finally, access to online learning must be made easy for prospective learners.
Mehlenbacher, B., Miller, C.R., Covington, D., & Larsen, J.S. “Active and interactive learning online: A comparison of web-based and conventional writing classes.” IEEE Transactions on Professional Communication, 43(2) (2000): 166-184.
Mehlenbacher et al. (2000) performed a study in which students in similar technical writing classes performed when one was web-based and the other in a conventional classroom. According to the results, there was no significant difference between conventional and online class performance, though global online learners learned better than sequential online learners. The study itself stresses effective teaching as a means of maintaining quality in online education, and that active learning strategies must be altered when studying online.
Noble, D.F. “Digital diploma mills: The automation of higher education.” First Monday 3(1)
(1998). <http://outreach.lib.uic.edu/www/issues/issue3_1/noble/>.
Noble's (1998) article warns about the potential downsides of making higher education increasingly online-based. Noble argues that the increase in online education creates "diploma mills" which automate the education process and leads to a system that places economics over quality education. Education then becomes a commodity; automating education in this manner splits interests between administrators and companies who wish to turn a profit and professors/students who wish to provide and receive quality education, respectively.
Steinweg, S.B., Davis, M.L., & Thomson, W.S. “A comparison of traditional and online instruction in an introduction to special education course.” Teacher Education and
Special Education 28(1) (2005): 62-73.
Steinweg et al. (2005) performed a comparison of both online and campus-based education in special education courses to see if there was a significant difference in quality of education between the two. The two classes were extremely similar in curricula and content, with the only substantive difference being the delivery method of the course materials (in-class as opposed to online). According to their results, the use of distance education demonstrated no significant difference from on-campus education in terms of delivery of the content and student performance.
Volery, T. & Lord, D. “Critical success factors in online education.” International Journal of
Educational Management. 14(5) (2000): 216-223.
In Volery and Lord's (2000) study, the factors that lead to success in online education are examined. Online education is seen as advantageous because it expands access to education to under-served populations, alleviates constraints on capacity that are present when every student attends physical classrooms, capitalizes on market opportunities that continue to grow, and provides an outlet for transformation in light of more competition and less public funding for universities. In order for online education to be truly successful, the researchers argue that three critical success factors are needed: the right technology, proper motivation and teaching from the instructor, and the student's ability and history of using the required online technology. The lecturer is also incredibly important to online education as a navigator of knowledge and stepping stone for learning.