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Learning Effectiveness

A Synthesis of Sloan-C Effective Practices, December 2008

Author Information
Author(s):
Janet C. Moore
Institution(s) or Organization(s) Where Research Occured:
The Sloan Consortium

This case study of a distance education course in children’s literature focuses on the creation of an interpretive community and the importance of that community in online learning.


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The Impact on Learning of an Asynchronous Active Learning Course Format

Author Information
Author(s):
J. David Spiceland, Professor of Accounting
Author(s):
Charlene P. Hawkins, Tax Analyst
Institution(s) or Organization(s) Where Research Occured:
The University of Memphis
Institution(s) or Organization(s) Where Research Occured:
International Paper Corporation

Among the many differences between asynchronous interactions and traditional classroom communication, the most critical differences involve those that may affect a student’s ability to learn.


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A Preliminary Look at the Structural Differences of Higher Education Classroom Communities in Traditional and ALN Courses

Author Information
Author(s):
A. Alfred P. Rovai, Ph.D., School of Education
Institution(s) or Organization(s) Where Research Occured:
Regent University

This preliminary study again provides evidence that it is the method and not the media that matters the most in learning effectiveness.


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Beyond Student Perceptions: Issues of Interaction, Presence, and Performance in an Online Course

Author Information
Author(s):
Anthony G. Picciano, Professor, School of Education
Institution(s) or Organization(s) Where Research Occured:
Hunter College of the City University of New York

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Examining Social Presence in Online Courses in Relation to Students' Percieved Learning and Satisfaction

Author Information
Author(s):
Jennifer C. Richardson, Ph.D., Assistant Professor of Educational Technology
Author(s):
Karen Swan, Ph.D., Research Center for Educational Technology
Institution(s) or Organization(s) Where Research Occured:
Purdue University
Institution(s) or Organization(s) Where Research Occured:
Kent State University

Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course [1].


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Does One Size Fit All? Exploring Asynchronous Learning in a Multicultural Environment

Author Information
Author(s):
Ken Morse, PhD, Waikato Management School
Institution(s) or Organization(s) Where Research Occured:
Waikato Management School, New Zealand

Computer-mediated classrooms coupled with heightened emphasis on removing geographic limitations have led to growing dependence on asynchronous learning networks as a delivery medium


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Influence of Non-Moderated and Moderated Discussion Sites on Student Success

Author Information
Author(s):
Deborah A. Kashy, Department of Psychology
Author(s):
Guy Albertelli II, College of Natural Science
Author(s):
W. Bauer, Department of Physics and Astronomy
Author(s):
E. Kashy, Department of Physics and Astronomy
Author(s):
M. Thoennessen, Department of Physics and Astronomy
Institution(s) or Organization(s) Where Research Occured:
Michigan State University

One of the most successful applications of networked technology in education has been the development of individualized homework assignments.


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Dominant or Different? Gender Issues in Computer Supported Learning

Author Information
Author(s):
Cathy Gunn, School of Education,
Author(s):
Mae McSporran
Author(s):
Hamish Macleod
Author(s):
Sheila French
Institution(s) or Organization(s) Where Research Occured:
University of Auckland, New Zealand
Institution(s) or Organization(s) Where Research Occured:
Unitec Institute of Technology, New Zealand
Institution(s) or Organization(s) Where Research Occured:
University of Edinburgh, Scotland
Institution(s) or Organization(s) Where Research Occured:
Manchester Metropolitan University, England

A significant increase in the use of computer supported learning (CSL) within schools and universities across the world gives rise to concern about gender-related differences in perf


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The Illinois Online Network is Making the Virtual Classroom a Reality: Study of an Exemplary Faculty Development Program

Author Information
Author(s):
Virgil E. Varvel Jr., Computer Assisted Instruction Specialist, Illinois Online Network
Author(s):
Michael Lindeman, Computer Assisted Instruction Specialist, Illinois Online Network
Author(s):
Iris K. Stovall, Director, Illinois Online Network
Institution(s) or Organization(s) Where Research Occured:
University of Illinois

The Illinois Online Network (ION) is a faculty development partnership between all forty-eight community colleges in the state of Illinois and the University of Illinois.


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