Research and Reflection on Online Education This area is under development - suggest a resource to be included on this page to Blake West in Blue Valley Schools. Also, the United States Web-based Education Commission (established by Congress) planned to release a landmark report by the end of November 2000. Their work can be explored at the Web-based Education Commission homepage. Online Resources:
Suggested Readings Offline: The U. S. Copyright distance education report by Kenneth D. Crews in Information Outlook, Oct. 1999, pp. 44-46. This article provides a three-page summary of the implications of a recent lengthy report from the U. S. Copyright Office. One major observation from the article and the report is that copyrighted content cannot be posted for use by students on the web unless it is in protected areas. While unintentional, this would have the effect of providing access to the world at large. Distance learning pitfalls by Tim Dees in Law & Order, May 2000, pp. 13-14. The author notes that there are a variety of formats for distance education. Some programs require a mix of face-to-face and distance elements. He indicates that lack of "competition" from participation in classroom settings with other students may reduce motivation. Students that lack motivation are likely NOT to succeed unless the coursework is not part of a legitimate educational program. One way to determine the quality of a program would be to consider what regional or national accrediting agencies have considered the program either at the university or departmental level. Reassessing the assessment of distance education courses by Paula Szule Dominguez & Dennis Ridley in T.H.E.Journal, Sep. 1999, pp. 70-76. This article summarized a comparison between a large offering of traditional courses and the same subjects offered as distance-education courses. By having students rate their level of preparation during advanced classes based on their preparation in the two types of introductory classes, the researchers could determine if there was any difference in the preparedness of the students. No difference was reported. The virtualizing of education by Samuel L. Dunn in The Futurist, Mar/Apr 2000, pp 34-38. This article predicts the traditional university will have vanished by 2025. It cites 11 mega-universities that are already online.For example, the China Central Radio and Television has more than 3 million students. The author believes there will be two types of universities - those that "add value" in course work and those that serve as "certifying agencies". A driving force in higher education distance education is money. With billions of dollars spent each year, there is a great incentive for business to invest in (and originate) online courses. K-12 education in the US will require a slightly different approach, but there is likely to be a high monetary motivation for online offerings that transcend the school district boundaries. How to design a virtual classroom: 10 easy steps to follow by Sam Hsu, Oge Marques, M. Khalid Hamza, & Bassem Alhalabi in T.H.E. Journal, Sep. 1999, pp. 96-109. This article provides guidance to an institution interested in establishing online courses. It does not give as much substance to the design work for individual courses and the process of assment, revision, etc. It looks at the more superficial issues of hardware and software. A brief summary of the steps includes 1) assess needs & conditions for success, 2) estimate development "costs", 3) plan the classroom (theoretical/pedagogical), 4) design the classroom (page layout & design), 5) prepare content, 6) enable communication, 7) implement assessment methods, 8) implement class management procedures, 9) install, set up, etc. the hardware & software, 10) maintain and update. Dancing with the Devil: Information Technology and the New Competition in Higher Education edited by Richard N. Katz & Associates - Jossey-Bass Inc. Publishers, San Francisco (1999), 128 pages. This collection of essays points out that the world of higher education has already changed dramatically from previous years. For instance, only about 1/6th of students in colleges and universities are "traditional" students. With this understanding, the essays speak to the challenges of media, competition, the influence of the corporate world, the changing needs for certifications versus degrees, etc. One-stop shopping in an online educational mall by John A. Scigliano and Jacques Levin in T.H.E. Journal, Jun. 2000, p. 72-. Nova Southeastern University has a history of providing online educational opportunities (over 17 years). In this article, they considered the hardware and software factors that seemed to contribute to an effective online learning environment. Building Learning Communities In Cyberspace by Rena M. Palloff and Keith Pratt - Jossey-Bass Inc. Publishers, San Francisco (1999), 205 pages. This book begins with the premise that meaningful learning requires interaction among students and between students and the instructor. The book then provides a wealth of experience from the authors' backgrounds on how to establish and manage effective online "communities" that support both intellectual dialogue and interpersonal support. Web-enhanced lecture course scores big with students and faculty by Brad Stith in T.H.E. Journal, Mar. 2000, pp. 20-28. This article relates one teacher's experience with adding online elements to a traditional lecture course in Biology at the college level. The article includes quotes and specific feedback from the participants about the elements of the class that they particularly liked. Distance learning: A principal's perspective on a new kind of graduate program by Jo Ann Susko in NASSP Bulletin, May 2000, pp. 61-67. The author was concerned when a number of faculty members all reported being enrolled in the same online graduate program from a small college (Marygrove College in Detroit, MI). Skeptecism was replaced by enthusiasm for the program, though, because of the quality of interactive and authentic activities required as part of the coursework. Study groups actually began to change the overall school culture in the building as a result of the collaborative work in the online program. The Online Teaching Guide edited by Ken W. White and Bob H. Weight - Allyn & Bacon, Needham Heights, MA (2000), 192 pages. This is a collection of essays that address many of the critical issues in providing distance education. The editors and some of the authors teach in one of the first online universities - the University of Phoenix. The articles look at such critical issues as how to create a meaningful dialogue online, the importance of high quality materials, the "visibility" factor and need for frequent and appropriate feedback from the instructor, the fun/entertainment factor of online learning, dealing with conflict online, and the critical importance of the student's reading ability (particularly when the reading is technical). Online
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