Pepperdine University
OMET Cadre 7
Literature Review
[1] Harvey, P .J., Cookson, B., Meerabaeu, E., Muggleston (2003) . Biomedical Online Learning: the route to success. Electronic Journal of e-learning, Volume 1 Issue 2003 1 29-34. Http://www.ejel.org [2] Blake, C., Gibson, J. W., Blackwell, C. W. (2003) Web-based Training: what supervisors need to know. [3] Anderson, T. & Elloumi, R. (2004). Theory and Practice of Online Learning. [3a] Ally, M (2004) Foundations for Educational Theory for Online Learning. Theory and Practice of Online Learning. Ch.1. http://cde.athabascau.ca/online_book/ [3b] Anderson, T (2004) Toward a Theory of Online Practice. Theory and Practice of Online Learning. Ch.2. http://cde.athabascau.ca/online_book/ [3c] Anderson, T (2004) Teaching in an Online Learning Context. Theory and Practice of Online Learning. Ch.11. http://cde.athabascau.ca/online_book/ [3d] Ngwenya, J., Annand, D., Wang, E. (2004) Supporting Asynchronous Discussions among Online Learners. Theory and Practice of Online Learning. Ch.13. http://cde.athabascau.ca/online_book/ [3e] Hughes, J. A., (2004) Supporting the Online Learner . Theory and Practice of Online Learning. Ch.13. http://cde.athabascau.ca/online_book/ [4] O'Connell, B. (2002). A poor grade for e-learning. Workforce, July 2002 v81 i7 p15(1) [5] Batte, M. T., Forster D. L., Larson D.L., (2003). An assessment of student acceptance and performance in distance education with two-way interactive compressed video. Review of Agricultural Economic, 2003, V25, N2, (FAL-WIN), P524-539 [6] Thirunarayanan, M. O., Aixa, P. (2001). Comparing Web-based and classroom-based learning: a quantitative study. Journal of Research on Technology in Education. Winter 2001 v34 i2 p131(7) [7] Comeaux, P., Nixon, M. (2000). Colloborative Learning in an Internet Graduate Course: A Case Study Analysis. WebNet Journal, Oct 2000 v2 i4 p24. [8] Allen, M., Mabry, E., Mattrey, M., Bourhis, J., Titsworth, S., Burrell, N., (2004) Evaluating the effectiveness of distance learning: a comparison using meta-analysis. Journal of Communication, [9] Botsch, C. S., Botsch, R. E. (2001). Audiences and outcomes in online traditional government classes: a comparative two year case study. Political Science & Politics, March 2001 v34 il p135(7). [10] Merisotis, J.P., Phipps, R.A. (1999). Whats the difference? Change, May-June 1999 v31 i3 p12(6). [11] Ashkeboussi, R. (2001). A comparison analysis of learning experience in a traditional vs. virtual classroom setting. Acedemic Exchange Quarterly, Winter 2001 v5 i4 p133(6). [12] Romanoff, S. J., (2003). A Case Study: Linking Students Across Geographical and Cultural Distances. Technology: Taking the Distance out of Learning. Watts, M. M, Editor. Number 94, Summer 2003. Jossey-Bass. See Notes [13] Watts, M. M.(2003). Taking the Distance out of Learning. Technology: Taking the Distance out of Learning. Watts, M. M, Editor. Number 94, Summer 2003. Jossey-Bass. See Notes [14] Hofmann, J. (2004). The Synchronous Trainer's Survival Guide. Pfeiffer, San Francisco. [15] Ingis, A., Ling, P., Jossten, V. (2000). Delivering Digitally. Managing the transition to the knowledge media. Kogan Page Limited, London. See Notes [16] Johnson, J. L. (2003). Distance Education. The complete guide to design, delivery, and improvement. [17] Horton, W. (2004). Best Practices for the Virtual Classroom. Oct. 12, 2004 conf. Session 102. William Horton Consulting, Boulder Colorado. www.horton.com. See notes [18] Thompson Netg (2004). The Proven Approach to Virtual Classroom Instruction. Thomson NETg, Naperville, IL. See notes [19] Medhat, Dr. Sa'ad (2000). Elearning Opportunities Equals Business Benefits for Pharma Companies. HiSPEC Limited, UK. http://www.hispec-consulting.com/doc/SSM-269.htm. See Notes [20] ASTD/NGA (2001). A Vision of E-Learning for America's Workforce. Report on the Commission on Technology and Adult Learning. www.astd.org. See Notes [21] Gregory, M (2002). E-Learning: Technology the Fuel Biotech. Biotechnology Focus, 5. [22] Goodwin, B (2003). E-Learning Cuts Bayer Training Costs 75%. Computer Weekly, 4, 1-9.
|
||
Jim's Notes [1] Biomedical Online Learning: The route to success (see above for reference) The article summarized the development of an elearning program in the UK for those working in the Biotech and Pharma industries. It focused on lessons learned. Some key points made were: - Key development areas need to be considered including: Course development, course quality, course delivery and course maintenance
[2] Web-based Training: what supervisors need to know. (see above for reference) The article provides a historical overview of distance learning and review the "benefits and disadvantages" of online distance learning. - See article for stats on elearning including driving forces. [4] A poor grade for e-learning. (see above for reference) A article that sites research done at Michigan State University that showed that traditional employee educational programs offered better results than online training progams. Also showed that students on economics course did much better then online students. Mention that online program are okay with teaching basic concepts but lacking in "developing complex analytical skills." [5] An assessment of student acceptance and performance in distance education with two-way interactive compressed video. This measured both perfomance and student acceptance for a agricultural economics course at Ohio State University. The results as stated are: "Results suggest that distance and 'live' students performed equally in the same course, and they evaluated the course experience in a similar manner. These results provide some assurance that distance education, at least using two-way interactive synchronous learning model of courses in this study, does not place the distant student in jeopardy." [6] Comparing Web-based and classroom-based learning: a quantitative study. This study looked at an English course that enrolled 29 students in an online version and 31 students in a classroom coures. The study results include: "students in the classroom-based section as a group scored 13.19 points higher on the posttest that they did on the pretest. For the online group, the improvement in average score from pretest to posttest was 15.21. This finding suggests that students in the online section of the course achieved more than their classroom-based counterparts." [7] Colloborative Learning in an Internet Graduate Course: A Case Study Analysis. Article site Dede (1996) who states, "Educators must help all students become adept at distanced interaction (gathering information) from remote sources and collaboration with dispersed team members. These skills are central to the future American workplace as learning to perform structured tasks quickly was to the industrial revolution."(p.30). [8] Evaluating the effectiveness of distance learning: a comparison using meta-analysis. A study that compared students in distance learning compared to traditional methods. The results: "They have registered a marginal improvement but overall, there is no diminution in the standard of educational effectiveness." [9] Audiences and outcomes in online traditional government classes: a comparative two year case study. (see above for reference) Article notes: "...online classes may draw students who would not normally opt for traditional classroom courses, and that online classes are as effective courses in promoting a knowledgable and active citizenry." [10] Whats the difference? (see above for reference) Article examines the difference between college distance education and traditional classroom methods. Analysis found the outcomes between the two methods were the same. The distance learning was also seen as possitive between students and teachers. [11] A comparison analysis of learning experience in a traditional vs. virtual classroom setting. Study's comparison of traditional vs. classroom concluded "...there were no significant differences between the two groups' opinions regarding their feelings about the web utility, interactivity (students/students, and students/instructor), learning experience, overall satisfaction for the Financial Management course delivered on-site or online." On benefits of online: "greater accessibility to the instructors and course contents, and the vast resources of the internet." Effective instruction was noted as "instruction should clearly identify the learning objectives, impart knowledge, and provoke criticle thinking." [12] A Case Study: Linking Students Across Geographical and Cultural Distances. A wonderful example of learning communities developed with the help of asychronous and synchronous tools, with students separated by vast distances; some in Maine and others in Hawaii. What started as a community of two has grown into a learning community of many students. "Learning communities are effective formats for nurturing academic success and for fostering a sense of solidarity and well-being by reducing the distance between students, faculty members, and the courses that make up their curricula. The absense of an in-person, face-to-face classroom is less important than the experience that affirms the individual and the collective efforts of students and teachers. As much as the use of technology serve to reduce that distance by enhancing the sense of community among students and teachers." [13] Taking the Distance out of Learning. (see above for reference) This chaper speaks to the importance of technology as an effective tool in education and should not be view for its cost factors. "...are we blinded by the economic possibilities of extending educational options to students at a distance? It isn't an either/or scenerio. The new computer technologies are often incredible when used to supplement face-to-face classes; they can also be dynamic in purely online venues. However, the beauty of these new tools is the connections, flexibility, and additional communication opportunities they offer, not availability that reaches many students at any cost - the greatest cost being sound educational practice." "Be it a mimegraph, a typewritten handout, a desktop published syllabus, or a set of Web pages, it is all flat information. The most important component of what we offer is not the information but the context in which it might be delivered and practiced. The key is still a relationship between teachers and learners. This is not to say that reaching many students, offering each of them possibilities, and creating alternative ways of becoming educated are not noble courses of actions. They are. But only if we keep the 'distance' out, no matter what the venue." [14] The Synchronous Trainer's Survival Guide (see above for reference) This is a good "nuts-and-bolts" guide to synchronous training: - recommend a blend of synchronous and asynchronous. [15] Delivering Digitally (see above for reference) Discusses a number of online tools and their application. Includes a brief discussion on aysnchronous and synchronous tools. Advantages of Asynchronous Advantages of synchronous: Recommends combining learning approaches of: self contained packages & computer mediated exchanges. [16] Distance Education. The complete guide to design, delivery, and improvement. Great definitions for distance learning. States that distance is better or at least as good as face-to-face (pg 8). See for sources. discusses teaching at a distance (p47). "...Distance learning may provide a competitive or even surpior way to learn for many students" (Armstong, 2000, p 23) [17] Best Practices for the Virtual Classroom. (see above for reference) This is a presentation presented at a recent conference by Bill Horton. The is a great nuts-and-bolts presentation on delivering synchronous training. Some key ideas: TOP 10 Tips for virtual teachers [18] The Proven Approach to Virtual Classroom Instruction. (see above for reference) This is a great white paper from Thomson/NETg. Although this is a vendor generated document, it has great insight into the advantages of live online learning in comparison to ILT and asynchronous e-learning. Summary of advantages/strategies Engaging Content: [19] Equal Opportunities Equals Business Benefits for Pharma Companies. (see above for reference) Discusses the advantages of Elearning in corporate education. Also provides a good overview of how it supports business goals. Includes several case studies including an example of synchronous learning being used in pharma to accelerate product development. An excellent definitions and examples of Asynchronous and Synchronous learning. "Perhaps one of the best opportunities in synchronous leaning is being able to get specialist trainers across the world to deliver training, who, without e-learning, would otherwise be inaccessible. [20] A Vision of E-Learning for America's Workforce. Report on the Commission on Technology and Adult Learning. (see above for reference) This report provides a case for elearning. It also provide recommendations on what future actions need to be taken to benefit the American workforce.
|
||