Computer systems for distributed and distance learning

Anderson, Mary; Jackson, David

doi:10.1046/j.1365-2729.2000.00134.x

Cited by 23 publications

(18 citation statements)

References 69 publications

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“…Much of the concern regarding discipline effects on online learning is driven by the fact that there has been limited research on whether Internet delivery is equally amenable to a broad variety of business courses and/or whether these methods of delivery will result in similar outcomes for all business courses (Arbaugh, 2005a; Holsapple & Lee‐Post, 2006). In particular, concerns have been raised as to whether quantitative and technical subject matter can be delivered effectively through online courses (Anderson & Jackson, 2000; DiBiase, 2000; Dyrud, 2000). To date, the limited empirical work addressing subject matter issues suggests that student learning may be enhanced in online business courses relative to other disciplines (Zhao, Lei, Yan, Lai, & Tan, 2005) and instructor online experience may have a stronger relationship to course outcomes than disciplinary effects in online business courses (Arbaugh, 2005a).…”

Section: Introductionmentioning

confidence: 99%

A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses

Arbaugh

Rau

2007

Decision Sci J Innov Edu

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This article reports the results of a 2-year study examining the effects of subject matter, course structure, and participant behaviors on students' perceived learning and satisfaction with delivery medium in Web-based courses of an MBA program in the midwestern United States. Using finance as the referent discipline, we found statistically significant differences in the mean course outcomes (students' perceived learning and satisfaction with delivery medium) associated with 13 business disciplines. Although most of these disciplinary differences ceased to be significant predictors of student perceived learning as structural and behavioral characteristics were incorporated into the model, these differences remained significant predictors of perceived delivery medium satisfaction. We also found that some structural and behavioral characteristics were significant predictors of course outcomes, but in opposite directions. For instance, media variety was a positive predictor of delivery medium satisfaction but a negative predictor of perceived learning, while learner-learner interaction positively predicted perceived learning but negatively predicted delivery medium satisfaction. These findings suggest that instructors of online graduate courses must manage trade-offs in balancing students' learning with their perceptions of the internet as a course delivery medium.

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Section: Introductionmentioning

confidence: 99%

A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses

Arbaugh

Rau

2007

Decision Sci J Innov Edu

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“…However, in general, evaluations in web-based learning and applications found in schools or other educational venues, tend to focus on satisfaction more than on learning outcomes and therefore, as with all areas, more evaluative research is needed. 5 On the other hand, although simulations and web/distance learning have been adapted to a certain extent (Anderson & Jackson, 2000), virtual environments have not been so easily integrated. To start, virtual learning environments can mean many things to many authors/researchers.…”

Section: Medicine and Educationmentioning

confidence: 99%

“…Further, groupware has not always been the focus of attention (Anderson & Jackson, 2000). Whitworth (2005) argues that either instructors are not adopting or they are adopting and not publicizing.…”

Section: Medicine and Educationmentioning

confidence: 99%

Exploring the Relationship Between Distributed Training, Integrated Learning Environments, and Immersive Training Environments

Lee¹

2007

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Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS. REPORT DATE (DD-MM-YYYY) SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. SPONSOR/MONITOR'S ACRONYM(S)AFRL; AFRL/HEA SPONSOR/MONITOR'S REPORT NUMBER(S)Air DISTRIBUTION / AVAILABILITY STATEMENTApproved for public release. Distribution is unlimited. SUPPLEMENTARY NOTESPublished as it was submitted from the author. ABSTRACTThe original goal of this paper was to review the literature on the new areas of integrated learning environments and immersive training environments, as well as distance and team training and intelligent tutoring systems research, and evaluate the feasibility of integrating these ideas.

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“…Common technologies shall be those technologies that are available in most computing environments and that are not specific to educational purposes. We look at common technologies only, ignoring education-specific support platforms such as systems like WebCT, FirstClass or Blackboard, see (Anderson & Jackson, 2000) for an overview. Our remarks certainly apply to the latter as well, since they also exhibit some of the crucial attributes.…”

Section: Teaching and Learning Environmentsmentioning

confidence: 99%

Managing evolution and change in web-based teaching and learning environments

Pahl

2003

Computers & Education

103

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The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alikeboth often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems.

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Computer systems for distributed and distance learning

Cited by 23 publications

References 69 publications

A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses

A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses

Exploring the Relationship Between Distributed Training, Integrated Learning Environments, and Immersive Training Environments

Managing evolution and change in web-based teaching and learning environments

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