Cyber Dimensions: On-Line Education in a Management Science Course—Effectiveness and Performance Factors

Dellana, Scott A.; Collins, W H; West, David

doi:10.1080/08832320009599049

Cited by 68 publications

(26 citation statements)

References 10 publications

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“…The researcher found that students in the face-to-face session of the course did better than those in the online session. Other researchers (Dellana, Collins, & West, 2000;Hiltz, 1993) investigated questions by comparing learning between existing groups of students who enrolled in either online sessions or face-to-face sessions of the same courses. Neither study reported a significant difference in learning between the two modes of instruction.…”

Section: Cognitive Domainmentioning

confidence: 99%

Teaching Courses Online: A Review of the Research

Tallent‐Runnels

Thomas

Lan

et al. 2006

Review of Educational Research

854

463

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This literature review summarizes research on online teaching and learning. It is organized into four topics: course environment, learners' outcomes, learners' characteristics, and institutional and administrative factors. The authors found little consistency of terminology, discovered some conclusive guidelines, and identified developing lines of inquiry. The conclusions overall suggest that most of the studies reviewed were descriptive and exploratory, that most online students are nontraditional and Anglo American, and that few universities have written policies, guidelines, or technical support for faculty members or students. Asynchronous communication seemed to facilitate in-depth communication (but not more than in traditional classes), students liked to move at their own pace, learning outcomes appeared to be the same as in traditional courses, and students with prior training in computers were more satisfied with online courses. Continued research is needed to inform learner outcomes, learner characteristics, course environment, and institutional factors related to delivery system variables in order to test learning theories and teaching models inherent in course design.Keywords: distance education, Internet courses, online teaching, web-based instruction With the rapid development of technology, online instruction has emerged as an alternative mode of teaching and learning and a substantial supplement to traditional teaching. In the academic year 2000-2001, 90% of public 2-year and 89% of public 4-year institutions offered distance education courses. In the same year, an estimated 2,876,000 individuals were enrolled in college-level, credit-granting distance education courses, with 82% ofthese at the undergraduate level. Of those institutions offering distance education, 43% offered Internet courses using synchronous computer-based instruction, which can also be called online courses (Waits & Lewis, 2003). Synchronous online classes are offered in such a way that all students are online and communicating at the same time, while asynchronous online classes are those that students can log on to and work on even if no one else is logged on at the same time.Web-based education uses the Internet and communication technologies, ranging from the Internet as a research tool to taking online classes. In some instances the Internet is also used to supplement instruction, as in the use of a website to communicate information to students who are in a face-to-face class. Online classes are courses that are delivered completely on the Internet. Hybrid or blended courses are those that combine online components with traditional, face-to-face components. The term distance education is also used to describe any courses that are delivered to students who are not present in the same room. These might be delivered via interactive television, online courses, and courses using videotapes, television, or correspondence. E-learning may be used to describe any learning that is electronically mediated or facilitated by ...

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Section: Cognitive Domainmentioning

confidence: 99%

Teaching Courses Online: A Review of the Research

Tallent‐Runnels

Thomas

Lan

et al. 2006

Review of Educational Research

854

463

View full text Add to dashboard Cite

show abstract

“…It is influenced by many factors (Dellana, Collins, & West, 2000;House, 2001;Reynolds & Weagley, 2003;Richards & Ridley, 1997;Summers, 2003;Ziegler, Bain, Bell, McCallum, & Brian, n.d.). Personal dimensions include age, gender, ethnicity, financial constraints, academic background, and responsibilities to work and home.…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence as a Predictor of Success in Online Learning

Berenson

Boyles

Weaver

2008

IRRODL

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As students increasingly opt for online classes, it becomes more important for administrators to predict levels of potential academic success. This study examined the intrinsic factors of emotional intelligence (EI) and personality to determine the extent to which they predict grade point average (GPA), a measure of academic success, among students attending community college. Stepwise multiple regression revealed that EI emerged as the most significant direct predictor of GPA. The addition of personality to EI significantly increased the amount of variance accounted for in GPA. Main conclusions are that soft skills are pertinent to academic success and may constitute a useful profile of the successful online student that could be applied to marketing, advisement, quality assessment, and retention efforts.

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“…On the other hand, numerous research studies have presented a different picture and therefore conflict with the conclusions cited above, creating a mixed and confusing situation (Dellana, Collins, and West, 2000).…”

Section: Distance Education -Research Studiesmentioning

confidence: 84%

IRRODL Volume 4, Number 2

Authors

2003

IRRODL

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Pointing to the "objectivised, rationalized, technologically-based interaction," Peters (1973) referred to the then prevailing correspondence forms of distance education as "the most industrialized form of education" (p. 313). With such features as assembly line methods; division of labor; centralized processes of teaching materials development, production and dispatching; student admissions enrollment systems; automated registration, course allocation, and student support, and personnel management systems, distance education institutions demonstrated management structures and practices utilized in industrial and business organizations. Large numbers of courses and students were thus "processed" in correspondence, radio, and televisionbased distance education systems.Over the past decade or so, there has been a major worldwide expansion of distance education systems, particularly online, Web-based systems. Unlike prior distance education systems, however, network-based distance education models do not so readily accommodate industrialized forms of education. Indeed, the interaction that network-based models enable between students and course content, teachers and peers, sets practical and attenuates the extent to which such teaching-learning transactions may be regarded a form of industrialization.This divergence from industrial patterns of mass production is further reinforced by, currently in vogue, psychological approaches to learning that encourage abandonment of traditional teacherdirected exposition and passive student assimilation of the structures of objective reality. Constructivism calls for teaching that encourages students' active engagement in the construction of their own cognitive structures and perceptions of reality. To encourage constructivist thinking in the context of network-based distance education, teachers encourage active teacher-student and student-peer dialogue. However, there are practical limits to the number of students with whom an instructor can teach. The finite capacity of teachers to conduct and monitor these different forms of student interaction imposes limits on the capacity of institutions to match the massive numbers of students served by correspondence and mass media-based distance education systems.Notwithstanding these logistical and practical limits to applications of industrial mass production methods to online distance education at the stage of implementation, such applications continue to be relevant for other stages of distance education design and development. When reliant on print-based course materials, large distance education providers, for example, usually maintain large stockpiles of course materials to be shipped as needed to enrolled students. Production of such materials incurs costs of printing, stockpiling, and warehousing. Printing presses and warehouse facilities occupy space. Materials need to be stored, moved, and processed; sometimes Cookson, Vol. 4, No. 2, Editorial: Does "lean thinking" relate to network-based distance education? 2 they become ou...

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Cyber Dimensions: On-Line Education in a Management Science Course—Effectiveness and Performance Factors

Cited by 68 publications

References 10 publications

Teaching Courses Online: A Review of the Research

Teaching Courses Online: A Review of the Research

Emotional Intelligence as a Predictor of Success in Online Learning

IRRODL Volume 4, Number 2

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