From a distance student voices from the interactive video classroom

McHenry, Lynnea; Bozik, Mary

doi:10.1007/bf02818111

Cited by 11 publications

(3 citation statements)

References 2 publications

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“…Much of the evaluative literature on community college DE consists of findings based on student evaluations and outcomes from single courses or institutions (Hammond, 1997;Hiltz, 1997;McHenry and Bozik, 1997;Minich, 1996). In general, these studies show that the students enrolled in the distance courses do as well as students in a more traditional environment.…”

Section: Evaluating Distance Educationmentioning

confidence: 99%

Scratching the Surface: Distance Education in the Community Colleges

Kozeracki¹

1999

New Drctns Community Coll

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It is perhaps somewhat ironic that community colleges, whose raison d'etre is to serve and educate local residents, are leading the higher education sector in developing distance education (DE) courses, which have the potential to reach students across the globe. According to a 1995 national survey of higher education institutions, 58 percent of community colleges were offering at least one DE course (U.S. Department of Education, 1997). However, access is also central to the mission of the community college, and for many students, including residents of rural communities (MacBrayne, 1995), individuals with family commitments (Livieratos and Frank, 1992), and working adults with limited time (Hyatt, 1992), DE provides their only opportunity for college participation. For these and other reasons, the availability of DE courses has grown, although not to the extent that related publicity and research on this topic have flourished. This chapter reviews the current status of DE in general and at the community college level in particular, and then describes the DE-related findings from a national community college curriculum survey.

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Section: Evaluating Distance Educationmentioning

confidence: 99%

Scratching the Surface: Distance Education in the Community Colleges

Kozeracki¹

1999

New Drctns Community Coll

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“…Four kinds of interactions are important in order to create a successful cooperative learning experience in the e-learning environment: student-content interaction, learner-instructor interaction, learner-learner interaction (Moore, 1989), and learner-interface interaction (Hillman et al, 1994). E-learning systems can be used to facilitate these interactions, thereby influencing the participation rate of learners (McHenry and Bozik, 1997).…”

Section: Team-based E-learningmentioning

confidence: 99%

The efficacy of online cooperative learning systems

Chen

Yang

2006

Campus-Wide Information Systems

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Purpose -This study investigates the impact of online synchronous audio and video systems on the performance of cooperative learning in decision making and intellective tasks. Design/methodology/approach -In total, 156 subjects, divided into 46 groups, were invited to resolve decision and intellective tasks in text messaging and audio conferencing e-learning environments. Findings -For decision-making tasks, audio conferencing has a significant impact on cooperative learning satisfaction but not on learning performance; while for intellective tasks, neither audio conferencing nor text messaging has an impact on cooperative learning outcomes. There are no cross-effects between platforms and task types on cooperative learning outcomes. The results indicate that the main effects of platforms and task types are independent. In other words, the impact of platforms on group discussion processes can be examined without the need of considering task types, since the latter will not affect the impacts of platforms. Research limitations/implications -The main effects of information richness and task types are independent. Major limitation is that the student sample may not be sufficiently representative to allow wider generalization of the findings of this study. Practical implications -The main effects of information richness and task types are independent as far as learning outcomes are concerned. The learners' attitude toward the synchronous learning system significantly affects the satisfaction of synchronous online cooperative learning. Originality/value -This study uses empirical data to validate the hypothesized relationships between the independent variables of online synchronous learning systems (audio-and text-based), the moderating variable of task types (decision making vs intellective) and the dependent variable of learning outcomes. Purpose -This study investigates the impact of online synchronous audio and video systems on the performance of cooperative learning in decision making and intellective tasks. Design/methodology/approach -In total, 156 subjects, divided into 46 groups, were invited to resolve decision and intellective tasks in text messaging and audio conferencing e-learning environments. Findings -For decision-making tasks, audio conferencing has a significant impact on cooperative learning satisfaction but not on learning performance; while for intellective tasks, neither audio conferencing nor text messaging has an impact on cooperative learning outcomes. There are no cross-effects between platforms and task types on cooperative learning outcomes. The results indicate that the main effects of platforms and task types are independent. In other words, the impact of platforms on group discussion processes can be examined without the need of considering task types, since the latter will not affect the impacts of platforms. Research limitations/implications -The main effects of information richness and task types are independent. Major limitation is that the student sample may not be suffici...

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“…There are numerous studies citing the pros and cons of distance learning courses. Several studies have examined student and faculty perceptions, and most generally agree that distance learning is successful if a sound instructional design is used (Au & Chong, 1993; Ehrmann, 1997; Fetzer, 2000; McHenry & Bozik, 1997; McKenna, 1995; Sherry, 1996; Spooner, Jordan, Algozzine, & Spooner, 1999; Swan, 1996; Wheeler & Batchelder, 1996; Whittington, 1987).…”

Section: Distance Learningmentioning

confidence: 99%

Distance Learning in a School Nurse Credential Program

Miller

Rector

2002

The Journal of School Nursing

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Distance learning, which encompasses many methodologies, is becoming a more readily available educational alternative. Because there are a limited number of school nurse credential programs and the demand for school nurses is increasing, distance learning may be a viable method of instruction. This article describes the authors' experiences organizing and presenting distance learning courses to five remote sites for students in a university school nurse credential program. After numerous inquiries, potential students from several areas were surveyed, and arrangements were made with universities in those areas to receive two-way audio and video transmissions of two seminar courses; later, two clinically oriented courses in the school nurse program. Students were able to complete their program requirements by taking equivalent course work at their local universities. Perceptions of students and the instructor, course evaluation, and practical suggestions are shared. Guidelines for potential students about selecting quality distance education programs are also noted.

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From a distance student voices from the interactive video classroom

Cited by 11 publications

References 2 publications

Scratching the Surface: Distance Education in the Community Colleges

Scratching the Surface: Distance Education in the Community Colleges

The efficacy of online cooperative learning systems

Distance Learning in a School Nurse Credential Program

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