Integrating ALN into an Independent Study Distance Education Program: NVCC Case Studies

Abstract

This paper describes eight ALN courses developed under various Sloan Foundation-funded degree program initiatives at Northern Virginia Community College (NVCC) Extended Learning Institute (ELI). These chemistry, engineering, mathematics, and information technology courses offer useful lessons about what makes ALN courses successful. The courses incorporated ALN into an independent study format to increase interaction among learning participants while maximizing learner convenience and flexibility; some courses also focused on both online and in-person collaboration. A wide variety of other course design and delivery strategies contributed to the courses' success. The results of this study indicate that ALN courses can be viable and successful for community college students and that ALN can succeed in a distance education program delivered in an independent study format to motivated learners. NVCC/ELI's experience also suggests that ALN works within a multiple media approach to course design and delivery; that faculty selection, support, and development are critical factors in assuring quality ALN courses; that a wide variety of best practices can result in successful ALN courses; and that the learning effectiveness of ALN courses will continue to improve as better tools, content, and support are developed.

Project-Oriented Self-directed Learning as a Learning Model to Improve Learning Outcomes

“…The prosperity of students in independent learning requires control in orchestrating learning speed [17], monitoring learning understanding [18], and making assessments on sundry aspects of the cognition process [19]. In the context of independent learning, students need to be aware of and actively investigate a variety of learning materials [20].…”

Conhecimento assimilado e percepção da mediação pedagógica em ambientes de aprendizagem

“…Mas, segundo estes autores, "tudo o que está sendo veiculado é a experiência pessoal do pesquisador com o ensino a distância e a extensão que o ensino se mostrou eficaz". (Canning, 2002;Deubel, 2003;Falk, 1998;Fredericksen, Pickett, Shea, Pelz, Swan, 2000;Schrum, Benson, 2000;Sener, Stover, 2000;Shapley, 2000;Morse, 2003). A quarta categoria de pesquisas é o custo compatível.…”

An assessment of the effectiveness of interaction in distance education based on student satisfaction with the learner-centered paradigm

“…Course satisfaction is a critical component in improving learning achievement in the traditional classroom and the distance education environment. Many researchers have examined the factors that influence student satisfaction in distance education (Canning, 2002;Deubel, 2003;Falk, 1998;Freddolino & Sutherland, 2000;Fredericksen, Pickett, Shea, Pelz, & Swan, 2000;Morse, 2003;Nilles, 2002;Schrum & Benson, 2000;Sener & Stover, 2000;Shapley, 2000;Zhang & Fulford, 1994). Researchers suggested that student satisfaction should be assessed before any learning outcome assessments, for negative reactions could hinder students' abilities to learn.…”