Impact of Hybrid Delivery of Education on Student Academic Performance and the Student Experience

Heather Brennan Congdon, Douglas A Nutter, Lisa Charneski, Peter Butko. American Journal of Pharmaceutical Education. Alexandria: 2009. Vol. 73, Iss. 7; pg. 1, 5 pgs.

Abstract

To compare student academic performance and the student experience in the first-year doctor of pharmacy (PharmD) program between the main and newly opened satellite campuses of the University of Maryland. Student performance indicators including graded assessments, course averages, cumulative first-year grade point average (GPA), and introductory pharmacy practice experience (IPPE) evaluations were analyzed retrospectively. Student experience indicators were obtained via an online survey instrument and included involvement in student organizations; time-budgeting practices; and stress levels and their perceived effect on performance. Graded assessments, course averages, GPA, and IPPE evaluations were indistinguishable between campuses. Students’ time allocation was not different between campuses, except for time spent attending class and watching lecture videos. There was no difference between students’ stress levels at each campus. The implementation of a satellite campus to expand pharmacy education yielded academic performance and student engagement comparable to those from traditional delivery methods.

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Using Mobile Technologies for Assessment and Learning in Practice Settings: Outcomes of Five Case Studies

Christine Dearnley, Jill Taylor, Scott Hennessy, et al. International Journal on ELearning. Norfolk: 2009 Vol. 8, Iss. 2; pg. 193.

 

Abstract

This article presents the outcomes of the Mobile Technologies Pilot Project for the Assessment and Learning in  Pactice Settings (ALPS) Centre for Excellence in Teaching and Learning (CETL). ALPS is a partnership of five Higher Education Institutions (HEI) that aims to develop and improve assessment, and thereby learning, in practice settings for health and social care students. It is funded by the Higher Education Funding Council for England (HEFCE). The aim of this project was to identify the readiness of the institutions to adopt mobile technologies for learning and assessment in practice settings, which may include hospitals, health centers, and community locations; and to identify the available and required infrastructure. We report here on five case studies and explore the variety of ways in which mobile technologies were used, highlighting benefits, challenges, and constraints. We conclude that new technologies demand new approaches to learning but remain cognizant of the need to base new approaches firmly
in established pedagogy. Recommendations for practice are provided.
[PUBLICATION ABSTRACT]

E-learning adoption in a campus university as a complex adaptive system: mapping lecturer strategies

by Carol Russell.  A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Leicester, 2008.

Abstract

The adoption of e-learning technologies in campus universities has not realised its potential for meeting the learning needs and expectations of 21st century students. By modelling university learning and teaching as a complex adaptive system, this thesis develops a new way of understanding and managing the adoption of new learning technologies in campus universities.

The literature on learning and teaching in higher education indicates that lecturers’ ability to innovate in their teaching is constrained by tacit and discipline-specific educational knowledge. Introducing new methods and technologies into mainstream university teaching requires explicit review of educational knowledge, and requires support from departmental and institutional organizational systems. Research on organizational change in other contexts, such as manufacturing industry, has used complex adaptive systems modelling to understand the systemic interdependence of individual strategies, organizations and technologies. These models suggest that the integration of new e-learning technologies into mainstream campus university teaching will involve corresponding change processes. Part of this change requires the linking up of diverse disciplinary perspectives on learning and teaching.

The thesis develops a conceptual framework for researching university learning and teaching as a complex adaptive system that includes learning technologies, people, and their organization within a university. Complex adaptive systems theory suggests that the capacity of a campus university to adapt to new e-learning technologies will be reflected in patterns in the strategies of those lecturers who are early adopters of those technologies.

A context-specific study in the University of New South Wales used cognitive mapping to represent and analyse the strategies of a group of 19 early adopters of e-learning technology. These early adopters were participants in a cross-discipline Fellowship programme intended to develop their ability to act as change agents within the university. Analysis of the maps gathered before and after the Fellowship, triangulated with data on the Fellows’ participation in organizational change, leads to a new way of modelling how university learning and teaching systems, including their technologies, adapt within a complex and changing higher education context.

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Modelling choice: factors influencing modes of delivery in Australian universities

by: Andrew Smith, Peter Ling and Doug Hill.   Research in Post-Compulsory Education, Vol. 13, No. 3, October 2008, p. 295–306.

Abstract

This paper reports the findings of a study of Multiple Modes of Delivery in Australian universities that was commissioned by Australian Universities Teaching Committee over the period 2001–2004. The project examined and described the various means of educational delivery deployed by Australian universities. It identified the pedagogical, organisational and environmental factors impacting on university decisions to diversify course delivery across more than one location or mode. In this paper the authors report briefly on the first matter – the modes of delivery employed by Australian Universities.

The paper focuses on the second issue – factors influencing university decision-making about modes of delivery.

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Perceptions of Arab students, faculty members, and administrators at the American University in Cairo towards e-learning: An exploratory case study

by Dajani, Nizar N., Ph.D., Capella University, 2009, 145 pages.

Abstract

E-learning is currently viewed by Arab government officials as a viable solution to their educational problems (UNESCO, 2002b; Bubtana, 2003; Aldhafeeri & Almulla, 2006). As a result, significant investments by local, regional, and international organizations have been made to implement e-learning programs in the Arab region (ALECSO, 2001; UNESCO, 2002a; Dowidar, 2002). This study was an exploratory case study to capture the Arab perceptions towards e-learning. The study followed Robert Stake’s case study research approach; participants included thirty Arab students, faculty members, and administrators at the American University in Cairo (AUC). The data was collected through face-to-face interviews. The study describes participants’ general perceptions of e-learning, what they perceive to be advantages and disadvantages, and how they view the effectiveness and quality of e-learning. In addition, the study indicated that the majority of the participants had no e-learning experience and viewed e-learning negatively, while four participants with e-learning experience had a positive perception of e-learning. Existing studies of Arab perceptions of e-learning offer mostly positive views but they are based on surveys of participants with e-learning experience. This research also suggests that culture could be an inhibitor of e-learning and should be taken into account in the promotion and design of e-learning programs.  [PUBLICATION ABSTRACT]

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Designing Asynchronous E-Learning

by Ethan Edwards. T + D. Alexandria: Feb. Vol. 63, Iss. 2; pg. 84, 2 pgs.

Abstract

A primary area of investment in corporate e-learning development is asynchronous learning. While traditional instructional design principles are still central to creating effective e-learning, they are
not sufficient in themselves to create learning in an asynchronous learning environment. Arching over traditional design practices is the need to account for the unique requirements of computer-delivered instruction and interaction through three powerful success factors. Steps on how to design asynchronous learning are: 1. Motivate the learner to learn. 2. Focus on behavioral outcomes. 3. Create meaningful and memorable experiences. The benefits of asynchronous learning often come at the cost of meaningful and memorable learning, though e-learning is often characterized as boring, simplistic, and ineffective. Incorporating these principles into the design of asynchronous e-learning components is a learner-centered (rather than a content-centered) approach to instruction.  [PUBLICATION ABSTRACT]

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Economics of distance and online learning : theory, practice, and research

Fisher Library has acquired a new book on eLearning. The details are below:

Economics of distance and online learning : theory, practice, and research / William J. Bramble and Santosh Panda, editors

“This book provides a comprehensive overview of the organizational models of distance and online learning from an international perspective and from the point of view of economic planning, costing and management decision-making. The book points to directions for further research and development in this area, and will promote further understanding and critical reflection on the part of administrators, practitioners and researchers of distance education and training. The experiences and perspectives in distance education in the United States are balanced with those in other areas of the world.”–BOOK JACKET.

Audio Use in E-Learning: What, Why, When, and How?

by: Brendan Calandra, Ann E Barron, Ingrid Thompson-Sellers. International Journal on ELearning. Norfolk: 2008. Vol. 7, Iss. 4; pg. 58.

Abstract

Decisions related to the implementation of audio in e-learning are perplexing for many instructional designers, and deciphering theory and principles related to audio use can be difficult for practitioners.  Yet, as bandwidth on the Internet increases, digital audio is becoming more common in online courses.  This article provides a review of relevant literature and the results of a survey conducted with instructional
designers to determine what, why, when, and how they implemented audio in their e-learning courseware.

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The Practitioner’s Model: Designing a Professional Development Program for Online Teaching

by: Debbi Weaver, Diane Robbie, Rosemary Borland. International Journal on ELearning. Norfolk: 2008. Vol. 7, Iss. 4; pg. 759.

Abstract

This article describes the experiences of staff responsible for developing and delivering professional development (PD) in online teaching in three universities in the same Australian state.   Each university draws on a similar pool of staff and students, and operates under the same government regulations, but has used different models of policy and resourcing to implement their PD program.   The implications of this are
discussed, and a model for an “ideal” implementation presented.

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E-Learning Incorporation: An Exploratory Study of Three South African Higher Education Institutions

by: Wanjira Kinuthia, Rabelani Dagada. International Journal on ELearning. Norfolk: 2008. Vol. 7, Iss. 4; pg. 623.

Abstract

This article reports on the findings of a research study that was conducted to explore the types of  Information and Communication Technology (ICT) in use in higher education in South Africa.  Specifically, the goal of the study was to explore how e-learning is being used for teaching and learning purposes.  Data were collected from interviews with educators and instructional designers at three universities in Johannesburg and Pretoria. Data also came from observation of physical and virtual classrooms, and Learning Management Systems (LMS), as well as institutional (print and electronic) documents related to the use of ICT in instructional environments. Data analysis indicated that resident universities and distance learning universities differ in their missions and approaches to e-learning. A variety of tools including  various software, LMS, and print resources are being incorporated into instruction.  However, there are barriers to e-learning including large class sizes, limited bandwidth, time, and financial limitations. Despite the barriers, e-learning integration continues, and learners are enthusiastic in engaging in activities, subsequently fostering ICT integration in instruction.

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