At 3:22 PM -0500 11/19/06, Wuensch, Karl L wrote:
Thanks for pointing me to the Sloan report.
I am interested in the relationship between use of the various
technologies available for online instructors and the pedagogical
effectiveness of courses taught using these technologies. While I
have been able to find an assortment of articles reporting the
putative effectiveness of this or that technique, I have been unable
to find a good summary of what works well and what does not (and, of
course, moderators of what works well). Are you aware of any such
summary?
This is an unsystematic personal impression but ....
The few early studies directly comparing online instruction with
conventional instruction found no advantages in online instruction;
the main difference being a higher dropout rate for online
instruction.
This is despite the fact that typically online instruction involved
smaller classes and more resources (particularly faculty time) per
student.
Further, online instruction seems most suitable for experienced upper
level students, but is used mostly for introductory courses.
At this point the advocates of online instruction appeared to give up
and declare victory (a hallowed American practice ;-) and simply
assume that online instruction is generally effective, and start
talking about details.
Disclaimer:
I have not taught any courses completely online.
I would not consider doing so until online packages make the grading
of short essays in real time practical.
I do teach one hybrid course in which I use an online instructional
package to facilitate out of class discussion in a graduate seminar
which has one live meeting a week, as well as making resources
available to the class.
--
The best argument against Intelligent Design is that fact that
people believe in it.
* PAUL K. BRANDON [EMAIL PROTECTED] *
* Psychology Dept Minnesota State University *
* 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 *
* http://krypton.mnsu.edu/~pkbrando/ *
---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
