Impacts of college-level courses via Asynchronous Learning Networks: Some Preliminary Results

Abstract

New Jersey Institute of Technology has been delivering college courses via an Asynchronous Learning Network (ALN) system called the Virtual ClassroomTM for a decade, using various media mixes. Currently, two complete undergraduate degree programs are available via a mix of video plus Virtual Classroom, the B.A. in Information Systems and the B.S. in Computer Science. This paper presents preliminary findings about impacts on students, and touches on some issues and potential impacts for faculty, individual universities, and the structure of higher education. Overall ratings of courses by students who complete ALN based courses are equal or superior to those for traditional courses. Dropout or Incomplete outcomes are somewhat more prevalent, while grade distributions for those who complete tend to be similar to those for traditional courses. For both students and faculty, more startup time devoted to solving the "logistics" of ALN delivery seems to be required at the beginning of courses. ALN delivery is not just a "different" way of doing the same thing, however; it is likely to change the nature and structure of higher education.

Factors Affecting Student Satisfaction In Different Learning Deliveries

“…When online programs compete with face-to-face instruction to produce equivalent learning, dropout rates become a concern for technology-mediated learning. Studies showed that dropout rates in distance learning were higher than those in traditional learning, and that dropout rates indicated academic non-success (Diaz, 2000;Hiltz, 1997;Phipps & Merisotis, 1999;Rofle, 2007). Though "the mere fact of high drop rates is not necessarily indicative of academic non-success" (Diaz, 2002, para. 3), dropout issues still had to be addressed in order to advance online teaching and learning (Alexander, 2002;Park, 2007).…”

Integrating Learning Analytics to Measure Message Quality in Large Online Conversations

“…Despite their affordances, the actual benefits of AODs in large groups (i.e., 30 students or more as defined in Hiltz [10]) are not clear. One reason considers disorientation.…”

The integration of problem-based learning and problem-solving tools to support distributed education environments

“…Hiltz (1997) provides an overview of asynchronous learning environments that would seem to be the best of all possible educational worlds: The fact that the educational process is asynchronous means students may engage in more reflective thinking before having to answer or discuss issues, as compared to a synchronous or same-time interaction, and it also means that students can participate at their own convenience, and thus better fit the demands of a college degree program into busy lives. Working in such an environment requires a series of best practices providing '"the means to create the feeling of a true 'class' or group of people who are learning together, and by structuring and supporting a carefully planned series of collaborative learning activities which constitute the assignments for the course" (Hiltz, 1997). Hiltz shares with Johnson and Johnson (1975), and Dillenberg and Schneider (1995), the belief that collaborative learning is "a learning process that emphasizes group or cooperative efforts among faculty and students.…”

“…Individuals or small groups of students are responsible for making a selection of a topic; reading material not assigned to the rest of the class; preparing a written summary for the class of the most important ideas in the material; and leading a discussion on the topic or material for which they are responsible." (Hiltz, 1997) This practice has it cognates in PBL activities and constructivist philosophies.…”