0229590_C6FC0_solomon_negash_michael_e_whitman_amy_b_woszczynski_handbook
.pdf
Handbook of Distance Learning for Real-Time and Asynchronous Information Technology Education
Solomon Negash
Kennesaw State University, USA
Michael E. Whitman
Kennesaw State University, USA
Amy B. Woszczynski
Kennesaw State University, USA
Ken Hoganson
Kennesaw State University, USA
Herbert Mattord
Kennesaw State University, USA
InformatIon scIence reference
Hershey • New York
Acquisitions Editor: |
Kristin Klinger |
Development Editor: |
Kristin Roth |
Senior Managing Editor: |
Jennifer Neidig |
Managing Editor: |
Jamie Snavely |
Assistant Managing Editor: |
Carole Coulson |
Copy Editor: |
Ashlee Kunkel |
Typesetter: |
Michael Brehm |
Cover Design: |
Lisa Tosheff |
Printed at: |
Yurchak Printing Inc. |
Published in the United States of America by
Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue, Suite 200
Hershey PA 17033
Tel: 717-533-8845
Fax: 717-533-8661
E-mail: cust@igi-global.com
Web site: http://www.igi-global.com
and in the United Kingdom by
Information Science Reference (an imprint of IGI Global) 3 Henrietta Street
Covent Garden London WC2E 8LU Tel: 44 20 7240 0856 Fax: 44 20 7379 0609
Web site: http://www.eurospanbookstore.com
Copyright © 2008 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher.
Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.
Library of Congress Cataloging-in-Publication Data
Handbook of distance learning for real-time and asynchronous information technology education / Solomon Negash ... [et al.], editors. p. cm.
Includes bibliographical references and index.
Summary: "This book looks at solutions that provide the best fits of distance learning technologies for the teacher and learner presented by sharing teacher experiences in information technology education"--Provided by publisher.
ISBN 978-1-59904-964-9 (hardcover : alk. paper) -- ISBN 978-1-59904-965-6 (ebook : alk. paper)
1. Distance education--Computer-assisted instruction. 2. Information technology. I. Negash, Solomon, 1960LC5803.C65H36 2008
371.3'58--dc22
2008007838
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher.
If a library purchased a print copy of this publication, please go to http://www.igi-global.com/agreement for information on activating the library's complimentary electronic access to this publication.
Table of Contents
Foreword ............................................................................................................................................ |
xiv |
Preface .............................................................................................................................................. |
xviii |
Section I |
|
Learning Environments |
|
Chapter I |
|
E-Learning Classifications: Differences and Similarities....................................................................... |
1 |
Solomon Negash, Kennesaw State University, USA |
|
Marlene V. Wilcox, Bradley University, USA |
|
Chapter II |
|
Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education: |
|
Towards a Constructivism Pedagogical Approach–A Case Study at the University of |
|
Crete (E.DIA.M.ME.) ........................................................................................................................... |
24 |
Panagiotes S. Anastasiades, University of Crete, Crete |
|
Chapter III |
|
Teaching IT Through Learning Communities in a 3D Immersive World: |
|
The Evolution of Online Instruction..................................................................................................... |
65 |
Richard E. Riedl, Appalachian State University, USA |
|
Regis Gilman, Appalachian State University, USA |
|
John H. Tashner, Appalachian State University, USA |
|
Stephen C. Bronack, Appalachian State University, USA |
|
Amy Cheney, Appalachian State University, USA |
|
Robert Sanders, Appalachian State University, USA |
|
Roma Angel, Appalachian State University, USA |
|
Chapter IV |
|
Online Synchronous vs. Asynchronous Software Training Through the Behavioral |
|
Modeling Approach: A Longitudinal Field Experiment ....................................................................... |
83 |
Charlie C. Chen, Appalachian State University, USA |
|
R. S. Shaw, Tamkang University, Taiwan |
|
Section II |
|
Effectiveness and Motivation |
|
Chapter V |
|
A Framework for Distance Education Effectiveness: An Illustration Using |
|
a Business Statistics Course.................................................................................................................. |
99 |
Murali Shanker, Kent State University, USA |
|
Michael Y. Hu, Kent State University, USA |
|
Chapter VI |
|
Differentiating Instruction to Meet the Needs of Online Learners ..................................................... |
114 |
Silvia Braidic, California University of Pennsylvania, USA |
|
Chapter VII |
|
Exploring Student Motivations for IP Teleconferencing in Distance Education................................ |
133 |
Thomas F. Stafford, University of Memphis, USA |
|
Keith Lindsey, Trinity University, USA |
|
Section III |
|
Interaction and Collaboration |
|
Chapter VIII |
|
Collaborative Technology: Improving Team Cooperation and Awareness |
|
in Distance Learning for IT Education ............................................................................................... |
157 |
Levent Yilmaz, Auburn University, USA |
|
Chapter IX |
|
Chatting to Learn: A Case Study on Student Experiences of Online Moderated |
|
Synchronous Discussions in Virtual Tutorials .................................................................................... |
170 |
Lim Hwee Ling, The Petroleum Institute, UAE |
|
Fay Sudweeks, Murdoch University, Australia |
|
Chapter X |
|
What Factors Promote Sustained Online Discussions and Collaborative |
|
Learning in a Web-Based Course?...................................................................................................... |
192 |
Xinchun Wang, California State University–Fresno, USA |
|
Chapter XI |
|
Achieving a Working Balance Between Technology and Personal Contact |
|
within a Classroom Environment........................................................................................................ |
212 |
Stephen Springer, Texas State University, USA |
|
Section IV |
|
Course design and Classroom Teaching |
|
Chapter XII |
|
On the Design and Application of an Online Web Course for Distance Learning ............................. |
228 |
Y. J. Zhang, Tsinghua University, Beijing, China |
|
Chapter XIII |
|
Teaching Information Security in a Hybrid Distance Learning Setting.............................................. |
239 |
Michael E. Whitman, Kennesaw State University, USA |
|
Herbert J. Mattord, Kennesaw State University, USA |
|
Chapter XIV |
|
A Hybrid and Novel Approach to Teaching Computer Programming in MIS Curriculum ................ |
259 |
Albert D. Ritzhaupt, University of North Florida, USA |
|
T. Grandon Gill, University of South Florida, USA |
|
Chapter XV |
|
Delivering Online Asynchronous IT Courses to High School Students: |
|
Challenges and Lessons Learned........................................................................................................ |
282 |
Amy B. Woszczynski, Kennesaw State University, USA |
|
Section V |
|
Economic Analysis and Adoption |
|
Chapter XVI |
|
Motivators and Inhibitors of Distance Learning Courses Adoption: |
|
The Case of Spanish Students............................................................................................................. |
296 |
Carla Ruiz Mafé, University of Valencia, Spain |
|
Silvia Sanz Blas, University of Valencia, Spain |
|
José Tronch García de los Ríos, University of Valencia, Spain |
|
Chapter XVII |
|
ICT Impact on Knowledge Industries: The Case of E-Learning at Universities ................................ |
317 |
Morten Falch, Technical University of Denmark, Denmark |
|
Hanne Westh Nicolajsen, Technical University of Denmark, Denmark |
|
Chapter XVIII |
|
Economies of Scale in Distance Learning .......................................................................................... |
332 |
Sudhanva V. Char, Life University, USA |
|
Compilation of References .............................................................................................................. |
346 |
About the Contributors ................................................................................................................... |
373 |
Index ................................................................................................................................................ |
379 |
Detailed Table of Contents
Foreword ............................................................................................................................................ |
xiv |
Preface .............................................................................................................................................. |
xviii |
Section I |
|
Learning Environments |
|
Chapter I |
|
E-Learning Classifications: Differences and Similarities....................................................................... |
1 |
Solomon Negash, Kennesaw State University, USA |
|
Marlene V. Wilcox, Bradley University, USA |
|
This chapter identifies six e-learning classifications to understand the different forms of e-learning and demonstratesthedifferencesandsimilaritiesoftheclassificationswithclassroomexamples,includinga pilotempiricalstudy. Itarguesthatunderstandingthedifferente-learningclassificationsisaprerequisite to understanding the effectiveness of specific e-learning formats. In order to understand effectiveness, or lack thereof of an e-learning environment, more precise terminology which describes the format of delivery is needed. To address this issue, this chapter provides six e-learning classifications.
Chapter II |
|
Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education: |
|
Towards a Constructivism Pedagogical Approach–A Case Study at the University of |
|
Crete (E.DIA.M.ME.) ........................................................................................................................... |
24 |
Panagiotes S. Anastasiades, University of Crete, Crete |
|
This chapter focuses on the designing and development of blended learning environment for adult education, and especially the education of teachers. The author argues that the best combination of advanced learning technologies of synchronous and asynchronous learning is conducive to the formation of new learning environments, which, under certain pedagogical conditions, will adequately meet the special needs of adult students. Particular emphasis is given to the designing and development of a pedagogical blended learning model, based on the principles of transformation adult theory and constructivism. A case study of a blended environment of teachers’ training is presented.
Chapter III |
|
Teaching IT Through Learning Communities in a 3D Immersive World: |
|
The Evolution of Online Instruction..................................................................................................... |
65 |
Richard E. Riedl, Appalachian State University, USA |
|
Regis Gilman, Appalachian State University, USA |
|
John H. Tashner, Appalachian State University, USA |
|
Stephen C. Bronack, Appalachian State University, USA |
|
Amy Cheney, Appalachian State University, USA |
|
Robert Sanders, Appalachian State University, USA |
|
Roma Angel, Appalachian State University, USA |
|
The development of learning communities has become an acknowledged goal of educators at all levels. As education continues to move into online environments, virtual learning communities develop for several reasons, including social networking, small group task completions, and authentic discussions for topics of mutual professional interest. The sense of presence and copresence with others is also found to besignificantindevelopingInternet-basedlearningcommunities.Thischapterillustratestheexperiences with current learning communities that form in a 3D immersive world designed for education.
Chapter IV |
|
Online Synchronous vs. Asynchronous Software Training Through the Behavioral |
|
Modeling Approach: A Longitudinal Field Experiment ....................................................................... |
83 |
Charlie C. Chen, Appalachian State University, USA |
|
R. S. Shaw, Tamkang University, Taiwan |
|
The continued and increasing use of online training raises the question of whether the most effective training methods applied in live instruction will carry over to different online environments in the long run. Behavior modeling (BM) approach—teaching through demonstration—has been proven as the most effective approach in a face-to-face (F2F) environment. This chapter compares F2F, online synchronous, and online asynchronous classes in a quasi-experiment using the BM approach. The results were compared to see which produced the best performance, as measured by knowledge near-transfer and knowledge far-transfer effectiveness. Overall satisfaction with training was also measured.
Section II |
|
Effectiveness and Motivation |
|
Chapter V |
|
A Framework for Distance Education Effectiveness: An Illustration Using |
|
a Business Statistics Course.................................................................................................................. |
99 |
Murali Shanker, Kent State University, USA |
|
Michael Y. Hu, Kent State University, USA |
|
This chapter proposes a framework that links student performance and satisfaction to the learning environment and course delivery and empirically evaluates the framework. The results show that a well-designed distance education course can lead to a high level of student satisfaction, but classroom-based students
can achieve even higher satisfaction, if they also are given access to learning material on the Internet. This indicates that material for an effective distance-education course also can be used to supplement in-class teaching in order to increase satisfaction with student learning objectives.
Chapter VI |
|
Differentiating Instruction to Meet the Needs of Online Learners ..................................................... |
114 |
Silvia Braidic, California University of Pennsylvania, USA |
|
This chapter introduces how to differentiate instruction in an online environment. Fostering successful online learning communities to meet the diverse needs of students is a challenging task. Since the “one size fits all” approach is not realistic in a face-to-face or online setting, it is essential as an instructor to take time to understand differentiation and to work in creating an online learning environment that responds to the diverse needs of learners.
Chapter VII |
|
Exploring Student Motivations for IP Teleconferencing in Distance Education................................ |
133 |
Thomas F. Stafford, University of Memphis, USA |
|
Keith Lindsey, Trinity University, USA |
|
This chapter explores the various motivations students have for engaging in both origination site and distant site teleconferenced sections of an information systems course, enabled by Internet protocol (IP)-based teleconferencing. Theoretical perspectives of student motivations for engaging in distance education are examined, and the results of three specific studies of student motivations for IP teleconferencing and multimedia enhanced instruction are examined and discussed.
Section III |
|
Interaction and Collaboration |
|
Chapter VIII |
|
Collaborative Technology: Improving Team Cooperation and Awareness |
|
in Distance Learning for IT Education ............................................................................................... |
157 |
Levent Yilmaz, Auburn University, USA |
|
This chapter presents a set of requirements for next generation groupware systems to improve team cooperation and awareness in distance learning settings. Basic methods of cooperation are delineated along with a set of requirements based on a critical analysis of the elements of cooperation and team awareness. The means for realizing these elements are also discussed to present strategies to develop the proposed elements. Two scenarios are examined to demonstrate the utility of collaboration to provide deep integration of communication and task accomplishment within a unified coherent framework.