Heather Kanuka

The influence of instructional methods on the quality of online discussion

In this case study, we examined the influence of five groups of communication activities on the quality of students’ contributions to online discussion. The activities were the nominal group technique, debate, invited expert, WebQuest and reflective deliberation. Quality of discussion was operationalised as cognitive presence, a construct developed to investigate the role of critical discourse in higher, distance education contexts. Using the quantitative content analysis technique, the postings of 19 students in an undergraduate university course were assigned to one of the four categories of cognitive presence. Across the five activities, the proportion and number of contributions categorised in the highest phases of cognitive presence was low (20.21%), but was highest during the Webquest and debate activities. There are three advantageous qualities of these two activities, we argue: 1They were well structured. 2They provided clearly defined roles and responsibilities for the students. 3They provoked the students to explicitly confront others’ opinions.

An Exploration into Facilitating Higher Levels of Learning in a Text-Based Internet Learning Environment Using Diverse Instructional Strategies

The purpose of this action-research study was to explore how well various instructional strategies translate to a text-based Internet learning environment and facilitate higher levels of learning. The participants were 19 adult learners enrolled in an online degree program at a Western Canadian research university. The results of the study provide support for the position that text-based Internet communication technologies can facilitate effective learning environments through the use of certain instructional strategies, resulting in the ability to facilitate higher levels of learning. The outcomes may be useful to those involved in the design and/or instruction of online learning in postsecondary settings.

Barriers to online critical discourse

This qualitative case study illustrates barriers to informal argumentation and reasoned debate, i.e., critical discourse, in online forums. The case is the computer conference of a 15-week, graduate-level humanities course offered entirely at a distance. Twelve students, all with families and careers, were enrolled in the course. We read all messages as they were posted and interviewed five of the students several times during the course. The students provided three insights into our interpretation that the forums contained little critical discourse: (1) The students did not orient to the conference as a forum for critical discourse, and worse, they had competing orientations; (2) they perceived critiques as personal attacks; and (3) they realized early on that critical discourse was a bothersome means to obtain their participation marks. Certain practices may ease some of these difficulties, including (1) well-structured learning activities with clearly defined roles for teachers and students, and (2) a method of assessing students’ participation that reflects the time and effort required to engage in critical discourse.

The Scholarship of Teaching and Learning and the Online Classroom.

This article explores the meaning of the scholarship of teaching and learning and describes how the concept has evolved over time. It then discusses how the scholarship of teaching and learning might contribute to developing effective online learning and, reciprocally, how online learning might change and advance the scholarship of teaching and learning. Through reflective, inquiry-based learning about teaching and the interactive capabilities of Internet communication technologies, higher education teachers can pursue excellence in promoting student learning.

Distance Education MBA Students: An Investigation into the Use of an Orientation Course to Address Academic and Social Integration Issues.

Distance education programmes warrant the use of innovative intervention practices to enhance student learning experiences. Academic and social empathy by faculty has been shown to enhance student retention in programmes along with their critical thinking abilities. Using Holmberg’s theory of teaching–learning conversations as the guiding theoretical framework, the purpose of this study was to assess whether an intervention activity (a one‐week orientation course) increases academic and social empathy for students entering a distance‐delivered MBA programme. Empathy was measured through seven academic and social integration indicators. Using pre‐surveys and post‐surveys (n = 102), the results reveal that an orientation intervention can be effective for facilitating social and academic empathy.

Ethical Issues in Qualitative E-Learning Research

In the mid 1980s education researchers began exploring the use of the Internet within teaching and learning practices, now commonly referred to as e-learning. At the same time, many e-learning researchers were discovering that the application of existing ethical guidelines for qualitative research was resulting in confusion and uncertainty among both researchers and ethics review board members. Two decades later we continue to be plagued by these same ethical issues. On reflection on our research practices and examination of the literature on ethical issues relating to qualitative Internet- and Web-based research, the authors conclude that there are three main areas of confusion and uncertainty among researchers in the field of e-learning: (a) participant consent, (b) public versus private ownership, and (c) confidentiality and anonymity.

Exploring amplifications and reductions associated with e‐learning: conversations with leaders of e‐learning programs

The purpose of this study was to probe more deeply into the changes that are occurring in higher education as a result of the use of e‐learning technology. An interpretive approach using unstructured interviews with leaders of e‐learning programs at research‐intensive universities was conducted. Based on the findings of this study, we conclude that (1) competing paradigms which suggest that there are associated amplifications and reductions occurring as a result of e‐learning technologies can contribute to a renewed discussion on the use of e‐learning in higher education and (2) the perception that e‐learning technologies are pedagogically neutral is misguided. The results of this study indicate we should be aware that we are operating within the technology’s structure and that there are unavoidable consequences. How much these consequences matter to us depends on whether they are compatible with our pedagogical aims and objectives.

Empowering Untenured Faculty Through Mosaic Mentoring

Mentoring programs have consistently demonstrated their value in assisting new and early faculty members to make successful adjustments and productive contributions to the academy. Yet, mentoring programs have failed to be consistently implemented despite their efficacy and increasing levels of job dissatisfaction reported by new and early faculty members. To extend the understanding of this issue at a research-based university in western Canada, a survey was sent to deans, department heads, and new faculty. Based on the results of this survey, a focus group of new faculty members was conducted and semi-structured interviews were held with department heads who had implemented effective mentoring programs. The results of this investigation indicate that mosaic mentoring programs, which have no agendas to preserve hierarchies and power imbalances, and which view all faculty members as continuing learners, could reduce feelings of dissatisfaction among new and early faculty members and support conditions for identity transformation.