Judi Repman

The Effects of Technology on Online Education

AbstractAs new technologies become more commonplace in the support of instruction, new questions are being raised concerning the effectiveness of traditional pedagogical methods and learning environments. Traditionally, distance education became synonymous with correspondence courses. Today, however the designer of online learning programs has a myriad of choices ranging from synchronous to asynchronous delivery systems. In addition, research on the effects of distance learning systems has traditionally focused on student outcomes. Given the complexities of online education, research into this new domain of instructional delivery should take a variety of forms and seek to answer a wide range of questions. This article illustrates the need for greater complexity in basic research on online education programs by exploring the effects of two different delivery technologies on the nature of interaction.

Effective Use of CMC Tools in Interactive Online Learning

Abstract Instructors designing online learning can utilize an array of computer-mediated communication tools to promote student engagement and interaction. This paper surveys the tools available, focusing on uses of the tools for learning (Type II uses). Research results and implications for practice are presented for asynchronous (e-mail, listserv, discussion boards, and blogs/Weblogs) and synchronous (chat, instant messaging, and audio and video Web-based conferencing) tools.

Collaborative, Computer-Based Learning: Cognitive and Affective Outcomes

A growing body of research indicates that the effectiveness of collaborative, computer-based learning groups is related to the kinds of elaborated verbal interactions that take place during group processing. At the same time, most spontaneous student-student verbal interactions appear to be limited to low level informational exchanges. In this study, instructional methodology incorporating structure and training (designed to increase the level of elaborated interactions) was investigated with a sample of regular and at-risk seventh-grade social studies students engaged in a nine-week program of collaborative, computer-based learning. Training led to increased rates of giving explanations and higher self-esteem, while structure (with or without training) resulted in improved content area achievement.

Using Social Network Analysis To Examine the Time of Adoption of Computer-Related Services among University Faculty.

Abstract Research relating to the diffusion of innovations in education has been based primarily on looking at individual characteristics as predictors of use. This study proposes to use social network analysis and diffusion research to study the diffusion of two computer-based administrative services within a university faculty network. The relationship of time of adoption and the number of network nominations received, centrality closeness, spatial proximity, and organizational unit proximity were examined. Participants were 66 faculty members in a college of education at a southern university. They were introduced to the services and asked to provide demographic information and to identify communication partners for advice, friendship, and discussion. Results indicated that the number of friendship network nominations received was negatively correlated with the time of adoption. No correlation was found between time of adoption and spatial and organizational unit proximity.

Effects of Practicing Self-Monitoring of Mathematical Problem-Solving Heuristics on Impulsive and Reflective College Students' Heuristics Knowledge and Problem-Solving Ability.

Abstract The authors designed a step-by-step self-monitoring method to help impulsive students overcome their unwillingness to self-monitor. They predicted (a) that self-monitoring in general would help student learning of the heuristics of solving mathematical problems, (b) that self-monitoring would be more helpful for the impulsive students than for the reflective students, and (c) that step-by-step self-monitoring would be more helpful for the impulsive students than an external reminder that provided cues for general self-monitoring. The first 2 predictions were supported by the results of the study. As for the 3rd prediction, general self-monitoring was found to be more beneficial than step-by-step self-monitoring for the impulsive students. The findings are discussed in terms of competition for cognitive resources between learning and self-monitoring.

Instructional Design for College-Level Courses Using Interactive Television

The effectiveness of courses delivered over a distance, like face-to-face instruction, depends on the planning of the course, class activities and the instructional materials used. The use of systematic instructional design (ID) in course planning can help to make any instruction more successful in promoting learning. However, there are significant differences between face-to-face instruction and distance learning. In this article, applicable instructional design models are reviewed, the unique characteristics of distance education in higher education via interactive television (ITV) are discussed, and a nine step instructional design model, designed specifically for college course delivery via interactive television, is presented. This model is an adaptation of the Dick and Carey model which is discussed in the article. Implementation of this model in situations which do not have large support staffs and budgets for ITV is discussed.

Effects of Pascal and FORTRAN Programming on the Problem-Solving Abilities of College Students.

AbstractThe major purposes of this study were: (a) to determine if learning to program a computer in either Pascal or FORTRAN improves the problem-solving skills of students when compared to a control group and (b) to determine if learning to program a computer in Pascal is more effective than learning to program a computer in FORTRAN in the development of problem-solving abilities. Subjects were 58 college students enrolled in 15-week Pascal and FORTRAN computer programming classes. A 61-item problem-solving instrument was used as the pretest and posttest measure. Results indicated that learning to program in Pascal or FORTRAN does significantly improve problem-solving abilities of college level students, as measured by the instrument used, when compared to a group that receives no programming instruction. However, there was no significant difference in problem-solving ability between the Pascal group and the FORTRAN group.

Mining Hidden Gems beneath the Surface: A Look at the Invisible Web

The future of the information landscape is being shaped by new technologies that store and retrieve information. For many computer users, the Web is their first and last stop in information searching. Searches produce an overwhelming amount of returns, but may have few that are “on target.” Finding general information may be easy, but depth of information is frequently lacking. This article focuses on describing resources for researchers, called the Invisible Web, that are hidden from usual search tools and contrasting them with those resources available in the surface Web. It then identifies search tools and strategies that can be used to dig beneath the surface of the Web to locate credible, in-depth information. These resources must be accessed using specialized search tools and databases.