Suzanne Hayes

The Community of Inquiry Framework Meets the SOLO Taxonomy: A Process-Product Model of Online Learning

This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete online courses were examined for the quality of both collaborative learning processes and learning outcomes. The study examines evidence beyond learner reported satisfaction and learning, instead measuring both learning inputs and outcomes. Analysis of input includes quantitative content analysis of discussions using the CoI framework. Analysis of outcomes looks at both the quality of student learning artifacts such as case studies using the SOLO taxonomy as well as instructor‐assigned grades of specific related assignments. Results suggest that understanding of online instructional effort, processes, and learning outcomes can be improved through this more comprehensive, conceptually driven approach.

Two ILLiad Clients, One Desktop, Purchase on Demand: Sharing a University's Collection, Staff, and Expertise

The University at Buffalo (UB) and Empire State College (ESC) designed a project that demonstrates the viability of shipping materials directly to the patron, the cost-effectiveness of using UPS for delivering and returning materials, the value of expanded library service to ESC patrons, and the practicality of purchasing-on-demand as a service and collection development model. UB staff provide the service and have access to both institutions’ ILLiad clients. Articles are sent via Odyssey. Books not owned by UB are purchased and shipped directly to the patron. The purchased books are added to the UB collection upon return.