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Lisa M Lane

More Interaction In Online Courses Isn't Always Better - Michael Horn - Disrupting Clas... - 0 views

blogs.forbes.com/...ine-courses-isnt-always-better

articles onlineteaching

shared by Lisa M Lane on 17 Dec 10 - No Cached
  • course home page
  • gradebook and email
    • Lisa M Lane
      Lisa M Lane on 17 Dec 10
       
      Looks like they did this by examining time in different areas of a CMS. That seems invalid. I can walk away from the computer with any window open.
  • authors’ sample consisted of community college courses, so perhaps they do not need higher levels of interaction because the content may not need interpretation or further analysis
    • Lisa M Lane
      Lisa M Lane on 17 Dec 10
       
      well, my community college classes require a great deal of interpretation and analysis
  • ...1 more annotation...
  • we should not measure the quality of a program based on inputs like seat time
  • Lisa M Lane on 17 Dec 10
     
    suggested that maybe higher-level courses (at the MBA level, for example) require more interaction; introductory courses need little interaction. The authors' sample consisted of community college courses, so perhaps they do not need higher levels of interaction because the content may not need interpretation or further analysis.
  • Lisa M Lane on 17 Dec 10
     
    good research, is it?
Lisa M Lane

Interaction in Online Courses: More is NOT Always Better - 0 views

www.westga.edu/...Grandzol_Grandzol132.html

articles onlineteaching

shared by Lisa M Lane on 17 Dec 10 - Cached
  • data from a course management system that captured time spent in specific interaction activities
    • Lisa M Lane
      Lisa M Lane on 17 Dec 10
       
      Not a great idea -- I can walk away from the computer with any page open. I can spend an hour in a Moodle discussion forum looking at pictures of the girls in the class.
  • We found that learner-learner interaction was significantly, but negatively, associated with course completion rates. Learner-faculty interaction and enrollment size were not significantly related to course completion.
  • Second, Rungtusanatham and colleagues (2004) proposed that higher level courses (e.g. MBA level) require more interaction levels; introductory courses need little interaction. Our sample consisted of community college courses. Do they require higher levels of interaction when the content may not need interpretation or further analysis? Arbaugh and Rau (2007) posited that even graduate course faculty should not necessarily push high levels of learner-learner interaction.
  • ...3 more annotations...
  • neither student nor faculty time spent in threaded discussions made significant contributions to their respective constructs
  • a majority of classes in this study had between 14 and 30 students
  • Efforts to include extensive faculty feedback and interaction in online courses (Bocchi, Eastman, & Swift, 2004) may actually be counterproductive.
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