bluuebunny/crossref_metadata_2025 huggingface dataset:
Технологические основы формирования микросетчатых прозрачных электродов при помощи самоорганизованного шаблона и исследование их свойств
Authors: Воронин А.С. , Cимунин M.M. , Фадеев Ю.В. , Иванченко Ф.С. , Карпова Д.В. , Тамбасов И.А. , Хартов С.В.
Published: March 2019

AbstractThis Letter presents the results of a study of the physical properties of micromesh transparent electrodes on a flexible substrate, obtained using a template in the form of silica layers subjected to controlled cracking. For the first time, a combined approach to the control of parameters of a micromesh structure (crack width and cell size) by varying the pH and the thickness of the sol layer is proposed. Using this approach, transparent electrodes with a surface resistance of 4.1 Ω/sq with a transparency of 85.7% were obtained. Micromesh electrodes are characterized by linear optical transmission in the visible and IR ranges, which opens up prospects for their use in optoelectronics.
Одночастотная генерация арочных квантово-каскадных лазеров при комнатной температуре
Authors: Бабичев А.В. , Гладышев А.Г. , Курочкин А.С. , Дюделев В.В. , Колодезный Е.С. , Соколовский Г.С. , Бугров В.Е. , Карачинский Л.Я. , Новиков И.И. , Денисов Д.В. , Ионов А.С. , Слипченко С.О. , Лютецкий А.В. , Пихтин Н.А. , Егоров А.Ю.
Published: March 2019

AbstractSingle-mode lasing at room temperature in quantum-cascade lasers (QCLs) with arched cavity design has been demonstrated. The output optical power in single-mode lasing regime at ~7.7-μm lasing wavelength was above 6 mW with a side-mode suppression ratio of up to 25 dB. The QCL heterostructure for the arched cavities was grown by molecular-beam epitaxy (MBE) based on a heterojunction of In_0.53Ga_0.47As/Al_0.48In_0.52As solid alloys, lattice-matched with InP substrate, and InP layers performing the function of waveguide claddings.
Tumor de Askin. Caso radiológico
Authors: Argüello Ramírez Verónica , Rico Nava Araceli , Gutiérrez Ruiz Francisco , Martínez Rentería Dalia Araceli , Pliego Maldonado Roberto , Espinosa Soberanes Juan Armando
Published: March 2019

Nuevamente el estudio radiográfico demuestra ser de gran utilidad. En esta ocasión se muestra el diagnóstico de un interesante caso de una rara neoplasia confirmada por otro estudio de imagenología.
Haga su diagnóstico (Colelitiasis)
Authors: Cornelio Rodríguez Georgina , Flores Suárez Rafael , Ramírez-Arias José Luis
Published: March 2019

El equipo del Dr. Ramírez Arias nos plantea un ejercicio para buscar indicios sobre una condición médica en este nuevo desafío del diagnóstico por imágenes
Estrategias pedagógicas utilizadas para la enseñanza de las ciencias del movimiento humano y la percepción estudiantil acerca de su impacto en el aprendizaje
Authors: Salas-Cabrera Jorge E. , Álvarez-Bogantes Carlos , Ureña-Arias Stephanie Fabiola , Guillen-Vargas Oscar José
Published: March 2019

El propósito de esta investigación fue analizar las estrategias pedagógicas utilizadas para la enseñanza de las ciencias del movimiento humano y su impacto en el aprendizaje de estudiantes de educación superior. Se diseñó un estudio de corte cualitativo, con un grupo focal, observación participante y un cuestionario de evaluación docente. Participaron 32 estudiantes de 2 universidades públicas y 2 privadas; también participaron 12 docentes entre las cuatro universidades. La conclusión es que la mayoría de los profesores fueron percibidos como netos transmisores de información; el ambiente de clase fue percibido como superficial y poco significativo. Por otro lado, se demostró que en el caso de aquellos docentes que mostraron interés, respeto y preocupación por sus alumnos, su clase fue considerada significativa para aprender.
Diseño y transversalización del perfil genérico del estudiantado
Authors: Jiménez-Aragón Laura
Published: March 2019

Ante las crecientes demandas de la sociedad sobre la necesidad de replantear la formación profesional, lo que implica volver la mirada hacia una formación en competencias genéricas,  surge el objeto del presente artículo, el cual consiste en mostrar aquellos aspectos y elementos que deben considerarse para diseñar un perfil genérico como parte del perfil profesional del egresado, que además incluya la respectiva planificación metodológica-evaluativa para la transversalización de las habilidades genéricas que integran cada competencia. Entre las conclusiones, se destaca que los planes de estudio que incorporan el perfil genérico en sus propuestas formativas evidencian un avance hacia el cumplimiento de los estándares de calidad manejados a nivel internacional y nacional, requeridos por los organismos acreditadores, además de que el egresado poseerá capacidades que le harán competente y competitivo, porque en una sociedad donde las demandas se están reformulando constantemente las competencias genéricas son altamente valoradas.
Evaluación del impacto social de la Licenciatura en Educación Especial en dos subregiones de Antioquia, Colombia
Authors: Toro-Estrada Ana M. , Restrepo-Jaramillo Carolina , Mira-Mejía, Erika C. , Vélez Leidy J. , Peña-Gómez Mariana , Sepúlveda-Guisao Mónica P. , Restrepo-Múnera Asned E. , Palacio-Peralta Nilva R.
Published: March 2019

En el presente artículo se dan a conocer los resultados de la evaluación del impacto social del programa de Licenciatura en Educación Especial, Facultad de Educación de la Universidad de Antioquia, en las subregiones de Oriente y Suroeste del departamento de Antioquia (Colombia), cuyo objetivo principal fue evaluar el impacto del Programa desde los egresados y otras audiencias. La metodología se llevó a cabo bajo un diseño cualitativo, modalidad de investigación evaluativa, tipo de evaluación de impacto de programas sociales. Los resultados se estructuraron bajo las categorías: valoración de la calidad del Programa, rol del educador especial, experiencias significativas y su impacto, y ubicación y condiciones laborales de los egresados y egresadas. Finalmente, se plantean recomendaciones a diferentes unidades académicas de la Universidad.
Estudio comparativo del éxito académico en la asignatura de Química I de la Universidad Estatal a Distancia (UNED) y la formación del estudiante en educación secundaria costarricense
Authors: Villalobos-González Wendy , Villalobos-Forbes Mario
Published: March 2019

La enseñanza de la Química a nivel de secundaria presenta deficiencia en la calidad de la formación de los estudiantes, lo cual provoca un bajo rendimiento en el curso inicial de Química I presente en toda carrera universitaria de corte científico. En la Universidad Estatal a Distancia, seis carreras incluyen en su plan de estudios la asignatura, la cual muestra un rendimiento de 20,2% de aprobación, 62,2% de reprobación y 17,6% de retiro, según el periodo comprendido entre los años 2010-2017. Durante el III cuatrimestre 2017, se aplicó una encuesta elaborada en Google Sites® a través de la plataforma moodle de la UNED, con el fin de obtener datos sociodemográficos, académicos y de desempeño en la asignatura de Química, y comparar los datos cualitativos y cuantitativos a través de procedimientos de análisis e interpretación de manera simultánea, tomando como referencia el diseño mixto de triangulación concurrente. Los resultados obtenidos en el análisis de los factores: actitudinales, de enseñanza-aprendizaje a nivel de estudios en secundaria y de enseñanza-aprendizaje a nivel de estudios universitarios, indican una relación importante entre las bases deficientes en el área de química y los altos porcentajes de reprobación en la universidad.
Incorporación de los simuladores de gestión de negocios como parte de las técnicas de aprendizaje en la enseñanza superiortechniques in higher education
Authors: García-Otárola Álvaro , Romero-Valverde María Gabriela
Published: March 2019

El presente artículo aborda el tema de los simuladores de gestión de negocios como parte de las técnicas de aprendizaje que pueden utilizarse en la enseñanza superior; fue realizado a partir de la investigación teórica de la técnica de simulación referenciada a la práctica universitaria. El documento plantea una experiencia de simulación de gestión de negocios, organizada para los estudiantes de la carrera de Administración de Empresas de la UNED. Se muestran los datos obtenidos a partir del instrumento de evaluación de la experiencia de simulación de gestión de negocios y de la realimentación obtenida del grupo focal de estudiantes que participaron de la misma. Así se obtuvieron resultados que permiten determinar la conveniencia de utilizar los simuladores citados en algunos cursos propios de la carrera citada, visualizándose esa técnica como un eslabón importante entre la teoría y la práctica en cuanto a estrategia empresarial.
Presentación
Authors: De La O-Miranda Danny , Alfaro-Chavarría Consuelo
Published: March 2019

El Instituto de Gestión de la Calidad Académica (IGESCA) anteriormente Programa de Autoevaluación Académica (PAA), adscrito a la Vicerrectoría Académica de la Universidad Estatal a Distancia de Costa Rica, mediante la Revista Electrónica Calidad en la Educación Superior (CAES) se complace en presentar la publicación correspondiente a la décimo octava edición, noveno volumen, número dos del mes de noviembre de 2018. En esta edición se incluyen 15 artículos con autores procedentes de universidades de Colombia, México, Ecuador, Argentina y Costa Rica, donde se abordan diferentes temáticas relacionadas con la calidad de la educación superior.
The role of the contract in the network governance construction
Authors: Rizza Carmela , Leotta Antonio , Ruggeri Daniela
Published: March 2019

Focusing on business networks in which firms from different countries are embedded, the present paper is interested in a better understanding of how the formal and social governance mechanisms are related. In particular, the paper focuses on the construction process of network governance, recognizing the contract as the main coordination and control mechanism for stabilizing the network organizations. This paper aims to examine the process that might lead to the formulation of a contract between firms, comparing two different theories: Actor-Network Theory (ANT) and Pragmatic Constructivism (PC). ANT offers an account of how the difference in the parties’ interests was a key point in problematizing the introduction of the contract as an inscription that mobilizes the actors’ interests. However, ANT does not offer sufficient reasons to explain why the translation fails in a cross-national network where different national values may be relevant. Then, the use of PC points out a missed integration between national values, considering the contract a way of thinking. The case study describes the construction process of a cross-cultural network between an Italian, an Albanian and a Kosovar firm operating in the artistic lightening system business. The evidence showed a negative nexus between informal and formal mechanisms of governance
Korpuslingvistiikka kohtaa historiantutkimuksen
Authors: Kanner Antti
Published: March 2019

Arvioitu teos:

Anthony McEnery & Helen Baker: Corpus linguistics and 17th-century prostitution. Computational linguistics and history. Research in Corpus and Discourse. Lontoo: Bloomsbury 2017. 257 s. isbn 978-1-4725-0609-2.
Suunvuoro
Authors: Lappalainen Hanna , Virtanen Mikko T.
Published: March 2019

Tässä numerossa tarkastelun kohteena ovat paitsi erilaisten suomen kielen ilmiöiden käyttö myös niiden kuvaustavat ja käytön mittaamisen menetelmät. Hannele Forsberg analysoi artikkelissaan paheksuntaimperatiiviksi nimeämäänsä kiteytynyttä rakennetta. Mari Hongon, Scott Jarvisin ja Seppo Vainion kiinnostus kohdistuu leksikaalisen diversiteetin arviointiin, ja Kristiina Lierin tapaustutkimus käsittelee kaksikielisten nuorten verbien käyttöä. Tapani Kelomäki puolestaan tarkastelee suomen passiivin olemusta ja kuvaustapoja suhteuttaen niitä yleislingvistiseen passiivitutkimukseen.

Havaintoja ja keskustelua -osasto osoittaa jälleen, että Virittäjää luetaan tarkasti. Viime aikoina erityisesti kirja-arviot ovat herättäneet keskustelua. Jos arvioinnin kohteena on oma teos ja jos tekijä kokee, ettei arvio tee teokselle oikeutta tai että arviossa on selviä virheitä, harmistukselta ei voi välttyä. Tällöin on hyvä muistaa, että tällaisten kohtien taustalla on todennäköisesti tahaton väärinymmärrys, erilainen näkökulma tai inhimillinen huolimattomuus, ei tahallinen vääristely. Tämä ei tietenkään poista arvioijan vastuuta: kirjoituksen faktat on syytä tarkistaa huolellisesti, ja mahdolliset kriittiset kommentit kannattaa muotoilla harkiten. Arvioitavan teoksen sisältöä koskevat huomiot jäävät väistämättä kirjoittajan vastuulle, sillä toimitus ei pysty perehtymään kaikkiin esiteltyihin teoksiin. Toivomme kuitenkin, ettei kirjoituskynnys nousisi liian korkeaksi ja että myös esimerkiksi jatko-opiskelijat edelleen tarjoaisivat aktiivisesti kirjoituksia kirjallisuusosastoon. Kokemattomampi kirjoittaja voi hyvin keskittyä teoksen esittelyyn ja jättää kriittisen arvioinnin vähemmälle.

Keskustelu on edelleen tervetullutta, kunhan se pysyy sävyltään rakentavana ja keskittyy asioihin eikä ihmisiin. Koska todennäköisesti jokaisesta arviosta (artikkeleista puhumattakaan) löytyy jokin yksityiskohta, johon voi tarttua, jatkossa julkaisemme vain sellaisia puheenvuoroja, jotka tarjoavat aiheeseen selvästi jonkin uuden tai syventävän näkökulman – pelkän oikaisun sijasta. Parhaimmillaan keskustelu voi viedä tutkimusta eteenpäin ja syventää käsitystämme esimerkiksi siitä, millaisia merkityksiä käsitteillä voi olla eri tutkimusperinteissä, miten eri menetelmiä voi soveltaa ja miten kielestä kannattaa kirjoittaa erilaisille kohderyhmille.

Keskustelua voi ja kannattaa käydä myös kasvotusten. Tähän on tilaisuus esimerkiksi Suomen tiedekustantajien liiton järjestämällä Tiedon tähden -nimisellä tiedelehtien esittelykiertueella, jolle Virittäjäkin osallistuu mahdollisuuksien mukaan. Toivomme tapaavamme sen yhteydessä lehden lukijoita ja kirjoittajia. Päivitämme tietoa aikataulusta Facebook-sivullemme.

Virittäjän toimituksessa on tapahtunut muutoksia. Syksystä 2017 toimitussihteerinä toiminut Henna Leskelä on siirtynyt Kotimaisten kielten keskukseen kielenhuoltajaksi, ja hänen työtään jatkaa Markus Lakaniemi. Toimitus kiittää lämpimästi Hennaa hyvästä yhteistyöstä ja merkittävästä työpanoksesta Virittäjän hyväksi.
ONLINE LEARNING: NEW MODELS FOR LEADERSHIP AND ORGANIZATION IN HIGHER EDUCATION
Authors: Otte George
Published: March 2019

Online learning is now reaching the core, helping to transform higher education and moving beyond isolated efforts to pervasive influence and change. The dichotomy of distance learning vs. campus-based education has broken down, and forward-looking senior administrators have embraced new approaches to education that contain the elements of successful online education while cultivating the community-building and branding of site-based education, particularly to promote enriched faculty and program development. Rather than being isolated in a distance learning task force or continuing education program, the conversations about online learning now occur—or need to occur—at the executive level and throughout other levels and structures.
THE TIMES THEY ARE A-CHANGING
Authors: Scarafiotti Carol , Cleveland-Innes Martha
Published: March 2019

Higher education is engulfed in change. At the same time that institutions of higher education are endeavoring to transform themselves by integrating information and communication technologies into curriculum delivery, student profiles are changing. Low income-ethnic populations are among the fastest growing segment of 18–24 year old students; male enrollments are lagging in comparison to female; and the “digital natives” have arrived. Also, as the Internet provides students with access to a myriad of global educational opportunities, the potential for serving virtual foreign students increases. These changes present challenges and opportunities to institutions of higher education, which strive to serve their constituents through fully online and blended learning formats and aspire to extend education to new markets as well. This paper raises implications for online learning related to changing student populations. It presents two fundamentals crucial for ensuring student success, as well as, access in an online environment. Finally, it recommends two change strategies.
INSURING THE NATION’S DESTINY: REDUCING THE DIGITAL DIVIDE
Authors: Booth William
Published: March 2019

“Closing the digital divide is a national challenge among historically black colleges and universities (HBCUs),” writes White examining the state of information technology readiness of five four-year HBCUs in the Commonwealth of Virginia. The inequalities created by the digital divide have the potential of undermining the effort of HBCUs in educating an “African American workforce capable of fully participating in a global information economy”.The National Association for Equal Opportunity in Higher Education (NAFEO), a nonprofit Black college association representing the interests of HBCUs in its HBCU Technology Assessment Study (TAS) produced the most comprehensive report of its kind in assessing the computing resources, networking, and connectivity of the Historic Black Colleges and University serves as the primary source for this narrative.
CULTIVATING VOLUNTARY ONLINE LEARNING COMMUNITIES IN BLENDED ENVIRONMENTS
Authors: Heckman Robert , Annabi Hala
Published: March 2019

In this paper we argue for the possibility of using asynchronous technology to create a continuous, voluntary learning community in face-to-face courses. We discuss the theoretical concepts and values that are the foundation of such a community, describe some of the activities that take place there, and present principles of cultivation that we believe will help instructors nurture such communities in their own classes. The examples we present suggest that the emergence of a voluntary online learning community is possible in any course. Nevertheless, more research is necessary to better understand the nature of such learning communities, and we present a research agenda for the future study of this phenomenon.
THE METHOD (AND MADNESS) OF EVALUATING ONLINE DISCUSSIONS
Authors: Meyer Katrina A.
Published: March 2019

In addressing how to evaluate online discussions, this paper will describe several concepts, tools, or frameworks that have been used in evaluations and discuss differences in approach based on instructor purpose, be it research, assessment, or learning. Then several common problems are described, including use of content analysis, identification of latent content, inadequate training of coders, lack of reliability, and choosing the correct unit of analysis. Two examples are provided of coding decisions made on portions of student discussions; these examples use two different frameworks to elucidate the process and its difficulties. Conclusions focus on the importance of following standard good research or assessment practice and preparing for a time-consuming and often frustrating coding process.
Paradigms for On-Line Learning: A Case Study in the Design and Implementation of an Asynchronous Learning Networks (ALN) Course
Authors: Bourne John R. , McMaster Eric , Rieger Jennifer , Campbell Olin
Published: March 2019

This paper examines paradigms used in on-line learning, with a specific emphasis on how to effectively employ asynchronous learning networks for delivery of on-line courses. Recent progress in ALNs is presented, methodologies for getting started in creating an ALN course given, and relationships between traditional teaching and learning methods and ALN-based coursesdiscussed. To illustrate a specific ALN model, the paper presents a case study about the creation of an on-line course. The prospects for on-line education and the challenges that face the ALN field are considered.
The Efficiency of Telelearning
Authors: Moonen Jef
Published: March 2019

Telelearning relates to "making connections among people and resources, via communication technologies, for learning-related purposes". Telelearning as a general term includes asynchronous learning activities; in all cases efficiency is an important construct. Efficiency is defined as the relation between costs and effects/quality. An educational system is said to be "efficient" when an optimum balance is found between minimizing the costs and maximizing the effects/quality. This balance is often difficult to obtain, for an example, when the opportunity for direct contact between tutor and tutee through telecommunications facilities can lead not only to beneficial learning and social effects but also to a large amount of messages and a huge time investment by tutors/tutees, leading to an uncontrollable rise in costs. Measuring the effect/quality of telelearning has its own methodological problems and therefore it is difficult to come up with viable and reliable data. How to deal with the efficiency problem is illustrated in the article based upon literature research and data from a recent project executed in the context of the telematics research program of the European Union.
Developing an Asynchronous Course Model at a Large, Urban University
Authors: Picciano Anthony G.
Published: March 2019

In Spring 1997, Hunter College offered the first asynchronous learning course in the City University of New York (CUNY), the largest urban university system in the United States enrolling 200,000 students in undergraduate and graduate programs. This graduate course, entitled Administration and Supervision of the Public Schools - The Principalship, was offered in theDivision of Programs in Education. Funded by the Alfred P. Sloan Foundation, this course was intended to serve as a model for other courses at Hunter College and CUNY.While many colleges have begun to offer asynchronous learning courses, the model presented here may be of special interest since it takes into consideration several variables of importance in large urban environments. First, all of the students in this course were adult, part-time students who delicately balance studies, careers, and families in their daily lives. In this respect, theyrepresented a typical urban commuter population that would benefit from the convenience of asynchronous learning. Second, all of the students were commuter students who participated in the course via equipment located in their homes and offices. As a result, the model had to accept a wide variety of on-line services as the means of participation. Third, these students did not possess extensive technical skills and in terms of expertise could be classified as new to intermediate. This required that the model employ simple software interfaces that would minimize student frustration due to technical difficulties. Lastly, all of these students already had earned masters degrees and were teachers in the New York City metropolitan area. As experienced teachers, they are attuned to pedagogy and could provide valuable insight into an evaluation of the instructional components of the model.The purpose of this paper is to share the results of student evaluation of the instructional components of an asynchronous model that might be beneficial to others who are considering using this technology in similar environments.
The Social Dimension of Asynchronous Learning Networks
Authors: Wegerif Rupert
Published: March 2019

This paper argues that the social dimension is important to effectiveness of Asynchronous Learning Networks (ALNs) and needs to be taken into account in the design of courses. Evidence from an ethnographic study of the Teaching and Learning Online (TLO) course offered by the Institute of Education Technology at the Open University is presented in support of this argument. This study found that individual success or failure on the course depended upon the extent to which students were able to cross a threshold from feeling like outsiders to feeling like insiders. Factors affecting the construction of a sense of community are drawn out from interviews with students. The significance of these findings is discussed in relation to a situated model of learning as induction into a community of practice. Finally recommendations are made for the support of community building in the design of courses.
Enabling Curriculum Re-design Through Asynchronous Learning Networks
Authors: MacKenzie Niall , MacKenzie Niall
Published: March 2019

This paper considers existing processes in Higher Education and the opportunity for using Asynchronous Learning Networks (ALNs) to re-design the curriculum. A curriculum model based upon experiential learning, that explicitly links theory and practice, is promoted as the basis for considering the application of technology. The Computer Supported Experiential Learning project at the University of Central England is explained, and appropriate technologies considered at each stage of the learning cycle. Fundamental to this paper is the view that technology should be used to add value to the learning process, and not to simply automate existing processes. The opportunities for experiential learning to take place are considered a priority in the curriculum design process, and the starting point in deciding upon the use of technology.
Faculty Participation in Asynchronous Learning Networks: A Case Study of Motivating and Inhibiting Factors
Authors: Schifter Catherine C.
Published: March 2019

This case presents and compares the top five motivating and inhibiting factors for faculty participation in Asynchronous Learning Networks (ANL) or distance education (DE) as reported by faculty participators and non-participators, and administrators. While faculty and administrators agreed strongly on what inhibits faculty from participating in ALN/DE programs, there were significantly different perceptions on what motivates faculty to participate across the three groups. For ALN/DE programs to succeed, faculty participation is imperative; therefore, program administrators need to understand why faculty participate.
Learning Styles and Asynchronous Learning: Comparing the LASSI Model to Class Performance
Authors: Loomis Kenneth D.
Published: March 2019

This study investigated the relationship between students’ individual study and learning styles with their performances in an online Research Methods class. At the beginning of the semester the Learning and Study Strategies Inventory (LASSI) measured each student’s study and learning styles on ten scales.The students’ LASSI scores were later correlated to their total class points, and grades on exams, projects, and assignments. Five of the LASSI scales had significant correlations with at least one aspect of the course assessment. The strongest correlation was found between time management skills and the final grade. The ability to effectively use study aids was significant in the students’ performance on the final grade, the final exam and all activities outside exams (journal reportsand chapter assignments).
The Use of Asynchronous Learning Networks in Nutrition Education: Student Attitude, Experiences and Performance
Authors: Shaw Graham Paul , Pieter Willy
Published: March 2019

In this study a change in teaching strategy to involve a greater emphasis on asynchronous learning networks (ALNs) was implemented and the views of students (n=51) to this change were evaluated through responses to an online questionnaire. In response to Likert-type questions the majority of students demonstrated a positive view of this new model. Sixty-one percent of students felt that other types of online material would benefit the learning process and 80 % would recommend this module to a friend. Students acknowledged that the use of ALN-supported learning made the material easierto understand (52%), the lecturer more accessible (66%) and enabled them to take a more active role in the learning process (55%). Though only 10% of students utilized the asynchronous newsgroup more than 5 times, 77% found reading the contributions of others useful. Contrary to this 76% preferred the more familiar lecturebased environment for subject delivery. In response to open-ended questions students’ views were more reserved and highlighted a range of problems such as inadequate infrastructure, unreliable computers, and poor access to the online material as well as resistance to a new teaching paradigm. Student performance was influenced by age and contribution to the newsgroup. Those who were younger had a lower grade (47.8 ? 15.8) than those who were older (52.0 ? 11.4). Students with higher grades (56.2 ? 10.3) contributed to the newsgroup while students with lower grades (45.7 ?12.5) did not. Based on these observations, it is apparent that students do appreciate the advantages of ALNsupported learning though for a shift toward this model to be effective problems of access and system failure must be resolved. Implications for future ALN-based modules are discussed.
Online Education to Develop Complex Reasoning Skills in Organic Chemistry
Authors: Shapley Patricia
Published: March 2019

Chemistry 331 is an upper level organic chemistry course for students interested in health-related careers with an enrollment of approximately 150 students per semester. It assumes that students have a basic knowledge of organic chemistry principles and concepts and it builds on this base with advanced concepts in organic synthesis, mechanism of reactions, and spectroscopy with a biological perspective. Three years ago we moved to an online format to better serve the needs of students with disparate backgrounds and to help them master the concepts and applications of organic chemistry at an advanced level. The course includes online lectures with embedded problems, computer-graded quizzes, and online discussion sections.  he exams are in the standard format and are proctored on campus or in off-campus testing centers. The format of the course increases flexibility for the students, increases interaction among students and between students and faculty, and improves student performance on examinations that require complex reasoning skills.
WORKING PROFESSIONALS AS PART-TIME ONLINE LEARNERS
Authors: Hislop Gregory
Published: March 2019

This paper discusses a completely online graduate professional degree program at Drexel University. The paper provides an overview of the online initiative, including background, program development, and a description of the online environment. Following this, the paper contains a discussion of results of the degree program and proposes some characterizations of online learners and of desirable instructor attributes.
HOW DO ONLINE STUDENTS DIFFER FROM LECTURE STUDENTS?
Authors: Dutton John , Dutton Marilyn , Perry Jo
Published: March 2019

This study has two primary objectives. First, we want to know how students who enroll in online classes differ from their peers in traditional lecture classes. Our second objective involves both exploring what factors influence performance among online students, as well as whether those factors differ for online and lecture students. Our comparisons are of two large sections of a course in computer programming for which almost the only difference was that one section consisted of on-campus lectures, and the other section was online. We find that online students do differ from lecture students in a number of important characteristics. However, when we examine class performance and course completion, we find that the factors which influence performance seem to have a stronger impact on lecture students, but we cannot reject the hypothesis that factor coefficients are the same for the two groups.
COST, ACCESS, AND QUALITY IN ONLINE NURSING AND ALLIED HEALTH PROFESSIONS
Authors: Wright Tracy , Thompson Linda
Published: March 2019

Northwest Technical College researched, planned for, and has successfully implemented a unique delivery of its Practical Nursing Program through the use of Internet technology. This Distance Practical Nursing exploratory paper presents a historical overview of the program, assesses job market needs in the field of nursing, evaluates use of varying delivery methodologies, outlines program successes, and identifies barriers to distance delivery of this health curriculum. The essential components of quality, access, and cost are highlighted and related to the unique challenges they present in the field of distance education.
DOMINANT OR DIFFERENT? GENDER ISSUES IN COMPUTER SUPPORTED LEARNING
Authors: Gunn Cathy
Published: March 2019

A significant increase in the use of computer-supported learning (CSL) within schools and universities across the world gives rise to concern about gender-related differences in performance and interaction style in these environments. Research has shown that initial perceptions of CSL environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the socio-cultural complexity or gender imbalance that exists within society. Much of the recent literature states that women are disadvantaged because of inferior levels of access and technology literacy and dominant male behavior. However, the assumption that difference implies disadvantage is challenged by evidence that variable factors such as professed confidence and apparently dominant interaction styles do not necessarily lead to better educational opportunity and performance. This paper contains a summary of gender-related issues identified by international research and academic practice together with supportive case study examples. The conclusion is that women often perform better than men despite the observable differences in interaction style.
DOES ONE SIZE FIT ALL? EXPLORING ASYNCHRONOUS LEARNING IN A MULTICULTURAL ENVIRONMENT
Authors: Morse Ken
Published: March 2019

Computer-mediated classrooms coupled with heightened emphasis on removing geographic limitations have led to growing dependence on asynchronous learning networks as a delivery medium. An increasingly robust body of literature suggests both positive and negative implications of knowledge delivery using this medium. However, much less is known about the implications of this delivery method relative to the cultural differences which exist in a geographically limitless environment. Exploratory research from a graduate level course was used to ascertain some of the basic cross cultural issues which may be relevant in this environment. Using cultural context as a separator, twenty four participants evenly split between low context participants and high context participants were polled regarding their experience in the course. The poll addressed a number of key issues finding increasing frequency in the asynchronous learning network literature. Results confirm some of the published benefits as touted in the literature, but identify an additional set of issues for further research and evaluation.
ASYNCHRONOUS DISCUSSION IN SUPPORT OF MEDICAL EDUCATION
Authors: Oliver Martin , Shaw Graham P.
Published: March 2019

Although the potential of asynchronous discussion to support learning is widely recognized, student engagement remains problematic. Often, for example, students simply refuse to participate. Consequently the rich promise of asynchronous learning networks for supporting students’ learning can prove hard to achieve.After reviewing strategies for encouraging student participation in discussions in Asynchronous Learning Networks (ALN), we present a study that investigates how these strategies influenced students’ perceptions and use of the discussion area. We identify and explore factors that encouraged and inhibited student participation in asynchronous discussion, and evaluate student postings to an asynchronous discussion group by content analysis.The results question received wisdom about some of the pedagogic techniques advocated in the literature.Instead, results support the view that the major factors for stimulating student participation in asynchronous discussion are tutor enthusiasm and expertise. It appears that the tutor may be the root cause of engagement in discussions, an important conclusion, given that to date, the tutor’s role has remained relatively unexamined. We also note that participation in asynchronous discussion is inhibited when students allocate a low priority to participation, as may occur when participation is not assessed.Content analysis of an asynchronous discussion in this study reveals that contributions were not strongly interactive and that students were simply ‘playing the game’ of assessment, making postings that earned marks but rarely contributing otherwise. Thus the use of assessment to encourage students’ contributions appears to be only a superficial success; it seems likely that giving credit for postings changes behavior without necessarily improving learning. This finding has significant implications for curriculum design.
DIFFERENCES IN LEARNING OUTCOMES FOR THE ONLINE AND F2F VERSIONS OF “AN INTRODUCTION TO SHAKESPEARE”
Authors: Koory Mary Ann
Published: March 2019

The same course in both an online and on-campus environment makes for an extended experimental comparison of learning outcomes, while controlling for two important variables: the instructor and the content of the course Students learn course content through four kinds of encounters—alone, one-to-one, one-to many, and many-to many.The online version of “Introduction to Shakespeare” course has consistently better learning outcomes than the on-campus version, as a result of the compelling nature of the one-to-one communication mode online and the textual nature of the many-to-many and one-to-many modes online. Text-based communication in the online class reinforces the skills pertinent to a literature class. Other crucial factors are online pedagogy and the self-selection. Ultimately, the differences between the online and F2F classrooms may be less crucial to learning outcomes than the degree to which the course design, regardless of technological environment, develops and supports students’ abilities to practice adult learning styles.
PACE UNIVERSITY’S FOCUS ON STUDENT SATISFACTION WITH STUDENT SERVICES IN ONLINE EDUCATION
Authors: Sachs David
Published: March 2019

In 1999, Pace University was awarded a $1,000,000, three-year FIPSE Learning Anytime Anywhere Program (LAAP) Grant. The grant focuses on three areas: online testing, enhanced student support services, and mentoring. Funding from the LAAP grant has enabled the University to greatly enhance the student services that are provided to online students. The focus has been primarily on students who are within the NACTEL program, an online AS in Telecommunications degree offered to individuals working for Citizens Communications, Qwest, SBC and Verizon, and who are members of the Communications Workers of America (CWA) and the International Brotherhood of Electrical Workers (IBEW). FIPSE funding has enabled the University to extensively survey students in the program, by an outside evaluator. These surveys are all online, are tabulated instantly, and provide a steady stream of feedback to administrators and faculty who are involved in the program. In addition, FIPSE funding hasmade it possible to hire individuals who on a regular basis attend to how to best provide enhanced student support services for online students. As new ideas are developed, they are implemented as quickly as possible. This paper will present some of the research findings, and will also provide details about the changes to the NACTEL program that have occurred as a direct result.
THE ILLINOIS ONLINE NETWORK IS MAKING THE VIRTUAL CLASSROOM A REALITY: STUDY OF AN EXEMPLARY FACULTY DEVELOPMENT PROGRAM
Authors: Varvel Virgil E. , Lindeman Michael , Stovall Iris K.
Published: March 2019

The Illinois Online Network (ION) is a faculty development partnership between all forty-eight community colleges in the state of Illinois and the University of Illinois. The goals of the ION program are to help faculty to develop and deliver courses in a completely online format, and also to produce online courses that incorporate best practices for engaging students in discussion and critical thinking. ION accomplishes its goals with a variety of programs, such as the Making the Virtual Classroom a Reality series of online faculty development courses. Evaluation surveys indicate that ION activities have had an impact on the satisfaction and confidence of faculty teaching online courses. This paper examines the programs and resources that ION provides, the effectiveness of the program as a whole, and the lessons ION has learned about providing a large-scale faculty development program.
A WEB-BASED CORE CURRICULUM TO MEET CERTIFICATION AND TRAINING NEEDS FOR MEDICAL RESIDENTS
Authors: York Joseph W. , Stapleton Gerald , Sandlow Leslie J.
Published: March 2019

To meet institutional requirements for resident education in a core curriculum, the UIC College of Medicine implemented an online educational program called the UIC Online Core Curriculum. The UIC residency is composed of 1,000 physicians in training in 60 programs at 18 training sites. Its size and distribution create substantial obstacles to classroom-based delivery. An online format offered a viable alternative to meet the college’s need to present uniform content, document participation, and confirm resident achievement while addressing the residents’ need for flexibility with the Internet’s anytime, anywhere availability.Development of an online core curriculum included a focus group of program directors, residents, medical directors, and other faculty who were asked to suggest course topics that met not only the "letter" of the requirement, but also the spirit of the general competencies. These discussions resulted in a list of 13 topics, or modules. In July 1999, a pilot study involving first year UIC residents demonstrated the feasibility of the program. The following year, all UIC residents began participating. In the past two years residents from other institutions have been added to the program, resulting in a current participant base of approximately 3,800 residents nationwide.An analysis of 2,544 anonymous end-of-module surveys demonstrates that most residents can effectively participate with minimal technical problems. Consistent with the "anytime-anywhere" approach to web-based instruction, residents complete the modules not only at home but also while at clinical and other university sites. Overall satisfaction as reported by residents is high, and the majority agrees that the material presented is useful.Based on findings to date, the online core curriculum is an efficient and cost-effective method of providing a required program to a large, distributed population of learners while maintaining a high level of participant satisfaction.
FACE-TO-FACE VERSUS THREADED DISCUSSIONS: THE ROLE OF TIME AND HIGHER-ORDER THINKING
Authors: Meyer Katrina A.
Published: March 2019

This study compares the experiences of students in face-to-face (in class) discussions with threaded discussions and also evaluates the threaded discussions for evidence of higher-order thinking. Students were enrolled in graduate-level classes that used both modes (face-to-face and online) for course-related discussions; their end-of-course evaluations of both experiences were grouped for analysis and themes constructed based on their comments. Themes included the “expansion of time,” “experience of time,” “quality of the discussion,” “needs of the student,” and “faculty expertise.” While there are advantages to holding discussions in either setting, students most frequently noted that using threaded discussions increased the amount of time they spent on class objectives and that they appreciated the extra time for reflection on course issues. The face-to-face format also had value as a result of its immediacy and energy, and some students found one mode a better “fit” with their preferred learning mode. The analysisof higher-order thinking was based on a content analysis of the threaded discussions only. Each posting was coded as one of the four cognitive-processing categories described by Garrison and colleagues: 18% were triggering questions, 51% were exploration, 22% were integration, and 7% resolution. A fifth category – social – was appropriate for 3% of the responses and only 12% of the postings included a writing error. This framework provides some support for the assertion that higher-order thinking can and does occur in online discussions; strategies for increasing the number of responses in the integration and resolution categories are discussed.
EFFECTS OF SOCIAL NETWORK ON STUDENTS’ PERFORMANCE: A WEB-BASED FORUM STUDY IN TAIWAN
Authors: Yang Heng-Li
Published: March 2019

This research investigates the effects of social networks on students’ performance in online education which uses networking as an adjunct mode for enhancing traditional face-to-face education or distance education. Using data from a 40-student course on Advanced Management Information Systems (AMIS), we empirically tested how social networks (friendly, advising, and adversarial) related to students’ performance. First, advising network variables are positively related to student performance both in the class and on the forum. Adversarial variables are negatively correlated with almost all students’performance. Second, advising and adversarial network variables are good determinants for overall academic performance; however, adversarial network variables are not influential on students’ performance on the forum. Friendship network variables are not determinants of students’ performance. Implications for the results are also discussed.
IF IT AIN'T BROKE, IMPROVE IT: THOUGHTS ON ENGAGING EDUCATION FOR US ALL
Authors: Gilbert Steven W.
Published: March 2019

One of the continuing challenges of education is enabling those who strive to improve teaching, learning, and research to take advantage of the too-rapidly-changing new environment created by telecommunications and information technologies. To do so, educational professionals should engage in lifelong professional development and use new hybrid technologies to help build community and support collaboration. This paper explores the issues of technology and professional development from the frame of reference of my work with hundreds of colleges that have benefited from the Teaching, Learning, and Technology Group (TLT Group), an organization whose mission is to motivate and enable institutions and individuals to improve teaching and learning with technology, while helping them cope with change. This article discusses challenges that higher education faces: creating visions worth working toward; developing strategies and tools for achieving intermediate goals; and the importance of breaking taboos along the way.
THE IMPACT OF INCREASING ENROLLMENT ON FACULTY WORKLOAD AND STUDENT SATISFACTION OVER TIME
Authors: DiBiase David
Published: March 2019

Detailed daily records of instructor effort in an established asynchronous online course over a three and one-half year period are analyzed. Student satisfaction data acquired from course evaluation surveys over the same period are also examined. In response to a three-fold increase in enrollment over the period, instructors realized a twelve percent gain in efficiency. Contrary to expectations, a modest economy of scale was achieved with no discernible decrease in student satisfaction.
(MY) THREE PRINCIPLES OF EFFECTIVE ONLINE PEDAGOGY
Authors: Pelz Bill
Published: March 2019

This main goal of this article is to propose three principles of how to make online teaching and learning more effectively.
UCF’S EXEMPLARY FACULTY SUPPORT: AN INSTITUTIONALIZED ECOSYSTEM
Authors: Truman Barbara E.
Published: March 2019

The University of Central Florida was honored to receive the 2003 Sloan-C Excellence in Online Teaching and Learning Award for Faculty Development. The environment at UCF has doubled in the last ten years with the number of students, faculty, and developing campus locations. Rapid growth in brick and mortar on campus has not deterred the creation of a robust virtual campus where students and faculty interact essentially, but in different ways. Producing the faculty support architecture to achieve UCF’s instructional potential as a metropolitan research university is a constant struggle for staff. This article describes the dynamic interplay of UCF’s emerging ecosystem of institutionalized faculty support.