Any one interested in online learning and the good evaluations that were done should get the book that roxanne was first editor of and which summarized all the findings based upon the many evaluation studies sponsored over two decades of online learning. check her website http://is.njit.edu/hiltz for the references under "virtual classroom" she also had a book in the 80's called "virtual classroom" which covered the early work. On Sat, Aug 22, 2009 at 12:00 AM, <air-l-request@listserv.aoir.org> wrote:
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Today's Topics:
1. eies nostalgia (Barry Wellman) 2. F2F, Hybrid, Online Efficacy Research (Charlie Balch) 3. 14-yr-old Teen blogger's top ten pet peeves of Facebook behavior (Yosem Companys) 4. Re: F2F, Hybrid, Online Efficacy Research (Kevin Guidry) 5. NewBook > Toys to Tools: Connecting Student Cell Phones to Education (McKiernan, Gerard [LIB])
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Message: 1 Date: Thu, 20 Aug 2009 18:41:48 -0400 From: Barry Wellman <wellman@chass.utoronto.ca> To: aoir list <air-l@aoir.org>, "turoff, murray -- Murray Turoff" <murray.turoff@gmail.com>, <turoff@njit.edu> Subject: [Air-L] eies nostalgia Message-ID: <Pine.SGI.4.40.0908201839440.28741474-100000@origin.chass.utoronto.ca> Content-Type: TEXT/PLAIN; charset=US-ASCII
Murray, et al, I agree with you (and am thinking fondly back to the 1970s) that EIES was the best system, with the default being signed, but also allowing for pseudonyms and anonymity on demand -- providing anonymous posts could be tracked when libelous.
Barry Wellman _______________________________________________________________________
S.D. Clark Professor of Sociology, FRSC NetLab Director Department of Sociology 725 Spadina Avenue, Room 388 University of Toronto Toronto Canada M5S 2J4 twitter:barrywellman http://www.chass.utoronto.ca/~wellman fax:+1-416-978-3963 Updating history: http://chass.utoronto.ca/oldnew/cybertimes.php _______________________________________________________________________
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Message: 2 Date: Thu, 20 Aug 2009 16:30:47 -0700 From: "Charlie Balch" <charlie@balch.org> To: <air-l@listserv.aoir.org> Subject: [Air-L] F2F, Hybrid, Online Efficacy Research Message-ID: <094001ca21ee$3f00a3a0$bd01eae0$@org> Content-Type: text/plain; charset="us-ascii"
I've read much about how students claim to prefer F2F but sign up for online classes. However, I am not much about which instructional modalities are most effective. I'd appreciate some references regarding the comparative efficacy of F2F, Online, and hybrid instruction.
I appreciate that many factors are involved and instructional efficacy is not a well defined construct. I also know that hybrid classes are in fashion.
My particular interest is in comparisons of these methods for teaching computer programming but would appreciate anything that's a good read. I'm also interested in opinions based on experience.
For what it is worth, I find teaching completely online has the best student learning outcomes.
Thanks, Charles Balch PhD Charles.balch@azwestern.edu Professor of Computer Information Systems Arizona Western College
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Message: 3 Date: Thu, 20 Aug 2009 22:30:43 -0400 From: Yosem Companys <ycompanys@gmail.com> To: aoir list <air-l@aoir.org>, stanford-persuasive-technology-lab@googlegroups.com Subject: [Air-L] 14-yr-old Teen blogger's top ten pet peeves of Facebook behavior Message-ID: <def432400908201930i3c4c2763n57cef45f2f85795c@mail.gmail.com> Content-Type: text/plain; charset=ISO-8859-1
My name's Izzie. I'm a fourteen (almost fifteen) year old girl, entering the years of highschool and jobs and driving and life. Good years of my life have past. Are the best yet to come? Find out with me.
I have come up with a list of teen trends that are boring, stupid, irritating, or all of the above. I hope you enjoy reading this as much as I enjoyed trashing everyone else's hobbies.
So behold: In no particular order, top ten teen trends I really, really hate.
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Message: 4 Date: Fri, 21 Aug 2009 00:40:25 -0400 From: Kevin Guidry <krguidry@gmail.com> To: air-l@listserv.aoir.org Subject: Re: [Air-L] F2F, Hybrid, Online Efficacy Research Message-ID: <3d273fe80908202140v21ee017vf57360bb51ebeb57@mail.gmail.com> Content-Type: text/plain; charset=ISO-8859-1
As a mere PhD student (our "credentials" discussion is fresh in my mind), I feel compelled to prominently proclaim that I am not speaking on behalf of my employer or colleagues but offering my own viewpoint and opinions.
On Thu, Aug 20, 2009 at 7:30 PM, Charlie Balch<charlie@balch.org> wrote:
I'd appreciate some references regarding the comparative efficacy of F2F, Online, and hybrid instruction.
We've looked at this a few times in my shop, Indiana University's Center for Postsecondary Research. We annually administer several large scale surveys, most prominently the National Survey of Student Engagement (NSSE), and occasionally we've focused on technology as it relates to our measures of engagement and other proxy measures of learning. We've been conducting the NSSE for 10 years now and I'm starting to compile all of our technology-related work. It seems that every time we look at this issue there is a significant positive correlation between technology use and nearly every thing we measure. Our most recent work, which I presented a few months ago at the meeting of the American Education Research Association, focused specifically on how the relative number of online courses relates to the things we measure. Even when we controlled for a bunch of things (age, gender, enrollment status, major, institution type, etc.) the same generally positive correlations remained: increased use of technology positively correlated with measures of engagement and learning. Our paper can be found at http://cpr.iub.edu/uploads/Engaging%20Online%20Learners.pdf if anyone is interested in digging into this more. But "technology is good!" isn't a very useful or nuanced finding, right? We're continuing to dig in to this more; we have another large set of data from this year's survey we're working to analyze. We asked more specific and different questions this time around so we should learn some new things. But we're also pretty limited by our methods and resources. We can make some really good generalizations with really impressive numbers of respondents but we can't ever answer the "why" and "how" questions.
I appreciate that many factors are involved and instructional efficacy is not a well defined construct.
The things in which we're all really interested are very subtle and hard to define much less measure. Many, many things are conflated and confused. And it's difficult and often irresponsible to generalize findings.
Kevin
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Message: 5 Date: Fri, 21 Aug 2009 13:03:38 -0500 From: "McKiernan, Gerard [LIB]" <gerrymck@iastate.edu> To: <air-l@listserv.aoir.org> Cc: "McKiernan, Gerard \[LIB\]" <gerrymck@mail.adp.iastate.edu> Subject: [Air-L] NewBook > Toys to Tools: Connecting Student Cell Phones to Education Message-ID: <4F6D7F02E570D846825FD3A8B8C252650158FEA5@exchs018.its.iastate.edu> Content-Type: text/plain; charset="us-ascii"
Colleagues/
A Most Excellent Friday PM (CT) Discovery !
/Gerry
Toys to Tools: Connecting Student Cell Phones to Education. Liz Kolb / International Society for Technology in Education / 2008 / ISBN 978-1-56484-247-3 / 240 pp. / $ 24.45 (Member)
Liz Kolb / International Society for Technology in Education / 2008 / ISBN 978-1-56484-247-3 / 240 pp. / $ 24.45 (Member)
General Table Of Contents<<<
Introduction
Chapter 1 > Cell Phones as Learning Tools
Chapter 2 > Concerns with Cell Phones in the Classroom
Chapter 3 > Conferencing, and Mobile Notes
Chapter 4 > Cell Phones as Cameras and Camcorders
Chapter 5 > Developing Classroom Projects for Cell Phones
Chapter 6 > Cell Phones as Research and Organizational Tools
Chapter 7 > Cell Phones as Management Tools
Chapter 8 > Cell Phones in Preschool and Lower Elementary Learning
Chapter 9 > The Future of Cell Phones in Schools
Chapter 10> More Web 2.0 Resources for Cell Phones
References
National Educational Technology Standards for Students (NETS)
Index
Credits
Links To
Detailed Table Of Contents Available
Chapter Excerpts
Introduction; Chapter 1: Cell Phones as Learning Tools, Chapter 2: Concerns with Cell Phones in the Classroom. (PDF, 23 pages)
Associated Webinar
From Toy to Tool: Cell Phones in Learning > A Conversation About Integrating Student Cell Phones Into Classroom Curricula / Liz Klob Blog
Cell Phones in Learning With Liz and Jeff (blogtalkradio)
Available At
EnJOY!
/Gerry
Gerry McKiernan
Associate Professor
Science and Technology Librarian
Iowa State University Library
Ames IA 50011
gerrymck@iastate.edu
There Are No Answers, Only Solutions / Olde Irish Saying
The Future Is Already Here, It's Just Not Evenly Distributed /
Attributed To William Gibson, SciFi Author / Coined 'Cyberspace
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End of Air-L Digest, Vol 61, Issue 20 *************************************
-- Distinguished Professor Emeritus Information Systems, NJIT homepage: http://is.njit.edu/turoff