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The 12th Sloan-C International Conference on Asynchronous Learning Networks November 2006

Synchronicity in Distance Learning Catherine Flynn Assistant Dean of Faculty College of Business Kaplan University. The 12th Sloan-C International Conference on Asynchronous Learning Networks November 2006. Online in Real Time?. Asynchronous distance learning is Flexible Convenient

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The 12th Sloan-C International Conference on Asynchronous Learning Networks November 2006

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  1. Synchronicity in Distance LearningCatherine FlynnAssistant Dean of FacultyCollege of BusinessKaplan University The 12th Sloan-C International Conference on Asynchronous Learning Networks November 2006

  2. Online in Real Time? • Asynchronous distance learning is • Flexible • Convenient • Cost-effective • Distance learning with formalized synchronous elements is • Less flexible • Less convenient • More labor intensive for the institution

  3. Synchronicity Model - Presentation Agenda • Definition of the Problem • Hypothesis • Research Questions • Research Methodology & Results • Research Limitations • Future Research Opportunities • Conclusions

  4. Synchronicity Model • Definition of the Problem Development of a synchronous distance learning model that meets student learning outcomes cost effectively.

  5. Synchronicity Model HYPOTHESIS: Synchronous learning components enhance student comprehension in online courses and can be cost-effectively blended into distance learning delivery models.

  6. Synchronicity Model Research Questions • How do synchronous components affect student learning outcomes? • Does a cost-benefit analysis support the use of synchronous components?

  7. RESEARCH METHODOLOGY The Synchronicity Model Interviews Observations The SynchronicityModel Surveys Mini-CaseStudy

  8. Synchronicity Model • RQ1 – How do synchronous components affect student learning outcomes? • Comparative Pilot Study • Institutional Survey of Students • Faculty Survey

  9. Synchronicity Model • RQ2 – Does a cost-benefit analysis support the use of formal synchronous components? • Time and budget investment • Alternatives to formal synchronous components

  10. Synchronicity Model • Design & Methodology • Participants • Students enrolled in CM310 Async & Sync • CM 310 course instructor • Academic and Support Personnel • Budget Managers

  11. Synchronicity Model • Design & Methodology • Procedures • Analysis of CM310 content and activity • Anonymous surveys • Telephone interview

  12. Synchronicity Model Results • Pilot Study: • Grade distributions + student completion • Student satisfaction levels • Instructor observations • Role of synchronous seminar • Shortcomings of asynchronous course

  13. Synchronicity Model Grade Distributions – CM 310 Pilot

  14. Synchronicity Model • Satisfaction Levels: Students & Faculty • STUDENTS: • Asynchronous class workload • Increase in Discussion Board • Addition of team projects • FACULTY: • Motivation levels • Connectivity

  15. Synchronicity Model • Role of the Synchronous Seminar • Transcript analysis • Results • Implications

  16. Synchronicity Model

  17. Synchronicity Model

  18. Synchronicity Model • Academic Support Personnel • TIME Investment – 25% • Qualitative evaluation

  19. Synchronicity Model • Research Limitations • One institution • One pilot course • One term

  20. Synchronicity Model • Future Research Opportunities • Expand the comparison of asynchronous v. synchronous courses • Test the Model of Synchronicity within Kaplan University with faculty autonomy • Conduct cost-benefit analysis of telephone call options

  21. Synchronicity Model • Conclusions • Synchronicity improves the online learning experience by providing • Connectivity • Social interaction • Support

  22. Synchronicity Model • Conclusions • Synchronous components can be cost-effectively incorporated into distance learning programs using • Instant Messenger technologies • Telephone connection • Chat functions

  23. Synchronicity Model • Recommendations for Synchronous Components • Eliminate formalized synchronous seminars • Replace with instructor-driven synchronous components that meet individual needs • Redirect efforts toward training faculty

  24. Model of Synchronicity Questions, Comments? Thank you for your time!

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