0229590_C6FC0_solomon_negash_michael_e_whitman_amy_b_woszczynski_handbook

Handbook of Distance Learning for Real-Time and Asynchronous Information Technology Education

Solomon Negash

Kennesaw State University, USA

Michael E. Whitman

Kennesaw State University, USA

Amy B. Woszczynski

Kennesaw State University, USA

Ken Hoganson

Kennesaw State University, USA

Herbert Mattord

Kennesaw State University, USA

InformatIon scIence reference

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Library of Congress Cataloging-in-Publication Data

Handbook of distance learning for real-time and asynchronous information technology education / Solomon Negash ... [et al.], editors. p. cm.

Includes bibliographical references and index.

Summary: "This book looks at solutions that provide the best fits of distance learning technologies for the teacher and learner presented by sharing teacher experiences in information technology education"--Provided by publisher.

ISBN 978-1-59904-964-9 (hardcover : alk. paper) -- ISBN 978-1-59904-965-6 (ebook : alk. paper)

1. Distance education--Computer-assisted instruction. 2. Information technology. I. Negash, Solomon, 1960LC5803.C65H36 2008

371.3'58--dc22

2008007838

British Cataloguing in Publication Data

A Cataloguing in Publication record for this book is available from the British Library.

All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher.

If a library purchased a print copy of this publication, please go to http://www.igi-global.com/agreement for information on activating the library's complimentary electronic access to this publication.

Table of Contents

Foreword ............................................................................................................................................	xiv
Preface ..............................................................................................................................................	xviii
Section I
Learning Environments
Chapter I
E-Learning Classifications: Differences and Similarities.......................................................................	1
Solomon Negash, Kennesaw State University, USA
Marlene V. Wilcox, Bradley University, USA
Chapter II
Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education:
Towards a Constructivism Pedagogical Approach–A Case Study at the University of
Crete (E.DIA.M.ME.) ...........................................................................................................................	24
Panagiotes S. Anastasiades, University of Crete, Crete
Chapter III
Teaching IT Through Learning Communities in a 3D Immersive World:
The Evolution of Online Instruction.....................................................................................................	65
Richard E. Riedl, Appalachian State University, USA
Regis Gilman, Appalachian State University, USA
John H. Tashner, Appalachian State University, USA
Stephen C. Bronack, Appalachian State University, USA
Amy Cheney, Appalachian State University, USA
Robert Sanders, Appalachian State University, USA
Roma Angel, Appalachian State University, USA
Chapter IV
Online Synchronous vs. Asynchronous Software Training Through the Behavioral
Modeling Approach: A Longitudinal Field Experiment .......................................................................	83
Charlie C. Chen, Appalachian State University, USA
R. S. Shaw, Tamkang University, Taiwan

Section II
Effectiveness and Motivation
Chapter V
A Framework for Distance Education Effectiveness: An Illustration Using
a Business Statistics Course..................................................................................................................	99
Murali Shanker, Kent State University, USA
Michael Y. Hu, Kent State University, USA
Chapter VI
Differentiating Instruction to Meet the Needs of Online Learners .....................................................	114
Silvia Braidic, California University of Pennsylvania, USA
Chapter VII
Exploring Student Motivations for IP Teleconferencing in Distance Education................................	133
Thomas F. Stafford, University of Memphis, USA
Keith Lindsey, Trinity University, USA
Section III
Interaction and Collaboration
Chapter VIII
Collaborative Technology: Improving Team Cooperation and Awareness
in Distance Learning for IT Education ...............................................................................................	157
Levent Yilmaz, Auburn University, USA
Chapter IX
Chatting to Learn: A Case Study on Student Experiences of Online Moderated
Synchronous Discussions in Virtual Tutorials ....................................................................................	170
Lim Hwee Ling, The Petroleum Institute, UAE
Fay Sudweeks, Murdoch University, Australia
Chapter X
What Factors Promote Sustained Online Discussions and Collaborative
Learning in a Web-Based Course?......................................................................................................	192
Xinchun Wang, California State University–Fresno, USA
Chapter XI
Achieving a Working Balance Between Technology and Personal Contact
within a Classroom Environment........................................................................................................	212
Stephen Springer, Texas State University, USA

Section IV
Course design and Classroom Teaching
Chapter XII
On the Design and Application of an Online Web Course for Distance Learning .............................	228
Y. J. Zhang, Tsinghua University, Beijing, China
Chapter XIII
Teaching Information Security in a Hybrid Distance Learning Setting..............................................	239
Michael E. Whitman, Kennesaw State University, USA
Herbert J. Mattord, Kennesaw State University, USA
Chapter XIV
A Hybrid and Novel Approach to Teaching Computer Programming in MIS Curriculum ................	259
Albert D. Ritzhaupt, University of North Florida, USA
T. Grandon Gill, University of South Florida, USA
Chapter XV
Delivering Online Asynchronous IT Courses to High School Students:
Challenges and Lessons Learned........................................................................................................	282
Amy B. Woszczynski, Kennesaw State University, USA
Section V
Economic Analysis and Adoption
Chapter XVI
Motivators and Inhibitors of Distance Learning Courses Adoption:
The Case of Spanish Students.............................................................................................................	296
Carla Ruiz Mafé, University of Valencia, Spain
Silvia Sanz Blas, University of Valencia, Spain
José Tronch García de los Ríos, University of Valencia, Spain
Chapter XVII
ICT Impact on Knowledge Industries: The Case of E-Learning at Universities ................................	317
Morten Falch, Technical University of Denmark, Denmark
Hanne Westh Nicolajsen, Technical University of Denmark, Denmark
Chapter XVIII
Economies of Scale in Distance Learning ..........................................................................................	332
Sudhanva V. Char, Life University, USA

Compilation of References ..............................................................................................................	346
About the Contributors ...................................................................................................................	373
Index ................................................................................................................................................	379

Detailed Table of Contents

Foreword ............................................................................................................................................	xiv
Preface ..............................................................................................................................................	xviii
Section I
Learning Environments
Chapter I
E-Learning Classifications: Differences and Similarities.......................................................................	1
Solomon Negash, Kennesaw State University, USA
Marlene V. Wilcox, Bradley University, USA

This chapter identifies six e-learning classifications to understand the different forms of e-learning and demonstratesthedifferencesandsimilaritiesoftheclassificationswithclassroomexamples,includinga pilotempiricalstudy. Itarguesthatunderstandingthedifferente-learningclassificationsisaprerequisite to understanding the effectiveness of specific e-learning formats. In order to understand effectiveness, or lack thereof of an e-learning environment, more precise terminology which describes the format of delivery is needed. To address this issue, this chapter provides six e-learning classifications.

Chapter II
Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education:
Towards a Constructivism Pedagogical Approach–A Case Study at the University of
Crete (E.DIA.M.ME.) ...........................................................................................................................	24
Panagiotes S. Anastasiades, University of Crete, Crete

This chapter focuses on the designing and development of blended learning environment for adult education, and especially the education of teachers. The author argues that the best combination of advanced learning technologies of synchronous and asynchronous learning is conducive to the formation of new learning environments, which, under certain pedagogical conditions, will adequately meet the special needs of adult students. Particular emphasis is given to the designing and development of a pedagogical blended learning model, based on the principles of transformation adult theory and constructivism. A case study of a blended environment of teachers’ training is presented.

Chapter III
Teaching IT Through Learning Communities in a 3D Immersive World:
The Evolution of Online Instruction.....................................................................................................	65
Richard E. Riedl, Appalachian State University, USA
Regis Gilman, Appalachian State University, USA
John H. Tashner, Appalachian State University, USA
Stephen C. Bronack, Appalachian State University, USA
Amy Cheney, Appalachian State University, USA
Robert Sanders, Appalachian State University, USA
Roma Angel, Appalachian State University, USA

The development of learning communities has become an acknowledged goal of educators at all levels. As education continues to move into online environments, virtual learning communities develop for several reasons, including social networking, small group task completions, and authentic discussions for topics of mutual professional interest. The sense of presence and copresence with others is also found to besignificantindevelopingInternet-basedlearningcommunities.Thischapterillustratestheexperiences with current learning communities that form in a 3D immersive world designed for education.

Chapter IV
Online Synchronous vs. Asynchronous Software Training Through the Behavioral
Modeling Approach: A Longitudinal Field Experiment .......................................................................	83
Charlie C. Chen, Appalachian State University, USA
R. S. Shaw, Tamkang University, Taiwan

The continued and increasing use of online training raises the question of whether the most effective training methods applied in live instruction will carry over to different online environments in the long run. Behavior modeling (BM) approach—teaching through demonstration—has been proven as the most effective approach in a face-to-face (F2F) environment. This chapter compares F2F, online synchronous, and online asynchronous classes in a quasi-experiment using the BM approach. The results were compared to see which produced the best performance, as measured by knowledge near-transfer and knowledge far-transfer effectiveness. Overall satisfaction with training was also measured.

Section II
Effectiveness and Motivation
Chapter V
A Framework for Distance Education Effectiveness: An Illustration Using
a Business Statistics Course..................................................................................................................	99
Murali Shanker, Kent State University, USA
Michael Y. Hu, Kent State University, USA

This chapter proposes a framework that links student performance and satisfaction to the learning environment and course delivery and empirically evaluates the framework. The results show that a well-designed distance education course can lead to a high level of student satisfaction, but classroom-based students

can achieve even higher satisfaction, if they also are given access to learning material on the Internet. This indicates that material for an effective distance-education course also can be used to supplement in-class teaching in order to increase satisfaction with student learning objectives.

Chapter VI
Differentiating Instruction to Meet the Needs of Online Learners .....................................................	114
Silvia Braidic, California University of Pennsylvania, USA

This chapter introduces how to differentiate instruction in an online environment. Fostering successful online learning communities to meet the diverse needs of students is a challenging task. Since the “one size fits all” approach is not realistic in a face-to-face or online setting, it is essential as an instructor to take time to understand differentiation and to work in creating an online learning environment that responds to the diverse needs of learners.

Chapter VII
Exploring Student Motivations for IP Teleconferencing in Distance Education................................	133
Thomas F. Stafford, University of Memphis, USA
Keith Lindsey, Trinity University, USA

This chapter explores the various motivations students have for engaging in both origination site and distant site teleconferenced sections of an information systems course, enabled by Internet protocol (IP)-based teleconferencing. Theoretical perspectives of student motivations for engaging in distance education are examined, and the results of three specific studies of student motivations for IP teleconferencing and multimedia enhanced instruction are examined and discussed.

Section III
Interaction and Collaboration
Chapter VIII
Collaborative Technology: Improving Team Cooperation and Awareness
in Distance Learning for IT Education ...............................................................................................	157
Levent Yilmaz, Auburn University, USA

This chapter presents a set of requirements for next generation groupware systems to improve team cooperation and awareness in distance learning settings. Basic methods of cooperation are delineated along with a set of requirements based on a critical analysis of the elements of cooperation and team awareness. The means for realizing these elements are also discussed to present strategies to develop the proposed elements. Two scenarios are examined to demonstrate the utility of collaboration to provide deep integration of communication and task accomplishment within a unified coherent framework.