Research Abstracts

Incorporating Distance Learning into Counselor Education Programs: A Research Study. Wantz, Richard A. ; Tromski, Donna M. ; Mortsolf, Christina Joelle; Yoxtheimer, Greggory; Brill, Samantha; Cole, Alison. The purpose of this study is to determine the number of counselor education programs that utilize distance learning, to identify the distance learning software delivery products used, and to identify features of software used. The researchers also attempt to identify faculty perceptions related to and experience with the importance of distance learning; the impact of distance learning on counselor education programs in terms of quality and enrollment, recruitment practices, course development, time commitment, supervision issues, and faculty compensation; and ethical and legal issues. All Council for the Accreditation of Counseling and Related Educational Programs (CACREP) counseling programs, as well as other administrative units identified by Hollis and Wantz (1993), were surveyed, thus targeting a sample size that approximates the population. In this study, distance learning is defined as any type of technology utilized outside of the traditional face-to-face classroom instruction. The study makes a distinction between courses that are delivered 100% via distance learning and courses taught in the classroom that are augmented by distance learning (e. g. , technology- or Web-enhanced). (Contains 19 references and 7 tables. ) 2003. 20pp. Available at www. eric. ed. gov as ED 481 146A Phenomenonological Study of College Faculty Experiences Derived from Teaching in a Computer-Mediated Environment When There Is an Absence of Physical Presence. Conciecao-Runlee, Simone. A study investigated how college faculty perceive and describe their online teaching experiences in a computer-mediated environment fully absent of the physical presence. Participants were selected using a purposeful sampling of 10 college faculty. Data were collected using semistructured open-ended interviews conducted at the participants’ site of preference with follow-up interviews via e-mail. Findings suggested that teaching online is work intensive and rewarding for college faculty. It was work intensive because of the length of engagement before and during instruction and because of the depth of engagement during course delivery. However, faculty stated it was rewarding when the instructor experiences satisfaction throughout the process of design and delivery of instruction. They indicated they learned a lot from the learners. (Contains 19 references. ) 2001. 8pp. Available at www. eric. ed. gov as ED 481 589Second Year Evaluation Report of the Washington Learning Anytime Anywhere Partnership (LAAP). Valadez, James R. The goal of this report is to examine the progress of the Washington Learning Anytime Anywhere Partnership (LAAP). In 1999, a 1. 8 million grant was given to Washington's community and technical colleges to increase and improve the courses offered through the Internet including the development of a “onestep system” to enable students to view and register for online courses at a single Web site. Part one of the report provides an analysis of data provided by the State Board of Community and Technical Colleges. The data include students enrolled in one or more online classes between July 1, 2000 and June 30, 2001. The majority (80%) of these students enrolled in a mixture of online and on-campus classes. The study compares “online students” with “campus students. ” The data indicate that flexibility is a major reason for growth in online learning. Online learning particularly appeals to women, especially those with children. Although many students have expressed satisfaction with the format, content of courses, the instruction, and service provided by online courses, there have been low completion scores exhibited by online students. It should be noted that there has been an increase in faculty participation rate in online education. Contains three appendices. 2003. 79pp. Available at www. eric. ed. gov as ED 482 736A Case Study for Promoting Collaboration on Online Project-Based Learning. Yang, Young-Sun. The Internet allows learners to interact with teachers, other learners, and content while it enables teachers to interact not only with learners but also with other teachers who teach similar or related courses and conduct online teaching. This study analyzes teaching strategies for planning collaborative learning and teaching through a case study of online project-based learning in inter-universities. The study also examines the degree of students’ learning experience, collaboration, and participation with their expectancy and satisfaction on the collaborative online project-based learning. (Contains 21 references. ) 2002. 7pp. Available at www. eric. ed. gov as ED 477 111Information and Communication Technologies in the Teaching and Learning Process: Does Online Professional Development Make a Difference? Morrow, Donna. This study is an ongoing examination of the effectiveness of an online professional development course designed to examine the connection between learning theory and technology used to support learning in the classroom. The course was taught by three methodologies: a traditional face-to-face class that used the online materials as a resource; an online class that received all instruction via the Internet; and a hybrid class that used the online resources in addition to meeting weekly for teleconferencing with the instructor. At the completion of the course, data were collected from the participants relating to course design and implementation, resulting in positive feedback from most students. To ascertain changes in attitude and classroom practice, further data were requested from the students 6 months after completion of the course. This study focuses on the second round of data collection and examines the changes in attitude and practice reported by the teachers. 2002. 7pp. Available at www. eric. ed. gov as ED 477 072Evidence of the Need to Support the Development of On-Line Collaborative Skills: An Action Research Study. McEwen, Laura April; Sclater, Jennifer. This study examined the relationship between the quality of intra-group online collaboration among groups of undergraduate learners and the quality of products produced. The quality of online collaboration was assessed by the instructor and Teaching Assistant with the computer supported collaborative learning (CSCL) process assessment tool. The evolution of quality of intra-group online collaboration was examined over time, as was the quality of group products for the first and third online activity. Findings suggest that the quality of collaboration significantly affected the quality of products produced by a group. The results of this study underline the need to provide support for the development of learners’ online collaborative skills prior to the introduction of learning activities when grades are contingent upon effective collaboration. The strategy of self- and peer-assessment practices is introduced as a potential means of fostering the development of important collaborative skills essential to learners’ successful negotiation of this novel learning arrangement. (Contains 29 references. ) 2002. 9pp. Available at www. eric. ed. gov as ED 479 580