Faculty Resource Center
Resource Materials
Resource materials are being produced at a rapid pace as increasing numbers of faculty and students integrate technology and pursue the scholarship of teaching, learning and technology. Included in this limited collection are locally written articles, technical guide sheets and tutorials, as well as print, web-based, and video pieces produced by leading authors, publishers and the Public Broadcasting Service. This section will continue to grow as seminal studies and “best practices” are identified.
Instructional Technology Articles
Technical Guide Sheets
Public Broadcasting Video Series
Library
Internet Resources
Additional Technology Resources for Faculty
Instructional Technology Articles
Engaging Learners with Technology (requires
Adobe Acrobat Reader)
Cheryl L. Bielema
Instructional Design for Technology-based Education (requires Adobe Acrobat Reader)
Cheryl L. Bielema
Review of Teaching Practice (requires Adobe
Acrobat Reader)
Cheryl L Bielema
Blended
Learning and Learner Satisfaction: Keys to User Acceptance?
Larry R. Irons, Robert Keel, Cheryl L. Bielema, in US Distance Learning
Association Journal, 16(12), December, 2002
Iterations (requires Adobe Acrobat Reader)
Faculty Resource Center staff and Information Technology Services
Additional articles on distance learning and associated technology
Encouraging High Level Thinking in Online Discussion Forums
More universities are offering online instruction for students but what is meant by effective online learning? How do online discussions play a role in critical thinking?
Guidelines for Good Practice in Distance Education
Checklist for Fair Use
This document was created by the Copyright Management Center, and provides a checklist of items to consider as it relates to "fair use" of a copyrighted work.
whose_property_is_it.pdf
The explosion in distance education is raising all sorts of questions,
including whether the courses belong to the professors whe develop them
or to their employeers, the universities.
compare_online_and_traditional.pdf
With working adults occupying an increasingly large percentage of our
college population and with greater numbers of students having computer
and Internet experience prior to entering college, opportunities are being
made to better meet their needs, interests and work schedules through
online classes.
computer_based_education_why_and_why_not.pdf
Over the last decade, institutions of higher education, state and federal
agencies, corporations, and the public at large have become increasingly
interested in “distance” or “distributed” learning.
Despite considerable debate about what these terms mean, almost everyone
party to the debate agrees on the motivating premise. Whereas education
has traditionally meant bringing students to sources of knowledge, the
time has come to bring sources of knowledge to students.
distance
learning in social word education.pdf
This article reports data collected from a national survey of all accredited
social work programs conducted between December 1995 and February 1996.
The purpose was to assess current usage of distance learning in social
work education. The findings suggest that the use of distance learning
has increased, and that the most prevalent issues reported by educators
involve adapting instructional material for course presentation and faculty
preparation. Implications of the study findings for social work education
are also discussed.
DL_in_postsecondary_eduation.pdf
Students traditionally have gone to a specific classroom, on a specific
campus, at specific times in order to take academic courses. Most still
do, but a growing number of students--many of them adult learners--choose
distance leaarning.
DL_reality_check.pdf
Is distribution alone the education when a publisher publishes a text
book or a how-to article? Most people would say that it isn't. Yet, much
of distance education is delivered this way.
effects_of_internet_based_instruction_on_student_learning.pdf
The practice of using technology to deliver coursework in higher education
has seen a veritable explosion. The use of technology has not only created
new opportunities within the traditional classroom but has also served
to expand learning experiences beyond the popular notion of “classroom."
Indeed, “distance learning," especially utilization of the
Internet, is becoming a widely used delivery alternative at universities
nationwide.
elements_of_effective_e_learning.pdf
Each new technology has brought its share of hype from those who would
like to see its use for education.
Receptivity_to_DL.pdf
Recent growth in distance learning (DL) represents a significant change
to management education. Notwithstanding its importance, research on DL
is at an early stage of development, particularly in understanding the
effect of technology perceptions on students' receptivity toward DL. This
study of 399 students at two universities investigates the role of perceived
technology usefulness, technological familiarity and accessibility, reputation,
constraints, learning prefirences, and demographic factors on prospective
receptivity toward DL. The results reveal significant relationships between
many of these variables and DL receptivity, suggesting new challenges
and opportunities for educators. They also indicate that some traditionally
held assumptions, for example those regarding accessibility, reputation,
and constraints, may not be valid in the new high-tech DL environment.
elements_of_success_at_a_traditional_virtual_college.pdf
Within three years, Park University has developed an online distance learning
program that serves more than 1,700 students per term worldwide. this
case study looks at the steps that Park went through and the direction
it is now headed.
empire_state_college.pdf
Empire State College was founded in 1971 to meet the needs of adult and
other nontraditional student populations in the state of New York. Its
initial delivery model was individualized instruction with a student working
with a full-time faculty member to develop a unique plan of study and
learning contracts to support that plan. This article outlines the development
of online programs since that time, emphasizing the issues and challenges
faced by the institution in seeking to provide quality, cost-e ective
distance education.
is there madness
in the method.pdf
In the move from viewing research as purely technical, objective,
and rational to understanding it as a social practice embedded in particular
cultural, political, and historical contexts, we raise the question of
how reality is represented in research practices and products. Thus, the
purpose of this article is to examine the "performativity" of
text in constructing and reporting research. To do that, this article
explores the process of formulating research questions for an empirical
study of conceptions offlexibility and lifelong learning in the context
of furthereducation in the United Kingdom. We examine the implications
of an analytical reflexivity for the representation of research projects.
This analysis of representation is (re)presented in three parallel versions
of our research: an algorithmic tale, a tale of improvisations, and a
reflexive tale.
issues
in interactive communication in distance education.pdf
Increased pressure relating to employment schedules, finances, and family
responsibilities, as well as the high-cost of post-secondary education
and the limited availability of scholarships, has created an increased
need for distance education. Distance learning research has defined certain
problematic areas which must be addressed in an effort to enhance the
distance learning experience. This paper
identifies four major issues relating to interactive communication in
distance learning education, specifically, (1) personal contact between
the primary instructor and the student; (2) personal contact between the
primary instructor and the on-site instructor;
(3) personal contact between the on-site instructor and the student; and
(4) interactions between the students themselves, and offers specific
solutions and recommendations which may be helpful in resolving these
issues.
Ownership_and_access.pdf
As the communication technologies of today challenge traditional concept
of ownership, community colleges must address copyright and intellectual
property issues.
receptivity_to_distance_learning.pdf
This study of 399 students at two universities investigates the role of
perceivedtechnology usefulness, technological familiarity and accessibility,
reputation, constraints, learning preferences, and demographic factors
on prospective receptivity toward DL. The results reveal significant relationships
between many of these variables and DL receptivity, suggesting new challenges
and opportunities for educators. They also indicate that some traditionally
held assumptions, for example those regarding accessibility, reputation,
and constraints, may not be valid in the new high-tech DL environment.
Implications of the findings are discussed
research trends.pdf
The intent of this study was to conduct an analysis of all submissions
(accepted and rejected) to Adult Education Quarterly from 1989 to 1999.
Previous reviews of the journal had only analyzed published articles.
Including all submissions revealed a more complete analysis of treads,
and patterns of acceptances were revealed. Trends for the previous decade
include continued dominance of male, single-author submissions from North
America.
strategies_for_effective_integration.pdf
Over the past several decades, professionals in the field of instructionaltechnology
have witnessed a progression of varying "technologies" that
canbe utilized for the presentation of educational materials to students
in a variety of environments. These technologies have included 16mm films,
educational filmstrips, 35mm slides, instructional videotapes, computers,
and computerbased
instruction, to name a few. While the specific hardware and software varied
significantly over time, these systems generally focused on the delivery
of educational materials to students within traditional institutions learning
through group-based or individualized instruction.
structure_and_media_of_DE_courses.pdf
As print is the dominating medium for the presentation of learning matter
in distance education, the relation between distance-study courses and
other presentations in print is of prime interest.
student ratings
DL and on_campus.pdf
Student ratings in 2 special education courses offered on campus and off
campus using different means of instruction, including electronic media,
were compared. Ratings also were compared when distance classes were taught
at local and remote facilities. End-of-course student evaluations were
examined using a counterbalanced design. A comparison of outcome measures
revealed no difference in the overall course means. Outcome measures for
on-campus students versus off-campus students for the 2 courses were examined,
but no differences were found in the overall ratings. Course, instructor,
teaching, and communication ratings were similar across settings.
student_attitudes_assessment.pdf
The purpose of this study was to determine if differences existed in student
attitudes toward and evaluation of internet-assisted instruction based
on learning style and selected student characteristics—gender and
student status (i.e., undergraduate or graduate). Analysis of the data
failed to reveal significant differences in student attitudes toward or
evaluation of internet-assisted instruction based on learning style or
selected student characteristics. A discussion of the positive implications
of this study’s findings for teaching in a business education setting
is also presented.
student_perceptions_of_DL.pdf
The Internet offers colleges and universities new opportunities to act
on a potential watershed-online learning. Online learning offers students
and institutions great flexibility, and thus, online courses are increasing
in number and scope. This article taps the perspectives of preservice
teachers enrolled at an urban university. The majority of students in
traditional courses favor online courses but are less likely to enroll
in them. Implications are that instructors must address student perceptions
that online courses are not as effective in preparing them to teach. The
majority of students taking online courses find that they meet their academic
needs and improve their technological skills.
systems_approach_in DL.pdf
Support for adult learners is provided through a learning environment
that meets both their physical and psychological needs. Such a learning
environment is also an essential element in successful partnerships between
learners and instructors (Imel 1994). The goal should be to develop an
atmosphere in which adult learners feel both safe and challenged at the
same time, with learners encouraged to become active participants in the
teaching/learning process, with some degree of mutual involvement in the
determination of instructional objectives.
teaching_over_the_web_versus_in_the_classroom.pdf
To study the differences, from the point of the instructor, between teaching
collegeclasses over the WEB versus in a more traditional classroom situation,
we interviewedtwenty-one college instructors who had taught in both formats.
We categorized and counted interview fragments based on emerging trends.
The instructors indicated that bandwidth limitations, asynchronous nature
of the medium and an emphasis on the written word give web-based classes
a very different communication style than face-to-face
classes. This has far-reaching implications for online classes, in terms
of greater student/instructor equality, a need for greater explicitness
of instructions and other instructional materials, more work for instructors,
deeper class discussions, and initial feelings of
anonymnity giving way later to emerging online identities.
Technology open learning.pdf
Executive summary: What have we learned about technology, open learning
and decision-making?
whats_the_difference_traditional_vs
DL.pdf
Proponents of distance education contend that the findings prove conclusively
that distance learning is “as good as” traditional education
if conducted properly. But when we take a closer look, is this really
so? Does distance education, for example, work better for some academic
subjects than others? Does it work better for some students than others?
Is there more of a dropout problem with distance education? Are library
and information resources sufficient under distance education? What elements
are necessary for student
success and have they been evaluated? Does student assessment in distance
education classrooms differ from that in traditional classrooms? Is the
kind of knowledge acquired the same—particularly if more than a
course or two, possibly the entire academic program, is delivered at a
distance? Are there administrative issues affecting quality in distance
education? Are there shortcomings in the research itself?
assessing_online_technology.pdf
A major problem in assessing the effectiveness of online courses is that
most of the research products investigate a specific course in general
terms and are typically done by the course designers. Carnevale (2000)
found ". . . a vacuum when it comes to reliable information with
which to evaluate online courses" (p. A59); and Phipps and Merisotas
(1999) report "There is a vital need to develop a more integrated,
coherent, and sophisticated program of research on distance learning that
is based on theory" (p. 27). Carnevale (2001) also wrote ".
. . assessment is taking center stage as online educators experiment with
new ways of teaching and proving that they're teaching effectively"
(p. A43). This paper delves into a brief account of distance learning
and looks at the current attempts at teaching and assessment concerns
in distance learning.
Technical Guide Sheets and Tutorials
Use and Care of a Digital Camera
Paul Wilmarth, wilmarth@umsl.edu
These documents contain useful information on the types and use of digital
cameras.
basics
camera resources
compression
digital camera review
digital camera buying
guide
digital terms
digital camera comparison
digital camera FAQs
point and shoot
resolution guide for
prints from digital cameras
8meg cameras
Digital Camera PowerPoint
Samba Help Sheet
This document contains useful information on SAMBA, which is a remote
file storage utility provided by the University (also referred to as a
Unix Shell account) that allows you to connect to a network drive from
anywhere on campus and at home. SAMBA Help
Sheet
Engaging Students with Interactive, Two-way Video Tutorial
Cheryl L. Bielema, bielema@umsl.edu
12-minute tutorial (voice-over-PowerPoint
streamed file) that summarizes a classroom assessment activity and effective
student engagement techniques for an interactive video teaching situation.
(requires QuickTime 5 viewer installed on your computer: http://www.apple.com/quicktime/download
Using Powerpoint Tutorial
Vic Fay-Wolfe, wolfe@cs.uri.edu
This tutorial provides information for new users to PowerPoint. It may
be freely copied and used providing that acknowledgement is given to the
URI Dept. of Computer Science and that it is not used for profit.
Questions should be sent to Dr. Vic Fay-Wolfe: wolfe@cs.uri.edu
http://homepage.cs.uri.edu/tutorials/csc101/powerpoint/ppt.html
Using Nvu to create a website
Nvu (pronounced N-view, for a "new view") is a complete Web
Authoring System that combines web file management and easy-to-use WYSIWYG
(What You See Is What You Get) web page editing. Nvu is designed to be
extremely easy to use, making it ideal for non-technical computer users
who want to create an attractive, professional-looking web site without
needing to know HTML or web coding. Click on the links below to access
a downloadable version of the handouts for working with Nvu.
Nvu download
Nvu users guide
Overview of Nvu's menu options
Basic design layout using
Nvu
Public Broadcasting Services
Video Series
The following videoconferences about integrating technology into instruction
and into student services are viewable on campus via the campus network
(only). Titles include Using Information Technology in a Traditional Classroom,
Improving Multimedia and Online Courses with Instructional Design, Surviving
and Thriving in your First Online Course, Innovation in Planning for Student
Services, and A.D.A. Issues and Requirements. See Center for Teaching and Learning: http://www.umsl.edu/cte
Faculty Resource Center Library
A variety of instructional technology and teaching books are available
for loan by contacting Cheryl Bielema, email: bielema@umsl.edu
Book List
Internet Resources
World Wide Web sites that provide excellent advice about designing your
web sites for instruction and knowing what it takes to effectively facilitate
online learning.
Moderators home page: Resources for moderators and facilitators of online
discussion
http://www.emoderators.com/moderators.shtml
The home page maintained by Berge Collins Associates is an evolving collection
of research, practice-based articles, and book chapters devoted to facilitating
computer-mediated communications. Other topics: "Netiquette Guides,"
"Sample Editorials," and "Teaching Online." Includes
an extensive bibliography.
The Active Learning Site
http://www.active-learning-site.com
This site supports the scholarship of teaching by providing research-based
resources designed to help faculty use active learning successfully in
college and university classrooms. Among the resources are VARK: A Starter
Kit for Learning Styles; active learning bibliographies; active learning
summaries; and active learning Internet links.
Site maintained by Dr. Charles Bonwell, bonwell@ix.netcom.com
Teaching, Learning and Technology Group
http://www.tltgroup.org
The TLT Group focus is on educational issues and the organizational, budgetary,
and technical issues that can make or break improvement efforts. The TLT
Group's biggest asset is its network of hundreds of leaders and institutions
already working together to solve common problems and share effective
strategies. We listen to their concerns and promote their achievements.
They share with us the lessons they have learned so that we can pass the
benefit of their experience on to others. The TLT Group makes these benefits
available through focused assistance, institutional subscription programs
and free resources such as presentations, articles and webcasts. Dr. Steven
W. Gilbert, President.
The National Education Association maintains a web site specificially for higher education. You will find the following sections:
| Publications | Future of Higher Ed | Higher Ed program | Research Center | Professional Advisor |
| Key resources and Links | Legislative News | hot issues | Mailing list & Feedback |
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Additional Teachning Technology Resources for Faculty
Center for Teaching and Learning Services, University of Minnesota
http://www1.umn.edu/ohr/teachlearn/
Center for Teaching and Learning, University of Vermont
http://www.uvm.edu/~ctl/
Computer-mediated Teaching and Learning Resources and Scholarship
http://mason.gmu.edu/~montecin/teach_tech.htm
Teaching and Learning with Technology, PennState
http://www.psu.edu/studentcomputing/teachtech.html
Teaching with Technology, University of Oregon
http://tep.uoregon.edu/technology/