Presentations' Schedule

• Concurrent Session 1
• Concurrent Session 2
• Concurrent Session 3
• Concurrent Session 4

• Concurrent Session 5
• Concurrent Session 6
• Concurrent Session 7

Chunking Course Content: Building Bridges to Effective Learning
Session 1, Salon 3, 8:15a.m. - 8:50a.m.
Robin Smith, University of Arkansas for Medical Sciences
Abstract: Chunking is presenting course content in absorbable pieces of information for more effective learning. A step by step method for chunking course content and bridging chunks together will be provided for participants to use at their home institutions, regardless of subject matter.

Can an online professional development project impact teacher knowledge and student achievement?
Session 1, Salon 3, 9:00a.m. - 9:35a.m.
Catherine Glass, University of Central Florida
Vicky Zygouris-Coe, University of Central Florida
Nancy Lewis, University of Central Florida
Bonnie Swan, University of Central Florida
Abstract: What impact does online professional development have on teachers' knowledge of scientifically based reading research? What changes (if any) do teachers make in their instruction as a result of participating in an online professional development course? What is the role of online professional development on students meeting high standards for reading?

Integration of Cognitive and Affective Learning Components in an Online Science Course
Session 1, Salon 4, 8:15a.m. - 8:50a.m.
Naser Alsharif, Creighton University
Kimberly A Galt, reighton University Medical Center
Abstract: This presentation will describe the integration of cognitive and affective learning components in an on-line science pharmacy course to enhance clinical relevance, student learning and student performance.

We Teach, But Are They Learning? Assessing Student Learning In DE Lab Science Courses
Session 1, Salon 4, 9:00a.m. - 9:35a.m.
Peter Jeschofnig, PhD, Colorado Mountaqin College
Abstract: Increasingly, higher education is being asked by government, society, and students themselves to provide evidence of student learning through assessment. Assessment is seen as the best way to continuously improve student learning, improve instruction, and provide institutional accountability. Since we need urgent verification if distance learning science labs provide a learning experience that is at least equal to campus-based labs, this study collected comparative quantitative data on the academic and laboratory learning outcomes of an on-campus general college chemistry class with an on-campus lab and a distance learning general college chemistry class using a home-based commercial laboratory kit. This session presents findings from this investigation.

Determinants of Engagement in an Online Community of Inquiry
Session 1, Salon 5, 8:15a.m. - 8:50a.m.
Jim Waters, Drexel University
Abstract: A key problem facing educators is that of maintaining student engagement. For online learning this problem is even more acute. Physical separation can lead to problems such as alienation, lack of commitment and antisocial behavior. This study examined the behavior pattern of students on a graduate level online information systems course at a North American University. The purpose was to ascertain determinants of student engagement in an online community of inquiry. A second goal was to determine if the theoretical lens of a cycle of inquiry was an appropriate analytical tool..

Participant Interaction in a Latin American Online Leadership Course
Session 1, Salon 5, 9:00a.m. - 9:35a.m.
Manuel Contreras, Inter-American Development Bank
Mary Dolan, Inter-American Development Bank
Abstract: This paper draws on current research in order to analyze participant interactions in a unique Latin American online training course. The research concentrates specifically on the effects of different types of interaction and the factors that influence them, in particular the intricacies and interrelations of participation, critical thinking and achievement. It also considers the socio-cultural conceptions of education from a Latin American perspective.

Business and Pedagogical Models for Online and Distance Learning Programs
Session 1, Salon 6, 8:15a.m. - 8:50a.m.
Judith Boettcher, University of Florida
William Riffee, University of Florida
Diane Beck, University of Florida - College of Pharmacy
Abstract: This session describes a theoretical framework for generating a variety of business and pedagogical models for addressing the unique issues in designing and delivering distance-learning programs. This presentation illustrates how one large research university has implemented a design/development and funding model that supports a variety of distance learning programs, each designed to support a particular combination of students, content, and professional goals.

Executive Beliefs About the Critical Success Factors in Defining, Designing, Developing and Deployin
Session 1, Salon 6, 9:00a.m. - 9:35a.m.
Ann Armstrong, Teachers College Columbia University
Abstract: "The biggest growth in the Internet, and the area that will prove to be one of the biggest agents of change will be in e-Learning" according to CEO of Cisco Systems, John Chambers (Rosenberg, 2001). "I read that Napster had no users in 1997 and 40 million users in 2000 and I quickly imagined a network of learners spontaneously sharing knowledge through their PCs," said Tina Sung President and CEO of the America Society for Training and Development (Rossett, 2002). And, then she added "whether you are wading eagerly in the e-Learning ocean for a bracing swim, or pacing the shore looking for the lifeguard, you cannot ignore the impact of e-Learning. It is the transformational event of our professional lives" (Rossett, 2002). "One day, training for every job on earth will be available on the Internet. Are you ready?" says a Cisco Systems ad slogan (Rosenberg, 2001). "e-Learning has lots of promise, but it takes commitment and resources for an organization to see its potential realized" according to Allison Rossett, editor of The ASTD e-Learning Handbook and Professor of Educational Technology at San Diego State University (Rossett, 2002). Today businesses are investing billions of dollars in the design, development and deployment of the architecture and systems that support web-based learning as well as in the purchase, design and development of courses that are delivered over the worldwide web. Although little, if any, research has documented results, it is often said in practice that significant dollars are wasted on programs that fail to deliver the expected results.

Making the Transition: From Start-up to Maintenance of Online Courses
Session 1, Salon 7, 8:15a.m. - 8:50a.m.
Daph Crane, Memorial University of Newfoundland
Lawrence Ragan, Penn State's World Campus
Abstract: This session will explore the changing roles, responsibilities and services of distance education curriculum development units. As more courses are being offered by distance, ongoing course maintenance, revisions, and support becomes more challenging and resource demanding. This session will examine a variety of practical solutions to address this important aspect of online coursework

Using Asynchronous Auditory Feedback to Enhance Teaching Presence and Students' Sense of Community
Session 1, Salon 7, 9:00a.m. - 9:35a.m.
Philip Ice, West Virginia University
Perry Phillips, West Virginia University
John Wells, Virginia Polytechnic
Abstract: This presentation reviews the findings of a study in which student feedback was provided using asynchronous audio commenting techniques. Discussion will focus on student perceptions of teaching presence and the impact on the development of learning communities. Tools used for providing audio feedback will also be reviewed.

The business of blogs in the online classroom: Moving from "me" to "we"
Session 1, Salon 8, 8:15a.m. - 8:50a.m.
Donna Malvey, U. Central Florida
Barbara Alderman, U. Central Florida
Allison King, U. Central Florida
Andy Todd, U Central Florida
Abstract: Business blogs differ from personal or diary type blogs. Businesses are using blogs to develop and maintain digital relationships with employees, customers, and stakeholders. We adapted an online course to include business blogs. In doing so, we connected students to a community beyond the classroom and expanded their knowledge resources.

Producing eLearning Simulations in the Higher Education Environment
Session 1, Salon 8, 9:00a.m. - 9:35a.m.
Christopher Keesey, Ohio University Without Boundaries
Abstract: Research is clear on the fact that simulation on applicable topics can produce higher retention in learners. From device simulations to branching stories, interactive case studies and allocation games, elearning simulations have become the norm as opposed to the "bleeding edge" for delivering interactive learning content online in a self-packaged or blended format. Chris Keesey will briefly discuss the current research and address the significance of student demand for more engaging content in simulated environments and games and demonstrate several categories of online simulations. He will then address, from a practical standpoint, how these demands can be met in the environment of higher education where units are often plagued by budgetary and personnel constraints that make the real production of large-scoped learning environments a challenge to accomplish.

The Transformation of Faculty Roles in Blended Courses
Session 1, Salon 9, 8:15a.m. - 8:50a.m.
Robert Kaleta, University of Wisconsin-Milwaukee
Karen Skibba, University of Wisconsin-Milwaukee
Abstract: Qualitative research results on how faculty roles expand when teaching blended courses are presented and discussed. This study of faculty experiences provides insights into challenges and opportunities that affect instructors' pedagogical, social, managerial, and technological roles. The implications of these findings for preparing faculty to teach blended courses are discussed.

Faculty Motivators and De-motivators for Teaching Online
Session 1, Salon 9, 9:00a.m. - 9:35a.m.
Peter Shea, University at Albany, State University of New York
Roxanne Hiltz, New Jersey Institute of Technology
Abstract: Although online learning has seen rapid growth in recent years, with estimates of more 2.5 million higher-education enrollments in online courses in the United States (Allen and Seaman, 2003), it continues to reflect a relatively small percentage of the entire curriculum of higher education today. We need more systematic evidence to fully explain why online teaching has been successfully adopted at many institutions and to gain insight into why it has not been embraced at others. This presentation discusses preliminary findings from a Sloan Foundation funded study of a multi-institutional, multi-method pilot investigation of online faculty motivations at 41 colleges in New York and New Jersey.

Creating an Effective Student Orientation for Online Learners
Session 1, Salon 10, 8:15a.m. - 8:50a.m.
Kimberly Hardy, Florida Community College at Jacksonville
Maria Puzziferro, Florida Community College at Jacksonville
Jeff Kissinger, Florida Community College at Jacksonville
Abstract: Student feedback is a crucial component of a successful online program. This session showcases FCCJ's online student orientation for distance learners and the Student Advisory Group process taken to achieve this creative model. Presenters will provide details on effective methods and successful practices for designing this type of orientation.

Advising Students for On-line Learning
Session 1, Salon 10, 9:00a.m. - 9:35a.m.
Gloria DeFillipo, Holyoke Community College
Abstract: As more and more student's look to alternative delivery methods for their educational needs, institutions of higher learning must be prepared to address the academic advising needs of these students. This presentation will focus on a model, adopted by Holyoke Community College, which assess the characteristics of on-line learners for use in student advising.

Measuring Service Quality of Online Distance Learning Programs with DL-sQUAL Instrument
Session 1, Salon 11, 8:15a.m. - 8:50a.m.
Naj Shaik, University of Illinois Urbana-Champaign
Sue Lowe, Virginia College Online
Kem Pinegar, Virginia College Online
Abstract: Education is a service with multiplicity of student interactions over time and across multiple touch points. Quality teaching needs to be supplemented by consistent quality supporting services for programs to succeed under the competitive distance learning landscape. ServQual and e-SQ scales have been proposed for measuring quality of traditional and eCommerce services. Currently there are no instruments available to measure the quality of distance learning services. With the growing demand for online education there is a need for an instrument to measure the quality of online distance learning services. This study addresses the gap by identifying the dimensions and the service quality scale (DL-sQUAL) of online distance learning programs.

Down to the Bone: Applying the Fundamentals of Enrollment Management to an Online Degree Track
Session 1, Salon 11, 9:00a.m. - 9:35a.m.
Barrett Taylor, University of Alabama Capstone College of Nursing
Abstract: This presentation will outline principles and techniques -- such as inquiry cultivation and data staging -- that can help small online programs to increase their enrollments.

Nursing Education Offered Online Post Katrina: faculty ease or trapeze
Session 1, Salon 13, 8:15a.m. - 8:50a.m.
Jennifer Couvillon, Louisiana State University School of Nursing
Abstract: Introduction: With the recent trend of offering nursing education courses and entire nursing education programs online, computers are being utilized more often by nursing faculty. To fully understand the teaching-learning process and the outcomes in distance-learning environments, research is needed to identify the experiences of the teacher. This research study explored the experience of nursing faculty who teach an on-line course in a BSN curriculum of study.

Getting the Best Out of Virtual Adjuncts: Mentoring and Support Strategies
Session 1, Salon 13, 9:00a.m. - 9:35a.m.
Maria Puzziferro, Florida Community College at Jacksonville
Abstract: Some higher education institutions use virtual adjuncts almost exclusively, while others are finding the ratio of adjunct to full-time faculty rapidly increasing. This information session will explore the new and expanding role of adjunct faculty in distance learning, and explore best practices for supporting virtual adjunct faculty through mentoring.

Fast Tracking an Online Program with Quality Matters Standards
Session 1, Salon 15, 8:15a.m. - 8:50a.m.
Joan D. McMahon, Towson University
Joyce Becker, Villa Julie College
Nick Marrocco, Villa Julie College
Abstract: This project focuses on the practical implication issues of developing an entire curriculum of 20 online courses within four months that used both Middle States Commission on Higher Education (MSCHE)and Maryland Online Quality Matters (QM) standards.

Faculty Identity Development and Role Adjustments in Online Environments
Session 1, Salon 15, 9:00a.m. - 9:35a.m.
Mary Bold, Texas Woman'd University
Lillian Chenoweth,
Nirisha Kuchimanchi ,
Abstract: The presentation will examine the self- and social-identity of online faculty based on theories of social psychology. Ongoing work on the stages and the hallmark of online identity will be discussed.

College and Corporate On-Line Learning: Culture, Vision and Realities
Session 1, Salon 16, 8:15a.m. - 8:50a.m.
Timothy Niesen, Raytheon Company/UMASS Lowell
Phil Pirello, Raytheon
Thomas Georgon, Raytheon
Abstract: Corporations and colleges seeking to maximize on-line learning effectiveness must consider their culture, goals, and realities. This is illustrated by examining the on-line training similarities and differences from the perspective of a UMASS-Lowell (10,000+ students) Adjunct professor and a Raytheon (80,000+ employees) corporate training manager.

Building Successful Corporate & University Alliances through ALN/Training Course Customization
Session 1, Salon 16, 9:00a.m. - 9:35a.m.
Stephanie Robinson, Stevens Institute of Technology
Abstract: Stevens Institute of Technology is collaborating with ConEdison to introduce an online training course, tailored to match the company's business improvement plans. WebCampus, Stevens' award-winning online unit, launched the instructor-led, e-learning course to a pilot group of Con Edison executives in February 2006. The collaboration between Stevens and ConEdison highlights the value of corporate-university alliances by integrating the company's practical, day-to-day operations with management theory and practice taught by Stevens' industry-savvy faculty.

Online Learning: Extending the Vision Through Student-Centered Partnerships
Session 1, Salon 17, 8:15a.m. - 8:50a.m.
Linda Frank, Empire State College, State University of New York
Shelley Dixon, Empire State College, State University of New York
Susan Oaks, Empire State College, State University of New York
Abstract: Creating and maintaining multiple educational partnerships is a team effort at Empire State College's Center for Distance Learning. Our Director of Outreach, Director of Corporate and Military Programs and specific faculty work together to ensure success with external partners, intersecting and respecting one another's boundaries to achieve a common goal. We will present our team approach to building success student-centered partnerships, and will raise questions and issues designed to stimulate thoughtful discussion among participants.

The Design and Implementation of a Statewide Learning/Decision Support Environment
Session 1, Salon 17, 9:00a.m. - 9:35a.m.
Samuel DiGangi, Arizona State University
Angel Jannasch-Pennell, Arizona State University
Sandra Andrews, Arizona State University
Abstract: This study traces project design and implementation with respect to stakeholder goals and issues, including data gathering and lessons learned. The goal of the project is to connect, Statewide, teachers, students, administrators and researchers in many ways, including a technology based environment that can be used for teaching and learning.

Visual vs. Virtual: A justice and trust-based comparison
Session 2, Salon 3, 9:50a.m. - 10:25a.m.
Linda Peters, University of Massachusetts
Jane Giacobbe-Miller, University of Massachusetts
Sara McComb, University of Massachusetts
Pamela Trafford, University of Massachusetts
Abstract: We compare and contrast online and classroom education by examining how student perceptions of justice unfold in each and how these perceptions influence student trust and satisfaction. Based on this application of the justice and trust literatures, we identify potential learning obstacles and suggest pedagogical approaches to counteract such obstacles.

The Synchronicity Model: The Role of Synchronous Components in the Delivery of Distance Learning
Session 2, Salon 3, 10:35a.m. - 11:10a.m.
Catherine Flynn, Kaplan University
Abstract: This presentation addresses the role of synchronous components in the delivery of distance learning. Kaplan University provided sponsorship for the presenter's doctoral dissertation on the use of synchronous elements in the University's delivery model. The presentation will highlight best practices in building synchronicity into the online classroom, pulling data from the presenter's dissertation research. Many strategies emerged that can be applied to a variety of different distance learning environments to improve student retention and achievement of learning objectives through synchronous tools. Kaplan is unique among online colleges and universities in its use of synchronous components in course delivery. One-hour weekly seminars complement and enhance course delivery, and instant messenger and phone calls are standard communication tools at the University. This presentation will focus on how synchronous components can be integrated into distance learning to enhance and enrich the environment.

Asynchronous Environments Across the Age Span: Teachers' activities and stance
Session 2, Salon 4, 9:50a.m. - 10:25a.m.
Dr. Susan Wegmann, University of Central Florida
Dr. Joyce McCauley, Sam Houston State University
Kimberly Slade,
Kathy Coppa, Florida School for the Deaf and Blind
Abstract: This presentation will highlight the possibilities for asynchronous teaching and learning across the age span, as it relates to the stance of the teacher. The presenters range in teaching students from elementary school, a middle and high school, and a university. All four have used an online environment extensively in order to scaffold learning. They will describe the learning they have used online and engage the participants in brainstorming possibilities that computer-mediated learning can afford.

Factors Promoting Student Satisfaction and Interactions in Asynchronous Teacher Education Courses
Session 2, Salon 4, 10:35a.m. - 11:10a.m.
Barbara Signer, St. John's University
Aliya Holmes, St. John's University
Antoinette MacLeod, St. John's University
Abstract: The presentation will present both quantitative and qualitative analyses of a survey investigating factors that promote student satisfaction and online interactions. Results from open-ended items will be compared with those from a factor analysis to see if they provide a more meaningful context for understanding the survey results.

Technology and Story: Fostering Judgment, Insight and Classroom Strategy
Session 2, Salon 5, 9:50a.m. - 10:25a.m.
Daryl Peterson, Valencia Community College
Paul Bowers, Buena Vista University
Jeff King, Kaplan University
Abstract: Valencia Community College utilizes Scenarios™, an e-learning tool combining technology and story, to deliver faculty development. The courses' case-based narratives provide authentic contexts for asynchronous, collaborative conversations and group insights. They facilitate development of learner strategy for classroom settings where choices are most often "shades of gray" and context-based. This session will provide ideas on scenarios-based learning in the development and delivery of professional development for new and adjunct faculty. Attendees will "visit" online courses, experience the stories, participate in course activities and leave with guest access to courses.

Fostering Critical Thinking and Critical Reframing of Assumptions in the Online Learning Environment
Session 2, Salon 5, 10:35a.m. - 11:10a.m.
Rosemary Hartigan, University of Maryland University College
Monica Bolesta, University of Maryland University College
Abstract: Applying transformative learning theory, this presentation illustrates the progress of over 100 non-traditional adult MBA students who engaged in a guided process of critical thinking and critical reflection on assumptions an online MBA seminar. Qualitative and quantitative data demonstrate that the assignment design served as catalyst for transformative learning.

Assessing e-Learning Programs' Effectiveness: A Learns Perceived Value Approach
Session 2, Salon 6, 9:50a.m. - 10:25a.m.
Yair Levy, Nova Southeastern University
Abstract: The presentation will discuss a new book titled "Assessing the value of e-learning systems" that is authored by the presenter. The presentation will address a new theory developed to assess learners cognitive value and satisfaction of e-learning systems to provide a robust measure of effectiveness of full e-learning programs. Up to date every measure done in industry for the assessment of IS effectiveness, has been looking only at the satisfaction or users perceived satisfaction. Failing to measure learners perceived value can cause organizations to totally miss-the-boat. Moreover, by measuring users satisfaction only organizations concentrate their efforts on non-effective characteristics. This presentation will help administrators, faculty members, program directors, and scholars of e-learning programs understand the power in measuring learners perceived value as well as satisfaction of e-learning programs. A set of benchmarking tools will be presented, such as the Value-Satisfaction grids and LeVIS index, to help administrators of e-learning programs realize the key effective characteristics of their program. The presentation will also provide a "cook book" guidelines approach on how to implement the proposed theory and tools in your own e-learning program.

The "Grounded Design" Effect: The Impact of Grounded Design Principles and Beyond
Session 2, Salon 6, 10:35a.m. - 11:10a.m.
Haiyan Zhou, Duke University
Linda Lee, Duke University Medical Center
Abstract: This presentation is intended to describe the impact of grounded instructional design principles, and formative evaluation on online course development and delivery; and the long term vision of creating a learning object repository that will be integrated throughout a clinical research training program curriculum.

Horizon Wimba: Taking you Beyond Your Online Courses!
Session 2, Salon 7, 9:50a.m. - 10:25a.m.
Matt Wasowski, Horizon Wimba
Abstract: From the University of Alabama to the Cobb Country School District, Southeastern United States institutions of all shapes, sizes, and missions have been using Horizon Wimba's collaborative software to get the most out of their Blackboard, WebCT, and other online courses. By teaching live online, by adding voice to course pages, and by converting their Word documents into CMS-ready content, Horizon Wimba has enabled instructors throughout the region to take the next step beyond merely having text-based online courses. This presentation will closely examine how Horizon Wimba is being utilized for projects such as podcasting, online assessment, and further web-based student-to-student and student-to-teacher interactions.

Connecting Multiple Worlds through the Emerging Learning Environment of Synchrotext
Session 2, Salon 7, 10:35a.m. - 11:10a.m.
Andrew Rein, University of Maryland University College
Theodore Stone, Ph.D., University of Maryland University College
Richard Schumaker, Ph.D., University of Maryland University College
Lisa Bernstein, Ph.D., University of Maryland University College
Abstract: Synchrotext is a new tool with enormous potential for online instruction in many different academic fields. By integrating written text, sound, static images, and video, Synchrotext provides a powerful platform for students and instructors to present and discuss complex concepts. This presentation explores Sychrotext's basic functionality as well as its pedagogical uses.

International Blended Learning: United States and Lebanon
Session 2, Salon 8, 9:50a.m. - 10:25a.m.
Judith Gerardi, Empire State College SUNY
Abstract: Face-to-face and online formats are blended in a combined residency and distance learning program offered to students in Lebanon. Practice and research findings will be reported that are applicable to both local and geographically distant programs. Topics include the centrality of course goals in planning the blend, temporal placement of the face-to-face component, and research reporting the particular strengths and shortcomings of each format.

Lessons Learned from an International Blended Learning Program
Session 2, Salon 8, 10:35a.m. - 11:10a.m.
Jason Baker, Regent University
Linda Grooms, Regent University
Abstract: This presentation will present the pedagogical and administrative lessons learned from an international blended learning program offering a master's degree in education to a cohort of students in Brazil. Based on student surveys, course evaluations, and faculty and administrator interviews, the presenters will summarize attitudes and expectations from the varied stakeholders and offer practical recommendations on the design and delivery of an effective international blended learning program.

A Collaborative Approach to Information Literacy for Non-Traditional Learners
Session 2, Salon 9, 9:50a.m. - 10:25a.m.
Kelly Otter, University of Pittsburgh
Christinger Tomer, University of Pittsburgh
Susan Webreck Alman, University of Pittsburgh
Abstract: This presentation describes the development and implementation of an information literacy curriculum at the University of Pittsburgh, created collaboratively by the School of Information Sciences (SIS) and the College of General Studies (CGS), and offered to non-traditional learners enrolled in CGS programs. The design of the information literacy course is based on the model advanced by Shapiro and Hughes, and also relies on an allied concept, Easton's so-called "layered literacy," under which communication, information, technology, and culture are viewed as mutually dependent layers.

Conversations with the Field: Online Learning at Community Colleges
Session 2, Salon 9, 10:35a.m. - 11:10a.m.
Robert Threlkeld, Monterey Institute for Technology and Education
Abstract: This session will provide information from an ongoing series of occasional papers, "Conversations with the Field." The series is built around large numbers of open-ended interviews with online education professionals. It offers participants an "on the ground" view what is really happening in colleges throughout the U.S.

Holistic Strategies for Supporting Online Learners: A Case Study
Session 2, Salon 10, 9:50a.m. - 10:25a.m.
Larry Schankman, Mansfield University
Abstract: Quality in distance learning programs consists of several factors. Harroff & Valentine (2006) suggest a holistic approach combining six elements, four of which emphasize support: advising, technical support, advance information (i.e. orientation), and evaluation. As a case study, this presentation presents a comprehensive support strategy in one particular web-based program.

Up Close and Personal: Learning about Your Learners (and Teachers) by Sitting In Class
Session 2, Salon 10, 10:35a.m. - 11:10a.m.
Robert Zotti, Stevens Institute of Technology
Abstract: This presentation explores the benefits of having managers and members of the support staff of online learning divisions participate in their schools' online courses. Experiencing an online course from the student's perspective will elevate the awareness of various issues and improve the level of services they provide. The insights and experiences gained from this "up close and personal" approach are relevant for planning and implementing student services, cultivating effective relations with the faculty, conducting marketing and recruitment activities, and the overall success of the online learning organization itself. The presentation will include specific examples of how the Total Quality Management approach of "going to gemba" has had a positive impact upon the operations, effectiveness, and morale of the WebCampus division at Stevens Institute of Technology.

More than Virtual Red Pens: Kaplan University's Online Writing Center
Session 2, Salon 11, 9:50a.m. - 10:25a.m.
Carrie Wells Hollibaugh, Kaplan University
Lisa Gerardy, Kaplan University
Abstract: Kaplan University launched its virtual Writing Center in May 2005 to support our online students' university writing tasks. We offer live synchronous tutorials, asynchronous question submission, and faculty-written reference materials. Developing this has presented special challenges in layout, training, and student outreach. However, it is proving to be a valuable asset and may have benefits that far outweigh those of face-to-face writing centers.

Analysis of Student Participation in Asynchronous Online Course Discussions
Session 2, Salon 11, 10:35a.m. - 11:10a.m.
John Thompson, Buffalo State College
Abstract: A growing number of asynchronous distance learning courses include an online discussion component. This study examines online discussion participation of students over a five year period in two different 100% asynchronous distance learning graduate courses taught by the researcher. The longitudinal data were drawn from observing student use statistics during the courses and from the course evaluations (59.8% response rate) over the five years. The study results depict how and when students participate in online discussions. The direction and participation of the course instructor is analyzed and recommendations made for best practices in instructor involvement.

The Teaching Technology Fellowship
Session 2, Salon 13, 9:50a.m. - 10:25a.m.
Matthew Laliberte, Worcester Polytechnic Institute
Abstract: WPI's Teaching Technology Fellowship program provides faculty members with the targeted support and technical resources that make incorporating technology into their teaching a (relatively) painless process. Through a collaborative process framed around a structured, yet flexible model of instructional design, the Fellowship program helps faculty members of all skill levels develop their general computing skills while creating a specialized project to address a challenging instructional situation in their classes.

Forgotten Faculty: Stress and Job Satisfaction among Distance Educators
Session 2, Salon 13, 10:35a.m. - 11:10a.m.
Jennifer McLean, Pennsylvania College of Technology
Abstract: As distance education initiatives continue to flourish throughout higher education, new avenues of opportunity have opened for students and faculty alike. The literature is rich in findings related to factors which foster student satisfaction and success in the virtual environment. Despite the rising numbers of faculty teaching exclusively at a distance, the literature is silent on the identification of factors that support faculty well-being in the areas of stress and job satisfaction for those teaching exclusively online. This descriptive study uses Delphi methodology to identify stressors and levels of job satisfaction among faculty teaching exclusively at a distance.

Preparing faculty to teach online: the one-to-one model
Session 2, Salon 15, 9:50a.m. - 10:25a.m.
George Barnes, The University of Texas at Dallas
Darren Crone, The University of Texas at Dallas
Abstract: Faculty development is crucial to the successful design, development and implementation of online courses. This presentation will outline the faculty-centered model instituted by the School of Management at the University of Texas at Dallas. In this model, a single instructional designer is responsible for all non-content aspects of a course including instructor training, course design, development, and technical support.

A Blended Approach to Faculty Development makes for a Smooth Mix
Session 2, Salon 15, 10:35a.m. - 11:10a.m.
Ellen Scalese, Kaplan University
Abstract: Kaplan University (KU) has adopted a blended approach to Faculty development and training. In order to properly train new online faculty and administer to continuing faculty development Kaplan has developed a blended approach to faculty development. They hold quarterly interactive Web-based in-services and bi-annual faculty retreats.

Pace University and Blended Learning - Forging New Partnerships At Home and Abroad
Session 2, Salon 16, 9:50a.m. - 10:25a.m.
David Sachs, Pace University
Nancy Hale, Pace University
Chienting Lin, Pace University
Sotiris Skevoulis, Pace University
Abstract: Pace University's Seidenberg School of Computer Science and Information Systems is using blended learning to enhance its partnerships both locally and internationally. Blended learning has enabled Pace University to provide graduate education to individuals working for a local corporation (The Bank of New York) as well as to individuals attending a partner institution (Hong Kong Baptist University) many thousands of miles away. This presentation will focus on the opportunities and partnerships that blended learning is providing to the School and to the University.

Using Global Partnerships to Improve Health, Education, and Community Development
Session 2, Salon 16, 10:35a.m. - 11:10a.m.
York Bradshaw, University of South Carolina Upstate
Abstract: In November 2005, the University of South Carolina Upstate was one of only 13 institutions to be named a "Community Outreach Partnership Center" by the U.S. Department of Housing and Urban Development (168 institutions applied for this distinction). In collaboration with 15 community partners (including some outside the country), the University will utilize various types of information technology to improve health, education, and community development in several regions of the world. One of the most exciting projects is the establishment of a global education project that will link several institutions in South Carolina and Africa.

Fostering global learning in an international exchange partnership with a course virtual community
Session 2, Salon 17, 9:50a.m. - 10:25a.m.
Sandra Poindexter, Northern Michigan University
Ray Amtmann, Northern Michigan University
Abstract: Costs are a barrier for study abroad partnerships, but ALN technologies connecting equivalent classes across international borders offer those students unable to travel an opportunity for global learning and cultural awareness. Two easy-to-integrate techniques involving collaborative assignments that require student-student virtual dialog and cross-cultural reflection will be presented. Lessons learned and future plans will be discussed, and participant ideas collected and shared.

Assessing Faculty Readiness for Online Teaching Attractively
Session 2, Salon 17, 10:35a.m. - 11:10a.m.
John Sener, Sener Learning Services
Abstract: Surveys assessing student readiness for online learning abound -- but faculty readiness surveys do not. Recent relevant research suggests that an "attractive" approach to assessing faculty readiness may be a promising direction. This presentation proposes a conceptual framework for implementing such an approach and invite participants to discuss possible applications.

Online Student Performance Analysis To Identify Under-Performing Students
Session 3, Salon 3, 1:40p.m. - 2:15p.m.
Thomas Thompson, University of Maryland University College
Abstract: This paper discusses the results and analysis of correlations between student performance on a variety of assignments in online courses and final course grade. The student performance variables include order of participation for certain key, early course activities, levels of participation at different times through the semester and grades on course projects. The research identified student behavior that can be utilized to predict student performance early in the course, and more importantly, to help identify students who require instructor intervention. The purpose of this analysis is to give the participants practical insight in how to analyze and use the student performance data for an online course to improve student performance in the class In the classroom instructors see the attendance, attitude, participation and skills of the students first hand. Most of this information can be obtained in an online course (in a modified form.) The pedagogical strategy needs to structure assignments and discussions that can be measured as they are completed throughout the semester. There will be a discussion on how to approach the data analysis, to interpret the results and what type of interventions would be appropriate. The researcher concludes there are specific actions that instructors should be taking to support students who under-perform in early parts of the course to improve their ultimate course grade.

Gender in Online Education: Self-Selection as a Determining Factor in Enrollment & Academic Success
Session 3, Salon 3, 2:25pm. - 3:00p.m.
Sherri Restauri, Jacksonville State University
Franklin King, Office of Distance Education, Jacksonville State
Gordon Nelson, Jacksonville State University
Abstract: Within the online learning environment in higher education, a number of factors appear throughout the literature that examine outcomes of student success. The consideration of self-selection on the part of students based on self-evaluation of learning style may prove a useful measure for administration, faculty, and students alike in best preparing students for the online learning experiences. Additionally, the recent trend toward female-dominated higher education enrollment in traditional as well as online formats makes this issue of self-selection based on gender-stereotypical conversational patterns even more important to research. This study utilized a Likert-scale, closed-response survey to investigate the issues of (1) student interest in the online format, (2) student comfort in the online learning environment, (3) student Internet access patterns, and (4) student-perceived learning style. Surveys were administered in both undergraduate and graduate courses to evaluate the above 4 major variables of interest in higher education. Results of this study, as well as further implications and suggestions, are provided. This study

Is Collaborative Learning Effective in Internet Courses?
Session 3, Salon 4, 1:40p.m. - 2:15p.m.
Elizabeth Chapman, Kingwood College
Abstract: Why is the proven effective strategy of collaborative learning being ignored in higher education online courses? This presentation will include results of a 2004 study of 40 online classes. It will include practical examples of positive collaborative online projects and will focus on factors that are needed for successful online collaborative learning.

Learning to play well with others: Adding emotional presence to online communities of inquiry
Session 3, Salon 4, 2:25pm. - 3:00p.m.
Martha Cleveland-innes, Athabasca University
Prisca Campbell,
Abstract: Research on emotional presence within an online community of inquiry identified the salience of affect in online learning and point toward learning interventions for the realization of affective outcomes.

Understanding the issues of quality and effectiveness of students' learning in online environment
Session 3, Salon 5, 1:40p.m. - 2:15p.m.
Nataliya Ivankova, University of Alabama at Birmingham
Sheldon Stick, University of Nebraska-Lincoln
Abstract: Accountability and quality of learning were addressed in a recent report of the Education Spellings' Commission on the Future of Higher Education. The presentation will discuss a longitudinal on-going qualitative study which sought to begin addressing the problem of understanding the effectiveness of student learning in ALN environment.

Designing Online Discussion for Learning
Session 3, Salon 5, 2:25pm. - 3:00p.m.
Carol Carnevale, SUNY Empire State College
Evelyn Ting, SUNY Empire State College
Craig Tunwall, SUNY Empire State College
Abstract: This presentation reports current research regarding student learning in online discussion, including the authors' proposed model for assessing discussion postings for evidence of cognitive learning. Discussion will describe how research findings can be applied to designing more effective online discussion.

An Interpretative Model of Heuristics that Promote Collaborative Dialogue Among Secondary Learners
Session 3, Salon 6, 1:40p.m. - 2:15p.m.
Sarah Haavind,
Abstract: One of the most challenging aspects of online teaching is promoting content-focused dialogue among students that supports a course's instructional goals. This paper describes online instructor facilitation, activity designs and evaluation rubrics that promoted substantive, collaborative dialogue in Virtual High School (VHS) classes (www.govhs.org).

Predictors of Online Learner Performance: Using Research to Inform Practice
Session 3, Salon 6, 2:25pm. - 3:00p.m.
Maria Puzziferro, Florida Community College at Jacksonville
Abstract: Self-efficacy and self-regulation of learning are important constructs in the traditional education literature, but have not been comprehensively tested in the online learning context. This study was designed to examine grade performance and overall satisfaction in online undergraduate level courses as a function of students' self-efficacy for online technologies, self-regulated learning strategies, and selected experiential and demographic variables measured at the start of the course. An exploratory analysis, derived from the literature, was also conducted to identify other variables related to the instructor and course that could affect satisfaction and performance, and those variables were considered in a predictive model for online course performance. This presentation will discuss the results of this study, and offer a practical perspective regarding how to design adminisrtative and instructional policies that reflect the things learned in the literature about student success and satisfaction in online courses.

The value of multiple assessments from using e-portfolios in online composition and speech classes
Session 3, Salon 7, 1:40p.m. - 2:15p.m.
Mary Jane Clerkin, Berkeley College
Abstract: Students who are required to use e-portfolios in online English and speech courses benefit from multiple assessments. Using discipline-specific rubrics, students must reflect carefully upon their work over time and choose what is best to post in their portfolios;. They also must carefully consider the assessment of their peers, for it is important for them to share their portfolios for input from other students. They benefit from this feedback and continue to reflect and consider as they themselves judge the work of their peers. Finally, they seek and receive continual assessment from their professor who guides them throughout the process. The multiple assessments that are required in these two sample classes foster the development of active, not passive, students who interact frequently with their peers and join in a common effort in what soon becomes a very involved community of learners intent upon perfecting their work and saving it in their portfolios. There is pride in accomplishment as students share their best work after a quarter of reflection and improvement. Professors who provide the rubric and continual feedback and encouragement find that students become active, involved, and interested online participants who benefit from multiple assessment and who hone their skills and polish their work with a sense of pride and accomplishment.

E-portfolios to assess experiential student learning and outcomes: an implementation story
Session 3, Salon 7, 2:25pm. - 3:00p.m.
Sandra Poindexter, Northern Michigan University
Kathleen Thompson, Northern Michigan University
Rachel Harris, Northern Michigan University
Abstract: An e-portfolio model was developed to oversee a university-wide, co-curricular, experienced-based program to take learning beyond the classroom. It is predicated upon the belief that student learning emanates from various sources throughout the college experience. Pilot results and recommendations address the perspectives of administrators, students, faculty, and developers on the effectiveness of the e-portfolio and its impact on the program's outcomes.

Blended Courses in Higher Education: A Pilot Study of Effectiveness
Session 3, Salon 8, 1:40p.m. - 2:15p.m.
Scott Waring, University of Central Florida
Amy Good, East Carolina University
Abstract: While various forms of blended course models have been developed, this presentation focuses on the merging of traditional methods with online instruction. The researchers report findings related to the effectiveness of the blended model and procedures found to be effective in enhancing and encouraging critical thinking and construction of knowledge.

Webcasting: A Blended Learning Collaborative with Carnegie Mellon/University of Pittsburgh
Session 3, Salon 8, 2:25pm. - 3:00p.m.
Christinger Tomer, University of Pittsburgh
Susan Alman, University of Pittsburgh
William Scherlis, Carnegie Mellon University
Abstract: The design and operational experience of CourseCast, a Webcasting system, will be reviewed. CourseCast, developed by the School of Computer Science at Carnegie Mellon University, has been used as part of the blended learning experience at Pitt and CMU. The evaluation of beta-level testing this system will be discussed.

Empowering Adult Learners with Peer-to-Peer Learning
Session 3, Salon 9, 1:40p.m. - 2:15p.m.
Richard Siegel, University of Massachusetts Lowell
Abstract: Adult learners benefit from having a greater say in what and how they learn and from sharing their learning experience with one another. This presentation describes a method for students to individualize their learning by choosing from a menu of options that encourage sharing their learning with fellow students.

Bridging Online Learning for Non-Traditional Students
Session 3, Salon 9, 2:25pm. - 3:00p.m.
Diane Kurz, University of Michigan School of Public Health
Jody Platt, University of Michigan School of Public Health
Jeanette Kunnath, University of Michigan School of Public Health
Sam Harper, McGill University, Dept. of Epidemiology, Biostatistics & Occupational Health
John Lynch, McGill University, Dept. of Epidemiology, Biostatistics & Occupational Health
Ani Seromik, University of Michigan School of Public Health
Abstract: Measuring Health Disparities, developed by the Michigan Public Health Training Center, is an interactive CD-ROM that has been broadly accepted by diverse sectors of the public health workforce. This presentation will explore the development, pilot, and dissemination of this asset, its companion website, and its impact on education and practice for measuring health disparities.

Navigating the Icebergs of Online Learning
Session 3, Salon 10, 1:40p.m. - 2:15p.m.
Cameron Esslemont, Global Library Services Network
Graeme Dean, The University of Sydney
Sandra Van Der Laan, The University of Sydney
Abstract: As organisations move to embrace different online learning models it is important that they integrate well formed support for "blended student services". It is also important that an understanding is gained, that, like an iceberg, there is a considerable amount of hidden work carried out "offline" by a student in support of their online learning activities. To support this extended and often remote work environment we need to look at sustainable strategies to assist students in collecting, organising and managing their personal knowledge repositories. There is no one fits all solution for these remote individuals and effective strategies must embrace a complex mix of issues related to content, connectivity, cost, culture, copyright, language moulded around a particular individuals needs. A series of trials have been undertaken at The University of Sydney (Australia), Faculty of Economics and Business, looking at blended student strategies in support of different teaching models. It has involved the implementation of a managed infrastructure, synchronised with but detachable from the main e-learning environment. The resulting model is quite comprehensive supporting learning through integrated subject specific digital libraries with full citation management and full text search. Further additional support has been added for integrated dictionaries and multilingual controlled taxonomies allowing students to search in their own language against primarily English based material. Finally there was a necessity to include an e-portfolio publishing capability allowing students to extract and manage the relevant material at sub document level and incorporate these into personalise thematic portfolios. The paper will present the initial findings of this work and make recommendations for a general model for the wider deployment of Personal Knowledge Centres as a means of supporting deep and sustainable life long learning.

On-Line Vs. On-Campus Adult Students: Impact of Academics on Family and Work
Session 3, Salon 10, 2:25pm. - 3:00p.m.
Kenneth Hartman, Drexel eLearning-Drexel University
Mark Palladino, Philadelphia University
Kristen Betts, Drexel University
Abstract: The session will present the findings of a Drexel University study to determine the extent to which the delivery of instruction (on-line vs. on-campus) impacts the family and work issues faced by its on-line and on-campus adult students. Differences and similarities within various subgroups, as well as the implications and opportunities for student services, will be discussed. services, will be discussed.

How to Successfully Provide Outstanding Student Services: Pace University's NACTEL Program - A Case
Session 3, Salon 11, 1:40p.m. - 2:15p.m.
David Sachs, Pace University
Nancy Hale, Pace University
Barbara Farrell, Pace University
Gregg Ramsay, Pace University
Lisa Slingerland, Pace University
Tricia Vogel, Pace University
Nancy Treuer, Pace University
Deborah Marocco, Pace University
Abstract: Pace University's NACTEL Program has provided (from 1999 to the present) outstanding student services at every phase of a student's life in the program. Entering students participate in the Online Student Orientation, which "sets the tone" for much that is to follow. As well, students have online advisors, a billing facilitator, administrative support staff, technical support staff and a wonderful student information center that all contribute to this excellent experience. Students are provided with wonderful academic support by those who teach in the NACTEL program - as well as with continued highly responsive staff support. Systems, policies and procedures are all continuously refined to improve the student experience in the program. These student services have directly impacted the growth of the NACTEL program as well as the increasingly higher student retention rates within the program. This presentation will focus on the student services that are provided to NACTEL students by a team of individuals, each of whom contributes to the overall success.

The Teaching Academy: Ensuring the Success of Adjunct Faculty
Session 3, Salon 11, 2:25pm. - 3:00p.m.
Laurie G. Hillstock, Lord Fairfax Community College
Katherine P. Simpson, Lord Fairfax Community College
Abstract: As with most Community Colleges, adjuncts are an essential part of the instructional staff at Lord Fairfax Community College (LFCC). There is a need for effective professional development programs for adjunct instructors in order to foster a passion for teaching, expose adjunct instructors to active learning pedagogy and technology, and stimulate a strong sense of camaraderie among participants. Professional development programs for adjunct faculty (who comprise over 50% of LFCC faculty) help content experts become educators. Once exposed to active learning pedagogy and technology in the workshop environment, participants are more likely to use these strategies with their students. Program components place participants' at the center of instruction and provide relevant, useful teaching and technology skills. As a result of these ongoing workshops, participants have noted the following benefits: team building opportunities, time for adjuncts to share their concerns, questions, and issues with other full and part-time faculty in their discipline, up-to-date technology skills, and a sense of belonging to the institution.

Corralling Felines: How to Guide Faculty Through the Development Process for an Online Degree
Session 3, Salon 13, 1:40p.m. - 2:15p.m.
Albert Ingram, Kent State University
Mary Tipton, Kent State University
Abstract: Up to now distance education development has focused on individual courses. We advocate broadening the focus to integrated degree programs. We will share the principles we follow including: forming goals; using recognized evaluation rubrics to guide development of high quality programs; and the integration of faculty development into the process.

You Can Run But You Can't Hide: Needed Research on Ethical Issues Related to Faculty
Session 3, Salon 13, 2:25pm. - 3:00p.m.
Melody Thompson, Penn State
Abstract: The online environment both generates new ethical dilemmas and also exacerbates some that exist in the traditional educational environment. This presentation will identify several ethical issues and suggest research needed to address them to ensure the integrity of the asynchronous learning network experience for all participants.

Faculty Support Staff in Online Education Programs: What do they do at work?
Session 3, Salon 15, 1:40p.m. - 2:15p.m.
Carolyn Siccama, University of Massachusetts Lowell
Abstract: This session will describe a qualitative research study which was conducted to examine and describe the work activities of faculty support staff in online education programs.

Principles and Practice for Training Faculty to Teach Online
Session 3, Salon 15, 2:25pm. - 3:00p.m.
George Drops, National University
Abstract: Five principles form the basis for training faculty to teach online. Results of a survey provide information from faculty on what was of most value for their teaching learned in the training program. Best practices, pros and cons of three training models will be presented.

Distance Learner Engagement: Can Quantum Theory, Psychology and Neuroscience Play Nicely Together?
Session 3, Salon 16, 1:40p.m. - 2:15p.m.
Jeff King, Kaplan University
Abstract: Research in learning psychology, quantum theory of mind, and neuroscience overlaps in exciting ways. Like a Venn diagram's common area among three different colored circles, research and application occurring at the nexus are intense and many-hued. Distance educators will add new colors among their palette of tools as a result.

Building a Free Courseware Community Around an Online Software Testing Curriculum
Session 3, Salon 16, 2:25pm. - 3:00p.m.
Rebecca Fiedler,
Cem Kaner,
Scott Barber,
Abstract: Starting in 2000 with a successful commercial lecture course in software testing, we have evolved an online academic/commercial course with rich Creative Commons licensed content (video lectures, slides, papers, assessment support, instructor notes). In the process, we've been building a community of academic and commercial course developers, reviewers and implementation consultants much like free software communities.

An Inter-University Collaboration to Offer Full Online Degree Programs
Session 3, Salon 17, 1:40p.m. - 2:15p.m.
Caroline Landrum, University of Michigan-Dearborn
Deborah White, University of Michigan-Flint
Abstract: CASL DL at UMich-Dearborn and DL at UMich-Flint collaborated to build and offer full online degree programs that neither had the courses to do alone.

Articulations, Graduate Distantships, and Other Innovative Ways to Partner Online Programs
Session 3, Salon 17, 2:25pm. - 3:00p.m.
Barry McGlumphy, California University of PA
Jeff Hatton, California University of PA
Abstract: California University of Pennsylvania is a regionally accredited university and a member of the Pennsylvania State System of Higher Education. Founded in 1852, California University of Pennsylvania has evolved from a small Academy to a thriving university with greater than 7000 undergraduate students. The Exercise Science and Health Promotion Program, housed in the Department of Health Science and Sport Studies, offers two unique, 100% online programs. The first, a Graduate program in Exercise Science and Health Promotion with four distinct tracks: Performance Enhancement, Wellness and Fitness, Rehabilitation Science, and Sports Psychology. The second is an Undergraduate program in Sport Management with an emphasis in Wellness and Fitness. Both programs utilize articulation as a means to generate student interest and diversify the student pool. The Graduate program utilizes graduate assistantships (Graduate Distantships) at a distance to increase student interest and create partnerships with other universities around the country. The presentation will discuss the processes of creating articulation agreements, implementing graduate distantships, and other innovative partnerships. The authors will also discuss the administrative intricacies and strategies to lessen the potential obstacles that may exist.

Extreme Makeover: Reconsidering the Design of Discussion Spaces
Session 4, Salon 3, 3:15p.m. -3:50p.m.
Lawrence Ragan, Pennsylvania State University
Barbara Frey, University of Pittsburgh
Abstract: This session examines student discourse in two online courses. Discussions will be analyzed based on course specific operating parameters, instructional design outcomes, faculty workload issues, and learner effectiveness. Audience feedback will be requested in order to perform an "extreme makeover" of these two distinct situations and improve the discussion forums.

Using synchronous chatting to improve online learning experience
Session 4, Salon 3, 4:00p.m. - 4:35p.m.
Yuanqiong Wang, Towson University
Abstract: This paper reports a series of case studies in order to discover the needs of synchronous communication and assesses the value of online chats in distance-learning environments. Both qualitative and quantitative methods were used to analyze the value of the chat sessions. Insights into the pros and cons of the chat sessions, the factors affecting the quality of the chat, and the students' attitude toward the chat are discussed. The effects of the chat on the students' motivation to study, the outcome of learning, and the communication among the students and the instructor are discussed. Guidelines for the design of synchronous chat in distance-learning classes will be provided at the end.

Online Graduate Technology Management Course & Instructor Quality Substantiated: A Two Year Study
Session 4, Salon 4, 3:15p.m. -3:50p.m.
Steven Savitz, Stevens Institute of Technology
Abstract: This presentation provides an overview of research that focuses on how to improve on-line education, particularly in the area of Technology Management. Based on a three year multifaceted continuous quality improvement program aimed at ensuring consistent course and instructor quality between online and traditional graduate technology management courses, this research offers insight into: 1) key drivers/best practices for improving teaching performance and student satisfaction, 2) how pedagogical expertise improves over time as evidenced by course teacher evaluations showing no statistical difference between online and traditional courses. (i.e., the "learning curve of online teaching"), 3) how to develop an "online learning center of excellence" with faculty having core competencies in pedagogy and educational technology integration and 4) how to use online learning as a key enabler of enrollment growth via technology management hybrid courses offered world wide.

Research and Reality Come Together in Online Graduate Sport Programs
Session 4, Salon 4, 4:00p.m. - 4:35p.m.
Rosalie Ward, The University of Southern Mississippi
Lou Marciani, The University of Southern Mississippi
Abstract: This presentation provides an overview of how research related to online learning and faculty concerns was utilized in developing online graduate programs in the School of Human Performance and Recreation at The University of Southern Mississippi. Literature concerning stages of adoption, assessment, quality of product, and predictors of satisfaction among faculty members are some of the topics covered. The processes of development, implementation, and providing educational opportunitities for career advancement serve to substantiate the need for transfer and application of knowledge gained from research to real educational endeavors.

Utilization of Authentic Learning Tasks in an Online Environment
Session 4, Salon 5, 3:15p.m. -3:50p.m.
Margaret Fisher, Florida Community College at Jacksonville
Abstract: This presentation will focus on challenges and advantages of using Authentic Learning Tasks (ALTs) in an online class. ALTs involve activities that replicate the "real world" and require meaningful application of essential knowledge and skills. ALTs lead to increased learning but pose challenges in getting students to meet asynchronously to complete tasks.

Creating online spaces to enhance teaching and learning
Session 4, Salon 5, 4:00p.m. - 4:35p.m.
Lin Lin, Teachers College, Columbia University
Abstract: This session presents a theoretical framework of learning spaces derived from a research study. The theoretical framework offers ways to conceptualize effective designs of online teaching and learning so as to make the most of the learners' motivations for asynchronous written communication.

Emergent Theory and Instructional Design
Session 4, Salon 6, 3:15p.m. -3:50p.m.
Sonja Irlbeck, Capella University
Elena Kays, Capella University
Abstract: Foundational models of instructional design that typically inform the design, development and delivery of online environments do not always support the epistemology and pedagogy embodying innovative online environments. This presentation suggests concepts for adopting principles of emergence theory relative to potential design and development via a prototype three-phase design model for online learning.

The End of Distance Learning: How digitial learning will change every college class.
Session 4, Salon 6, 4:00p.m. - 4:35p.m.
Frank McCluskey, American Military University
Jennifer Stephens, American Public University System
Jason Dom, American Public University System
Tom Pfundstein, Finishing Trades Institute
Abstract: Distance Learning first emerged as something new and almost frightening a few decades ago. As time has gone on, the infrastructure needed to support distance learning courses began to be used by classes that were not total online. Eventually the term online learning supplanted distance learning because it was found that many students taking courses were not at a distance at all but local students using a different delivery system. In time, online lab courses began to be used to improve science teaching. Course shells were used to work on projects outside of the physical class. The sharp division between online and on the ground classes is gone. We will look at what this means for the university and how the digital revolution will impact every aspect of the university.

Bricks, Clicks, & Pods - Transforming Education
Session 4, Salon 7, 3:15p.m. -3:50p.m.
Kathleen Schulin, Natl Defense Univ, Info Resources Mgt College
Mary McCully, Natl Defense Univ, Info Resources Mgt College
Abstract: What happens when 188 U.S. government leaders in 12-courses, over 14-months are given the opportunity to use an iPod to "read" course material for an accredited graduate education program? Did the leaders learn by listening? What are the lessons for weaving emerging technology into the pedagogy of on-line education?

BLOG AND PODCASTING IN LANGUAGE LEARNING PROCESS: A CASE STUDY.
Session 4, Salon 7, 4:00p.m. - 4:35p.m.
Francesco Stagno d'Alcontres, Language Centre of the University of Messina
Rosalba Rizzo, Language Centre of the University of Messina
Abstract: In 2005, CLAM took an important role in the national field: it used new technologies such as Feed RSS, Mobile Learning and the latest, the Blog in the teaching process of foreign languages. Today, in the first semester of 2006 this Language Centre, in collaboration with an independent editorial society, productive in digital media, will offer a new service: short lessons in foreign languages (called pillole) which will be published with an audio file support. The relationship between CLAM and this society will be the opening of a thematic website whose original characteristic is the use of a platform blog with a podcasting . The binomial podcasting-teaching represents a huge potential in the teaching/learning process of foreign languages: abilities and competences can be improved with this new strategy that carries the information in a free, itinerary, that is transportable and easily accessible. The use of this new communication system, in this project of linguistic education, has the objective of improving learners' competences through the multimedia reality, stimulating their self-learning ability and developing their metacognitive process during the learning process. The technology is based on a Feed RSS with an enclosure and a client that downloads the feed at regular intervals and it gets the pointer to the new audio pieces published. Nevertheless, this is not a new technology or a new protocol, but it is a new way of using the earliest technologies. The difference and, in a certain way the "revolution," of the streaming audio/video is due to two reasons: the automatism of downloading new contents and the possibility of creating one's own personal palimpsest. This paper will show what are the main characteristics of the lessons "pillole", the relationship between the audio file and the lessons, the format developed by CLAM for the creation of the palimpsest, the steps of production and postproduction of podcasts and how they will be published.

Preliminary Consideration of the Importance of Residency Requirements for Distance Learning Degrees
Session 4, Salon 8, 3:15p.m. -3:50p.m.
Carol Himelhoch, Siena Heights University
Jim Sam, Siena Heights University
Michael Winstrom, Siena Heights University
Abstract: The purpose of this comparative study was to understand student perceptions of connectedness to their institution when taking courses in totally-online, blended-online, and face-to-face formats. The hypothesis was that a residency requirement would strengthen perceived bonds. Results suggest no significant differences among online delivery modes.

Developing leadership and community: roles of portfolios and web platforms in graduate cohorts
Session 4, Salon 8, 4:00p.m. - 4:35p.m.
Linda Tafel, National-Louis University
Stuart Carrier, National-Louis University
Abstract: This presentation describes National-Louis University's Educational Leadership graduate degree programs, organized as learning communities in Illinois, Wisconsin, and Florida. Built on Educational Leadership Constituent Consortium standards, these programs combine physical attendance with web-course elements, embed internship assignments in each course, require students to document competencies in electronic portfolios, and collect institutional assessment data electronically.

IdentityQuests: Innovating the Study Abroad Experience with Podcasting
Session 4, Salon 9, 3:15p.m. -3:50p.m.
Kevin Gaugler, Marist College
Duleep Deosthale, Marist
Elena Collins, Marist College
Abstract: Marist College is enriching students' study aboard experience by leveraging iPods and podcasting to record and publish interviews and interactions between students and their host cultures. The presenters will outline the course organization, technical setup, share examples of compelling podcasts, and provide suggestions for successful implementation.

Experiences Teaching an International Hybrid/DL Course
Session 4, Salon 9, 4:00p.m. - 4:35p.m.
Lauren Eder, Rider University
Abstract: The number of international collaboration partnerships among universities continues to grow, providing a range of learning opportunities for students including international exchanges and joint degree programs. While the traditional curriculum has been offered face-to-face in the classroom, increasingly, courses are being offered via distance learning. The hybrid course, a combination of face-to-face and distance learning, may provide a practical alternative to the either/or approach, particularly when students are enrolled in courses in a foreign country. This presentation will provide insight based on experiences teaching the undergraduate senior-level Management Information Systems course as a hybrid offering between Rider University in the United States and Sanda University in China. A review of curriculum redesign, information technology utilization, and intercultural issues are explored. Lessons learned and exploratory research findings will be presented.

Peer Tutoring in Online Graduate Courses: Improving Student Competency and Retention
Session 4, Salon 10, 3:15p.m. -3:50p.m.
Kathryn Klose, UMUC
Abstract: An intervention to improve student retention, UMUC's graduate Financial Management and Accounting Program Tutoring Services Initiative was piloted in 2004. Since inception the program has expanded with tutors now available in all online finance and accounting classes. The initiative's director discusses delivering effective tutoring services online and UMUC's success to-date.

Career Assistance from a Distance: Connecting Curriculum to Career
Session 4, Salon 10, 4:00p.m. - 4:35p.m.
Laura Czerniak, Old Dominion University
Abstract: Students are accustomed to the shopping cart experience, they expect learning, service, and support online and on demand. That is why Old Dominion University opened its Virtual Career Center to provide cyber services: online access to career assistance, career resources, and career experience anytime, anywhere.

Launching New Programs: An Innovative Model and Partnership Approach
Session 4, Salon 11, 3:15p.m. -3:50p.m.
Kirk Lacy, Ed.D, Montana State University-Billings
Scott Anderberg, eCollege
Abstract: Montana State University-Billings, along with institutional partners and eCollege as a technology and services partner, has launched innovative 2+2 fully online degree completion-articulation programs that rely on nontraditional financial, scheduling and academic models. This discussion focuses on the collaborative synergies, hurdles, and intricacies that were imperative to the launch.

Effective Marketing of Online Degrees: Online Advertising Models, Strategies & Tips
Session 4, Salon 11, 4:00p.m. - 4:35p.m.
Andrew Gansler, eLearners.com
Abstract: Among institutions with successful online programs, the most cost effective marketing strategy for generating students today is e-marketing. There is a good reason for it-it works. This practical presentation on e-marketing provides the what, when, why, and how of implementing an effective online marketing program.

Quality Through The Process: A Centralized Model of Online Course Design and Delivery
Session 4, Salon 13, 3:15p.m. -3:50p.m.
Susan Kryczka, Boston University
Abstract: This session will illustrate the quality practices utilized through Boston University's integrated design, delivery and student service processes. It will showcase our best practices, and the tools and templates we utilize to produce a consistent product that meets or exceeds the university's standards.

Ensuring Academic Quality: Innovations in Faculty Mentorship & Evaluation
Session 4, Salon 13, 4:00p.m. - 4:35p.m.
Lisa Bunkowski, Park University
Roxanne Gonzales, Park University
Michael Eskey, Assistant Professor/Online Instructor Evaluator
Abstract: Maintaining academic standards, retention of quality faculty, and establishing a measure for promotion can be achieved through faculty evaluation. This presentation provides an overview of the approach Park University utilizes, the Online Instructor Evaluation System, in working with online adjunct faculty and how to adapt the model to on-ground environments.

Developing Campus and Online Faculty: Finding Common Ground in Blended Learning
Session 4, Salon 15, 3:15p.m. -3:50p.m.
Michael Starenko, Online Learning, Rochester Institute of Technology
Abstract: Faculty development and distance education units rarely interact with each other. This session will show that blended learning programs-along with faculty and course development initiatives that integrate face-to-face and online pedagogies-can create much-needed common ground between these units, thereby improving the teaching and learning experience for everyone.

Adding Webconferencing to an Already Anytime, Anywhere, Comprehensive Plan for Online Training and
Session 4, Salon 15, 4:00p.m. - 4:35p.m.
Dr. Mary Jane Clerkin, Berkeley College
Abstract: Berkeley college has a comprehensive plan for online training and support which includes a mandatory online course , Road to Success in Online Teaching; extensive workshops and open labs; online workshops; peer mentors and peer mentor luncheons; an anywhere anytime Online Faculty Resource Center; continuing support from the coordinator of online faculty support and an excellent Help Desk, webconferencing, and yearly symposiums

From North Florida to North Dakota: Creating Partnerships and Online Opportunities Across the Digita
Session 4, Salon 16, 3:15p.m. -3:50p.m.
Janet Berry, Florida State University
Deborah Stewart, Chadron State College
Carole Zugazaga, Auburn University
Abstract: The first accredited online MSW program in the US was established in 2002. Since then, three generations of web-based learners have successfully graduated. Through institutional collaborations across the country, a sustainable model has been implemented providing BSW students in rural locations increased access to graduate level education.

eBridge: A Blended Learning Model for Student Pipeline Building in the Healthcare Professions
Session 4, Salon 16, 4:00p.m. - 4:35p.m.
Ronald Wagner, California University of Pennsylvania
Abstract: eBridge to Allied Healthcare Professions addresses this national crisis by utilizing is a blended learning model to educate and recruit high school juniors and seniors into allied healthcare careers. This session will present a unique blended Learning model for recruitment of under represented minority students into the allied health professions.

Bridging the Technology Divide: New Statewide High
Session 4, Salon 17, 3:15p.m. -3:50p.m.
Cheryl Sundberg, Alabama Department of Education
Abstract: Session describes the case study of the evolution of distance learning from a disparate school systems level to a statewide level in a southeastern state, emerging state policy, creative partnerships with corporate sponsors, and unique collaborations with multiple universities and school systems.

Building Blocks for 21st Century Learning
Session 4, Salon 17, 4:00p.m. - 4:35p.m.
Gary Langer, Minnesota State Colleges and Universities
Abstract: This session will highlight the necessary building blocks for 21st Century Learning, including standards-based courses and programs and benchmarked student services. In addition, the presentation will show how a diverse and comprehensive system has organized to be an "electricitiy" grid of learning options and the change needed to produce this dynamic state.

Build It, and They Will Learn? Course Design is Only One Part of Online Student Learning
Session 5, Salon 3, 8:15a.m. - 8:50a.m.
Sherri Restauri, Jacksonville State University
Abstract: A recent study with undergraduate students at a southeastern university revealed a number of important factors relating to both learning effectiveness as well as student satisfaction within the online environment. Among the factors for consideration in this study were course design, student learning approaches, and instructor teaching styles. The results of this study indicate particular elements within these three major factors play a significant role in both student learning as well as student satisfaction. This presentation will discuss the findings of this particular research project, along with offer suggestions to the audience relating to enhancing online course offerings in order to best meet the needs of online students in colleges and universities.

Establishing Teacher Presence in an Online Course with Videos: The Students' Perspective
Session 5, Salon 3, 9:00a.m. - 9:35a.m.
Paula Jones, Eastern Kentucky University
Mary Ann Kolloff, Eastern Kentucky University
Fred Kolloff, Eastern Kentucky University
Abstract: When learning is moved to an online environment, students report that they feel isolated and alone in their learning experience. From the student's perspective, communicating instructions and student learning may be more difficult to accomplish in an online learning environment as compared to taking a face to face class. Actually, establishing an instructional relationship between the instructors and the students in an online course is more difficult as well. Therefore, the challenge in designing and developing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students from the beginning of the course. The authors use the community of inquiry model developed by Garrison, Anderson, and Archer (2000) to examine the attributes of teaching presence in an online course. This study then evaluates students' perceptions relating to the significance of producing a video for an online course that introduces the instructor to students and see if a specific introductory video will help to establish the instructor's teaching presence for the students. The data collected from this study states that students valued the online introductory video and the students prefer the use of an introductory video because of the teacher immediacy behaviors that were perceived. The students reported that with the introductory video used in this course, they were able to establish a foundation of the teacher/student relationship early in the course and their attitudes (affective learning) about the course were improved.

A New Model of the Virtual Learning Community: Personal Narratives, Teacher Confirmation, and the Social Construction of Knowledge.
Session 5, Salon 4, 8:15a.m. - 8:50a.m.
Doreen Fisher, Widener University
Abstract: This qualitative study uncovered emerging themes, provided the foundation for a new model of a virtual learning community with sharing of personal narratives at the core of socio-emotional-driven interactions fostered via teacher confirmation, and established case studies on faculty and student perceptions of their experience in a virtual learning community.

Ethnicity - Another factor to consider regarding social presence in online learning
Session 5, Salon 4, 9:00a.m. - 9:35a.m.
Judy Teng, The College of Saint Rose
Karen Swan, Kent State University
Abstract: Research studies have found that social presence plays a critical role in online learning environments, but few studies have examined differences in the perception of social presence between learners. This study compared perceived social presence between Asian and Caucasian students. The findings may provide guidance for online teachers and students.

Continuous Quality Assurance of an Educational Mentor Program in a Web-Based Pharmacy Degree Pathway
Session 5, Salon 5, 8:15a.m. - 8:50a.m.
Naser Alsharif, Creighton University
Abstract: As more schools and degrees offer distance courses and program