New and Noteworthy in Effective Practices... on Learning Effectiveness

Virtual Assessment of and Reflection on Student Teaching
The University of Cincinnati's Early Childhood Learning Community (ECLC) associate degree program allows distance education students to complete all of their required coursework and student teaching requirements in their community setting via videotaped observation segments, media streaming, and conference calls. Local mentors work with the student teacher and university supervisor to provide guidance and feedback throughout the yearlong student teaching experience, thus maintaining the integrity of the student teaching process with numerous observations and interaction. This enables adult students to complete all of their degree requirements without leaving their full-time employment. Both students and faculty are satisfied with the learning outcomes and the accessibility of this process. The institutional costs are similar to those for traditional student teaching. This process could be adapted to many additional teaching and learning situations.

Cost-Effective Distributed Learning with Electronics Labs
Brigham Young University uses simulated electronics laboratories to provide cost-effective access and decrease the number of required visits to physical labs. BYU found that tutored simulation using Electronic Laboratory Simulation software could replace some physical labs that use teaching assistants. BYU found that students using combined simulated and physical labs performed as well as those using all physical labs, on both written and physical lab tests.

Using Asynchronous Learning Tools for Faculty and Curriculum Development
Pace University uses its course management system and other asynchronous learning tools not just to deliver instruction, but to provide invaluable support to ongoing faculty and curriculum development projects.

The impact has been quite substantial: dramatically reduced curriculum development time, more consistent, comprehensive, and inclusive faculty development efforts, improved student and faculty satisfaction, and considerable cost savings over alternate delivery approaches.

To see details about these practices and to contribute your own effective, replicable and innovative practices, visit http://www.sloan-c.org/effective.

Submitted by John Sener, Sloan-C Effective Practice Editor, Access

Newest Issue of JALN

In the new Journal of Asynchronous Learning Networks:
Reuven Aviv, Zippy Erlich, Gilad Ravid, and Aviva Geva of the Open University of Israel explain synergies between “Formal Course Design and the Student Learning Experience”.
Belinda Davis Lazarus of University of Michigan-Dearborn suggests an answer to the pressing question: “Teaching courses online: How much time does it take?”
Sigrun Biesenbach-Lucas of American University discusses “Asynchronous Discussion Groups in Teacher Training Classes: Perceptions of Native and Non-Native Students”.
Kerry O’Regan of The University of Adelaide gives insights into “Emotion and e-learning”.
Heng-Li Yang and Jih-Hsin Tang of National Cheng-Chi University examine “Effects of Social Network on Students’ Performance: A Web-based Forum Study in Taiwan”.
Katrina A. Meyer of the University of North Dakota analyzes “Face-to-Face versus Threaded Discussions: The Role of Time and Higher-Order Thinking”.
Gary Brown, Carrie B. Myers, and Sharon Roy of Washington State University share some outcomes of faculty training in “Formal Course Design and the Student Learning Experience”.

Dealing with the Future: Principles for Creating a Vital Campus in a Climate of Restricted Resources.
Alan E. Guskin and Mary B. Marcy

Expanding Access to Learning: The Role of Virtual Universities
Carol A. Twigg

Advanced Distributed Learning (ADL) provides What Works in Distance Education, integrated knowledge from diverse sources to create a robust set of design guidelines for the next generation of DL training, addressing Management Strategies, Learner Characteristics (including individual differences, learning and motivational strategies), Instructional Strategies, Multimedia Strategies, Assessment Strategies and (due for release later this year) Motivation Strategies. Karen Swan, Sloan-C Effective Practices Editor, Learning Effectiveness, excerpts Richard Mayer’s helpful tips on multimedia design: