Data Summary

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Evaluating Student Perceptions of Cyber and
Traditional ClassroomsA Preliminary Study at
Golden Gate University

• Presented to
• ALN (Asynchronous Learning Network)
• October 1999
• by
• Walt Stevenson, DBA
• Toni Fogarty, PhD
• Peggy Jackson, DPA
• Golden Gate University

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Data Summary
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Questions Analyzed
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Sample Description
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Academic Disciplines

• Undergraduate classes
• CIS 125--Information Systems
• Engl 1A--Composition
• Engl 1B--Literature and Research
• Mgt 140--Management Principles
• Math 106--Decision Science
• Graduate classes
• Mgt 362--Management Strategy
• Mkt 300--Marketing Management
• TA 319--Tax Research
• FI 300--Financial Management
• TM 301--Telecommunications Management

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Findings Question 3 Subject clearly
communicated
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Findings Question 6Instructor's command of
subject
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Findings Question 7Increase of knowledge
andunderstanding
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Findings Question 10Theory and world
applications integrated
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Findings Question 13Rigorous and
professionally relevant
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CyberCampusDesign Components

• Faculty Support
• Student Support
• Internal Quality Standards
• Continuous Assessment
• R D

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Faculty Development

• Skill Development in Working with current
  technology
• CyberPedagogy Workshop and
• companion manual designed to assist
• faculty in developing materials and
• techniques for online courses
• Basic
• Course Designs
• Creative Ventures

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Faculty Development (continued

• Exploring linkage between the various learning
  styles and techniques for addressing student
  needs
• Recognize that online learning is a change in the
  normative patterns established in traditional
  classrooms
• shift form passive to active learning
• student must keep up to date on
  reading/assignments

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Faculty Development(continued)

• Curriculum Design
• Emphasis on cross-fertilization of ideas/problem
  solving with faculty colleagues
• Tenets of TQM incorporated in CyberPedagogy
  Manual and Workshops--incremental and continuous
  improvements in quality
• Facilitating faculty-driven efforts to employ new
  approaches and techniques in course design

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Assessment

• Comparative Testing--statistical comparisons
  between traditional and online classes
• Student Faculty Focus Groups
• Student Faculty Surveys
• Student evaluations

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Data Sources

• The data presented in this presentation was
  collected and compiled by the Golden Gate
  University CyberCampus,
• C. Lefferts, Provost and CEO,
• clefferts_at_ggu.edu
• and it was analyzed for statistical significance
  by L. Genin, GGU Research Center

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Useful References

• Child, J. (1997/1998). Assessing the impact of
  computer-assisted insturction (CAI) in
  undergraduate Latin American Studies courses.
  Computers and the Humanities.
• Chute, A., M. Thompson, B. Hancock. (1999).
  The McGraw-Hill handbook of distance learning an
  implementation guide for trainers and human
  resources professionals. McGraw-Hill.
• Eastmond, D. (1995). Alone but together adult
  distance study through computer conferencing.
  Cresskill, NJ Hampton Press, Inc.
• Educom Review Editors. (1998). Technology in
  education. A special compilation of David
  Nobles, Digital diploma mills the automation
  of higher education. (with comments by
  others). Educom Review.

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Useful References(Contd)

• Hara, N. R. Kling. (1999). Students
  frustrations with a Web-based distance education
  course a taboo topic in the discourse. Center
  for Social Informatics, CSI Working Paper WP
  99-01-C1. Center for Social Informatics, Indiana
  University Bloomington, IN. Article accesses on
  the Word-Wide Web at http//www.slis.Indiana.edu/C
  SI/wp99_01.html on September 28, 1999 at 105 PM
  PDT.
• Hiltz, R. (1995). Teaching in a virtual
  classroom. Proceedings of the 1995 International
  Conference on Computer Assisted Instruction.
  Accessed at http//www.njit.edu/Department/CCCC/VC
  /Papers/Teaching.html September 8, 1999, 10.20 AM
  PDT.
• Keating, A. with J. Hargitai. (1998). The wired
  professor a guide to incorporating the World
  Wide Web in college instruction. New York
  University Press.

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Useful References(Contd)

• Khan, H., Ed. (1997). Web-based instruction.
  Englewood Cliffs, NJ Educational Technology
  Publications, Inc.
• Miller, W. and J. Webster. (1997). A comparison
  of interaction needs and performance of distance
  learners in Synchronous and Asynchronous
  classes. ERIC No ED415411
• Moore, M. M. Thompson. (1997). The effects of
  distance learning. (Revised Edition). An ACSDE
  Research Monograph, No. 15. The American Center
  for the Study of Distance Education, College of
  Education, Division of Continuing and Distance
  Education. The Pennsylvania State Univeristy.
• Nordstrom, B. (1988). Computer-assisted-instructi
  on a review of research on the effectiveness of
  CAI. ERIC No ED301409.

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Useful References(Contd)

• Palloff, R. K. Pratt. (1999) Building leaning
  communities in cyberspace effective strategies
  for the online classroom. Jossey-Bass.
• Parker, J. B. Cunningham. (May, 1998). Using
  an electronic tutorial to enhance students
  knowledge of advanced tax accounting. Issues in
  Accounting Education. Vol. 13, No. 2.
• Russell, T. (1999). The no significant difference
  phenomenon (as reported in 355 research reports,
  summaries and papers) a comparative research
  annotated bibliography on technology for distance
  students. Office of Instructional
  Telecommunications at North Carolina State
  Univeristy.
• Thompson, M. (1999?). The effectiveness of
  distance learning. Web Page accessed at
  http//worldcampus.psu.edu/pub/news/effectiveness.
  shtml

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The End

• Walt Stevenson, DBA
• wstevenson_at_ggu.edu
• Toni Fogarty, PhD
• tfogarty_at_ggu.edu
• Peggy Jackson, DPA
• pjackson_at_ggu.edu
• Golden Gate University,
• San Francisco, CA