MY EVALUATION ON NINE ONLINE LEARNING COMMUNITIES

My experience with websites that cater to online teaching and learning communities is limited. With that in mind, I would like to share my research on the nine online learning communities that were posted by Julz. I ventured onto all the sites and gave each a score based on my personal experience. Scores range is from poor = 0 to excellent = 5.

EDUTOPIA URL: http://www.edutopia.org/

score - 0 -

I entered and tried the links, membership at a cost is required.
Interaction unavailable, unless you are a member
1. Goals, I was unable to interact with site
2. Quality of Interaction, my guess is posting
3. Changes, I would provide some free interaction or free membership to participate within the site. Access to information is important.

LEARNING TIMES URL: http://www.learningtimes.org/

score - 0 -

Membership at a cost required for viewing links or information.
1. Interaction unavailable, unless you are a member
2. Goals, I was unable to interact with site
3. Quality of Interaction, my guess is posting
4. Changes, I would provide some free interaction or free membership to participate within the site. Access to information is important.

MERLOT URL:http://www.merlot.org/merlot/index.htm

score - 5 -

Membership available, but you can download information and go to websites that are available at no cost to you, there is a tutorial for TEACHER EDUCATION, it will shows you how to use MERLOT. In the tutorial there are 4 links that include: TEACHING, materials in classes; PEOPLE, you can add material on the editorial board; LEARNING MATERIAL has any digital entity that you can search and browse for materials; BEYOND MERLOT, links you to professional associations. I like it because, I am very new to digital education and this site is suited for my needs.

MERLOT link in LEARNING MATERIAL linked me to this site. http://www.fgcu.edu/onlinedesign/designDev.html Information on Design in Instructional & Audience Analysis this online tutorial can be useful in developing an online survey. That is what I would use it for, there are several free online survey engines, Julz connected me withhttp://www.surveygizmo.com/ A survey is a good tool to use in gauging the students needs, you can import this survey engine to your homepage. As a student, I personally like

interactive and engaging homepages.

1. Interaction able to access information, I personally like this site. I plan to use some of the links to develop my own teaching tools. No membership required to have access to information, but I joined, because it was free and I like the site.
2. Goals, to provide resources in teaching and learning, I went to the MERLOT Teacher Education Portal.
3. Quality of Interaction, open access to information. It has alot of potential for a tool
4. Changes, none

DIGITAL DIVIDE NETWORK URL: http://www.digitaldividenetwork.org/

score - 2 –

More trends and news on digital information and a lot of personal blogging or chatting on different issues. May just lurk to see what is on the Literacy & Learning link. Maybe a site I may once and a while.

1. Interaction mostly update on trends and new in online teaching and learning
2. Goals, provide information to the teaching community
3. Quality of Interaction, limited to reading and chatting and discussion board
4. Changes, no recommendation at this time

LERN URL:http://www.lern.org/

score - 4 to 5 -

Entered as a guest for one month free. I will have assess to information that includes LERN LIBRARY; SEARCH DATABASE; EVENT ANALYSIS; CONSULTING SUITE; TOPIC DISCUSSIONS; BROCHURE GALLERY; LERN MAGAZINE. Only one of our NMSU Campuses is a member and that is Carlsbad, New Mexico under Community Service. Another, interest in this site was the Master’s of Arts in Educational Administration with an emphasis in Adult Education. I just went WOW! ….I need to get my Master’s degree, but I could not decide if I wanted to take class in Las Cruces, you know I love where I am at, here in Grants, NM. So this may be an opportunity for me.

1. Interaction entered as a guess member for one month. You have to have membership to get access to information.
2. Goals, provide professional development and help in developing your business in education 3. Quality of Interaction, depends on membership
4. Changes, no recommendations at this time

SLOAN – C URL: http://www.sloan-c.org/

score - 1 -

I registered for myself; but not for an institute. I don’t know if I will be allowed membership, it does have a disclaimer that they SLOAN can decline membership to anyone or any institute. Membership is required for articles and it does provide professional development. That is far as I can go with this site.

1, Interaction without membership, limited viewing and access to information, alot of advertising
2. Goals, more for institutes, than for individuals - professional development and produces for online teaching.
3. Quality of Interaction, none, I am not a member and that is questionable.
4. Changes, just not a site I recommend at this time

TEACHER TUBE URL: http://teachertube.com/

score - 5 -

Information is free, a lot of individuals posting digital videos. I like it because it does not cost and the viewing is interesting. I may spend some more time visiting the postings on my part and possibilities use some to post on my blog.
The first time I visited this posting SHIFTHAPPENS was on the front page. It makes you think: SHIFTHAPPENS at URL: http://www.teachertube.com/view_video.php?viewkey=8548df743a186d15f3be
TeacherTube has been added to WIKISPACES, new video widget works with teacher tube. URL: http://www.teachertube.com/blog.php

1. Interaction, video presentations to view and download.
2. Goals,provide information and creative talent in education
3. Quality of Interaction,posting available, viewing, blogs and now wiki
4. Changes, none at this time.

ONLINE ADJUNCTS URL:http://groups.yahoo.com/group/Online_Adjuncts/
score - 0 -

I did not join, so I was only allowed on the first page. By the looks, it is more a chat log and discussion posting.

1. Interaction, unavailable and I did not join
2. Goals, interaction with others in online teaching
3. Quality of Interaction, none
4. Changes, not interested at this time, to further investigate

CLASSROOM 2.0 URL: http://classroom20.ning.com/

score - 3 -

The front page is very appealing to me, I did not join because I am not in NING, I may try at a later date. I like the site anyway. I did lurk into each link tab to see what was available free, most can be accessed, but not for interaction.

1. Interaction, some interaction is available for free, no posting available without membership. Ning membership required.
2. Goals, access to collegues in education
3. Quality of Interaction, unavailable for free, looks interesting for the future
4. Changes, I don't know what to change, since I cannot access the information. I don't think that this site is for all browsers. It has a purpose and that is for professionals in education.

That's all folks!

Asynchronous and Synchronous Online Discussion

Students in an introductory educational psychology course used two WebCT communication tools (synchronous chat and asynchronous discussion) to discuss four case studies. In response to the item, "I learned the case studies best when using," 39 students selected synchronous chat and 51 students selected asynchronous discussion. Students who selected synchronous chat correctly answered fewer synchronously-discussed case study examination items than students who selected asynchronous discussion. Student perception of learning advantage may reflect personality characteristics such as sociability. If given free choice of online discussion tools, highly social students are likely to choose synchronous formats. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/28/08/16.pdf

The Effect of Student Choice of Online Discussion Format on Tiered Achievement and Student Satisfaction

This study investigated whether providing students with the choice of chat versus threaded discussion boards for online discourse is an effective instructional strategy in terms of student learning and satisfaction. The sample was teacher education students enrolled in face-to-face (FTF) and online sections of one undergraduate foundations course. Both sections required participation in online text-based discussion. Comparison groups included course format (FTF vs. online), discussion format (chat vs. discussion board) and discussion format option (choice vs. no choice). Results reveal that students' choice of discussion format was influenced by the trait of academic introversion-extraversion but not by the instructional environment (FTF or online) in which they enrolled. In addition, providing the choice of discussion format to students enhanced course satisfaction and, while some differences were found in cognitive achievement, the results were weak.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2b/61/fa.pdf

Asynchronous Discussions and Assessment in Online Learning

This case study explored asynchronous online discussions, assessment processes, and the meaning students derived from their experiences in five online graduate courses at the Colleges of Education of two Midwestern higher education institutions. The findings suggest that asynchronous online discussions facilitate a multidimensional process of assessment demonstrated in the aspects of structure, self-regulatory activities, learner autonomy, learning community and student writing skills. The students valued the discussions as an essential component of their online learning. Further research is needed to understand the characteristics of online assessment, and what assessment strategies or criteria enhance assessment and learning.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2b/60/df.pdf

Promoting Self-Motivated Learning through Project Based Online Learning

The main purpose of this paper is to discuss self-motivated learning through Project-Based Online Learning (PBOL). Besides, this paper aims to explore the dimensions and dynamics of self-motivated learning in a digital society. The strategies and principles of PBOL based on new communication technologies of evidence and truth through critical pedagogy is discussed to generate a theoretical framework that provides authentic examples and experiences for probing online learner engagements. The author hopes that this theoretical framework helps online communication workers adapt diverse resources, multicultural experiences, and egalitarian opportunities. Furthermore, discussing the main dimensions and dynamics of self-motivated learning through Project-Based Online Learning (PBOL) can construct a very powerful paradigm shift to establish public interests encompassing the reflections of every aspect of egalitarian milieus with the enthusiasms, ideologies and persuasions as well as judgments.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/27/ff/24.pdf

Learning Style and Preference for Online Learning Support

Forty-eight college students participated in an ABAB analysis; the A condition was online study groups and the B condition was individual online quizzes. The effect of A and B on student satisfaction and achievement was determined. The Index of Learning Styles categorized students on four dimensions of learning style (active-reflective, visual-verbal, sequential-global, sensing-intuitive). Active learners expressed preference for face-to-face study groups rather than online study groups and for online quizzes rather than pencil-and-paper quizzes. Visual learners expressed preference for online quizzes rather than online study groups. Such preferences were validated by decreased achievement under the online study group condition. At the college level, students are aware of their learning style and the conditions that facilitate their learning.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/27/f4/5d.pdf

Examining the Factors Affecting Student Dropout in an Online Learning Environment

This study examined the factors affecting student dropouts in an online certificate program. In this research, a combination of quantitative and qualitative methods was used. Online Course Dropout Survey was developed and used to determine which factors affect student attrition from the program. The dropout survey was sent by e-mail to 98 students who had dropped the program. Twenty-six students returned the survey. The findings show that the most important factor affecting student retention is finding sufficient time to study. Having personal problems and affordability of the program took second and third place.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/27/f6/ae.pdf

Brown-Skinner Model for Building Trust with At-Risk Students

Building trust with at-risk students is a challenge for all educators. Taking a personal interest in each student is where educators need to begin. Creating meaningful communication with at-risk students shows caring for the students as individuals, and allows them to be more themselves. The authors propose that following, and mastering, the five steps of the Brown-Skinner model will aide the educator in building a trusting relationship with at-risk students. Trust in the education environment provides students an opportunity to take initiative in their learning.

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/28/01/a7.pdf