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2005-12-12T18:32:28-05:00
2005-12-12T18:32:28-05:00
2005-12-12T18:32:28-05:00
Adobe Photoshop CS Macintosh
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= Synchronicity in Distance Learning Catherine Flynn, Full-Time Faculty Writing Program University of Maryland University College # ] 8 UMUC Third Annual July Writing Conference
July 28, 2006 9 Z 9 J Online in Real Time? Asynchronous distance learning is
Flexible
Convenient
Cost-effective
Distance learning with formalized synchronous elements is
Far less flexible
Far less convenient
Far more labor intensive for the institution
j " Z $ Z ; Z S Z Z " $ ; T
* Synchronicity Model - Presentation Agenda + + Definition of the Problem
Hypothesis
Research Questions
Research Methodology & Results
Research Limitations
Future Research Opportunities
The Model
Conclusions Synchronicity Model } Definition of the Problem
Development of a distance learning model that meets student learning outcomes cost effectively.
^ b _ Synchronicity Model HYPOTHESIS:
Synchronous learning components enhance student comprehension in online courses and can be cost-effectively blended into distance learning delivery models. Synchronicity Model Research Questions
How do synchronous components affect student learning outcomes?
Does a cost-benefit analysis support the use of synchronous components? 0 " The Synchronicity Model Synchronicity Model R Q 1 H o w d o s y n c h r o n o u s c o m p o n e n t s a f f e c t s t u d e n t l e a r n i n g o u t c o m e s ?
C o m p a r a t i v e P i l o t S t u d y
I n s t i t u t i o n a l S u r v e y o f S t u d e n t s
F a c u l t y S u r v e y & F H F H
Synchronicity Model < R Q 2 D o e s a c o s t - b e n e f i t a n a l y s i s s u p p o r t t h e u s e o f f o r m a l s y n c h r o n o u s c o m p o n e n t s ?
T i m e a n d b u d g e t i n v e s t m e n t
A l t e r n a t i v e s t o f o r m a l s y n c h r o n o u s c o m p o n e n t s
& U J U J Synchronicity Model Design & Methodology
Participants
Students enrolled in CM310 Async & Sync
CM 310 course instructor
Academic and Support Personnel
Budget Managers @
p
p = P ! Synchronicity Model m Design & Methodology
Procedures
Analysis of CM310 content and activity
Anonymous surveys
Telephone interview
V M M Synchronicity Model Results
Pilot Study:
Grade distributions + student completion
Student satisfaction levels
Instructor observations
Role of synchronous seminar
Shortcomings of asynch course B
Synchronicity Model D G r a d e D i s t r i b u t i o n s C M 3 1 0 P i l o t # # # Synchronicity Model Satisfaction Levels: Students & Faculty
STUDENTS:
Asynch class workload
Increase in Discussion Board
Addition of team projects
FACULTY:
Motivation levels
Connectivity h (
M (
M 2 p " Synchronicity Model H Role of the Synchronous Seminar
Transcript analysis
Results
Implications * ) ) ; Synchronicity Model < Synchronicity Model
Synchronicity Model Synchronicity Model P A c a d e m i c S u p p o r t P e r s o n n e l
T I M E I n v e s t m e n t 2 5 %
A n n u a l B u d g e t F i g u r e D e a n s , A s s i s t a n t , D e a n s , C h a i r s , A s s i s t a n t C h a i r s - $ 2 5 M ; s e m i n a r s - $ 5 M
Q u a l i t a t i v e e v a l u a t i o n * $ % Synchronicity Model @ Research Limitations
One institution
One pilot course
One term
8 , + & Synchronicity Model Future Research Opportunities
Expand the comparison of asynch v. synch courses
Test the Model of Synchronicity within the sponsoring institution with faculty autonomy
Conduct cost-benefit analysis of telephone call options & 7 The Model of Synchronicity Synchronicity Model x Conclusions
Synchronicity improves the online learning experience by providing
Connectivity
Social interaction
Support
Z C ( C ( $ Synchronicity Model Conclusions
Synchronous components can be cost-effectively incorporated into distance learning programs using
Instant Messenger technologies
Telephone connection
Chat functions
d b C b C Synchronicity Model Recommendations to Sponsoring Institution
Eliminate formalized synchronous seminars
Replace with instructor-driven synchronous components that meet individual needs
Redirect administrative efforts toward training faculty & * * ' Model of Synchronicity . Questions, Comments?
Thank you for your time! / B 0 L Contact Information C a t h e r i n e F l y n n
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= s Synchronicity in Distance Learning Catherine Flynn Assistant Dean of Faculty College of Business Kaplan University t # B Q Z The 12th Sloan-C International Conference on Asynchronous Learning Networks
November 2006 [ Z K J Online in Real Time? . Asynchronous distance learning is
Flexible
Convenient
Cost-effective
Distance learning with formalized synchronous elements is
Far less flexible
Far less convenient
Far more labor intensive for the institution
j " Z $ Z ; Z S Z Z " $ ; T
* Synchronicity Model - Presentation Agenda Definition of the Problem
Hypothesis
Research Questions
Research Methodology & Results
Research Limitations
Future Research Opportunities
The Model
Conclusions Synchronicity Model } Definition of the Problem
Development of a distance learning model that meets student learning outcomes cost effectively.
b b ( _ Synchronicity Model HYPOTHESIS:
Synchronous learning components enhance student comprehension in online courses and can be cost-effectively blended into distance learning delivery models. Synchronicity Model Research Questions
How do synchronous components affect student learning outcomes?
Does a cost-benefit analysis support the use of synchronous components? 2 " $ The Synchronicity Model Synchronicity Model R Q 1 H o w d o s y n c h r o n o u s c o m p o n e n t s a f f e c t s t u d e n t l e a r n i n g o u t c o m e s ?
C o m p a r a t i v e P i l o t S t u d y
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F a c u l t y S u r v e y * F H F $ H
Synchronicity Model < R Q 2 D o e s a c o s t - b e n e f i t a n a l y s i s s u p p o r t t h e u s e o f f o r m a l s y n c h r o n o u s c o m p o n e n t s ?
T i m e a n d b u d g e t i n v e s t m e n t
A l t e r n a t i v e s t o f o r m a l s y n c h r o n o u s c o m p o n e n t s
* U J U $ J Synchronicity Model Design & Methodology
Participants
Students enrolled in CM310 Async & Sync
CM 310 course instructor
Academic and Support Personnel
Budget Managers @
p $
p = P ! Synchronicity Model m Design & Methodology
Procedures
Analysis of CM310 content and activity
Anonymous surveys
Telephone interview
X M ( M Synchronicity Model Results
Pilot Study:
Grade distributions + student completion
Student satisfaction levels
Instructor observations
Role of synchronous seminar
Shortcomings of asynchronous course F
(
$ Synchronicity Model D G r a d e D i s t r i b u t i o n s C M 3 1 0 P i l o t # # # Synchronicity Model Satisfaction Levels: Students & Faculty
STUDENTS:
Asynchronous class workload
Increase in Discussion Board
Addition of team projects
FACULTY:
Motivation levels
Connectivity l (
S ( (
S " Synchronicity Model H Role of the Synchronous Seminar
Transcript analysis
Results
Implications * ) ( ) ; Synchronicity Model < Synchronicity Model Synchronicity Model A c a d e m i c S u p p o r t P e r s o n n e l
T I M E I n v e s t m e n t 2 5 %
Q u a l i t a t i v e e v a l u a t i o n * . , . % Synchronicity Model @ Research Limitations
One institution
One pilot course
One term
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_ _ _ P P T 9 h / 0 { 4 ? % O
= s Synchronicity in Distance Learning Catherine Flynn Assistant Dean of Faculty College of Business Kaplan University t # B Q Z The 12th Sloan-C International Conference on Asynchronous Learning Networks
November 2006 [ Z K J Online in Real Time? . Asynchronous distance learning is
Flexible
Convenient
Cost-effective
Distance learning with formalized synchronous elements is
Far less flexible
Far less convenient
Far more labor intensive for the institution
j " Z $ Z ; Z S Z Z " $ ; T
* Synchronicity Model - Presentation Agenda Definition of the Problem
Hypothesis
Research Questions
Research Methodology & Results
Research Limitations
Future Research Opportunities
The Model
Conclusions Synchronicity Model } Definition of the Problem
Development of a distance learning model that meets student learning outcomes cost effectively.
b b ( _ Synchronicity Model HYPOTHESIS:
Synchronous learning components enhance student comprehension in online courses and can be cost-effectively blended into distance learning delivery models. Synchronicity Model Research Questions
How do synchronous components affect student learning outcomes?
Does a cost-benefit analysis support the use of synchronous components? 2 " $ The Synchronicity Model Synchronicity Model R Q 1 H o w d o s y n c h r o n o u s c o m p o n e n t s a f f e c t s t u d e n t l e a r n i n g o u t c o m e s ?
C o m p a r a t i v e P i l o t S t u d y
I n s t i t u t i o n a l S u r v e y o f S t u d e n t s
F a c u l t y S u r v e y * F H F $ H
Synchronicity Model < R Q 2 D o e s a c o s t - b e n e f i t a n a l y s i s s u p p o r t t h e u s e o f f o r m a l s y n c h r o n o u s c o m p o n e n t s ?
T i m e a n d b u d g e t i n v e s t m e n t
A l t e r n a t i v e s t o f o r m a l s y n c h r o n o u s c o m p o n e n t s
* U J U $ J Synchronicity Model Design & Methodology
Participants
Students enrolled in CM310 Async & Sync
CM 310 course instructor
Academic and Support Personnel
Budget Managers @
p $
p = P ! Synchronicity Model m Design & Methodology
Procedures
Analysis of CM310 content and activity
Anonymous surveys
Telephone interview
X M ( M Synchronicity Model Results
Pilot Study:
Grade distributions + student completion
Student satisfaction levels
Instructor observations
Role of synchronous seminar
Shortcomings of asynchronous course F
(
$ Synchronicity Model D G r a d e D i s t r i b u t i o n s C M 3 1 0 P i l o t # # # Synchronicity Model Satisfaction Levels: Students & Faculty
STUDENTS:
Asynchronous class workload
Increase in Discussion Board
Addition of team projects
FACULTY:
Motivation levels
Connectivity l (
S ( (
S " Synchronicity Model H Role of the Synchronous Seminar
Transcript analysis
Results
Implications * ) ( ) ; Synchronicity Model < Synchronicity Model Synchronicity Model A c a d e m i c S u p p o r t P e r s o n n e l
T I M E I n v e s t m e n t 2 5 %
Q u a l i t a t i v e e v a l u a t i o n * . , . % Synchronicity Model @ Research Limitations
One institution
One pilot course
One term
8 , 0 + $ & Synchronicity Model Future Research Opportunities
Expand the comparison of asynchronous v. synchronous courses
Test the Model of Synchronicity within the sponsoring institution with faculty autonomy
Conduct cost-benefit analysis of telephone call options * $ Synchronicity Model x Conclusions
Synchronicity improves the online learning experience by providing
Connectivity
Social interaction
Support
l C ( ( C ( $ Synchronicity Model Conclusions
Synchronous components can be cost-effectively incorporated into distance learning programs using
Instant Messenger technologies
Telephone connection
Chat functions
n b C $ b C $ Synchronicity Model Recommendations for Synchronous Components
Eliminate formalized synchronous seminars
Replace with instructor-driven synchronous components that meet individual needs
Redirect administrative efforts toward training faculty & , , ' Model of Synchronicity . Questions, Comments?
Thank you for your time! / B 0 L Contact Information C a t h e r i n e F l y n n
D o c t o r a t e i n M a n a g e m e n t , C o l o r a d o T e c h U n i v e r s i t y
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D S On-screen Show Kaplan University k \ Arial Times New Roman Arial Black KU_Powerpoint_Purple t Synchronicity in Distance Learning Catherine Flynn Assistant Dean of Faculty College of Business Kaplan University Online in Real Time? + Synchronicity Model - Presentation Agenda Synchronicity Model Synchronicity Model Synchronicity Model The Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Synchronicity Model Model of Synchronicity Fonts Used Design Template
Slide Titles X 8 @ _TemplateID TC010875721033 _TemplateID A h ' _j 0Catherine Flynn C a t h e r i n e F l y n n TC010875721033
8 , 0 + $ & Synchronicity Model Future Research Opportunities
Expand the comparison of asynchronous v. synchronous courses
Test the Model of Synchronicity within the sponsoring institution with faculty autonomy
Conduct cost-benefit analysis of telephone call options * $ Synchronicity Model x Conclusions
Synchronicity improves the online learning experience by providing
Connectivity
Social interaction
Support
l C ( ( C ( $ Synchronicity Model Conclusions
Synchronous components can be cost-effectively incorporated into distance learning programs using
Instant Messenger technologies
Telephone connection
Chat functions
n b C $ b C $ Synchronicity Model Recommendations for Synchronous Components
Eliminate formalized synchronous seminars
Replace with instructor-driven synchronous components that meet individual needs
Redirect administrative efforts toward training faculty * + + ' Model of Synchronicity . Questions, Comments?
Thank you for your time! / B 0 / ) * + - . / 0 1 2 3
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= s Synchronicity in Distance Learning Catherine Flynn Assistant Dean of Faculty College of Business Kaplan University t # B Q Z The 12th Sloan-C International Conference on Asynchronous Learning Networks
November 2006 [ Z K J Online in Real Time? . Asynchronous distance learning is
Flexible
Convenient
Cost-effective
Distance learning with formalized synchronous elements is
Less flexible
Less convenient
More labor intensive for the institution
j " Z $ Z ; Z G Z Z " $ ; H
* Synchronicity Model - Presentation Agenda Definition of the Problem
Hypothesis
Research Questions
Research Methodology & Results
Research Limitations
Future Research Opportunities
Conclusions Synchronicity Model Definition of the Problem
Development of a synchronous distance learning model that meets student learning outcomes cost effectively.
b n ( k Synchronicity Model HYPOTHESIS:
Synchronous learning components enhance student comprehension in online courses and can be cost-effectively blended into distance learning delivery models. Synchronicity Model Research Questions
How do synchronous components affect student learning outcomes?
Does a cost-benefit analysis support the use of synchronous components? 2 " $ The Synchronicity Model Synchronicity Model R Q 1 H o w d o s y n c h r o n o u s c o m p o n e n t s a f f e c t s t u d e n t l e a r n i n g o u t c o m e s ?
C o m p a r a t i v e P i l o t S t u d y
I n s t i t u t i o n a l S u r v e y o f S t u d e n t s
F a c u l t y S u r v e y * F H F $ H
Synchronicity Model < R Q 2 D o e s a c o s t - b e n e f i t a n a l y s i s s u p p o r t t h e u s e o f f o r m a l s y n c h r o n o u s c o m p o n e n t s ?
T i m e a n d b u d g e t i n v e s t m e n t
A l t e r n a t i v e s t o f o r m a l s y n c h r o n o u s c o m p o n e n t s
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Participants
Students enrolled in CM310 Async & Sync
CM 310 course instructor
Academic and Support Personnel
Budget Managers @
p $
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Procedures
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Anonymous surveys
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X M ( M Synchronicity Model Results
Pilot Study:
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Student satisfaction levels
Instructor observations
Role of synchronous seminar
Shortcomings of asynchronous course F
(
$ Synchronicity Model D G r a d e D i s t r i b u t i o n s C M 3 1 0 P i l o t # # # Synchronicity Model Satisfaction Levels: Students & Faculty
STUDENTS:
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FACULTY:
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Connectivity l (
S ( (
S " Synchronicity Model H Role of the Synchronous Seminar
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Results
Implications * ) ( ) ; Synchronicity Model < Synchronicity Model Synchronicity Model A c a d e m i c S u p p o r t P e r s o n n e l
T I M E I n v e s t m e n t 2 5 %
Q u a l i t a t i v e e v a l u a t i o n * . , . % Synchronicity Model @ Research Limitations
One institution
One pilot course
One term
8 , 0 + $ & Synchronicity Model Future Research Opportunities
Expand the comparison of asynchronous v. synchronous courses
Test the Model of Synchronicity within Kaplan University with faculty autonomy
Conduct cost-benefit analysis of telephone call options * $ Synchronicity Model x Conclusions
Synchronicity improves the online learning experience by providing
Connectivity
Social interaction
Support
l C ( ( C ( $ Synchronicity Model Conclusions
Synchronous components can be cost-effectively incorporated into distance learning programs using
Instant Messenger technologies
Telephone connection
Chat functions
n b C $ b C $ Synchronicity Model Recommendations for Synchronous Components
Eliminate formalized synchronous seminars
Replace with instructor-driven synchronous components that meet individual needs
Redirect efforts toward training faculty * + + ' Model of Synchronicity . Questions, Comments?
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