Access

ACCESS provides the means for all qualified, motivated students to complete courses, degrees, or programs in their disciplines of choice. The goal is to provide meaningful and effective access throughout the entire student 'life cycle.' Access starts with enabling prospective learners to become aware of available opportunities through effective marketing, branding, and basic program information. It continues with providing program access (for example, quantity and variety of available program options, clear program information), seamless access to courses (for example, readiness assessment, intuitive navigability), and appropriate learning resources. Access includes three areas of support: academic (such as tutoring, advising, and library); administrative (such as financial aid, and disability support); and technical (such as hardware reliability and uptime, and help desk). Effective practices for measuring increasing accessibility may analyze and apply the results student and provider surveys, narrative or case study description, focus groups, or other means of measuring access. Larger-scale access implementation may also result from mission-based strategic planning in a variety of institutional areas.

Effective Practice Awards Submissions Due June 30

Submitted by janetmoore on May 27, 2010 - 2:06pm
New effective practices  submitted by June 30 are eligible for awards to be presented at the July 21, 2010 Emerging Technologies for Online Learning Symposium Awards Presentation Luncheon.
Thousands visit effective practices for innovative practices supported by eviden

JALN 16.1 Building Student and Faculty Success

Submitted by janetmoore on January 26, 2012 - 12:43pm
Evidence-based practice increases success
in online education
January issue of Sloan Consortium’s Journal of Asynchronous Learning Networks features findings contributed by faculty researchers a
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Volume, Issue - Date: 
Volume 16, Issue 1 - January
Author(s): 
Janet C. Moore
Oganization: 
The Sloan Consortium
Full article - Free: 
$0.00
Keywords: 
learning effectiveness, scale, institutional commitment, cost effectiveness, access, faculty satisfaction, student satisfaction, quality framework, innovation, impact, replicability
Abstract: 
Encouraging continuous improvement in the quality, scale and breadth of online education, the Sloan Consortium invites practitioners to share effective practices. This report synthesizes effective practices submitted by Sloan-C members to the online collection at http://www.sloanconsortium.org/effective as of December 2011. The synthesis includes links to detailed postings about practices, including the authors and their institutions.
$5.98
Volume, Issue - Date: 
Volume 16, Issue 1- January
Author(s): 
Manuel C. F. Pontes, Rowan University
Author(s): 
Nancy M. H. Pontes, Rowan University
Oganization: 
Rowan University
$5.98
Keywords: 
distance education, enrollment gap, student satisfaction, independent students, dependent students
Abstract: 
The purpose of this research is to determine whether nontraditional undergraduate students in the US who enroll in distance education classes are less likely to have an enrollment gap (enrollment gap=part year enrollment). Previous research has shown that preference for distance education classes is significantly greater among nontraditional than among traditional undergraduate students; nontraditional students invariably have a greater number of competing demands (work and family) on their time. Since distance education courses provide students with more convenient and flexible class schedules, nontraditional students, who have time or location constraints that prevent them from enrolling in face-to-face classes during a semester or quarter, may be more likely to enroll in distance education classes in order to stay enrolled for the entire academic year. Based upon this rationale, we predicted that enrollment in distance education classes is significantly related to a decreased likelihood of an enrollment gap among nontraditional students. To test this prediction, we used data from the National Postsecondary Student Aid Survey (NPSAS) conducted in 2008. The NPSAS 2008 used a complex survey design to collect data from a nationally representative sample of about 113,500 postsecondary undergraduate students in the US. Results confirm our prediction, and show that enrollment in distance education is significantly related to a decreased likelihood of an enrollment gap among nontraditional students, but not among traditional students. Results also show that five of the seven dropout risk factors (identified by previous research to decrease 6-year graduation rates) are each significantly associated with an increased likelihood of an enrollment gap. These results suggest that the offer of distance education classes could increase degree progress and possibly completion rates for nontraditional undergraduates who are at high risk for dropout.
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Volume, Issue - Date: 
Volume 15, Issue 4 - November 2011
Author(s): 
Martin Hall, University of Salford
Author(s): 
Mike Keppell, Charles Sturt University
Author(s): 
John Bourne, The Sloan Consortium
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Abstract: 

 This collection of papers contributes to a wide and ongoing strand of interest in alternative learning technologies: how are digitally-enabled ways of working transforming organizations? In ‘transformation’ we look for radical change, rather than just doing the same at a different scale. And in organizations we centre on educational institutions – across the full range of schooling, training, further and higher education – while recognizing that conventional boundaries are increasingly broken as different kinds of organizations invest in digitally-enabled learning.

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Volume, Issue - Date: 
Volume 15, Issue 4 - November 2011
Author(s): 
Claire de la Varre, University of North Carolina at Chapel Hill
Author(s): 
Julie Keane, University of North Carolina at Chapel Hill
Author(s): 
Matthew J. Irvin, University of North Carolina at Chapel Hill
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Keywords: 
online distance education, rural, K–12
Abstract: 

 Online distance education (ODE) has become pervasive and can potentially transform pedagogical practices across primary, secondary, and university-based educational systems. ODE is considered a flexible option for non-traditional students such as adult learners and home-schoolers, and a convenient way to deliver remedial courses. ODE is also a feasible and attractive option for rural schools, which educate 29% of all K–12 students in the United States, and often struggle to provide advanced courses and attract highly qualified teachers. This paper presents qualitative data from both cohorts of a two-year, randomized, controlled research study of online distance learners in US rural high schools. Course providers in K–12 environments often rely on the teacher-facilitator model, which assigns a local staff member in the role of on-site facilitator to operate equipment, distribute instructional materials, and answer questions. In order to address issues of isolation and interaction and to attend to the local context, our study aimed to develop a learner-centered model of social support at the local, small-school level that emphasizes communication and interaction. This expanded role links the local classroom environment more closely with the online environment. The responsibilities for ensuring student success are distributed between online instructor and facilitator: a form of hybrid learning.

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Volume, Issue - Date: 
Volume 15, Issue 4 - November 2011
Author(s): 
Thomas D. Cochrane, Te Puna Ako, Unitec
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Keywords: 
m-learning, Web 2.0, case study
Abstract: 

 Mobile learning (m-learning) has moved beyond the realms of fantasy to become a viable platform for contextual learning that bridges formal and informal learning environments. This paper overviews how mobile Web 2.0 has been instrumental in facilitating pedagogical change and informing an institution‟s new e-learning strategy that focuses upon social constructivist pedagogies. The project developed an intentional community of practice model for supporting new technology integration, pedagogical development, and institutional change. Beginning with a small selection of early adopter trials, the results of the research are now informing a wider integration of wireless mobile computing.

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Volume, Issue - Date: 
Volume 15, Issue 4 - November 2011
Author(s): 
Elisabeth Yaneske, Teesside University
Author(s): 
Briony Oates, Teesside University
$5.95
Keywords: 
Voice Boards, asynchronous audio discussion, learning objects, peer-to-peer learning
Abstract: 

 We present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning. Previously students studying the module had communicated using text- based synchronous and asynchronous discussion only. A common criticism of text-based media is the lack of non-verbal communication. Audio communication is a richer medium where use of pitch, tone, emphasis and inflection can increase personalization and prevent misinterpretation. Feedback from staff and students on the affordances and constraints of voice communication are presented. Evaluations show that while there were several issues with the usability of the Wimba Voice Board, both staff and students felt the use of voice communication in an online environment had many advantages, including increased personalization, motivation, and the opportunity to practice speaking and listening skills. However, some students were inhibited by feelings of embarrassment. The case study provides an in-depth study of Voice Boards, which makes an important contribution to the learning technology literature.