Abstract
In this article we study an innovative use of asynchronous learning networks (ALN) to stretch the boundaries of the traditional university campus.An ALN was used to allow traditional on-campus students to take a required course, ECON 300: Intermediate Microeconomic Theory, during summer session while they were off campus, working summer jobs at home. Pre- and post surveys consisting of open-ended and rating scale questions were administered to 29 students. The surveys were used to assess the degree of student satisfaction with various aspects of the online learning experience and their learning environments at home as well as to assess additional important characteristics for successful online learning such as motivation, self-discipline and time management.The results indicate that the transfer from the traditional face-to-face classroom during the academic year to the online summer session requires strong motivation, self-discipline, good time management skills, and a comfortable learning environment including a stable Internet connection. The students' learning outcomes were closely related to their satisfaction with online communication, technical support, and the course design. Furthermore, prior online class experience affected learning outcomes. Additionally, prior experience with the technologies and a positive attitude toward technology were found to be important for successful online learning.The importance of online course design and student preparation, particularly when traditional on-campus students attend a summer school course through ALN, is discussed.
Highlights
The Asynchronous Learning Networks (ALN) model carries the promise of overcoming barriers of physical isolation, distance and those imposed by rigid time constraints [1], as well as the capability of producing efficiency gains in courses without decreases in the quality of instruction and learning [2][3]
We review the relevant literature in the areas of online learning environments, online learner skills, prior experience, and gender differences -- areas of possible explanation for observed variance in students' satisfaction and learning outcomes in this ALN course
This study has provided us with useful information about applying ALN in a summer school course for traditional undergraduate students who are away from their home campus
Summary
The Asynchronous Learning Networks (ALN) model carries the promise of overcoming barriers of physical isolation, distance and those imposed by rigid time constraints [1], as well as the capability of producing efficiency gains in courses without decreases in the quality of instruction and learning [2][3]. The New Jersey Institute of Technology offers the B.A. in Information Systems and the B.S. in Computer Science via an ALN system called the Virtual Classroom [4] Another example is the campuses of the State University of New York (SUNY) that offer complete degree programs through an ALN (for more information, see SUNY Learning Network at http://sln.suny.edu/admin/sln/original.nsf). ECON 300: Intermediate Microeconomic Theory is a core course required of business majors as well as a course that fulfills the social science requirement for non-majors and is offered every semester including summer semesters. In the past, it was only offered on campus. The 8-week course began on June 14, 1999 and ended on July 5, 1999
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