Asynchronous Learning Environments Research Articles

Examining Information and Knowledge Processes to Enhance Best Practices in Agile Knowledge Intensive Environments

This paper examines the information and knowledge processes of one of the largest innovative and agile computer software organisations in the world. The aim of this research is to increase the performance of the employees at the case study organisation by learning lessons from previous implemented knowledge strategies that have failed. The research methods used are based on a positivism approach to reduce potential bias views of employees and an interpretivist approach to add richness and depth to the collected data. The findings of the study suggest that the company should stop investing in building asynchronous teaching learning environments to aid knowledge management but turn to more traditional methods outlined in this paper. The overall results confirmed the need for a robust communication strategy to enhance the information and knowledge process within the agile knowledge intensive organisation. Copyright © 2012 John Wiley & Sons, Ltd.

Adaptive Content Presentation in Asynchronous Learning Environments

In Adaptive Educational Hypermedia Systems (AEHS), we expect that the learning content presentation should be appropriately retrieved from learning object repositories, and dynamically tailored to each learnerâ??s needs. Each learner has a profile, subject to continuous change. The basic components of the learnerâ??s profile include his/her cognitive characteristics, background of knowledge, previous experience, and current emotional situation. This paper proposes the architecture of a Petri net-based workflow engine â?? scheduled to be implemented in a AEHS - aiming to provide a reliable and efficient platform for the execution of learning course flows in a grid environment. Dealing with the question of adaptive management of learning content, the proposed p-timed Petri net is capable of presenting learning content adapted to the learnerâ??s Learning Style and knowledge background. The proposed schema is accurately tested using a p-timed Petri net simulator. The schema may now be extended to include other components of the learnerâ??s profile.

The value of feedback in improving collaborative writing assignments in an online learning environment

This exploratory study aims to analyse the nature of teacher feedback during a collaborative writing assignment, and to identify the possible effects feedback has on the revision of a text written by university students in an asynchronous online learning environment. Under analysis are three editions of a master’s course in e-learning, during which, over a period of two weeks, the students (n = 83) divided into 16 work groups to carry out a co-evaluation assignment with the support of a technology tool. The results obtained indicate that, when teacher feedback includes suggestions and questions, instead of direct corrections, the students respond more constructively, they discuss the content they are working with, and, as a result, they effect significant changes in the arguments of the text they are revising.

Case-based learning in virtual groups – collaborative problem solving activities and learning outcomes in a virtual professional training course

This article analyzes the collaborative problem solving activities and learning outcomes of five groups that worked on two different complex cases in a virtual professional training course. In this asynchronous virtual learning environment, all knowledge management content was delivered virtually and collaboration took place through forums. To measure the effects of the problem solving activities, learners' contributions were analyzed with respect to four different problem solving activities: Two content-specific problem solving activities, namely gathering information and developing a solution, and two coordination-specific problem solving activities, namely planning the common approach and steering the interaction process. Results indicated that the learning process was dominated by two central activities: developing a solution and steering the interaction process. Furthermore, the results indicated that the groups with the more complex case used more overall problem solving activities than the groups with the less complex case. There was also a greater range of learning outcomes for learners with the more complex case than for learners with the less complex case. Finally, the number of overall problem solving activities for most of the successful groups was higher than for the less successful groups. Additionally, the more successful groups used more coordination-specific activities than content-specific activities during the problem solving process.

Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course

This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Thorough, reading all the posts in the forum in sequence, revisiting different posts multiple times, and creating posts outside of the discussion tool. The second student was Self-Monitoring, revisiting his own posts multiple times, checking the discussion frequently for replies, and replying to or editing his posts in response. Finally, the third student was Independent, using the forum as a tool for her own individual reflection. The behaviors found for these cases are aligned with a theoretical taxonomy for participation proposed by Knowlton (2005). The value and limitations of the microanalytic case study approach are discussed, and implications for research and practice are suggested.

Adaptive Return Prediction Block Matching Algorithms for Video Coding

As the development of network learning, video compression is important for both data transmission and storage, especially in a digit channel. In this paper, we present the return prediction search (RPS) algorithm for block motion estimation. The proposed algorithm exploits the temporal correlation and characteristic of returning origin to obtain one or two predictive motion vector and selects one motion vector, which presents better result, to be the initial search center. In addition, we utilize the center-biased block matching algorithms to refine the final motion vector. Moreover, we used adaptive threshold technique to reduce the computational complexity in motion estimation. Experimental results show that RPS algorithm combined with 4SS, BBGDS, and UCBDS effectively improves the performance in terms of mean-square error measure with less average searching points. On the other hand, accelerated RPS (ARPS) algorithm takes only 38% of the searching computations than 3SS algorithm, and the reconstruction image quality of the ARPS algorithm is superior to 3SS algorithm about 0.30dB in average overall test sequences. In addition, we create an asynchronous learning environment which provides students and instructors flexibility in learning and teaching activities. The purpose of this web site is to teach and display our researchable results. Therefore, we believe this web site is one of the keys to help the modern student achieve mastery of complex Motion Estimation.

Constructivism in Synchronous and Asynchronous Virtual Learning Environments for a Research Methods Course

Virtual learning is a popular teaching modality, and it has been reported in research that there is no significant difference in academic outcome as compared with face-to-face courses. Not all researchers agree with this assertion and some claim it is more difficult to teach math-oriented subjects online. Given that educational psychology theories are effective for teaching quantitative topics in the face-to-face modality, this study proposes and tests methods for virtual learning. Constructivism learning theory is applied using knowledge management principles to teach an online masters-level research methods course at an Australian university. Asynchronous and synchronous tools are used in the VLE, and contrasted in a controlled experiment. The hypothesis is student grades will be significantly higher when the constructivist instructional method is applied to the synchronous VLE.

Participant interaction in asynchronous learning environments: Evaluating interaction analysis methods

The purpose of this empirical study was to determine the extent to which three different objective analytical methods—sequence analysis, surface cohesion analysis, and lexical cohesion analysis—can most accurately identify specific characteristics of online interaction. Statistically significant differences were found in all points of comparison: duration of discussions, rates of participation and extent of interaction. Sequence analysis over-reports the duration of discussions but consistently under-reports both participation rates and the extent of participant interaction. Surface cohesion analysis accurately reports discussion duration and participation rates but under-reports the extent and nature of interaction between participants. Lexical cohesion analysis accurately reports all three characteristics and also reflects the integrated nature of participant interaction. The findings support the recommendation that at least a surface cohesion analysis and preferably a lexical cohesion analysis be conducted prior to engaging in a thematic analysis of discussion content. Surface and lexical cohesion analyses reveal the central role of the instructor in online discussions and have implications for course design and delivery.

Student and faculty perceptions of the quality of online learning experiences

Some faculty members are reluctant to offer online courses because of significant concerns relative to the impact of such formats on the quality of instruction, learning, and participant interaction. Faculty members from The University of Southern Mississippi implemented synchronous interactive online instruction (SIOI) in the spring of 2007. This article explores the rationale for use of the particular technology, faculty conclusions regarding implementation of the technology, and the impact of the technology on instruction and learning. Comparisons by students of the quality of the learning experience in this environment with the quality of learning in face-to-face and asynchronous online learning environments were also analyzed. 
 
 The study finds that instructors and students view SIOI favourably. The mean student ratings for the dimensions of instructional quality were the same for SIOI and face-to-face course formats in all but one dimension, but mean ratings for SIOI and face-to-face formats were consistently higher than those for asynchronous online instruction. The single exception was for the dimension, ease of access to the course; the SIOI and asynchronous online formats were rated higher than the face-to-face format in this quality dimension. These findings suggest that it is possible to achieve levels of effectiveness in an online instructional format similar to those that are realized in face-to-face delivery. However, there is slight, though not statistically significant, evidence of concern about the quality of student collaboration in SIOI-enabled courses. Thus, instructors will need to capitalize on available mechanisms for interaction and collaboration.

Document Management in the Open University of Catalunya (UOC) Classrooms

Through its document management services in Universitat Oberta de Catalunya (Open University of Catalonia, UOC) classrooms, the UOC Library acts as a true learning and teaching facilitator and plays a central role in the university's learning model. Moreover, it serves as a role model for other university libraries in terms of what is expected of them under the new European Higher Education Area (EHEA) framework and the increasing need for them to operate as learning resource centers. Contributing to the library's success is the Virtual Campus, UOC's learning and teaching model that creates a virtual and asynchronous learning environment for students, and allows the UOC's library to be present in all of its classrooms.

Analysing high school students' participation and interaction in an asynchronous online project-based learning environment

<span>This study aims to replicate and extend a previous study which was conducted on primary school students' asynchronous online project-based learning. In this study, 276 high school students' participation and interaction in a project-based learning environment was mediated by an asynchronous computer-mediated communication (CMC) tool. The students' high participation revealed their adaptability to this teacher-facilitated learning environment. However, in terms of interaction, these students' notes were found congregating mainly in phase I (comparing and sharing information, 82.7%) but lesser extent in the subsequent phase II (the discovery and exploration of dissonance or inconsistency among ideas, concepts or statement, 13.5%), phase III (negotiation of meaning/co-construction of knowledge, 3.7%) and beyond when these notes were analysed using Gunawardena's Interaction Analysis Model (IAM) (1997). These findings were compared, discussed and referenced to the earlier research conducted in the primary school to surface gaps for future research that will focus on addressing obstacles to students' learning issues pertaining to participation and interaction socially and cognitively in such a learning environment.</span>

Teaching and learning mixed methods research in computer-mediated environment: Educational gains and challenges

The purpose of this article is to describe the unique experiences of teaching and learning applied mixed methods research course in the computer-mediated environment and the associated educational gains and challenges, drawing on both instructor and students’ experiences. Students’ perspective is based on the formative feedback received during the course, end-of-course evaluations, and students’ emails to the instructor collected during five semesters of the course offering. Educational gains that the online format offered were evident in the increased access to the course, more enriched and engaged learning, availability of prompt formative feedback, and exposure to multiple mixed methods research situations. For students, learning challenges fell into four categories: content, cognitive, technological, and those related to the online asynchronous learning environment. Pedagogical challenges related to the course design and student involvement with the course, while methodological challenges were caused by the specifics of the course content and availability of teaching resources.

The experience of final year medical students undertaking a general practice run with a distance education component

In recognition of the difficulties posed for New Zealand medical students by travel during rural general practice attachments, a system of distance teaching was devised for final year medical students at the Waikato Clinical School. In place of weekly small group teaching using reflection on practice at the central campus led by a tutor, students participated in reflective learning via an electronic web based message board and once weekly brief individual discussion with a tutor. Moodle and Skype, both freeware applications, were used as the methods of facilitating asynchronous and synchronous learning environments. Students experienced significantly less travel time as a result of the innovation. They also reported enthusiasm for the modes of teaching and the technology. A small increase in tutor time commitment was necessary. Distance education initiatives can be undertaken with minimal expense in the general practice setting. The educational opportunities it offers can be similar to, but not identical to small group teaching.

The ILE project: a scalable option for customized information literacy instruction and assessment

With the vast amount of information available today, information literacy (IL) education is a critical component of undergraduate education necessary to prepare students for tomorrow's world. Instructors want students to demonstrate critical thinking skills and are often disappointed with student submissions resulting from undeveloped IL skills. Library Instruction programs are often tasked with addressing this educational need and often struggle to find a scalable method to provide IL instruction to the student body. The Information Literacy Education (ILE) Project is an asynchronous learning environment tailored to deliver instruction and assessment. Posited as a customizable option to present IL instruction, this flexible learning environment can be tailored to develop skills not taught in the classroom setting, but often expected of the students as they complete their research projects. Applications of ILE at a major research institution are presented demonstrating the variety of ways the Library Instruction department has integrated ILE into its curriculum.

Style Matching or Ability Building? An Empirical Study on FD Learners' Learning in Well-Structured and Ill-Structured Asynchronous Online Learning Environments

The present study investigated (1) the impact of cognitive styles on learner performance in well-structured and ill-structured learning, and (2) scaffolding as a cognitive tool to improve learners' cognitive abilities, especially field dependent (FD) learners' ability to thrive in an ill-structured learning environment. Two experiments were conducted with 116 college students recruited from a large research I university in the west of the United States. Experiment 1 ( n = 42) employed the group learning strategy to match learners' cognitive styles in asynchronous online learning. The results showed that the style matching strategy failed to yield expected gains in ill-structured asynchronous learning for FD learners. Different from the style-matching strategy, experiment 2 ( n = 74) used a scaffolding model proposed by Cazden (1988) to improve FD learners' cognitive abilities in asynchronous online learning. Results indicated that focusing on learners' cognitive abilities proved to be more effective than style-matching strategy for FD learners in both ill-structured and well-structured asynchronous online learning. Implications of the findings were discussed with suggestions for future research.

Corrective feedback in telecollaborative L2 learning settings: Reflections on symmetry and interaction

The potential for network-based exchange by bringing together native speakers (NS) and nonnative speakers (NNS) or facilitating tutor-learner distance interaction is being explored in the fields of Computer Mediated Communication (CMC) and telecollaboration (Belz, 2002). Among telecollaborative studies in foreign language education, we will focus on those which address provision of corrective feedback to foreign language learners during peer and tutor-learner online exchange through asynchronous and synchronous learning environments. Corrective feedback will be explored in conjunction with two strongly interrelated dimensions: symmetry and interaction. Under symmetry we will address questions such as: Does symmetry or symmetry of status influence delivery of certain types of feedback (i.e. focus on form)? To what extent does the degree of symmetry affect feedback provision? Under interaction we will focus on error correction integrated into the flow of online communication. How do proficient users (native speakers or language teachers) deal with corrective feedback whilst attempting to sustain the flow of communication? What kinds of solutions do they come up with in order to include error correction practices in the conversational continuum online? A review of the studies reporting and analyzing error correction practices in L2 telecollaborative settings is provided here in an attempt to emphasize the dynamic nature of this interactional phenomenon and to open discussions for facilitating the implementation of error correction strategies in online foreign language environments.

Gender Dependency and Cultural Independency of Science Interest in an Open and Distant Science Learning Environment

This study aims to describe the similarities and differences in the science interests of males and females from Israeli and Arab Middle Eastern countries, as derived from over 1,000 science questions sent to an international ask-a-scientist site. Our findings indicate that while the stereotypical gender gap in interest persists, and significant differences were found between the age groups, no significant differences were found between science questions that were sent by Israelis and Arabs. Furthermore, no correlation was found between female participation and the state of gender equity in the country, and only 1% of the questions made any reference to country-specific, local, or religious aspects. One may conclude that science interests are gender- and age-dependent but culturally-independent in this asynchronous, open and distant science learning environment. Further research is needed in order to determine if this is a genuine attribute of science interest in ODL environments or an outcome of the digital divide in the region.

3D virtual learning in counselor education: Using Second Life in counselor skill development

This article will present the process and the curricular and pedagogical lessons learned from adding a 3D virtual learning environment to an online course in a distance and hybrid education master’s degree program. Based on student surveys, course evaluations, and faculty interviews, the author will summarize attitudes and expectations from the varied stakeholders and offer practical recommendations on the design and delivery of an effective virtual world learning environment in an online course.
 
 The author is involved in developing 3D virtual learning environments and integrating their use in graduate level counseling courses in traditional, blended, and online master’s programs. In the fall of 2007, the author began the process of incorporating the virtual world Second Life into an online counseling skills and techniques course in the Human Services Counseling Program at Regent University. The course objectives consisted of teaching graduate level students expertise such as clinical counseling skills and techniques. One of the critical competencies, the student’s ability to demonstrate the basic counseling skills needed to be an effective counselor including attending, listening, empathy, warmth, and respect, was very difficult to teach and evaluate from a distance. In the past, program instructors have taught online and blended courses with the asynchronous learning environment Blackboard and the synchronous technologies, Skype and Instant Messenger. With the use of new learning environments, such as 3D virtual learning environments, the author hoped to provide the instructors and students with an environment more conducive to developing effective counseling skills. The author implemented the virtual learning environment – a simulated counseling facility and tested the virtual counseling facility’s use as an innovative learning environment for simulation of student counseling sessions. This article will discuss the author’s personal experiences as well as the empirical research collected during this case study. Given the potential for significant growth in the use of virtual learning objects, this article should provide useful information for instructors and administrators considering virtual environments as a means of teaching practical skills at a distance in online programs.

On-line learning performance and computer anxiety measure for unemployed adult novices using a grey relation entropy method

On-line learning is an asynchronous computer-based learning mode that allows learners to learn anytime and anywhere in their own environment using information and communication technology. It can be considered as a way to bridge the digital gap. How a computer novice performs in such virtual and asynchronous learning environments is an interesting issue in human–computer interaction research. This paper presents the results of a study to investigate on-line learning performance and computer anxiety for unemployed adult novices. In this study, we propose a novel idea that integrates the concept of Shannon entropy into a grey relational analysis model. The proposed method was used to measure human information behavior in relation to on-line learning performance and computer anxiety. A total of 115 unemployed adults voluntarily participated in the experimental study. All experimental subjects were divided into groups according to individual differences in gender, age ranges, educational levels, and learning performances. Taking advantage of the grey relation entropy operation, we derived the perceptive correlations among different classified groups in terms of the accessibility of on-line learning and computer anxiety scales, respectively. Through the empirical study, certain on-line learning characteristics were also identified.

Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments

Two studies focusing on the development and validation of the Online Self‐Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self‐report instrument assessing the human interaction dimension of online self‐regulated learning. It consists of an affect/motivation scale and an interaction strategies scale. In Study 1, exploratory factor analysis of an initial affect/motivation item pool yielded four factors: enjoyment of human interaction, self‐efficacy for interaction with instructors, concern for interaction with students, and self‐efficacy for contributing to the online community. Exploratory factor analysis of an initial learning strategies item pool revealed three factors: writing strategies, responding strategies, and reflection strategies. In Study 2, confirmatory factor analysis was conducted in order to evaluate the stability of multidimensional factor structures. These exploratory and confirmatory factor analyses showed the OSRLI to be statistically moderate in terms of reliability and validity.