An Evaluation of Graduate Class Interaction in Face-to-Face and Asynchronous Computer Groupware Experiences: A Collective Case Study. ASHE Annual Meeting Paper
Association for the Study of Higher Education Annual Meeting,
Two graduate-level educational administration courses, one delivered by computer-mediated (distributed) means and one held face-to-face, were evaluated based upon the needs of adult learners and active learning precepts. The same course was delivered to both classes by the same group of professors, using identical course requirements. The on-campus class met once a week for three hours in the evening; eleven adult students and two or three professors attended each class. Distributed class sessions (using a Lotus notes platform) took place at the time of students' choosing throughout the week, with all assignments and exams conveyed through writing. The professors were all experienced in the subject matter and in teaching; two of the three had previously taught using the software. The survey revealed that the characteristics of students in both classes were more alike than different. The distributed education class had a slight edge on the final grades, with the strongest indicator of difference seeming to lie in the greater amount of confidence the students brought to the class. The study also notes that the distributed students who had previous experience in distance learning spent more time in class. (RH)
Patterson, N.J.H. (1999). An Evaluation of Graduate Class Interaction in Face-to-Face and Asynchronous Computer Groupware Experiences: A Collective Case Study. ASHE Annual Meeting Paper. Presented at Association for the Study of Higher Education Annual Meeting 1999.