Presented at EDUCAUSE Annual Conferences, Online Teaching Strategies, and Faculty
Assessing the Impact on Students of Online Materials in University Courses
| Title: | Assessing the Impact on Students of Online Materials in University Courses (ID: EDU9952) | | Author(s): | Joanne M. Nicoll (University of Pittsburgh) and Nicholas C. Laudato (University of Pittsburgh) | | Origin: | Presented at EDUCAUSE Annual Conferences (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | Many universities currently encourage the use of online materials to enhance on-campus courses. Assessment of the impact of these technology-enhanced course initiatives is necessary if we are to gain insight into the best practices_those that faculty should be encouraged to use based on student need. Assessment studies of this type will enrich the literature of distributed learning in higher education. This paper will present and discuss 1) a process for designing assessment strategies to measure the impact of online course materials on students and 2) the results of formative and summative evaluation, including the categories of benefits reported by students. Based on a campus-wide initiative to train university faculty to use course management software, this assessment includes data collected during a pilot-term with over 1850 students enrolled in 20 courses (22 sections). | | View this resource: | |
Digitally Invested: Teaching and Learning with Online Images
| Title: | Digitally Invested: Teaching and Learning with Online Images (ID: EDU9940) | | Author(s): | Sharon P. Pitt (James Madison University) | | Origin: | Presented at EDUCAUSE Annual Conferences (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | The Digital Image Database instructional system was developed in response to increased student enrollment generated by the new General Education program at James Madison University. Already utilizing its resources to the fullest, the Visual Resources Center projected its inability to meet demands of added course sections and instructors. In 1998, faculty members were awarded an in-house grant from the Center for Instructional Technology to develop a system to alleviate this strain. This system is an example of how technology can positively impact faculty and student success when appropriately integrated into the teaching and learning process. This paper encompasses project development and design, cost, instructional impact, institutional impact, and faculty and student assessment. | | View this resource: | |
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