April, 2007

Online Classroom - April, 2007 - Full issue PDF
…

Practical Tips for Preventing Cheating on Online Exams
By David M. Eplion, PhD, and Thomas J. Keefe, PhD
For as long as there have been exams, there has been cheating on exams. Online exams are no different, although they do provide some challenges that set them apart from traditional face-to-face exams. These include a heightened opportunity to collaborate with others, greater possibility of using unapproved resources, and an increased likelihood that someone other than the student is taking the test.

Tips From the Pros: Enhance Learning Through Podcasting
Podcasts—media files distributed over the Internet for use with portable media players and personal computers—can be an excellent way to enhance a college-level course. However, suggests Dave Yearwood, associate professor and chair of the technology department at the University of North Dakota, before you create podcasts of your lectures or other content, you should consider the following.

‘Entrepreneurial’ Qualities Help Online Learners Succeed
The distance student faces problems with persistence, motivation, and integration into academic life that most traditional students don’t even think about. To persist and succeed in this environment takes a certain set of “entrepreneurial” qualities, says Connie Reimers-Hild, University of Nebraska-Lincoln Extension educator.

Online Teaching Fundamentals: (Not) Making it Hard(er) to Learn, Part 2
By Patti Shank, PhD, CPT
There are common but inevitable frustrations for online learners. The tools have a learning curve, and updated versions and new tools require additional efforts. Waiting for communication (responses to a question, work from another learner on a collaborative project, feedback on an assignment, etc.) is often frustrating. Because the online learning experience is by its nature frustrating, we should try to take as much unnecessary frustration as possible out of the experience, because too much frustration leads to reduced satisfaction and learning; angry and frustrated learners; and attrition.

Virtual Sections: A Creative Strategy for Managing Large Online Classes
By Lisa Panagopoulos, MS CE
In a recent semester I found myself with 40 students in my Introduction to Information Systems Course. As a way to avoid having my students possibly feel overwhelmed and inundated in my course, I came up with a simple solution to managing the challenge of such a large course—I created virtual sections. The “virtual section” is a way to achieve all the benefits of a smaller class within a large class.

Teaching Online With Errol: To Upgrade or Not to Upgrade?
By Errol Craig Sull
There comes a time for anyone who teaches online when a computer upgrade must be made. Sometimes, an upgrade can’t be avoided: Microsoft just came out with its new Windows operating system, Vista, and after three years Microsoft XP will be no more, so if you are a Windows person you’ll have little choice but to switch over to Vista. Other times, upgrades offer enhanced features or new features or easier features—and this is what might be sought.

Why Do Students Take Online Courses?
Increasingly, students are able to decide whether they will take a course online or in the traditional classroom setting. Robinson and Doverspike (reference below) were interested in why a student might choose one of those environments over the other. Obviously, their results are of special interest to those who advocate online learning and can be of use to those who design online learning experiences.