Impacts of college-level courses via Asynchronous Learning Networks: Some Preliminary Results
Impacts of college-level courses via Asynchronous Learning Networks: Some Preliminary Results
复制标题
通过异步学习网络进行大学课程的影响：一些初步结果
作者：
S. R. Hiltz
新泽西理工学院十年来一直通过称为虚拟教室TM的异步学习网络（ALN）系统使用各种媒体组合提供大学课程。目前，两个完整的本科学位课程可通过视频和虚拟课堂的组合，B.A.信息系统和B.S.计算机科学专业。本文介绍了对学生的影响的初步调查结果，并触及教师，个别大学和高等教育结构的一些问题和潜在的影响。完成ALN基础课程的学生对课程的总体评分等于或上级传统课程。辍学或不完整的结果是更普遍的，而那些谁完成的成绩分布往往是类似的传统课程。对于学生和教师来说，在课程开始时似乎需要更多的启动时间来解决ALN交付的“物流”问题。然而，ALN的提供不仅仅是做同样事情的“不同”方式;它很可能改变高等教育的性质和结构。
New Jersey Institute of Technology has been delivering college courses via an Asynchronous Learning Network (ALN) system called the Virtual ClassroomTM for a decade, using various media mixes. Currently, two complete undergraduate degree programs are available via a mix of video plus Virtual Classroom, the B.A. in Information Systems and the B.S. in Computer Science. This paper presents preliminary findings about impacts on students, and touches on some issues and potential impacts for faculty, individual universities, and the structure of higher education. Overall ratings of courses by students who complete ALN based courses are equal or superior to those for traditional courses. Dropout or Incomplete outcomes are somewhat more prevalent, while grade distributions for those who complete tend to be similar to those for traditional courses. For both students and faculty, more startup time devoted to solving the "logistics" of ALN delivery seems to be required at the beginning of courses. ALN delivery is not just a "different" way of doing the same thing, however; it is likely to change the nature and structure of higher education.