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Education Technology
Train of Life --- ..\..\TOLRailway.wav
Dance --Bob Jensen
Emeritus Professor of Accounting
Trinity University in San Antonio
190 Sunset Hill Road
Sugar Hill, NH 03586
603-823-8482
rjensen@trinity.edu
http://www.trinity.edu/rjensen/
“Therein
lies the real trouble. Learning is labor. We're selling the
fantasy that technology can change that. It can’t. No technology
ever has. Gutenberg’s press only made it easier to print books, not
easier to read and understand them.”
Peter Berger, "The Land of iPods and Honey," The Irascible Professor, February 26, 2007 --- at
http://irascibleprofessor.com/comments-02-26-07.htm
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One-On-One Online Instruction
1-1
Multimedia Beethoven
by Robert Winter, UCLA

A Pocket Guide to Beethoven’s Ninth Symphony

Life and Times of Beethoven

Guide for Listening Enhancement

Sequential Analyses as Symphony Plays All Four Parts


A Close Analysis for Musicians

A Close Analysis for Listeners
The Ninth Game
1-2
Synchronous vs. Asynchronous

Traditional Courses

Online Courses

Adept at Stanford vs. Amy Dunbar at UCON
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Education Technology
Bob Jensen’s Education Technology Links --http://www.trinity.edu/rjensen/000aaa/0000start.htm
Local Computer Link --- Click Here
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
Links to Bob Jensen's Workshop Documents on Education and
Learning Bob Jensen's Education and Learning

The Shocking Future of Education
(Including Open-Share Course Materials From Prestigious
Universities)

E-Learning and Distance Education's Top
(Award-Winning) Illustrations

Bob Jensen's Threads on Cross-Border (Transnational) Training
and Education

Alternatives and Tricks/Tools of the Trade
(Including Edutainment and Learning Games)
(Includes aids for the handicapped, disabled, and learning
challenged)
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
The Dark Side of the 21st Century: Concerns About Technologies
in Education

Assessment Issues, Case Studies, and Research

History and Future of Course Authoring TechnologiesDetails

Knowledge Portals and VortalsDetails

Bob Jensen's Advice to New Faculty (and Resources)

Bob Jensen's Threads on Electronic Books

Threads of Online Program Costs and Faculty Compensation

Bob Jensen's Helper Videos and Tutorials
1-6

Jensen and Sandlin Book entitled Electronic Teaching and
Learning: Trends in Adapting to Hypertext, Hypermedia, and
Networks in Higher Education
(both the 1994 and 1997 Updated Versions)
Some Earlier Papers

Working Paper 265 on Metacognition
Metacognitive Concerns in Designs and Evaluations of Computer
Aided Education and Training:
Are We Misleading Ourselves About Measures of Success?
http://www.trinity.edu/rjensen/265wp.htm
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
Working Paper 255 on Asynchronous Learning Networks
Using Asynchronous Network Courses to Bridge Gaps in the
Teeth of a University Curriculum With Imported Gold: Bridgework
May Be Optimally Effective Only by Incurring High Labor
Expenses
http://www.trinity.edu/rjnsen/255wp.htm

Additional Links and Threads --http://www.trinity.edu/rjensen/Threads.htm
1-8
The Year 1858
When the University of London instituted correspondence courses in 1858, the
first university to do so, its students (typically expatriates in what were then the
colonies of Australia, Canada, India, New Zealand, and South Africa),
discovered the programme by word of mouth and wrote the university to
enroll. the university then despatched, by post-and-boat, what today we would
call the course outline, a set of previous examination papers and a list of places
around the world where examinations were conducted. It left any "learning"
to the hapless student, who sat the examination whenever he or she felt
ready: a truly "flexible" schedule! this was the first generation of distance
education (Tabsall and Ryan, 1999): "independent" learning for highly
motivated and resourceful autodidacts disadvantaged by distance. (Page 71)
Yoni Ryan who wrote Chapter 5 ofThe Changing Faces of Virtual Education Dr. Glen Farrell, Study Team Leader and Editor
The Commonwealth of Learning
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Myths About Education Technologies

Myths Online Link --http://www.trinity.edu/rjensen/000aaa/thetools.htm#Myths
Myths Local Computer Link --- ../../000aaa/thetools.htm#Myths

Online E-testing can reduce cheating
(Barsky&Catanach) --http://www.cs.trinity.edu/~rjensen/EdTech/Etesting.pdf
Local Link --- ..\Etesting.pdf
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Using E-Learning Technologies to Enhance
Delivery of the Introductory Managerial
Accounting Course

American Accounting Association 2007 Jim Bulloch Award for
Innovation in Management Education --http://www.insidehighered.com/news/2007/08/29/e_test
http://www.cs.trinity.edu/~rjensen/EdTech/Etesting.pdf
Local Link --- ..\Etesting.pdf
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E-testing Can Reduce Cheating
Basrsky & Catanach --- ..\Etesting.pdf

Learning Modules on Blackboard Server

Randomized subsets of questions and ordering of
questions

Unique numbers for each computational problem

Immediate feedback with possibility of retaking for part
credit
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Online Testing
http://www.trinity.edu/rjensen/assess.htm#OnlineOffCampus
Local Link --- ../../assess.htm#OnlineOffCampus

UserView can be used for remote testing --http://www.trinity.edu/rjensen/assess.htm#OnlineOffCampus

Sylvan Learning Centers

Student Partnering Attestations

Village Vicar, Employment Supervisors, etc.

Assessmeent in General
--- http://www.trinity.edu/rjensen/assess.htm
Local Link --- ..\..\assess.htm
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Active Versus Passive Learning
Web Link --http://www.trinity.edu/rjensen/265wp.htm
Local Link --..\..\265wp.htm
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Memory & Metacognition
Multimedia and Other Technologies Can Give Students What They Want by Making Learning
More of the Following:
 Easy (e.g., interactive graphics, interactive databases, ease of search, ease of access, ease of
finding help, ease of navigation, etc.)

Fun (animations, videos, audio, etc.)

Inspirational (cream-of-the-crop instructors, access to experts and motivators)

Realistic (networked simulations and virtual reality)

Collaborative (ease of communication and collaborative software)

Efficient (learn from any location at any time at less cost with personalized knowledge bases
and portals)
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Memory & Metacognition
What Students Want is Not Necessarily What They Need
 Humans retain more when something is hard to learn.

Humans retain more when something is painful to learn and that part of the
retention of what is learned is the struggle in finding the answers.

Students retain more when they reason and discover something on their own.

Leaning from mistakes may be the best teacher.

Humans are prone to information overload.

The pace of life and learning may indeed be a killer.
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Online Education Can be More or Less
Expensive than Onsite Education

Internet link --http://www.trinity.edu/rjensen/distcost.htm

Local Link --- ..\..\distcost.htm
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Online Education Can be More or Less
Expensive than Onsite Education

Online Program Costs --http://www.trinity.edu/rjensen/DistCost.htm
Local Link --- ..\..\distcost.htm

The Technology Costing Methodology Project .The TCM
Handbook outlines the policies and methodology utilized to
calculate technology costs. The initial feedback indicates that the
TCM Handbook will be a useful tool for institutions and system
offices to analyze instructional technology costs for decisionmaking purposes.
A PDF file is available for download 1.9 MB [large file] --http://www.wiche.edu/telecom/projects/tcm/proj-products.htm
Local Link --- ..\Miscellaneous\TCM_Casebook_Final.pdf
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Building Design and Equipment
WebLink --http://www.trinity.edu/rjensen/000aaa/thetools.htm#Design
Local Link --..\..\000aaa\thetools.htm
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Top e-Learning Technologies
E-mail predates the inception of the Internet, and was
in fact a crucial tool in creating the Internet. MIT first
demonstrated the Compatible Time-Sharing System
(CTSS) in 1961. It allowed multiple users to log into the
IBM 7094[3] from remote dial-up terminals, and to
store files online on disk. This new ability encouraged
users to share information in new ways. E-mail started
in 1965 as a way for multiple users of a time-sharing
mainframe computer to communicate. Although the
exact history is murky, among the first systems to have
such a facility were SDC's Q32 and MIT's CTSS.
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Email Hypermedia and File Attachments

Ability to embed graphics in Email messages.

Ability to play video, audio, and other multimedia files
to email messages.

Ability to attach Excel, PowerPoint, and other learning
files to email messages.
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Educational Search Databases

Yahoo and Google survived intense search engine
competition.

Video and Book Search Engines

Google Books and other online libraries
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Top 10 e-Learning Technologies


PLATO originated in 1960 at the University of Illinois UrbanaChampaign
Internet commenced in 1969

"Spreadsheets in Education–The First 25 Years," by John E
Baker Director, Natural Maths john@naturalmaths.com.au and
Stephen J Sugden School of Information Technology, Bond
University ssugden@bond.edu.au , July 24, 2003 --http://www.sie.bond.edu.au/articles/1.1/bakersugden.pdf
VisiCalc in 1979

World Wide Web & HTML in 1989
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Interactive Web

Distributed learning over the Internet in which students could
interact with learning modules on a central server.

Distributed computer games and simulations

Instant messaging Email

Chat Rooms

MySpace and FaceBook
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Interactive Course Management Systems

Authorware

ToolBook

WebCT

BlackBoard

Moodle
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ALN and Presentation Software

Asynchronous Learning Software --HyperCard, Owl’s Guide, Quest, Tencor, Course Buider, Training Icon Environment
TIE), Authorware, ToolBook
http://www.trinity.edu/rjensen/290wp/290wp.htm

Presentation Software ---
SPC's Harvard Graphics, Gold Disk's Astound, Asymetrix's
Compel, Microsoft's PowerPoint, Macromedia's Action,
Micrografx's Charisma, Just-Ask-Me, On-The-Air, Lotus
Corporation's Freelance, Word Perfect's Presentations, Stanford
Graphics, Special Delivery, Q/Media, Zuma Group's Curtain Call,
Multimedia Design’s mPower, and others listed in Appendix 6 of
Jensen and Sandlin (1994).
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Edutainment

Streaming Media

Video and computer games

Simulation learning systems

Interactive games

Other edutainment learning systems
1-27
Adobe Acrobat Secure PDF Files
Adobe Acrobat allowed word processing files to be
downloaded with ability to read and search PDF
files for free.
Acrobat PDF files can have different levels of
security including security that prevents simple
cut and paste copying of copyrighted material.
Book publishers at last started putting new titles
online.
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Amy Dunbar in 2001
Audio --- http://www.cs.trinity.edu/~rjensen/002cpe/02start.htm#2002

The combination of asynchronous and synchronous materials in
the WebCT environment worked well for my students. I felt closer
to my students than I did in a live class. When I loaded AIM and
saw my students online, I felt connected to them. Each student
had an online persona that blossomed over the semester. The use
of emotions in AIM helped us create bantering communication,
which contributed to a less stressful learning environment

Thus, flexibility appears to outweigh what to the student appears
to be an easier way to learn.
From "Genesis of an Online Course" by Amy Dunbar Amy Dunbar, August 1, 2001
www.sba.uconn.edu/users/adunbar/genesis_of_an_online_course.pdf
1-29
Richard Larson in 2001
LARSON:
You can't get further from MIT than Singapore. Singapore from
here is this way [points straight down]. We use Internet2 for
connectivity. There's no statistical difference in performance
between distance learners and classroom learners. And when
there is a difference, it favors the distance learners
"Lessons e-Learned Q&A with Richard Larson from MIT,"
Technology Review, July 31, 2001 --http://www.techreview.com/web/leo/leo073101.asp
1-30
Thousands on Online Courses
Bob Jensen's Threads on Cross-Border (Transnational)
Training and Education
(Includes helpers for finding online training and
education courses, certificate programs, and degree
Programs)
http://www.trinity.edu/rjensen/crossborder.htm
Local Computer Link --- Click Here
Explosive Growth in Online Enrollments --http://www.trinity.edu/rjensen/Crossborder.htm#OnineGrowthRates.htm
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A Tutor Half a World Away
Ms. Salin is part of a new wave of outsourcing to India: the
tutoring of American students. Twice a week for a month now,
Ms. Salin, who grew up speaking the Indian language Malayalam
at home, has been tutoring Daniela in English grammar,
comprehension and writing. Using a simulated whiteboard on
their computers, connected by the Internet, and a copy of
Daniela's textbook in front of her, she guides the teenager through
the intricacies of nouns, adjectives and verbs.
Saritha Rai, "A Tutor Half a World Away, but as Close as a Keyboard," The
New York Times, September 7, 2005
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Sharon Lightner
An Innovative Online International Accounting Course
on Six Campuses Around the World
http://www.trinity.edu/rjensen/\000aaa\lightner\255light.htm
Local Link --- ..\..\000aaa\lightner\255light.htm

Introduction

The Course is Globally Synchronous On the Internet

The Main Purposes of the Course

Invited Guests are Also Online

Technology Software Successes and Problems

Coordination and Course Credit Problems

Student Evaluations of the Course

Advantages and Disadvantages from a Faculty Perspective
1-33
Where Have All the Chalk Boards Gone?
The Chalkboard: A tribute to a long-standing
but fading teaching and learning tool
From the Museum of History and Science at Oxford University:
Bye Bye Blackboard: From Einstein and others --http://www.mhs.ox.ac.uk/blackboard/
1-34
Virtual Skills Carry Over to Research

The Financial Accounting Standards Board recently approached
Bloomfield about studying how to create financial accounting
standards that will assist investors as much as possible, he quickly
turned to the virtual world for answers.

"Theory Meets Practice Online: Researchers and academics are
looking to online worlds such as Second Life to shed new light on
old economic questions," by Francesca Di Meglio, Business Week,
July 24, 2007 --- Click Here
1-35
Virtual Skills Carry Over to Research
In fact, many economics researchers, including Bloomfield,
professor of accounting at Cornell's Johnson Graduate School of
Management, are using the virtual environment to test ideas
involving staples of economics such as game theory, the effects of
regulation, and issues involving money. Since 1989, Bloomfield
has been running experiments in the lab in which he creates small
game economies to study narrow issues. But when the Financial
Accounting Standards Board recently approached Bloomfield
about studying how to create financial accounting standards that
will assist investors as much as possible, he quickly turned to the
virtual world for answers.
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Virtual Skills Carry Over to Research
"It would be very difficult to look at the complex issues
that FASB is trying to address with eight people in a
laboratory playing a very simple economic game," he
says. "I started looking for how I could create a more
realistic economy with more players dealing with a high
degree of complexity. It didn't take me long to realize
that people in virtual worlds are already doing just
that."
1-37
Virtual Skills Carry Over to Research
At Indiana University, researcher Edward Castronova
has posed the idea of creating multiple virtual economies
to study the effects of different regulatory policies. At
Indiana, Castronova is director of the Synthethic Worlds
Initiative, a research center to study virtual worlds.
"The opportunity is to conduct controlled research
experiments at the level of all society, something social
scientists have never been able to do before," the
center's Web site notes (see BusinessWeek.com, 5/1/06,
"Virtual World, Virtual Economies").
1-38
Online Skills Carry Over into Life
Preparation for Lifelong Learning
It’s becoming more common for a university to
either require or strongly suggest that its students
take online courses as a way to prepare them for
lifelong learning and job training which are both
becoming increasingly online.
1-39
The Bright Side of Education Technolgy
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2006 National Survey of Student Engagement

The 2006 NSSE survey, which is based on data from 260,000
randomly-selected first-year and senior students at 523 four-year
institutions(NSSE’s companion survey, the Community College
Survey of Student Engagement, focuses on two-year colleges)
looks much more deeply than previous iterations of the survey did
into the performance of online students.

The 2006 National Survey of Student Engagement for the first
time offers a close look at distance education, offering provocative
new data suggesting that e-learners report higher levels of
engagement, satisfaction and academic challenge than their oncampus peers.
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2006 National Survey of Student Engagement

Those students who come to college less well-prepared
academically or from historically underrepresented groups tend
to benefit from engagement in educationally purposeful activities
even more than their peers do.

First-year and senior students spend an average of about 13 to 14
hours per week preparing for classes, much less than what faculty
members say is needed.

Student engagement is positively correlated to grades and
persistence between the first and second year of college.

New students study fewer hours during their first year than they
expected to when starting college.
1-42
SCALE Experiments at U. of Illinois

Outcomes assessment of the multi-million dollar, multi-year
experiments on campus at the University of Illinois regarding the
efficiency and effectiveness of asynchronous learning classes vis-avis traditional classes. (Listen to Dan Stone's audio and download
his Powerpoint Presentation).
http://www.cs.trinity.edu/~rjensen/000cpe/00start.htm

On-campus students in 30 courses comparing online versus onsite
traditional sections taught by the same faculty using same
learning materials.
1-43
ALN Increased communications
"I learned much more than I ever had due to the high interaction
between student/student and student/teacher."
Survey results revealed 51% of the students reported an increase
in communication with the instructor and 43% with other
students. Approximately 40% of the students reported an increase
in the quality of their interaction with the instructor. One
professor wrote, "I believe the quality of my interactions with
students was the highest I have ever experienced." Students liked
"asking questions that couldn't be asked in class," "better
understanding different points of view," "the ease in getting in
touch with the professor," and "talking more to my peers."
1-44
Improved access to information
"Information when you want/need it."
Students liked having "personal control of information" and
"quick-response times from peers and students." They found that
"on-line testing was easy and convenient," "study material was
easy to access," "material was never lost...and always available,"
the Web served "as a great supplement to lectures," and they
could "pay more attention in class and worry less about taking
notes."
1-45
Added to learning environment
"It added flavor to course, broadened it beyond just the classroom."
Students commented that ALN "was a new and exciting way to learn" that
"added depth" to the class. It also enabled them "to be more prepared for
class," gave them "a lot of time to learn out of class," and allowed them "to
work at own pace." Some students believed the "on-line homework was a great
experience" and that on-line quizzes were "a good way to study for exams."
Survey results indicated approximately 70% of the students would like to take
another course using computer conferencing. About 75% of the responding
students rated their overall experience with computer conferencing good, very
good, or excellent. Approximately 60% of the students reported an increase in
the amount of their learning due to the use of computer conferencing.
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Facilitated the learning of computers
"Increased my knowledge and confidence with computers."
Approximately 70% of the students indicated on the
survey an increase in their familiarity with computers.
Students reported "feeling less apprehensive about using
computers" and thought that their ALN course provided
"a good opportunity to learn more about computers."
1-47
SCALE Experiments at U. of Illinois
1-48
SCALE Experiments at U. of Illinois
1-49
SCALE Experiments at U. of Illinois
1-50
SCALE Experiments at U. of Illinois
1-51
SCALE Experiments at U. of Illinois
1-52
SCALE Experiments at U. of Illinois
1-53
SCALE Experiments at U. of Illinois
1-54
Dark Side
Faculty More Uneasy Than Students
More students are taking online college courses than ever before,
yet the majority of faculty still aren’t warming up to the concept
of e-learning, according to a national survey from the country’s
largest association of organizations and institutions focused on
online education . . . ‘We didn’t become faculty to sit in front of a
computer screen,’
Elia Powers, "Growing Popularity of E-Learning, Inside Higher
Ed, November 10, 2006 --http://www.insidehighered.com/news/2006/11/10/online
1-55
Dark Side
Technology Begins to Own You

Burn out is an enormous problem for online faculty

Materials development and updating never ends

Keeping up with fast moving technology is frustrating

Keeping up with software upgrades is frustrating

Must have excellent tech support funding and people
1-56
Concerns About ALN Learning

Concerns About the Explosion of ALN in Education

Concerns About Residency Living & Learning on Campus

Concerns About Impersonality and Becoming Irrevocably
Orwellian

Concerns About Making ALN Learning Too Easy

Concerns About Making ALN Learning Too Hard

Concerns About Corporate Influences on Traditional Missions

Concerns About Library Services

Concerns About Academic Standards and Student Ethics

Concerns About Messaging Overload
1-57

Concerns About Faculty Efficiency and Burnout
Concerns About ALN Learning

Concerns About Faculty Efficiency and Burnout

Concerns About Misleading and Fraudulent Web Sites

Concerns About CyberPsychology

Concerns About Computer Services and Network Reliability

Concerns About Faculty Resistance to Change

Concerns About Effectiveness of Learning Technologies in Large
Classes
1-58
The Dark Side --http://www.trinity.edu/rjensen/000aaa/theworry.htm
Local Link --- Click Here

The U.S. Digital Millennium Copyright Act Undermines Public
Access and Sharing

Millions of Web Documents are Not Being Archived for Future
Scholars

Are Universities Becoming EMOs (Educational Maintenance
Organizations)?
1-59
The Dark Side --http://www.trinity.edu/rjensen/000aaa/theworry.htm

Concerns About Academic Standards, School Ethics and Student
Ethics

Controversies in Regulation of Distance Education

Barriers to Distance Education

How can colleges best mix on-campus and online delivery of
instruction?

Concerns About Faculty Resistance to Change and Mutation
Teachers Must Adapt to Changed Mindsets of Incoming Students
Who Grew Up With Computers
1-60
The Dark Side --http://www.trinity.edu/rjensen/000aaa/theworry.htm

Teachers Must Adapt to Changed Mindsets of Incoming Students
Who Grew Up With Computers

Concerns About Faculty Workloads and Burnout

Online Cheating and Reduced Social Interaction

Legal Concerns

Email and Teaching Evaluations Place Heavy Burdens on
Teachers

Student Concerns .
1-61
The Dark Side --http://www.trinity.edu/rjensen/000aaa/theworry.htm

Is your distance site operating within the law in terms of access by
disabled students?
Schools must demonstrate progress toward compliance

The Digital Divide is Real

Lots of Hype and Not Much Profit

Institutions, Reward Structures, and Traditions That Defy
Changes in Higher Education

Websites Failing Disabled and Handicapped Users
1-62
The Dark Side --Possible Isolation Downsides of Online Teaching

Distance Educators typically report that they do not feel
as much a part of a team, especially when they do most
of their teaching from their homes.

For example, Amy Dunbar teaches tax from her home at
the University of Connecticut. Online teaching increases
communications with students but decreases encounters
with other faculty in hallways, faculty lounges, libraries,
etc.
1-63
The Dark Side --Instructor Burnout in Distance Education

Distance Educators typically report greater preparation
workloads from online versus onsite teaching because online
learning materials must be more carefully written than onsite
course notes and they must be updated to servers like Blackboard
and/or Web servers.

Distance Educators typically report greater frequencies of burn
out over time when teaching online
"Exploring Burnout among University Online Instructors: An Initial Investigation, " by
R. Lance Hogan and Mark A. McNight, The Internet and Higher Education, vol. 10, no.
2, 2007). The paper is available on the Web at
http://www.usi.edu/business/mamcknight/publications/INTHIG281.pdf
Local Link --- ..\Miscellaneous\Burnout.pdf
1-64
Hogan and McNight Findings --Instructor Burnout in Distance Education

Emotional exhaustion subscale, high degree of depersonalization, and
low degree of personal accomplishment.

No statistical significant differences in levels of burnout between male
and female university online instructors.

Female university online instructors had higher levels burnout on
emotional exhaustion
1-65
Psychology of Electronic Commerce
The resultant maelstrom of technological products and processes
is beginning to look like a runaway locomotive, or worse—more
like a whole horde of runaway locomotives hurtling ahead along
multidirectional, multidimensional, ever-changing networks of
tangled tracks. Now and again one runs out of fuel, but by then a
host of newcomers has already begun to roll. And most of us, both
individually and organizationally, as well as the media, seem so
caught up in this technological tsunami that we mentally push
aside any small prodromes of impending, down-the-road dangers
"Who’s in Control Here?" by Harold J. Leavitt, Stanford Graduate School of
Business, November, 2002
1-66
Psychology of Electronic Commerce
Spending time on the Internet can have a negative effect
on personal life such as reducing time spent socializing
with friends says political scientist Norman Nie.
"Journal Explores Life in the Electronic Age," by Norman Nie, Stanford
Graduate School of Business
1-67
The End
1-68
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