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A Technology Assessment Survey For Web Based Higher Education Programs

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Conference

1998 Annual Conference

Location

Seattle, Washington

Publication Date

June 28, 1998

Start Date

June 28, 1998

End Date

July 1, 1998

ISSN

2153-5965

Page Count

5

Page Numbers

3.55.1 - 3.55.5

Permanent URL

https://peer.asee.org/7467

Download Count

28

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Paper Authors

author page

Earl A. Evans

author page

Susan L. Murray

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2542

A Technology Assessment Survey for Web Based Higher Education Programs Earl A. Evans, P.E., Susan L. Murray; PhD, P.E. Department of Engineering Management University of Missouri - Rolla

ABSTRACT

Advances in communications and computer technology, as well as in human-computer interfaces, have enabled concurrent advances in Web-based education. A number of case studies concerning applications of Web-based education for both distance learning and on-campus programs have been published. Primarily, these studies have focused on individual assessments of the web-based technologies. In contrast, this paper will provide a broad based assessment of applied web-based technology for higher education. This research was conducted via a survey completed by university and college faculty from numerous 4-year institutions. To gain an effective assessment, eleven categories of web-based course delivery tools, such as chatrooms and digitized lectures, were included in this survey. In addition, for each course delivery tool category, course instructors were asked for the frequency of application of the particular tool and their perceptions of importance, efficiency of use, and instructor satisfaction for each tool. Accordingly, this paper presents the findings of this recent survey.

BACKGROUND

The explosion of the Internet, the proliferation of personal computers, and advances in communications technology have all allowed for radical changes in education. In today's environment, a student taking an on-campus course may never set foot in a classroom, distance students may take a course concurrently with on-campus students, and course instructors may find themselves conducting office hours via electronic means. The implications of such changes are wide ranging, for they affect the quality of instruction, the public's access to higher education, and the control consumers will have over their own education. 1

Among these new developments in higher education has been the introduction of Asynchronous Learning Networks (ALNs). ALNs can be described as networks which provide the capability for learners to secure education anywhere and at anytime. ALNs have been applied to on-campus courses, distance courses, and combined distance and on-campus courses. Published research on the topic of ALNs has primarily concerned individual case studies of applications, where the method of application and the subsequent results are described. In addition, models of asynchronous distance learning programs have been presented in the literature. What is lacking in the published research is an assessment of attitudes and experiences with ALN from faculty of multiple institutions.

Evans, E. A., & Murray, S. L. (1998, June), A Technology Assessment Survey For Web Based Higher Education Programs Paper presented at 1998 Annual Conference, Seattle, Washington. https://peer.asee.org/7467

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