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Wednesday, May 09, 2007

Sloan Consortium (Sloan-C) Publications Journal: JALN

Just look at this paper about STUDENT SATISFACTION WITH ASYNCHRONOUS LEARNING by Charles Dziuban, Patsy Moskal, Jay Brophy and Peter Shea appears in Volume 11, Issue 1 - April 2007, edition of Journal of Asynchronous Learning Networks.

The authors discuss elements that potentially impact student satisfaction with asynchronous learning: the media culture, digital, personal and mobile technologies, student learning preferences, pedagogy, complexities of measurement, and the digital generation. They describe a pilot study to identify the underlying dimensions of student satisfaction with online learning and present examples of techniques for engaging students in classes that respond to their uses of technology.

Chuck Dziuban
is director of the Research Initiative for Teaching Effectiveness (RITE) at the University of Central Florida where he has been a faculty member for the past 33 years. RITE's charge is to gauge the impact of UCF's distributed learning initiative on students, faculty and the institution. In addition, Chuck Dziuban and Patsy Moskal assist faculty members with their research on improving university teaching. Dr. Dziuban specializes in applied multivariate analysis and psychometrics. His work on psychometric adequacy earned him a citation in the SAS manual and was the basis for a factor analysis strategy used in the SPSS statistical package. He is founding director of the Faculty Center for Teaching and Learning at UCF and serves as the university liaison to the Tangelo Park urban reform project sponsored by Orlando hotelier, Harris Rosen. Chuck has received UCF awards for excellence in research and graduate teaching and has been twice recognized for nationally outstanding research in teacher education by the Association of Teacher Educators. Currently, he works with the Sloan Consortium and the National Learning Infrastructure Initiative on evaluating the nation's distributed learning initiative. Dr. Dziuban was named UCF's first ever Pegasus Professor for extraordinary teaching, research, and service.

Patsy Moskal is Associate Director for the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF) where she has been a faculty member since 1989. She received an Ed.D. from UCF specializing in Instructional Technology and Research Methods and holds BS and MS degrees in computer science. Since 1996 she has served as the liaison for faculty research of distributed learning at UCF. Patsy specializes in statistics, graphics, and applied data analysis. She has extensive experience in research methods including survey development, interviewing, and conducting focus groups and frequently serves as a consultant to school districts, industry, and government organizations.

Jay Brophy is an Associate Professor of Psychology at the University of Central Florida. Jay studied at Stetson University where he received his BA and earned his Ph.D. in Psychology from Vanderbilt in 1969 in Learning Theory and Physiological Psychology. During Jay's 36-year career at UCF, he has been instrumental in bringing innovative technology into the classroom. He has been involved with Course Development and Web Services at UCF since its inception. An early user of WebCT, he has offered courses in traditional, hybrid-reduced seat time, and fully Web-based courses since 1996. During the last five years Jay has been teaching large sections (400+ students) of General and Physiological Psychology with a heavy emphasis on web enhanced instruction. Jay has earned numerous teaching awards, and is currently a Senior Teaching Fellow with the UCF Faculty Center for Teaching and Learning.

Peter Shea is an assistant professor in the department of Educational Theory and Practice with a joint appointment in the College of Computing and Information at the University at Albany, State University of New York. Previously he served as the Director of the SUNY Learning Network, the multiple-award winning, online education system for the State University of New York. Peter has also served as manager of the SUNY Teaching, Learning, and Technology Program and as Project Director in the Multimedia Educational Resource for Learning and Online Teaching (MERLOT), as well as a SUNY representative to the EDUCAUSE National Learning Infrastructure Initiative (NLII - now ELI).
Peter's current research focuses on the student and faculty experience in technology-mediated teaching and learning, most recently on the topics of "teaching presence" and community in asynchronous learning networks. He is the author of many articles and several book chapters on the topic of online learning, co-author of the book, The Successful Distance Learning Student (Thomson-Wadsworth) and a contributor to the recent book, Learning Together Online, Research on Asynchronous Learning Networks (Erlbaum). He is a co-recipient of several awards including the EDUCAUSE Award for Systemic Progress in Teaching and Learning for the State University of New York, and two Sloan Consortium Awards for Excellence in Faculty Development and Asynchronous Learning Networks Programs. He is a member of the American Educational Research Association and the editorial board for the Journal of Asynchronous Learning Networks. His research has appeared in the Journal of Educational Computing Research, The International Review of Research in Open and Distance Learning, and the Journal of Asynchronous Learning Networks among others.