United States Distance Learning Association

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tion. Both classes had a 100% completion rate. Two students failed the course. However, this was not unexpected, and we had actually been prepared for a higher rate of failure. During the 2007-2008 school year, six online courses will be offered during the school day for college credit. Approximately 36 students will participate in these courses. The afterschool program, specifically designed to meet the objective of providing courses for students not available at school, offered its first pilot course in February of 2006. A C++ programming course was taken by five students. This program also had a 100% completion rate, with two of the students going on to take a three-credit college programming course during the 2006-2007 school year. In addition, six students participated in a Veterinary Assistant online course during the 2006-2007 school year. All students completed the course. During the 2007-2008 school year, C++ programming will again be offered as an afterschool option; it is estimated that four students will participate in the class. REFERENCES Brown, M. D. (2000). Virtual high schools: Part 1: The voices of experience. Education World. Retrieved October 10, 2004, from http:// educationworld.com/a_tech/tech052.shtml Durrington, V., & West, R. (2006). The distance learning division and systemic change. TechTrends, 50(2), 16. Frankola, K. (n.d.). Why online learners drop out. Workforce Management. Retrieved November 10, 2006, from http://www .workforce.com/archive/feature/22/26/ 22index_printer.php Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models (4th ed.). Syracuse, NY: ERIC. November, A. (2001). Empowering students with technology. Arlington Heights, IL: SkyLight. Oblender, T. (2002). A hybrid course model: One solution to the high online drop-out rate. Learning & Leading with Technology, 29(6), 42- 46. Tyler-Smith, K. (2006). Early attrition among first time eLearners: A review of factors that contribute to drop-out, withdrawal and noncompletion rates of adult learners undertaking eLearning programmes. Journal of Online Learning and Teaching. Retrieved November 7, 2006 from http://jolt.merlot.org/Vol2_No2_ TylerSmith.htm THE IMPACT OF TECHNOLOGY ON EDUCATION THOUGH COMPUTERS, PERIPHERALS, SOFTWARE APPLICATION, AND THE INTERNET HAS CHANGED THE STRUCTURE OF THE HIGH SCHOOL CURRICULUM. Volume 4, Issue 4 Distance Learning 47
Wimba Live Classroom A Case Study of Diffusion of Innovation Christina Rogoza Christina Rogoza, Instructional Designer, University of Manitoba, Extended Education Division. Telephone: (204) 474-8705. E-mail: rogoza@cc.umanitoba.ca The learning landscape is continuously changing and is reflected in the increase of online delivery of curriculum. In higher education, overall online enrollment increased from 1.98 million in 2003 to 3.1 million in 2006 representing a 64% increase in online engagement (Sloan Consortium, 2006). This no longer represents a trend but rather a process of diffusion of online learning as it becomes mainstreamed in higher education. Contrary to what we may assume about learners’ preferences for the online world, studies have shown that students prefer face-to-face environments for learning. The level of peer interaction and facultystudent interaction are important to students and contribute to overall student satisfaction with their learning environment (Roach & Lemasters, 2006). Students remain wary of online learning and they take online courses primarily because of convenience (Ryan, 1999, as cited in Mansour & Mupinga, 2007). Similarly, faculty remain concerned about the perceived lack of interaction in the online environment and the challenge of how to maintain effective communication and engagement of the learners (O’Quinn & Corry, 2002; Simonson, Smaldino, Albright, & Zvacek, 2006). However, online teaching has the potential to create a vibrant and active learning community. As the role of the instructor changes from teacher to facilitator, there may be even more interaction in the online class than what occurs in a face-to-face classroom (Gahungu, Dereshiwsky, & Moan, 2006). In addition, ensuring interaction in the online environment is an accepted standard for quality in the design for online courses (Simonson et al., 2006). These concerns for enabling effective interaction were well-founded when the main vehicle for online communication was comprised of asynchronous text-based modalities. However, McInnerney and Roberts (2004) propose that the development of online learning communities is enhanced with the use of synchronous communication. Technology now allows students to connect with their instructors and their peers in real time with audio and video chat. Platforms such as Wimba or Elluminate are Internet based applications 48 Distance Learning Volume 4, Issue 4
Page 2 and 3: DISTANCE LEARNING FEATURED ARTICLES
Page 4 and 5: DISTANCE LEARNING MAGAZINE SPONSORE
Page 6 and 7: SPOTLIGHT ARTICLE Barriers and the
Page 8 and 9: THE EMERGENCE OF A NEW ECONOMY A de
Page 10 and 11: Table 4. Rank Order of the 10 Facto
Page 12 and 13: ORGANIZATIONAL PERSPECTIVE STRATEGI
Page 14 and 15: Table 5. Solutions to Barriers to D
Page 16 and 17: Table 5. Continued Social Interacti
Page 18 and 19: management. In L. Lau (Ed.) Distanc
Page 20 and 21: compensation, incentives and releas
Page 22 and 23: Pedagogy --Course Development --Cou
Page 24 and 25: Quality in Distance Education A Tri
Page 26 and 27: ability to understand and apply tec
Page 28 and 29: CONSTITUENCIES IN DISTANCE EDUCATIO
Page 30 and 31: control and responsibility for the
Page 32 and 33: Kirtley, K. E. (2002). A study of s
Page 34 and 35: Distance Education in the Public Hi
Page 36 and 37: distance education courses and Inte
Page 38 and 39: need, in a distance education class
Page 40 and 41: Using IT-Based Distance Education f
Page 42 and 43: to participate and share and exchan
Page 44 and 45: to a teacher and get to get filled
Page 46 and 47: Online High School Courses Preventi
Page 48 and 49: students. Fourth, a program that in
Page 50 and 51: independently (November, 2001). Thi
Page 54 and 55: that allow instructors and students
Page 56 and 57: own graduate experience as being fa
Page 58 and 59: tional delivery. The knowledge that
Page 60 and 61: APPENDIX B: WIMBA LIVE CLASSROOM IN
Page 62 and 63: Access to College for Nontraditiona
Page 64 and 65: coast through by quietly sitting in
Page 66 and 67: institutions. According to Shanika,
Page 68 and 69: Distance Education at the Universit
Page 70 and 71: Figure 1. UF/IFAS IT’s relationsh
Page 72 and 73: Figure 2. IFAS 2005-06 operating bu
Page 74 and 75: ida Division of Continuing Educatio
Page 76 and 77: Institute of Food and Agricultural
Page 78 and 79: Learning Objects What Are They, and
Page 80 and 81: Table 1. Goals of Learning Object D
Page 82 and 83: easoning as to how they are built,
Page 84 and 85: INTERVIEW The Perils and Promise of
Page 86 and 87: 4. Limiting the enrollment in dista
Page 88 and 89: esponsibility to make sure that thi
Page 90 and 91: ence since it did not figure in the
Page 92 and 93: INTERVIEW Here Come the Marines! An
Page 94 and 95: demonstrate, within a set of proced
Page 96 and 97: and this is significant, the Corps
Page 98 and 99: Ends and Means Developing a Digital
Page 100 and 101: artifacts one wants to include in t
Page 102 and 103:
New Media, New Learning School for
Page 104 and 105:
And Finally … continued from page
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