Karen Swan | University of Illinois at Springfield (original) (raw)
Papers by Karen Swan
Engaging Communities: Wisdom from the Sloan Consortium. Needham, MA: Sloan-C, 2005
Journal of Asynchronous Learning Networks, Dec 1, 2005
This paper builds on the model we have developed for creating quality online learning environment... more This paper builds on the model we have developed for creating quality online learning environments for higher education. In that model we argue that college-level online learning needs to reflect what we know about learning in general, what we understand about learning in higher-education contexts, and our emerging knowledge of learning in largely asynchronous online environments. Components of the model include a focus on learner roles, knowledge building, assessment, community, and various forms of “ ...
Journal of Asynchronous Learning Networks, Sep 1, 2000
The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional progr... more The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of the SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere and to be the best provider of asynchronous instruction for learners in New York State and beyond.
Proceeding of World …, Jun 30, 2008
The Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000) provid... more The Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000) provides a theoretical model of online learning processes that has been used by many scholars in the field of online education. However, research utilizing the CoI framework needs to move from investigating single components of the model to integrating all three components and from situated studies using unique measures to inter-institutional research using common measures. In this paper, we summarize the CoI model and ...
… : proceedings of the …, Jan 1, 2000
…100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learnin... more …100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learning Network." Spring 1999 SLN Faculty Satisfaction Survey The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is FACTORS INFLUENCING FACULTY SATISFACTION WITH ASYNCHRONOUS TEACHING AND LEARNING college programs in the SUNY system: the Department of Educational Theory and Practice at the University at Albany (UA), and the Internet Academy (IA) of Herkimer County Community College (HCCC). These case studies present and examine important evidence of faculty satisfaction from a single-institution and individual-faculty perspective. FACTORS INFLUENCING FACULTY SATISFACTION WITH ASYNCHRONOUS TEACHING AND LEARNING
… , WebNet 2000 World …, Jan 1, 2000
Elements of quality online education, 2001
Abstract: In the Summer of 2001 students in the SUNY Learning Network completed surveys regarding... more Abstract: In the Summer of 2001 students in the SUNY Learning Network completed surveys regarding their level of satisfaction and reported learning in an entirely on-line learning environment. A goal of the research was to relate student satisfaction and reported learning in the online environment to established principles of good practice in the" offline" environment. For the most recent term, data was collected from 935 students, adding to the largest ongoing study of on-line student attitudes to date, which includes responses from ...
In the fall of 1999 students in the SUNY Learning Network completed surveys regarding their level... more In the fall of 1999 students in the SUNY Learning Network completed surveys regarding their level of satisfaction and perceived learning in an entirely on-line learning environment. The goals of the research were to begin to build a profile of satisfied, successful students studying in this environment and to tie the research to theory. To generate hypotheses social learning theory was used as a conceptual framework. Data were collected from 1584 students, representing the largest study of on-line student ...
Online learning continues to grow at post-secondary institutions across the United States, but ma... more Online learning continues to grow at post-secondary institutions across the United States, but many question its efficacy, especially for students most at-risk for failure. This paper engages that issue. It examines recent research on the success of community college students who take online classes and explores similar comparisons using 656,258 student records collected through the Predictive Analytics Reporting (PAR) Framework. In particular, the research investigated retention rates for students in three delivery mode groups – students taking only onground courses, students taking only online courses, and students taking some courses onground and some courses online at five primarily onground community colleges, five primarily onground four-year universities, and four primarily online institutions. Results revealed that taking some online courses did not result in lower retention rates for students enrolled in primarily onground community colleges participating in the PAR Framework. Moreover, although retention rates were lower for such students taking only online courses than for similar students taking only onground or blending their courses, much of the difference could be explained by extraneous factors. Essentially no differences in retention between delivery mode groups were found for students enrolled in primarily onground four-year universities participating in the PAR Framework, while at participating primarily online institutions, students blending their courses had slightly better odds of being retained than students taking exclusively onground or exclusively online courses. No differences between the latter groups were found at these institutions. Patterns of retention were similar regardless of gender across institutional categories, and were mostly similar regardless of Pell grant status with the exception of fully online students at traditional community colleges. Age, however, did differentially affect delivery mode effects. Older students taking only online courses were retained at higher rates than younger students taking only online courses at both primarily onground community colleges and primarily online institutions. The results suggest that, despite media reports to the contrary, taking online courses is not necessarily harmful to students' chances of being retained, and may provide course-taking opportunities that otherwise might not be available, especially for nontraditional students.
Journal of Asynchronous Learning Networks, Sep 1, 2000
The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional progr... more The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of the SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere and to be the best provider of asynchronous instruction for learners in New York State and beyond.
Teaching, Learning and Technology@ SUNY. Retrieved April, Sep 1, 2001
The next section looks at the development of verbal immediacy and social presence in asynchronous... more The next section looks at the development of verbal immediacy and social presence in asynchronous online course discussion, examining more deeply how that critical variable, interaction, is manifest in online learning. This section provides insight into the notion of interaction and builds upon consistent findings in research of the SUNY Learning Network-the factors that accounts for the most variance in students reports of learning and satisfaction is the quantity and quality of their interaction.
Proceeding of World …, Jun 30, 2008
The Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000) provid... more The Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000) provides a theoretical model of online learning processes that has been used by many scholars in the field of online education. However, research utilizing the CoI framework needs to move from investigating single components of the model to integrating all three components and from situated studies using unique measures to inter-institutional research using common measures. In this paper, we summarize the CoI model and ...
In the Summer of 2001 students in the SUNY Learning Network completed surveys regarding their lev... more In the Summer of 2001 students in the SUNY Learning Network completed surveys regarding their level of satisfaction and reported learning in an entirely on-line learning environment. A goal of the research was to relate student satisfaction and reported learning in the online environment to established principles of good practice in the "offline" environment. For the most recent term, data was collected from 935 students, adding to the largest ongoing study of on-line student attitudes to date, which includes responses from more than 8000 respondents over a five year period. Results again indicated that a number of variables were significantly correlated with high levels of satisfaction and perceived learning. These included the quantity and quality of interaction with the instructor and classmates, prompt and quality feedback from the instructor and the communication of clear expectations. The report includes an explanation of the results relative to social learning theory and established principles of good practice in higher education.
Journal of Educational Computing Research, 2000
This article looks at factors affecting the success of asynchronous online learning both through ... more This article looks at factors affecting the success of asynchronous online learning both through a review of the research literature and through an empirical investigation of student perceptions and course design factors in one of the largest asynchronous learning networks in the country. It finds that three such factors consistency in course design, contact with course instructors, and active discussion have been consistently shown to significantly influence the success of online courses. It is posited that the reason for these findings ...
Journal of Educational Computing Research, 2001
... 23(4) 359-383, 2000 BUILDING KNOWLEDGE BUILDING COMMUNITIES: CONSISTENCY, CONTACT AND COMMUNI... more ... 23(4) 359-383, 2000 BUILDING KNOWLEDGE BUILDING COMMUNITIES: CONSISTENCY, CONTACT AND COMMUNICATION IN THE VIRTUAL CLASSROOM* KAREN SWAN University at Albany ...
Abstract: Describes the design of a hypermedia application," Set on Freedom,&... more Abstract: Describes the design of a hypermedia application," Set on Freedom," on the American civil rights movement and presents preliminary qualitative and quantitative research on its use in a seventh-and eighth-grade classroom. Results suggest that hypermedia applications can be designed to support development of historical thinking.(Contains 26 references.)(KRN)
Journal of Research on Computing in Education, 1996
Abstract: The National Center for Research on Literature Teaching and Learning's... more Abstract: The National Center for Research on Literature Teaching and Learning's review of 45 commercial hypermedia literature applications from a response-based perspective suggests that applications currently available, though not supportive of response-based literature teaching and learning, indicate how such applications could be developed. Includes the program description and evaluation criteria review form.(PEN)
The research reported in this paper investigated the efficacy of the use of comprehensive compute... more The research reported in this paper investigated the efficacy of the use of comprehensive computer-based instruction (CBI) for providing basic skills remediation to educationally disadvantaged student populations. Thirteen CBI programs placed in 26 elementary and secondary schools. throughout the New York City school system were evaluated during the 1987-88 school year. Results reveal that CBI programs can indeed be an effective means for e 'ivering such instruction, that they can be as effective in providing instruction in leading as they are in providing mathematics instruction to educationally disadvantaged students, and that within that population an inverse relationship exists between instructional level and achievelhent gains resulting from involvement with CBI. The differential effectiveness of differing programs was also suggested in the findings. Interviews with participating students and teachers indicate that four features of CBI make it particularly useful to educationally disadvantaged students--CBI is perceived by students as less threatening than traditional classroom instruction, it provides extensive drill and practice exercises, it typically provides individualized diagnostics, and CBI programs provide students with greater academic support.
Engaging Communities: Wisdom from the Sloan Consortium. Needham, MA: Sloan-C, 2005
Journal of Asynchronous Learning Networks, Dec 1, 2005
This paper builds on the model we have developed for creating quality online learning environment... more This paper builds on the model we have developed for creating quality online learning environments for higher education. In that model we argue that college-level online learning needs to reflect what we know about learning in general, what we understand about learning in higher-education contexts, and our emerging knowledge of learning in largely asynchronous online environments. Components of the model include a focus on learner roles, knowledge building, assessment, community, and various forms of “ ...
Journal of Asynchronous Learning Networks, Sep 1, 2000
The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional progr... more The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of the SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere and to be the best provider of asynchronous instruction for learners in New York State and beyond.
Proceeding of World …, Jun 30, 2008
The Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000) provid... more The Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000) provides a theoretical model of online learning processes that has been used by many scholars in the field of online education. However, research utilizing the CoI framework needs to move from investigating single components of the model to integrating all three components and from situated studies using unique measures to inter-institutional research using common measures. In this paper, we summarize the CoI model and ...
… : proceedings of the …, Jan 1, 2000
…100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learnin... more …100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learning Network." Spring 1999 SLN Faculty Satisfaction Survey The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is FACTORS INFLUENCING FACULTY SATISFACTION WITH ASYNCHRONOUS TEACHING AND LEARNING college programs in the SUNY system: the Department of Educational Theory and Practice at the University at Albany (UA), and the Internet Academy (IA) of Herkimer County Community College (HCCC). These case studies present and examine important evidence of faculty satisfaction from a single-institution and individual-faculty perspective. FACTORS INFLUENCING FACULTY SATISFACTION WITH ASYNCHRONOUS TEACHING AND LEARNING
… , WebNet 2000 World …, Jan 1, 2000
Elements of quality online education, 2001
Abstract: In the Summer of 2001 students in the SUNY Learning Network completed surveys regarding... more Abstract: In the Summer of 2001 students in the SUNY Learning Network completed surveys regarding their level of satisfaction and reported learning in an entirely on-line learning environment. A goal of the research was to relate student satisfaction and reported learning in the online environment to established principles of good practice in the" offline" environment. For the most recent term, data was collected from 935 students, adding to the largest ongoing study of on-line student attitudes to date, which includes responses from ...
In the fall of 1999 students in the SUNY Learning Network completed surveys regarding their level... more In the fall of 1999 students in the SUNY Learning Network completed surveys regarding their level of satisfaction and perceived learning in an entirely on-line learning environment. The goals of the research were to begin to build a profile of satisfied, successful students studying in this environment and to tie the research to theory. To generate hypotheses social learning theory was used as a conceptual framework. Data were collected from 1584 students, representing the largest study of on-line student ...
Online learning continues to grow at post-secondary institutions across the United States, but ma... more Online learning continues to grow at post-secondary institutions across the United States, but many question its efficacy, especially for students most at-risk for failure. This paper engages that issue. It examines recent research on the success of community college students who take online classes and explores similar comparisons using 656,258 student records collected through the Predictive Analytics Reporting (PAR) Framework. In particular, the research investigated retention rates for students in three delivery mode groups – students taking only onground courses, students taking only online courses, and students taking some courses onground and some courses online at five primarily onground community colleges, five primarily onground four-year universities, and four primarily online institutions. Results revealed that taking some online courses did not result in lower retention rates for students enrolled in primarily onground community colleges participating in the PAR Framework. Moreover, although retention rates were lower for such students taking only online courses than for similar students taking only onground or blending their courses, much of the difference could be explained by extraneous factors. Essentially no differences in retention between delivery mode groups were found for students enrolled in primarily onground four-year universities participating in the PAR Framework, while at participating primarily online institutions, students blending their courses had slightly better odds of being retained than students taking exclusively onground or exclusively online courses. No differences between the latter groups were found at these institutions. Patterns of retention were similar regardless of gender across institutional categories, and were mostly similar regardless of Pell grant status with the exception of fully online students at traditional community colleges. Age, however, did differentially affect delivery mode effects. Older students taking only online courses were retained at higher rates than younger students taking only online courses at both primarily onground community colleges and primarily online institutions. The results suggest that, despite media reports to the contrary, taking online courses is not necessarily harmful to students' chances of being retained, and may provide course-taking opportunities that otherwise might not be available, especially for nontraditional students.
Journal of Asynchronous Learning Networks, Sep 1, 2000
The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional progr... more The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of the SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere and to be the best provider of asynchronous instruction for learners in New York State and beyond.
Teaching, Learning and Technology@ SUNY. Retrieved April, Sep 1, 2001
The next section looks at the development of verbal immediacy and social presence in asynchronous... more The next section looks at the development of verbal immediacy and social presence in asynchronous online course discussion, examining more deeply how that critical variable, interaction, is manifest in online learning. This section provides insight into the notion of interaction and builds upon consistent findings in research of the SUNY Learning Network-the factors that accounts for the most variance in students reports of learning and satisfaction is the quantity and quality of their interaction.
Proceeding of World …, Jun 30, 2008
The Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000) provid... more The Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000) provides a theoretical model of online learning processes that has been used by many scholars in the field of online education. However, research utilizing the CoI framework needs to move from investigating single components of the model to integrating all three components and from situated studies using unique measures to inter-institutional research using common measures. In this paper, we summarize the CoI model and ...
In the Summer of 2001 students in the SUNY Learning Network completed surveys regarding their lev... more In the Summer of 2001 students in the SUNY Learning Network completed surveys regarding their level of satisfaction and reported learning in an entirely on-line learning environment. A goal of the research was to relate student satisfaction and reported learning in the online environment to established principles of good practice in the "offline" environment. For the most recent term, data was collected from 935 students, adding to the largest ongoing study of on-line student attitudes to date, which includes responses from more than 8000 respondents over a five year period. Results again indicated that a number of variables were significantly correlated with high levels of satisfaction and perceived learning. These included the quantity and quality of interaction with the instructor and classmates, prompt and quality feedback from the instructor and the communication of clear expectations. The report includes an explanation of the results relative to social learning theory and established principles of good practice in higher education.
Journal of Educational Computing Research, 2000
This article looks at factors affecting the success of asynchronous online learning both through ... more This article looks at factors affecting the success of asynchronous online learning both through a review of the research literature and through an empirical investigation of student perceptions and course design factors in one of the largest asynchronous learning networks in the country. It finds that three such factors consistency in course design, contact with course instructors, and active discussion have been consistently shown to significantly influence the success of online courses. It is posited that the reason for these findings ...
Journal of Educational Computing Research, 2001
... 23(4) 359-383, 2000 BUILDING KNOWLEDGE BUILDING COMMUNITIES: CONSISTENCY, CONTACT AND COMMUNI... more ... 23(4) 359-383, 2000 BUILDING KNOWLEDGE BUILDING COMMUNITIES: CONSISTENCY, CONTACT AND COMMUNICATION IN THE VIRTUAL CLASSROOM* KAREN SWAN University at Albany ...
Abstract: Describes the design of a hypermedia application," Set on Freedom,&... more Abstract: Describes the design of a hypermedia application," Set on Freedom," on the American civil rights movement and presents preliminary qualitative and quantitative research on its use in a seventh-and eighth-grade classroom. Results suggest that hypermedia applications can be designed to support development of historical thinking.(Contains 26 references.)(KRN)
Journal of Research on Computing in Education, 1996
Abstract: The National Center for Research on Literature Teaching and Learning's... more Abstract: The National Center for Research on Literature Teaching and Learning's review of 45 commercial hypermedia literature applications from a response-based perspective suggests that applications currently available, though not supportive of response-based literature teaching and learning, indicate how such applications could be developed. Includes the program description and evaluation criteria review form.(PEN)
The research reported in this paper investigated the efficacy of the use of comprehensive compute... more The research reported in this paper investigated the efficacy of the use of comprehensive computer-based instruction (CBI) for providing basic skills remediation to educationally disadvantaged student populations. Thirteen CBI programs placed in 26 elementary and secondary schools. throughout the New York City school system were evaluated during the 1987-88 school year. Results reveal that CBI programs can indeed be an effective means for e 'ivering such instruction, that they can be as effective in providing instruction in leading as they are in providing mathematics instruction to educationally disadvantaged students, and that within that population an inverse relationship exists between instructional level and achievelhent gains resulting from involvement with CBI. The differential effectiveness of differing programs was also suggested in the findings. Interviews with participating students and teachers indicate that four features of CBI make it particularly useful to educationally disadvantaged students--CBI is perceived by students as less threatening than traditional classroom instruction, it provides extensive drill and practice exercises, it typically provides individualized diagnostics, and CBI programs provide students with greater academic support.
Online learning continues to grow at post-secondary institutions across the United States, but ma... more Online learning continues to grow at post-secondary institutions across the United States, but many question its efficacy, especially for students most at-risk for failure. This paper engages that issue. It examines recent research on the success of community college students who take online classes and explores similar comparisons using 656,258 student records collected through the Predictive Analytics Reporting (PAR) Framework. In particular, the research investigated retention rates for students in three delivery mode groups – students taking only onground courses, students taking only online courses, and students taking some courses onground and some courses online at five primarily onground community colleges, five primarily onground four-year universities, and four primarily online institutions. Results revealed that taking some online courses did not result in lower retention rates for students enrolled in primarily onground community colleges participating in the PAR Framework. Moreover, although retention rates were lower for such students taking only online courses than for similar students taking only onground or blending their courses, much of the difference could be explained by extraneous factors. Essentially no differences in retention between delivery mode groups were found for students enrolled in primarily onground four-year universities participating in the PAR Framework, while at participating primarily online institutions, students blending their courses had slightly better odds of being retained than students taking exclusively onground or exclusively online courses. No differences between the latter groups were found at these institutions. Patterns of retention were similar regardless of gender across institutional categories, and were mostly similar regardless of Pell grant status with the exception of fully online students at traditional community colleges. Age, however, did differentally affect delivery mode effects. Older students taking only online courses were retained at higher rates than younger students taking only online courses at both primaily onground community colleges and primarily online institutions. The results suggest that taking courses online is not terribly harmful, especially when considering the access to higher education they provide for an older population in particular.