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Evaluation - E-Learning Courses

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Bonnie Nortz

This was an assignment for GMU's Innovations in Distance Learning. The assignments was to compare three online courses and provide a compare and contrast analysis.

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EvaluationE-Learning Courses Bonnie Nortz EDIT 611 February 14, 2009
E-learning Course Carnegie Mellon University’s Open Learning Initiative (OLI) Statistics Stanford University’s iTunes U African-American History ,[object Object]
Introduction to writing: Academic prose,[object Object]
Carnegie Melon University Open Learning Initiative (OLI) Content given in different formats. Relevant, easy to read visuals. Content is organized logically. Navigation bar is easy to use.
OLI Continued… Allows learners to email pages/links. Assessment is build into the lesson. Interactivity ensures understanding of concepts.
OLI Screen Shots Sample of visuals display Outline of course content
Critique Limited communication: students and student/instructor. Disadvantage for student-to-student interaction. OLI: excellent computer assessment interaction.
Stanford University iTunes U Online lecture series on iTunes U. The benefit is portability. For the passive learner. No means of assessment for knowledge. Students can listen over again.
Critique The nature of the subject material.
Utah State UniversityOpenCourseWare Offers online writing courses. Organized in a 16-week schedule. Downloaded and used by the public. Rubrics, weekly assignments and readings. Resources provided on a side.
USU OpenCourseWareScreen Shot Week by week assignments only.
Critique Passive course, no interaction. The website acts as their blackboard. Nature of subject may requireinteraction. No assessment for this course.
Conclusion Clear advantages and disadvantages. Lack of communication: students and student/instructor. Disadvantage for student-to-student interaction. OLI: simulated computer interaction.
Conclusion continued… iTunes: Format dictated by subject. USU: benefit from interaction. Cannot fit a one-size-fits-all category. All inclusive: students, faculty, school, subject, and technology.
References Simonson, M., Smaldino, S., Albright, M., and Zvacek, S. (2008). Teaching and learning at aDistance: Foundations of distance education, 4th edition, New York: Pearson Education, Inc. Fulford, C. P., & Zhang, S. (1995). Interactivity in distance education television: A constructed reality. Distance Education Symposium 3. The Pennsylvania State University.

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Evaluation - E-Learning Courses

  • 1. EvaluationE-Learning Courses Bonnie Nortz EDIT 611 February 14, 2009
  • 2.
  • 3.
  • 4. Carnegie Melon University Open Learning Initiative (OLI) Content given in different formats. Relevant, easy to read visuals. Content is organized logically. Navigation bar is easy to use.
  • 5. OLI Continued… Allows learners to email pages/links. Assessment is build into the lesson. Interactivity ensures understanding of concepts.
  • 6. OLI Screen Shots Sample of visuals display Outline of course content
  • 7. Critique Limited communication: students and student/instructor. Disadvantage for student-to-student interaction. OLI: excellent computer assessment interaction.
  • 8. Stanford University iTunes U Online lecture series on iTunes U. The benefit is portability. For the passive learner. No means of assessment for knowledge. Students can listen over again.
  • 9. Critique The nature of the subject material.
  • 10. Utah State UniversityOpenCourseWare Offers online writing courses. Organized in a 16-week schedule. Downloaded and used by the public. Rubrics, weekly assignments and readings. Resources provided on a side.
  • 11. USU OpenCourseWareScreen Shot Week by week assignments only.
  • 12. Critique Passive course, no interaction. The website acts as their blackboard. Nature of subject may requireinteraction. No assessment for this course.
  • 13. Conclusion Clear advantages and disadvantages. Lack of communication: students and student/instructor. Disadvantage for student-to-student interaction. OLI: simulated computer interaction.
  • 14. Conclusion continued… iTunes: Format dictated by subject. USU: benefit from interaction. Cannot fit a one-size-fits-all category. All inclusive: students, faculty, school, subject, and technology.
  • 15. References Simonson, M., Smaldino, S., Albright, M., and Zvacek, S. (2008). Teaching and learning at aDistance: Foundations of distance education, 4th edition, New York: Pearson Education, Inc. Fulford, C. P., & Zhang, S. (1995). Interactivity in distance education television: A constructed reality. Distance Education Symposium 3. The Pennsylvania State University.