Goal 1. To be knowledgeable about research in aspects of distance education and the use of telecommunications in educational and other settings.

Key Projects, Assignments, & Activities Related to Goal

Anderson, T. & Elloumi, F. (Eds.). (2008) Theory and Practice of Online Learning, 2nd edition, Athabasca, AB, Canada: Athabasca University.
http://www.aupress.ca/index.php/books/120146 (select ebook)

Chapter One (TPOL): Foundations of Educational Theory of Online Learning

Chapter Two (TPOL): Toward a Theory of Online Learning

Discussion Board Post Reflections on Chapters

Chapter One Response.pdf
Chapter Two Response.pdf

Annotated Bibliography

Annotated Bibliography Academic Integrity_KPRICE.pdf

Summary of Research Articles Related to Academic Integrity Issues in Distance Education/ Online Learning

Troy University: Webinar

An Effective Test Integrity Strategy for Online Learning

Date: June 23, 2010 at 11:00 AM PDT (2:00 PM EDT). Archive of the broadcast. Duration: One hour Sponsored by: Software Secure

Reflection of Learning Experience

In beginning the discussion of what features, qualities and platforms are necessary, even if not sufficient, conditions for developing a quality online learning environment, our readings in Chapter One of the Theory and Practice of Online Learning provided some theoretical perspectives of learners and the application to online learning and distance education. In order to develop a personal philosophy of effective online instruction, this Chapter provided the necessary theoretical underpinnings in order to determine what approach to which we feel an affinity. However, it is important to recognize that in order to address the needs of diverse learners a diversity of approaches is required. By evaluating the different theories of online learning, the instructor gains a stronger base of knowledge to determine which approach or combination of approaches is best suited.

In reading Chapter One, I was most intrigued by the connectivist approach to learning. In modern day, it is important as a learner to take personal responsibility for developing learning networks and stay engaged in the learning process. These points are echoed in the discussion of the connectivist principles of independence and need for a collaborative learning environment. We want our students not only to become consumers of information, but learn to apply that information. Information literacy goes beyond the ability to access information, but also to have the ability to evaluate the source and quality of the information and apply the information to current problems and issues. The innovations and vast amounts of technologies available today have helped create this demand for connectivist and constructivist approaches and a shift away from a more behaviorist approach to learning. Our learners and their future employers demand that students can do more than listen to a lecture and recite facts, but rather they can apply information to real-life contexts.

I think that this approach to learning was echoed in the development of this course and also was something that our group attempted to take into consideration when we developed our online course. I will also take this approach and continue to further develop ways that I can integrate a connectivist and constructivist approach into my teaching, helping students create meaning of the material and apply their learning to practical applications.

In further assignments, I was able to demonstrate a constructivist approach to learning in selecting a topic to reasearch that would be applicable to my work. In my current position in the Office of Institutional Research at Belmont Abbey College, I serve on a committee that is evaluating the possibility of offering online courses and/or degree programs. As an integral member of the team who served to spearhead the reaffirmation of accreditation, one of the main concerns for implementing online programs is the ability of the College to demonstrate appropriate planning, student support, faculty expertise, quality of student learning, and integrity of programs. A perpetual concern of faculty and external accountability agencies is the issue of academic integrity in online learning/ distance education. Therefore, I selected this as my topic in order to take a closer look at what the research has found in terms of differences between traditional face to face classrooms and online classrooms with respect to academic dishonesty. Additionally, I wanted to evaluate the research on effective strategies and practices that can promote academic honesty in the online learning enviornment. By researching best practices and utilizing data driven research, I can feel more confident in the recommendations that I make to our executive management on strategies our College can implement to help promote academic integrity in such programs.