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This overarching question was answered through an ex post facto study comparing two different instructional designs currently being utilized in the Integration of Technology in Schools (ITS) Master's Program at George Mason University. Participants were 51 graduate students in the ITS program at GMU. Two groups were identified for study: Group A, using augmented instruction, received instruction primarily in a face-to-face delivery method with one semester being concentrated in an online environment. Group B, using blended instruction, received half of their instruction in an online environment with the other half in a face-to-face environment. The treatment was the ITS program over a four semester period. Data was collected at the point where the two programs' course delivery converged. To assess the effect of the designs for online learning, surveys were given to the participants after the treatment. Chang & Fisher's Web-Based Learning Environment Inventory (WEBLEI) was given to assess students' perceptions of online learning. Hall, George, and Rutherford's Stages of Concern Questionnaire (SoCQ) was used to assess the participants' peak stages of concern regarding online learning as an innovation, and Alexander's Instructional Strategies Survey (ISS) modified by Harvey was given to assess the participants' attitudes regarding bridging theory to practice. Finally, selected participants were interviewed at the completion of the treatment. Transcripts were analyzed for information about the participants' reflections on their attitudes and beliefs concerning their online learning experiences. Results showed that there were no significant differences between the two groups. 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Dede is a Harvard Education professor writing about the online gap. One big point he makes is how some experienced teachers have a more difficult time \"unlearning\" things and that it is easier to know nothing and learn new things than to unlearn and learn a new thing. He implies how some school's have focused on workshops too much on things such as classroom management and other social political issues when more online training would be appropriate. He even made a video about unlearning in particular, about 3.5 minutes long.

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"createdByUser": { "id": 290670, "username": "puckjumper", "name": "Debra Spielmaker", "links": { "alternate": { "href": "https://www.zotero.org/puckjumper", "type": "text/html" } } }, "creatorSummary": "An et al.", "parsedDate": "2009-11", "numChildren": 1 }, "data": { "key": "EAU6UQ3W", "version": 1, "itemType": "journalArticle", "title": "The effects of different instructor facilitation approaches on students' interactions during asynchronous online discussions", "creators": [ { "creatorType": "author", "firstName": "Heejung", "lastName": "An" }, { "creatorType": "author", "firstName": "Sunghee", "lastName": "Shin" }, { "creatorType": "author", "firstName": "Keol", "lastName": "Lim" } ], "abstractNote": "This study compared the impact of three different facilitation approaches on elementary teacher candidates' interactions in an asynchronous discussion board as well as their satisfaction with an online educational technology course. These participants were enrolled in three different sections of the same online course. In the first section (Group 1), the instructor responded to each student's initial message regarding the discussion question and then required students to respond to at least two of their classmates' postings. In the second section (Group 2), the instructor responded to each student's initial message to the discussion question, but did not require students to respond to other classmates' postings. Instead, it was the student's voluntary choice. In the third group (Group 3), the instructor did not respond to each student's initial message on the discussion question, but required students to respond to at least two classmates' postings. Data were analyzed both quantitatively and qualitatively, by using ANOVA, social networking analysis (SNA) and content analysis. The results indicated that in Group 2, voluntary interactions among students rarely occurred, resulting in the instructor primarily providing feedback to the students, with a low number of cues for social presence. In comparing Groups 1 and 3, when students were required to respond to one another, too much instructor intervention did not lead to more interactions among the students. Rather, when the instructor's intervention was minimal, students tended to more freely express their thoughts and opinions, with a large number of cues for social presence. However, more interactions among students, occurring in a required setting, may not have correlated with student satisfaction with the online course ratings and the instructors' ratings.", "publicationTitle": "Computers & Education", "publisher": "", "place": "", "date": "November 2009", "volume": "53", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "749-760", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1016/j.compedu.2009.04.015", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/B6VCJ-4WD10VS-2/2/71aa8d51c07a93654f7109f8a3e760de", "accessDate": "2010-07-24T20:56:25Z", "PMID": "", "PMCID": "", "ISSN": "0360-1315", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Computer-mediated communication", "type": 1 }, { "tag": "Distance education and telelearning", "type": 1 }, { "tag": "Learning communities", "type": 1 }, { "tag": "Teaching/learning strategies", "type": 1 } ], "collections": [ "GJHRRMI6" ], "relations": {}, "dateAdded": "2010-07-24T20:56:25Z", "dateModified": "2010-07-24T20:56:25Z" } } ]