Categories: Technology, Communication Design
Summary:
A reflective paper on the first two years of Drexel's fully asynchronous degree. A baseline knowledge text and post-course evaluation provided the core of the research that analyzed the quality of education, the cost value, and the quality of the experience. Hislop found that the strengths of the program and classes were convenience, access to the instructor, and collaborative learning. The weaknesses were a lack of face-to-face contact, a more difficult level of effort, and feelings of being inhibited in ALN discussions.
It is interesting to note how the general attitudes and experiences have changed as individuals have become more comfortable with technology, as Web 2.0 tools became commonplace, and as distance learning moved into the mainstream of education.
Citation-worthy:
"The hallmarks of the fully asynchronous degree are: (1) Students never gather for traditional face-to-face classes; (2) Students and faculty engage in an active learning experience by network; (3) The degree content and requirements are the same in both traditional and asynchronous offerings; (4) Students learn to work using tools and techniques of distributed work environments" (Hislop, 1997, p. 437).
