Our Projects

Strategies for Motivating and Supporting Online Students

The purpose of this research study is to investigate what motivation and  support strategies can be used to retain online students in  institutions of higher education. Data will be collected using the responses from two online surveys conducted with students and  instructors.

Strategies for Balancing Workload When Teaching Online

The purpose of this research study was to investigate what strategies  instructors in institutions of higher education use to balance their  workload when teaching online. Results of this study will be published  in the book, “Managing Online Instructor Workload: Strategies for  Finding Balance and Success.”

Creating a Sense of Presence Online

Based on research and experience, we have written on the topic of  creating a sense of presence in online environments. Our work is  published in the book, “Creating a Sense of Presence in Online Teaching:  How to ‘Be There’ for Distance Learners” and will be released in August  2010 by Jossey-Bass.

American Sign Language Learning Objects

Since 2001, we have worked on the development and evaluation of American Sign Language learning objects. Learning objects are  electronic (digital) modules of information that are reusable and  retrievable from a central information repository for educational  purposes.    Evaluation  of the Effectiveness of the Design of a Distance Education Course in  American Sign Language Offered to Continuing Education Students: This  study investigated the effectiveness of the design of the ASL distance  education course in a university setting. The study was conducted using  formative and summative methods. Results identified three themes: course  participants concerns, significance of interactions, and a deeper  understanding of the deaf culture.     An Evaluation of the Use of Learning Objects as an Instructional Aid in Teaching Adults:  Even though there was no indication that the use of the learning  objects affected student learning outcomes as shown in the statistical  results, students pointed out in their qualitative comments that the  learning objects helped them clarify, remember, review, practice, and  reinforce the signs; provided access to signs that were not included in  the workbook and videotape; assisted in studying for quizzes and exam;  aided with class participation; and helped when absent from class. Two  themes emerged from the qualitative data: inexperience using the  technology and lack of self-directedness to problem solve its use, and  confusion due to lack of synchronization between learning objects signs  and direct instruction.