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Home » Resources » EDUCAUSE Quarterly (EQ) » EQ Archives » EQ Volume 29 (2006) »
Volume 29, Number 4,
2006 » The Future of Online Teaching and Learning in Higher Education:
The Survey Says…

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EDUCAUSE
Quarterly Magazine, Volume 29, Number 4, 2006

Disconnects
Between Library Culture and Millennial Generation Values

E-Conferencing
for Instruction: What Works?

Effective
Live Online Faculty Development Workshops: One Model

Get
Connected: An Approach to ResNet Services

Higher
Education in the Internet Age: Libraries Creating a Strategic
Edge

IT
and Educational Technology: What’s Pedagogy Got to Do with It?

Learning
the Hard Way

Making
a Difference?

Mentoring:
A Learning Collaboration

Minorities
and Online Higher Education

Online
Distance Learning: An Idea for the Times

The
Embedded Librarian Program

The Future of Online Teaching and Learning in Higher
Education: The Survey Says…

The Future of Online Teaching and Learning in Higher Education: The
Survey Says…

The Future of Online Teaching and
Learning in Higher Education: The Survey Says…

The Future of Online Teaching and Learning in
Higher Education: The Survey Says...

A survey substantiates some ideas about online
learning and refutes others

By Kyong-Jee Kim and Curtis J.
Bonk

Institutions of higher education have increasingly embraced online
education, and the number of students enrolled in distance programs is
rapidly rising in colleges and universities throughout the United States.
In response to these changes in enrollment demands, many states,
institutions, and organizations have been working on strategic plans to
implement online education. At the same time, misconceptions and myths
related to the difficulty of teaching and learning online, technologies
available to support online instruction, the support and compensation
needed for high-quality instructors, and the needs of online students
create challenges for such vision statements and planning documents.

In part, this confusion swells as higher education explores dozens of
e-learning technologies (for example, electronic books, simulations, text
messaging, podcasting, wikis, blogs), with new ones seeming to emerge each
week. Such technologies confront instructors and administrators at a time
of continued budget retrenchments and rethinking. Adding to this dilemma,
bored students are dropping out of online classes while pleading for
richer and more engaging online learning experiences.1 Given
the demand for online learning, the plethora of online technologies to
incorporate into teaching, the budgetary problems, and the opportunities
for innovation, we argue that online learning environments are facing a
"perfect e-storm," linking pedagogy, technology, and learner
needs.2

Considering the extensive turbulence created by the perfect storm
surrounding e-learning, it is not surprising that opinions are mixed about
the benefits of online teaching and learning in higher education. As
illustrated in numerous issues of the Chronicle of Higher
Education during the past decade, excitement and enthusiasm for
e-learning alternate with a pervasive sense of e-learning gloom,
disappointment, bankruptcy and lawsuits, and myriad other
contentions.3 Appropriately, the question arises as to where
online learning is headed. Navigating online education requires an
understanding of the current state and the future direction of online
teaching and learning.

The study described here surveyed instructors and administrators in
postsecondary institutions, mainly in the United States, to explore future
trends of online education. In particular, the study makes predictions
regarding the changing roles of online instructors, student expectations
and needs related to online learning, pedagogical innovation, and
projected technology use in online teaching and learning.

Review of Literature

We began this project with a review of past studies of the issues and
trends in online teaching and learning in higher education.

Online Teaching and Learning

A recent survey of higher education in the United States reported that
more than 2.35 million students enrolled in online courses in fall
2004.4 This report also noted that online education is becoming
an important long-term strategy for many postsecondary institutions. Given
the rapid growth of online education and its importance for postsecondary
institutions, it is imperative that institutions of higher education
provide quality online programs.

The literature addresses student achievement and satisfaction as two
means to assess the quality of online education. Studies focused on
academic achievement have shown mixed reviews,5 but some
researchers point out that online education can be at least as effective
as traditional classroom instruction.6 Several research studies
on student satisfaction in online courses or programs reported both
satisfied and dissatisfied students.7

Faculty training and support is another critical component of quality
online education. Many researchers posit that instructors play a different
role from that of traditional classroom instructors when they teach online
courses,8 as well as when they teach residential courses with
Web enhancements.9 Such new roles for online instructors
require training and support. Some case studies of faculty development
programs indicate that such programs can have positive impacts on
instructor transitions from teaching in a face-to-face to an online
setting.10

Pedagogy and Technology for Online Education

Several research studies have covered effective pedagogical strategies
for online teaching. Partlow and Gibbs, for instance, found from a Delphi
study of experts in instructional technology and constructivism that
online courses designed from constructivist principles should be relevant,
interactive, project-based, and collaborative, while providing learners
with some choice or control over their learning.11
Additionally, Keeton investigated effective online instructional practices
based on a framework of effective teaching practices in face-to-face
instruction in higher education. In this study, Keeton interviewed faculty
in postsecondary institutions, who rated the effectiveness of online
instructional strategies. These instructors gave higher ratings to online
instructional strategies that "create an environment that supports and
encourages inquiry," "broaden the learner's experience of the subject
matter," and "elicit active and critical reflection by learners on their
growing experience base."12

In another study of pedagogical practices, Bonk found that only 23–45
percent of online instructors surveyed actually used online activities
related to critical and creative thinking, hands-on performances,
interactive labs, data analysis, and scientific simulations, although 40
percent of the participants said those activities were highly important in
online learning environments.13 In effect, a significant gap
separated preferred and actual online instructional practices.

Technology has played and continues to play an important role in the
development and expansion of online education. Accordingly, many
universities have reported an increase in the use of online tools. Over
the past decade, countless efforts have sought to integrate emerging
Internet technologies into the teaching and learning process in higher
education. Several studies have reported cases related to the use of blogs
to promote student collaboration and reflection.14 Some
researchers also have promoted the plausibility of using wikis for online
student collaboration,15 and podcasting is beginning to garner
attention from educators for its instructional use.16 Although
some discussions in the literature relate to effective practices in the
use of emerging technologies for online education, empirical evidence to
support or refute the effectiveness of such technologies, or, perhaps more
importantly, guidance on how to use such tools effectively based on
empirical evidence, is lacking.

Method

This study was based on a survey of individuals believed to have
relevant experience with and insights into the factors affecting the
present and future state of online education.

Participants

An online survey was conducted of college instructors and
administrators who were members of either the Multimedia Educational
Resource for Learning and Online Teaching (MERLOT) or the Western
Cooperative for Educational Telecommunications (WCET), both premier
associations for online education. MERLOT is a free and open resource for
higher education with membership that, at the time of this study, included
more than 12,000 college professors, instructional designers, and
administrators who share and peer-evaluate their Web resources and
materials (today, MERLOT has more than 35,000 members). WCET is an
organization with 500–600 members that provides resources and information
regarding the effective use of telecommunications technology in learning.
Also surveyed were those who had posted one or more course syllabi at the
World Lecture Hall (WLH), which has approximately 2,000 members and was
developed by the University of Texas for faculty to share syllabi.

This study is a part of a longitudinal effort to understand the use of
technology in teaching, within both higher education and corporate
training settings. The second author had previously surveyed MERLOT and
WLH members on the state of online learning17 as well as
corporate trainers on online training18 and blended
learning.

Instrument

Using an online survey service, SurveyShare, we developed an online
questionnaire as an instrument for this survey study. The questionnaire
consisted of 42 questions grouped into three sections related to the
current status and future trends of online education in higher education.
The first section included 10 questions regarding respondents' demographic
information. The second section included seven questions about the current
status of online learning at the respondents' organizations. The third
section included items regarding predictions about online teaching and
learning. The survey used various types of questions, including
Likert-type, multiple-choice, and open-ended questions.

Data Collection and Analysis

The survey took place from late November 2003 to early January 2004. An
invitation was sent by e-mail to the sample of instructors, instructional
designers, and administrators described earlier. The e-mail included
information about the study as well as the URL to the survey site. Of more
than 12,000 who received the e-mail request, 562 completed the survey. The
participants responded to the survey anonymously, and the data were stored
in the hosted online survey service. Descriptive data analyses (such as
frequencies) were conducted using the data analysis tool provided in the
online survey site.

Results

Our study confirmed some commonly held beliefs about online education,
refuted others, and provided a range of predictions about the future of
technology-enabled education.

Demographics of Online Instructors

Sixty-six percent of the survey respondents held teaching positions
(professors, instructors, or lecturers), while nearly one-fourth were
administrators or instructional designers. Respondents represented
institutions of various types: approximately half were employed by public,
four-year colleges or universities; 23 percent by community colleges or
vocational institutes; and 16 percent by private postsecondary
institutions. A large majority (87 percent) said their institutions offer
online courses, and about 70 percent of them had taught online
courses.

As shown in Figure 1, respondents' experience with online teaching
varied from none to more than 10 years. Although not every respondent had
online teaching experience, more than 95 percent had experience
integrating computer or Web technology into their face-to-face
teaching.

Click image for larger view.

Survey results show that women appear to be teaching online in far
greater numbers than just a few years ago. In fact, more than half of the
respondents (53 percent) were women. Such findings were surprising because
a similar study conducted a few years earlier was dominated by male
instructors who were full professors at tier-one
universities.19 Perhaps female instructors had become more
comfortable teaching and sharing activities online during the few years
that elapsed between surveys, or perhaps support for instructors had
improved on college campuses, or both.

Emerging Technology

When asked about several emerging technologies for online education, 27
percent of respondents predicted that use of course management systems
(CMSs) would increase most drastically in the next five years. Those
surveyed also said that video streaming, online testing and exam tools,
and learning object libraries would find significantly greater use on
campus during this time. Between 5 and 10 percent of respondents expected
to see increases in asynchronous discussion tools, videoconferencing,
synchronous presentation tools, and online testing.

The survey also asked what technology would most impact the delivery of
online learning during the next five years. Respondents could select one
of 14 key technologies. About 18 percent of respondents predicted that
reusable content objects and wireless technologies would have the most
significant impact. Smaller percentages (from 7 to almost 14 percent)
selected peer-to-peer collaboration, digital libraries, simulations and
games, assistive technologies, and digital portfolios. In contrast, less
than 5 percent predicted that e-books, intelligent agents, Tablet PCs,
virtual worlds, language support, and wearable technologies would have
significant impact on the delivery of online learning. These findings seem
to reflect the perceived importance of online technologies for sharing and
using preexisting content.

Additionally, respondents predicted that advances in Internet
technology (for example, greatly extended bandwidth and wireless Internet
connections) are likely to increase the use of multimedia and interactive
simulations or games in online learning during the next five to 10 years.
Only about one in 10, however, predicted that advances in Internet
technology would enhance videoconferencing or international collaboration,
and just one in 16 thought it might offer greater chances to interact with
field experts or practitioners. Again, the focus was on enhancing content
and associated content delivery, not on the social interactions,
cross-cultural exchanges, or new feedback channels that wider bandwidth
could offer. Such responses indicate that respondents still see learning
as content-driven, not based on social interactions and distributed
intelligence. The emphasis remains on a knowledge-transmission approach to
education, not one rich in peer feedback, online mentoring, or cognitive
apprenticeship.

Enormous Learner Demands

Our study revealed a number of trends related to areas of growth in
online education, future needs for online instructors, and the dominance
of online versus face-to-face instruction.

Growth of Online Programs/Degrees. Comparing
current online offerings and projected future online offerings at
respondents' institutions yields predictions about the areas of growth in
online programs and degrees. Most respondents expected considerable growth
in online certification and recertification programs in the next few
years, as well as in associate's degrees. Yet, our survey respondents
predicted little growth in the number of institutions that offer online
master's or doctoral programs in the future. Although more than half of
the respondents (54 percent) expected that their institutions would offer
online master's or doctoral programs in the coming years, almost the same
number of respondents (53 percent) reported that their institutions were
presently offering online master's or doctoral programs. In contrast,
respondents predicted that certification and recertification programs
would see 10–20 percent growth from present offerings. Such responses
indicate that higher education institutions might be wise to explore
certificate and short-program offerings rather than full degree
programs.

Online Instructors' Readiness. Will online
instructors be ready to meet the challenges brought by the projected
increases in learner demands for online education? About half of the
respondents predicted that monetary support for and pedagogical competency
of online instructors would most significantly affect the success of their
online programs (see Table 1). In addition, instructors' technical
competency was the third most pressing factor. Nevertheless, as
illustrated in Table 2, pedagogical skill was deemed more important than
technological skill for effective online teaching. With regard to the
needs for pedagogical competency of online instructors, a majority of the
respondents expected that online instructors would typically have received
some sort of training in online teaching either internally or externally
by the year 2010.

Click image for larger view.

The Rise of Blended Learning. The survey asked
respondents for their predictions related to the growth of online
education in the next few years. Respondents indicated that more emphasis
is expected on blended learning—instruction that combines face-to-face
with online offerings—than on fully online courses. Those surveyed
predicted a distinct shift from about one-quarter of classes being blended
today to perhaps the vast majority of courses having some Web component by
the end of the decade (see Figure 2).

Click image for larger view.

Enhanced Pedagogy

Although the use of CMSs in higher education has increased rapidly and
is likely the foundation for the rapid increase in the number of online
learners during the past decade,21 some researchers argue that
CMSs are promoted as ways to manage learners rather than to promote rich,
interactive experiences.22 As a result, enhancing pedagogy is
perhaps the most important factor in navigating the perfect e-storm. In
the present study, respondents made predictions about the quality of
online education in the near future and about how online courses would be
taught and evaluated.

The Quality of Future Online Education. Survey
respondents generally agreed with recent Sloan reports that the quality of
online education will improve in the future.23 Sixty percent of
respondents expected that the quality of online courses would be identical
to traditional instruction by the year 2006 (see Figure 3). Also, a
majority of the respondents predicted that the quality of online courses
would be superior to (47 percent) or the same as (39 percent) that of
traditional instruction by 2013. Only 8 percent predicted that the quality
of online courses would be inferior in 2013.

Click image for larger view.

Similarly, a large majority of respondents predicted that learning
outcomes of online students would be either the same as (39 percent) or
superior to (42 percent) those of traditionally taught students by 2013.
In effect, the trend is for course quality and learner outcomes to
steadily and significantly improve during the coming decade. Although we
did not ask about reasons for the increase in quality, such numbers should
be interesting and valuable to administrators, instructors, students, and
other online learning stakeholders.

In terms of factors that can improve online learners' success,
respondents said that training students to self-regulate their learning
(22 percent) was needed most, followed by better measures of student
readiness (17 percent), better evaluation of student achievement (17
percent), and better CMSs to track student learning. Nine percent said
additional technology training is needed. This concern about learner
self-regulation is ironic in a world dominated and driven by learning
management systems that are primarily used to manage students, as alluded
to earlier. Follow-up surveys might address whether learners perceive this
mixed message and whether they prefer to be managed online or engage in
more self-directed online environments.

As Carmean and Haefner argued, there is a need for CMS environments
that foster deeper student learning and engagement.24 They
noted that such environments might foster student choice among various
activities, reflection, apprenticeship, synthesis, real-world problem
solving, and rich, timely feedback. More recently, Weigel added to this
argument by suggesting that the next-generation CMS should foster a more
learner-centered environment that rich in critical thinking, student
exploration, peer learning and knowledge construction, interdisciplinary
experiences incorporating a community of educators (practitioners,
business leaders, alumni, and others), and educational
opportunities.25

Online Teaching Skills. Instructors' abilities to
teach online are critical to the quality of online education. Unlike our
earlier study related to the state of online learning in 2001, which
included many questions about online learning tools and features, the
present study focused more on learning outcomes and pedagogical skills.
For instance, this study found that the most important skills for an
online instructor during the next few years will be how to moderate or
facilitate learning and how to develop or plan for high-quality online
courses (see Table 2). Being a subject-matter expert was the next most
important skill. In effect, the results indicate that planning and
moderating skills are perhaps more important than actual "teaching" or
lecturing skills in online courses. As Salmon pointed out, online
instructors are moderators or facilitators of student
learning.26

Click image for larger view.

Pedagogical Techniques. Over half of the survey
respondents predicted that online collaboration, case-based learning, and
problem-based learning (PBL) would be the preferred instructional methods
for online instructors in the coming decade. In contrast, few respondents
expected that instructors would rely on lectures, modeling, or Socratic
instruction for their online teaching in the future (see Table 3). In
other words, survey respondents predicted that more learner-centered
techniques would be used in the future, indicating a marked shift from
traditional teacher-directed approaches.

Click image for larger view.

Existing research indicates that online instructors tend to use
easy-to-implement tools, resources, and strategies rather than complex
PBL, virtual teaming, cross-cultural collaboration, simulations, and other
forms of rich interactive media.27 If the prediction for more
learner-centered pedagogies online is realized, it would be interesting to
study whether those teaching online transfer such pedagogical skills to
their face-to-face instructional activities.

Our findings also indicated that, in general, respondents envisioned
the Web in the next few years more as a tool for virtual teaming or
collaboration, critical thinking, and enhanced student engagement than as
an opportunity for student idea generation and expression of creativity.
This is not surprising, given that most instruction in higher education is
focused on consumption and evaluation of knowledge, not on the generation
of it. Perhaps online training departments and units need to offer more
examples of how to successfully embed creative and generative online tasks
and activities.

Evaluation and Assessment of Online Courses.
Evaluation is an important part of ensuring the quality of online courses
and programs. Table 4 summarizes respondents' predictions about future
trends concerning the evaluation of online learning. When asked how the
quality of online education will be most effectively measured during the
coming decade, 44 percent answered that a comparison of online student
achievement with that of students in face-to-face classroom settings would
be the most effective, followed by student performance in simulated tasks
of real-world activities (15 percent), calculations of return on
investment (10 percent), and student course evaluations (9 percent).
Clearly, respondents believe that face-to-face instruction provides a
valid benchmark for teaching and learning outcomes and that online
performance should at least equal its effectiveness. Such views, while
politically important, seem to forget that much of the learning that
occurs online could not take place in a face-to-face delivery mode (for
example, asynchronous online discussions or online mentoring). It also
assumes that face-to-face instruction is superior. What if institutions
took the opposite stance and measured face-to-face courses based on
whether they could accomplish all that online instruction can?

Click image for larger view.

As for the forms of evaluation that will be used during the next few
years, respondents predicted that online practice quizzes and exams would
be most highly used, followed by online surveying and polling, course
evaluations, and online quizzes and exams. In particular, more than 90
percent of the respondents predicted that online surveys would be used as
an important student research tool or as a teaching device in addition to
student assessment and course evaluation. This finding affirms our belief
that online surveys offer the chance to be learner-centered because they
allow students to collect, analyze, and report on real-world data and
projects.

Discussion and Conclusion

As institutions of higher education continue to embrace and debate
online learning, it is important to envision where the field is headed.
What might the next generation of online learning environments look like?
Will they move from warehousing students in online environments to
engaging them in interactive and motivational activities? What
technological and pedagogical advantages will they offer? Current studies
provide a glimpse of the pedagogical and technological possibilities.
Clearly, we are entering a unique and exciting era in online teaching and
learning. And perhaps the perfect e-storm is becoming less cloudy and
ominous.

Implications of the Findings

Institutions of higher education need to consider whether they are
ready to meet growing learner demands in the coming years. First of all,
most respondents agreed that blended learning would have greater
significance in higher education in the future. Although some institutions
have already embraced blended learning, many others are slower at adopting
it for various reasons. Perhaps leadership from the institution is crucial
for faculty to receive adequate support to implement changes in the
teaching process.

If the quality of online education is to improve as projected from this
study, campuses must also look at the pedagogical issues in online
learning. Collaboration, case learning, and PBL are likely to be the
preferred methods of online instructors, with few relying solely on
traditional methods. The data presented here also indicate that the
continued explosion in online learning will bring increased attention to
workshops, courses, and degree programs in how to moderate or mentor with
online learning. Given that many respondents expect to receive some sort
of training and support from their institutions to be ready for online
teaching, colleges and universities need to consider how they will respond
to these needs.

In addition, our study indicates that postsecondary institutions are
finally focusing on how online learning can develop student collaboration
and evaluation skills. In fact, most now see the potential of the Web in
the coming years as a tool for virtual teaming or collaboration, critical
thinking, and enhanced student engagement, though not necessarily as a
tool for creative and individual expression. Do current CMSs provide tools
to realize the potentials of the Web for innovative teaching and learning?
Perhaps recent developments in open source courseware will force CMS
vendors to develop and market more pedagogically engaging tools and
resources.

This survey also forecasts enormous growth in online certification and
recertification programs, as well as some growth in associate's and
master's degree programs during the coming decade. In terms of technology,
the study reveals interest among online instructors in wireless
technologies, simulations, digital libraries, and reusable content
objects. Perhaps we are entering a world where learning objects will be at
our fingertips. Learning objects on different topics will likely be
something you can grab like magazines and newspapers on the way into a
plane, bus, or train. In addition, as bandwidth increases with the
next-generation Internet technologies and capabilities, simulation and
gaming tasks that online students engage in will be more realistic and
authentic.

Study Limitations and Recommendations for Research

More than two years have passed since we conducted the survey. This
time gave us the opportunity to see how the predictions our survey
respondents made have played out. We have continued to witness
accelerating growth of learner demands for online learning as well as the
potential for enhanced online pedagogy due, in part, to the recent open
source movement. Predictions related to emerging technologies seem to have
been inaccurate, given that only 1 percent said that the use of blogs
would increase dramatically by 2008. Given the thousands of new blogs each
day, it is safe to say that this prediction did not hold.

This study did not explore actual online teaching and learning
practices. It is likely that some responses were related to recent fads
that may or may not be sustainable. In addition, we did not survey
students for their perceptions of online learning trends and
possibilities. A study of students might indicate that they deem different
technologies to be important and on the cusp of significant growth. In a
learner-centered world, who can better predict technology trends
today—instructors or students? This study also indicated that blended
learning will perhaps be a more significant growth area than fully online
learning. Follow-up studies might focus on aspects of blended learning
that institutions need to address, such as types of blended learning,
activities that lead to blended-learning success, and instructor training
for blended-learning situations.28

Endnotes

1. C. J. Bonk, "Online Teaching in an Online
World" (executive summary), USDLA Journal, Vol. 16, No. 1, January 2002,
<http://www.usdla.org/html/journal/JAN02_Issue/article02.html>
(accessed August 8, 2006); and C. J. Bonk, "Online Training in an Online
World" (executive summary), USDLA Journal, Vol. 16, No. 3, March 2002,
<http://www.usdla.org/html/journal/MAR02_Issue/article02.html>
(accessed August 8, 2006).

2. C. J. Bonk, The Perfect E-Storm: Emerging
Technologies, Enhanced Pedagogy, Enormous Learner Demand, and Erased
Budgets (London: The Observatory on Borderless Higher Education,
2004); and K.-J. Kim, C. J. Bonk, and T. Zeng, "Surveying the Future of
Workplace E-Learning: The Rise of Blending, Interactivity, and Authentic
Learning," E-Learn Magazine, June 2005, <http://www.elearnmag.org/subpage.cfm?section=research&article=5-1>
(accessed August 8, 2006).

3. R. Detweiler, "At Last, We Can Replace the
Lecture," Chronicle of Higher Education, July 9, 2004, p. B8; and
R. Zemsky and W. F. Massy, "Why the E-Learning Boom Went Bust,"
Chronicle of Higher Education, July 9, 2004, p. B6.

4. E. I. Allen and J. Seaman, Growing by
Degrees: Online Education in the United States, 2005 (Needham, Mass.:
The Sloan Consortium, 2005).

5. I. Jung and I. Rha, "Effectiveness and
Cost-Effectiveness of Online Education: A Review of the Literature,"
Educational Technology, Vol. 40, No. 4, 2000, pp. 57–60; and T.
Russell, "No Significant Difference Phenomenon," <http://www.nosignificantdifference.org/> (accessed
August 10, 2006).

6. E. I. Allen and J. Seaman, Entering the
Mainstream: The Quality and Extent of Online Education in the United
States, 2003 and 2004 (Needham, Mass.: The Sloan Consortium, 2004);
and T. M. Olson and R. A. Wisher, "The Effectiveness of Web-Based
Instruction: An Initial Inquiry," International Review of Research in
Open and Distance Learning, Vol. 3, No. 2, 2002, <http://www.irrodl.org/index.php/irrodl/article/view/103/182>
(accessed August 8, 2006).

7. For a review of the literature on online
student satisfaction, see J. R. Hill et al., "Exploring Research on
Internet-Based Learning: From Infrastructure to Interactions," in
Handbook of Research for Educational Communications and
Technology (2nd ed.), D. H. Jonassen, ed. (Mahwah, N.J.: Lawrence
Erlbaum Associates, 2004), pp. 433–460.

8. M. Sammons, "Exploring the New Conception of
Teaching and Learning in Distance Education," in Handbook of Distance
Education, M. G. Moore and W. G. Anderson, eds. (Mahwah, N.J.:
Lawrence Erlbaum Associates, 2003), pp. 387–400.

9. R. G. Wingard, "Classroom Teaching Changes in
Web-Enhanced Courses: A Multi-Institutional Study," EDUCAUSE
Quarterly, Vol. 27, No. 1, 2004, pp. 26–35, <http://www.educause.edu/apps/eq/eqm04/eqm0414.asp>
(accessed August 4, 2006).

10. J.-L. Lee and A Hirumi, "Analysis of
Essential Skills and Knowledge for Teaching Online," paper presented at
the Association for Educational Communications and Technology, Chicago,
Ill., 2004; and V. E. Varvel, Jr., M. Lindeman, and I. K. Stovall, "The
Illinois Online Network Is Making the Virtual Classroom a Reality: Study
of an Exemplary Faculty Development Program," Journal of Asynchronous
Learning Networks, Vol. 7, No. 2, 2003, pp. 81–95.

11. K. M. Partlow and W. J. Gibbs, "Indicators of
Constructivist Principles in Internet-Based Courses," Journal of
Computing in Higher Education, Vol. 14, No. 2, 2003, pp. 68–97.

12. M. T. Keeton, "Best Online Instructional
Practices: Report of Phase I of an Ongoing Study," Journal of
Asynchronous Learning Networks, Vol. 8, No. 2, 2004, pp.
75–100.

13. C. J. Bonk, Online Teaching in an Online
World (Bloomington, Ind.: CourseShare, 2001).

14. J. Baggaley, "Blogging as a Course Management
Tool," The Technology Source, July/August 2003, <http://technologysource.org/article/blogging_as_a_course_management_tool/>
(accessed August 8, 2006); T. Martindale and D. A. Wiley, "Using Weblogs
in Scholarship and Teaching," TechTrends, Vol. 49, No. 2, 2005,
pp. 55–61; and J. A. Oravec, "Weblogs as an Emerging Genre in Higher
Education," Journal of Computing in Higher Education, Vol. 14,
No. 2, 2003, pp. 21–44.

15. B. Lamb, "Wide Open Spaces: Wikis, Ready or
Not," EDUCAUSE Review, Vol. 39, No. 5, September/October 2004,
pp. 36–48, <http://www.educause.edu/pub/er/erm04/erm0452.asp>
(accessed August 6, 2006).

16. S. Sloan, "Podcasting in Education," paper
presented at the EDUCAUSE Western Regional Conference, San Francisco,
Calif., 2005.

17. Bonk, 2001, op. cit.; Bonk, January 2002, op.
cit.

18. Bonk, March 2002, op. cit.

19. Bonk, 2001, op. cit.

20. C. J. Bonk and C. R. Graham, The Handbook
of Blended Learning: Global Perspectives, Local Design (San
Francisco, Calif.: Pfeiffer Publishing, 2006).

21. C. Carmean and J. Haefner, "Mind over Matter:
Transforming Course Management Systems into Effective Leaning
Environments," EDUCAUSE Review, Vol. 37, No. 6, November/December
2002, pp. 27–34, <http://www.educause.edu/ir/library/pdf/erm0261.pdf>
(accessed August 4, 2006).

22. C. J. Bonk, R. A. Wisher, and J.-Y. Lee,
"Moderating Learner-Centered E-Learning: Problems and Solutions, Benefits
and Implications," in Online Collaborative Learning: Theory and
Practice, T. S. Roberts, ed. (Hershey, Pa.: Idea Group Publishing,
2003), pp. 54–85; and J. Stephenson, "Learner-Managed Learning: An
Emerging Pedagogy for Learning Online," in Teaching and Learning
Online: Pedagogies for New Technologies, J. Stephenson, ed. (London:
Kogan Page, 2001), pp. 219–224.

23. Allen and Seaman, 2004, op. cit., and E. I.
Allen and J. Seaman, Sizing the Opportunity: The Quality and Extent of
Online Education in the United States, 2002 and 2003 (Needham and
Wellesley, Mass.: The Sloan Consortium, 2003).

24. Bonk, Wisher, and Lee, op. cit.

25. V. Weigel, "From Course Management to
Curricular Capabilities: A Capabilities Approach for the Next-Generation
CMS," EDUCAUSE Review, Vol. 40, No. 3, May/June 2005, pp, 54–67,
<http://www.educause.edu/apps/er/erm05/erm0533.asp>
(accessed August 4, 2006).

26. G. Salmon, E-Moderating: The Key to
Teaching and Learning Online (Sterling, Va.: Stylus Publishing,
2000); and G. Salmon, E-Tivities: The Key to Active Online
Learning (Sterling, Va.: Stylus Publishing, 2002).

27. X. Liu et al., "Technology Use in an Online
MBA Program: Issues, Trends and Opportunities," in Handbook of
Research on Instructional Systems and Technology, T. Kidd, ed.
(Hershey, Pa.: Idea Group, Inc., [in press]); D. Miodus

er et al., "Web-Based Learning Environments
(WBLE): Current Implementation and Evolving Trends," Journal of
Network and Computer Applications, Vol. 22, No. 4, 1999, pp. 233–247;
K. Peffers and S. Bloom, "Internet-Based Innovation for Teaching IS
Courses: The State of Adoption: 1998–2000," Journal of Information
Technology Theory and Applications, Vol. 1, No. 1, 1999; and Wingard,
op. cit.

28. C. J. Bonk and C. R. Graham, op. cit.

Kyong-Jee Kim ([email-masked]) is Senior Instructional
Designer, Center for Academic Excellence, at Portland State University.
Curtis J. Bonk ([email-masked]) is Professor,
Department of Instructional Systems Technology, in the School of Education
at Indiana University.

E-Learning | Games and Gaming | Hybrid or Blended Learning | Online Teaching Strategies | Simulations | Student Engagement and Interaction | Surveys | Teaching | Teaching and Learning

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