Online Learning
When she came to RCET, Karen Swan brought with her a strong research interest in online learning that has become an important part of the center’s research agenda. RCET’s focus in exploring online learning, as it is in all areas, is concerned with the effects of technology on teaching and learning. In the case of online learning, it is especially focused on the unique affordances and constraints online learning environments bring to learning processes.
APEC Cyber Academy
This new project will investigate a networked learning environment designed specifically for K-12 students across the Asia-Pacific Region. Based on learner-centered pedagogy, ACA focuses on designing project-based learning programs and building up a rich international learning community. The intent of ACA is to provide a virtual place for students and teachers to explore all the advantages of the Internet in education.
van ‘t Hooft, Chou, C., Lin, Y., & Lin, C. (under review). International learning community, PBL, and game-based learning: APEC Cyber Academy. Presentation proposal submitted to the 2007 eTech Ohio Educational Technology Conference.
van ‘t Hooft, M., Chou, C., Lin, Y, & Lin, C. (under review). International Learning Community, PBL, and Game-Based Learning: APEC Cyber Academy. Session proposal submitted to the 2007 annual National Educational Computing Conference.
Assessment & the Shaping of Online Collaboration
This ongoing line of research investigates the relationship between the ways in which participation in online course discussions is assessed and students’ discussion participation behaviors using a variety of methods, including quantitative content analysis and most recently a quasi-experimental quantitative study involving eight undergraduate classes. Not surprisingly, findings from this research indicate that the ways in which participation is assessed can significantly affect discussion behavior. In particular, they suggest that criteria for assessing discussion postings encourage interactivity and collaboration, and that specific criteria can shape the character of discussions. Content analyses also link the quality of discussion postings to learning outcomes.
Ho, C-H, & Swan, K. (in press). Evaluating online conversation in an asynchronous learning environment: An application of Grice’s Cooperative Principle. The Internet and Higher Education.Swan, K. (2006). Online collaboration: introduction to the special issue. Journal of Asynchronous Learning Networks, 10 (1), 3-5.
Swan, K. Shen, J., & Hiltz, R. (2006). Assessment and collaboration in online learning. Journal of Asynchronous Learning Networks, 10 (1), 45-62.
Gibson, D., & Swan, K. (November, 2006) Pre-conference workshop: Knowing what students know: New approaches to assessing online learning. Orlando, FL: 12th Sloan-C International Conference on Asynchronous Learning Networks.
Arnold, S., Swan, K., Schenker, J., & Kuo, C-L. (November, 2006). The effects of differing assessment strategies on the quality of online discussions.” Orlando, FL: 12th Sloan-C International Conference on Asynchronous Learning Networks.
Swan, K. (October, 2006) Assessing online discussion. Audio-conference: Instructional Technology Council.
Swan, K., & Hiltz, R. (March, 2006) Assessing and encouraging collaboration in online discussion. Sloan-Consortium Online Workshop.
Social Presence & the Development of Community in Virtual Environments
These ongoing inter-institutional studies investigate the development of social presence in online courses and its relationships to student perceptions of satisfaction, learning, and community within online courses. It is grounded in the Community of Inquiry model of learning online (Garrison, 2002), and uses mixed methods to integrate findings from survey data, quantitative content analyses, and qualitative interviews. Findings show significant relationships between student perceptions of social and teaching presence, and their satisfaction, perceived learning, and sense of community in online classes. Research to date also suggests ways in which the design and implementation of online courses can affect all of these variables, partials out the differing affects of social and teaching presence, and indicates interesting differences in the ways students conceptualize online learning.
Swan, K., & Shih, L-F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9 (3), 115-136.
Swan, K., & Shea, P. (2005). The development of virtual learning communities. In. S. R. Hiltz & R. Goldman, Learning Together Online: Research on Asynchronous Learning Networks. Mahwah, NJ: Erlbaum, 239-260.
Shea, P., Li, C-S., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: the role of teaching presence. Journal of Asynchronous Learning Networks, 9 (4), 59-82
Shea, P., Swan, K., & Pickett, A. (2005). Teaching presence and establishment of community in online learning environments. In J. C. Moore (Ed), Engaging Communities, Wisdom from the Sloan Consortium. Needham, MA: Sloan-C, 53-66.
Swan, K. (2003). Developing social presence in online discussions. In S. Naidu (Ed), Learning and Teaching with Technology: Principles and Practices. London: Kogan Page, 147-164.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7 (1), 68-88.
Teng, J., & Swan, K. (November, 2006). Ethnicity: Another factor to consider regarding social presence in online learning. Orlando, FL: 12th Sloan-C International Conference on Asynchronous Learning Networks.
Kanuka, H., Rourke, L., Murphy, E., & Swan, K. (May, 2006). Critical analysis of online learning discourse. Montreal: 2006 CADE and AMTEC Joint International Conference.
Teng, Y., & Swan, K. (April, 2006). Comparisons of students’ perception of social presence in online discussion between majority and minority groups.” San Francisco: Annual Meeting of the American Educational Research Association.
Swan, K., Schenker, J. Lin, Y. M., Shea, P., & Aviv, R. (April, 2006). Student satisfaction with online learning: A concept analysis. San Francisco: Annual Meeting of the American Educational Research Association.
Swan, K., & Shih, L-F. (June/July, 2005) On the nature and development of social presence in online dourse discussions. Montreal: World Conference on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA 2005).
Shih, L-F., & Swan, K. (May/June, 2005) Fostering social presence in asynchronous online class discussions. Taipei, Taiwan: Computer Supported Collaborative Learning Conference (CSCL 2005).
Swan, K., & Shih, L-F. (April, 2005) On the nature and development of social presence in online course discussion. Montreal: Annual Meeting of the American Educational Research Association.
Swan, K. (April, 2005) Social presence and e-Learning. IADIS Virtual MultiConference on Computer Science and Information Systems (MMCIS 2005).
Swan, K. (March, 2005) The development of social presence and community in cnline courses. Milwaukee, WI: Marquette University Online Learning Faculty Workshops.
Ingram A., & Swan, K. (November, 2004). Computer-mediated communications and learning communities workshop. Orlando, FL: Tenth Annual Sloan-C International Conference on Asynchronous Learning Networks.
Swan, K. (March, 2004) Supporting the development of eLearning communities. Oldenburg, Germany: Third European Distance and E-Learning Network Research Workshop.
Swan, K. (November, 2003). Divergent thinking, multiple perspectives and online discussion. Orlando, FL: Ninth Annual Sloan-C International Conference on Asynchronous Learning Networks.
Sarlin, D., Gisler, C., & Swan, K. (April, 2003). Responsible selection: Synchronous or asynchronous communication tools and patterns of engagement in online courses. Chicago, IL: Annual Meeting of the American Educational Research Association.
Shih, L-F., & Swan, K. (April, 2003). Building a knowledge building community: Investigating the effect of social presence on interactions and learning in online class discussions. Chicago, IL: Annual Meeting of the American Educational Research Association.
This ongoing work is theoretical and deals with making sense of emerging research and theory on online learning. Its focus is on theoretical frames that help us understand how best to support and enhance learning in online environments. It also seeks to identify factors (such as course design, interface issues, online discussion, learner characteristics, and teaching behaviors) that affect student learning in online courses, characteristics of online environments that afford and/or constrain learning within them, and best practices in online learning.
Swan, K. (in press). Research on online students, faculty, institutions. Journal of Asynchronous Learning Networks.Swan, K. (2005, 2007). Threaded discussion. In C. Howard, J. Boettcher, L. Justice, K. Schenk, G. Berg & P. Rogers (Eds.), Encyclopedia of Distance Learning. Hershey, PA: Idea Group Reference.
Swan, K. (2005). A constructivist model for thinking about learning online. In J. Bourne & J. C. Moore (Eds), Elements of Quality Online Education, Vol 6: Engaging Communities. Needham, MA: Sloan-C, 13-30.
Goldman, R., Crosby, M., Swan, K., & Shea, P. (2005). Qualitative methods for describing learning in asynchronous learning network research. In. S. R. Hiltz & R. Goldman, Learning Together Online: Research on Asynchronous Learning Networks. Mahwah, NJ: Erlbaum, 103-120.
Swan, K. (2004). Issues of interface. European Journal of Open and Distance Education. www.eurodl.org
Swan, K. (2004). Learning online: a review of current research on issues of interface, teaching presence and learner characteristics. In J. Bourne & J. C. Moore (Eds) Elements of Quality Online Education, Vol. 5: Into the Mainstream. Needham, MA: Sloan Center for Online Education, 63-79.
Swan, K. (2003). Learning effectiveness: what the research tells us. In J. Bourne & J. C. Moore (Eds) Elements of Quality Online Education, Vol. 4: Practice and Direction. Needham, MA: Sloan Center for Online Education, 13-45.
Bourne, J., Oakly, B., Picciano, A., Seaman, J., & Swan, K. (November, 2006). Sloan-C Summer Workshop results. Orlando, FL: 12th Sloan-C International Conference on Asynchronous Learning Networks.
Ingram, A., Swan, K., & Tipton, M. (October, 2006). Quality in online learning. Columbus, OH: OLN Info Summit.
Swan, K. (August, 2006). Research about online students, faculty, and institutions. Baltimore, MD: Sloan-C Summer 2006 ALN Workshop.
Duffy, T. M., Dziuban, C., Milter, R. C., Riel, M., Reeves, T. C., & Swan, K. (July/August, 2006). Fireside Chat: Promise and reality of online learning. Pittsburg, PA: Instructional Strategies for Blended and Online Learning Conference.
Swan, K. (July/August, 2006). Research and best practices for supporting online learning. Pittsburg, PA: Instructional Strategies for Blended and Online Learning Conference.
Sener, J., Swan, K., & Vignare, K. (June, 2006). Managing quality in learning effectiveness. Minneapolis, MN: Annual meeting of the National University Telecommunications Network (NUTN)
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Swan, K., Vignare, K., Garrison, R., & Graham, C. (May, 2006). Pedagogical principles for blended learning. Chicago: Sloan-C Workshop on Blended Learning and Higher Education.
Swan, K. (April, 2006) Learning online: What the research tells us. Akron, OH: Institute for Teaching and Learning, University of Akron.
Swan, K. (March, 2006). Optimizing online discussions: Tools for faculty development. Columbus, OH: Ohio Digital Commons in Education 2006.
Moore, J., Shea, P., & Swan, K. (February, 2006). Measuring quality in online courses. New York: Sloan Consortium for Asynchronous Learning Networks.
Niemiec, M., Otte, G. Dzuiban, C., Bishop, T., Swan, K., Hartman, J., & Vignare, K. (November, 2005). Pre-conference workshop: Blended and hybrid learning. Orlando, FL: 11th Sloan-C International Conference on Asynchronous Learning Networks.
Chaloux, B., Poley, J., Schiffman, S., Miller, G., Swan, K., Oakley, B., Bourne, J., Niemiec, M., & Picciano, A. (November, 2005). Pre-conference workshop: Research issues in online learning. Orlando, FL: 11th Sloan-C International Conference on Asynchronous Learning Networks.
Swan, K., Bishop, T., & Sener, J. (November, 2005). Closing panel: Reflections and next steps. Orlando, FL: 11th Sloan-C International Conference on Asynchronous Learning Networks.
Swan, K. (March, 2005) Learning effectiveness: What the research tells us. Milwaukee, WI: Marquette University Online Learning Faculty Workshops.
Swan, K., Hiltz, R., Ingram, A., & Theroux, J. (March, 2005) How can online be better than on-ground? Sloan-Consortium Online Workshop.
Swan, K., Pelz, B., & Shea, P. (February, 2005) Pedagogy 101 for distance learning. Dallaz, TX: Dallas County Community College, Satellite Video Series on Teaching and Learning for the 21st Century.
Swan, K. (February, 2005) Learning effectiveness: What the research tells us. Springfield, IL: UIS Conference on Online Learning.
Benke, M., Bishop, T., Sener, J., Swan, K., & Thompson, M. (November, 2004). Plenary Panel: Reflections and next steps. Orlando, FL: Tenth Annual Sloan-C International Conference on Asynchronous Learning Networks.
Swan, K. (September, 2004). Constructivism and online learning. Wellsley, MA: Sixth Annual Sloan-C Invited Workshops on Asynchronous Learning Networks.
Polhemus, L., Danchak, M., Assis, A., & Swan, K. (November, 2004). A cyclic approach to online course design. Orlando, FL: Tenth Annual Sloan-C International Conference on Asynchronous Learning Networks.
Swan, K. (August, 2004). What are the most effective ways to design and conduct courses to improve learning? Spring 2004 Sloan-C Online Learning Research Workshop.
Swan, K. (August, 2004). Interface matters: what research says about the mediating effects of course interfaces. Madison, WI: 20th Annual Conference on Distance Teaching and Learning.
Polhemus, L., Danchak, M., & Swan, K. (April, 2004). Adaptive presentation for learning styles: Reflective online teaching. San Diego, CA: Annual Meeting of the American Educational Research Association.
Swan, K. (March, 2004). What are the most effective ways to design and conduct courses to develop higher order learning? Spring 2004 Sloan-C Online Learning Research Workshop.
Hardy, D., Swan, K., Bishop, T., & Brey, R. (March/April, 2004) Sloan Panel on Quality and Cost Effectiveness. Galveston Island, TX: TxDLA 2004 Conference.
Swan, K. (March, 2004) Issues of interface. Oldenburg, Germany: Third European Distance and E-Learning Network Research Workshop.
Benke, M., Bishop, T., Moore, J. Sener, J., Swan, K., & Thompson, M. (November, 2003). Sloan Consortium cracker barrel workshop. Orlando, FL: Ninth Annual Sloan-C International Conference on Asynchronous Learning Networks.
Benke, M., Bishop, T., Sener, J., Swan, K., & Thompson, M. (November, 2003). Reflections and next steps. Orlando, FL: Ninth Annual Sloan-C International Conference on Asynchronous Learning Networks.
Swan, K. (Novermber, 2003). Issues of interface. Saratoga Springs, NY: SUNY Teaching, Learning and Technology Workshops.
Swan, K. (September, 2003). Learning effectiveness. Wellsley, MA: Fifth Annual Sloan-C Invited Workshops on Asynchronous Learning Networks.
Gibson, T., Bishop, T., Swan, K., Trollip, S., & Wisher, B. (August, 2003). Benchmarks and milestones for measuring quality. Madison, WI: 19th Annual Conference on Distance Teaching and Learning.
Swan, K. (June, 2003). The effectiveness of online learning: A review of the literature.” Honolulu, HI: ED-MEDIA 2003.
Polhemus, L. , Swan, K. Danchak, M., & Rubenfeld, L. (April, 2003). Online learning forum: An RPInteractive professional development. Chicago, IL: Annual Meeting of the American Educational Research Association.
Swan, K. (April, 2003). Efficacy of online learning: What do we know? What do we need to find out? Chicago, IL: Annual Meeting of the American Educational Research Association.
Internet Searching: Strategies & Sense Making (1998 – 2002)
This set of projects examined Internet searching and information gathering in terms of cognitive models of self-regulation and text understanding in traditional settings using mixed methods. Findings suggest that the Corno & Mandinach model of self-regulation can be applied to Internet searching behaviors, and accordingly taught, but that but that print-based models of reading comprehension need to be expanded to include more complex notions of texts and a greater emphasis on valuing and interacting behaviors.
Swan, K. Bowman, J., Vargas, J., Schweig, S., & Holmes, A. (2005). Making Sense on the Information Superhighway. Journal of the Research Center for Educational Technology, Winter, 2004/2005. http://www.rcetj.org/?type=art&id=42&
Rogers, D., & Swan, K. (2004). Self-regulated learning and Internet searching: the applicability of Corno and Mandinach’s model of cognitive engagement. Teachers College Record, 106 (9), 1804-1824. http://www.tcrecord.org/Content.asp?ContentID=11671