AB+-+Boling+et.+al+(2011)


 * Reference: ** Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2011). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. //Internet and Higher Education//. doi:10.1016/j.iheduc.2011.11.006


 * Author's: **Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M.

**Title:** Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences.

**Year:** 2011


 * Journal: ** Internet and Higher Education.

**Retrieval Information**: http://dx.doi.org/10.1016/j.iheduc.2011.11.006

**Bibliography**:

Boling, Hough, Krinsky, Saleem, and Stevens (2011) collected data to determine supportive and hindering characteristics of effective online learning experiences so as to enhance the experience of students online and identify appropriate skills for online instructors. The authors explored the online learning and teaching experiences of ten adult students and six online course instructors using a descriptive, qualitative, case study approach using a convenience sample of students and instructors who had experience in a number of online classes or had completed online degree programs that represented various fields of study. The Cognitive Apprenticeship Model was used as the theoretical framework for the deductive and inductive analyses using constant comparative methods for coding and analyzing the interview data. The largest threat to internal validity in this study was potential differences between raters in coding the interviews. The research team worked towards deductive consensus by coding the same transcript and discussing differences until complete inter-rater agreement was reached. As new categories were identified, the researchers re-reviewed previous transcripts and coded for the new categories. The findings for this study indicated that online students found that programs that “ were more interactive and incorporated the use of multimedia ” ( p. 3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) were supportive of achieving learning objectives, while courses that were less helpful were characterized by: emphasizing text-based content, “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">individualized learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 3 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and limited interactions with other students, the instructor, or other faculty. Half of this article introduced an online masters program that provides modeling, coaching, and scaffolding, and encourages interactivity among students, and between students and the instructor as an example of what Boling et al. (2011) felt epitomized their findings. The primary benefit of a case study is its ability to contribute to theory ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Harlow, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and is most useful in situations where knowledge or understanding of a phenomenon is minimal or non-existent ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Watts, 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Though the findings of this article may or may not be generalizable to other students, instructors, or online situations, the authors make a compelling case for the need for interactivity in the online classroom.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: **


 * Harlow, E. (2009). Contribution, theoretical. In A. J. Mills, G. Durepos, & E. Wiebe (Eds.), //Encyclopedia of Case Study Research// (pp. 237-239). Thousand Oaks, CA: SAGE.
 * Watts, S. W. (2012). //Concept Paper//. Unpublished manuscript, Department of Education, Northcentral University, Prescott Valley, AZ. Retrieved from https://stevesncujourney.wikispaces.com/file/view/WattsSEDU7006-8-8Graded.docx