To view the full text of this article...

Subscribe for faster access!

Subscribe for only $19/month (or $150/year) and receive immediate access to 20,000+ documents/media files.

Purchase individual articles and papers

Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.

Analysis of Large Web-Based Courses at the University of Central Florida

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Lytle, J.S., Cross,, C. & Lenhart, K.A. (2001). Analysis of Large Web-Based Courses at the University of Central Florida. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 1117-1119). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16884.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2001
Norfolk, VA
2001
ISBN 1-880094-41-X
  Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
AACE

More Information on SITE
Table of Contents

Authors

J. Stephen Lytle, Carol Cross,, Kevin A. Lenhart, University of Central Florida, United States

Abstract

Distance education, as once described by a colleague, is sitting in the back row of a three hundred-seat auditorium. It has traditionally been thought that to successfully teach a large class, you needed to herd students into an auditorium, and proceed to lecture them for several hours. This provides the students with very little opportunity to interact with fellow students or the instructor. Over the past few years we have discovered that, with the advent of the Internet, large classes (one hundred to one hundred and sixty students) can be successfully taught at a distance. Over the past several semesters we have collected data regarding student perceptions of these courses and the instructor, as well as demographic information. Our results show that not only do the students enjoy taking these courses, but that they are as, if not more, successful in them then in traditional large classes. At the University of Central Florida, distance education was embraced in 1996 almost as a necessity. With 33,000 students in the fall of 2000, and 52,000 expected by 2010, UCF is growing faster than brick and mortar buildings can be constructed. Until recently, class space was rented during the day at a movie theater nearby. Distance education provides some relief to this problem. UCF had divided its courses that have a web presence into three categories, enhanced (E), media enhanced (M), and web-based (W). The E courses provide the instructor with the ability to use the web without reduced seat time. The M courses use the web as an integral part of the course and reduce the seat time by 1/3, 1/2, or 2/3. The W courses have no regular class meetings. Some do however have an optional orientation and/or proctored examinations. These course designations are designed, in part, to inform students of the modality of the course. The designations and explanations are listed with the course, as well as instructor contact information, in the course schedule.

Keywords

• Students
• Distance Education

Also Read

• A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor and the Tenured Faculty
• A Process Analysis of Grounding Activities in Net-Based Cooperative Learning
• Collaborative Learning Using Wiki: A Pilot Study With Master Students In Educational Technology In Portugal
• Supporting E-Learning with Technologies for Electronic Documents
• Use of Wikis in Graduate Course Work
• Examination of Interaction Variables as Predictors of Students' Satisfaction and Willingness to Enroll in Future Web-Based Courses While Controlling for Student Characteristics
• A Special Passage Through Asia E-Learning
• An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development
• Online Chats and Cyber-Office Hours: Everything but the Office
• An Evaluation of the Learning of Undergraduates Using E-Learning in a Tertiary Institution in China

Tags