TRAINING: Strategies for Training Survival Janette Racicot Technology Meetings, Mar 1, 2002 I have a new idea for “Survivor,” and you stand a good chance of making it onto my show. It's going to be called “Survivor — Trainer Version.” Here's how it will work. You must successfully deliver technology training in today's economy. You must operate in a harsh environment and navigate an almost impenetrable economic terrain. You have to reach your audience with limited access to the management tools you have had in the past (such as a substantial budget and travel). Feel as if your tribe is already in the second round? Anyone who has watched “Survivor” knows that you need a strategy to win. So what's your plan? Training is critical to the survival of your company. Products must be introduced, sales reps have to be enabled, systems engineers need new skills. Do you have a strategy that will deliver successful training programs under almost impossible circumstances? Webcasts, videoconferences, and e-learning are popular options. But what if your goals cannot be reached remotely? Here are three strategies that will help you get “face time” with your trainees. Add More Value To invest time in an event, managers need more than one reason to attend. Consider making your training part of another meeting. If there is an annual sales meeting, work with the managers to dedicate a portion of it to training. See if you can get some time on the agenda of the telesales “Lunch and Learn” to introduce the new volume-pricing agreements. Negotiate for time in the next hands-on technical training to offer some customer-oriented skills enhancement. When you add value, everyone comes out ahead. Localize Your Thinking Smaller, regional events that managers can attend without travel expenses can be targeted and effective. Customize your sessions by market or geography to attract participants. Trainees find personal attention from a trainer at a district office an attractive option. With local meetings, you also have the benefit of improved relationships and personal commitment. Find a Partner Chances are that you are not alone in your training dilemma. Share the stage (and the cost) by offering a training event in a partnership agreement. Companies with complementary offerings and your biggest competitors are often the perfect training partners because they have similar target audiences. Offering variety motivates more managers to attend than a single vendor training does, since trainees perceive more chance for educational value and less likelihood of a product commercial disguised as training. Finally, a group of related companies is likely to attract sponsors that are also looking for economical ways to reach the same markets. It all adds up to more value (and less cost) per attendee. I experienced an example of these strategies at a regional event last fall. Several companies partnered to offer the InterChange Conference in Boxborough, Mass. Professionals from the fields of technical writing, publishing, corporate communications, and training were attracted to a substantial agenda of technical and nontechnical sessions. An exhibit area provided networking and marketing opportunities. In addition, sponsors gave away software, books, and other prizes. The result was a well-attended regional training event with a great deal of value to the attendees and exposure for the partners that might have been unattainable by a single vendor. So consider strategies that add value, regional focus, and partners this year. They may be the secret to survival during these challenging times. Janette Racicot is president of Racicot & Associates, Belmont, Mass., which specializes in helping companies create their most important training events. She can be reached at (617) 484-3201 or jracicot@jracicot.com. © 2003, PRIMEDIA Business Magazines & Media Inc. All rights reserved. This article is protected by United States copyright and other intellectual property laws and may not be reproduced, rewritten, distributed, redisseminated, transmitted, displayed, published or broadcast, directly or indirectly, in any medium without the prior written permission of PRIMEDIA Business Corp. ============================================================================================================== World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) ISSN : Vol. 2001, Issue: 1, 2001 Pages : 1184-1190 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Expanding e-learning effectiveness. The shift from content orientation to knowledge management utilization. Miltiadis, Lytras, Athens Univ. of Economics and Business, Greece; Nancy, Pouloudi, Athens Univ. of Economics and Business, Greece The e-learning industry in recent years faced a tremendous development. The technological capabilities of modern tool-sets expand from off-line to on-line solutions covering a wide spread of learning needs (Close et al, 2000), (Ruttenber et al). Nevertheless the requirements of modern business units seem to diversify from training seminars to corporate learning portals implying a desired reinforcement of capacities for effective actions. Academic institutes such as universities have to adopt their traditional approaches in the modern setting. The e-learning initiative both in corporate and academic environment defines new ways of improving performance. The objective is to reveal the necessity to formulate dynamic learning environments capable to be customized according to value perceptions. The research effort is concentrated on the definition of variables that will enhance the value justification of such systems and will realize the modularity of a value creating e-learning environment through advanced knowledge management systems. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- Journal of Educational Multimedia and Hypermedia (JEMH) ISSN : 1055-8896 Vol. 11, Issue: 2, 2002 Pages : 177-191 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Integrated Model of Multimedia Effects on Learning Andy Hede, University of the Sunshine Coast, Australia Research on multimedia and related instructional technologies over many years has been characterized by inconsistent findings about their effects on learning. This is because of the myriad of contingent factors that have been shown to moderate multimedia effects. This article offers a model that is designed to integrate the main elements identified in the literature and also to describe their key inter-relationships. There are 12 elements in the model, each representing a theoretical construct, which can be operationalized as a variable. Learner style constitutes the independent variable, with learning as the dependent variable. The other elements are visual input, auditory input, learner control, attention, working memory, motivation, cognitive engagement, intelligence, reflection, and long-term storage, each of which is either an intervening or moderating variable or in some cases both. The elements in the model have causal or associative links with other elements. The proposed model is seen as useful in highlighting the complex nature of multimedia effects on learning and in fostering instructional design which addresses this complexity. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- Journal of Educational Multimedia and Hypermedia (JEMH) ISSN : 1055-8896 Vol. 11, Issue: 2, 2002 Pages : 117-139 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA World Wide Web Hypertext Linkage Patterns Perry Schoon and Ralph Cafolla, Florida Atlantic University, USA The purpose of the study was to investigate the effects of various hypertext linkage patterns on the efficiency of navigating World Wide Web (WWW or Web) sites. The study also looked at the relationship between navigational efficiency and the subject’s level of experience and gender, as well as any interaction effects between experience, gender, and linkage patterns. Subjects (n = 261) were randomly assigned to one of the four treatment groups based on one of the three types of hypertext linkage patters tested (linear, star, hierarchy, or random). Each subject was given specific target information they were to find on the assigned web site. Navigational efficiency was measured by counting the number of links the subject had to click to find the information and the number of times they revisited the homepage. Data were also collected through demographic and experience questionnaires and computer generated text files. Results of the analyses showed that web sites patterned after star and hierarchy linkage patterns were more efficient to navigate for informational use than were web sites patterned after linear and hierarchy linkage patterns. Females were shown to have a much more difficult time navigating arbitrary web sites than males. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- Journal of Educational Multimedia and Hypermedia (JEMH) ISSN : 1055-8896 Vol. 11, Issue: 2, 2002 Pages : 95-115 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Effects of Navigation Tool Information on Hypertext Navigation Behavior: A Configural Analysis of Page-Transition Data Patricia M. Boechler and Michael R. W. Dawson, University of Alberta, Canada The effects of navigation tools in hypertext have been studied predominantly through performance measures such as speed, accuracy, number of pages accessed and recall of document elements. In contrast, the current study uses multidimensional scaling to examine differences in path data, specifically page-transition frequencies, for four navigation tool groups. Each of these navigation tools contains different combinations of spatial and conceptual information. Users’ page-transition choices during an information search task in a hypertext document with hierarchically organized material were examined. The results indicate that users’ page-transition patterns are heavily influenced by the type of information contained in the navigation tool but transition patterns are not totally linear. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- Society for Information Technology and Teacher Education International Conference (SITE) ISSN : Vol. 2000, Issue: 1, 2000 Pages : 354-358 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA What are we talking about? The Impact of Computer-mediated Communication on Student Learning Sarah Irvine, American University, USA Previous research on delivery modes in distance education and their correlation to student achievement outcomes has shown that students learn better via computer-based communication than face-to-face instruction . . One explanation for this phenomenon is that the students must take more responsibility for, and be more active in, the learning process. This study looks at how the media used in one aspect of distance education, on-line discussion, can affect the learning outcomes for students involved in distance learning activities. On-line discussion within any learning environment can provide the opportunity for students to engage in thoughtful, content-based conversations about the topic under study, which may result in deeper understanding and greater learning gains. A content analysis of student discussion in listserv-based (electronic-mail) discussion, web-based threaded discussion, and chat discussion will be presented. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) ISSN : Vol. 2000, Issue: 1, 2000 Pages : 1818-1818 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Offering Online Degree Programs: A Case Study Issues, Challenges, Successes, and Lessons Learned Gerard Kickul, University of St. Francis, USA; Laurel Jeris, University of St. Francis, USA; Michael LaRocco, University of St. Francis, USA Offering degree programs online offers an attractive option in the higher education environment. As schools confront this opportunity, familiar issues of quality, access, participation, retention, and assessment take on new meaning. Online delivery systems parallel traditional classrooms, including discussion and assignment areas, chat rooms, and online assessments. After experiencing high student dropout rates the University focused on several solutions to reduce its student dropout rate. These included online support systems with a centralized approach to addressing faculty and student technical concerns, complaints, and requests for assistance. A new assessment procedure consists of a two-phase process, a pre-course assessment and a more traditional assessment occurring during the final three weeks of the course. Finally, feedback from faculty on the various instructional design challenges including learning curve, time commitment, recommended class size, ethical issues, adaptability of subject matter content, and practical suggestions for reconceptualizing syllabi and assignments for online learning will be included. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- Society for Information Technology and Teacher Education International Conference (SITE) ISSN : Vol. 2001, Issue: 1, 2001 Pages : 52-57 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA TRES FACIUNT COLLEGIUM – Paderborn’s Collaboration Centred Approach for New Forms of Learning Thorsten Hampel, University of Paderborn, Germany This paper defines several key requirements for successful cooperative learning, which we have elaborated during the last years with goal to set up new forms of cooperative learning. Without bringing them into a special order, these main design criteria are the integra-tion of synchronous and asynchronous forms of cooperation and the persistence of a learning process, the formation of a common group context or common information room, roles and ac-cess rights, annotations and structured chat as well as rooms as places for collaboration. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- Society for Information Technology and Teacher Education International Conference (SITE) ISSN : Vol. 2001, Issue: 1, 2001 Pages : 1042-1043 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Assessing the Integration of Technology Into the Curriculum Mac Adkins, Troy State University College of Education, USA An online, self-assessment is being used to measure the amount and type of technology integration by the faculty of the Troy State University College of Education. Usage of this instrument has created baseline data to track individual and group levels of technology integration. Measures of presentation, administration, collaboration and research are gathered for both faculty and students. Technologies such as Internet, e-mail, discussion boards, chat, PowerPoint, word processing, spread sheet, database, digital camera, video camera, and video tapes are measured. Analysis of the first academic year’s data is presented in this article. This project was funded in part by a PT3 grant and is designed to gather data congruent with NCATE and ISTE standards for technology integration. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- Society for Information Technology and Teacher Education International Conference (SITE) ISSN : Vol. 2001, Issue: 1, 2001 Pages : 1557-1559 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Multiple-Delivery Systems—A New Approach to Education Courses Henri Sue Bynum, Indian River Community College, USA; Raymond Considine, Indian River Community College, USA Multiple-delivery Systems: A New Approach to Education Courses at Indian River Community College (IRCC) addresses the needs of non-traditional pre-service education students through multi-media Internet-based courses in education. These courses are learner-centered and combine the synchronous format required to develop social interaction skills with the asynchronous access to information and to assignments. The course addresses multiple learning styles and promotes active student learning, while facilitating student success by providing web-based college support services online. An example, “Introduction to Education,” features instructional lesson summaries and lectures using streaming video and graphics, graphic support materials, e-mail, chat rooms, message boards, and multi-media technology to address auditory, visual, and kinesthetic learning styles. A description of the web-based course and an introduction to the student support services available to students is presented. Also, this paper presents the rationale for the course components along with a description of the additional courses engendered by this prototype. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- Society for Information Technology and Teacher Education International Conference (SITE) ISSN : Vol. 2001, Issue: 1, 2001 Pages : 2457-2458 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Internet Based Learning Environments in Higher Education: Experiences from the HALÜBO-Project Peter J. Weber, Univ. of Hamburg, Germany; Hornberg Sabine, Ruhr-Univ. of Bochum, Germany In our paper we present experiences from a joint Project, which was started in 1998 and since then has been realised every summer term by the Universities of Hamburg, Lüneburg and Bochum (HALÜBO)(GER), involving at times up to 80 students. In the respective seminars selected European policies and practices in general and higher Education were studied and discussed by means of traditional seminar working techniques as well as new working tools, e.g., the internet, chat rooms, etc. In our paper we reflect on the advantages and restrictions related to such a mixture of working techniques in view of developing social competence within the Internet. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- Society for Information Technology and Teacher Education International Conference (SITE) ISSN : Vol. 2001, Issue: 1, 2001 Pages : 3000-3001 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA LEARNING INTERACTIONS OF A WEB-BASED TUTORIAL PROGRAM AND THE IMPACT ON LEARNERS: THE USE OF THE WEB FOR EDUCATIONAL PURPOSES Jaitip Na-songkhla, Chulalongkorn Univ., Thailand Web-based Tutorial program was developed to serve as a supplementary classroom activities for freshman in Foundations of Computer for Education class. The program consisted of two types of learning interactions: human-to-computer interaction and human-to-human interaction. Online materials, lecture notes, recommended reading, and review tests were identified as human-to-computer learning interaction; whereas, human-to-human interaction was set up in form of learning activities for students via web-board, chat forum, and e-mail. The research was aimed at describing the relationship between two types of learning interactions, learners’ factors (cognitive, affective and social culture domain) and learners’ satisfaction to the use of the web as a learning tool. Artifacts were recorded. At the end of the semester, questionnaires were distributed to students. 130 questionnaires were completed. Among three types of motivation (task value, intrinsic, and extrinsic motivation), task value had a significant correlation with students’ satisfaction to the use of web. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) ISSN : Vol. 1999, Issue: 1, 1999 Pages : 1140-1145 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Revisiting the Web-based Performance Support Systems for Lifelong Learning: Learner-Centered Resource Development Tool Joanna C. Dunlap, University of Colorado at Denver, USA Influenced by generative and intentional learning environment strategies and tools, a Web-based tool has been developed to empower learners to build their own Web-based Performance Support Systems (WPSS) to support their learning, professional development, and performance within a domain. The original version of the WPSS tool was presented at ED-MEDIA 98. The original version did not address the need to create unique Web-based resources when available WWW resources did not meet the learners' needs. Using document sharing, synchronous chat and whiteboard technologies, a learner-centered resource development tool has been incorporated into the original WPSS structure. In this way, the WPSS not only enables learners to (1) build a learning and performance resource that will provide them with immediate support and guidance and (2) help them develop structure, strategies, and skills for subsequent lifelong learning activities, but also (3) take responsibility for creating original resources that support lifelong learning and performance support. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) ISSN : Vol. 1999, Issue: 1, 1999 Pages : 1332-1333 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Pedagogy Reflections: Teaching a Web Based Course Kathryn LaMaster & Nancy Knop, San Diego State University, USA Courses delivered on the Internet provide "convenience to learners both in terms of time and freedom of space" (Schlough & Bhuripanyo, 1998). In their study of a course delivered on the Internet students were surveyed in an effort to identify advantages, disadvantages, and suggestions concerning asynchronous course delivery. Beyond convenience, advantages included learners accessing and reading course materials at their own pace and richness of materials through linkages to other sites. Weaknesses of this style of instructional delivery included students having to be self-disciplined, the instructional style was not appropriate for all learners, and some course sections were confusing to use. Suggestions included establishing a chat room for learner support, improvements in the site, provide a printed version of the text, and more in-depth orientation to the course. As the use of Internet based instruction continues to develop it will be important to examine the issues associated with this style of learning. Studies concerning instruction on the Internet have examined the student's perspective (Mory, Gambill, & Browning, 1998), provided suggestions concerning course development, technical issues (Schuttloffel, 1998), and interaction guidelines. However, studies that examine and question pedagogical concerns are not as evident. San Diego State University has encouraged faculty to re-envision what post-secondary education looks like through the use of the multiple technologies. In response to the campus wide interests, the Department of Exercise and Nutritional Sciences changed their introductory kinesiology course from traditional learning to asynchronous learning, using the Internet. The purpose of this study was to examine and explore various pedagogical concerns from the perspective of the introductory course instructor. The results of this study will add to the collective knowledge of Web based instruction methods. It is further intended to support changes in on-line course design and presentation by describing the pedagogical issues of concern to the instructor. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) ISSN : Vol. 1999, Issue: 1, 1999 Pages : 1416-1417 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA From Chalkboard to Chatroom: A Novice’s Guide Shahron Williams van Rooij, Datatel, Inc., USA As the growth in the number of institutions offering web-based courses continues, faculty members are becoming increasingly challenged by the need to balance sound pedagogical strategy with the dynamics of the Internet environment. Some faculty are embracing this challenge, volunteering to teach web-based courses and participating in every available opportunity to learn how best to incorporate technology into instruction. Others have been assigned to teach web-based courses, with turnaround times ranging from 6-months to only several weeks. With the exception of those technology early adopters who have themselves developed tools and systems for web-based education, most faculty members are relatively new to web-based teaching and have neither the time nor the inclination to undertake an in-depth assessment of courseware development tools. The image of 24 x 7 learning certainly has its appeal; however, for those faculty members making the transition from the traditional classroom to the cyber-classroom, the road is often rockier than was anticipated. This paper offers some suggestions on facilitating that transition. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) ISSN : Vol. 1999, Issue: 1, 1999 Pages : 1689-1689 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Scottish Virtual Teachers’ Centre Nick Morgan, SCET, UK Scottish Virtual Teachers’ Centre is part of UK government education policy "National Grid for Learning" (NGfL), stimulating effective use of Internet technologies in Scottish education, to raise attainment standards and quality of learning experience. Target audiences are teachers and school librarians. NGfL funding is rapidly equipping, cabling and connecting these practitioners. Separate policies fund training programmes and digital content. SVTC Funding comes from the Scottish Office, co-directed by two agencies: SCET and Scottish Consultative Council on the Curriculum. An Advisory Group gives strategic direction, and practitioner Focus Groups feedback on operations and developments. SVTC publishes information and curricular weblinks, sources content (soliciting contributions), and encourages interactivity in forums, email and chat. Take-up has been constrained by infrastructure deficiencies, time availability, limited ICT skill-sets, and perceived/actual shortages of relevant content . Professional "shyness" and copyright concerns are also inhibitors. SVTC is helping to build an online community. Current priorities are website appeal, ease of use, interactivity, and content creation to fill curricular gaps. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- World Conference on the WWW and Internet (WEBNETC) ISSN : Vol. 1999, Issue: 1, 1999 Pages : 1312-1313 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Multipoint Multimedia Chatting and Collaboration Service Young Sun Kim, Sang Gil Kim & Sang Taek Kim, Korea Telecom R&D Group Multimedia Technology Lab, Korea Telecommunication companies and video/audio codec makers are actively participating in the standardization activities of multimedia conference over packet based network such as the recommendations of H.323 series. Development of some standards of multimedia conference is completed. Multimedia conference services for closed user groups like distance learning and company wide conferencing are provided. In this paper, an implementation example of multimedia chatting service is described. A multimedia chatting service is developed in order to increase the popularity of multimedia service. A chatting participant of the system can simultaneously watch documents with remote people and change the content of the documents. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) ISSN : Vol. 2002, Issue: 1, 2002 Pages : 1013-1018 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Knowing who we are - supporting companion awareness in discussion forums Kimmo Koivunen, University of Tampere, Finland In this paper we describe how learners need awareness information about co-learners in computer-supported collaborative learning systems. Awareness is essential for working collaboratively and for building a learning community. If the learner doesn't know anything about his/hers co-learners, there can't be any community, which means that there can't be any real collaboration either. In this paper we first describe a theoretical background for our research after which we introduce one possible solution to solve the demands for awareness in a Web-based conferencing systems. We also present our initial implementation of awareness support and report experiences from a course using the system. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) ISSN : Vol. 2002, Issue: 1, 2002 Pages : 753-758 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA A User Interface and Knowledge Delivery Solution for a Modern WBT System Denis Helic, Hermann Maurer, Nick Scerbakov, IICM, TU Graz, Austria In order to take a part in a particular Web-based training session learners need to work with a number of tools reflecting a particular training strategy. By operating these tools learners access different training objects contained in that training session. Such training objects contain relevant information for their current training task. Nowadays, modern WBT systems support dozens of different, sometimes rather complex tools and provide access to thousands of training objects. In this paper we analyze the problems of user interface that can become a rather complex one in training sessions conducted in such systems. In order to overcome such problems we provide a simple general user interface solution for these WBT systems. The evaluation of the users' responses showed us that there is much more potential in our solution resulting in the evolution of our user interface solution to a simple knowledge delivery tool. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) ISSN : Vol. 2002, Issue: 1, 2002 Pages : 317-322 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA A Typology for Identifying Teachers’ Progress in ICT uptake Barney Clarkson, Ron Oliver, Edith Cowan University, Australia This paper describes the design of an instrument to help identify teachers’ level of ICT uptake. The instrument takes the form of a typology matrix comprising four stages in ICT uptake across a continuum describing teachers’ levels of dependence. Identification of teachers’ positions in the typology matrix is determined by their affective, cognitive and demonstrated states of ICT application and use. The paper describes the process of determining the position of two elementary school teachers within the typology and discusses the reliability and validity of the instrument and the placement process. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) ISSN : Vol. 2002, Issue: 1, 2002 Pages : 1788-1789 Publisher: Association for the Advancement of Computing in Education (AACE), Norfolk, VA, USA Learning Anew: An Exploratory Study about New Online Learners' Perceptions of People Interaction and Learning to Learn in an Online Course Patti Shank, Learning Peaks, LLC, USA; Venita Doughty, Denver Seminary, USA This study looked at how new online learners in the first course in a graduate level online instructional technology certificate program experienced interacting with others in an asynchronous online discussion and learning to learn online. The study followed twelve new online learners throughout the class using email questionnaires and email follow-up questions. Significant themes included difficulties and fears, time factors, and desire for more feedback and smaller groups. Over time, most participants adapted and found benefits in addition to challenges, One-fourth of the participants did not adapt and left the program at the end of the course. Postings gradually became more social and fewer were directed primarily to the instructor. Correlational and predictive analyses provided insights into the importance of computer skills, initial experiences in the course, and quantity of discussion postings. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------------------------------