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Scholarly Work|TIE

The TIE project has contributed much to the scholarly work in many areas of distance education. Below is a list of conference presentations, publications and other scholarly work that were inspired by or inspired this project.

Bolliger, D. U., Supanakorn, S., & Boggs, C. (2010). Impact of podcasting on student motivation in the online environment. Computers & Education, 55(2), 714-722. doi:10.1016/j.compedu.2010.03.004

Young, S., Bruce, M. & Boggs, C. (May, 2010). Persistence in Online Courses: Classroom Community and Student Engagement. 2010 AERA Annual Meeting, Denver, CO.

This study investigated persistence in online courses and how classroom community and student engagement, in particular, related to course persistence. The sample included one hundred thirty-three courses with 5,582 students. Fifty-two percent of variability in course persistence was accounted for by three variables: classroom community, student engagement, and course level. Student engagement and classroom community are closely related to one another; students who feel a sense of connectedness rather than isolation are very likely better prepared to become more actively involved with course learning. Also, graduate level courses had higher persistence rates than undergraduate courses.

Bolliger, D., Supanakorn, S. & Boggs, C. (May, 2010). Impact of Podcasting on Student Motivation in the Online Learning Environment. 2010 AERA Annual Meeting, Denver, CO. Abstract:

Researchers investigated the impact of podcasting on student motivation in the online environment during fall 2008 and spring 2009. Data were collected from students enrolled in fourteen online courses at a research university in the United States. One hundred and ninety-one students completed a modified version of the Instructional Materials Motivation Survey (Keller, 2006); it has four subscales: attention, relevance, confidence, and satisfaction. Results indicate students were moderately satisfied with the use of podcasts in their online courses. Statistically significant differences in student motivation based on gender, class standing, and prior online learning experience were found. Benefits of using podcasts and recommendations for improvement of the multimedia files were offered by participants. Strong positive relationships between all subscales were detected.

Godard, S., Jansen, L., Thayer, T. (2010). Extending ClassLive Pro with Plan! and Publish! Pearson CITE Conference, Denver, CO. Abstract:

Participants will learn how to do more with ClassLive Pro by incorporating the use of two tools Plan! and Publish! Plan! enables you to package learning content and activities BEFORE your real-time session. Faculty can develop synchronous eLearning curriculum including session interactions and activities ahead of time. Then during your ClassLive Pro session, trigger each action automatically with a touch of a button. Publish! is designed to meet the needs of mobile learners. Using Publish! you can create portable, reusable content from your archived classes. Come learn how to do more with your classes by incorporated these two powerful tools.

Beck, Debra (2009). Sensible Tools of Engagement: Three Channels for Online Education, and Why You Should Use Them. eLearn Magazine. http://elearnmag.org/subpage.cfm?section=best_practices&article=60-1

Boggs, C., Jansen, L., Miller, J. & Scull, R. (October, 2009). Filling the Pail and Lighting the Fire: Lessons Learned in Encouraging and Sustaining Faculty Innovation in Distance Education. UCEA West Regional Conference, Santa Fe, NM.

Hutchinson, L., Bryant, C., Fanning, D., Patton, M. & Rush, L. (October, 2009). Reflecting upon Pre-service Teaching using Elluminate Meetings: A Rural Partnership Tool? National Network for Educational Renewal, 2009 Annual Conference, Bellevue, WA.

Van Baalen-Wood, M (July, 2009). Is There Anybody Out There?: Podcasting and the Distancing Effect in the Online Classroom. EDULEARN, 2009, Barcelona, Spain. 

Abstract:As enrollment in online courses grows, so do concerns about the effects of distance on teaching and learning. The physical and temporal distance of the online classroom can impede the affective domain, detracting from the educational experience and placing online students at a disadvantage. Podcasting, a technology that delivers audio (and sometimes video) content, may be one way of narrowing the effect of distance in the online classroom. Indeed, many online students report that podcasts help them get to know their instructors. Drawing from my own and others’ experiences, this paper will examine podcasting’s effect on distancing in the online classroom. I will argue that while podcasting can create a perception of intimacy for students, it may in fact widen the gap between students and instructors, ultimately impeding instructors’ abilities to respond to students’ needs in the online environment.

Supanakorn, S, Bollinger, D, & Boggs, C (June, 2009). Student Motivation and Satisfaction with the Use of Podcasts in Online Courses. ED-MEDIA, 2009, Honolulu, HI. 

Abstract:The integration of multimedia technology into a totally online course is becoming more common in higher education. The use of multimedia instructional material may help learners feel more connected in an online environment. Podcasts are increasingly used to deliver audio recordings of lectures and other supplemental materials to students. Based on the literature, the podcasts have been developed as learning materials for online learning in higher education, but studies pertaining to students’ motivation and satisfaction with the use of podcasts in online courses are lacking. The study investigated students’ satisfaction and motivation with the use of podcasts in online courses. The level of satisfaction and motivation of each learner may be different, depending on individual differences. Podcasts appear to be an appropriate type of multimedia that can be integrated to motivate learners.

Wood, M. & Thulin, S. (May, 2009). Narrowing the Gap? Using Podcasting and Vodcasting in Distance and Blended Courses. WyDEC 2009 Distance Education Conference: Surfing the Global Wave of Distance Education, Casper, WY.

Jansen, L. (May, 2009). Enhancing Online Learning: Elluminate Live. WyDEC 2009 Distance Education Conference: Surfing the Global Wave of Distance Education, Casper, WY.

Jansen, L., Miller, J, Scull, W., & Boggs, C. (May, 2009). Enticing Technology Adoption by Faculty. WyDEC 2009 Distance Education Conference: Surfing the Global Wave of Distance Education, Casper, WY.

Watson, R. & Boggs, C. (2008). Vodcast Venture: How Formative Evaluation of Vodcasting in a Traditional On-Campus Microbiology Class Led to the Development of a Fully Vodcasted Online Biochemistry Course. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 3309-3316). Chesapeake, VA: AACE. 

Abstract: Despite the huge popularity of podcasting and vodcasting as entertainment they have yet to be well studied as educational tools. In this study we developed vodcasts to present all content in a fully online Biochemistry course. The vodcast lectures were made available to students via an RSS feed within iTunesU. Despite the portability enabled by vodcasting only 20% of students multitasked while viewing the podcasts, although 100% of respondents liked the flexibility of vodcast lectures. Respondents also felt they learned as effectively or more effectively than they would have in an on-campus course. Respondents indicated that vodcast lectures were used as a primary source for content and not the required textbook and their preferred method of presentation were screencasts.

Boggs, C. & Lu, H. (November, 2008). Exploring Audacity and Jing: Audio Editing and Screen Capture Software. WCET 20th Annual Conference, Phoenix, AZ. 

Workshop Description:Looking for audio editing and screen capture tools? In this hands-on lab session we will explore the process of using Audacity, an open-source audio editing software package, to record, edit and save your own podcast. This session will also demonstrate Jing, a free user-friendly video screen capturing tool that provides aural-visual instructions to e-learners. The presenter will show participants how to create a screen capture video or image along with audio clip in just three easy steps: capture, record, and share.

Giovacco-Johnson, T. (November, 2008). Reaching Rural Early Childhood Educators: Podcasting as Tool for Creating Distance Learning Communities. 2008 National Association for Early Childhood Teacher Education, Dallas, TX.

Boggs, C., Beck, D., Giovacco-Johnson, T. & Kempson, D. (October, 2008). The New Frontier: Podcasting in online courses. Wyoming Lifelong Learning Association Conference, Cody, WY. 

Abstract: During the spring semester of 2008 a small group was formed to evaluate uses of podcasting within distance courses to facilitate a feeling of “connectedness” for distance students. The pilot was supported by a University of Wyoming Outreach School Grant and included three faculty members teaching online courses and an instructional designer from UW Outreach Credit Programs. Throughout the semester the faculty members created podcasts, these podcasts varied in purpose, length and topic. This session will present examples, tools, techniques, uses, faculty perceptions of the process and the results from the student surveys.

Boggs, C., Jansen, L., Miller, J. & Scull, R. (October, 2008). Technology Instructional Enhancements: A Program of Technological Experimentation and Faculty Development. UCEA West Regional Conference, Missoula, MT. 

Abstract: This presentation outlines a small project of experimentation, called TIE (the Technology Instructional Enhancements program) recently initiated through the University of Wyoming Outreach School (OS).  The project involves collaboration and consultation between UW faculty and UW Outreach School instructional designers on the topic of supporting faculty interested in reaching nontraditional and distance students more effectively through the incorporation of web-based instructional enhancements into courses delivered at a distance.  Through this project, issues related to the changing nature of learning, organizational/strategic planning, faculty  incentives, development, compensation, and the nature of instructional design work are all being explored. The presentation will examine these issues and This presentation outlines a small project of experimentation, called TIE (the Technology Instructional Enhancements program) recently initiated through the University of Wyoming Outreach School (OS).  The project involves collaboration and consultation between UW faculty and UW Outreach School instructional designers on the topic of supporting faculty interested in reaching nontraditional and distance students more effectively through the incorporation of web-based instructional enhancements into courses delivered at a distance.  Through this project, issues related to the changing nature of learning, organizational/strategic planning, faculty  incentives, development, compensation, and the nature of instructional design work are all being explored.  The presentation will examine these issues and include opportunities for dialogue and sharing of alternative experiences and perspectives.

Watson, R. & Boggs, C. (2007). The Virtual Classroom: Student Perceptions of Podcast Lectures in a General Microbiology Classroom. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 2170-2174). Chesapeake, VA: AACE.    

Abstract: Podcasting has taken the world by storm, expanding and an astronomical rate as a form of entertainment. Despite the huge popularity of podcasting as entertainment it has yet to be well studied as an educational tool. In this study we developed and presented podcasts to completely replace three in class lectures in a General Microbiology Course. The podcast lectures were made available to students both via an RSS feed as well as presented on the screen in the actual classroom during what would have been the regularly scheduled class time. Student response to the podcast lectures was extremely positive with a large majority of students enjoying the flexibility of podcast lectures for review. Students also thought that they learned the podcast material as well the material from in class lectures. Ninety percent of students indicated that they thought the podcast project should be continued.

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