EVALUATING THE DIRECTION OF RESEARCH IN ONLINE EDUCATION: ARE WE GOING ANYWHERE? Developments in Business Simulations and Experiential Learning, Volume 32, 2005 EVALUATING THE DIRECTION OF RESEARCH IN ONLINE EDUCATION: ARE WE GOING ANYWHERE? J. Alexander Smith St. Louis University smith82@slu.edu ABSTRACT In 2004, ABSEL created a new research track to examine online education. This paper explores the current direction of this research and proposes the need to move beyond the idea of the Internet as a facilitator of learning and towards that of being an enabler of additional learning. INTRODUCTION The growing acceptance of the Internet has created increased demand for online education. This demand is reflected in the growing acceptance and incorporation of new technologies in the teaching environment. At the annual conference for ABSEL, papers have been regularly submitted showing how to use the Internet for instruction, how to evaluate this Internet instruction, and how to adopt various teaching methods to the online environment. All of these papers focus on how the technology facilitates the already existing teaching methods. Some research has been done to evaluate how online learning compares to its more traditional teaching counterparts. Few have explored the added benefits inherent in teaching or new methodologies created by using the Internet for instruction. This paper evaluates this lack of research into the added benefits of online learning, and proposes the need to move beyond the idea of the Internet as a facilitator of learning and towards that of being an enabler of additional learning. INTERNET: HISTORY AND RESEARCH The idea of computer aided teaching is not new. The first ABSEL (Association for Business Simulation and Experiential Learning) conference had articles on the use of computers in teaching where Barton (1974) wrote about a computer aided simulation. Over the years the use of the computer has changed from the mainframe, centrally located computers, to the PC that is available on everyone’s desktop. ABSEL research has followed this change by examining how to adapt simulation and experiential learning techniques to the changing technology. Now it is facing another change in computer aided teaching, the Internet. The Internet itself is not new but it has only been relatively accessible to the general public since the early 1990’s. Yet the widespread adoption of the Internet has been staggering. In less than 20 years, the Internet has gone from obscurity to mainstream. Again, ABSEL has accepted this changing nature of technology and incorporated it into its research. But unlike previous technological changes for the computer, this new technology has created a push for further investigation into its teaching capabilities. A direct result of this is the adoption in 2004, by ABSEL, of a third research track devoted to online learning. By creating this research track, ABSEL has set online education apart from previous incarnations of computer aided learning. But how is it different and what does it have to offer? To examine this idea, let us first look at the Internet in a little more detail. According to dictionary.com, the Internet is, “an interconnected system of networks that connects computers around the world….” This interconnectivity allows any computer to connect, indirectly, to any other computer in the world. This has huge possibilities for communication and knowledge dissemination. If we add learning to the Internet, we create a system that allows class information and instruction to be viewed anywhere in the world. No longer are students required to sit in a classroom at a specific time and place to learn. Yet this disjointed instruction is not a new idea. Distance learning courses have been around for years. Correspondence courses were often relegated to the lower echelon of education, but it was possible for a student to take a class via the mail, thus providing for instruction regardless of place or time. In this manner, online education can be viewed as simply an extension of the correspondence courses of old, and is thus simply a tool to further facilitate distance education. Online universities such as the University of Phoenix are based on this model. These online universities overcome the time lag that is inherent in traditional correspondence courses. Where assignments and feedback took weeks to months, the Internet provides the possibility of instantaneous communication. Thus reducing the time it takes to earn a degree. What then does online learning have to offer beyond facilitating already existing models of instruction? Limited research has addressed this question. Much of the research being done has addressed the facilitation of current methods. It examined how to use a website to integrate course delivery (Hornyak et al., 2001) and has shown how to receive e-mail attachments to enhance classroom instruction (Cabaniss and Portis, 2004). It has also discussed how to integrate the Web with the lecture (Pillutla, 2000). There are articles showing how to adapt current simulation to an online environment (Palia, Keong, and Roussos, 2000), as well as exploring new online simulations (Lai and Siau, 340 mailto:smith82@slu.edu Developments in Business Simulations and Experiential Learning, Volume 32, 2005 2003). At the 2004 ABSEL conference, this focus on facilitation was highlighted when the best paper award for the online track was given to a paper that discussed the design and conversion of a simulation to online use (Shami et al., 2004). This is not to say that all research has been limited to the process of facilitation. Of specific note, previous research has shown that there is little difference between test scores for online and traditional tests (Arbaugh, 2000). Though some research has shown that hybrid courses that integrated both online and traditional teaching methods showed an increase in student performance as compared to those students that received only the traditional teaching (Thoennessen et al. 1999). Gosen (2003) did a review that touched on various related studies for online learning. In summarizing his review he states, “The research available dealing with online education yields few conclusions, and many of the … studies are methodologically flawed.” The question is not if the web is a promising medium for education. The real question should be related to how the Internet changes our view of the teaching-learning environment. If we were to apply Kuhn’s (1960) theory of a paradigm shift, it is not too difficult to view the Internet as an anomaly that is not readily explained by current research. This anomaly should lead us to view teaching in a new way that will eventually lead to a new model for instruction. And yet much of the focus of research directed toward online instruction is lacking in this regard. Perhaps the Internet doesn’t have anything new to offer the instructor or maybe we’re not asking the right questions. So what questions should be asked? In 1995 Davies gave an address to the semiannual meeting of Educom National Learning Infrastructure Initiative where he suggested three questions that should be applied to new technology in relation to teaching. They are: (1) Does it make learning more accessible? (2) Does it promote improved learning? (3) Does it accomplish the above while containing, if not reducing, the per unit cost of education? Without reducing the importance of the first and third question, we are most concerned with the second question. How does the Internet improve learning? This is where the research literature is curiously silent. Yet this is not a new question. Windschitl (1998) and Owston (1997) each address this lack of research. Windschitl speaks directly when saying, “Unfortunately, much of the literature stops short of asking critical questions such as, ‘Are these practices helping students, and, if so, how?’ or, ‘Is the introduction of this technology changing pedagogy?” Mergendoller (1996) expressed a similar question when he suggested the need to understand better, “…the relationship between technology, pedagogy, project oriented curricula, and student learning”. Curiously though, there is still little in terms of new thought in this direction. INTERNET: TOOL OR METHOD? We have established that the Internet can facilitate teaching. Basically it is a tool that can be used to make life easier for the student, instructor or both. But how do we make the leap from tool to method? According to Solomon, et al,. (1991), the real test is to determine if there is some level of learning or skill that is no longer present or acquirable when the tool is removed but is transferable to other situations. We could also ask if there is some benefit to using the Internet for learning that we would not be able to get through any other process. In order to separate the tool from the method, we need to understand the characteristics of the Internet that relate to instruction. To date, this has been done on a limited basis. Studies have reviewed how students learn in a computer based environment (Park and Hannafin, 1993). But one of the largest problems with this type of study is the inherent nature of the Internet to be an extension of already existing software capabilities (Windschitl, 1998). He continues to suggest that due to this problem, “…more fertile ground may be found in examining entire web-supported pedagogical approaches to teaching and learning”. Recently, separation from a tool to a method was achieved in marketing thought. Sharma and Sheth (2004) show how business use of the Internet in marketing has changed. At first the Internet was simply used as a tool to facilitate already existing marketing theory. Long standing, traditional businesses actually fought the use of this new technology. After the initial shakeup of Internet businesses, affectionately dubbed the ‘Dot-Bust’, businesses started to explore the ability of the Internet to enhance business practices. To explore this phenomenon, Sharma and Sheth (2004) asked what the Internet enabled them to do that was not possible before. From this development, new methods and ideas around marketing have emerged. To illustrate this point, they explain the ability to now truly focus on the customer instead of the market (customer-centric marketing). There is no reason to believe that this evolution won’t occur in other business fields, or the classroom, as well. Figure 1 Tool Method Paradigm (Facilitator) (Enabler) 341 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 Cabaniss, Roy F. & Portis (2004) “How to Receive and Process Attachments while greatly Reducing the Risk of Viruses and Trojans.” Developments in Business Simulation and Experiential Learning, Volume 31, 51- 57. Reprinted in The Bernie Keys Library, Hugh M. Cannon (ed). [Available from http://www.absel.org] So how do we get this evolution to occur in our classrooms? Figure 1 summarizes this evolutionary process. Following the marketing example, we need to stop looking at the technology as a facilitator (tool) and start looking at it as an enabler (method). What does it enable us to do? How does it enhance teaching? What can our students learn now that was unavailable to them only a few years ago? What is the value added aspect of online learning? Is there learning that is occurring which is unexpected by the instructor? ABSEL is no stranger to these questions and should be an ideal area for examining this area more fully. Cates, Tommy, Rayburn & Green (1996). “Interactive Distance Learning as a Tool in a College’s Theory and Practice.” Development in Business Simulation and Experiential Learning, volume 23, 160-161. Reprinted in The Bernie Keys Library, Hugh M. Cannon (ed). [Available from http://www.absel.org] In fact, these are almost the same questions that have been asked about experiential learning. Gentry and Burns (1997) mentioned the need of researchers to look at and measure the ‘value-added’ of experiential learning. Studies as far back as the 1970’s, mention that students often learn items unexpected by the instructor (Frazer, 1977). With the similarity between the questions asked about experiential learning and online learning, ABSEL should be a leader in this field of research. Davies, Gordon K. (1995) “Higher Education’s Big Problem: Can Technology Help Solve Them?” Keynote address at the semiannual meeting of Educom National Learning Infrastructure Initiative, Keystone, CO. Frazer, J. Ronald (1977) “Manufacturers and Retailers: A Negotiation Game For Beginning Management Students.” New Horizons in Simulation Games and Experiential Learning, Volume 4, 309-314. Reprinted in The Bernie Keys Library, Hugh M. Cannon (ed). [Available from http://www.absel.org] CONCLUSION Gentry, James W. & Burns. (1997) “Thoughts About The Measurement Of Learning: The Case For Guided Learning And Associated Measurement Issues.” Development in Business Simulation and Experiential Learning, volume 24, 241-246. Reprinted in The Bernie Keys Library, Hugh M. Cannon (ed). [Available from http://www.absel.org] ABSEL’s research to date has treated online learning as a tool. The technology of the Internet allows us greater flexibility in how instructors present materials. At some point though, we need to delve deeper into the base characteristics of this technology. Without understanding these characteristics, it is impossible to understand what it can enable us to do, or teach, that was unavailable before. Following the same steps that have occurred in marketing research, we can expect that a greater focus on the characteristics of the Internet will lead us to a new thought on online learning, or a new paradigm. Gosen, Jerry (2003) “A Model For Online Education Delivery And A Look At Online Delivery Effectiveness.” Development in Business Simulation and Experiential Learning, volume 30 279-287. Reprinted in The Bernie Keys Library, Hugh M. Cannon (ed). [Available from http://www.absel.org] REFERENCES Hornyak, Martin J., Blass & Holt (2001) “Integrating Management Curriculum: Linking Courses with Frontpage.” Developments in Business Simulation and Experiential Learning, Volume 28, 106-110. Reprinted in The Bernie Keys Library, Hugh M. Cannon (ed). [Available from http://www.absel.org] Arbaugh, J. B. (2000) “Virtual Classroom versus Physical Classroom, An Exploratory Comparison Of Class Discussion Patterns And Student Learning In An Asynchronous Internet-Based MBA Course.” Journal of Management Education, Volume 24: 207-227. Kuhn, Thomas S. (1970) The Structure of Scientific Revolutions. Chicago: University of Chicago Press Palia, Aspy P., Keong & Roussos (2000) “Facilitating Learning In The New Millennium With The Complete Online Decision Entry, System (Codes).” Development in Business Simulation and Experiential Learning, volume 27, 250-251. Reprinted in The Bernie Keys Library, Hugh M. Cannon (ed). [Available from http://www.absel.org] Poh, Lai Yuen & Siau (2003) “Ebiz Game: A Scalable Online Business Simulation Game For Entrepreneurship Training.” Development in Business Simulation and Experiential Learning, volume 30, 270- 278. Reprinted in The Bernie Keys Library, Hugh M. Cannon (ed). [Available from http://www.absel.org] Barton, Richard F. (1974). “How to create your own Business Game with IMAGINIT.” Simulations, Games and Experiential Learning Techniques, Volume 1, 15- 20. Reprinted in The Bernie Keys Library, Hugh M. Cannon (ed). [Available from http://www.absel.org] Mergendoller, John R. (1996) “Moving From Technological Possibility To Richer Student Learning: Revitalized Infrastructure And Reconstructed Pedagogy.” Educational Researcher, Volume 25, No. 8. 43-46 Owston, Ronald D. (1997) “The World Wide Web: A Technology to Enhance Teaching and Learning?” Educational Researcher, Volume 26, No. 2. 27-33 342 Developments in Business Simulations and Experiential Learning, Volume 32, 2005 Park, Inwoo. & Hannafin (1993) “Empirically-Based Guidelines For The Design Of Interactive Multimedia.” Educational Technology Research and Development, Volume 41, No. 3. 63-85 Pillutla, Sharma (2000) “Creating a Comprehensive Web- Enhanced Classroom.”; Development in Business Simulation and Experiential Learning, volume 27, 210- 216. Reprinted in The Bernie Keys Library, Hugh M. Cannon (ed). [Available from http://www.absel.org] Shami, N. Sadat, Bos, Fort and Gordon (2004) “Designing A Globalization Simulation To Teach Corporate Social Responsibility.” Developments in Business Simulation and Experiential Learning, Volume 31, 22-27. Reprinted in The Bernie Keys Library, Hugh M. Cannon (ed). [Available from http://www.absel.org] Sharma, Arun and Sheth (2004) “Web-based marketing: The coming revolution in marketing thought and strategy.” Journal of Business Research; Vol. 57, Iss. 7. 696-703 Solomon, Gavriel, Perkins & Globerson (1991) “Partners in Cognition: Extending Human Intelligences with Intelligent Technologies.” Educational Researcher, Volume 20, No. 3. 2-9 Thoennessen, Kashy, Tsai, & Davis (1999) “Impacts Of Asynchronous Learning Networks In Large Lecture Classes; Group Decision and Negotiation.” 8, 371-384. Windschitl, Mark (1998) “The WWW and Classroom Research: What Path Should We Take?” Educational Researcher, Volume 27, No. 1. 28-33 343 Table of Contents Volume 32, 2005 LEARNER BEHAVIOR IN THE ONLINE CLASSROOM EXPERIENCE THE EFFECTIVENESS OF A SIMULATION EXERCISE FOR INTEGRATING PROBLEM-BASED LEARNING IN MANAGEMENT EDUCATION DEMONSTRATION OF FOUR WEB-BASED SIMULATIONS THRESHOLD COMPETITOR: A MANAGEMENT SIMULATION ENTREPRENEUR: A NEW VENTURE SIMULATION MERLIN: A MARKETING SIMULATION MICROMATIX: A STRAGETIC MANAGEMENT SIMULATION LEARNING STYLES INFLUENCES ON SATISFACTION AND PERCEIVED LEARNING: ANALYSIS OF AN ONLINE BUSINESS GAME INTERNATIONAL INTERNSHIPS: DESIGN AND EXPERIENCES SIM MAP: TURNING ACTION-BASED LEARNING INTO SIMULATED CONSULTING PROJECTS NOTEL HEALTH SERVICES: A ROLE-PLAYING SIMULATION TEACHING EXPERIENTIALLY WITH THE MADELINE HUNTER METHOD: AN APPLICATION IN A MARKETING RESEARCH COURSE SIMULATING CUSTOMER LIFETIME VALUE: IMPLICATIONS FOR GAME DESIGN AND STUDENT PERFORMANCE VIRTUAL PROGRESS: SIMULATING ECONOMIC DEVELOPMENT ONLINE STRATEGIC MANAGEMENT: AN EVALUATION OF THE USE OF THREE LEARNING METHODS IN CHINA ADOPTION OF DISCUSSION-BASED TEACHING AND ASSESSMENT IN TEACHING STRATEGIC MANAGEMENT IN CHINA STUDENTS' VIEW ON THE USE OF CASE METHOD IN CHINA CHINESE STUDENTS' PERCEPTIONS OF BUSINESS GAMING EXPERIENCECSR - A CORPORATE SOCIAL RESPONSIBILITY SIMULATION CREATING DYNAMIC INTERACTION IN A VIRTUAL WORLD: ADD VALUE TO ONLINE CLASSROOMS THROUGH LIVE ELEARNING AND COLLABORATION: A DEMONSTRATION CAPABILITIES OF EXPERIMENTAL BUSINESS GAMING A COMPARISON BETWEEN SOLUTIONS AND DECISIONS IN A BUSINESS GAME VALIDATING BUSINESS SIMULATIONS: DOES HIGH PRODUCT QUALITY LEAD TO HIGH PROFITABILITY? ALIGNING ART AND EPISTEMOLOGY: ILLUSTRATIONS TO DISTINGUISH DISCOVERY FROM KNOWLEDGE BUILDING TUTORIALS USING WINK STUDENTS AS LAB RATS: THE ETHICS OF CONDUCTING NON-PEDAGOGICAL RESEARCH IN THE CONTEXT OF CLASSROOM SIMULATIONS AND EXPERIENTIAL LEARNING THE EFFECT ON GAME PERFORMANCE OF DIFFERENT MEASURES AND UNITS OF ANALYSIS IN QUANTITATIVE ANALYSIS ANALYZING AND THINKING WHILE PLAYING A SIMULATION COMPUTER BUSINESS SIMULATION DESIGN: THE ROCK POOL METHOD EXPANDING THE ROLE OF E-ROOMS IN DISTANCE LEARNING APPLICATIONS TO MANAGEMENT EDUCATION APPLICATION OF TRADITIONAL AND ONLINE JOURNALING AS PEDAGOGY AND MEANS FOR ASSESSING LEARNING IN AN ENTREPRENEURIAL SEMINAR DEVELOPING MANAGERIAL EFFECTIVENESS: ASSESSING AND COMPARING THE IMPACT OF DEVELOPMENT PROGRAMMES USING A MANAGEMENT SIMULATION OR A MANAGEMENT GAME INTERNATIONAL MANAGEMENT GAME Œ AN INTEGRATED TOOL FOR TEACHING STRATEGIC MANAGEMENT INTERNATIONALLY STUDENT EXPECTATIONS OF SIMULATIONS DISTANCE EDUCATION DELIVERY OF AN INTENSIVE SIMULATION BASED COURSE TEACHING SERVICE LEARNING USING A BUSINESS GAME ROLE-PLAY SIMULATION EDUCATIONAL PERSPECTIVE OF COLLABORATIVE VIRTUAL COMMUNICATION AND MULTI-USER VIRTUAL ENVIRONMENTS FOR BUSINESS SIMULATIONS SIMULATION PERFORMANCE & PREDICTOR VARIABLES: ARE WE LOOKING IN THE WRONG PLACES TO MEASURE THE RIGHT LEARNING? VIDEO CASE: JET-A-WAY INC. Œ FOCUSING ON DIVERSITY AND ENTREPRENEURIAL LEADERSHIP ACTIVE LEARNING: WHAT IS IT AND WHY SHOULD I USE IT? FACILITATING THROUGH COLLABORATIVE REFLECTIONS TO ACCOMMODATE DIVERSE LEARNING STYLES FOR LONG-TERM RETENTION ONLINE CUMULATIVE SIMULATION TEAM PERFORMANCE PACKAGE WHEN PROPHECY FAILS: A SMALL SAMPLE, PRELIMINARY STUDY USING EXPERIENTIAL LEARNING TO INTEGRATE THE BUSINESS CURRICULUM FORECASTING STOCK VALUE EMPLOYING PROGRESSIVE PRACTICES AND PRINCIPLES TO FACILITATE SEMINAR ROOM LEADERSHIP AMONG LEARNERS: SHARED POWER AND COLLECTIVE ACCOUNTABILITY INDIVIDUAL ACHIEVEMENT DOES NOT GUARANTEE TEAM PERFORMANCE: AN EVIDENCE OF ORGANIZATIONAL LEARNING WITH BUSINESS GAMES DECISION MAKING IN BUSINESS SIMULTION DESIGN ZUG UM ZUG 2015: COLLECTIVE BARGAINING AS A TWO-LEVEL GAME A NEW METHOD FOR MODELING INNOVATION AND R&D IN BUSINESS SIMULATIONS: ILLUSTRATED WITH A SIMULATION OF A NEW PRODUCT DEVELOPMENT PORTFOLIO DEVELOPING A MICRO SIMULATION EFFECT OF MARKET SHARE AND PRODUCTION EXPERIENCE ON COMPANY PROFITABILITY RE-DESIGNING A CURRICULUM THAT VALUES A WORK-INTEGRATED APPROACH TO STUDENT LEARNING HOW SIMULATIONS AND EXPERIENTIAL LEARNING FIT AS WE COMPLY WITH LEGISLATIVE AND AACSB ASSESSMENT GUIDELINES: HOW TO DEVELOP ACADEMICALLY SOUND COURSES THAT ALSO MEET STAKEHOLDER NEEDS EVALUATING SERVICE LEARNING: REFLECTION AND ASSESSMENT FROM THE STUDENT POINT OF VIEW SIMPLIFYING AND ENHANCING FINANCIAL ANALYSIS IN CASES AND SIMULATIONS OVERCOMING THE BUSINESS GAME COMPLEXITY PARADOX EXPLORING THE PREFERENCE IN LEARNING APPROACH AMONG THE HONG KONG UNIVERSITY STUDENTS: CASE STUDY, PROBLEM-BASED OR TRADITIONAL TEXTBOOK QUESTION AN EXERCISE FOR EXPLORING THE RELATIONSHIP BETWEEN JUNGIAN PSYCHOLOGICAL TYPES AND POLITICAL STYLE IN THE WORKPLACE EVALUATING THE DIRECTION OF RESEARCH IN ONLINE EDUCATION: ARE WE GOING ANYWHERE? AIS RAIL SYSTEM: A COMPUTER-BASED JOB-ORDER COST SIMULATION BLOOM BEYOND BLOOM: USING THE REVISED TAXONOMY TO DEVELOP EXPERIENTIAL LEARNING STRATEGIES DELIVERING A TECHNOLOGY-BASED CASE IN A TECHNOLOGICAL WAY: THE SMARTCART CASE USING THE INTERNET TO ENHANCE COURSE PRESENTATION: A HELP OR HINDRANCE TO STUDENT LEARNING TEACHING PRACTICES: A CLUSTER ANALYSIS OF STUDENTS IN HONG KONG TEACHING PRACTICES: A CLUSTER ANALYSIS OF TEACHING STAFF IN HONG KONG EVALUATING A SIMULATION WITH A STRATEGIC EXPLORATION TOOL A SYMBOLIC MODEL OF THE SIMULTANEOUS ACHIEVEMENT OF CONCRETE BENEFITS AND LEARNING BY PARTICIPATING GROUPS IN EXPERIENTIAL ACTIVITIES: ‚THE SPHERE OF EXPERIENTIAL LEARNING