Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Internet access and the increased use of course management systems to supplement classroom instruction in higher education in the last decade (Green, 1996; 2006) present instructors with opportunities to combine online and classroom instruction to enhance student learning. Computer-mediated communication tools like e-mail, discussion forums, and chat rooms available in course Web sites make it possible to continue course discussions beyond the time and space of the classroom. The interactions resulting from instructor use of the discussion board - an asynchronous communication tool available in most course management systems - in two web-enhanced courses that used Blackboard TM are investigated in this study. The most important finding of this study was the interaction and synergy between online and classroom discussions that resulted in several benefits for the professors and students. Semi-structured interviews with the professors and 26 students as well as classroom observations indicated that online and classroom discussions influence each other in web-enhanced courses, and that combining online discussions with classroom discussions can benefit both instructors and students. High student participation in classroom as well as online discussions, additional opportunities for engagement with course content, high instructor-student and student-student interaction, reflection on course readings, and exposure to multiple student perspectives were some benefits cited by both students and professors in the study. The professors reported additional benefits such as insight into students' understanding of readings and time saved planning, structuring, and grading course discussions. Based on the findings, two models for the integration of online discussions in the classroom are presented and the role played by instructional design, instructor participation, instructor feedback, and instructor use of online discussions in crafting a comprehensive learning experience are highlighted in this research. The findings of this study reinforce the importance of choices that instructors make when using technology to achieve their goals and learning objectives. The report concludes with recommendations for instructors wishing to integrate online discussions into the classroom in higher education and directions for future research. / 2031-01-01

The purpose of this study was to examine faculty reluctance to providing students with access to course resources via the Internet. The study explored known barriers to the use of technology and the Internet within educational settings and provided opportunity for new barriers to be presented. Personal and professional demographic factors were collected to determine if certain characteristics were identifiable as predictors to web enhancement. An online survey was designed to collect data to address research questions in the study. The survey consisted of 48 questions, including areas for comments and remarks from faculty members. One thousand two (1002) faculty, out of a possible 4,990 responded to the survey. Based on the results, conclusions have been drawn. Female faculty and faculty ranked as assistant, associate, or full professors were most likely to web enhance. Faculty who had taught for between 1 and 15 years at a four-year university, were also more likely to web enhance than other faculty. Faculty in the fields of biology, business administration, communications, computer science, education, English, nursing and psychology appeared most likely to web enhance their courses. Major barriers to enhancement include increased time commitment, concerns regarding faculty work load, lack of person-to-person contact, and difficulty keeping current with technological changes. Recommendations for removing some barriers included the need to recognize and reward innovation, provide incentives to enhance, and establish cultural change within institutions. Meaningful professional development training on enhancement techniques was also recommended, as well as providing release time for enhancement development. Contact standards on campus websites, providing a contact at each institution for research inquiries, and becoming more accessible to the public at large was also needed. Recommendations for further research included completing this study on an institutional basis, and studying the need for ôrevampingö the concept of ôoffice hoursö when used in connection with online courses. In addition, a qualitative study should be conducted on the pros and cons of web enhancement, as well as a time study comparison of students who complete a low level online course then take a higher level on-site course.