Classroom processbook
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An online education platform was proposed to address issues with current online classes. The proposed platform aims to create a more intuitive, social, and motivating online learning experience for both students and instructors. User research was conducted including surveys of students and interviews of instructors to understand their needs and challenges. Several concept designs were created and refined, including a virtual classroom, desktop widget, and gamification elements. Wireframes were developed for the virtual classroom concept to demonstrate the user interface and flows.
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Classroom processbook
- 1. Tabitha Smith | Tai Geng | Megan Li | Enk Munkh-Erdene C L A S S R O O M An Online Education Experience UX Capstone | Fall 2014
- 2. “How can we effectively collaborate and share with each other using the Cloud in 2020?” PROJECT BRIEF
- 3. ONLINE EDUCATION | Introduction “Online courses are those in which at least 80 percent of the course content is delivered online” Allen, E., & Seaman, J. (2012).
- 4. PROBLEM STATEMENT There is a lack of community with current online classes. For students this leads to higher burnout rates, feelings of increased workload and class difficulty. The current programs tend to not be intuitive to use. This means it is difficult for students to get full use of a site. There are motivation issues with current online class- es. The current format works well only for people who already have effective time management skills and are able to self motivate. CHALLENGE TARGET AUDIENCE The target audience are students, specifically college students, and instructors. Those who are exploring ways to engage in an academic environment that is intuitive, social, and motivating. CONSIDERATIONS Online education and technology are on the rise. Considering Cloud 2020, how do we create a online education interaction, with a vision of what future technology will be like, for students and instructors to use, share, and collaborate. Also need to consider what actually works in a traditional classroom setting and bringing the pros of it into the online education experience.
- 5. “Learners and instructors participating in an online course need a platform that is intuitive, social, and motivating.”
- 6. S T U D E N T R E S E A R C H
- 7. COMPETITOR ANALYSIS | Student We explored sites and functions students use to help their needs to succeed in an online education environment. Khan Academy Coursera Not for profit organisation Available to anybody free of charge interactive challenges, assessments and videos Visibility to teachers of how students are performing Supplementary homework to classes Gamification aspect of making students want to do more For profit College Level Courses Blended Learning Approach Code Academy Non Profit Programming courses only Completely online Udacity For Profit Tech focused classes Assisted Learning
- 8. PRIMARY RESEARCH | Survey Monkey For our primary research we created a ten question survey using Survey Monkey. We then emailed a link to WWU professors currently teaching an online class and asked them to forward our survey to their students. Our average responder was a 25 year old female who enjoys working from home on her own schedule. However, she dislikes that her online classes lack interaction and a sense of community.
- 9. SECONDARY RESEARCH | Articles For our secondary research we read empirical research articles about online classes. From this we found that a sense of community is very important for learning to be effective. Without it, students are highly likely to drop out, feel as if they aren’t learning, feel like they have a higher workload, have increased levels of stress, and are less likely to do well in their classes. A sense of community is defined as “a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members’ needs will be met through their commitment to be together (McMillan & Chavis, 1986).” Students in online classes require clear unambiguous instructions, learn best with student group mediated learning, and require quick tech support. They also don’t feel supported, have time management problems, and have issues with motivation.
- 10. PRIMARY PERSONA | Samantha Location: Bellingham, WA Age: 21 Income: 10K Employer: REI part-time University: WWU Demographics Background Second year at WWU Works to help pay for school 2 online classes a quarter Likes to socialize Flexible Schedule Student Interaction Clear instructions Feel Supported Sense of community Connect with other students Study Groups Needs User Scenario 1. Find 3 people who have compatible schedules 2. Plan when to meet 3. Discover, can’t meet in person 4. Suggest Skype or Google Hangout 5. Not everyone has Skype or Google Hangout 6. Have to explain how to set up 7. Finally get everyone ready for meeting 8. Plan project and other meetings 9. More meetings 10. Finish project
- 12. I N S T R U C T O R R E S E A R C H
- 13. COMPETITOR ANALYSIS | Instructor We explored sites and functions instructors use to help their needs to create an online teaching environment. Coursesites University of Phoenix Instructors setting up weekly planner for students in individual modules Easy to navigate control panel on the side No boundaries, diverse student popula- tion for instructors for a guaranteed rich environment Flexibility, prepare coursework anytime, day or night Increase online proficiency, sharpen important communication skills Better the world, impacting students in a positive way Canvas Discussion board to post comments and reply Less interaction where the instructors can know the students on a personal level
- 14. PRIMARY RESEARCH | Interviews We interviewed instructors from local to international about their view on online edu- cation. We asked them five frequently asked questions as well as later adding on some questions on their view on technology and the future in online education. From our questions we found that teachers like online classes because they can reach a wide range of students, it is easy to track participation and grade students, student par- ticipation tends to be equal, students generate time and experience, and resources get updated quicker than physical textbooks. However, professors didn’t like online classes because the preparation is time consuming, the lack of face-to-face interaction, the quality of assessment, content, and deliverables can be lower than traditional classes, and it is easy for students to fail if they aren’t moti- vated. 1. What differences are there between online class as opposed to a traditional in-class setting? 2. What are the advantages and disadvantages between online interaction than in-class interaction? 3. How do you feel about the training and preparation time needed for online classes? 4. What was your attitude towards teaching online before and after? 5. What new skills and knowledge have you developed from teaching online? Western Washington University Laura Overstreet | Sociology Martin Granier | Computer Science Kathleen Kuba | Anthropology Brad Howard | Journalism Main Platform: Canvas Previously: Blackboard Journalism College in Mongolia Oyungerel Avirmed | Journalism Main Platform: Coursesites Previously: Yahoo! Messenger, Skype
- 15. PRIMARY RESEARCH | Future in Online Education and Technology In addition to our frequently asked questions, we asked some questions of their view on future technology and online education. Online Skill based Less geographically located Blended learning Technology Increased storage Closed captions Mobile friendly User friendly Language modification
- 16. SECONDARY RESEARCH | Articles Our secondary research found that professors enjoy online classes because digital re- sources can be reused between classes, they enjoy online discussion groups because then all students must participate, it is easier for professors to send information to stu- dents, and they have access to a vast amount of information. However, they didn’t like that online classes sometimes requires additional training and development, their instruction training is focused on “hand-to-hand” training, and they must constantly adapt to technological changes.
- 17. SECONDARY PERSONA | Jennifer Age: 48 Location: Houston, Texas Occupation: Associate Professor of Marketing at University of Texas Salary: $70,000/year Education: B.A., University of Oregon, M.S., Carnegie-Mellon University, PhD, Northwestern University Demographics Background On weekends, Jennifer likes to relax by spending time with her husband and three children, reading a novel, and walking at nearby parks. On occasion, she will find time to give back to the community by going to food banks, schools, and shelters. User Scenario Jennifer has decided to introduce an online class into her curriculum. CHALLENGES Latest trends in technology Simple yet effective platform WORRIES Lack of interaction will affect students Too many complicated platforms
- 19. C O N C E P T D E V E L O P M E N T
- 28. CONCEPT 1 | Website
- 29. CONCEPT 2 | Virtual Classroom
- 30. CONCEPT 2 | Virtual Classroom
- 31. CONCEPT 3 | Desktop Widget
- 32. CONCEPT 3 | Desktop Widget
- 33. CONCEPT 4 | Gamification
- 34. CONCEPT 4 | Gamification
- 35. USER FLOW | Student STUDENT LOGIN LANDING PAGE INBOXCOURSEPROFILE VIRTUAL CLASSROOM LECTURE/ DISCUSSION CLASSROOM VIRTUAL CLASSROOM (SELF SETTING) ASSIGNMENTS STUDY CARDS DOCS GRADES TIMER DOCS GRADES ASSIGNMENTS NAV BUTTON PROFILE BUTTON
- 36. USER FLOW | Instructor TEACHER LOGIN LANDING PAGE INBOXCOURSEPROFILE VIRTUAL CLASSROOM LECTURE/ DISCUSSION CLASSROOM VIRTUAL CLASSROOM (SELF SETTING) ASSIGNMENTS STUDY CARDS DOCS GRADES STUDENTS DOCS GRADES ASSIGNMENTS NAV BUTTON PROFILE BUTTON
- 42. WIREFRAMES | Sketches PSY 210 CHEM 302 ID 460 DSGN 211 DOCUMENT CALENDAR STUDYCARD GRADES JORDAN STERANKA JORDAN STERANKA PSY 210 CHEM 302 ID 460 DSGN 211 09/25 12/11 PSY 210 CHEM 302 ID 460 DSGN 211 DOCUMENT CALENDAR STUDYCARD GRADES STERANKA ID460 CALENDAR STUDYCARD GRADESDOCUMENTCLASSROOM CHAT DOCUMENTS USEREXPERIENCECAPSTONE PROFESSORKING JORDAN STERANKA PSY 210 CHEM 302 ID 460 DSGN 211 09/25 12/11 PSY 210 CHEM 302 ID 460 DSGN 211 DOCUMENT CALENDAR STUDYCARD GRADES JORDAN STERANKA JORDAN STERANKA PSY 210 CHEM 302 ID 460 DSGN 211 09/25 12/11 PSY 210 CHEM 302 ID 460 DSGN 211 DOCUMENT CALENDAR STUDYCARD GRADES STERANKA ID460 CALENDAR STUDYCARD GRADESDOCUMENTCLASSROOM CHAT DOCUMENTS USEREXPERIENCECAPSTONE PROFESSORKING PSY 210 CHEM 302 ID 460 DSGN 211 DOCUMENT CALENDAR STUDYCARD GRADES JORDAN STERANKA JORDAN STERANKA PSY 210 CHEM 302 ID 460 DSGN 211 09/25 12/11 PSY 210 CHEM 302 ID 460 DSGN 211 DOCUMENT CALENDAR STUDYCARD GRADES STERANKA
- 43. WIREFRAMES | Final CINDY LOUIE INDUSTRIAL DESIGN 460 | Jason Morris COMPUTER SCIENCE 103 | Richard Navas DESIGN 397 | Brittany Schade ASSIGNMENT 6 Due Thursday, 11/20 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 CLASSROOM navigation profile CINDY LOUIE INDUSTRIAL DESIGN 460 | Jason Morris COMPUTER SCIENCE 103 | Richard Navas DESIGN 397 | Brittany Schade ASSIGNMENT 6 Due Thursday, 11/20 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 CLASSROOM navigation profile 3 inbox timer virtual classroom assign- ments documents grades INDUSTRIAL DESIGN 460 Jason Morris COMPUTER SCIENCE 103 Richard Navas DESIGN 397 Brittany Schade
- 44. WIREFRAMES | Final CLASSROOM Virtual Classroom Study Cards Navigation Profile Assignments Documents Grades COMPUTER SCIENCE 103 | Richard Navas ANNOUNCEMENTS THIS WEEK TO DO SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY Project Three due date has changed! Check the Assignments page. Finish Assignment 6 Contact group members about Project Three Assignment 6 DUE Lecture Today 2:00pm Lecture Today 2:00pm add to do COMPUTER SCIENCE 103 Richard Navas QUESTION ANSWER COMMENT TYPE MESSAGE HERE Student One Student Two Question Answer CLASSROOM create group log out navigation profile
- 45. WIREFRAMES | Final CLASSROOM END LECTURE BREAK Student One Question Student Two AnswerTYPE MESSAGE HERE
- 48. DESIGN COMPOSITION 2 JohnCLASSROOM © 2014 CLASSROOM ID460 J. MORRIS CSCI103 R. NAVAS ID460 J. MORRIS CLASSES Week 1 Week 13 Week 1 Week 13 Week 1 Week 13 Assignment 6 Due Thursday 11/20/2014 CSCI103 R. NAVAS CSCI103 R. NAVASDSGN397 B. SCHADE PSY 210 CHEM 302 ID 460 INBOX TIMER VIRTUAL ASSIGN DOCS GRADESCLASS JohnCLASSROOM © 2014 CLASSROOM COMPUTER SCIENCE 103 RICHARD NAVAS ANNOUNCEMENTS Project Three due date has changed! Check the Assignments page.! Project Two not turned in! Check the Assignments page.! Homework 5 turned in! Check the Grades page. THIS WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY Lecture Day 2:00 PM Lecture Day 2:00 PM Assignment 6 DUE Team Meeting 4:30 PM Team Meeting 5:30 PM ID460CSCI103TO DO Finish Assignment 6 Contact group members for Project 3 Add To Do JohnCLASSROOM © 2014 CLASSROOM ID460 J. MORRIS CSCI103 R. NAVAS ID460 J. MORRIS CLASSES Week 1 Week 13 Week 1 Week 13 Week 1 Week 13 Assignment 6 Due Thursday 11/20/2014 CSCI103 R. NAVAS CSCI103 R. NAVASDSGN397 B. SCHADE ! ! ! ! ! ! !! !
- 49. DESIGN COMPOSITION 2 JohnCLASSROOM 5/52/5 © 2014 CLASSROOM PROFESSOR NAVAS CSCI 103 Question Answer Comment Start Typing... PROFESSOR NAVAS CSCI 103 JohnCLASSROOM 5/52/5 © 2014 CLASSROOM Question Answer CommentType Message Here... PROFESSOR NAVAS CSCI 103 BREAK END Josh: I feel like he’s going to call on me, what’s the answer to question 6? Karli: Maybe you should read the book Josh. KARLI ERIKKSON TAYLOR BARON LIN CHEN GORDON HARRIS JOSH SWAREVSKI KATHRYN NELSON MIKHAIL ROSCKA TRINA TENORS Mikhail: It’s B Josh, I got you.
- 50. DESIGN COMPOSITION 3 PSY 210 09/22 10/31 Lecture Assignment Quiz C L A S S R O O M P R O F I L E M A D I S O N C A M P B E L L N A V I G A T I O N DSGN 397 ID 460 P S Y 2 1 0 I R A H Y M A N D S G N 3 9 7 B R I T T A N Y S C H A D E I D 4 6 0 J A S O N M O R R I S I N B O X T I M E R V I R T U A L C L A S S A S S I G N M E N T S D O C S G R A D E S 3 C L A S S R O O M P R O F I L EN A V I G A T I O N I D 4 6 0 | J A S O N M O R R I S A N N O U N C E M E N T S T H I S W E E K T O D O S U N D A Y M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y S A T U R D A Y Visual + Interaction Design U s e r Interface Lecture Finish visual + interaction design concepts Contact group members about project Hometowns for UX project press release Interactions article to read outside of class Design, Wireframe and Prototype Tools for UX Teams V I R T U A L C L A S S A S S I G N M E N T S D O C S G R A D E S Add To Do F L A S H C A R D S PSY 210 09/22 10/31 Lecture Assignment Quiz C L A S S R O O M P R O F I L E M A D I S O N C A M P B E L L N A V I G AT I O N DSGN 397 ID 460
- 51. DESIGN COMPOSITION 3 C L A S S R O O M P R O F I L EN A V I G AT I O NC R E AT E G R O U P L E A V E L E C T U R E T Y P E M E S S A G E H E R E . . . Q U E S T I O N C O M M E N T Dale: Lack of exercise Janice: What about alcohol? D O U G S TA I G E R C O R O N A R Y H E A R T D I S E A S E R i s k F a c t o r s : H y p e r t e n s i o n A g e G e n d e r S t r e s s / P e r s o n a l i t y A N S W E R C L A S S R O O M P R O F I L EN A V I G AT I O N T Y P E M E S S A G E H E R E . . . Dale: Lack of exercise Janice: What about alcohol? B R E A K E N D L E C T U R E C O R O N A R Y H E A R T D I S E A S E R i s k F a c t o r s : H y p e r t e n s i o n A g e G e n d e r S t r e s s / P e r s o n a l i t y
- 52. F I N A L D E S I G N
- 53. FINAL DESIGN | Branding C L A S S R O O M R: 108 G: 181 B:84 #66be59 R: 90 G: 91 B:90 #5a5b5a Montserrat Regular Montserrat Bold R: 198 G: 198 B:198 #c6c6c6 We focused on a minimalist approach to the online education design. We chose Montserrat as our main typeface. Montserrat was created off the inspiration of a traditional neighborhood of Buenos Aires. Urban development is starting to change the neighborhood that it will soon never return to its original form. This relates to education in some way where future development will change education, and online education that it may find a new route than reverting back to its original form of just a traditional classroom setting. We experimented with the gray scale as well as choosing one color as emphasis. We chose green because green rep- resents calmness and success. Green also is associated with competence and functional products with a highly positive value. Viewing this color can be beneficial for creative performance and have a positive implication for experience during task engagement.
- 54. FINAL DESIGN | Landing C L A S S R O O M M A D I S O N C A M P B E L L PSY 210 Due Tuesday 11/20/14 Assignment 6 DSGN 397 CSCI 102 Monday 11/29/14 Lecture Incomplete Case Study
- 55. FINAL DESIGN | Navigation C L A S S R O O M M A D I S O N C A M P B E L L PSY 210 Due Tuesday 11/20/14 Assignment 6 DSGN 397 CSCI 102 Monday 11/29/14 Lecture Incomplete Case Study P S Y 2 1 0 I R A H Y M A N C S C I 1 0 2 M A R T I N G R A N I E R D S G N 3 9 7 B R I T TA N Y S C H A D E I N B O X T I M E R V I R T U A L C L A S S R O O M A S S I G N M E N T S D O C S A G R A D E S
- 56. FINAL DESIGN | Course A N N O U N C E M E N T S T H I S W E E K T O D O S U N D AY M O N D AY T U E S D AY W E D N E S D AY T H U R S D AY F R I D AY S AT U R D AY Visual + Interaction Design U s e r Interface Lecture Finish visual + interaction design concepts Contact group members about project Hometowns for UX project press release Interactions article to read outside of class Design, Wireframe and Prototype Tools for UX Teams C L A S S R O O M A I D 4 6 0 | J A S O N M O R R I S Add To Do T I M E R +
- 57. FINAL DESIGN | Assignments C L A S S R O O M I D 4 6 0 | J A S O N M O R R I S G r a d e s Meeting Notes Due 10/2 49 / 50 Research Presentation Due 10/16 49 / 50 Initial Concepts Due 10/28 49 / 50 Concept Presentation Due 11/4 49 / 50 I D 4 6 0 | J A S O N M O R R I S P s y 2 1 0 | To d d H a s k e l l C S C I 1 0 2 | R i c h a r d V a r g a s A s s i g n m e n t s Meeting Notes Research Presentation Initial Concepts Concept Presentation Lab 1 Lab 2 Lab 3 Lab 4 Lab Introduction Areas of the Brain The Gestalt Principles Areas of the Eye Instructions Submit Instructions Submit Instructions Submit Instructions Submit Instructions Submit Instructions Submit Instructions Submit Instructions Submit Instructions Submit Instructions Submit Instructions Submit Instructions Submit Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 C L A S S R O O M A I D 4 6 0 | J A S O N M O R R I S A s s i g n m e n t s Meeting Notes Research Presentation Initial Concepts Concept Presentation Instructions Submit Instructions Submit Instructions Submit Instructions Submit Due 10/2 Due 10/16 Due 10/28 Due 11/4
- 58. FINAL DESIGN | Documents C L A S S R O O M I D 4 6 0 | J A S O N M O R R I S G r a d e s Meeting Notes Due 10/2 49 / 50 Research Presentation Due 10/16 49 / 50 Initial Concepts Due 10/28 49 / 50 Concept Presentation Due 11/4 49 / 50 I D 4 6 0 | J A S O N M O R R I S P s y 2 1 0 | To d d H a s k e l l C S C I 1 0 2 | R i c h a r d V a r g a s D o c u m e n t s UX Introduction The Disciplines of User Experience Design Elements of User Experience Prelimary Research Introduction to Computer Science Basic Elements of HTML5 Basic Elements of CSS3 Web Design Guid Cognitive Psychology Introduction Areas of the Brain The Gestalt Principles How we See C L A S S R O O M A I D 4 6 0 | J A S O N M O R R I S D o c u m e n t s UX Introduction The Disciplines of User Experience Design Elements of User Experience Prelimary Research
- 59. FINAL DESIGN | Grades C L A S S R O O M I D 4 6 0 | J A S O N M O R R I S G r a d e s Meeting Notes Due 10/2 49 / 50 Research Presentation Due 10/16 49 / 50 Initial Concepts Due 10/28 49 / 50 Concept Presentation Due 11/4 49 / 50 I D 4 6 0 | J A S O N M O R R I S P s y 2 1 0 | To d d H a s k e l l C S C I 1 0 2 | R i c h a r d V a r g a s G r a d e s Meeting Notes Research Presentation Initial Concepts Concept Presentation Lab 1 Lab 2 Lab 3 Lab 4 Lab Introduction Areas of the Brain The Gestalt Principles Areas of the Eye Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 Due 10/1 30 / 30 49 / 50 29 / 30 49 / 50 10 / 10 10 / 10 10 / 10 10 / 10 20 / 20 20 / 20 20 / 20 20 / 20 C L A S S R O O M A I D 4 6 0 | J A S O N M O R R I S G r a d e s Meeting Notes Due 10/2 49 / 50 Research Presentation Due 10/16 49 / 50 Initial Concepts Due 10/28 49 / 50 Concept Presentation Due 11/4 49 / 50
- 60. FINAL DESIGN | Student View C L A S S R O O M T Y P E M E S S A G E H E R E . . . Dale: Lack of exercise Janice: What about alcohol? H y p e r t e n s i o n A g e G e n d e r S t r e s s / P e r s o n a l i t y C O R O N A R Y H E A R T D I S E A S E
- 61. FINAL DESIGN | Instructor View C L A S S R O O M T Y P E M E S S A G E H E R E . . . Dale: Lack of exercise Janice: What about alcohol? M A R T I N G R A N I E R C S C I 1 0 2
- 62. C L A S S R O O M
- 63. REFERENCES Allen, E., & Seaman, J. (2012). Changing Course: Ten years of tracking online education in the United States. http://www.onlinelearningsurvey.com/re- ports/changingcourse.pdf Daniels, H. L., & Moore, D. M. (2000). Interaction of cognitive style and learner control in a hypermedia environment. International Journal of Instructional Media, 27, 1-15. Fontaine, G. (2002). Presence in “Teleland.” In K. E. Rudestam and J. Schoenholtz-Read (eds.), Handbook of Online Learning: Innovations in Higher Educa- tion and Corporate Training, 21-52. Thousand Oaks, Ca: Sage Kearsley, G. (1997). A Guide to Online Education. Online: http://home.sprynet.com/~gkearsley/online.htm Lim, D. H. (2002). Perceived differences between classroom and distance education: Seeking instructional strategies for learning application. International Journal of Educational Technology, 3. Lim, D., Morris, M. L., & Kupritz, V. W. (2007). Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction. Journal Of Asynchronous Learning Networks, 11, 27-42. McMillan, D. W, & Chavis, D. M. (1986). Sense of Community: A definition and theory. Journal of Community Psychology, 4, 6-23 Oh, E., & Lim, D. H. (2005). Cross relationships between cognitive styles and learner variables in online learning environment. Journal of Interactive Online Learning, 4, 53-66. Relan, A., & Gillani, B. (1997). Web-based instruction and the traditional classroom: Similarities and differences. In B. Khan (ed), Web-based Instruction, 41- 47 Rovai, A. P., & Jordan, H. M. (2004). Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Cours- es. International Review Of Research In Open And Distance Learning, 5 Russell, T. L. (1999). No Significant Difference Phenomenon Sergiovanni, T. J. (1994). Building Community in Schools. New York: Jossey-Bass Wentling, T., & Johnson, S. (1999). The design and development of an evaluation system for online instruction. In P. Kachinke, (ed.), Proceedings of the 1999 Academy Human Resource Development Annual Conference, 548-553. Washington, DC: Academy of HRD.