During the course of the grant, several studies using qualitative and mixed methodology were conducted exploring experiences of teachers and learners as they experienced web-based courses. Study participants included distance education independent study high school teachers, a program administrator, high school students, and college students. Studies produced findings that examined curriculum and instructional design, navigation, graphical and audio characteristics of course presentation, content accuracy, ease of understanding, and general experiences of working in an on-line course.

Ten core categories emerged from the collective data. One category included three aspects of experience, that of teachers, administrators, and students. Additional categories addressed general curriculum design, use of metaphor, glossaries, external websites, assessment, assessment feedback, non-content messages, instructional design, graphics/audio, navigation, text, and color.

Studies approved by the University of Nebraska Institutional Review Board included:

• Experiences of ISHS Teachers as They Transition to Virtual Teaching
  • IRB #2000-06-301EX (Teacher Experience Study - 2000)
• Feedback Survey Addendum, Addition of Lincoln Action Program Learners At-risk and Out of School Youth and Adults
  • IRB #99-07-379EP (LAP Administrator Study – 1999 – 2000)
• On-line Orientation Use
  • IRB #99-08-386 (Orientation Study - 1999)
• Assessing the Effects of a Web-Based Study Skills Course on Students Within Millard South High School’s Alternative Education Program: New Frontier
  • IRB #98-12-126 FB (Millard South) (1997 – 2000)
• Evaluation of CLASS Courses Addendum: Virtual Teacher
  • IRB #99-03-235 (Virtual Teacher - 1997 – 2000)

Studies conducted that were intended for application to internal course design and not for publication or presentation outside of the project included:

• 8/00 Focus Group (August, 2000)
• New Users Studies (1999)
• Startup Sequence (1999)
• 12/2/98 Focus Group (Dec. 2, 1998)