Dominique Monolescu Kliger, Ph.D.

ABSTRACTS 

EDUCATION         PUBLICATIONS       PRESENTATIONS   LEADERSHIP DEVELOPMENT

AWARDS        INTERVIEWS         PROJECTS         TEACHING

Publications

    Monolescu, D., Schifter C., and Greenwood, L. The evolution of distance education: Issues and Case Studies. Hershey, PA: Idea Group Publishing, forthcoming.

    Monolescu, D.& Vasta, B. (2002). Education Technology Consortium: Academic and Technocrat Collaboration. Available at Syllabus Magazine, August 2002 Issue.

    Schifter C. & Monolescu, D. (2000). Evaluating Students' Online Course Experiences: The Virtual Focus. Available at: The Distance Education Online Symposium (DEOS), Volume 10, Issue 9.

The purpose of this paper was to present an alternative student satisfaction evaluation method to the traditional Likert-scale survey, and to demonstrate the quality and extent of the information that could be obtained. In this study, focus groups were combined with the Delphi technique to verify important issues that impact student satisfaction with online courses. This study is unique because the authors adopted asynchronous communication into the focus group research technique. This paper suggested that a virtual focus group (VFG) using a modified Delphi technique can be used to evaluate students' online course experiences.

    Monolescu, D. & Schifter, C. (1999). Online Focus Group:  A Tool to Evaluate Online Students’ Course Experience. The Internet and Higher Education: An International Journal, Vol.2, 2/3.

    Stewart, CM, Shields, SF, Monolescu, D., and Taylor, JC (1999). Gender participation in synchronous CMC: An IRC case study, vol 7 nr 1-2. Interpersonal Computing and Technology Journal (IPCT-J).

  A considerable amount of research has been done on both the gender dynamics in face-to-face communication as well as in asynchronous, mediated discussion groups such as email distribution lists. This study, however, focuses on real time, mediated communication, specifically the Internet Relay Chat (IRC). Gender differences with respect to on-line participation and language styles are examined. Results of the questionnaire showed that although all of the participants reported IRC as easy to use, men generally liked the experience better, while women observed that people were being ignored. Analysis of the transcripts also reveals that men always sent the most messages in each group, while women always sent the least, ad men always began and ended each session. There was also a noticeable difference in the type of language used by men and women, with men also more likely to take charge.

    Shields, S.F. , Camacho, E. & Monolescu, D. (1997). The Internet: Small firms, intranets, and distance education in Latin America. Pacific. Published in Pacific Telecommunications Council Seventeenth Annual Conference Proceedings.

Monolescu, D. (1994). Videoconferencing: Cognitive Aspects that Stem from the Interaction Between Participants and the Self-View. International Teleconferencing Association (ITCA) Yearbook. (With this paper, the author also received (from the ITCA) a best student award  for the year.

    Monolescu, D. (1992). Teleconferência Entre Dois Grupos de Adolescentes com Cancer: Estudo de Caso. São Paulo: ECA/USP.

Presentations

February 22, 2004                  Leadership Lessons Learned: Temple University Women on the Move
                                                  Temple University

Panel Presenter                           https://atlas.ocis.temple.edu/hr/coursedetail.asp?cid=126

January 14, 2003                   Pennsylvania Distance Learning Association 
                                                  (PADLA)
Presented at the following Panel Discussion: 

Blended Technologies in Distance Education                                      
                                                  

November 14, 2002                Teaching Online in Higher Education 
                                                    (TOHE)
                                                  http://www.ipfw.edu/as/2002tohe/master.htm
Session 
1:00 pm - 2:00 pm 

Online Student:Faculty Interactions and "Office hours Live" TM
Dominique Monolescu, Ph.D. and Patricia Hansell, Ph.D.

Synchronous communication online provides instant feedback; in an educational setting it, therefore, has the potential to enhance the learning process by forging student/teacher as well as student/student interactions.  In this presentation we will discuss how one such communication tool (Office Hours Live TM) was used in distance teaching over the course of one semester and how it might be used more effectively in the future. In addition we will outline the decision-making process in selecting Office Hours Live and incorporating it into the Temple University Online Learning Program.

June 14, 2002                      2nd Annual Fox Online Conference:
                                                 The Hybrid Teaching Model
                                                 Fox School of Business and Management
                                                 Temple University - Philadelphia, PA 
                                                 

Breakout session 
1:00 p.m. - 2:00 p.m. 

One way of incorporating synchronous communication into your online course: Using Office Hours Live (OHL)
Dominique Monolescu, Ph.D. & Linda Greenwood

May 22, 2002                     WWDU 2002  
                                                 Berchtesgaden - Germany 
                                                 http://www.wwdu.org/2002
Breakout session 
1:30 p.m. - 2:30 p.m. 
Virtual Presentation

Convergent Interests and Divergent Perspectives: The Marketplace of
Ideas and Knowledge Sharing in a New Media Environment

Linda Greenwood, Dominique Monolescu, Gail Gallo, and Katia Lima

In the spring of 2001, the virtual conference titled "Intellectual Property and Digital Information in Higher Education: Problems and Solutions" facilitated the assemblage of members of diverse communities of scholars, administrators and legalists in discussion and knowledge sharing of an issue of importance to all. The authors of this paper propose that most participants might not have been as inclined to participate in a face-to-face conference with such a diversity of perspectives as they would be to participate in a virtual conference where they are allowed a certain degree of anonymity. Indeed, several responses to a post-conference questionnaire indicated that the diversity of perspectives
was what was most valuable to many of the participants. Conference participants, in addition to their diversity in occupations, were also diverse in their geographic locations. Participants came from various states in the United States, as well as from the United Kingdom and Canada. 
     

November 28, 2001                Syllabus Conference 
                                                    Boston, MA
                                                    http://www.syllabus.com/fall2001
Breakout Session 
4:00 pm - 4:50 pm 

Track 1: New Technologies Update

Benefits of Using Virtual Conferences in Higher Education: A Case Study

Dominique Monolescu, Linda Greenwood, Gail Gallo, and Katia Lima

The presenters offer a case study where several communication technologies
(synchronous and asynchronous) were combined to address an issue of great
importance to higher education faculty. Over a 15 day period, 100 participants
(professors, legal experts, university council and government members)
gathered in cyberspace to discuss intellectual property and copyright issues that
affect the creation, publishing and use of digital content. This case study reveals
new uses for communication technologies in higher education beyond the
traditional and online classroom experiences.

1999                               25th Annual Meeting of Association for Behavior
                                            Analysis-International
                                            Chicago, IL

The Online Technology Tutorial for Networked Students

Erica Davis, Dominique Monolescu, Catherine Schifter, & Donald Hantula. Paper presented at 25th Annual Meeting of Association for Behavior Analysis-International, Chicago, IL.  http://blue.temple.edu/~orgpsych/doctoral/stdntpub.html

Fall 1999                                 Syllabus 1999

Videoconferencing: Adding Flexibility to the Online Learning Process

Dominique Monolescu, Stella Shields, Concetta Stewart, and Catherine Schifter.

The authors presented a case study where desktop videoconferencing (DVC) was appropriately used in an online course at Temple University.  Promoting information richness and social presence contexts in the teaching and learning interaction among students and professors was a goal. Goals and tasks determined the choices of technologies to be used, including DVC.

Spring 1998                               Temple University Teaching Matters 
                                                      Conference
                                                      Philadelphia, PA

Technology in the Classroom

Dominique Monolescu

Fall 1992                                Tesol Conference
                                                    Sao Paulo, Brazil

Audioconferencing and Staff Meetings

Iolanda Cortellazzo & Dominique Monolescu

Interviews

Daily Pennsylvanian 

  College Online Learning Programs Falter 01/31/03

National Public Radio (NPR)

   Click Here for College 05/03/02

Thornburg Center 

Perspectives on Education Series (1996)
Topic: Distance Learning in Developing Countries. Available at: http://www.tcpd.org/thornburg/special/audio/

Temple University Publications

TAs get head start on teaching with technology  10/24/02

New OLL tool gives teachers an online voice 03/21/02

Online intellectual property focus of Temple forum 05/24/01

Faculty Herald 2000 Interview with Dominique Monolescu about the growth of Temple's OnLine Learning program

Faculty Herald 1996 Interview with Catherine Schifter about how the OnLine Learning program was started

Temple Associate Law Professor talks about his views on Law and the Internet. -10/20/00

Exchanging "best practices" for on-line and distance learning. Temple joined its
community college partners in first of series of workshops -11/12/98

On-line classes offer anytime learning - 09/03/98

Get the lowdown on online learning  - 10/ 99     Temple University Bits and PC    
                                                                             Newsletter Fall issue page 8.

Projects/Memberships/Grants

FIPSE/CAPES grant, 2003 - 2007 (Principal Investigator)

    Intellectual Property Virtual Conference, Spring 2001 (Chair)

   OLL Program Mission Statement Committee.  2001 (Chair)

  Teaching and Learning Technology Roundtable (TLT-R). 1998-2002 The TLT-R promotes teaching with technology research and university wide technology initiatives.

Undergraduates Directors Meetings.  1999-Present.  Staff liaison. The Undergraduates Directors Meetings acts as an advisory group to the Provost.

Virtual Library Committee.  2000-2001.  Developed awareness and recommendations for distance learning library research. 

     Pedagogical Application of Technology: A Consortium for Change    

Mass Media & Communications (MMC) Newsletter, Spring 1996.

Volume IV, Number 2 Spring 1996. Editor: Dominique Monolescu Available at: nimbus.ocis.temple.edu/~mlombard/mmcnews7.htm

    ABED - Brazilian Association of Distance Education
                        Epistolas 

     SBIE - Sociedade Brasileira de Informática na Educação

     Currently in the process of submitting a few grant proposals

     Grant reviewer for: 

     Publications/Conferences reviewer for: 

AWARDS

Technology Fee Award (Temple University) - 2004

 "Providing faculty with a “visual” tool to engage online students’ multiple learning styles".
 

  International Teleconferencing Association (ITCA) - 1994  

 Graduate Student Competition (First Place Award)

"Videoconferencing: Cognitive Aspects that Stem from the Interaction Between Participants and the Self-View".

  Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel
      Superior (CAPES)     - 1994

Award received for the completion of Temple University Master’s Program final 10 credits.                   

  Fulbright Program  - 1989             

Participated in the Council of International Programs (CIP), Philadelphia, PA

 

 

TEACHING EXPERIENCE

Adjunct Faculty                             Spring  2004 - Present

Temple University, Philadelphia, PA

School of Communications and Theater

Organizational Communication Behavior, BTMM W312/560

This upper level online course uses synchronous and asynchronous interactions. It is offered to undergraduate and to graduate students. .

Adjunct Faculty                             Fall  2002

Arcadia University, Glenside, PA

English/Communication/ and Theater Arts Department

Organizational Communication, CM 235 (4c.) 

Advance Undergraduate Course (Open to Juniors and Seniors)

Volunteer                        Fall  2002 - Present

Wissahickon Valley Public Library , Blue Bell, PA

Basic Computer and Internet Skills Workshops  

Teacher Assistant                         1996 - 98

Temple University, Philadelphia, PA
School of Communication and Theater

Responsible for various class recitations (including assignment and exams grading activities) for the Introduction to Mass Media and Communications course (largest undergraduate course and required for all majors). 

Teacher Assistant                          1989 - 90

Ken-Crest, Philadelphia, PA

While participating in a one year International Exchange Program (IPX) I received training in early intervention strategies and technologies not yet existent in Brazil. In addition, this opportunity also exposed me to a multicultural and diverse clientele and special needs support systems.

Pre School Teacher                          1980 - 89

While attending courses at the University, I  had the opportunity to teach 

in several pre-schools and experience both, the Piaget and Montessori teaching

strategies.

Degrees

 2002    Ph.D.                                    Philadelphia, PA    U.S.

Temple University School of Communications and Theater

Emphases: New technologies for collaborative teaching and learning interactions.

Dissertation:  Computer Mediated Videoconferencing: A Technology in Evolution in Distance Education. The dissertation examined the impact of desktop videoconferencing on student interaction effectiveness and learning outcomes.  By comparing student and teacher satisfaction with their video interactions, this study contributed to the understanding of issues of why, when, and how desktop videoconferencing should be used for a computer-mediated communication (CMC) in the academic environment.

1995    Master                                          Philadelphia, PA    U.S.      

Temple University School of Communications and Theater

Areas of Concentration: Organizational Communication and Behavior, and Cognition.

1983    BA in Special Education                Sao Paulo, SP    Brazil   

Universidade Mackenzie

1980    B.A. in Business Administration      Sao Paulo, SP    Brazil

Universidade Mackenzie
 

LEADERSHIP DEVELOPMENT

2004    Summer Institute for Women in Higher Education Administration   (HERS)                      

Bryn Mawr College                                    Philadelphia, PA    U.S.

 

Last update: Spring 2005