Abstract: A method and system for analyzing student performance defines student performance by classifying student performance into discrete performance classifications associated with corresponding activities related to the electronic course. An observed student performance level for at least one of the performance classifications is measured. A benchmark performance level or range is established for one or more of the performance classifications. It is determined whether the observed student performance level is compliant with the established benchmark performance level for the at least one performance classification. Instructive feedback is determined for the observed student based upon any material deviation of the observed student performance from at least one of the following: the benchmark performance level, the benchmark performance range, a group of benchmark performance levels, and group of benchmark performance ranges.

Abstract: A system and method of evaluating the performance of an instructor of an electronic course is well suited for establishing a performance-based component of pay for the instructor to provide the instructor with a financial incentive for meeting a performance goal. A communications monitor monitors quantitative performance data on the instructor and students participating in an electronic course. A first database 32 stores the monitored quantitative performance data. A data processor determines at least one quantitative evaluative factor of a course attendance factor and an instructor response time based on the quantitative performance data. The communications monitor facilitates the gathering of qualitative performance data in a second database. The qualitative performance data may be reviewed to form a qualitative evaluation report of the instructor.

Abstract: A method for developing an electronic course may include describing an illustrative scenario that presents a problem for a student of an electronically deliverable course. At least one possible role assignment for a corresponding student of the course may be defined based on the illustrative scenario. A task may be provided for the student based on the role assignment and the scenario. A guidance system may be established which is accessible to the students over the electronic communications network. The guidance system provides guidance for solving the task or problem associated with the scenario.

Abstract: A computer-implemented method and system for providing online language instruction to a student. A student client computer logs into a host system to commence an instruction session. The host assigns an instructor to the instruction session. A scene is simultaneously displayed on a student client computer and a client computer operated by the assigned instructor. A voice communication link is also provided. A predetermined lesson plan can be executed during the instruction session. The lesson plan can be selected according to a student profile stored on the host system. Study goals can also be listed on the computer operated by the instructor. Completion of a study goal can also be stored in the student profile. The student profile can be used to determine a next study goal for a particular student. The scene can be an interactive scene manipulated via the student client computer or via the client computer operated by the instructor.

Abstract: A Virtual Campus including interactive work plans and administrative resources presented online through a WEB interface. Through the Virtual Campus a learner can communicate with others, create and update an individual work plan, access required resources, store work, and be apprised of Virtual University announcements. While online, learners may create work groups with other learners, use a suite of business tools, interact with a registrar, or open a library data base. In addition, an online Virtual Campus can assess those skills a student has successfully mastered by analyzing progress through the aggregate of course modules completed. Academic and career guidance can be formulated referencing the accumulated detail of the students learning experience. Each software module and element can have a list of skills associated with it. The database of skills can reflect a students capabilities in greater detail than is possible using only a final course grade or grade point average.