Distance Learning

Aging and Online Learning (Distance Learning)

INTRODUCTION In response to changes in demographics and technology, education in North America is undergoing a transformation. Dorin (2007) summarizes several critical factors in demographic trends that will significantly impact the development of the educational landscape in North America. First, as baby-boomers age there is a dramatic shift in the composition of our population, that […]

Assessing Collaborative Learning (Distance Learning)

Introduction Collaborative learning is a strategy in which students work together in small groups with minimal guidance from the instructor in order to achieve an outcome or goal which can only be achieved collectively and interdependently (Johnson and Johnson, 1993). Team members are responsible for discussing and explaining content, solving problems, providing feedback, and ensuring […]

Applying Change Creation to Improve Online Learning (Distance Learning)

Introduction: online learning AND technology status in Education Technology offers tremendous opportunities for increasing the effectiveness and efficiency of online learning in the future. Over the past few years, technology has been integrated into most areas of education. Most students, faculty, staff, and administrators now use technology extensively in their daily activities and have become […]

Anonymity-Featured Group Support Systems and Creativity (Distance Learning)

introduction Until recently, creativity has been a neglected research topic (Steinberg & Lubart, 1999), although it is a central concern for schools and universities. Steinberg and Lubart have defined creativity as “the ability to produce work that is both novel (i.e., original, unexpected) and appropriate (i.e., useful, adaptive concerning task constraints)” (p. 3). Teachers in […]

Assessment, Academic Integrity, and Community Online (Distance Learning)

INTRODUCTION One of the most difficult tasks the online instructor has is to assess student performance. Magennis and Farrell (2005) define teaching as a set of activities that makes learning possible. Assessment strategies should not only measure the degree to which learning has occurred, but should be learning activities in and of themselves (Gaytan, 2002). […]

Assessment Tasks in Online Courses (Distance Learning)

introduction Assessment tasks refer to tasks that an instructor requires students to complete and that counts towards their final grades in a course. Assessment tasks, in the relevant literature, are also called assessment (e.g., Dirks, 1998), assessment methods (e.g., Flinders University, 2002), assignments (e.g., Arend, 2006), or assessment tools (e.g., Simonson, Smaldino,Albright, & Zvacek, 2002). […]

Assessment of Complex Learning Outcomes in Online Learning Environments (Distance Learning)

introduction One of the most challenging issues facing educators in all levels of formal schooling, particularly higher education, is assessment of complex learning outcomes of what is called “21st century skills” (Bennett, Persky, Weissm, & Jenkins (NAEP), 2007). Faculty, administrators, students, parents, and the public at large are increasingly concerned about how assessment is conducted […]

Asynchronous Online Foreign Language Courses (Distance Learning)

Introduction In 1999, the Board of Regents of the University System of Georgia (USG), in collaboration with a number of its member institutions, began developing a fully online set of courses that allows a student to complete a core curriculum that is transferable across the USG. The result of this effort is the USG’s eCore® […]

Asynchronous vs. Synchronous Interaction (Distance Learning)

introduction The rapid development of technology greatly influences computer-based learning in distance education. One of the most important aspects is interactivity, and this is threefold: student-student interaction, student-instructor interaction, and student-content interaction (Moore & Kearsley, 1996). As distance-education technology increasingly moves toward multimedia-oriented systems, a more effective synergy of synchronous and asynchronous interaction is required. […]

Barriers to and Strategies for Faculty Integration of IT (Distance Learning)

introduction At most institutions of higher education, faculty members wear many “hats.” Among other responsibilities, they are expected to teach, conduct research, and participate in institutional and public service. Within the teaching realm, faculty members have always had multiple responsibilities. For example, in addition to being content experts, they may need to become course design, […]

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