|
|
Pub Date: |
2012-03-16 |
Pub Type(s): |
Books; Collected Works - General |
Peer Reviewed: |
|
|
|
|
Descriptors:
Foreign Countries; Distance Education; Instructional Design; Educational Technology; Educational Radio; Electronic Learning; Online Courses; Web Based Instruction; Blended Learning; Technology Integration; Online Searching; Computer Graphics; Internet; Computer Simulation; Higher Education; College Instruction; International Education; Instructional Development; Program Implementation; Case Studies; Research Reports; Comparative Analysis; Teacher Education; Educational Administration; Open Universities; Elementary School Teachers; Learning Activities; Student Evaluation; Evaluation Methods; Goal Orientation; Beliefs; Conventional Instruction; Low Income Groups; English (Second Language); Second Language Learning; Academic Education; Educational Strategies; Self Efficacy; Lifelong Learning; Engineering Education; Architectural Education; Architectural Research
Abstract:
This book, written by authors representing 12 countries and five continents, is a collection of international perspectives on distance learning and distance learning implementations in higher education. The perspectives are presented in the form of practical case studies of distance learning implementations, research studies on teaching and learning in distance learning environments, and conceptual and theoretical frameworks for designing and developing distance learning tools, courses and programs. The book will appeal to distance learning practitioners, researchers, and higher education administrators. To address the different needs and interests of audience members, the book is organized into five sections: Distance Education Management, Distance Education and Teacher Development, Distance Learning Pedagogy, Distance Learning Students, and Distance Learning Educational Tools. Contents include: (1) Re-Engineering Open and Distance Learning Institutional Development for Knowledge Society in Africa (K. O. Ojokheta); (2) Distance Teaching and Learning in Higher Education: A Conceptual Model (Mehran Farajollahi and Nahid Zarifsanaee); (3) Open and Distance Learning in Dual Mode Universities: A Treasure Unexploited (Paul Birevu Muyinda); (4) Teacher Development Through Distance Education: Contrasting Visions of Radio Learning in South African Primary Schools (Charles Potter and Gordon Naidoo); (5) Open and Distance Learning for Teachers' Professional Development: The English in Action (EIA) Model for the Global South (M. Mahruf C. Shohel); (6) Self-Regulated Learning Activities: Supporting Success in Online Courses (Maureen Snow Andrade); (7) Strategically Integrating Blended Learning to Deliver Lifelong Learning (John Wall); (8) Distance Learning: Modern Approaches to Engineering Education (Boris Kruk and Olga Zhuravleva); (9) Assessment Methods of Student Learning in Web-Based Distance Courses: A Case Study (Jon R. Hufford); (10) An Analysis of the Search Skills of Online Graduate Students as the Basis for the Development of Appropriate Instructional Strategies (Olabisi Kuboni); (11) The Role of Self-Efficacy, Control Beliefs and Achievement Goals on Learning Among Distance Learners (Clarence Ng); (12) Differences and Similarities in Approach Between Classroom and Distance Learning (Ingrid Helleve); (13) Distance Learning and the Low-Income Student (Angela Benson, Joi L. Moore, Nicole Norfles and Carolyn Starkey); (14) Web-Application for Engineering Graphics--An Example of a Distance Learning Tool (Lourdes Rubio and Belen Munoz-Abella); and (15) Internet-Supported Multi-User Virtual and Physical Prototypes for Architectural Academic Education and Research (Henriette H. Bier).
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
 Show
 Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
 Help |
 Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2005-06-00 |
Pub Type(s): |
Journal Articles; Reports - General |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Technical Education; Learning Strategies; Community Colleges; Distance Education; Instructional Effectiveness; Career Education; Comparative Analysis; Student Motivation
Abstract:
Community colleges are actively involved in distance-learning programs in Career and Technical Education (CTE). Over 76% of community colleges offer some form of distance learning in CTE. Over the years, only a few isolated studies have compared the effectiveness of distance CTE courses to traditional face-to-face courses. Typically, the findings of previous studies indicate no significant differences between the two methods. This study was designed to address the lack of systematic studies of this question. It also examines how student motivation and learning strategies differ for campus-based and online students. Finally, it investigates how online and campus-based courses differ in terms of course interaction, content organization, student support, and transactional distance (i.e., feelings of closeness to the instructor and the program).
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2004-08-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
|
|
|
|
Descriptors:
Technical Education; Assignments; Distance Education; Career Education; National Surveys
Abstract:
This study builds on a recent national survey that determined the current status and future trends associated with distance learning in postsecondary career and technical education (Johnson, et al., 2003). The primary goal of this study was to explore, in detail, the effectiveness of distance learning via the Internet as a strategy for providing skill-based education and training to students enrolled in postsecondary career and technical education (CTE). Emphasis in this study was placed on (a) examining the differences between online and campus-based delivery models in terms of student achievement (i.e., assessment of content knowledge gain and the quality of student assignments and projects) and (b) describing the course structure and environment created to help students gain CTE skills. The study also compared variables such as interaction within the course, course structure, and student support across the two different course delivery formats. To accomplish the research goals, a series of quasi-experimental studies were designed using equivalent online and campus-based CTE courses that varied only in their delivery format. The combination of the earlier national survey of distance learning in postsecondary CTE programs and these experimental comparison studies help to establish a baseline for distance and online technology use and practice in postsecondary career and technical education. These studies enable researchers, practitioners, and policy makers to make informed decisions about future trends and uses of distance learning in postsecondary CTE. (Contains 17 tables and 1 figure.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
 ERIC
Full Text (2172K)
|
Author(s): |
Benson, Angela D. |
Source: |
Quarterly Review of Distance Education, v5 n1 p51-57 2004 |
|
Pub Date: |
2004-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Distance Education; Definitions; Technology Uses in Education; Influence of Technology; Educational Opportunities; Access to Education; Barriers; Postsecondary Education; Disadvantaged; Demography; Educational Development; Educational Practices
Abstract:
In 2003, the Association for Educational Communications and Technology (AECT), recognizing the need for a standard definition of distance education, issued a monograph that posed a definition of distance education as "institution-based, formal education where the learning group is separated and where interactive telecommunications systems are used to connect learners, resources, and instructors" (Schlosser & Simonson, 2003, p. 1). Though posing this new definition, the authors acknowledged that different perspectives of distance education result in different definitions and that their "definition is not the only one and certainly not the first offered for distance education" (p. 3). As recently as Spring 2003, members of AECT's Distance Learning Division debated the boundaries of the field. Some held the position that the distance learning term was outmoded in a society characterized primarily by "blended" scenarios in which traditional classroom instruction is supplemented with varying degrees of distance instruction. This article explores the notion that the multiple and changing definitions of distance education can drive the practice and research in the field in a direction that can either disadvantage a large segment of the population or embrace a segment that advanced technologies have traditionally disadvantaged. (Contains 1 table.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2004-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Noncredit Courses; Community Colleges; Industry; Distance Education; Teaching Skills; Tech Prep; Skill Development; Role; High Schools; Federal Legislation; Job Training; Technical Education
Abstract:
Community colleges have played a key role in connecting high school tech prep, industry training, and baccalaureate education. As an institution of higher education known for its adaptability and willingness to provide customized training, the community college has been influenced by industry and federal policy (e.g., Workforce Investment Act (WIA) and the Carl D. Perkins Vocational and Technical Education Act). Federal policy has generally acted to increase the role community colleges play in workforce preparation. Community colleges are employing distance technologies to deliver a range of skill-based career and technical education (CTE) through credit and noncredit courses and programs. A significant majority of the distance CTE courses address hands-on skill development. At first glance, distance learning would seem to be antithetical to skill training. However, with businesses demanding increasing flexibility and a desire to re-skill their employees, the need for just-in-time skill training continues to increase. Because of the hands-on nature of skill-based learning, the delivery of distance instruction can impose barriers that must be overcome by the institution. Colleges are overcoming this barrier by blending distance learning with more traditional approaches to provide the hands-on experience needed to develop technical skills. (Contains 3 tables.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
|
Pub Date: |
2004-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Research and Development; Management Systems; Internet; Corporations; Web Based Instruction; Job Performance; Instructional Design; Performance Technology; Computer Assisted Instruction; Staff Development; Information Systems
Abstract:
Performance support systems can play an important role in corporations by managing and allowing distribution of information more easily. These systems run the gamut from simple paper job aids to sophisticated computer- and web-based software applications that support the entire corporate supply chain. According to Gery (1991), a performance support system improves employee performance by reducing the complexity of a task, providing information the employee needs to perform the task or providing the decision support that enables employees to determine what action to take under a specific set of situations. For trainers and instructional designers, performance support typically has taken the form of computer-based instructional design (ID) tools. Research and development in the field is dominated by authoring tools for the production and development of computer- and web-based instruction (van Merrienboer & Martens, 2002). More recently attention has turned to computer-based ID tools that support analysis and design activities as well as implementation and evaluation activities (van Merrienboer & Martens, 2002). Spector (2002) introduced the notion of Knowledge Management Systems as a type of computer-based ID tool. These tools support the collaborative activity that surrounds most of the design and development process. This article: (1) describes how TPMS supports Training Program Managers (PMs) who guide the development of the new product training; and (2) highlights the impact of the system on the performance of the PMs and the Customer Advocacy Training team of which they are a part. (Contains 4 tables.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
