Developing Course Materials for Technology-Mediated Chinese Language Learning

ERIC Educational Resources Information Center

Kubler, Cornelius C.

2018-01-01

This article discusses principles involved in developing course materials for technology-mediated Chinese language learning, with examples from a new course designed to take into account the needs of distance and independent learners. Which learning environment is most efficient for a given learning activity needs to be carefully considered. It…

Is blended learning a viable option in public health education? A case study of student satisfaction with a blended graduate course.

PubMed

So, Hyo-Jeong

2009-01-01

This study reports findings from a case study that examined student satisfaction with a blended graduate-level course in a Masters of Public Health program. This case study used a mixed research method to collect and analyze data from the satisfaction survey and face-to-face interviews. The satisfaction survey revealed that student satisfaction with the quality of this blended course was high. Large percentages of students indicated that they would recommend this course to others and would be willing to take another distance learning course in the future. The satisfaction level was related to students' age and the number of previous distance learning courses that they had taken. Face-to-face interviews revealed that the success of this blended course was associated with the opportunities for face-to-face interaction and meaningful collaborative learning, the integration of technology components, and the course instructor. Overall findings suggest that what is important in blended learning is the integration of hard and soft technology: how to select an appropriate mode of delivery and to design instructional activities to meet the need of students and the course objectives. Implications for designing blended learning courses are discussed.

Learning Design Implementation for Distance e-Learning: Blending Rapid e-Learning Techniques with Activity-Based Pedagogies to Design and Implement a Socio-Constructivist Environment

ERIC Educational Resources Information Center

Santally, Mohammad Issack; Rajabalee, Yousra; Cooshna-Naik, Dorothy

2012-01-01

This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called "distance" education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth…

Effectiveness of Computer-Based Educational Technology in Distance Learning: A Review of the Literature.

ERIC Educational Resources Information Center

Lesh, Steven G.; Rampp, Lary C.

Learning at a distance has been on the fringe of educational acceptance since the first correspondence course was delivered through the mail system in return for academic credit. As distance learning has matured, elements of enhanced instructional design and advances in educational technology have migrated this medium of learning closer to the…

The Distance Education Evolution: Issues and Case Studies

ERIC Educational Resources Information Center

Monolescu, Dominique; Schifter, Catherine; Greenwood, Linda

2004-01-01

"The Distance Education Evolution: Case Studies" addresses issues regarding the development and design of online courses, and the implementation and evaluation of an online learning program. Several chapters include design strategies for online courses that range from the specific to the universal. Many authors address pedagogical issues from both…

Long distance education for croatian nurses with open source software.

PubMed

Radenovic, Aleksandar; Kalauz, Sonja

2006-01-01

Croatian Nursing Informatics Association (CNIA) has been established as result of continuing work on promoting nursing informatics in Croatia. Main goals of CNIA are promoting nursing informatics and education of nurses about nursing informatics and using information technology in nursing process. CNIA in start of work is developed three courses from nursing informatics all designed with support of long distance education with open source software. Courses are: A - 'From Data to Wisdom', B - 'Introduction to Nursing Informatics' and C - 'Nursing Informatics I'. Courses A and B are obligatory for C course. Technology used to implement these online courses is based on the open source Learning Management System (LMS), Claroline, free online collaborative learning platform. Courses are divided in two modules/days. First module/day participants have classical approach to education and second day with E-learning from home. These courses represent first courses from nursing informatics' and first long distance education for nurses also.

Deep Learning in Distance Education: Are We Achieving the Goal?

ERIC Educational Resources Information Center

Shearer, Rick L.; Gregg, Andrea; Joo, K. P.

2015-01-01

As educators, one of our goals is to help students arrive at deeper levels of learning. However, how is this accomplished, especially in online courses? This design-based research study explored the concept of deep learning through a series of design changes in a graduate education course. A key question that emerged was through what learning…

Local CD-ROM in interaction with HTML documents over the Internet.

PubMed

Mattheos, N; Nattestad, A; Attström, R

2000-08-01

The internet and computer assisted learning have enhanced the possibilities of providing quality distance learning in dentistry. The use of multimedia material is an essential part of such distance learning courses. However the Internet technology available has limitations regarding transmission of large multimedia files. Therefore especially when addressing undergraduate students or geographically isolated professionals, large download times make distance learning unattractive. This problem was technically solved in a distance learning course for undergraduate students from all over Europe. The present communication describes a method to bypass the problem of transmitting large multimedia files by the use of a specially designed CD-ROM. This CD-ROM was run locally on the students' PC interacting with HTML documents sent over the Internet.

Occasional Papers in Open and Distance Learning, Number 17.

ERIC Educational Resources Information Center

Donnan, Peter, Ed.; McDonald, Anne, Ed.

These occasional papers focus on open learning and distance education. This volume contains four papers on a variety of topics: bridging courses, issues for researchers in evaluating interactive multimedia, designing study materials to address the special needs of distance students, and faculty attitudes concerning technology. Papers are:…

Distance Education and Situated Learning: Paradox or Partnership?

ERIC Educational Resources Information Center

Hummel, Hans G. K.

1993-01-01

Discusses the possibilities of using situated learning theory in distance education and describes the instructional design of a course on soil and the environment offered at the Open University of the Netherlands that incorporates situated learning. The use of interactive videodisk is described. (Contains 49 references.) (LRW)

Constructing Quality Feedback to the Students in Distance Learning: Review of the Current Evidence with Reference to the Online Master Degree in Transplantation

ERIC Educational Resources Information Center

Halawa, Ahmed; Sharma, Ajay; Bridson, Julie M.; Lyon, Sarah; Prescott, Denise; Guha, Arpan; Taylor, David

2017-01-01

Introduction: It was a challenge to design a feedback pathway for distance learning course that deals with complex and ambiguous clinical subject like organ transplantation. This course attracts mature clinicians (n = 117 spread over three modules) from 27 countries where in addition to the time and zone barriers; there are cultural, institutional…

Teaching basic medical sciences at a distance: strategies for effective teaching and learning in internet-based courses.

PubMed

Ertmer, Peggy A; Nour, Abdelfattah Y M

2007-01-01

In recent years, the Internet has become an effective and accessible delivery mechanism for distance education. In 2003, 81% of all institutions of higher education offered at least one fully online or hybrid course. By 2005, the proportion of institutions that listed online education as important to their long-term goals had increased by 8%. This growth in available online courses and their increased convenience and flexibility have stimulated dramatic increases in enrollment in online programs, including the Veterinary Technology Distance Learning Program (VT-DLP) at Purdue University. Regardless of the obvious benefits, distance learning (DL) can be frustrating for the learners if course developers are unable to merge their knowledge about the learners, the process of instructional design, and the appropriate uses of technology and interactivity options into effective course designs. This article describes strategies that we have used to increase students' learning of physiology content in an online environment. While some of these are similar, if not identical, to strategies that might be used in a face-to-face (f2f) environment (e.g., case studies, videos, concept maps), additional strategies (e.g., animations, virtual microscopy) are needed to replace or supplement what might normally occur in a f2f course. We describe how we have addressed students' need for instructional interaction, specifically in the context of two foundational physiology courses that occur early in the VT-DLP. Although the teaching and learning strategies we have used have led to increasingly high levels of interaction, there is an ongoing need to evaluate these strategies to determine their impact on students' learning of physiology content, their development of problem-solving skills, and their retention of information.

The RN-BSN Bridge Course: Transitioning the Re-Entry Learner.

ERIC Educational Resources Information Center

Huston, Carol; Shovein, Julia; Damazo, Becky; Fox, Sherry

2001-01-01

A 6-week bridge course designed to ease the transition of registered nurses into baccalaureate degree programs focused on critical thinking, learning styles, professional roles, values clarification, time management, and career planning. It also oriented students to Web Course Tools, used for distance learning. Outcomes included role and campus…

Learner Views about a Distance Education Course

ERIC Educational Resources Information Center

Durak, Gurhan; Ataizi, Murat

2016-01-01

The purpose of the study was to investigate the views of learners experienced in the Distance Learning Platform (DLP), which was prepared according to an online course design model. The participants of the study were 19 learners who took the programming languages course (via the DLP for 14 weeks). Before the application, the preparation of the DLP…

The Predictive Relationship among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students' Course Grades in Online Synchronous and Asynchronous Courses

ERIC Educational Resources Information Center

Rockinson-Szapkiw, Amanda J.; Wendt, Jillian; Wighting, Mervyn; Nisbet, Deanna

2016-01-01

The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student…

Mind the Gap: Enabling Online Faculty and Instructional Designers in Mapping New Models for Quality Online Courses

ERIC Educational Resources Information Center

Scoppio, Grazia; Luyt, Ilka

2017-01-01

Distance education has provided the foundation for new generations of learning, including courses delivered through various web-based educational technologies, also referred to as online learning. Many post-secondary institutions face the challenge of creating processes and systems to support instructors who are required to design, deliver, and…

Learning at the Speed of Light: Deep Learning and Accelerated Online Graduate Courses

ERIC Educational Resources Information Center

Trekles, Anastasia M.

2013-01-01

An increasing number of university programs, particularly at the graduate level, are moving to an accelerated, time-compressed model for online degree offerings. However, the literature revealed that research in distance education effectiveness is still confounded by many variables, including course design and student approach to learning.…

Observation of Instruction via Distance Learning: The Need for a New Evaluation Paradigm.

ERIC Educational Resources Information Center

Malone, Bobby G.; Malm, Loren D.; Nay, Fred W.; Oliver, Brad E.; Saunders, Nancy G.; Thompson, Jay C.

The evaluation of instruction via distance learning at the high school and college level offers special challenges, particularly the evaluation of one-way video--two-way audio instructional programs. The role of the teacher is radically changed and teaching strategies and course design are particularly important in a distance leaning environment.…

Time Shifting and Agile Time Boxes in Course Design

ERIC Educational Resources Information Center

Norberg, Anders; Stöckel, Birgit; Antti, Marta-Lena

2017-01-01

The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called "blended learning" although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-enabled distance or online learning…

Investigating Student Attitudes toward a Synchronous, Online Graduate Course in a Multi-User Virtual Learning Environment

ERIC Educational Resources Information Center

Annetta, Leonard; Murray, Marshall; Gull Laird, Shelby; Bohr, Stephanie; Park, John

2008-01-01

This article describes a graduate distance education course at North Carolina State University, which combined science content and pedagogy with video game design. The course was conducted entirely in a synchronous, online, Virtual Learning Environment (VLE) through the ActiveWorlds[TM] platform. Inservice teachers enrolled as graduate students in…

Distance learning in academic health education.

PubMed

Mattheos, N; Schittek, M; Attström, R; Lyon, H C

2001-05-01

Distance learning is an apparent alternative to traditional methods in education of health care professionals. Non-interactive distance learning, interactive courses and virtual learning environments exist as three different generations in distance learning, each with unique methodologies, strengths and potential. Different methodologies have been recommended for distance learning, varying from a didactic approach to a problem-based learning procedure. Accreditation, teamwork and personal contact between the tutors and the students during a course provided by distance learning are recommended as motivating factors in order to enhance the effectiveness of the learning. Numerous assessment methods for distance learning courses have been proposed. However, few studies report adequate tests for the effectiveness of the distance-learning environment. Available information indicates that distance learning may significantly decrease the cost of academic health education at all levels. Furthermore, such courses can provide education to students and professionals not accessible by traditional methods. Distance learning applications still lack the support of a solid theoretical framework and are only evaluated to a limited extent. Cases reported so far tend to present enthusiastic results, while more carefully-controlled studies suggest a cautious attitude towards distance learning. There is a vital need for research evidence to identify the factors of importance and variables involved in distance learning. The effectiveness of distance learning courses, especially in relation to traditional teaching methods, must therefore be further investigated.

Distance Learning as a Viable Staff Development Alternative for Behavioral Healthcare Direct Support Professionals

ERIC Educational Resources Information Center

Gill, James G., Jr.

2011-01-01

This quasi-experiment utilized three groups of direct service staff to explore the effectiveness of three methods of training and an optional survey was offered after the study. The researcher used a counterbalance design. Three courses developed by an independent distance learning company were utilized to provide the learning experience. Each…

Teaching Medical Students at a Distance: Using Distance Learning Benchmarks to Plan and Evaluate a Web-Enhanced Medical Student Curriculum

ERIC Educational Resources Information Center

Olney, Cynthia A.; Chumley, Heidi; Parra, Juan M.

2004-01-01

A team designing a Web-enhanced third-year medical education didactic curriculum based their course planning and evaluation activities on the Institute for Higher Education Policy's (2000) 24 benchmarks for online distance learning. The authors present the team's blueprint for planning and evaluating the Web-enhanced curriculum, which incorporates…

Advanced Methods in Distance Education: Applications and Practices for Educators, Administrators and Learners

ERIC Educational Resources Information Center

Dooley, Kim E.; Lindner, James R.; Dooley, Larry M.

2005-01-01

Courses and programs being delivered at a distance require a unique set of professional competencies. Whether using synchronous or asynchronous methods of instruction, systematic instructional design can help stimulate motivation, increase interaction and social presence, and authenticate learning outcomes. Principles of adult learning, including…

Nurse practitioner preferences for distance education methods related to learning style, course content, and achievement.

PubMed

Andrusyszyn, M A; Cragg, C E; Humbert, J

2001-04-01

The relationships among multiple distance delivery methods, preferred learning style, content, and achievement was sought for primary care nurse practitioner students. A researcher-designed questionnaire was completed by 86 (71%) participants, while 6 engaged in follow-up interviews. The results of the study included: participants preferred learning by "considering the big picture"; "setting own learning plans"; and "focusing on concrete examples." Several positive associations were found: learning on own with learning by reading, and setting own learning plans; small group with learning through discussion; large group with learning new things through hearing and with having learning plans set by others. The most preferred method was print-based material and the least preferred method was audio tape. The most suited method for content included video teleconferencing for counseling, political action, and transcultural issues; and video tape for physical assessment. Convenience, self-direction, and timing of learning were more important than delivery method or learning style. Preferred order of learning was reading, discussing, observing, doing, and reflecting. Recommended considerations when designing distance courses include a mix of delivery methods, specific content, outcomes, learner characteristics, and state of technology.

Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects

ERIC Educational Resources Information Center

Fragou, ?lga; Kameas, Achilles

2013-01-01

International Standards in High and Open and Distance Education are used for developing Open Educational Resources (OERs). Current issues in e-learning community are the specification of learning chunks and the definition of describing designs for different units of learning (activities, units, courses) in a generic though expandable format.…

From Reload to ReCourse: Learning from IMS Learning Design Implementations

ERIC Educational Resources Information Center

Griffiths, David; Beauvoir, Phillip; Liber, Oleg; Barrett-Baxendale, Mark

2009-01-01

The use of the Web to deliver open, distance, and flexible learning has opened up the potential for social interaction and adaptive learning, but the usability, expressivity, and interoperability of the available tools leave much to be desired. This article explores these issues as they relate to teachers and learning designers through the case of…

Designing Online Learning. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery.

ERIC Educational Resources Information Center

Mishra, Sanjaya

The term "online learning" refers to an Internet- or intranet-based teaching and learning system designed for World Wide Web-based delivery without face-to-face contact between teacher and learner. The Internet is the backbone of online learning. The following media are available to designers of online courses: text; graphics and images;…

GIS Learning Objects: An Approach to Content Aggregation

ERIC Educational Resources Information Center

Govorov, Michael; Gienko, Gennady

2013-01-01

Content development and maintenance of geographic information systems (GIS) related courses, especially designed for distance and online delivery, could be a tedious task even for an experienced instructor. The paper outlines application of abstract instructional design techniques for modeling course structure and developing corresponding course…

Distance learning and the internet in respiratory therapy education.

PubMed

Varekojis, Sarah M; Sergakis, Georgianna G; Dunlevy, Crystal L; Foote, Elbie; Clutter, Jill

2011-11-01

The profession of respiratory therapy (RT) continues to grow both in number, due to population growth and an ever-increasing aging population, and scope of practice, due to both new and expanded roles and responsibilities in divergent areas of clinical practice. Instructional technology, including distance learning, will probably play a key role in training, educating, and assessing RT students to meet the increasing demand for practitioners. To assess current uses of distance learning and opinions concerning the appropriate use of distance education in RT education programs nationwide. A 13-item on-line survey was designed to collect information about the frequency of use of various types of distance education typically utilized in RT education programs. The survey was sent to directors of 343 Committee on Accreditation for Respiratory Care accredited programs of RT education that offer entry-level or advanced courses of study. The response rate was 50% (169 respondents). Fifty-two percent of the respondents indicated that their courses included some form of on-line learning component. Most directors anticipated that the distance composition of their course offerings will remain unchanged or increase in the near future. Our results indicate that, while distance education plays an important supportive role in RT education, there is still a preference for face-to-face instruction and Internet-facilitated courses among program directors. Program directors continue to view the laboratory and clinical settings as hands-on environments that require instructor supervision in order for students to demonstrate proficiency and critical thinking skills. When used appropriately, distance learning may be an efficient and effective approach to address the many barriers to education faced by the health workforce in general, including budget constraints, overloaded schedules, the need for on-the-job learning opportunities, and lack of access.

Demonstrating a Web-Design Technique in a Distance-Learning Environment

ERIC Educational Resources Information Center

Zdenek, Sean

2004-01-01

Objective: To lead a brief training session over a distance-learning network. Type of speech: Informative. Point value: 20% of course grade. Requirements: (a) References: Not specified; (b) Length: 15 minutes; (c) Visual aid: Yes; (d) Outline: No; (e) Prerequisite reading: Chapters 12-16, 18 (Bailey, 2002); (f) Additional requirements: None. This…

Servant Leadership through Distance Learning: A Case Study

ERIC Educational Resources Information Center

Russell, Eric James

2013-01-01

This qualitative study explored the influence a distance learning servant leadership course had on the emergency service students' understanding of leadership. The research study utilized a case study design in order to tell the story of the lived experiences of the participants. The setting for the study was a state university in Utah, with the…

Nursing Distance Learning Course Comparison of Assignments and Examination Scores

ERIC Educational Resources Information Center

Mundine, Jennifer

2016-01-01

Nursing programs have embraced distance learning in their curricula, but discussion is ongoing about course assignments and grading criteria to increase examination scores in nursing distance learning courses. Because course examinations are a predictor of success on the postgraduate licensing examination (NCLEX-RN), the purpose of this study was…

Internationalization at a Distance: A Study of the Online Management Curriculum

ERIC Educational Resources Information Center

Ramanau, Ruslan

2016-01-01

This article explores how part-time students in an online international management course perceived various features of the course-learning design and whether international perspectives were built into their learning experiences. The focus of the study was on cross-cultural differences across groups of learners in the United Kingdom, in other…

Making distance education accessible for students who are deaf and hard-of-hearing.

PubMed

Erath, Allison S; Larkin, Vivian M

2004-01-01

Distance education is based on providing learning "anytime, anywhere." The design of many distance education courses, however, may actually erect barriers to the full participation of some students with disabilities, particularly those with hearing impairments. Without careful consideration, distance education could become learning anytime, anywhere, but not for anybody. It is not only unethical, but also illegal to ignore the special needs of these learners. The specific impact of such legislation on distance education for those students with hearing impairments will be addressed. Students with disabilities are often faced with a double digital divide that must be bridged. Universal design uses an excellent proactive approach to closing this digital divide caused by inaccessible courses. Each medium of transmission in distance education poses unique access barriers. Even within the same medium, what is best for one student or class may not be the most ideal accommodation in another situation. Individualized accommodation methods will be examined, and specific technologies and software will be discussed.

Learning styles and preferences for live and distance education: an example of a specialisation course in epidemiology.

PubMed

Groenwold, Rolf H H; Knol, Mirjam J

2013-07-02

Distance learning through the internet is increasingly popular in higher education. However, it is unknown how participants in epidemiology courses value live vs. distance education. All participants of a 5-day specialisation course in epidemiology were asked to keep a diary on the number of hours they spent on course activities (both live and distance education). Attendance was not compulsory during the course and participants were therefore also asked for the reasons to attend live education (lectures and practicals). In addition, the relation between participants' learning styles (Index of Learning Styles) and their participation in live and distance education was studied. All 54 (100%) participants in the course completed the questionnaire on attendance and 46 (85%) completed the questionnaire on learning styles. The number of hours attending live education was negatively correlated with the number of hours going studying distance learning materials (Pearson correlation -0.5; p < 0.001). The most important reasons to attend live education was to stay focused during lectures (50%), and to ask questions during practicals (50%). A lack of time was the most important reason not to attend lectures (52%) or practicals (61%). Learning styles were not association with the number of hours spent on live or distance education. Distance learning may play an important role in epidemiology courses, since it allows participants to study whenever and wherever they prefer, which provides the opportunity to combine courses with clinical duties. An important requirement for distance learning education appears to be the possibility to ask questions and to interact with instructors.

Factors Related to Ethnically and Culturally Diverse Students' Motivation and Perceived Cognitive Learning Outcomes in an Online Instructional Setting

ERIC Educational Resources Information Center

Rowe-Whyte, Ann-Marie Simone

2012-01-01

This study examined the nature of communication experienced by ethnically diverse students who participated in an online distance education course. A quantitative survey research design was used to gather data from students enrolled in an online distance education course. The research examined whether the independent variables, (a) instructional…

Andragogy and Distance Education: Together in the New Millennium.

ERIC Educational Resources Information Center

Rossman, Mark H.

2000-01-01

Principles for using andragogy as a framework in designing distance education for adult learners include the following: setting the psychological climate, using learning contracts and individualized course projects, and using a group charter to guide asynchronous discussions. (SK)

Tidewater Community College Distance Learning Report.

ERIC Educational Resources Information Center

Tidewater Community Coll., Norfolk, VA.

This study of distance learning at Tidewater Community College (TCC) was conducted to determine enrollment patterns, retention, and success in distance learning courses and student perceptions. Distance learning was defined as students enrolled in one of three modes of course delivery: telecourse, online, and compressed video. The time frame for…

Learning styles and preferences for live and distance education: an example of a specialisation course in epidemiology

PubMed Central

2013-01-01

Background Distance learning through the internet is increasingly popular in higher education. However, it is unknown how participants in epidemiology courses value live vs. distance education. Methods All participants of a 5-day specialisation course in epidemiology were asked to keep a diary on the number of hours they spent on course activities (both live and distance education). Attendance was not compulsory during the course and participants were therefore also asked for the reasons to attend live education (lectures and practicals). In addition, the relation between participants’ learning styles (Index of Learning Styles) and their participation in live and distance education was studied. Results All 54 (100%) participants in the course completed the questionnaire on attendance and 46 (85%) completed the questionnaire on learning styles. The number of hours attending live education was negatively correlated with the number of hours going studying distance learning materials (Pearson correlation −0.5; p < 0.001). The most important reasons to attend live education was to stay focused during lectures (50%), and to ask questions during practicals (50%). A lack of time was the most important reason not to attend lectures (52%) or practicals (61%). Learning styles were not association with the number of hours spent on live or distance education. Conclusion Distance learning may play an important role in epidemiology courses, since it allows participants to study whenever and wherever they prefer, which provides the opportunity to combine courses with clinical duties. An important requirement for distance learning education appears to be the possibility to ask questions and to interact with instructors. PMID:23819522

Distance Teaching of Environmental Engineering Courses at the Open University.

ERIC Educational Resources Information Center

Porteous, Andrew; Nesaratnam, Suresh T.; Anderson, Judith

1997-01-01

Describes two integrated distance learning environmental engineering degree courses offered by the environmental engineering group of the Open University in Great Britain. Discusses admission requirements for courses, advantages offered by distance learning, professional accreditation, site visits, and tutors. (AIM)

Instructional Design Processes and Traditional Colleges

ERIC Educational Resources Information Center

Vasser, Nichole

2010-01-01

Traditional colleges who have implemented distance education programs would benefit from using instructional design processes to develop their courses. Instructional design processes provide the framework for designing and delivering quality online learning programs in a highly-competitive educational market. Traditional college leaders play a…

Creation of Medicinal Chemistry Learning Communities Through Enhanced Technology and Interdisciplinary Collaboration

PubMed Central

Roche, Victoria

2012-01-01

Objectives. To build an integrated medicinal chemistry learning community of campus and distance pharmacy students though the use of innovative technology and interdisciplinary teaching. Design. Mechanisms were implemented to bring distance students into campus-based medicinal chemistry classrooms in real time, stimulate interaction between instructors and various student cohorts, and promote group work during class. Also, pharmacy clinician colleagues were recruited to contribute to the teaching of the 3 medicinal chemistry courses. Assessment. Student perceptions on the value of technology to build community and advance learning were gleaned from course evaluations, in class feedback, and conversations with class officers and student groups. Responses on a survey of second-year students confirmed the benefits of interdisciplinary content integration on engagement and awareness of the connection between drug chemistry and pharmacy practice. A survey of clinician colleagues who contributed to teaching the 3 medicinal chemistry courses found their views were similar to those of students. Conclusions. The purposeful use of technology united learners, fostered communication, and advanced content comprehension in 3 medicinal chemistry courses taught to campus and distance students. Teaching collaboration with pharmacy clinicians enhanced learner interest in course content and provided insight into the integrated nature of the profession of pharmacy. PMID:23129857

Creation of medicinal chemistry learning communities through enhanced technology and interdisciplinary collaboration.

PubMed

Henriksen, Brian; Roche, Victoria

2012-10-12

Objectives. To build an integrated medicinal chemistry learning community of campus and distance pharmacy students though the use of innovative technology and interdisciplinary teaching.Design. Mechanisms were implemented to bring distance students into campus-based medicinal chemistry classrooms in real time, stimulate interaction between instructors and various student cohorts, and promote group work during class. Also, pharmacy clinician colleagues were recruited to contribute to the teaching of the 3 medicinal chemistry courses.Assessment. Student perceptions on the value of technology to build community and advance learning were gleaned from course evaluations, in class feedback, and conversations with class officers and student groups. Responses on a survey of second-year students confirmed the benefits of interdisciplinary content integration on engagement and awareness of the connection between drug chemistry and pharmacy practice. A survey of clinician colleagues who contributed to teaching the 3 medicinal chemistry courses found their views were similar to those of students.Conclusions. The purposeful use of technology united learners, fostered communication, and advanced content comprehension in 3 medicinal chemistry courses taught to campus and distance students. Teaching collaboration with pharmacy clinicians enhanced learner interest in course content and provided insight into the integrated nature of the profession of pharmacy.

Teaching Computer Science Courses in Distance Learning

ERIC Educational Resources Information Center

Huan, Xiaoli; Shehane, Ronald; Ali, Adel

2011-01-01

As the success of distance learning (DL) has driven universities to increase the courses offered online, certain challenges arise when teaching computer science (CS) courses to students who are not physically co-located and have individual learning schedules. Teaching CS courses involves high level demonstrations and interactivity between the…

A Study on the Difficulties of Learning Phase Transition in Object-Oriented Analysis and Design from the Viewpoint of Semantic Distance

ERIC Educational Resources Information Center

Shin, Shin-Shing

2015-01-01

Students in object-oriented analysis and design (OOAD) courses typically encounter difficulties transitioning from object-oriented analysis (OOA) to logical design (OOLD). This study conducted an empirical experiment to examine these learning difficulties by evaluating differences between OOA-to-OOLD and OOLD-to-object-oriented-physical-design…

The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education

ERIC Educational Resources Information Center

Wilson, Thomas Royce

2017-01-01

Traditionally in higher education, online courses have been designed for computer users. However, the advent of mobile learning (m-learning) and the proliferation of smartphones have created two challenges for online students and instructional designers. First, instruction designed for a larger computer screen often loses its effectiveness when…

The Future Revisited: Can Global Learning Still Save the World?

ERIC Educational Resources Information Center

Van Hook, Steven R.

2018-01-01

This article provides a twelve-year review of my "OJDLA" article ("Online Journal of Distance Learning Administration," University of West Georgia) on the future of global learning, and updates related to issues such as societal need, technologies, course design, administration affairs, faculty support, and student service.

Increasing Accessibility: Using Universal Design Principles to Address Disability Impairments in the Online Learning Environment

ERIC Educational Resources Information Center

Pittman, Candice N.; Heiselt, April K.

2014-01-01

With the increasing number of students enrolling in distance education, there is a need to consider the accessibility of course materials in online learning environments. Four major groups of disabilities: mobility, auditory, visual, and cognitive are explored as they relate to their implementation into instructional design and their impact on…

The Impact of Student Motivation on Participation and Academic Performance in Distance Learning

ERIC Educational Resources Information Center

Pittman, Candice Nicole

2013-01-01

This study investigated the impact of motivation on students' participation and academic performance in distance learning. Distance learning continues to grow in popularity as more and more students enroll in distance education courses. These courses require more responsibility on the part of the student. Some students are unaware of the amount of…

Instructor and Student Attitudes Toward Distance Learning.

ERIC Educational Resources Information Center

Inman, Elliot; Kerwin, Michael; Mayes, Larry

1999-01-01

Discusses data collected from 11 distance-learning classes. The instructors were willing to teach distance-learning classes again, but said the courses were of equal or lesser quality than traditional classes. The 334 students surveyed were highly satisfied with the courses and instructors. Contains 17 references. (TGO)

A Distance Learning Case Study.

ERIC Educational Resources Information Center

Boord, Patricia M.

1998-01-01

To address diminishing resources and increased training demands, the Operational Training Unit (OTU) of the Federal Bureau of Investigation has saved almost $2 million by developing a distance education course to replace one full week of training at the FBI Academy. Discussion focuses on major issues faced by OTU in designing/delivering this…

An Interactive Cultural Transect: Designing, Deploying, and Evaluating an Online Virtual-Abroad Learning Experience

ERIC Educational Resources Information Center

Peters, Phil; Katsaros, Alex; Howard, Rosalyn; Lindgren, Robb

2012-01-01

This pilot project conducted by researchers from the University of Central Florida (UCF) seeks to answer the question: Does a real-time, two-way, mobile, remote webcasting system have special properties for learning compared with traditional distance learning platforms? Students enrolled in two online, undergraduate UCF courses explored South…

Methods and Case Studies for Teaching and Learning about Failure and Safety.

ERIC Educational Resources Information Center

Bignell, Victor

1999-01-01

Discusses methods for analyzing case studies of failures of technological systems. Describes two distance learning courses that compare standard models of failure and success with the actuality of given scenarios. Provides teaching and learning materials and information sources for application to aspects of design, manufacture, inspection, use,…

Leveraging Cognitive Load Theory, Scaffolding, and Distance Technologies to Enhance Computer Programming for Non-Majors

ERIC Educational Resources Information Center

Impelluso, Thomas J.

2009-01-01

Cognitive Load Theory (CLT) was used as a foundation to redesign a computer programming class for mechanical engineers, in which content was delivered with hybrid/distance technology. The effort confirmed the utility of CLT in course design. And it demonstrates that hybrid/distance learning is not merely a tool of convenience, but one, which, when…

Developing Distance Learning Courses in a "Traditional" University.

ERIC Educational Resources Information Center

Lawton, Sally; Barnes, Richard

1998-01-01

Comparison of distance learning that was developed with a business-planning approach (market research, cost-benefit analysis, feasibility study, strategic marketing) with one that did not use these techniques showed that business planning ensures that distance-learning courses are not viewed as a "cheap" option. The method identifies…

Distance Learning in Scientific and Professional Fields of Communication (Interdisciplinary Approach)

ERIC Educational Resources Information Center

Skorikova, Tatyana Petrovna; Khromova, Sergey Sergeevich; Dneprovskaya, Natalia Vitalievna

2016-01-01

Modern level of informational technologies development allows the authors of educational courses to decrease their dependence from technical specialists and to independently develop distance-learning courses and their separate online components, which require special methodical learning. The aim of present study is to develop a distance-learning…

Virtual Bioinformatics Distance Learning Suite

ERIC Educational Resources Information Center

Tolvanen, Martti; Vihinen, Mauno

2004-01-01

Distance learning as a computer-aided concept allows students to take courses from anywhere at any time. In bioinformatics, computers are needed to collect, store, process, and analyze massive amounts of biological and biomedical data. We have applied the concept of distance learning in virtual bioinformatics to provide university course material…

The Influence of Learner Characteristics on Satisfaction with Interactive Televised Courses in Florida Community Colleges.

ERIC Educational Resources Information Center

Bower, Beverly L.; Kamata, Akihito; Smith, Kathleen Shea

This report describes a pilot project designed to explore the influence of particular personality and demographic characteristics on community college student satisfaction with distance learning, specifically interactive telecommunications (ITV) courses. The study used the Telecourse Evaluation Questionnaire (TEQ) and the Sixteen Personality…

eLearning: What Students Can Teach Us

ERIC Educational Resources Information Center

Donohue, Chip; Fox, Selena; LaBonte, Monica

2004-01-01

Online courses, credentials, and degree programs in early childhood education have become a significant way to deliver teacher education and professional development. Online students have many choices and can access training and courses with few, if any, limitations of times and distance. Much has been written about how to design and deliver…

Using Technology as a Course Supplement (Part II).

ERIC Educational Resources Information Center

Eastmond, Dan; Granger, Dan

1997-01-01

This article, the second in a two-part series on aspects of distance education, presents pedagogical considerations concerning Type I Technology, technology (such as e-mail, Listservs, newsgroups, and MOOs) used primarily to supplement other learning resources. Examines the design, development, delivery, and evaluation phases of courses using Type…

A distance learning model in a physical therapy curriculum.

PubMed

English, T; Harrison, A L; Hart, A L

1998-01-01

In response to the rural health initiative established in 1991, the University of Kentucky has developed an innovative distance learning program of physical therapy instruction that combines classroom lecture and discussion via compressed video technology with laboratory experiences. The authors describe the process of planning, implementing, and evaluating a specific distance learning course in pathomechanics for the professional-level master's-degree physical therapy students at the University of Kentucky. This presentation may serve as a model for teaching distance learning. Descriptions of optimal approaches to preclass preparation, scheduling, course delivery, use of audiovisual aids, use of handout material, and video production are given. Special activities that may enhance or deter the achievement of the learning objectives are outlined, and a problem-solving approach to common problems encountered is presented. An approach to evaluating and comparing course outcomes for the distance learnere is presented. For this particular course, there was no statistically significant difference in the outcome measures utilized to compare the distance learners with the on-site learners.

Innovating Professional Development for Future Health Care Practitioners.

ERIC Educational Resources Information Center

Hamilton, Charlene; Rucinski, Ann; Schakelman, Justin

2001-01-01

Describes a Web-based professional development curriculum that was designed at the University of Delaware for the internship portion of the Registered Dieticians program. Topics include distance learning; technology integration; combining in-class with online instruction; multimedia use for problem-based learning case studies; course management…

Implementing a Learning Model for a Practical Subject in Distance Education.

ERIC Educational Resources Information Center

Weller, M. J.; Hopgood, A. A.

1997-01-01

Artificial Intelligence for Technology, a distance learning course at the Open University, is based on a learning model that combines conceptualization, construction, and dialog. This allows a practical emphasis which has been difficult to implement in distance education. The course uses commercial software, real-world-based assignments, and a…

Distance learning in toxicology: Australia's RMIT program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ahokas, Jorma; Donohue, Diana; Rix, Colin

2005-09-01

RMIT University was the first to offer a comprehensive Masters of Toxicology in Australasia 19 years ago. In 2001 the program was transformed into two stages, leading to a Graduate Diploma and Master of Applied Science in Toxicology. Now, these programs are fully online and suitable for graduates living and working anywhere in the world. The modular distance-learning courses are specifically designed to equip students with essential skills for entering fields such as chemical and drug evaluation; risk assessment of chemicals in the workplace; environmental and food toxicology. RMIT's online course delivery system has made it possible to deliver themore » toxicology programs, both nationally and internationally. The learning material and interactive activities (tests and quizzes, discussion boards, chat sessions) use Blackboard and WebBoard, each with a different educational function. Students log in to a Learning Hub to access their courses. The Learning Hub enables students to extend their learning beyond the classroom to the home, workplace, library and any other location with Internet access. The teaching staff log in to the Learning Hub to maintain and administer the online programs and courses which they have developed and/or which they teach. The Learning Hub is also a communication tool for students and staff, providing access to email, a diary and announcements. The early experience of delivering a full toxicology program online is very positive. However this mode of teaching continues to present many interesting technical, educational and cultural challenges, including: the design and presentation of the material; copyright issues; internationalisation of content; interactive participation; and the assessment procedures.« less

Enhancing traditional, televised, and videotaped courses with Web-based technologies: a comparison of student satisfaction.

PubMed

Sole, M L; Lindquist, M

2001-01-01

Varied distance learning strategies can be used to deliver nursing courses, including interactive television, videotape, and Web-based approaches. (1) To assess student assess student satisfaction with a critical care elective course offered simultaneously via traditional and distance learning formats in which Web-based strategies were added, and (2) to compare satisfaction of students taking the traditional course versus those taking the class via distance technology. Students (n = 113) who took the course during the spring 1998 and 1999 semesters completed a teacher-constructed evaluation at the end of the semester. Mean ratings on the evaluation were positive. Ratings of interaction, communication with instructor, and facilitation of learning were higher from students who took the traditional course. The application of Web-based technologies may be one factor for the overall course satisfaction. However, it is important to continue to evaluate strategies that work best for students taking courses via distance technology.

Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

NASA Astrophysics Data System (ADS)

Villarreal-Stewart, Irene

The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications: Interactivity, a design element, requires scaffolding and nurturing in implementation. The variable and changing context of implementation suggests the requirement for its consideration in design work. The study suggests that during implementation the integrity of design as a whole and flexibility within the design are important continuing considerations. Recommendations. (1) implementation supervision by the school district, (2) use of a language and activity-based theory of learning and teaching and (3) dialogic inquiry (Wells, 1999) to continue learning about interactivity.

A Conceptual Framework for Building UDL in a Special Education Distance Education Course

ERIC Educational Resources Information Center

Scott, LaRon; Temple, Peter

2017-01-01

Online graduate programs have been increasing in number and attendance over the past decade. Ensuring that the quality of teacher preparation programs is maintained in an online learning environment is essential. After reviewing the pedagogies of both special education and online learning, it was determined that Universal Design for Learning (UDL)…

Towards Collaboration as Learning: Evaluation of an Open CPD Opportunity for HE Teachers

ERIC Educational Resources Information Center

Nerantzi, Chrissi; Gossman, Peter

2015-01-01

Flexible, Distance and Online Learning (FDOL) is an open online course offered as an informal cross-institutional collaboration based on a postgraduate module in the context of teacher education in higher education. The second iteration, FDOL132, was offered in 2013 using a problem-based learning (PBL) design (FISh) to foster collaborative…

Implementing Constructivist Approach into Online Course Designs in Distance Education Institute at Eastern Mediterranean University

ERIC Educational Resources Information Center

Gazi, Zehra A.

2009-01-01

Change and development in work settings for better working practice through projects has become essential. And, in this context, learning through working practice is constructed by participatory action research. This work-based research has a significant role to contribute innovative practice of Distance Education Institute at Eastern…

Educatee's Thesaurus as an Object of Measuring Learned Material of the Distance Learning Course

ERIC Educational Resources Information Center

Rybanov, Alexander Aleksandrovich

2013-01-01

Monitoring and control over the process of studying the distance learning course are based on solving the problem of making out an adequate integral mark to the educatee for mastering entire study course, by testing results. It is suggested to use the degree of correspondence between educatee's thesaurus and the study course thesaurus as an…

A Cost Comparison of Alternative Approaches to Distance Education in Developing Countries

NASA Technical Reports Server (NTRS)

Ventre, Gerard G.; Kalu, Alex

1996-01-01

This paper presents a cost comparison of three approaches to two-way interactive distance learning systems for developing countries. Included are costs for distance learning hardware, terrestrial and satellite communication links, and designing instruction for two-way interactive courses. As part of this project, FSEC is developing a 30-hour course in photovoltaic system design that will be used in a variety of experiments using the Advanced Communications Technology Satellite (ACTS). A primary goal of the project is to develop an instructional design and delivery model that can be used for other education and training programs. Over two-thirds of the world photovoltaics market is in developing countries. One of the objectives of this NASA-sponsored project was to develop new and better energy education programs that take advantage of advances in telecommunications and computer technology. The combination of desktop video systems and the sharing of computer applications software is of special interest. Research is being performed to evaluate the effectiveness of some of these technologies as part of this project. The design of the distance learning origination and receive sites discussed in this paper were influenced by the educational community's growing interest in distance education. The following approach was used to develop comparative costs for delivering interactive distance education to developing countries: (1) Representative target locations for receive sites were chosen. The originating site was assumed to be Cocoa, Florida, where FSEC is located; (2) A range of course development costs were determined; (3) The cost of equipment for three alternative two-way interactive distance learning system configurations was determined or estimated. The types of system configurations ranged from a PC-based system that allows instructors to originate instruction from their office using desktop video and shared application software, to a high cost system that uses a electronic classroom; (4) A range of costs for both satellite and terrestrial communications was investigated; (5) The costs of equipment and operation of the alternative configurations for the origination and receive sites were determined; (6) A range of costs for several alternative delivery scenarios (i.e., a mix of live-interactive; asynchronous interactive;use of videotapes) was determined; and (7) A preferred delivery scenario, including cost estimate, was developed.

Use of FirstClass as a Collaborative Learning Environment.

ERIC Educational Resources Information Center

Persico, Donatella; Manca, Stefania

2000-01-01

Describes the use of SoftArc Intranet FirstClass, a collaborative learning environment that uses computer conferencing, and discusses pros and cons of choosing this system for running online courses from a distance. Presents case studies from Italy and presents viewpoints of students, tutors, designers and administrators. (Author/LRW)

An Online Training Course to Learn How to Teach Online

ERIC Educational Resources Information Center

Bachy, Sylviane; Lebrun, Marcel

2015-01-01

This case study deals with the implementation of ongoing training, offered wholly through distance and online learning, and conducted within the framework of an inter-university partnership linking two European countries. The case story relates the experience of several instructional designers (called "Academic Advisors" in this part of…

Integrated methods for teaching population health.

PubMed

Sistrom, Maria Gilson; Zeigen, Laura; Jones, Melissa; Durham, Korana Fiol; Boudrot, Thomas

2011-01-01

The Institute of Medicine recommends reforms to public health education to better prepare the public health workforce. This study addresses the application of two of the recommended reforms in the population health nursing curriculum at one university: use of an ecological model and distance learning methods. Using interdisciplinary faculty, integrated teaching and learning methods, and a multimedia curriculum, this study examined the following question: can distance learning be designed to support learning goals and outcomes specific to an ecological approach and population health concepts in general? Course content was evaluated using students' perception of practice utility and understanding of population health concepts. Integrated teaching methods were evaluated using a scale as well as comparison to other student distance learning experiences within the university. Findings demonstrated that both the ecological model and distance learning methods were successfully used to teach population health to a large nursing student cohort. 2011, SLACK Incorporated.

Comparing Distance vs. Campus-Based Delivery of Research Methods Courses

ERIC Educational Resources Information Center

Girod, Mark; Wojcikiewicz, Steve

2009-01-01

A causal-comparative pre-test, post-test design was used to investigate differences in learning in a research methods course for face-to-face and web-based delivery models. Analyses of participant achievement (N = 205) revealed almost no differences but post-hoc analyses revealed important differences in pedagogy between delivery models despite…

Recruiting and Retaining Mental Health Professionals to Rural Communities: An Interdisciplinary Course In Appalachia

ERIC Educational Resources Information Center

Meyer, Deborah; Hamel-Lambert, Jane; Tice, Carolyn; Safran, Steven; Bolon, Douglas; Rose-Grippa, Kathleen

2005-01-01

Faculty from 5 disciplines (health administration, nursing, psychology, social work, and special education) collaborated to develop and teach a distance-learning course designed to encourage undergraduate and graduate students to seek mental health services employment in rural areas and to provide the skills, experience, and knowledge necessary…

The Culture of Distance Education: Implementing an Online Graduate Level Course in Audience Analysis.

ERIC Educational Resources Information Center

Duin, Ann Hill

1998-01-01

Details the experience of designing, implementing, and evaluating an online course in audience analysis at the graduate level. Describes how the educational culture of the Land Grant Mission flowed into efforts to create a quality learning experience. Discusses how the Web modules and asynchronous (listserv) and synchronous (MOO) conversations…

Distance Courses in Mechanics and in Distance Instructor Training

ERIC Educational Resources Information Center

Karlsson, Goran

2004-01-01

This paper describes two related distance courses for instructor and leadership training and a distance undergraduate course in mechanics. Flexible and distance learning are becoming more and more important, so it is important to train instructors for such changes. KTH (Royal Institute of Technology, Stockholm) has the course "5C4502 Distance…

Impact of Web-based Case Conferencing on Cancer Genetics Training Outcomes for Community-based Clinicians

PubMed Central

Blazer, Kathleen R.; Christie, Christina; Uman, Gwen; Weitzel, Jeffrey N.

2013-01-01

Introduction Technology and market forces are driving the demand for cancer risk assessment services in the community setting, where few clinicians are trained to order and interpret predictive genetic tests. City of Hope conducts a three-phase course in genetic cancer risk assessment (GCRA) for community-based clinicians, comprised of distance didactics, face-to-face workshops and 12 months of professional development. As designed, the course cannot meet increasing demands for GCRA training. Action research identified face-to-face workshops as a barrier to increasing course capacity. This study compared the learning effectiveness of Web-based case conferencing to face-to-face training. Methods A quasi-experimental design compared pre-post knowledge, skills and professional self-efficacy outcomes from 2009-2010 course cohorts (n=96). The intervention group (n=52) engaged in Web-based case conferences during distance learning; the comparison group (n=44) participated in the course as originally designed. Results Both groups and all practice disciplines demonstrated significant pre-to-post increases on all measures. Knowledge increases were higher for the intervention group (p < .015); skills and self-efficacy increases were comparable between groups (p < .33 and p < .30, respectively). Discussion Findings support the learning utility of Web-based case conferencing. Further studies may inform the development of tools to assess the impact of Web-based case conferencing on practice change and patient outcomes, in alignment with the highest standards of continuing professional development. PMID:22328115

A comparison of sonography and radiography student scores in a cadaver anatomy class before and after the implementation of synchronous distance education.

PubMed

Bagley, Jennifer Elaine; Randall, K; Anderson, M P

2015-02-01

Distance education is a solution to expand medical imaging education to students who might not otherwise be able to obtain the education. It can be a mechanism to reduce the health care worker shortage in underserved areas. In some cases, distance education may be a disruptive technology, and might lower student performance. This study compares student scores in a cadaver anatomy course in the four cohorts preceding the implementation of distance education to the first three cohorts that took the course using a multiple campus design. The means and medians of the lecture exam average, the laboratory component score, and the final course score of the nondistance education cohorts were compared with those of the distance education cohorts using nonparametric statistical analysis. Scores in an anatomy course were compared by campus placement among the distance education cohorts, and the independent effect of distance education on the laboratory component, lecture examination average, and final course scores, while controlling for cumulative grade point average and site (originating/distant), was assessed. Students receiving the course in a nondistance education environment scored higher in the anatomy course than the students who took the course in a distance education environment. Students on the distant campus scored lower than students on the originating site. Distance education technology creates new opportunities for learning, but can be a disruptive technology. Programs seeking to implement distance education into their curriculum should do so with knowledge of the advantages and disadvantages.

Certification in Distance Learning for Online Instructors: Exploration of the Creation of an Organic Model for a Research-Based State Institution

ERIC Educational Resources Information Center

Graham, Lee; Thomas, Lisa

2011-01-01

The traditional and most highly utilized manner of instruction in the online Certification Course focuses on training instructors to teach a pre-designed course with common features. This model limits instructional options for faculty to those which are available in the course. Faculty who are accustomed to academic freedom and autonomy may not be…

Distance Learning: Effectiveness of an Interdisciplinary Course in Speech Pathology and Dentistry

ERIC Educational Resources Information Center

Ramos, Janine Santos; da Silva, Letícia Korb; Pinzan, Arnaldo; de Castro Rodrigues, Antonio; Berretin-Felix, Giédre

2015-01-01

Objective: Evaluate the effectiveness of distance learning courses for the purpose of interdisciplinary continuing education in Speech Pathology and Dentistry. Methods: The online course was made available on the Moodle platform. A total of 30 undergraduates participated in the study (15 from the Dentistry course and 15 from the Speech Pathology…

A "Virtual Fieldtrip": Service Learning in Distance Education Technical Writing Courses

ERIC Educational Resources Information Center

Soria, Krista M.; Weiner, Brad

2013-01-01

This mixed-methods experimental study examined the effect of service learning in a distance education technical writing course. Quantitative analysis of data found evidence for a positive relationship between participation in service learning and technical writing learning outcomes. Additionally, qualitative analysis suggests that service learning…

How Do Students Want to Learn in Online Distance Education? Profiling Student Preferences

ERIC Educational Resources Information Center

Koper, Rob

2015-01-01

How do (potential) students differ in their preferences for the organization of online and distance courses and programs, can these differences be grouped into preference profiles, and are there any associations between these profiles and variables, such as achievement and dropout, that are relevant for the promotion and design of online and…

The Changing Role of Instructors in Distance Education: Impact on Tool Support.

ERIC Educational Resources Information Center

Biedebach, Anke; Bomsdorf, Birgit; Schlageter, Gunter

At the university of Hagen a lot of experience exists in performing Web-based teaching and in implementing tools supporting e-learning. To share this knowledge, (inexperienced) instructors more and more ask for tool-based assistance in designing and administrating e-learning courses. Considering experience from other universities, it becomes…

Distance Learning in Clinical Transplantation: A Successful Model in Post-Graduate Education

ERIC Educational Resources Information Center

Halawa, Ahmed; Sharma, Ajay; Bridson, Julie M.; Lyon, Sarah; Prescott, Denise; Guha, Arpan; Taylor, David

2017-01-01

Background and Purpose: There are misconceptions among clinicians and educational bodies that online courses would not suit clinically orientated medical education, where bedside management and direct contact with real patients is the key to the learning process. Whereas, the proponents of online education believe that a well-designed and properly…

Requiring Writing, Ensuring Distance-Learning Outcomes.

ERIC Educational Resources Information Center

Mulligan, Roark; Geary, Susan

1999-01-01

Discussion of the quality of distance learning programs focuses on a study of Christopher Newport University (CPU ONLINE) that showed learning outcomes in online courses were as good as outcomes in traditional courses. Describes online writing requirements that helped students develop critical thinking skills. (Author/LRW)

Web Site Usability: A Case Study of Student Perceptions of Educational Web Sites

ERIC Educational Resources Information Center

Ballard, Joyce Kimberly

2010-01-01

The purpose of this research study was to understand the construct of usability from the perspective of 74 students enrolled in six online courses offered by one online and distance learning program at a large, public university in the Midwest. Six courses, designed and developed by two different groups, professional and nonprofessional…

Education at a Distance.

ERIC Educational Resources Information Center

Maffett, Sheryl Price

2007-01-01

Distance learning has been around since the old "course in a box" correspondence classes, but with the advent of sophisticated online course management systems, learning at a distance is contributing to a major paradigm shift in higher education. That shift includes applying corporate concepts to education--students, for example, are "consumers,"…

Continuing Education Course to Attain Collaborative Comprehensive Medication Review Competencies

PubMed Central

Tuomainen, Lea; Ovaskainen, Harri; Peura, Sirpa; Sevón-Vilkman, Nina; Tanskanen, Paavo; Airaksinen, Marja S.A.

2009-01-01

Objective To implement a long-term continuing education course for pharmacy practitioners to acquire competency in and accreditation for conducting collaborative comprehensive medication reviews (CMRs). Design A 1½- year curriculum for practicing pharmacists that combined distance learning (using e-learning tools) and face-to-face learning was created. The training consisted of 5 modules: (1) Multidisciplinary Collaboration; (2) Clinical Pharmacy and Pharmacotherapy; (3) Rational Pharmacotherapy; (4) CMR Tools; and (5) Optional Studies. Assessment The curriculum and participants' learning were evaluated using essays and learning diaries. At the end of the course, students submitted portfolios and completed an Internet-based survey instrument. Almost all respondents (92%) indicated their educational needs had been met by the course and 68% indicated they would conduct CMRs in their practice. The most important factors facilitating learning were working with peers and in small groups. Factors preventing learning were mostly related to time constraints. Conclusion Comprehensive medication review competencies were established by a 1½- year continuing education curriculum that combined different teaching methods and experiential learning. Peer support was greatly appreciated as a facilitator of learning by course participants. PMID:19885077

A comparison of sonography and radiography student scores in a cadaver anatomy class before and after the implementation of synchronous distance education

PubMed Central

Randall, K; Anderson, MP

2015-01-01

Distance education is a solution to expand medical imaging education to students who might not otherwise be able to obtain the education. It can be a mechanism to reduce the health care worker shortage in underserved areas. In some cases, distance education may be a disruptive technology, and might lower student performance. This study compares student scores in a cadaver anatomy course in the four cohorts preceding the implementation of distance education to the first three cohorts that took the course using a multiple campus design. The means and medians of the lecture exam average, the laboratory component score, and the final course score of the nondistance education cohorts were compared with those of the distance education cohorts using nonparametric statistical analysis. Scores in an anatomy course were compared by campus placement among the distance education cohorts, and the independent effect of distance education on the laboratory component, lecture examination average, and final course scores, while controlling for cumulative grade point average and site (originating/distant), was assessed. Students receiving the course in a nondistance education environment scored higher in the anatomy course than the students who took the course in a distance education environment. Students on the distant campus scored lower than students on the originating site. Distance education technology creates new opportunities for learning, but can be a disruptive technology. Programs seeking to implement distance education into their curriculum should do so with knowledge of the advantages and disadvantages. PMID:27433237

Efficient Authoring of SCORM Courseware Adapted to User Learning Style: The Case of ProPer SAT

NASA Astrophysics Data System (ADS)

Kazanidis, Ioannis; Satratzemi, Maya

Online courses are the most popular way to deliver knowledge for distance learning. New researches attempt to personalize the educational process with the use of the Adaptive Educational Hypermedia Systems. Moreover, due to the significant amount of time, money and effort devoted to creating online courses, developers strive to incorporate standards, such as SCORM, for the reusability, interoperability and durability of the educational content. However, it is a difficult task for teachers without programming knowledge to design and author adaptive courses. This work presents ProPer SAT, an authoring tool implemented for quick and easy SCORM courseware construction which can also be adapted to specific user learning styles.

The impact of teachers' approaches to teaching and students' learning styles on students' approaches to learning in college online biology courses

NASA Astrophysics Data System (ADS)

Hong, Yuh-Fong

With the rapid growth of online courses in higher education institutions, research on quality of learning for online courses is needed. However, there is a notable lack of research in the cited literature providing evidence that online distance education promotes the quality of independent learning to which it aspires. Previous studies focused on academic outcomes and technology applications which do not monitor students' learning processes, such as their approaches to learning. Understanding students' learning processes and factors influencing quality of learning will provide valuable information for instructors and institutions in providing quality online courses and programs. The purpose of this study was to identify and investigate college biology teachers' approaches to teaching and students' learning styles, and to examine the impact of approaches to teaching and learning styles on students' approaches to learning via online instruction. Data collection included eighty-seven participants from five online biology courses at a community college in the southern area of Texas. Data analysis showed the following results. First, there were significant differences in approaches to learning among students with different learning styles. Second, there was a significant difference in students' approaches to learning between classes using different approaches to teaching. Three, the impact of learning styles on students' approaches to learning was not influenced by instructors' approaches to teaching. Two conclusions were obtained from the results. First, individuals with the ability to perceive information abstractly might be more likely to adopt deep approaches to learning than those preferring to perceive information through concrete experience in online learning environments. Second, Teaching Approach Inventory might not be suitable to measure approaches to teaching for online biology courses due to online instructional design and technology limitations. Based on the findings and conclusions of this study, implications for distance education and future research are described.

Distance education: The Introduction to College Chemistry course

NASA Astrophysics Data System (ADS)

Rice, Lisa A.

The purpose of this study was to compare a group of students in a traditional introductory college chemistry course to their distance learning counterparts. Both of the groups were required to have videotaped lessons and workbooks, but the traditional group met for two and one half hours each week with the instructor, whereas the distance students were not obligated to attend classroom meetings. The same instructor taught both of the groups and both were given equal access opportunities to the instructor beyond class meetings. The literature review included in this study indicated that distance learning has changed from a less popular alternative method for study to the forefront in modern academic institutions. The two target populations for this study were students enrolled in the Edison Community College Introduction to College Chemistry videotaped course and students taking the same course in a traditional setting. The study was conducted over a two consecutive semester interval, from August 2002 through May 2003. These two groups were compared on a number of items including gender, student attitudes about their own learning style, ethnicity, and final course grade. Information regarding attrition and reasons for choosing to take the course was collected. The results of this study found a significant difference in the number of students who withdrew from each course, with the distance students having the greater attrition rate. Gender and ethnicity were not significant in terms of student success when comparing the two groups. The self-reported behavior types showed no significant correlation to success for either the traditional or the distance students. However, many of the distance students felt that meeting occasionally for a face-to-face laboratory course would have been beneficial. Suggested applications of this study include strategies for a more successful distance learning experience for students. Also, laboratory courses such as chemistry have some inherent concerns that institutions must consider before offering such a course in a distance modality.

Implementing Practical Based Courses under Open and Distance Learning System: A Study of the Perception of Learners and Counsellors

ERIC Educational Resources Information Center

Basantia, Tapan Kumar

2018-01-01

Implementing practical based courses under Open and Distance Learning (ODL) system is a very difficult and challenging task as the teaching of practical based courses involves intensive practical work. For removing the difficulties and challenges in implementing the practical based courses under ODL system, there is a need to study the existing…

Distance education for tobacco reduction with Inuit frontline health workers

PubMed Central

Collins, Rob; Hammond, Merryl; Carry, Catherine L.; Kinnon, Dianne; Killulark, Joan; Nevala, Janet

2013-01-01

Background Tobacco reduction is a major priority in Canadian Inuit communities. However, many Inuit frontline health workers lacked the knowledge, confidence and support to address the tobacco epidemic. Given vast distances, high costs of face-to-face training and previous successful pilots using distance education, this method was chosen for a national tobacco reduction course. Objective To provide distance education about tobacco reduction to at least 25 frontline health workers from all Inuit regions of Canada. Design Promising practices globally were assessed in a literature survey. The National Inuit Tobacco Task Group guided the project. Participants were selected from across Inuit Nunangat. They chose a focus from a “menu” of 6 course options, completed a pre-test to assess individual learning needs and chose which community project(s) to complete. Course materials were mailed, and trainers provided intensive, individualized support through telephone, fax and e-mail. The course ended with an open-book post-test. Follow-up support continued for several months post-training. Results Of the 30 participants, 27 (90%) completed the course. The mean pre-test score was 72% (range: 38–98%). As the post-test was done using open books, everyone scored 100%, with a mean improvement of 28% (range: 2–62%). Conclusions Although it was often challenging to contact participants through phone, a distance education approach was very practical in a northern context. Learning is more concrete when it happens in a real-life context. As long as adequate support is provided, we recommend individualized distance education to others working in circumpolar regions. PMID:23984270

Evaluation of Distance Course Effectiveness - Exploring the Quality of Interactive Processes

NASA Astrophysics Data System (ADS)

Botelho, Francisco Villa Ulhôa; Vicari, Rosa Maria

Understanding the dynamics of learning processes implies an understanding of their components: individuals, environment or context and mediation. It is known that distance learning (DL) has a distinctive characteristic in relation to the mediation component. Due to the need of overcoming the barriers of distance and time, DL intensively uses information and communication technologies (ICT) to perform interactive processes. Construction of effective learning environments depends on human relationships. It also depends on the emotionality placed on such relationships. Therefore, knowing how to act in virtual environments in the sense of creating the required ambiance for animation of learning processes has a unique importance. This is the theme of this study. Its general objectives were achieved and can be summarized as follows: analyze indexes that are significant for evaluations of distance course effectiveness; investigate to which extent effectiveness of DL courses is correlated with quality of interactive processes; search characteristics of the conversations by individuals interacting in study groups that are formed in virtual environments, which may contribute to effectiveness of distance courses.

Multi-University Collaboration via Distance Learning To Train Rural Special Education Teachers and Related Services Personnel.

ERIC Educational Resources Information Center

Grisham-Brown, Jennifer; And Others

A distance-learning personnel-preparation course on transdisciplinary services for students with low incidence disabilities was developed through collaboration among four Kentucky institutions of higher learning. The course, "Transdisciplinary Services to Students with Deafblindness and Other Multiple Disabilities," was delivered to…

Distance Learning in an Accounting Principles Course--Student Satisfaction and Perceptions of Efficacy

ERIC Educational Resources Information Center

Vamosi, Alexander R.; Pierce, Barbara G.; Slotkin, Michael H.

2004-01-01

In this study, the authors employed a novel, dual approach toward the delivery of course material to assess students' satisfaction with distance learning and their perceptions of its efficacy. Students in two sections of an Introduction to Financial Accounting course received instruction that alternated between traditional, live lectures and live…

Electronic Portfolios for Distance Learning: A Case from a Nursing Clinical Course

ERIC Educational Resources Information Center

Josephsen, Jayne

2012-01-01

Clinical nursing courses can already be challenging, in the traditional context of placements and hours spent in a health care setting. These types of courses are additionally problematic when offered via distance learning, due to geographic separation of students, lack of clinical placement sites in the student's community, and lack of…

46 CFR 10.412 - Distance and e-learning.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 46 Shipping 1 2014-10-01 2014-10-01 false Distance and e-learning. 10.412 Section 10.412 Shipping... CREDENTIAL Training Courses and Programs § 10.412 Distance and e-learning. The Coast Guard may allow the training of mariners by means of distance learning and e-learning in accordance with the standards of...

The Impact of the Digital Divide on First-Year Community College Students

ERIC Educational Resources Information Center

Mansfield, Malinda

2017-01-01

Some students do not possess the learning management system (LMS) and basic computer skills needed for success in first-year experience (FYE) courses. The purpose of this quantitative study, based on the Integrative Learning Design Framework and theory of transactional distance, was to identify what basic computer skills and LMS skills are needed…

The Role of Course Teams in Online Task Design. Research Briefing No. 41

ERIC Educational Resources Information Center

Unwin, Adam

2013-01-01

This project, funded by the Centre for Distance Education, University of London (2008-2010), investigated both student and staff perspectives on e-learning tasks. This allowed a critical comparison of the pedagogic intentions of staff (how staff intend to teach/facilitate learning), and the rationale behind these, with student experiences. The…

A Comparison of Students' Performance under Full-Time, Part-Time, and Online Conditions in an Undergraduate Nursing Microbiology Course

ERIC Educational Resources Information Center

Carbanaro, Michael; Dawber, Tess; Arav, Isanna

2006-01-01

The purpose of this study was to compare undergraduate nursing students' achievement on examinations for three groups in a mandatory microbiology course. The study represents one aspect of a larger research project designed to gain insight into factors that may influence online learning for distance education nursing students at a Canadian…

New Ways of Learning to Fight Fires? Learning Processes and Contradictions in Distance and On-Campus Firefighter Training in Sweden

ERIC Educational Resources Information Center

Holmgren, Robert

2015-01-01

This article reports on findings from a comparative study on firefighter students' learning processes in a technology-supported distance training course and a traditional campus training course in Sweden. Based on student interviews and observations of exercises, the article aims to describe and analyse the impact on learning processes when…

A Pilot Project in Augmentative Distance Learning... George Mason University Graduate Course in Biochemistry.

ERIC Educational Resources Information Center

Willett, James D.; Keefe, David D.

This paper describes the use of distance learning capabilities to augment and amplify the learning opportunities for part-time graduate students at George Mason University. The students in the biochemistry course described meet periodically on campus for brief interactions with the instructor and peer classmates. Between these synchronous…

E-Learning Quality Assurance: A Perspective of Business Teacher Educators and Distance Learning Coordinators

ERIC Educational Resources Information Center

Chapman, Betty F.; Henderson, Ronda G.

2010-01-01

Background: Business teacher educators and distance learning coordinators have the responsibility to deliver quality online courses and programs. Therefore, they must make sure that quality assurance benchmarks are present in online business education courses and programs. Purpose: The purpose of this study was to examine the extent to which…

New Model, New Strategies: Instructional Design for Building Online Wisdom Communities

ERIC Educational Resources Information Center

Gunawardena, Charlotte N.; Ortegano-Layne, Ludmila; Carabajal, Kayleigh; Frechette, Casey; Lindemann, Ken; Jennings, Barbara

2006-01-01

We discuss the development of an instructional design model, WisCom (Wisdom Communities), based on socio-constructivist and sociocultural learning philosophies and distance education principles for the development of online wisdom communities, and the application and evaluation of the model in an online graduate course in the USA. The WisCom model…

Theatre Online: The Design and Drama of E-Learning

ERIC Educational Resources Information Center

Philip, Robyn; Nicholls, Jennifer

2007-01-01

Theatre and drama are areas of performance and inquiry which usually assume engagement and commitment to the ensemble or group process, supported by strong individual input. How can this "dynamic" be brought into a fully online distance course? In this article we analyse and reflect on the design and implementation of an online theatre…

The Contribution of Postgraduation--Lato Sensu--At Distance for Training Health Field Professionals: A Case Study at A Brazilian Federal University

ERIC Educational Resources Information Center

Grossi, Márcia Gorett Ribeiro; Silqueira, Salete Maria de Fátima; Gomes, Laryssa Cristina Castro; Silva, Lívia de Cássia; Saleme, Angela Maria Bissoli

2017-01-01

This article aimed to verify the opinions of health professionals who are looking for distance learning courses offered by distance learning. In order to do so, a case study was carried out in 2017 at the Federal University of Minas Gerais (UFMG), specifically in a course offered in the distance modality by the Nursing School: "Specialization…

Are postgraduate students in distance medical education program ready for e-learning? A survey in Iran.

PubMed

Changiz, Tahereh; Haghani, Fariba; Nowroozi, Nasim

2013-01-01

Appropriate instructional design plays a crucial role in e-learning success, and analyzing learners is the cornerstone for instructional design process. Students' readiness for e-learning was assessed in the present study as an example of learner analysis for a distance course in medical education master program. A census sample of 23 students applied for distance master program on medical education, completed the "Students' E-Learning Readiness Scale" developed by Watkins, via email. The reliability and validity of the scale has been confirmed before. Average scores in total and 6 subscales were calculated. The score range was 1-5 and scores above 3 indicated good readiness. Data was interpreted using descriptive and non-parametric tests (Mann-Whitney U and Kruskal-Wallis). Response rate was 100%. The students' readiness scores in total and all subscales ("technology access", "online skills and relationships", "motivation", "online audio/video", "readiness for online discussions", and "importance of e-learning to your success") were above 3. Comparing different subscales, students' mean scores in "motivation" and "internet discussion" subscales were less than others, although the difference was not significant. There were no significant gender differences in the readiness scores. Students who were academic staff had significantly higher scores than others in total and in "motivation" and "online skills and relationship" subscales. Good learners' readiness, observed in the present study, may imply that the instructional designer can rely on e-learning strategies and build the course upon them. However, according to the slightly lower scores in "motivation" and "online discussion" subscales, it is recommended to stress more on strategies that improve these two components. To generalize the results, it is needed to test students' readiness in more different degree programs.

Distance-Learning for Advanced Military Education: Using Wargame Simulation Course as an Example

ERIC Educational Resources Information Center

Keh, Huan-Chao; Wang, Kuei-Min; Wai, Shu-Shen; Huang, Jiung-yao; Hui, Lin; Wu, Ji-Jen

2008-01-01

Distance learning in advanced military education can assist officers around the world to become more skilled and qualified for future challenges. Through well-chosen technology, the efficiency of distance-learning can be improved significantly. In this paper we present the architecture of Advanced Military Education-Distance Learning (AME-DL)…

A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

PubMed

Jönsson, Bo-Anders

2005-09-01

Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

Development of an online nursing management course: successful experience between Brazil and Portugal.

PubMed

Tronchin, Daisy Maria Rizatto; Peres, Heloisa Helena Ciqueto; Lima, Antônio Fernandes Costa; Alavarce, Débora Cristina; Prata, Ana Paula; Santos, Margarida Reis; Aroldi, Juscilynne Barros da Costa

2015-12-01

Objective To describe the experience of planning and developing online refresher courses in nursing management for nurses in the contexts of Brazil and Portugal. Method The instructional design was based on meaningful learning theory, andragogy, and dialectical methodology, so it valued interaction between the actors, emphasizing the scenarios of practice and applying the concepts covered. The course structure is divided into nine theoretical units, four case studies, and an essay exam. Results The course was positively evaluated by the participants, who reported opportunities for acquisition of new knowledge, interaction and exchange of experiences, motivation to study the topics, and self-learning. Conclusion It is expected that description of this experience will stimulate proposals for new courses and programs in distance education modalities, improving the processes of teaching and learning so as to give support to future analyses of their impact on the development and enhancement of management skills in nursing.

Introducing an Informal Synchronous Medium in a Distance Learning Course: How Is Participation Affected?

ERIC Educational Resources Information Center

Hrastinski, Stefan

2006-01-01

Achieving active participation has been argued to be an intrinsic part of learning and has become a central issue in debates on online education. This research examines whether an emerging synchronous communication medium, instant messaging (IM), may enable students in participating more actively in a distance learning course. In doing this, it is…

A Distance Instructional System with Learning Performance Evaluation Mechanism: Moodle-Based Educational System Design

ERIC Educational Resources Information Center

Lee, Ying-Chen; Terashima, Nobuyoshi

2012-01-01

In this paper, a Moodle-based educational system has been constructed by providing friendly interface to fit most students in e-learning. For the website implementation, the authors take the course "Multimedia Implementation Using JAVA" as a case study. From the modified Moodle-based educational system, the browsing time of each web page for…

Writing Abstracts for MLIS Research Proposals Using Worked Examples: An Innovative Approach to Teaching the Elements of Research Design

ERIC Educational Resources Information Center

Ondrusek, Anita L.; Thiele, Harold E.; Yang, Changwoo

2014-01-01

The authors examined abstracts written by graduate students for their research proposals as a requirement for a course in research methods in a distance learning MLIS program. The students learned under three instructional conditions that involved varying levels of access to worked examples created from abstracts representing research in the LIS…

Designing LibGuides as Instructional Tools for Critical Thinking and Effective Online Learning

ERIC Educational Resources Information Center

Baker, Ruth L.

2014-01-01

Did you ever wish for an easy-to-maintain tool to create course-level or assignment-level instruction for online or distance students? LibGuides can provide the solution! LibGuides provide a versatile and easy-to-maintain platform for delivering step-by-step, scaffolded tutorials that enhance learning outcomes through chunking, reduced strain on…

A WEB based approach in biomedical engineering design education.

PubMed

Enderle, J D; Browne, A F; Hallowell, M B

1997-01-01

As part of the accreditation process for university engineering programs, students are required to complete a minimum number of design credits in their course of study, typically at the senior level. Many call this the capstone course. Engineering design is a course or series of courses that bring together concepts and principles that students learn in their field of study--it involves the integration and extension of material learned in their major toward a specific project. Most often, the student is exposed to system-wide analysis, critique and evaluation for the first time. Design is an iterative, decision making process in which the student optimally applies previously learned material to meet a stated objective. At the University of Connecticut, students work in teams of 3-4 members and work on externally sponsored projects. To facilitate working with sponsors, a WEB based approach is used for reporting the progress on projects. Students are responsible for creating their own WEB sites that support both html and pdf formats. Students provide the following deliverables: weekly progress reports, project statement, specifications, project proposal, interim report, and final report. A senior design homepage also provides links to data books and other resources for use by students. We are also planning distance learning experiences between two campuses so students can work on projects that involve the use of video conferencing.

Facebook Mediated Interaction and Learning in Distance Learning at Makerere University

ERIC Educational Resources Information Center

Mayende, Godfrey; Muyinda, Paul Birevu; Isabwe, Ghislain Maurice Norbert; Walimbwa, Michael; Siminyu, Samuel Ndeda

2014-01-01

This paper reports on an investigation of the use of Facebook as a tool to mediate learning amongst distance learners at Makerere University, a dual-mode institution offering both conventional and distance learning programs. While conventional courses take 17 weeks in a semester, the distance learners come in for two residential sessions, each…

Collaborative distance learning: Developing an online learning community

NASA Astrophysics Data System (ADS)

Stoytcheva, Maria

2017-12-01

The method of collaborative distance learning has been applied for years in a number of distance learning courses, but they are relatively few in foreign language learning. The context of this research is a hybrid distance learning of French for specific purposes, delivered through the platform UNIV-RcT (Strasbourg University), which combines collaborative activities for the realization of a common problem-solving task online. The study focuses on a couple of aspects: on-line interactions carried out in small, tutored groups and the process of community building online. By analyzing the learner's perceptions of community and collaborative learning, we have tried to understand the process of building and maintenance of online learning community and to see to what extent the collaborative distance learning contribute to the development of the competence expectations at the end of the course. The analysis of the results allows us to distinguish the advantages and limitations of this type of e-learning and thus evaluate their pertinence.

Student Satisfaction with a Web-Based Dissertation Course: Findings from an International Distance Learning Master's Programme in Public Health

ERIC Educational Resources Information Center

Harrison, Roger; Gemmell, Isla; Reed, Katie

2014-01-01

Introduction: Online distance learning (e-learning) is now an established method for providing higher education, in the UK and across the world. The focus has largely been on developing the technology, and less attention has been given to developing evidence-informed course provision. Thus the effectiveness of this teaching approach, and its…

Activity-Based Costing Models for Alternative Modes of Delivering On-Line Courses

ERIC Educational Resources Information Center

Garbett, Chris

2011-01-01

In recent years there has been growth in online distance learning courses. This has been prompted by; new technology such as the Internet, mobile learning, video and audio conferencing: the explosion in student numbers in Higher Education, and the need for outreach to a world wide market. Web-based distance learning is seen as a solution to…

Exploring Cloud Computing for Distance Learning

ERIC Educational Resources Information Center

He, Wu; Cernusca, Dan; Abdous, M'hammed

2011-01-01

The use of distance courses in learning is growing exponentially. To better support faculty and students for teaching and learning, distance learning programs need to constantly innovate and optimize their IT infrastructures. The new IT paradigm called "cloud computing" has the potential to transform the way that IT resources are utilized and…

Relationships between Motivational Strategies and Cognitive Learning in Distance Education Courses

ERIC Educational Resources Information Center

Park, Sanghoon; Yun, Heoncheol

2017-01-01

This study examines the relationships between students' academic levels, the use of motivational regulation strategies, and cognitive learning strategies. A total of 141 undergraduate and graduate students enrolled in online distance courses participated in the study. The findings show that students use different motivational regulation strategies…

Student Perspectives: Responses to Internet Opportunities in a Distance Learning Environment.

ERIC Educational Resources Information Center

Saunders, Nancy G.; Malm, Loren D.; Malone, Bobby G.; Nay, Fred W.; Oliver, Brad E.; Thompson, Jay C., Jr.

This study examined student attitudes toward interactions with class members on an Internet site supplementing a multimedia graduate-level distance learning course at Ball State University (Indiana). The course, "Elementary School Curriculum" was taught in a studio classroom (of 13 students) and transmitted to five distant sites…

The Relationship between Gender and Academic Success Online

ERIC Educational Resources Information Center

Kupczynski, Lori; Brown, Michelle; Holland, Glenda; Uriegas, Brian

2014-01-01

Distance learning may pose challenges to students in terms of satisfaction and academic success. This study examined the relationship between the final grade received in a distance learning course and the student characteristic of gender. Examined were differences in online course achievement between male and female students through the lens of…

New Ways of Learning: Comparing the Effectiveness of Interactive Online Media in Distance Education with the European Textbook Tradition

ERIC Educational Resources Information Center

Krämer, Bernd J.; Neugebauer, Jonas; Magenheim, Johannes; Huppertz, Helga

2015-01-01

Although many innovations exploiting web technologies have been suggested in distance higher education, very little original research exists investigating the impact of web-based learning environments on distance students' learning processes and outcomes. To close this gap, four sets of data have been collected in a distance-learning course:…

Basic actions to reduce dropout rates in distance learning.

PubMed

Gregori, Pablo; Martínez, Vicente; Moyano-Fernández, Julio José

2018-02-01

Today's society, which is strongly based on knowledge and interaction with information, has a key component in technological innovation, a fundamental tool for the development of the current teaching methodologies. Nowadays, there are a lot of online resources, such as MOOCs (Massive Open Online Courses) and distance learning courses. One aspect that is common to all of these is a high dropout rate: about 90% in MOOCs and 50% in the courses of the Spanish National Distance Education University, among other examples. In this paper, we analyze a number of actions undertaken in the Master's Degree in Computational Mathematics at Universitat Jaume I in Castellón, Spain. These actions seem to help decrease the dropout rate in distance learning; the available data confirm their effectiveness. Copyright © 2017 Elsevier Ltd. All rights reserved.

Preparation for an online asynchronous university doctoral course. Lessons learned.

PubMed

Milstead, J A; Nelson, R

1998-01-01

This article addresses the development of the initial course in the first completely online doctoral program in nursing. Synchronous and asynchronous methods of distance education were assessed. Planning focused at the university, school, and course levels. University planning involved the technical infrastructure, registration, student services, and library services. School planning examined administrative commitment and faculty commitment and willingness. Course planning focused on marketing, precourse information, time frame, modular design, planned interaction, and professor availability and support. Implementation issues centered on getting students connected, learning the software, changing instructional methods, and managing chats. Traditional methods of evaluating student learning and course evaluation were supplemented with the development of qualitative and quantitative tools to gather data for making administrative decisions. The Dean and faculty agreed that the internet was an effective method of delivering content in the initial Health Policy course. The Dean and faculty agreed to continue the PhD program online for one cohort and continue to evaluate student progress and faculty and student satisfaction.

Evaluation of Distance Learning in an "Introduction to Biostatistics" Class: A Case Study

ERIC Educational Resources Information Center

Evans, Scott R.; Wang, Rui; Yeh, Tzu-Min; Anderson, Jeff; Haija, Rammy; McBratney-Owen, Paul Madoc; Peeples, Lynne; Sinha, Subir; Xanthakis, Vanessa; Rajicic, Natasa; Zhang, Jiameng

2007-01-01

Biostatistics is not universally available in colleges/universities and is thus an attractive course to offer via distance education. However, evaluation of the impact of distance education on course enrollment and student success is lacking. We evaluated an "Introduction to Biostatistics" course at Harvard University that offered the distance…

Faculty Perspectives on Online Learning: A Comparative Study of Palo Alto College and San Antonio College of the Alamo Community College District

ERIC Educational Resources Information Center

Garza, Robert Lee, Jr.

2008-01-01

Enrollments in distance education courses continue to rise and faculty members continue to teach them. In some cases, student demand for distance education courses exceeds the number of courses offered by the institution. Additional faculty members are needed to teach distance education courses to meet the increasing student demand. As…

Analyzing the Effect of Learning Styles and Study Habits of Distance Learners on Learning Performances: A Case of an Introductory Programming Course

ERIC Educational Resources Information Center

Çakiroglu, Ünal

2014-01-01

This study examined the relationships among learning styles, study habits, and learning performances in an online programming language course. Sixty-two sophomore students who enrolled in an online introductory programming course participated in the study. Kolb's Learning Style Inventory (LSI) was used to measure the students' learning styles.…

Performance of Distance Learning Students in a Small Business Management Course

ERIC Educational Resources Information Center

Kotey, Bernice; Anderson, Phil

2006-01-01

Purpose: The purpose of the paper is to compare the performance of distance-learning students in a Small Business Management (SBM) course with that of internal (on-campus) students, and to examine students' demographics and information processing systems for their moderating effects on performance of each student group.…

Using Distance Learning to Impact Access of Diverse Learners to Advanced Placement Programs

ERIC Educational Resources Information Center

Fenty, Nicole S.; Allio, Andrea

2017-01-01

Distance learning has been used as one method to increase access for students who have otherwise been underrepresented in college preparatory courses like Advanced Placement (AP). This study evaluated the impact of a statewide Virtual Advanced Placement (VAP) program on access to AP courses for students from underrepresented populations. Survey…

Modified Video Course Methodology for Distance Learning.

ERIC Educational Resources Information Center

Springer, Stephen B.

In recent years, colleges have made extensive efforts to provide distance learning opportunities for adult students. At Southwest Texas State University, a required course in the Occupational Education program has been delivered in a modified video format. The video was made of an actual class being taught in a production studio. The main…

Effects of Distance Learning on Learning Effectiveness

ERIC Educational Resources Information Center

Liu, Hong-Cheng; Yen, Jih-Rong

2014-01-01

The development of computers in the past two decades has resulted in the changes of education in enterprises and schools. The advance of computer hardware and platforms allow colleges generally applying distance courses to instruction that both Ministry of Education and colleges have paid attention to the development of Distance Learning. To…

Sustainable Assessment and Evaluation Strategies for Open and Distance Learning

ERIC Educational Resources Information Center

Okonkwo, Charity Akuadi

2010-01-01

This paper first presents an overview of the concepts of assessment and evaluation in Open and Distance Learning (ODL) environment. The large numbers of students and numerous courses make assessment and evaluation very difficult and administrative nightmare at Distance Learning (DL) institutions. These challenges informed exploring issues relating…

U.S. dental hygiene faculty perceptions of learner outcomes in distance education courses.

PubMed

Corum, Kathrine A; Gadbury-Amyot, Cynthia C; Johnson, Kerry; Strait, Tia M

2014-04-01

The purpose of this study was to determine perceptions of full-time, entry-level dental hygiene educators regarding the ability to achieve interaction in their distance education courses and the impact of interaction on learning outcomes. The specific interactions explored were student-instructor, student-content, and student-student. A survey was developed, pilot tested, revised, and mailed to 287 educators across the United States, generating an overall response rate of 22.3 percent. The majority of respondents perceived interaction to be achievable in their distance courses, to increase through technology, and to positively influence learning outcomes. Nearly 90 percent reported student-instructor interaction as achievable, 95.3 percent reported student-content interaction as achievable, and 79.7 percent reported student-student interaction as achievable. Learning outcomes were defined in this study as the student's achievement of course objectives and competencies at course completion. Approximately 81 percent of the respondents reported a positive influence from student-instructor interaction, 79.7 percent from student-content interaction, and 70.3 percent from student-student interaction. This study also examined which modalities were perceived as being most influential in achieving interaction. The results demonstrated a prevalence of discussion board posting in an environment in which numerous Web 2.0 tools are available and respondents were not as positive about their ability to achieve student-student interaction in the distance learning environment. The authors conclude that faculty development is critical in achieving quality outcomes in dental hygiene distance education courses.

Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study.

PubMed

Poirier, Jean-Nicolas; Cooley, Jeffrey R; Wessely, Michelle; Guebert, Gary M; Petrocco-Napuli, Kristina

2014-10-01

Objective : The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods : Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results : Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating >4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings >4.0 and overall agreement levels of 70%-100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions : The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.

A Comparative Study of Student Satisfaction Level in Distance Learning and Live Classroom at Higher Education Level

ERIC Educational Resources Information Center

Mahmood, Azhar; Mahmood, Sheikh Tariq; Malik, Allah Bakhsh

2012-01-01

The technology has embraced the innovative learning methodologies. Distance Learning has taken the place of traditional face-to-face educational environment. The purpose of this study was to compare the level of student satisfaction of graduate distance learning educational psychology course to a traditional classroom educational psychology course…

Cyber-Evaluation: Evaluating a Distance Learning Program.

ERIC Educational Resources Information Center

Henderson, Denise L.

This paper examines how the process of soliciting evaluation feedback from nonresident students in the Army Management Staff College (Virginia) program on leadership and management for civilian employees of the Army has evolved since 1995. Course design is briefly described, including the use of video-teleconferences, chat rooms, an electronic…

Developing Online Courses: A Human-Centered Approach.

ERIC Educational Resources Information Center

Branon, Rovy; Beatty, Brian; Wilson, Jack

Companies and universities are increasingly moving to online delivery for much of their training and education needs, and designing and building quality distance education is a challenge facing many organizations. Option Six is an independent company that is building customized e-learning solutions. Over the last 2 years, the instructional…

Assuring Quality in E-Learning Course Design: The Roadmap

ERIC Educational Resources Information Center

Vlachopoulos, Dimitrios

2016-01-01

Quality Assurance (QA) concepts and applications in Higher Education (HE) emerge from evolving meanings related to HE's dynamic relationship with social, economic, cultural, and technological developments. The latter has been redefined by the growth spurred by the forms distance and online education acquired during the last decades. Creating a…

Distance educational technologies as means of increase of student’s motivation in the learning of general physics course

NASA Astrophysics Data System (ADS)

Gubkin, M. K.; Ivanov, D. A.; Ivanova, I. V.; Spivak, V. S.

2017-11-01

The Department of General physics and nuclear fusion, National Research University “Moscow Power Engineering Institute”, developed a set of tests (over 1000 questions) for the current control of knowledge of students in the section “Electricity and magnetism” of the General physics course using the internet distance learning system “Prometheus” (fourth generation). Under this section of the proposed test tasks are divided into sections corresponding to the topics section. These tasks include quality issues, design tasks, tasks with a choice of answers (one of many, many of many), the job with the selection region in the figure, tasks with detailed answer. The variety of tasks allows the teacher not only to objectively assess the student acquired knowledge but also to develop his problem-solving skills, to learn to be fluent in theory. The results of testing conducted for several years, show the high interest of students in the repeated independent execution of tasks and correlate well with the results of intermediate certification (exams).

Designing Online Courses: A Taxonomy to Guide Strategic Use of Features Available in Course Management Systems (CMS) in Distance Education

ERIC Educational Resources Information Center

Koszalka, Tiffany A.; Ganesan, Radha

2004-01-01

Course developers can be distracted from applying sound instructional design principles by the amount of flexibility offered through online course development resources (Kidney & Puckett, "Quarterly Review of Distance Education," 4 (2003), 203-212). Distance education course management systems (CMS) provide multiple features that can be easily…

Educational technology integration and distance learning in respiratory care: practices and attitudes.

PubMed

Hopper, Keith B; Johns, Carol L

2007-11-01

Educational technologies have had an important role in respiratory care. Distance learning via postal correspondence has been used extensively in respiratory care, and Internet-based distance learning is now used in the training of respiratory therapists (RTs), clinical continuing education, and in baccalaureate degree and higher programs for RTs and educators. To describe the current scope of respiratory care educational technology integration, including distance learning. To investigate online research potential in respiratory care. A probabilistic online survey of United States respiratory care program directors was conducted on educational technology practices and attitudes, including distance learning. A parallel exploratory study of United States respiratory care managers was conducted. One-hundred seventy-seven (53%) program directors participated. One-hundred twenty-eight respiratory care managers participated. For instructional purposes, the respiratory care programs heavily use office-productivity software, the Internet, e-mail, and commercial respiratory care content-based computer-based instruction. The programs use, or would use, online resources provided by text publishers, but there is a paucity. Many program directors reported that their faculty use personal digital assistants (PDAs), often in instructional roles. 74.6% of the programs offer no fully online courses, but 61.0% reported at least one course delivered partially online. The managers considered continuing education via online technologies appropriate, but one third reported that they have not/will not hire RTs trained via distance learning. Neither group considered fully online courses a good match for RT training, nor did they consider training via distance learning of comparable quality to on-campus programs. Both groups rated baccalaureate and higher degrees via distance learning higher if the program included face-to-face instruction. Online distance-learning participatory experience generally improved attitudes toward distance learning. There was a good match between manager RT expectations in office-productivity software and program instructional practices. Educational technologies have an important role in respiratory care. Online distance learning for baccalaureate and higher degrees in respiratory care is promising. Online distance learning in respiratory care must include face-to-face instruction. Distance-learning deployment in respiratory care will require resources. A follow-up probabilistic survey of United States respiratory care managers is needed. Online surveys conducted for respiratory care are promising, but neither less expensive nor easier than conventional means.

Students' Perceived Service Quality of Distance Learning Courses in a Dual-Mode Education System

ERIC Educational Resources Information Center

Yener, Dursun

2013-01-01

Distance learning (DL) has become an important part of university education. In the past DL was applied in different universities with different forms. With rapid technological developments, DL gained a new format through the Internet. Students can take courses online wherever they are geographically. Therefore, working people and adults can…

Competency-Based Behavioral Anchors as Authentication Tools To Document Distance Education Competencies.

ERIC Educational Resources Information Center

Dooley, Kim E.; Lindner, James R.

2002-01-01

A study of 20 graduate students learning distance education methods found that great variance in idnviudal competence at course begining moved to similar levels at course end. Open-ended verification of competence using behavioral anchors worked well as a self-assessment and benchmarking tool to document growth in learning. (Contains 19…

The Role of Voluntariness in Distance Education Students' Usage of a Course Website

ERIC Educational Resources Information Center

Ramayah, T.

2010-01-01

This study looks at the usage of a course website among distance learning business management students in a public institution of higher learning in Malaysia. The Technology Acceptance Model (TAM) was used as the basis of the research framework but voluntariness was added as a possible moderating factor. TAM postulates that perceived usefulness…

Ensuring Quality in Online Courses: Applying the AACSB International's Distance Learning Quality Issues

ERIC Educational Resources Information Center

Gaytan, Jorge

2013-01-01

The purpose of this qualitative study was to examine the Distance Learning Quality Issues published by the American Assembly of Collegiate Schools of Business International (AACSB-International) to document the various characteristics that high-quality online courses must possess. A content analysis methodology was employed to examine the seven…

Relationship between Affective Learning, Instructor Attractiveness and Instructor Evaluation in Videoconference-Based Distance Education Courses

ERIC Educational Resources Information Center

Aydin, Irem E.

2012-01-01

This paper is intended to reveal the results of a study in which the relationship between learners' perceptions of affective learning, instructors' attractiveness and instructor evaluations in a videoconference based distance education course was investigated. An online survey instrument was used to collect quantitative data. A series of Pearson…

Blended Learning in a Teacher Training Course: Integrated Interactive E-Learning and Contact Learning

ERIC Educational Resources Information Center

Kupetz, Rita; Ziegenmeyer, Brigit

2005-01-01

The paper discusses a blended learning concept for a university teacher training course for prospective teachers of English. The concept aims at purposeful learning using different methods and activities, various traditional and electronic media, learning spaces covering contact and distance learning, and task-based learning modules that begin…

Design for learning - a case study of blended learning in a science unit.

PubMed

Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

2015-01-01

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the 'real' teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a 'question of the week', a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university's teaching and learning into the 21 (st) century.

Guidance on the Use of Learning Strategies in Distance Education (DE) as a Function of Age and Gender

ERIC Educational Resources Information Center

Alliprandini, Paula Mariza Zedu; Pavesi, Marilza Aparecida; Dayanne, Vicentini; Sekitani, Juliane Tiemi

2015-01-01

This study aims to determine whether there are differences in the use of learning strategies used by students enrolled in courses offered in the format of Distance Learning (DL) by gender and age of participants. A total of 402 students responded to a range of learning strategies evaluations-version adapted for distance learning, containing 49…

Quality Assurance in Distance and Open Learning

ERIC Educational Resources Information Center

Mahafzah, Mohammed Hasan

2012-01-01

E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of E-learning, however, is essential for the quality assurance of E-learning courses. This paper constructs a three-phase evaluation model for E-learning courses, which includes development, process, and…

Are postgraduate students in distance medical education program ready for e-learning? A survey in Iran

PubMed Central

Changiz, Tahereh; Haghani, Fariba; Nowroozi, Nasim

2013-01-01

Introduction: Appropriate instructional design plays a crucial role in e-learning success, and analyzing learners is the cornerstone for instructional design process. Students’ readiness for e-learning was assessed in the present study as an example of learner analysis for a distance course in medical education master program. Materials and Methods: A census sample of 23 students applied for distance master program on medical education, completed the “Students’ E-Learning Readiness Scale” developed by Watkins, via email. The reliability and validity of the scale has been confirmed before. Average scores in total and 6 subscales were calculated. The score range was 1-5 and scores above 3 indicated good readiness. Data was interpreted using descriptive and non-parametric tests (Mann-Whitney U and Kruskal-Wallis). Results: Response rate was 100%. The students’ readiness scores in total and all subscales (“technology access”, “online skills and relationships”, “motivation”, “online audio/video”, “readiness for online discussions”, and “importance of e-learning to your success”) were above 3. Comparing different subscales, students’ mean scores in “motivation” and “internet discussion” subscales were less than others, although the difference was not significant. There were no significant gender differences in the readiness scores. Students who were academic staff had significantly higher scores than others in total and in “motivation” and “online skills and relationship” subscales. Conclusion: Good learners’ readiness, observed in the present study, may imply that the instructional designer can rely on e-learning strategies and build the course upon them. However, according to the slightly lower scores in “motivation” and “online discussion” subscales, it is recommended to stress more on strategies that improve these two components. To generalize the results, it is needed to test students’ readiness in more different degree programs. PMID:24524090

Distance Education in the United States: From Correspondence Courses to the Internet

ERIC Educational Resources Information Center

Caruth, Gail D.; Caruth, Donald L.

2013-01-01

Online learning is a descendant of distance education. Online education has a shared history with correspondence learning. In 1873, Anna Eliot Ticknor founded the Society to Encourage Studies at Home. Ticknor's Society established one of America's first correspondence schools, a distance learning option conducted through the mail. This Society was…

The Open College of the North West, Distance Learning, and the "Open Tech" Programme.

ERIC Educational Resources Information Center

Percy, Keith; Saunders, Murray

1982-01-01

A regional program of pre-university courses in northwestern England open to adults with no entry qualifications is discussed. It uses some distance learning techniques but is investigating expansion to technical education through distance learning. The complexities and potential costs of such a substantial directional change are examined. (MSE)

New-to-College "Academic Transformation" Distance Learning: A Paradox

ERIC Educational Resources Information Center

Goomas, David T.; Clayton, Alexis

2013-01-01

At an urban Dallas community college, first-time-in-college (FTIC) distance learning students enrolled in a three-credit academic transformation class were compared with FTIC students enrolled in the same course in on-campus classes. The distance-learning students were more at risk as measured by final semester grades and retention compared to…

Distance-Learning Programs. Case Studies in TESOL Practice Series.

ERIC Educational Resources Information Center

Henrichsen, Lynn E., Ed.

The 14 cases in this book show how distance learning takes a variety of forms in teaching English to speakers of other languages (TESOL). The 15 chapters include the following: (1) "Beyond Adding Telecommunications to a Traditional Course: Insights into Human and Instructional Factors Affecting Distance Learning in TESOL" (Lynn E.…

Adding Interactivity to Web Based Distance Learning.

ERIC Educational Resources Information Center

Cafolla, Ralph; Knee, Richard

Web Based Distance Learning (WBDL) is a form of distance learning based on providing instruction mainly on the World Wide Web. This paradigm has limitations, especially the lack of interactivity inherent in the Web. The purpose of this paper is to discuss some of the technologies the authors have used in their courses at Florida Atlantic…

An Assistive Computerized Learning Environment for Distance Learning Students with Learning Disabilities

ERIC Educational Resources Information Center

Klemes, Joel; Epstein, Alit; Zuker, Michal; Grinberg, Nira; Ilovitch, Tamar

2006-01-01

The current study examines how a computerized learning environment assists students with learning disabilities (LD) enrolled in a distance learning course at the Open University of Israel. The technology provides computer display of the text, synchronized with auditory output and accompanied by additional computerized study skill tools which…

Innovations in occupational health nursing education, including a distance learning approach.

PubMed

Lowis, A; Ellington, H

1991-07-01

The results of a survey in the United Kingdom in the late 1980s indicated that many occupational health nurses were not being sent for formal training because of the length of time nurses needed to be away from their employment and the difficulty employers had in finding nurse replacements during training. To meet the needs of occupational health nurses and their employers, the Robert Gordon Institute of Technology (RGIT) instituted a modular training course that offers full time attendance or distance learning options. RGIT's course consists of six modules over a 1 to 3 year period, which students can take in any order after completing a short Return to Study course. Using the innovative distance learning option, occupational health nurses can earn a Diploma in Occupational Health Nursing while completing most of their courses at the workplace, thus avoiding conflicts between training and work schedules.

Transactional Distance as a Predictor of Perceived Learner Satisfaction in Distance Learning Courses: A Case Study of Bachelor of Education Arts Program, University of Nairobi, Kenya

ERIC Educational Resources Information Center

Mbwesa, Joyce Kanini

2014-01-01

There is a long history of study and recognition of the critical role of interaction in supporting and even defining distance education. Interaction has been identified as key to the success of distance learning. It is key in fostering, supporting and engaging in the learning process. Moore (1989) posits that the physical distance that exists in…

Scaling Up: Faculty Workload, Class Size, and Student Satisfaction in a Distance Learning Course on Geographic Information Science.

ERIC Educational Resources Information Center

Dibiase, David; Rademacher, Henry J.

2005-01-01

This article explores issues of scalability and sustainability in distance learning. The authors kept detailed records of time they spent teaching a course in geographic information science via the World Wide Web over a six-month period, during which class sizes averaged 49 students. The authors also surveyed students' satisfaction with the…

Enhancing the Internationalisation of Distance Education in the Biological Sciences: The DUNE Project and Genetic Engineering.

ERIC Educational Resources Information Center

Leach, C. K.; And Others

1997-01-01

Describes the Distance Educational Network of Europe (DUNE) project that aims at enhancing the development of distance education in an international context. Highlights issues relating to the delivery of distance-learning courses in a transnational forum. Describes the genetic engineering course that aims at explaining the core techniques of…

The Learning and Teaching Experiences in an Online Problem-Based Learning Course.

ERIC Educational Resources Information Center

Sage, Sara M.

This paper describes and examines the experiences of eight learners and two teachers in an online distance education graduate course taught using an asynchronous program and a problem-based learning (PBL) pedagogy. The course, "Integrating the Internet across the Curriculum," was offered by Indiana University Bloomington as a 6-week…

Online Professional Development: Combining Best Practices from Teacher, Technology and Distance Education

ERIC Educational Resources Information Center

Signer, Barbara

2008-01-01

This article provides a model of online professional development that is consistent with recommendations from the fields of teacher education, technology staff development and online learning. A graduate mathematics education course designed and implemented using the model is presented to exemplify the model's core components and interactions. The…

Promoting Socialization in Distance Education

ERIC Educational Resources Information Center

Tucker, Shelia Y.

2012-01-01

Learners enjoy the convenience of being able to take online courses, yet many reports missing the face-to-face contact with their peers. This researcher has sought to tap into the vision of Ferratt & Hall (2009) whereby educators and technology designers are encouraged to extend the vision of online learning to "virtually being there and…

Distance Education: Having It Your Way

ERIC Educational Resources Information Center

Cowan, Wendy; Gale, Mark

2014-01-01

Is it possible to build a virtual community for teaching and learning where students have opportunities for instructor and peer interaction? In this article, Wendy Cowan and Mark Gale describe such a community at Athens State University, where the college of education faculty designed a set of courses so that students had multiple choices for…

Standards of e-Learning Based Distance Education

ERIC Educational Resources Information Center

Saurabh, Kumar

2006-01-01

The term distance education is commonly used to describe courses in which nearly all the interaction between the teacher and student takes place electronically. Electronic communication may take the form of audio, video, e-mail, chat, teleconferencing, and, increasingly, the Internet. Distance education courses range from short term training…

Automated Inattention and Fatigue Detection System in Distance Education for Elementary School Students

ERIC Educational Resources Information Center

Hwang, Kuo-An; Yang, Chia-Hao

2009-01-01

Most courses based on distance learning focus on the cognitive domain of learning. Because students are sometimes inattentive or tired, they may neglect the attention goal of learning. This study proposes an auto-detection and reinforcement mechanism for the distance-education system based on the reinforcement teaching strategy. If a student is…

High School Students in the New Learning Environment: A Profile of Distance E-Learners

ERIC Educational Resources Information Center

Kirby, Dale; Sharpe, Dennis

2010-01-01

The relative ubiquity of computer access and the rapid development of information and communication technology have profoundly impacted teaching and learning at a distance. Relatively little is currently known about the characteristics of those students who participate in distance e-learning courses at the secondary school level. In an effort to…

Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria

ERIC Educational Resources Information Center

Ojo, David Olugbenga; Olakulehin, Felix Kayode

2006-01-01

In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with…

Television and Learning Systems (Distance Education). Papers on Information Technology No. 245.

ERIC Educational Resources Information Center

Bates, A. W.

Arguing that television has a very important role to play in distance education courses, this paper outlines some of the unique roles that television can play and gives examples of how television can provide learning material not otherwise available to distance learners and help in the development of thinking and learning. Examples of how…

Science Practical Work Instructional Technologies and Open Distance Learning in Science Teacher Training: A Case Study in Zimbabwe

ERIC Educational Resources Information Center

Bhukuvhani, Crispen; Mupa, Mathew; Mhishi, Misheck; Dziva, Daimond

2012-01-01

The practical work component offers unique challenges for university science courses. This is even more pertinent in an Open and Distance Learning (ODL) environment like the Bindura University of Science Education's Virtual and Open Distance Learning (VODL) programme. Effective ODL education should be flexible enough to accommodate science…

Expanding Learning Opportunities for High School Students with Distance Learning

ERIC Educational Resources Information Center

Beese, Jane

2014-01-01

The purpose of the Synchronous Interactive Video Conference Distance Learning pilot program was to use emerging technologies to expand learning opportunities for students at an urban public high school. Through grant funding, students were able to enroll in Advanced Placement and foreign language courses through an online learning provider. Using…

A position paper of the EFLM Committee on Education and Training and Working Group on Distance Education Programmes/E-Learning: developing an e-learning platform for the education of stakeholders in laboratory medicine.

PubMed

Gruson, Damien; Faure, Gilbert; Gouget, Bernard; Haliassos, Alexandre; Kisikuchin, Darya; Reguengo, Henrique; Topic, Elizabeta; Blaton, Victor

2013-04-01

The progress of information and communication technologies has strongly influenced changes in healthcare and laboratory medicine. E-learning, the learning or teaching through electronic means, contributes to the effective knowledge translation in medicine and healthcare, which is an essential element of a modern healthcare system and for the improvement of patient care. E-learning also represents a great vector for the transfer knowledge into laboratory practice, stimulate multidisciplinary interactions, enhance continuing professional development and promote laboratory medicine. The European Federation of Laboratory Medicine (EFLM) has initiated a distance learning program and the development of a collaborative network for e-learning. The EFLM dedicated working group encourages the organization of distance education programs and e-learning courses as well as critically evaluate information from courses, lectures and documents including electronic learning tools. The objectives of the present paper are to provide some specifications for distance learning and be compatible with laboratory medicine practices.

Online Collaborative Learning in Health Care Education

ERIC Educational Resources Information Center

Westbrook, Catherine

2012-01-01

At our University, the Faculty of Health, Social Care and Education has delivered a variety of undergraduate and postgraduate courses via flexible distance learning for many years. Distance learning can be a lonely experience for students who may feel isolated and unsupported. However e-learning provides an opportunity to use technology to…

Learning Styles and the Online Classroom: Implications for Business Students

ERIC Educational Resources Information Center

Nastanski, Michael; Slick, Thomas

2008-01-01

This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when…

A comparison of distance education instructional methods in occupational therapy.

PubMed

Jedlicka, Janet S; Brown, Sarah W; Bunch, Ashley E; Jaffe, Lynn E

2002-01-01

The progression of technology is rapidly bringing new opportunities to students and academic institutions, resulting in a need for additional information to determine the most effective strategies for teaching distance learners. The purpose of this study was to compare the effectiveness of three instructional strategies (two-way interactive video and audio, chat rooms, and independent learning) and student preferences regarding instructional methods in a mental health programming distance learning course. Precourse and postcourse surveys were completed by 22 occupational therapy students enrolled in the course. Effectiveness of the teaching methods was determined based on the results of students' examinations. The findings indicated that there were no statistically significant differences in student performance on multiple-choice examinations using the three instructional methods. Of students, 77% indicated a preference for two-way interactive video and audio instruction. To provide effective education via distance learning methods, faculty members need to structure assignments that facilitate interaction and communication among learners. As distance education becomes more commonplace, it is important to identify the methods of instruction that are the most effective in delivering essential course content and the methods that provide the atmosphere most conducive to learning.

The Decoy Duck.

ERIC Educational Resources Information Center

Ryan, Anna

1997-01-01

Describes the development processes of an instructional video for use in a course offered through the Extended Learning Institute of Northern Virginia Community College entitled Women Writers II. Characterizes the process of transforming this English course from a print-based to a distance-learning course as time-consuming, creative, and…

Distance Learning and the Web: Are Advertising Programs Missing the Target?

ERIC Educational Resources Information Center

Falk, Louis K.; Rehman, Sharaf; Foster, Dawn

1999-01-01

Discusses survey results that examined whether distance education programs at universities offering courses in advertising and/or public relations make use of the Internet/Web pages to inform potential students about courses taught via distance education. The survey and list of Association of Education in Journalism and Mass Communication (AEJMC)…

An Evolution of Distance Learning Issues: From Exporting to Enhancing the Classroom Experience

ERIC Educational Resources Information Center

Johnstone, Sally M.

2004-01-01

There are many different formats being used for distance learning and each has implications for institutional and public policies. With almost 90% of U.S. public colleges and universities offering distance learning courses, it is important for all members of the academy to be aware of these implications as they consider their own involvement in…

Factors Affecting Student Success in Distance Learning Courses at a Local California Community College: Joint Governance Perspectives

ERIC Educational Resources Information Center

Gonzalez, Luis A.

2012-01-01

The purpose of this study was to explore the perspectives of staff and faculty regarding factors affecting student success in distance learning at a California community college (CCC). Participants were members of the leadership group known as the distance learning committee. Data were collected through in-depth interviews using open-ended…

Assessment of the Effectiveness of Internet-Based Distance Learning through the VClass e-Education Platform

ERIC Educational Resources Information Center

Pukkaew, Chadchadaporn

2013-01-01

This study assesses the effectiveness of internet-based distance learning (IBDL) through the VClass live e-education platform. The research examines (1) the effectiveness of IBDL for regular and distance students and (2) the distance students' experience of VClass in the IBDL course entitled Computer Programming 1. The study employed the common…

The development of CERDAS learning strategy guide for science education students of distance education

NASA Astrophysics Data System (ADS)

Rahayu, U.; Darmayanti, T.; Widodo, A.; Redjeki, S.

2017-02-01

Self-regulated learning (SRL) is a part of students’ skills in which they manage, regulate, and monitor their learning process so they can reach their study goal. Students of distance education should comprise this skill. The aim of this research is to describe the development of distance students learning guide, namely “CEDAS strategy” designed for science students. The students’ guidance consists of seven principles, they are; selecting and applying learning strategy appropriately, managing time effectively, planning of learning realistically and accurately, achieving study goal, and doing self-evaluation continuously. The research method was qualitative descriptive. The research involved the students of Universitas Terbuka’ Biology education who participated in Animal Embryology course. The data were collected using a questionnaire and interview. Furthermore, it was analyzed by descriptive analyses. Research finding showed that during try out, most of the students stated that the learning guide was easy to understand, concise, interesting and encouraging for students to continue reading and learning. In the implementation stage, most students commented that the guide is easy to understand, long enough, and helpful so it can be used as a reference to study independently and to apply it in the daily basis.

Examining the Academic Counseling Courses as a Support Service in Distance Learning

ERIC Educational Resources Information Center

Cekerol, Kamil; Bozkaya, Mujgan

2010-01-01

Academic counseling courses, in which learner support is provided in a face-to-face environment, maintain their importance and continuity since the beginning of the distance education system in Anadolu University. Academic counseling courses, which are carried out by getting support from various universities, are conducted by bringing the…

Biological Simulations in Distance Learning. CAL Research Group Technical Report No. 12.

ERIC Educational Resources Information Center

Murphy, P. J.

When two biological simulations on evolution and genetics (one originally developed for a conventional university undergraduate course) were introduced into Open University distance education classes, the difficulties encountered required a reappraisal of the concept of using computer simulation for distance learning and decisions on which…

Mobile Learning in Distance Education: Utility or Futility?

ERIC Educational Resources Information Center

Koole, Marguerite; McQuilkin, Janice Letkeman; Ally, Mohamed

2010-01-01

Can mobile technology improve flexibility and quality of interaction for graduate students in distance programs? This paper reports the results of an innovative study exploring the usability, learning, and social interaction of mobile access to online course materials at a Canadian distance education university. Through a system called MobiGlam,…

E-Learning--Long-Distance and Lifelong Perspectives

ERIC Educational Resources Information Center

Pontes, Elvis, Ed.; Silva, Anderson, Ed.; Guelfi, Adilson, Ed.; Kofuji, Sergio Takeo, Ed.

2012-01-01

Chapters in this book include: (1) Adaptive Model for E-Learning in Secondary School (Todorka Glushkova); (2) Electronic- and Mobile-Learning in Electronics Courses Focused on FPGA (Giovanni Vito Persiano and Sergio Rapuano); (3) Promoting E-Learning in Distance Education Programs in an African Country (Kenneth Addah, Desmond Kpebu and Olivia A.…

Design for learning – a case study of blended learning in a science unit

PubMed Central

Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

2015-01-01

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21 st century. PMID:26594348

Experimentally Assessing a Resource-Effective Design for ODL Environments

ERIC Educational Resources Information Center

Karoulis, Athanasis; Sfetsos, Panagiotis; Stamelos, Ioannis; Angelis, Lefteris; Pombortsis, Andreas

2004-01-01

This study is concerned with the formal assessment of a Distance Learning Environment (DLE) created to deliver a course on UML sequence diagrams to university-level students, divided into control and treatment groups. An ad-hoc DLE was constructed to deliver instruction to the treatment group, while the control group was taught in a traditional…

Bridging the Great Divide: Connecting Alaska Native Learners and Leaders via "High Touch-High Tech" Distance Learning.

ERIC Educational Resources Information Center

Berkshire, Steven; Smith, Gary

The Rural Alaska Native Adult program of Alaska Pacific University is specifically designed for adult Native learners. Courses in business administration, human services, and teacher education are offered to rural Native adult students via an interactive Internet-based format after an initial 1-week residency. The Internet component is facilitated…

Online Embryology teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students.

PubMed

Al-Neklawy, Ahmed Farid

2017-11-01

Although the traditional didactic lecture is considered to be efficient for presenting information and providing explanations, it usually does not provide adequate time for deeper learning activities. So, traditional lecture is one of the most widely criticized educational methods. Virtual learning environment (VLE) is a specially designed environment that facilitates teachers' management of educational courses for their students, using computer hardware and software, which involves distance learning. In this study, we evaluated the experiment of online teaching of General Embryology for Egyptian undergraduate medical students using WizIQ learning management system. A total of 100 students were invited to submit an online survey at the end of the course to evaluate delivery of instruction, creation of an environment that supported learning, and administrative issues. Most of the students reported that they were strongly satisfied with the efficacy of the instructional methods and were strongly satisfied with the degree of clarity of the course material. They strongly accepted the page format and design of the virtual classroom and strongly agreed that the learning environment supported the learning procedure. The item of easy logging into the virtual classroom had aberrant variable responses; it recorded the lowest mean response; this variation in responses was due to technical factors as the students used different devices with different speeds of internet connections. Ninety percent of students have strongly recommended the course attendance for their fellow students. These results demonstrate that online Anatomy teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students. Copyright © 2017 Elsevier GmbH. All rights reserved.

Virtual Slovak: Insight into Learning Slovak in an E-Learning Environment

ERIC Educational Resources Information Center

Kyppö, Anna

2015-01-01

This paper offers insight into learning Slovak in an e-learning environment. The need to reach distance-learners of Slovak led to the implementation of a web-based course on Slovak language and culture in 2008-2010. The pedagogical basis of the course, called Virtual Slovak, is the socioconstructivist approach to teaching and learning, in which…

Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

ERIC Educational Resources Information Center

Chung, Liang-Yi

2015-01-01

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their…

Advice from the Trenches: Experienced Educators Discuss Distance Learning

ERIC Educational Resources Information Center

Lawhon, Tommie; Ennis-Cole, Demetria

2005-01-01

Planning, managing, and maintaining distance learning courses present challenges and opportunities for faculty that require shifts in teaching techniques and management. Interviews with experienced professors, published reports, and primary data assist in identifying reasons for the successes and failures of previous e-learning efforts while…

The Relationship between Successful Completion and Sequential Movement in Self-Paced Distance Courses

ERIC Educational Resources Information Center

Lim, Janine M.

2016-01-01

A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related…

Effects of Learning Styles on Online Professional Development with Educators

ERIC Educational Resources Information Center

Aden, Lori Ann Parsley

2010-01-01

Although the field of distance education is growing, according to research, most online courses only use text-based instructional strategies instead of incorporating various instructional strategies to match differing learning styles. Furthermore, studies of learning styles in online professional development courses are limited. Using a…

Using Etherpads as Platforms for Collaborative Learning in a Distance Education LIS Course

ERIC Educational Resources Information Center

Pymm, Bob; Hay, Lyn

2014-01-01

Distance education, by definition, creates a number of challenges for lecturer and student in building and maintaining connection and commitment. The challenges that need to be overcome include communication difficulties, lack of student motivation, high drop out from courses, provision of support at a distance and a sense of isolation or lack of…

Building Academic Quality in Distance Higher Education. A Monograph in Higher Education Evaluation and Policy.

ERIC Educational Resources Information Center

Chacon-Duque, Fabio J.

The factors that determine course completion and achievement in college distance education were investigated using a sample of 25 courses offered through the Independent Learning Program at the Pennsylvania State University. The main objective was to develop a multivariate model to explain and predict outcomes of distance education. Additional…

Reliability and Validity of a Student Scale for Assessing the Quality of Internet-Based Distance Learning

ERIC Educational Resources Information Center

Scanlan, Craig L.

2003-01-01

U.S. universities and colleges offering distance education courses have increased immensely since 1998, and by 2004 it was expected that distance learners will constitute about 14% of all those enrolled in degree programs. In its preliminary review of distance learning, the Institute for Higher Education Policy (1998) emphasized the need for…

Students Helping Students: A Learning Partnership Initiative for Distance Language Learners

ERIC Educational Resources Information Center

Jilg, Timothy; Southgate, Margaret

2017-01-01

This study looks at the effectiveness of an intervention to improve student retention on a distance language course. Of the six beginners' language courses offered by the UK's Open University, the beginners' Welsh course has consistently had the lowest retention rates since it was first presented in 2008. In order to address this, a project was…

Empirical evidence of the effectiveness of concept mapping as a learning intervention for nuclear medicine technology students in a distance learning radiation protection and biology course.

PubMed

Passmore, Gregory G; Owen, Mary Anne; Prabakaran, Krishnan

2011-12-01

Metacognitive learning strategies are based on instructional learning theory, which promotes deep, meaningful learning. Educators in a baccalaureate-level nuclear medicine technology program demonstrated that students enrolled in an online, distance learning section of an introductory radiation protection and radiobiology course performed better when traditional instruction was supplemented with nontraditional metacognitive learning strategies. The metacognitive learning strategy that was used is best known as concept mapping. The concept map, in addition to the standard homework problem assignment and opportunity for question-answer sessions, became the template for misconception identification and remediation interactions between the instructor and the student. The control group relied on traditional homework problems and question-answer sessions alone. Because students in both the "treatment" groups (i.e., students who used concept mapping) and the control group were distance learning students, all personal communications were conducted via e-mail or telephone. The final examination of the course was used to facilitate a quantitative comparison of the performance of students who used concept mapping and the performance of students who did not use concept mapping. The results demonstrated a significantly higher median final examination score for the concept mapping group than for the non-concept mapping group (z = -2.0381, P = 0.0415), with an appropriately large effect size (2.65). Concept mapping is a cognitive learning intervention that effectively enables meaningful learning and is suitable for use in the independent learner-oriented distance learning environments used by some nuclear medicine technology programs.

Community-Embedded Learning Experiences: Putting the Pedagogy of Service-Learning to Work in Online Courses

ERIC Educational Resources Information Center

Becnel, Kim; Moeller, Robin A.

2017-01-01

This paper considers the applicability and adaptability of service-learning pedagogy to online and distance education teaching environments. More specifically, it looks at the community-embedded learning model (CEL), which asks distance students to conduct service projects in their local communities, as manifested in a project undertaken by online…

Lifelong Learning: Distance Education and the Role of Family and Consumer Sciences

ERIC Educational Resources Information Center

Poley, Janet K.

2005-01-01

Lifelong learning is what happens after the formal schooling process is completed. Most of the individuals pursuing lifelong learning courses are older and are holding various jobs. Distance education offers flexibility and convenience for these individuals. On the other hand, innovation to create access to learning has always been the hallmark of…

Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs

ERIC Educational Resources Information Center

Li, Lung-Yu; Lee, Long-Yuan

2016-01-01

The purpose of this study was to explore graduate students' competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of…

Lifelong Learning at the Technion: Graduate Students' Perceptions of and Experiences in Distance Learning

ERIC Educational Resources Information Center

Hussein-Farraj, Rania; Barak, Miri; Dori, Yehudit Judy

2012-01-01

This study examined the development of two Distance Learning (DL) courses and their effect on students' perceptions and learning experiences. Our study included about 260 science and engineering graduate students. Among them, 105 students were divided into two research groups: on-campus students (N=70) and DL students (N=35). These two groups…

Laboratory Earth: Connecting Everything to Everything Else Online for Pre-college Educators

NASA Astrophysics Data System (ADS)

Gosselin, D.; Bonnstetter, R.; Yendra, S.; Slater, T.

2007-12-01

The Laboratory Earth professional development series, which has been funded by NASA, consists of three, three- credit hour, graduate level, distance-delivered, online courses designed for K- 8 (and above) educators. Currently, we have delivered two module-based courses, Laboratory Earth I: Earth and its Systems and Laboratory Earth II: Earth's Natural Resource Systems. A third course tentatively titled, Laboratory Earth: Earth's Changing Environments, is under development. Our objectives are to deliver a high quality professional development experience, improve participant's ability to understand and apply Earth system science concepts in their classroom, and to increase teacher's sense of belonging to a community. Each course consists of four modules that engage students using multiple strategies to meet a variety of learning styles. To document learning, content questions are used to focus the student on the concepts they will be learning throughout the course. These questions are also used to assess the progress the student has made toward learning the concepts from the beginning to the end of the course. Analysis of the responses to the content questions from Lab Earth I demonstrates significant knowledge gains from the beginning to the end of the course. Preliminary data also suggests that the extent of learning is higher in the 8-week version than it is in the 16-week version of the course. An implicit goal of the courses is to help participants focus on learning, not grades. Unfortunately, grades have to be issued. Our grading strategy has evolved to a system that uses the ability of students to master course content along with active participation and the on-time, quality completion of the grading elements in the course. Course content mastery can be demonstrated in a variety of ways and it is up to the student to choose the method that they would like to use. Methods include writing essays, creating presentations, preparing an oral journal, and developing concept maps. If tasks that a student submits are not complete, they are asked to revisit the assignment. The goal is for the student to be intrinsically motivated to learn the material and reduce the need for grades as a motivator and distract from their learning. We want everyone to work until they have the required concept knowledge and understanding. The combined results from STEBI-A (teacher efficacy for teaching science scale), LEO, (scale to assess teacher's sense of community within the course), and BES (Beliefs About Earth Science to assess the degree to which teachers enjoy teaching science) demonstrate statistically significant growth in teachers' sense of cohesion of the course and the value they place on teaching Earth science. The Laboratory Earth series is a key component of an initiative to create a collaborative online, distance delivered, masters degree program at UNL.

Study on the feasibility of provision of distance learning programmes in surgery to Malawi.

PubMed

Mains, Edward A A; Blackmur, James P; Dewhurst, David; Ward, Ross M; Garden, O James; Wigmore, Stephen J

2011-12-01

Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes. This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed. The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee's requirements. Internet speeds remain slow and access is currently expensive. There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access. Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training. Copyright © 2010 Royal College of Surgeons of Edinburgh (Scottish charity number SC005317) and Royal College of Surgeons in Ireland. Published by Elsevier Ltd. All rights reserved.

Collaborative Learning: A Critical Success Factor in Distance Education.

ERIC Educational Resources Information Center

Levin, David S.; Ben-Jacob, Marion G.

This paper discusses the use of new technologies for distance learning-- including interactive video, computers, and the Internet-- at Mercy College (New York) and DePaul University (Illinois). The description of a course on discrete mathematics that is taught using the Mercy College Long-distance Instructional Network (MerLIN) focuses on the use…

The Concentric Support Model: A Model for the Planning and Evaluation of Distance Learning Programs

ERIC Educational Resources Information Center

Osika, Elizabeth

2006-01-01

Each year, the number of institutions offering distance learning courses continues to grow significantly (Green, 2002; National Center for Educational Statistics, 2003; Wagner, 2000). Broskoske and Harvey (2000) explained that "many institutions begin a distance education initiative encouraged by the potential benefits, influenced by their…

Demanding Need of Growing Technologies in Distance Learning System

ERIC Educational Resources Information Center

Hafeez, Amtul; Ahmed, Aiijaz; Zubia, Noreen

2014-01-01

In distance education system use of different media enable the learners to start the course of study independently. The appearance of the internet and the expansion of web have now changed distance learning from a broadcasting way to an interactive way, and allowed connecting the learners and instructors who are geographically divided.…

Distance Learning Programming.

ERIC Educational Resources Information Center

Lucero, Jesus Ricardo; And Others

This resource guide for distance learning information, courses, and programming covers: (1) audiographics programming by the Pennsylvania Teleteaching Project; (2) cable programming, including the Cable Alliance for Education's Cable in the Classroom projects, Consumer News and Business Channel, Nostalgia Television, PENNARAMA Channel, Silent…

Faculty experiences with providing online courses. Thorns among the roses.

PubMed

Cravener, P A

1999-01-01

This article presents a review of the literature summarizing faculty reports of their experiences with computer-mediated distance education compared with their traditional face-to-face teaching experiences. Both challenges and benefits of distance learning programs contrasted with classroom-based teaching are revealed. Specific difficulties and advantages identified by online faculty were categorized into four broad areas of impact on the teaching/learning experience: (a) faculty workload, (b) access to education, (c) adapting to technology, and (d) instructional quality. Challenges appear to be related predominantly to faculty workloads, new technologies, and online course management. Benefits identified by online educators indicate that computer-mediated distance education has high potential for expanding student access to educational resources, for providing individualized instruction, and for promoting active learning among geographically separated members of learning groups.

We Are Not Numbers: The Use of Identification Codes in Online Learning

ERIC Educational Resources Information Center

Francis-Poscente, Krista; Moisey, Susan Darlene

2012-01-01

This paper discusses students' experiences with the use of identification codes in a graduate course delivered asynchronously via the Internet. While teaching an introductory masters level graduate course in distance learning, the authors discovered that the learning management system, Moodle, was programmed to display identification codes rather…

Distance Learning in Low Population Density Regions. A Report from the High School Teching Practice

ERIC Educational Resources Information Center

Daichendt, Horst; Magdas, Ioana

2009-01-01

The most of the long distance courses are mainly based on two or three face to face meetings and printed courses or courses available on the online course web site. In this case the individual students study has attached an important amount of time. Usually the students do not receive a feed-back of their progress and do not receive answers to…

Online Learning: A Comparison of Web-Based and Land-Based Courses

ERIC Educational Resources Information Center

Brown, Joy L. M.

2012-01-01

Distance learning has become more popular in recent years. Due to concern about the quality of web-based courses, the purpose of this study was to explore the differences in web-based versus land-based courses. In this study, the researcher compares web-based and land-based education courses to explore the strengths and weaknesses of each type of…

Co-Creating a Culturally Responsive Distance Education Cancer Course with, and for, Alaska's Community Health Workers: Motivations from a Survey of Key Stakeholders.

PubMed

Cueva, Katie; Revels, Laura; Kuhnley, Regina; Cueva, Melany; Lanier, Anne; Dignan, Mark

2017-09-01

To gain input on a proposed culturally responsive, distance-delivered cancer education course informed by empowerment theory and adult-learning principles, Alaska's Community Health Aides/Practitioners (CHA/Ps) and CHA/P leadership were invited to take an online survey in February 2015. The proposed course will be developed as part of the "Distance Education to Engage Alaskan Community Health Aides in Cancer Control" project. The results of the survey demonstrate that respondents are both interested in taking the proposed class and engaging in course development. The results also indicate that respondents have the technological comfort and capacity to be engaged in online learning and have primarily positive experiences and perceptions of distance education. This survey is the beginning of the interactive development of the online cancer education course and part of a continuing endeavor to promote wellness with, and for, Alaska's people by empowering Alaska's CHA/Ps and inspiring positive behavioral change to both prevent cancer and support those who feel its burdens.

Using Hollywood techniques to teach freshman astronomy over the Internet

NASA Astrophysics Data System (ADS)

Friedberg, R.; Lipnick, D.; Vila Migliaro, M.

We use interactive 'click and drag' learning, bold colors, high graphic design standards, cartooning, animations and videos. We present Astronomy material in three languages, written English, written Spanish, and written and spoken Navajo. This distance-learning course is specifically designed for students with limited proficiency in the English language. We have both a lecture and laboratory series in the course that may be found at www.ibe.ncc.cc.nm.us and http://yoda.phys.unm.edu/ast100. It carries 4 hours of credit as Astronomy 100. To paraphrase John Ford, the great Hollywood director, a good movie should be able to stand with no dialogue. We have tried to meet his standard. We have borrowed heavily from the style of the Pvt. Snafu World War II military training films produced principally by the Walt Disney Studios. We have also used the graphic design techniques that I learned many years ago as a technical briefing officer at the Chief of Naval Operation's Briefing Room at the Pentagon, Washington D.C.. Finally, we use elements of 'Programmed Learning' developed by the American Management Association thirty odd years ago. Elements that make our web course unique are: A laboratory on Navajo Astronomy, lectures translated into Spanish, and many collateral resources for student use both internal to our web site and as external links on the Internet. Much of this work was underwritten by NASA grant NAG5-10254.

Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business

ERIC Educational Resources Information Center

Bidarra, Jose; Araujo, Joao

2013-01-01

This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student's perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we…

Distance Education for the Gifted and Talented: An Interactive Design Model.

ERIC Educational Resources Information Center

McKinnon, David H.; Nolan, C. J. Patrick

1999-01-01

Discusses development of an Australian distance-education cosmology course that employs an interactive design model and an extensive communication system. The way the model is used to organized, sequence, and deliver the course is explained. Discussion addresses how the model might be used to design other courses. (Author/CR)

The Use of Learning Strategies in Distance Learning: Comparing between Public Institutions

ERIC Educational Resources Information Center

Alliprandini, Paula Mariza Zedu

2018-01-01

The objective of this article was to examine the use of learning strategies used by students of distance learning, enrolled in courses from two public institutions. A total of 821 students took part in the research, 532 of them from the South Institution and 289 from the Midwest Institution of Brazil. Data was composed from the factors: emotion…

10 Guiding principles of a comprehensive Internet-based public health preparedness training and education program.

PubMed

Alexander, Lorraine K; Horney, Jennifer A; Markiewicz, Milissa; MacDonald, Pia D M

2010-01-01

Distance learning is an effective strategy to address the many barriers to continuing education faced by the public health workforce. With the proliferation of online learning programs focused on public health, there is a need to develop and adopt a common set of principles and practices for distance learning. In this article, we discuss the 10 principles that guide the development, design, and delivery of the various training modules and courses offered by the North Carolina Center for Public Health Preparedness (NCCPHP). These principles are the result of 10 years of experience in Internet-based public health preparedness educational programming. In this article, we focus on three representative components of NCCPHP's overall training and education program to illustrate how the principles are implemented and help others in the field plan and develop similar programs.

Software Agents to Assist in Distance Learning Environments

ERIC Educational Resources Information Center

Choy, Sheung-On; Ng, Sin-Chun; Tsang, Yiu-Chung

2005-01-01

The Open University of Hong Kong (OUHK) is a distance education university with about 22,500 students. In fulfilling its mission, the university has adopted various Web-based and electronic means to support distance learning. For instance, OUHK uses a Web-based course management system (CMS) to provide students with a flexible way to obtain course…

Evaluating the online platform of a blended-learning pharmacist continuing education degree program.

PubMed

Wilbur, Kerry

2016-01-01

Background Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Results Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Conclusion Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

Evaluating the online platform of a blended-learning pharmacist continuing education degree program

PubMed Central

Wilbur, Kerry

2016-01-01

Background Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. Methods To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Results Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Conclusion Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue. PMID:27282277

Evaluating the online platform of a blended-learning pharmacist continuing education degree program.

PubMed

Wilbur, Kerry

2016-01-01

Distance-based continuing education opportunities are increasingly embraced by health professionals worldwide. To evaluate the online component of a blended-learning degree program for pharmacists, we conducted a structured self-assessment and peer review using an instrument systematically devised according to Moore's principles of transactional distance. The web-based platform for 14 courses was reviewed by both local and external faculty, followed by shared reflection of individual and aggregate results. Findings indicated a number of course elements for modification to enhance the structure, dialog, and autonomy of the student learning experience. Our process was an important exercise in quality assurance and is worthwhile for other health disciplines developing and delivering distance-based content to pursue.

Distance Learning Materials for Elementary Astronomy with Lab

NASA Astrophysics Data System (ADS)

Castle, K. G.

2004-05-01

I have developed a distance learning astronomy course with an integral lab. The materials for this course are available from the site below. Test and quiz contents can be obtained upon request In this distance-learning format, students take quizzes online, tests in person and meet with the instructor for assistance. Student activities include homework, laboratory exercises and observing projects using household and community resources. This course (Astro 128) has been approved to fulfill general education requirements for University of California and the California State University system. Materials include instructions and reference materials for measuring parallax, analyzing radial velocity and light curves, finding ages of star clusters, tracking planets, recording sunrise or sunset time, simulating lunar phases, assessing lunar feature ages, classifying stellar spectra from tracings, and classifying galaxy morphology. Students analyze actual astronomical data from the literature in many cases. A comparatively large number of observational examples allows each student to work with a unique assignment. Course management includes a calendar where students schedule meetings with the instructor and WebCT test, quiz and grade maintenance. Course materials are supplied with links to data sets in PDF. This class was developed with technical assistance from the Instructional Technology Department at Diablo Valley College.

Distance Learning Courses and Master of Arts in Physics Education

NASA Astrophysics Data System (ADS)

Lindgren, Richard; Thornton, Stephen

2006-11-01

More than twenty distance learning courses in physics have been taken by hundreds of High School Physics Teachers over the past 7 years. The success of these courses helped initiate our 30 credit Master of Arts in Physics Education degree program. We have graduated 28 teachers over the last 6 years and expect 13 more to graduate in 2006. The candidates earn 14 credits in residence at the University of Virginia and 16 credits online. This allows teachers to matriculate, while earning more than half the credits at home. Presently, there are over 50 Master degree candidates. Three of the five online courses utilize CD-ROMS with edited lectures of live Physics courses taught at the University of Virginia by Physics Professors recognized for their teaching. Homework and examinations are submitted using WebAssign. Local high school teachers and administrators proctor the examinations. General communication and pedagogical feedback on homework assignments and exams are submitted through Blackboard as well as email. Screen captured video shots of physics demonstrations are widely used in the audio chat room to facilitate discussion and also used on examinations. We will discuss the changes of our distance-learning model based on what has worked (or not) and new technology.

Should Tutoring Services Be Added to Our High-Enrolling Distance Education Courses?

ERIC Educational Resources Information Center

Williams, Peter B.; Howell, Scott L.; Laws, R. Dwight; Metheny, Emily

2006-01-01

The researchers of this study selected four pragmatic research questions that distance learning administrators with high-enrolling Independent Study courses, similar to those that Brigham Young University offers through its Department of Independent Study, may be interested in exploring. These questions included: (1) When tutoring services are…

Evaluation of an instructional model to teach clinically relevant medicinal chemistry in a campus and a distance pathway.

PubMed

Alsharif, Naser Z; Galt, Kimberly A

2008-04-15

To evaluate an instructional model for teaching clinically relevant medicinal chemistry. An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses.

Distance Education in a Cost Accounting Course: Instruction, Interaction, and Multiple Measures of Learning Outcomes

ERIC Educational Resources Information Center

Chen, Clement C.; Jones, Keith T.; Moreland, Keith

2010-01-01

Students in online and traditional classroom sections of an intermediate-level cost accounting course responded to a survey about their experiences in the course. Specifically, several items related to the instruction and learning outcomes were addressed. Additionally, student examination performance in the two types of sections was compared. The…

Roles and Student Identities in Online Large Course Forums: Implications for Practice

ERIC Educational Resources Information Center

Baxter, Jacqueline Aundree; Haycock, Jo

2014-01-01

The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online…

Curriculum Guidelines for a Distance Education Course in Urban Agriculture Based on an Eclectic Model.

ERIC Educational Resources Information Center

Gaum, Wilma G.; van Rooyen, Hugo G.

1997-01-01

Describes research to develop curriculum guidelines for a distance education course in urban agriculture. The course, designed to train the teacher, is based on an eclectic curriculum design model. The course is aimed at the socioeconomic empowerment of urban farmers and is based on sustainable ecological-agricultural principles, an…

Around the Globe.

ERIC Educational Resources Information Center

Wheeler, Steve

2001-01-01

Provides an overview of current activities in Web-based learning and development in Romania. Discusses promotion of online learning by various societies and institutions; the distance courses based on traditional procedures; problems of the current state of distance education, including shortage of teachers and network administration and poor and…

Distance Learning and the Information Highway [and] Comments on Burgstahler.

ERIC Educational Resources Information Center

Burgstahler, Sheryl; And Others

1995-01-01

Two University of Washington programs that demonstrate the use of the Internet for distance learning in rehabilitation are described: Project DO-IT (Disabilities, Opportunities, Internetworking, and Technology) and an adaptive computer technology course. Comments by Oestreich and Adams follow the article. (SK)

Two Approaches to Distance Education: Lessons Learned.

ERIC Educational Resources Information Center

Sedlak, Robert A.; Cartwright, G. Phillip

1997-01-01

Outlines lessons learned by the University of Wisconsin-Stout in implementing two distance education programs, a technology program using interactive television and a hospitality program using Lotus Notes to deliver courses. Topics discussed include program concept vs. technology as stimulus for innovation, program planning/administration,…

Long Distance Learning.

ERIC Educational Resources Information Center

Villeneuve, Phyllis, Ed.

1997-01-01

This report, from the Faculty Association of Community and Technical Colleges (FACTC) in Washington, focuses on various distance learning courses offered by the state's two-year colleges. The report contains 16 articles from faculty members and students, including: (1) "The Emperor's New Tutor: A Confession" (Sydney Wallace Stegall); (2)…

Fostering significant learning in graduate nursing education.

PubMed

Marrocco, Geraldine F

2014-03-01

Faculty who want to energize graduate students with creative classes that lead to long-lasting learning will benefit by designing course objectives, learning activities, and assessment tools using Fink's taxonomy of significant learning and Wiggins's insights on performance-based or educative assessments. Research shows that course designs relying on content-driven lectures and written examinations do not promote significant learning among adult learners. This article reviews six types of significant learning using Fink's taxonomy and examines Wiggins's "backward" approach to designing courses using performance-based assessments that gauge true learning and learning that promotes a lasting change. When designing courses, educators should ask: "What do I really want students to get out of this course?" The answers will direct the design of objectives, learning activities, and assessment tools. Designing graduate courses using Fink's taxonomy and Wiggins's backward approach can lead to significant learning to better prepare nurse practitioners for the future of health care. Copyright 2014, SLACK Incorporated.

Effects of help-seeking in a blended high school Biology class

NASA Astrophysics Data System (ADS)

Deguzman, Paolo

Distance learning provides an opportunity for students to learn valuable information through technology and interactive media. Distance learning additionally offers educational institutions the flexibility of synchronous and asynchronous instruction while increasing enrollment and lowering cost. However, distance education has not been well documented within the context of urban high schools. Distance learning may allow high school students to understand material at an individualized pace for either enrichment or remediation. A successful high school student who participates in distance learning should exhibit high self regulatory skills. However, most urban high school students have not been exposed to distance learning and should be introduced to proper self regulatory strategies that should increase the likelihood of understanding the material. To help facilitate a move into distance learning, a blended distance learning model, the combination of distance learning and traditional learning, will be used. According to O'Neil's (in preparation) revised problem solving model, self regulation is a component of problem solving. Within the Blended Biology course, urban high school students will be trained in help-seeking strategies to further their understanding of genetics and Punnett Square problem solving. This study investigated the effects of help-seeking in a blended high school Biology course. The main study consisted of a help-seeking group (n=55) and a control group (n=53). Both the help-seeking group and the control group were taught by one teacher for two weeks. The help-seeking group had access to Blended Biology with Help-Seeking while the control group only had access to Blended Biology. The main study used a pretest and posttest to measure Genetics Content Understanding, Punnett Square Problem Solving, Adaptive Help-Seeking, Maladaptive Help-Seeking, and Self Regulation. The analysis showed no significant difference in any of the measures in terms of help seeking. However, blended distance learning appeared to work as posttest means increased significantly from the pretest means. Future studies should consider the method of communication for help-seeking and help-giving within a high school distance learning context. Further studies should consider developing instruments to measure the difference in knowing when help is needed versus active choice.

The Role of Self-Efficacy in Predicting Use of Distance Education Tools and Learning Management Systems

ERIC Educational Resources Information Center

Arpaci, Ibrahim

2017-01-01

This study aims to investigate the role of self-efficacy in predicting students' use of distance education tools and learning management systems (LMSs). A total of 124 undergraduate students who enrolled in a course on Distance Education and selected using convenience sampling willingly participated in the study. The participants had little prior…

Eumetcal blended courses: European cutting edge know-how and collaboration will into meteorological training

NASA Astrophysics Data System (ADS)

Chiariello, A.; Nietosvaara, V.

2009-09-01

Eumetcal is the European virtual meteorological training organization pooling knowledge in distance and e-learning throughout Europe. The Eumetcal programme is managed by the Finnish Meteorological Institute (FMI). Beyond the traditional activities, in the latest years Eumetcal has combined the experience and know-how gained so far to deliver several complete training courses in meteorology using a blended learning approach. The courses have been delivered through cooperation between European NMSs using both classroom sessions and distance learning material and lectures. This approach has significantly reduced the cost associated with travel and subsistence when compared to traditional courses. Moreover this approach has turned out successful: the relatively long distance phase creates an optimal background, both of specific know-how and reciprocal contacts, for the traditional classroom phase. Attendees and teachers from all over Europe meet together after a solid warm up and exploit the course like if they had known each other for a long time. On the other hand the distance phase allows teachers to assess the level and background of the participants and gives attendees the possibility to improve and reach the required skills and know-how to exploit with the best profit the classroom phase. This approach has revealed an optimal solution to carry out meteorological courses with participants coming from several different countries and therefore bearing with them not only different know-how but also different cultural approaches, needs and expectations. The presentation aims at illustrating to the audience the structure of the blended courses, the experience gathered in the last years of blended course activities (with some real life examples), challenges and future plans and developments.

Learning Strategies for Success in a Web-Based Course: A Descriptive Exploration

ERIC Educational Resources Information Center

Hu, Haihong; Gramling, Jennifer

2009-01-01

Web-based distance instruction has become a popular delivery method for education. How are learning strategies helping make the connection between Web-based technologies and educational goals? The purpose of this study was to examine learners' use of self-regulated learning strategies in a Web-based course. Twelve students from an information…

The U-Curve of E-Learning: Course Website and Online Video Use in Blended and Distance Learning

ERIC Educational Resources Information Center

Geri, Nitza; Gafni, Ruti; Winer, Amir

2014-01-01

Procrastination is a common challenge for students. While course Websites and online video lectures enable studying anytime, anywhere, and expand learning opportunities, their availability may increase procrastination by making it easier for students to defer until tomorrow. This research used Google Analytics to examine temporal use patterns of…

Learners' Goal Profiles and Their Learning Patterns over an Academic Year

ERIC Educational Resources Information Center

Ng, Clarence

2015-01-01

The present study aimed to examine distance learners' goal profiles and their contrasting patterns of learning and achievements at three different points during an academic year, i.e. in the beginning of the course in relation to learners' general orientations to learning, at the middle of the course in relation to learners' completion of an…

Designing Online Education Courses.

ERIC Educational Resources Information Center

Trentin, Guglielmo

2001-01-01

Focuses on the main elements that characterize online course design. Topics include design constraints; analysis of learning needs; defining objectives; course prerequisites; content structuring; course flexibility; learning strategies; evaluation criteria; course activities; course structure; communication architecture; and design evaluation.…

A strategy for involving on-campus and distance students in a nursing research course.

PubMed

Shuster, George F; Learn, Cheryl Demerth; Duncan, Robert

2003-01-01

Teaching research at the undergraduate level can be a challenge. This is particularly true for distance education courses, in which students often feel isolated from each other and from faculty. Faculty teaching on-campus and distance education research courses designed a student research project and a method for bringing distance and on-campus students together to present their research findings. By actively engaging students in the research process and providing an on-campus research day for the presentation of student posters (Year 1) and research papers (Year 2), course faculty were able to achieve their two goals of directly involving students in the nursing research process and creating a greater student sense of belonging within the college learning community. Statistical analysis of an evaluation survey among on-site and off-site registered nurse to bachelor of science in nursing students indicated both groups ranked the Year 1 poster research day as good to very good. Students attending the Year 2 research day, where they presented papers, ranked the day as good. Statistical analysis indicated a significant difference between the two research days, with a clear student preference for posters. Students valued their active participation in the research process and the opportunity to get together and present their work. However, students clearly preferred a poster presentation format to presenting their findings as a research paper.

E-Learning and North-South collaboration: the experience of two public health schools in France and Benin.

PubMed

Edouard, Guévart; Dominique, Billot; Moussiliou, Paraïso Noël; Francis, Guillemin; Khaled, Bessaoud; Serge, Briançon

2009-10-14

Distance learning (e-learning) can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared. The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online. While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical partnership and expertise, which allow it to offer distance learning for Africa-specific contexts and applications.

Improving the Development and Implementation of Online Courses: A Student's Perspective

ERIC Educational Resources Information Center

Benson, Damien D.; Jenny, Seth E.

2017-01-01

As distance education continues to be utilized by higher learning institutions, many struggle in knowing how to effectively utilize tools for the benefit of the students, faculty and staff facilitating online courses, distance education departments, and the university as a whole. This paper will highlight survey and interview results from…

E-mentoring in public health nursing practice.

PubMed

Miller, Louise C; Devaney, Susan W; Kelly, Glenda L; Kuehn, Alice F

2008-09-01

Attrition in the public health nursing work force combined with a lack of faculty to teach public health prompted development of a "long-distance" learning project. Practicing associate degree nurses enrolled in an online course in population-based practice worked with experienced public health nurse "e-mentors." Student-mentor pairs worked through course assignments, shared public health nursing experiences, and problem-solved real-time public health issues. Nursing faculty served as coordinators for student learning and mentor support. Over 3 years, 38 student-mentor pairs participated in the project. Students reported they valued the expertise and guidance of their mentors. Likewise, mentors gained confidence in their practice and abilities to mentor. Issues related to distance learning and e-mentoring centered around use of technology and adequate time to communicate with one another. E-mentoring is a viable strategy to connect nurses to a learning, sharing environment while crossing the barriers of distance, agency isolation, and busy schedules.

Implementing E-Learning Designed Courses in General Education

ERIC Educational Resources Information Center

Nuangchalerm, Prasart; Sakkumduang, Krissada; Uhwha, Suleepornn; Chansirisira, Pacharawit

2014-01-01

The aim of this study is to implement e-learning designed course for general education. The study employed 3 phases for developing e-learning course: contextual study, designing, and implementing. Two courses general education, 217 undergraduate students are participated the study. Research tool consisted of interview about e-learning form and…

Distance learning in the Applied Sciences of Oncology.

PubMed

Barton, Michael B; Thode, Richard J

2010-04-01

The major impediment to the expansion of oncology services is a shortage of personnel. To develop a distance learning course for radiation oncology trainees. Under the sponsorship of the Asia Pacific Regional Cooperative Agreement administered by the International Atomic Energy Agency (IAEA), a CD ROM-based Applied Sciences of Oncology (ASOC) distance learning course of 71 modules was created. The course covers communications, critical appraisal, functional anatomy, molecular biology, pathology. The materials include interactive text and illustrations that require students to answer questions before they can progress. The course aims to supplement existing oncology curricula and does not provide a qualification. It aims to assist students in acquiring their own profession's qualification. The course was piloted in seven countries in Asia, Africa and Latin America during 2004. After feedback from the pilot course, a further nine modules were added to cover imaging physics (three modules), informed consent, burnout and coping with death and dying, Economic analysis and cancer care, Nutrition, cachexia and fatigue, radiation-induced second cancers and mathematical tools and background for radiation oncology. The course was widely distributed and can be downloaded from http://www.iaea.org/Publications/Training/Aso/register.html. ASOC has been downloaded over 1100 times in the first year after it was posted. There is a huge demand for educational materials but the interactive approach is labour-intensive and expensive to compile. The course must be maintained to remain relevant. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.

Randomized Study of the Impact of Cooperative Learning: Distance Education in Public Health

ERIC Educational Resources Information Center

Riley, William; Anderson, Paige

2006-01-01

The purpose of this study is to explore the effects of cooperative learning on cognitive outcomes in a public health graduate level Web-based distance education course. Specifically, the authors use a randomized control trial to determine the impact of two teaching pedagogies on learning effectiveness in three areas of the cognitive domain: (1)…

Self-Regulation of Learning and Preference for Written versus Audio-Recorded Feedback by Distance Education Students

ERIC Educational Resources Information Center

Johnson, Genevieve Marie; Cooke, Audrey

2016-01-01

Teacher feedback is critically related to student learning. This study sought to determine the relationships between distance education (DE) student level of self-regulated learning (SRL) and their preference for audio-recorded vs. written feedback from tutors. DE students (n = 102) enrolled in a first-year university course completed an online…

The Impact of Web Based Resource Material on Learning Outcome in Open Distance Higher Education

ERIC Educational Resources Information Center

Masrur, Rehana

2010-01-01

One of the most powerful educational option in open and distance education is web-based learning. A blended (hybrid) course combines traditional face to face and web-based learning approaches in an educational environment that is nonspecific as to time and place. The study reported here investigated the impact of web based resource material…

Essential, Desirable or Optional? Making Distance E-Learning Courses Available to Those without Internet Access

ERIC Educational Resources Information Center

Hancock, Val

2010-01-01

The Open University, an open distance learning institution, is increasingly using a Virtual Learning Environment (VLE) that requires internet access. This paper investigates how the move to a VLE has affected one group of students who do not have internet access--offender learners studying in prison. Members of the armed forces and secure hospital…

Methods and Applications for Advancing Distance Education Technologies: International Issues and Solutions

ERIC Educational Resources Information Center

Syed, Mahbubur Rahman, Ed.

2009-01-01

The emerging field of advanced distance education delivers academic courses across time and distance, allowing educators and students to participate in a convenient learning method. "Methods and Applications for Advancing Distance Education Technologies: International Issues and Solutions" demonstrates communication technologies, intelligent…

Information Power Goes Online: Teaching Information Literacy to Distance Learners.

ERIC Educational Resources Information Center

Parise, Pierina

1998-01-01

Describes how a course, "Information Power," at Marylhurst University (Oregon) was developed into an online version. Presents an overview of Web access in distance learning. Discusses instructional delivery through the WebCT software program; specific components of the online Information Power class; measuring learning outcomes; and pros and cons…

Distance Learning and Libraries in the Cyberspace Age.

ERIC Educational Resources Information Center

Erazo, Edward; Derlin, Roberta L.

The growth of telecommunications technology for distance learning in the Cyberspace Age has opened many options for studying off-campus from home or office from remote and sparsely populated communities. Higher education is exploring this modern version of correspondence courses with the goal of increasing their student enrollment as well as…

There's an App for That

ERIC Educational Resources Information Center

Arnett, Autumn A.

2012-01-01

From a proliferation of mobile applications to online distance learning, technology is rapidly changing the world, and higher education is no exception. In addition to making education more accessible to those who may not be able to attain it otherwise (through online courses and distance-learning curricula), technology contributes to a more…

Using distance technology to learn across borders: a virtual travel course in nursing.

PubMed

Gallagher-Lepak, Susan; Block, Derryl; Rojas, Yrene Esperanza Urbina; Birkholz, Lorri; Melgar Morán, Carlos Christian

2011-08-01

A 6-week online course was developed and delivered to nursing students and instructors at universities in two countries. The course exposed students and faculty to nursing and health concerns in both countries. All course communications were conducted in both English and Spanish, with support from online translation software as needed. Course content covered professional nursing, global health issues, and nursing interventions used with clinical problems. Although students were initially intimidated by the course language requirements, students valued the opportunity to learn about cultural and health issues. Faculty experienced a learning curve as well and enjoyed this international experience. Copyright 2011, SLACK Incorporated.

Teach beyond Your Reach: An Instructor's Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions, and More. Second Edition

ERIC Educational Resources Information Center

Neidorf, Robin

2012-01-01

Distance education is enabling individuals to earn college and graduate degrees, professional certificates, and a wide range of skills and credentials. In addition to the expanding role of distance learning in higher education, all types of organizations now offer web-based training courses to employees, clients, and other associates. In this…

Impact of distance education on academic performance in a pharmaceutical care course

PubMed Central

Bem, Tamires; Carneiro, Mára Lucia Fernandes; de Castro, Mauro Silveira

2017-01-01

The objective of this study was to compare the performance of pharmacy students from a Pharmaceutical Care course, taught in both distance education (DE) and campus-based formats using active methodologies. For two semesters, students (n = 82) taking the course studied half the subject in the distance education format and half in person. Questionnaires were applied at the beginning of the semester aimed to outline the demographic profile of the students. Their grade in the course was evaluated to determine their performance. The Module 1 (Information on Medication) average on the campus-based was 7.1225 and on DE was 7.5519, (p = 0.117). The Module 2 (Pharmaceutical Services) average on the campus-based was 7.1595 and on distance education was 7.7025, (p = 0.027*). There was a difference in learning outcomes in the Pharmaceutical Care Course between face-to-face and distant education. Therefore, the student performance was better in the distance education module, indicating distance education can be satisfactorily used in Pharmacy Programs. PMID:28384362

Enquiry-Based Learning Online: Course Development and Student Experience of a First-Year Enquiry-Based Learning Seminar

ERIC Educational Resources Information Center

Murray, Jacqueline; Lachowsky, Nathan John; Green, Natalie

2017-01-01

Online courses are increasing in popularity while universities are using first-year seminars to address the challenges of large impersonal classes, lack of student engagement, and increased skills development. Could the learning experience and benefits of an in-person first-year seminar be achieved through an online distance education (DE) format?…

Course Development: Industrial or Social Process.

ERIC Educational Resources Information Center

Kaufman, David

The development of course materials at the Open Learning Institute, British Columbia, Canada, is examined from two perspectives: as an industrial process and as a social process. The public institute provides distance education through paced home-study courses. The course team model used at the Institute is a system approach. Course development…

Pro-ELT; A Teacher Training Blended Approach

ERIC Educational Resources Information Center

Eshtehardi, Reza

2014-01-01

Pro-ELT is a blended teacher training course. The aim of Pro-ELT is to strengthen English teaching and learning through a blended training approach that includes; quality face to face delivery, supported distance learning and integrated proficiency and methodology training. It delivers quality language teaching and teacher development courses to…

Creating an Online Learning Community: Is It Possible?

ERIC Educational Resources Information Center

Murdock, Jennifer L.; Williams, Amy M.

2011-01-01

As institutions are moving towards offering more online and distance education courses, scholars have reported that instructors may have difficulty developing learning communities among students enrolled in these courses (DiRamio and Wolverton 2006). The purpose of this study was to examine the differences in students' perceptions of a learning…

A Constructivist Application for Online Learning in Music

ERIC Educational Resources Information Center

Keast, Dan A.

2009-01-01

The purpose of this article is to extend the published knowledge and practices of distance learning in music to include constructivism. Dan Keast describes his techniques for the implementation of constructivism to an online two-course series of Music History. The courses' structure, activities, assessments, and other key functionality components…

Research-Based Online Course Development for Special Education Teacher Preparation

ERIC Educational Resources Information Center

Johnson, Lewis R.

2004-01-01

Distance education utilizing online courses has emerged as an area of program development for many teacher education programs. Online course learning management systems, such as Blackboard.com, have made putting a course online a relatively simple task; however, in many cases, the online course is little more than a correspondence course with a…

An Inverse MOOC Model: Small Virtual Field Geology Classes with Many Teachers (Invited)

NASA Astrophysics Data System (ADS)

De Paor, D. G.; Whitmeyer, S. J.; Bentley, C.

2013-12-01

In the Massive Open Online Courses (MOOCs) mode of instruction, one or a small group of collaborating instructors lecture online to a large (often extremely large) number of students. We are experimenting with an inverse concept: an online classroom in which a small group of collaborating students are taught by dozens of collaborating instructors. This experiment is part of a new NSF TUES Type 3 project titled 'Google Earth for Onsite and Distance Education (GEODE).' Among the goals of the project are the development of an online course called the 'Grand Tour.' We are inviting dozens of colleagues to record virtual field trips (VFTs) and upload them to Google Earth. Students enrolled in the course will be assigned to a small group and tasked with a research project--for example to write a report on foreland thrust belts. They will select a small subset of available VFTs to follow and will be scaffolded by virtual specimens, emergent cross sections, analytical simulations (virtual tricorders), and a game style environment. Instant feedback based on auto-logging will enable adaptive learning. The design is suited to both onsite and distance education and will facilitate access to iconic geologic sites around the world to persons with mobility constraints. We invite input from the community to help guide the design phase of this project. Prototypes of the above-listed learning resources have already been developed and are freely available at http://www.DigitalPlanet.org.

RITES: Online (Reaching In-Service Teachers With Earth Sciences Online)

NASA Astrophysics Data System (ADS)

Baptiste, H.

2002-12-01

The RITES: Online project team (Drs. H. Prentice Baptiste, Susan Brown, Jennifer Villa) believe that the power of technology could not be effectively utilized unless it is grounded in new models of teaching and learning based on a student centered and project based curriculum, that increases opportunities for active, hands-on learning and respect for multiculturalism. We subscribe to an inquiry approach to learning. Specifically, science teaching should actively engage the learners in activities that draw on multiple abilities and learning styles. Recent brain-based research has shown that human beings construct knowledge through actions and interactions within their environment. Learning occurs in communities, and new ideas are linked to previous knowledge and constructed by the learner. Knowledge is acquired by making connections. We believe the aforementioned ideas and points to be equally true for the inservice teachers participating in the RITES: Online project as well as for their students. The ESSEA science courses are delivered by distance learning via the university WebCt distance education system. Teachers are encouraged to use technology in their classrooms and to record their students' involvement in science activities with digital cameras. Teachers involved in the ESSEA courses are engaged in earth science inquiry activities relevant to the four spheres (atmosphere, lithosphere, biosphere, hydrosphere) with the students in their classes. This presentation will highlight the teachers in the roles of designer, researcher, and collaborator. As a result of our courses our teachers attain the following positive outcomes: 1) Teachers experience the inquiry approach to learning about the spheres of our earth. 2) Teachers become confident in using technology. 3) Teachers learn to work cooperatively in-groups and understand what their own students must feel. 4) Teachers find ways to obtain dynamic professional development and not leave their classrooms or homes. 5) Teachers develop relationships with other teachers that have an interest in teaching science and a learning community evolves.

Distance learning through synchronous interactive television.

PubMed

Hall, Janis L

2007-01-01

The advent and popularity of asynchronous online learning has somewhat obscured a standby technology developed over the last two decades. Interactive videoconferencing, sometimes called "interactive television," though not as glamorous and popular a topic at distance-learning conferences, is still alive and well at many institutions. Three or four years ago, many of us were led to believe that interactive television would go the way of the dinosaurs-everything would soon be in an asynchronous format or on individual desktops. There would no longer be any need for elaborately designed classrooms, networks, and operations staff. To date, this prediction has not come true. In fact, synchronous interactive television has experienced significant growth as newer, easier, and cheaper technologies allow institutions to reach more students with less resource investment. Faculty and students, while appreciating the convenience of asynchronous delivery, still express a need for synchronous communication. This article explores the issues involved in synchronous distance education, the current technologies and proposed future developments, and best practices in terms of classroom design, faculty use, and operational issues. It is not a research article but an anecdotal case study based on Washington State University's experiences over the last 20 years in developing and adapting to new synchronous technologies and creating the support and technical infrastructure to best deliver academic courses through this medium.

Distance education for tobacco reduction with Inuit frontline health workers.

PubMed

Collins, Rob; Hammond, Merryl; Carry, Catherine L; Kinnon, Dianne; Killulark, Joan; Nevala, Janet

2013-01-01

Tobacco reduction is a major priority in Canadian Inuit communities. However, many Inuit frontline health workers lacked the knowledge, confidence and support to address the tobacco epidemic. Given vast distances, high costs of face-to-face training and previous successful pilots using distance education, this method was chosen for a national tobacco reduction course. To provide distance education about tobacco reduction to at least 25 frontline health workers from all Inuit regions of Canada. Promising practices globally were assessed in a literature survey. The National Inuit Tobacco Task Group guided the project. Participants were selected from across Inuit Nunangat. They chose a focus from a "menu" of 6 course options, completed a pre-test to assess individual learning needs and chose which community project(s) to complete. Course materials were mailed, and trainers provided intensive, individualized support through telephone, fax and e-mail. The course ended with an open-book post-test. Follow-up support continued for several months post-training. Of the 30 participants, 27 (90%) completed the course. The mean pre-test score was 72% (range: 38-98%). As the post-test was done using open books, everyone scored 100%, with a mean improvement of 28% (range: 2-62%). Although it was often challenging to contact participants through phone, a distance education approach was very practical in a northern context. Learning is more concrete when it happens in a real-life context. As long as adequate support is provided, we recommend individualized distance education to others working in circumpolar regions.

Ten Tips for Teaching a Web Course

ERIC Educational Resources Information Center

D'Orsie, Sharon M.; Day, Karen

2006-01-01

Distance learning is a growing trend. There were an estimated 3,077,000 enrollments in all distance education courses offered by two- and four-year institutions in 2000-2001. A survey by the National Center for Educational Statistics revealed that in 2000-2001, 56 percent of two- and four-year degree-granting institutions offered some type of…

Conceptual Maps for Training Tutors in the Distance Learning of Business Administration Course

ERIC Educational Resources Information Center

Mendes, Elise; Jordão de Carvalho, Claudinê; Gargiulo, Victor; da Mota Alves, João Bosco

2014-01-01

This article aims at reporting on the process of tutors training for the planning of distance education at the undergraduate Administration course at the Federal University of Uberlandia-Brazil. It describes a participatory research training of tutors in the use of concept mapping (CM) and concept mapping software to encourage individual…

Evaluation of an Instructional Model to Teach Clinically Relevant Medicinal Chemistry in a Campus and a Distance Pathway

PubMed Central

Galt, Kimberly A.

2008-01-01

Objectives To evaluate an instructional model for teaching clinically relevant medicinal chemistry. Methods An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Results Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. Conclusion The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses. PMID:18483599

Teaching and Learning at a Distance: What it Takes To Effectively Design, Deliver, and Evaluate Programs.

ERIC Educational Resources Information Center

Cyrs, Thomas E., Ed.; Menges, Robert J., Ed.; Svinicki, Marilla D., Ed.

1997-01-01

In this volume, experienced distance educators provide insights into new trends in computer-based teaching and learning in postsecondary education. The book is divided into four parts: (1) Issues and Trends; (2) Instructional Design Principles for Distance Learning; (3) Alternative Delivery Systems for Distance Learning; and (4) Administrative…

Perceptions of the Impact of Online Learning as a Distance-Based Learning Model on the Professional Practices of Working Nurses in Northern Ontario

ERIC Educational Resources Information Center

Carter, Lorraine; Hanna, Mary; Warry, Wayne

2016-01-01

Nurses in Canada face diverse challenges to their ongoing educational pursuits. As a result, they have been early adopters of courses and programs based on distance education principles and, in particular, online learning models. In the study described in this paper, nurses studying at two northern universities, in programs involving online…

The Search for Learning Community in Learner Paced Distance Education: Or, "Having Your Cake and Eating It, Too!"

ERIC Educational Resources Information Center

Anderson, Terry; Annand, David; Wark, Norine

2005-01-01

University distance and e-learning programs generally follow one of two models. Most dual mode institutions and some open universities follow a model of cohort learning. Students start and terminate each course at the same time, and proceed at the same pace. This model allows for occasional or regular group based activities. The second model,…

Analysis of Pharmacists' Attitudes toward a Distance Learning Initiative on Health Screening.

ERIC Educational Resources Information Center

Whiteman, Jane; And Others

1994-01-01

A survey of 436 community pharmacists completing a distance learning (DL) course of continuing education (CE) in health screening, and 117 nonparticipants, found participants more positively disposed toward DL. Most found DL enjoyable and more suitable than other CE methods. More females and fewer males than expected requested and completed the…

Functions, Use and Effects of Embedded Support Devices in Printed Distance Learning Materials.

ERIC Educational Resources Information Center

Martens, Rob; And Others

1996-01-01

To support distance learning, printed materials for the course are enriched with embedded support devices (ESD) such as schemes, illustrations, examples, questions, or margin texts. Results of 3 studies involving 900 Dutch university students indicated that students used and appreciated ESD, and that they led to better study results. (SLD)

Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity

ERIC Educational Resources Information Center

Madland, Colin; Richards, Griff

2016-01-01

The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011) that student-student interaction may be…

Teaching Russian Via Distance Learning, the EdNet Experience.

ERIC Educational Resources Information Center

Zsiray, Stephen W., Jr.; And Others

In Utah, the statewide distance education network (EdNet) enables students from five rural and suburban high schools to learn Russian and earn college credits. Courses in Russian are offered through a partnership involving the Cache County School District, Utah State University, and the Utah State Office of Education. Classes are taught on one…

Developing and Managing a Multi-Modal Distance Learning Program in the Two-Year College.

ERIC Educational Resources Information Center

Hyatt, Sue Y.

Chattanooga State Technical Community College (CSTCC), in Tennessee, offers distance learning courses through Instructional Television Fixed Service (ITFS) broadcast, through broadcasts of a local public television affiliate station, and through video cassette checkout/mailout. By the end of fiscal year 1991-92, over 2,500 students had enrolled in…

Interdependence of Roles, Role Rotation, and Sense of Community in an Online Course

ERIC Educational Resources Information Center

Jiang, Wenting

2017-01-01

More and more educational institutions are moving towards online distance learning. Although asynchronous online learning overcomes the constraints of time, place and pace, online distance learners feel isolated due to the lack of real-time communications. One possible solution for overcoming this sense of isolation is regulating student online…

Distance Learning, the Internet, and the World Wide Web. ERIC Digest.

ERIC Educational Resources Information Center

Kerka, Sandra

Some of the newest methods of distance learning (DL) use the Internet and the World Wide Web. DL on the Internet usually takes one of the following forms: electronic mail; bulletin boards/newsgroups; downloading of course materials or tutorials; interactive tutorials on the Web; real-time, interactive conferencing; "intranets" (internal,…

Identifying the Needs of Adult Women in Distance Learning Programs.

ERIC Educational Resources Information Center

Furst-Bowe, Julie

A study examined reasons that adult female students are motivated to enroll in distance learning programs, described their perceptions of the courses, and identified barriers these women face as they attempt to progress through their degree programs. Results of focus groups with 40 returning adult women were analyzed. Their needs were grouped into…

Environmental Factors of Distance Learning: An Exploratory Study

ERIC Educational Resources Information Center

Klaus, Tim; Changchit, Chuleeporn

2014-01-01

The widespread use of the Internet has opened new avenues for learning in higher education. Distance education through the Internet has had a large increase over the last decade. This study focuses on examining factors of the online course environment that affect student satisfaction. The results identify factors that affect students' satisfaction…

Corporate Image of Public Higher Education Institutions: Relevant Factors to Distance Learning Students

ERIC Educational Resources Information Center

da Costa, Fabio R.; Pelissari, Anderson S.; Gonzalez, Inayara V. D. P.

2018-01-01

Technological advances are generating a significant increase in the supply of distance learning (DL) courses via the Internet, increasing the importance of this type of education for the university's structure. This article identifies factors associated with perceptions of the public higher education institutions' image from the perspective of DL…

Distance and devices - potential barriers to use of wireless handheld devices.

PubMed

Martyn, Julie; Larkin, Kevin; Sander, Teresa; Yuginovich, Trudy; Jamieson-Proctor, Romina

2014-03-01

This paper reports the findings of a research project investigating the use of iPods by student nurses to enhance their interactions with content, instructors and peers while located at a distance from their university campus. Wireless handheld devices (WHD) are an important tool in nursing environments that are undergoing rapid technological change. Preferred treatments, drug dosages, postsurgical care, and preventive healthcare regimens continually change and such devices allow students to rapidly confirm information while in the clinical area, thus fostering active learning and safe practice. A case study approach was adopted with each participating student cohort comprising a case. Multiple data collection methods were used to enable rich descriptions of each case. This paper focusses on factors, relating to the use of iPods, which influenced student learning in distance courses at two regional Queensland universities. It furthermore highlights a range of creative interventions reported by students and educators in resolving issues with their devices. The study found that connectivity difficulties, technology literacy level, compatibility of study resources with the WHDs, and small screen size were all factors that impacted negatively on the use of iPods in distance courses. The paper describes the responses of students and educators to the use of iPods for learning. This study concluded that nursing students and nursing educators alike may experience problems when WHD's are introduced to courses as a platform for learning. However, both students and educators can be innovative and resourceful in managing these problems and, when access to course resources that were enabled for viewing on the WHDs were available, the learning experience of the students and the teaching experience for the educators were enhanced. Copyright © 2013 Elsevier Ltd. All rights reserved.

Online course delivery modes and design methods in the radiologic sciences.

PubMed

Kowalczyk, Nina; Copley, Stacey

2013-01-01

To determine the current status of online education in the radiologic sciences and to explore learning management systems, course design methods, and online educational tools used in the radiologic sciences. A random sample of 373 educators from Joint Review Committee-accredited radiography, radiation therapy, and nuclear medicine technology educational programs was invited to participate in this study with an online survey. The majority of the programs responding to the survey do not offer online core courses. However, the institutions that do provide online core radiologic courses reported limited use of online tools for course delivery. BlackBoard was reported as the most commonly used learning management system. No significant relationships were identified in reference to self-reported instructor information technology self-efficacy and the instructors' age, years of teaching in higher education, years of teaching online, or use of asynchronous and synchronous technologies. Survey results did demonstrate a significant relationship between the type of institution and the use of synchronous technologies, suggesting that university-based programs were more likely to use this technology. Although the results suggest that online distance education is still not prevalent in radiologic science education, the past 3 years have seen a substantial increase in online course activity. This increase emphasizes the importance of adequate educator instruction and continuing education in the use of interactive technologies for online content delivery. Most educators report receiving 1 to 4 hours of training prior to online course implementation, but additional postimplementation training is necessary to improve the success of online delivery and further integrate interactive learning activities into an online format. The traditional classroom setting is still the primary course offering for radiologic science programs. PowerPoint remains the primary content delivery tool, suggesting a need for educators to incorporate tools that promote student interactions and interactive learning. Although the results did not reveal a significant relationship between assessed factors, the small correlations identified suggest that the younger instructors have a higher information technology self-efficacy. In addition, survey results suggest that instructors responding to this survey received limited training in reference to online course methods and design both before and after implementing an online course. Although educators may not have a choice regarding the system adopted by their university or college, they should seek additional training regarding the best tools available for online course delivery methods.

Designing, Developing and Implementing WWW-Based Distance Learning.

ERIC Educational Resources Information Center

Riley, Peter C.

The rapid advancement of communication technologies is resulting in a wide array of design and development choices for distance learning projects. The 58th Special Operations Wing at Kirtland Air Force Base, New Mexico, is developing a prototype distance learning project designed to serve geographically separated learner populations. Project staff…

Using Facebook as a Learning Management System: Experiences of Pre-Service Teachers

ERIC Educational Resources Information Center

Kalelioglu, Filiz

2017-01-01

The purpose of this study was to examine students' experiences using Facebook as a learning management system during a course. The study participants were 18 junior education faculty students attending a compulsory distance education undergraduate course delivered by the Computer Education and Instructional Technology Department at a university in…

The Challenges of Online Courses for the Instructor

ERIC Educational Resources Information Center

Jacobs, Pearl

2013-01-01

Universities across the country are steadily increasing their use of online courses. Society's demand for lifelong learning will encourage the advancement of distance learning. Research tells us that today the average person changes careers every ten years. In addition, the U.S. Department of Labor estimates that about 10% of workers change jobs…

Continuous Learning through Video-Based Courses: The Key to Sustainable Use of Multimedia

ERIC Educational Resources Information Center

Nuninger, Walter; Châtelet, Jean-Marie

2018-01-01

The tremendous changes in the context of Higher Education motivate the organization to integrate new innovative Information Communication Technology (ICT) solutions to comply with quality challenge. This affects the trainers in their practices, looking for pedagogical tools to integrate into the course. In the framework of distance learning or…

Sense of Community in Graduate Online Education: Contribution of Learner to Learner Interaction

ERIC Educational Resources Information Center

Shackelford, Jo L.; Maxwell, Marge

2012-01-01

Distance learning technologies offer a multitude of ways to build interaction into online courses to support learning. Based on social constructivism theory, this study explored which types of interaction are most predictive of students' sense of community in online graduate courses at a regional comprehensive university. Surveys were used to…

Web 2.0 Technologies and Back Channel Communication in an Online Learning Community

ERIC Educational Resources Information Center

Kearns, Lorna R.; Frey, Barbara A.

2010-01-01

Communication, collaboration and community development are processes that contribute to student satisfaction and learning in online courses. This paper describes a study that investigated how campus and distance graduate students in a library science program communicated with one another outside the official boundaries of their courses. We…

Creating and Nurturing Distributed Asynchronous Learning Environments.

ERIC Educational Resources Information Center

Kochtanek, Thomas R.; Hein, Karen K.

2000-01-01

Describes the evolution of a university course from a face-to-face experience to a Web-based asynchronous learning environment. Topics include cognition and learning; distance learning and distributed learning; student learning communities and the traditional classroom; the future as it relates to education and technology; collaborative student…

Qualitative Case Study on the Perspective of Pennsylvania Superintendents on Distance Education in K-12 Public School Districts

ERIC Educational Resources Information Center

Pennucci, Stephanie Sweeney

2016-01-01

Distance education is rapidly changing the way K-12 students learn. School districts use it for course recovery, to supplement the curriculum with additional courses, and to offer alternative educational opportunities. Pennsylvania's 500 public school superintendents face a unique challenge in an economic recession, severe cuts in state funding,…

How Can We Retain Them? An Investigation into the Early Cancellation of Courses in a Distance Learning Institution

ERIC Educational Resources Information Center

van Schoor, W. A.; Potgieter, D.

2011-01-01

Throughput and retention are important issues in higher education in South Africa mainly due to the stronger emphasis on accountability from funding agencies like the Department of Education. This study, which is set in a distance education institution, was aimed at understanding why students cancel courses early on in the academic year. A…

Quantitative Aspects about the Interactions of Professors in the Learning Management System during a Final Undergraduate Project Distance Discipline

ERIC Educational Resources Information Center

Cechinel, Cristian

2014-01-01

This work presents a quantitative study of the use of a Learning Management System (LMS) by the professors of a distance learning course, focused on the guidance given for the students' Final Undergraduate Project. Data taken from the logs of 34 professors in two distinct virtual rooms were collected. After pre-processing the data, a series of…

Web Based Training for the Hellenic Navy

DTIC Science & Technology

2001-09-01

easy to learn and use. The system should not cause problems for the students. 4. Allow Instructors to Work from a Checklist:‘ Instructors comment that...are preventing participation of a large portion of active military personnel in traditional classroom seminars and courses. Distance learning is a...deliver a large amount of information practically to any place in the world. Those against distance learning methods, claim that the quality of

AMS Online Weather Studies: The National Dissemination of a Distance Learning Course for Enhancing Diversity in the Geosciences

NASA Astrophysics Data System (ADS)

Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

2004-12-01

Our nation faces a serious challenge in attracting young people to science and science-related careers (including teaching). This is particularly true for members of groups underrepresented in science, mathematics, engineering, and technology and is especially acute in the number of minority college students majoring in the geosciences. A formidable obstacle in attracting undergraduates to the geosciences is lack of access, that is, no opportunity to enroll in geoscience courses simply because none is offered at their college or university. Often college-level introductory courses are a student's first exposure to the geosciences. To help alleviate this problem of access, the American Meteorological Society (AMS) has developed and implemented nationally an introductory weather and climate course, Online Weather Studies, which can be added to an institution's menu of general education course offerings. This highly successful course has been licensed by over 230 colleges and universities nationwide, among them 72 minority-serving institutions which have joined via the AMS Online Weather Studies Geosciences Diversity Program since 2002. This program designed to reach institutions serving large numbers of minority students has been made possible through support from the National Science Foundation (NSF) Opportunities for Enhancing Diversity in the Geosciences (OEDG) and Course, Curriculum and Laboratory Improvement-National Dissemination (CCLI-ND) programs. Online Weather Studies is an innovative, 12- to 15-week introductory college-level, online distance-learning course on the fundamentals of atmospheric science. Learner-formatted current weather data are delivered via the Internet and coordinated with investigations keyed to the day's weather. The principal innovation of Online Weather Studies is that students learn about weather as it happens in near real-time - a highly motivational learning experience. The AMS Education Program designed and services this course and makes it available to colleges and universities as a user-friendly turnkey package with electronic and printed components. The AMS Geosciences Diversity Program, in cooperation with the National Weather Service (NWS), facilitates institutional participation in Online Weather Studies. Prior to an instructor's initial offering of the course, he or she is invited to attend a one-week course implementation workshop at the NWS Training Center at Kansas City, MO. Participants are encouraged to share best practices ideas in science content and teaching strategies related to their offering of Online Weather Studies. Through the course homepage, students are provided with information on further studies in the atmospheric sciences, opportunities for internships and summer research, and career counseling. Meteorologists-in-Charge at NWS Weather Forecast Offices across the nation have interacted with minority-serving institutions to encourage adoption of the AMS weather course. Also, participating faculty members are invited to the Educational Symposium of the AMS Annual Meeting where they will attend a special Diversity Session and are encouraged to present posters.

Academic performance in a pharmacotherapeutics course sequence taught synchronously on two campuses using distance education technology.

PubMed

Steinberg, Michael; Morin, Anna K

2011-10-10

To compare the academic performance of campus-based students in a pharmacotherapeutics course with that of students at a distant campus taught via synchronous teleconferencing. Examination scores and final course grades for campus-based and distant students completing the case-based pharmacotherapeutics course sequence over a 5-year period were collected and analyzed. The mean examination scores and final course grades were not significantly different between students on the 2 campuses. The use of synchronous distance education technology to teach students does not affect students' academic performance when used in an active-learning, case-based pharmacotherapeutics course.

Factors Affecting the Implementation of Policy 2450, Distance Education and the West Virginia Virtual School, as Perceived by Principals/Assistant Principals, Counselors, and Distance Learning Contacts and/or Course Facilitators

ERIC Educational Resources Information Center

Burdette, Keith R.

2013-01-01

This study examined the factors important to the implementation of West Virginia Board of Education Policy 2450, Distance Learning and the West Virginia Virtual School. The purpose of this study was to determine the factors that facilitated and impeded implementation of the policy, as perceived by principals/assistant principals, counselors, and…

Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms

ERIC Educational Resources Information Center

Sun, Jerry Chih-Yuan; Wu, Yu-Ting

2016-01-01

This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction.…

Making Distance Visible: Assembling Nearness in an Online Distance Learning Programme

ERIC Educational Resources Information Center

Ross, Jen; Gallagher, Michael Sean; Macleod, Hamish

2013-01-01

Online distance learners are in a particularly complex relationship with the educational institutions they belong to (Bayne, Gallagher, & Lamb, 2012). For part-time distance students, arrivals and departures can be multiple and invisible as students take courses, take breaks, move into independent study phases of a programme, find work or…

Does the Lack of Hands-On Experience in a Remotely Delivered Laboratory Course Affect Student Learning?

ERIC Educational Resources Information Center

Abdel-Salam, Tarek; Kauffman, Paul J.; Crossman, Gary

2006-01-01

Educators question whether performing a laboratory experiment as an observer (non-hands-on), such as conducted in a distance education context, can be as effective a learning tool as personally performing the experiment in a laboratory environment. The present paper investigates this issue by comparing the performance of distance education…

Faculty Perspectives on Moving from Blackboard to the Moodle Learning Management System

ERIC Educational Resources Information Center

Beatty, Brian; Ulasewicz, Connie

2006-01-01

Online teaching and learning has been in transition for its entire existence. The number of courses offered at a distance has grown rapidly. According to the National Center for Education Statistics (Waits & Lewis, 2003), in 2000-2001 more than 56% of four-year colleges and universities in the United States offered distance education degree…

Online and Distance Learning in Southwest Tennessee: Implementation and Challenges. REL 2015-045

ERIC Educational Resources Information Center

Holian, Laura; Alberg, Martha; Strahl, Jack Daniel; Burgette, John; Cramer, Eric

2014-01-01

The purpose of this study was to increase the understanding among members of the Southwest Tennessee Rural Education Cooperative (SWTREC), a coalition of superintendents from 12 districts (half of which are rural) surrounding Memphis, about the online and distance-learning courses offered by schools that compose the Cooperative. Data for this…

Motivating Factors that Affect Enrolment and Student Performance in an ODL Engineering Program

ERIC Educational Resources Information Center

Dadigamuwa, P. R.; Senanayake, Samans

2012-01-01

The present study was carried out to determine the motivating factors for enrolling in an engineering study programme in open and distance learning (ODL) and the factors that affect the students' performance. The study was conducted with two convenient samples of students following distance learning courses in engineering technology, conducted by…

Distance Education MBA Students: An Investigation into the Use of an Orientation Course to Address Academic and Social Integration Issues

ERIC Educational Resources Information Center

Kanuka, Heather; Jugdev, Kam

2006-01-01

Distance education programmes warrant the use of innovative intervention practices to enhance student learning experiences. Academic and social empathy by faculty has been shown to enhance student retention in programmes along with their critical thinking abilities. Using Holmberg's theory of teaching-learning conversations as the guiding…

The Role of Learning Support in Open & Distance Learning: Learners' Experiences and Perspectives

ERIC Educational Resources Information Center

Dzakiria, Hisham

2005-01-01

This qualitative study reports in some detail the experience of a small group of distance learners as they progress through their courses at Universiti Utara Malaysia (UUM). An initial literature review suggested that while a number of studies had been completed in the past two decades that report student characteristics, motivations, and prior…

Implementing an Enterprise Information System to Reengineer and Streamline Administrative Processes in a Distance Learning Unit

ERIC Educational Resources Information Center

Abdous, M'hammed; He, Wu

2009-01-01

During the past three years, we have developed and implemented an enterprise information system (EIS) to reengineer and facilitate the administrative process for preparing and teaching distance learning courses in a midsized-to-large university (with 23,000 students). The outcome of the implementation has been a streamlined and efficient process…

Online Distance Learning and Music Training: Benefits, Drawbacks and Challenges

ERIC Educational Resources Information Center

Koutsoupidou, Theano

2014-01-01

This study examines online distance learning (ODL) as applied in music and music education programmes at different educational levels with a special focus on the digital tools employed in such programmes. It aims to provide an up-to-date snapshot of the current online courses focusing on the potential benefits and drawbacks of ODL from the…

Hunting and Gathering: Attempting to Assess Services to Distance Learning Students

ERIC Educational Resources Information Center

Hebert, Andrea

2016-01-01

This case study presents the experiences of a newly hired distance learning librarian at a large academic library. Faced with taking over a position that lacked a dedicated staff member for two years, the librarian wanted to understand the current state of services. In the course of investigating and collecting data and while working through…

Creating Hybrid Instruction: A Lens for Defining Exemplary Teaching in Distance Learning.

ERIC Educational Resources Information Center

Forte-Turner, Alexandria; Schultz, Lynn; Miller-Dunleavy, Linda

The Military Career Transition Program (MCTP) at Old Dominion University (Virginia) is the primary alternative certification program for teacher licensure targeting military personnel who are transitioning into education careers. Beginning in the fall of 1998, the MCTP added distance learning to its existing course offerings at 5 of its 15 sites.…

eLearning: Is There a Place in Athletic Training Education?

PubMed Central

Wright, Kenneth E.; Stewart, Jeffrey; Wright, Vivian H.; Barker, Scott

2002-01-01

Objective: To provide an overview of current issue and research literature that discusses the use of eLearning in an academic curriculum. We address several components to be examined before eLearning is incorporated into athletic training education. Data Sources: We searched MEDLINE and Educational Resources Information Center (ERIC) from 2000 through 2002 using the key words distance education, online learning, and the individual research studies referenced in this article. Data Synthesis: Educational research studies have confirmed that multiple methods in instruction delivery exist. Within the changing culture of higher education, the use of effective communication tools has been shown to increase student knowledge and skills. Through eLearning, methods of instruction design are designed to be student centered and allow the educator to become a facilitator. Conclusions/Recommendations: Even though the use of eLearning faces many challenges in athletic training education, the research literature does support this method of instructional delivery in selected courses in athletic training education. PMID:12937546

eLearning: Is There a Place in Athletic Training Education?

PubMed

Wright, Kenneth E; Stewart, Jeffrey; Wright, Vivian H; Barker, Scott

2002-12-01

OBJECTIVE: To provide an overview of current issue and research literature that discusses the use of eLearning in an academic curriculum. We address several components to be examined before eLearning is incorporated into athletic training education. DATA SOURCES: We searched MEDLINE and Educational Resources Information Center (ERIC) from 2000 through 2002 using the key words distance education, online learning, and the individual research studies referenced in this article. DATA SYNTHESIS: Educational research studies have confirmed that multiple methods in instruction delivery exist. Within the changing culture of higher education, the use of effective communication tools has been shown to increase student knowledge and skills. Through eLearning, methods of instruction design are designed to be student centered and allow the educator to become a facilitator. CONCLUSIONS/RECOMMENDATIONS: Even though the use of eLearning faces many challenges in athletic training education, the research literature does support this method of instructional delivery in selected courses in athletic training education.

ACHP | ACHP Native Youth Program

Science.gov Websites

distance learning. RESOURCES Native Youth in Historic Preservation Newsletter Historic Preservation ?" in the E-Learning Course Catalogue section: a one-time registration is required for this FREE

Effectiveness of an ethics course delivered in traditional and non-traditional formats.

PubMed

Feldhaus, Charles R; Fox, Patricia L

2004-04-01

This paper details a three-credit-hour undergraduate ethics course that was delivered using traditional, distance, and compressed formats. OLS 263: Ethical Decisions in Leadership is a 200-level course offered by the Department of Organizational Leadership and Supervision in the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis (IUPUI). Students in engineering, technology, business, nursing, and other majors take the course. In an effort to determine student perceptions of course and instructor effectiveness, end-of-course student survey data were compared using data from traditional, distance, and compressed sections of the course. In addition, learning outcomes from the final course project were evaluated using a standardized assessment rubric and scores on the course project.

Satellite Applications for K-12 Geoscience Education

NASA Astrophysics Data System (ADS)

Mooney, M.; Ackerman, S.; Lettvin, E.; Emerson, N.; Whittaker, T. M.

2007-12-01

This presentation will highlight interactive on-line curriculum developed at the Cooperative Institute for Meteorological Satellite Studies (CIMSS) at the University of Wisconsin in Madison. CIMSS has been on the forefront of educational software design for over two decades, routinely integrating on-line activities into courses on satellite remote sensing. In 2006, CIMSS began collaborating with education experts and researchers from the University of Washington to create an NSF-funded distance learning course for science teachers called Satellite Applications for Geoscience Education. This course includes numerous web-based learning activities, including a distance education tool called VISITview which allows instructors to connect with multiple students simultaneously to conduct a lesson. Developed at CIMSS to facilitate training of National Weather Service forecasters economically and remotely, VISITview is especially effective for groups of people discussing and analyzing maps or images interactively from many locations. Along with an on-line chat function, VISITview participants can use a speaker phone or a networked voice-enabled application to create a learning environment similar to a traditional classroom. VISITview will be used in two capacities: first, instructors will convey topics of current relevance in geoscience disciplines via VISITview. Second, the content experts will participate in "virtual visits" to the classrooms of the educators who take the course for full credit. This will enable scientists to interact with both teachers and students to answer questions and discuss exciting or inspiring examples that link satellite data to their areas of research. As long as a school has Internet access, an LCD projector and a speakerphone, VISITview sessions can be shared with an entire classroom. The geoscientists who developed material for the course and conducting VISITview lectures include a geologist from the University of Wisconsin-Richland, an oceanographer from the Applied Physics Laboratory at the University of Washington, and satellite meteorology experts from CIMSS at UW-Madison. This AGU presentation will report on the progress of the debut semester of the geoscience course and corresponding VISITview sessions.

Use of cognitive artifacts in chemistry learning

NASA Astrophysics Data System (ADS)

Yengin, Ilker

In everyday life, we interact with cognitive artifacts to receive and/or manipulate information so as to alter our thinking processes. CHEM/TEAC 869Q is a distance course that includes extensive explicit instruction in the use of a cognitive artifact. This study investigates issues related to the design of that online artifact. In order to understand design implications and how cognitive artifacts contribute to students' thinking and learning, a qualitative research methodology was engaged that utilized think aloud sessions. Participants' described constrained and structured cognitive models while using the artifact. The study also was informed by interviews and researcher's field notes. A purposeful sampling method led to the selection of participants, four males and two females, who had no prior history of using a course from the 869 series but who had experienced the scientific content covered by the CHEM869Q course. Analysis of the results showed both that a cognitive artifact may lead users' minds in decision making, and that problem solving processes were affected by cognitive artifact's design. When there is no design flaw, users generally thought that the cognitive artifact was helpful by simplifying steps, overcoming other limitations, and reducing errors in a reliable, effective, and easy to use way. Moreover, results showed that successful implementation of cognitive artifacts into teaching --learning practices depended on user willingness to transfer a task to the artifact. While users may like the idea of benefiting from a cognitive artifact, nevertheless, they may tend to limit their usage. They sometimes think that delegating a task to a cognitive artifact makes them dependent, and that they may not learn how to perform the tasks by themselves. They appear more willing to use a cognitive artifact after they have done the task by themselves.

Using an audience response system (ARS) in a face-to-face and distance education CPT/HCPCS coding course.

PubMed

Harris, Susie T; Zeng, Xiaoming

2010-01-01

We report the use of an audience response system (ARS) in an undergraduate health information management course. The ARS converts a standard PowerPoint presentation into an interactive learning system that engages students in active participation, and it allows instructors to display questions, surveys, opinion polls, and games. We used the ARS in a 2008 course, Health Services Coding, for lecture and test reviews. The class consisted of 15 students; nine were on-campus students and six were distance education students. All of the responding students agreed that the ARS software facilitated learning and made lectures and reviews more interesting and interactive, and they preferred taking a class using an ARS.

Preparing ESOL Teachers Using Web-Based Learning: Strategies and Tactics.

ERIC Educational Resources Information Center

Vazquez-Montilla, Elia; Zhu, Erping

Communications technologies such as Web-based conferencing and chat are being used increasingly around the world by instructors and students in either face to face or distance learning courses. While some discuss the affects of this phenomena, others are more focused on how these technological tools can be used in specific courses to achieve…

Long Distance Relationships: Assessing the Library Service Needs of Rural Students in eLearning Courses

ERIC Educational Resources Information Center

Sterling, Lorelei; McKay, Jennifer; Ericson, Christine

2017-01-01

In states with limited road accessibility, rural students can feel isolated from library services. This article explores the creation, implementation, and results of an on-going longitudinal study assessing the library service needs of rural students in eLearning courses. To align with current practices in online pedagogies, including the…

Responding to Outreach and Training Challenges in Health Information: A Case Study from Africa

ERIC Educational Resources Information Center

Chimalizeni, Michael; Chimwaza, Gracian; Chataira, Blessing; Msengezi, Chipo

2014-01-01

This article shares the experience and lessons learned by Information Training and Outreach Center for Africa (ITOCA) in rolling out an on-line distance learning course. Key objectives were to explore the efficacy of online courses in increasing skills and awareness of electronic resources access initiatives. This is in the context of responding…

The Development and Application of Distance Learning Courses on the Internet.

ERIC Educational Resources Information Center

Fuks, Hugo; Gerosa, Marco Aurelio; Lucena, Carlos Jose Pereira de

2002-01-01

Presents the methodology, results, and difficulties encountered in the development and delivery of a course through the Internet at a university in Rio de Janeiro. Provides a model for group work, including group discussions; and shows how a Web-based environment can be used to provide support and to facilitate cooperative learning. (Author/LRW)

Information Literacy Courses in Engineering and Science--The Design and Implementation of the DEDICATE Courses.

ERIC Educational Resources Information Center

Fjallbrant, Nancy; Levy, Philippa

The aim of the DEDICATE (Distance Education Information Courses with Access through Networks) project, funded through the European Union, is to develop distance education courses in training for information literacy. The DEDICATE courses are based on the use of the Internet and World Wide Web; communication between participants and tutors and…

Education on Risk Management with Gender Equity: Experiences in United Nations Development Programme (UNDP) courses using on-site education and synchronous technologies for distance education

NASA Astrophysics Data System (ADS)

Cepeda, J.; Marroquín, W.; Villar, Y.

2009-04-01

The experiences in two Risk Management courses organised by the Universidad Centroamericana "José Simeón Cañas" (UCA) and the "América Latina Genera" project of the BCPR-UNDP (Bureau for Crisis Prevention and Recovery of the United Nations Development Programme) are presented focusing on the design of teaching material and the selection and use of information-communication technologies (ICT) during the learning process. The organisation of these courses has posed three main challenges: the integration of a gender-equity approach in a subject that has traditionally lacked of it, the preparation of specialised teaching material for an audience with varied backgrounds and experience, and a widespread distribution of students and lecturers in different countries and with significant differences in ICT resources. These courses have combined tutorials, video-conferences, forums, chats, a media centre with video and podcast, and other resources to allow a close follow-up of the students' progress and strengthen the learning process. A specialised database of information within the "América Latina Genera" project has also been used intensively. Even though the building of capacity has been important, the emphasis of the courses has been on the practical application of projects in the students' work environment and in other real situations. The first course took place between June and December 2008 and consisted of a combination of on-site and distance education. The 15 students that registered the course included officials of local and central government institutions, private consultants, university staff and members of non-governmental organisations. Lecturers from the United States Geological Survey and the International Centre for Geohazards broadcasted videoconferences from the United States and Norway, respectively. The second course started in November 2008 and is scheduled to finish in February 2009. This course has been fully developed using distance education. The synchronous technology that has been used is web conferencing. The total registration for this course was 35 students who have participated in lectures from their locations in Argentina, Cuba, Dominican Republic, El Salvador, Guatemala, Panama, Peru and Uruguay. The lectures for this course have been broadcasted from locations in El Salvador and Norway.

Teaching with technology: learning outcomes for a combined dental and dental hygiene online hybrid oral histology course.

PubMed

Gadbury-Amyot, Cynthia C; Singh, Amul H; Overman, Pamela R

2013-06-01

Among the challenges leaders in dental and allied dental education have faced in recent years is a shortage of well-qualified faculty members, especially in some specialty areas of dentistry. One proposed solution has been the use of technology. At the University of Missouri-Kansas City School of Dentistry, the departure of a faculty member who taught the highly specialized content in oral histology and embryology provided the opportunity to implement distance delivery of that course. The course is taught once a year to a combined group of dental and dental hygiene students. Previous to spring semester of 2009, the course was taught using traditional face-to-face, in-class lectures and multiple-choice examinations. During the spring semesters of 2009, 2010, and 2011, the course was taught using synchronous and asynchronous distance delivery technology. Outcomes for these courses (including course grades and performance on the National Board Dental Examination Part I) were compared to those from the 2006, 2007, and 2008 courses. Students participating in the online hybrid course were also given an author-designed survey, and the perceptions of the faculty member who made the transition from teaching the course in a traditional face-to-face format to teaching in an online hybrid format were solicited. Overall, student and faculty perceptions and student outcomes and course reviews have been positive. The results of this study can provide guidance to those seeking to use technology as one method of curricular delivery.

Home Study Course Development Handbook.

ERIC Educational Resources Information Center

Lambert, Michael P., Ed.; Welch, Sally R., Ed.

Intended for independent study directors, course authors, and directors of home based or distance learning projects, this collection of current, practical guides on correspondence course development contains fourteen chapters authored by practicing home study educators and experts in their field. From Theory to Practice lists steps in course…

Distance Learning for Teacher Training in Brazil

ERIC Educational Resources Information Center

Bof, Alvana Maria

2004-01-01

Proformacao is a distance teacher certification course aimed at providing training to 27,000 uncertified teachers in 15 Brazilian states. This innovative program organizes human and technical resources for delivering distance education in a cost-effective manner. Different from other institutional systems--which typically employ their own…

Adjunct Faculty as Key Stakeholders in Distance Education

ERIC Educational Resources Information Center

Ridge, Alison; Ritt, Elizabeth

2017-01-01

Institutions of higher learning are expanding their academic reach by offering distance education courses and degree programs. Student demand for distance education continues to grow and so does the need for qualified faculty. The literature presents numerous approaches and best practices regarding new faculty orientation and professional…

Course Completion and Attainment in Disabled Students Taking Courses with the Open University UK

ERIC Educational Resources Information Center

Richardson, John T. E.

2010-01-01

This investigation compared outcomes in disabled and non-disabled students taking courses by distance learning with the Open University UK in 2003. Students with mental health difficulties showed poorer course completion than non-disabled students. Students with restricted mobility and students with other disabilities showed lower pass rates than…

Redesign and Evaluation of a Patient Assessment Course

PubMed Central

Sobieraj, Diana M.; McCaffrey, Desmond; Lee, Jennifer J.

2009-01-01

Objectives To redesign a patient assessment course using a structured instructional design process and evaluate student learning. Design Course coordinators collaborated with an instructional design and development expert to incorporate new pedagogical approaches (eg, Web-based self-tests), create new learning activities (eg, peer collaboration on worksheets, SOAP note writing), and develop grading rubrics. Assessment Formative and summative surveys were administered for student self-assessment and course evaluation. Seventy-six students (78%) completed the summative survey. The mean course grade was 91.8% ± 3.6%, with more than 75% of students reporting achievement of primary course learning objectives. All of the additional learning activities helped students meet the learning objectives with the exception of the written drug information response. Conclusion The use of a structured instructional design process to redesign a patient assessment course was successful in creating a curriculum that succeeded in teaching students the specified learning objectives. Other colleges and schools are encouraged to collaborate with an instructional design and development expert to improve the pharmacy curriculum. PMID:19960090

Impacts of the Use of "Support Tools" on a Distance Language Learning Course

ERIC Educational Resources Information Center

Pradier, Vincent; Andronova, Olga

2014-01-01

This study is a temporary assessment of the impacts of the use of support tools as part of a distance language training course for non-specialist students implemented at the Diderot Paris VII University in 2011/2012. The study mainly focuses on the uses of the support tool "Sounds Right APP" and details the results of the analysis of…

A New Tool for Managing Students' Self-Evaluations in Traditional and Distance Education Courses.

ERIC Educational Resources Information Center

Contreras-Castillo, Juan; Block, Arthur Edwards

This paper describes a Web-based question-answering system called E-teacher that can be used in both traditional and distance learning courses to review academic contents. E-teacher is a self-editing template-based system that consists of a set of PHP scripts that generate the HTML code dynamically, or "on the fly." The entire E-teacher…

A Review of Two Distance Learning Books [book review].

ERIC Educational Resources Information Center

Koszalka, Tiffany A.; Spector, J. Michael

2003-01-01

Reviews two books that are representative of the substantive books aimed at those who wish to design effective distance learning. Together these books provide a reasonably complete perspective on how to design effective distance learning. They have many strengths, and few weaknesses. (SLD)

Digital Compass Learning: Distance Education Enrollment Report 2017

ERIC Educational Resources Information Center

Allen, I. Elaine; Seaman, Jeff

2017-01-01

This study takes a detailed look at the trends and patterns of distance education enrollments among U.S. degree-granting higher education institutions. Distance education continued its pattern of growth for yet another year. Fall 2015 saw more than 6 million students taking at least one distance course, having increased by 3.9% over the previous…

Academic Essay Writing as Imitative Problem Solving: Examples from Distance Learning

ERIC Educational Resources Information Center

Robertson, Sydney Ian

2014-01-01

Students in tertiary education are often faced with the prospect of writing an essay on a topic they know nothing about in advance. In distance learning institutions, essays are a common method of assessment in the UK, and specified course texts remain the main sources of information the students have. How do students use a source text to…

Teaching Mathematics in Open Distance Learning (ODL): A Challenge to Quality Instruction?

ERIC Educational Resources Information Center

Kaino, L. M.

2012-01-01

Teaching mathematics through Open Distance Learning (ODL) has been a challenge to educators due to the nature of communication with learners and material delivery during instruction. In this paper, as a case study, we look at one mathematics module offered through ODL and the performance in the course for the past four years. A sample of 50…

The Use of Virtual Ethnography in Distance Education Research

ERIC Educational Resources Information Center

Uzun, Kadriye; Aydin, Cengiz Hakan

2012-01-01

3D virtual worlds can and have been used as a meeting place for distance education courses. Virtual worlds allow for group learning of the kind enjoyed by students gathered in a virtual classroom, where they know they are in a communal space, they are aware of the social process of learning and are affected by the presence and behaviour of their…

An Exploratory Study of the Effects of Online Course Efficiency Perceptions on Student Evaluation of Teaching (SET) Measures

ERIC Educational Resources Information Center

Estelami, Hooman

2016-01-01

One of the fundamental drivers of the growing use of distance learning methods in modern business education has been the efficiency gains associated with this method of educational delivery. Distance methods benefit both students and educational institutions as they facilitate the processing of large volumes of learning material to overcome…

Enhancing Student Learning in Marketing Courses: An Exploration of Fundamental Principles for Website Platforms

ERIC Educational Resources Information Center

Hollenbeck, Candice R.; Mason, Charlotte H.; Song, Ji Hee

2011-01-01

The design of a course has potential to help marketing students achieve their learning objectives. Marketing courses are increasingly turning to technology to facilitate teaching and learning, and pedagogical tools such as Blackboard, WebCT, and e-Learning Commons are essential to the design of a course. Here, the authors investigate the research…

Combining Graphic Arts, Hollywood and the Internet to Improve Distance Learning in Science and Math

NASA Astrophysics Data System (ADS)

Tso-Varela, S.; Friedberg, R.; Lipnick, D.

We on the Navajo Reservation face the daunting problem of trying to educate a widely scattered student population over a landmass (25,000+ sq. miles) larger than all the New England states combined. Compounding this problem is the fact that English is a second language for many students and that many of our students lack basic foundation skills. One of the obvious answers is Distance Learning Programs. But, in the past Distance Learning Programs have been notably ineffective on the Navajo Reservation. An experimental Internet Astronomy that we taught last summer showed conclusively that we must specifically tailor our Distance Learning courses to a Navajo audience. As with many college level science courses, our experimental course was English intensive and there lies the crux of the problem. With the help of our colleague institutions, Los Alamos National Laboratory, University of California at Berkeley, University of New Mexico, Kennesaw State University, and New Mexico Highlands University, we undertook to replace 90% of the traditional verbiage with art, an idiom much accepted on the Navajo Reservation. We used the Walt Disney Studios as a model. Specifically, we studied the Pvt. Snafu cartoons used by the War Department in World War II. We tried to emulate their style and techniques. We developed our own cartoon characters, Astroboy, Professor Tso and Roxanne. We combined high quality graphic art, animation, cartooning, Navajo cultural elements, Internet hyperlinks and voiceovers to tell the story of Astronomy 101 Lab. In addition we have added remedial math resources and other helpful resources to our web site. We plan to test initial efforts in an experimental Internet course this summer.

Design of a Blended Learning Environment Based on Merrill’s Principles

NASA Astrophysics Data System (ADS)

Simarmata, Janner; Djohar, Asari; Purba, Janulis; Juanda, Enjang A.

2018-01-01

Designing blended learning courses requires a systematic approach, in instructional design decisions and implementations, instructional principles help educators not only to specify the elements of the course, but also to provide a solid base from which to build the technology. The blended learning course was designed based on Merrill’s First Principles of Instruction with five phases. This paper helps inform educators about how to develop appropriate learning styles and preferences according to students’ learning needs.

Evaluating Course Design Principles for Multimedia Learning Materials

ERIC Educational Resources Information Center

Scott, Bernard; Cong, Chunyu

2010-01-01

Purpose: This paper aims to report on evaluation studies of principles of course design for interactive multimedia learning materials. Design/methodology/approach: At the Defence Academy of the UK, Cranfield University has worked with military colleagues to produce multimedia learning materials for courses on "Military Knowledge". The…

Course Design and Student Learning.

ERIC Educational Resources Information Center

Billing, David, Ed.

Papers presented at the Society for Research into Higher Education's conference on course design and student learning dealt with the following overall topics: the needs of special groups of students; student involvement; study skills and learning methods; course design; and employment, adaptation, and socialization. Among the papers presented were…

A three-year study of the impact of instructor attitude, enthusiasm, and teaching style on student learning in a medicinal chemistry course.

PubMed

Alsharif, Naser Z; Qi, Yongyue

2014-09-15

To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students' final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students' intrinsic motivation and vitality, and ability to meet educational outcomes.

Assessing the Impact of Learning Environments on Students' Approaches to Learning: Comparing Conventional and Action Learning Designs

ERIC Educational Resources Information Center

Wilson, Keithia; Fowler, Jane

2005-01-01

This study investigated whether students' approaches to learning were influenced by the design of university courses. Pre- and post-evaluations of the approaches to learning of the same group of students concurrently enrolled in a conventional course (lectures and tutorials) and an action learning-based course (project work, learning groups) were…

Designing Courses for Higher Education.

ERIC Educational Resources Information Center

Toohey, Susan

This guide is intended for teachers who want to learn more about educational design of college courses. Chapter 1 identifies various pressures for change in designing courses and urges creation of conditions that foster deep learning. Chapter 2 examines various models of the course design process. Chapter 3 discusses beliefs, values and ideologies…

Training the DoD Software Acquisition Professional

DTIC Science & Technology

2015-02-01

Systems Acquisition (Information Resource Management ( IRM )), IRM101 (Level 1). This is a distance learning course (online course). This course...experience. 3. Advanced Systems Acquisition, IRM304 (Level 3 First Course). This is a classroom graduate-level experience. This course focuses on the IRM ...IT courses. Why IRM and SAM? Years ago, there were separate SAM and IRM courses at each level. However, with the Services request to decrease

Student-Centred Outcomes of an E-Learning Course on Public Health in Hanoi and New York

ERIC Educational Resources Information Center

Tran, Bach Xuan; Nguyen, Quyen Le Thi; Nong, Vuong Minh; Maher, Rachel Marie; Nguyen, Anh Tuan; Nguyen, Huyen Anh; Nguyen, Cuong Tat; Do, Huyen Phuc; Lai, Hoa Thi; Le, Huong Thi

2014-01-01

Background: We evaluated the satisfaction and improvement in learning outcomes of students taking a distance course in Public Health facilitated by the Institute for Preventive Medicine and Public Health at the Hanoi Medical University and the State University of New York at Albany. Methods: A total of 36 students participated in pre- and…

Technology and Higher Education: The Impact of E-Learning Approaches on Student Academic Achievement, Perceptions and Persistence

ERIC Educational Resources Information Center

Nora, Amaury; Snyder, Blanca Plazas

2009-01-01

While e-learning, Web-enhanced instruction, and other forms of instructional technology have been touted as an effective way of addressing student withdrawal and academic performance, there are those (Carr, 2000) that report both program and end-of-semester course completion rates in distance education courses as merely acceptable compared to more…

Blackboard Overview by a Technology Coordinator

NASA Astrophysics Data System (ADS)

Rodgers, Sue

2000-06-01

Have you ever wished you could find an easier way to get course materials and other information to your students? Would you be interested in improving communication between you and your students? Over 1600 colleges, universities, and K-12 schools have discovered and adopted a software package that can do just that: Blackboard's CourseInfo, a Web-based course delivery system (http://www.blackboard.com). At San Jacinto College we are using CourseInfo to facilitate classes taught in a distance learning format and to support classroom-based classes through web-enhanced learning activities.

Usefulness of an Internet-based thematic learning network: comparison of effectiveness with traditional teaching.

PubMed

Coma Del Corral, María Jesús; Guevara, José Cordero; Luquin, Pedro Abáigar; Peña, Horacio J; Mateos Otero, Juan José

2006-03-01

UniNet is an Internet-based thematic network for a virtual community of users (VCU). It supports one multidisciplinary community of doctoral students, who receive most of the courses on the network. The evident advantages of distance learning by Internet, in terms of costs, comfort, etc., require a previous evaluation of the system, focusing on the learning outcomes of the student. The aim was to evaluate the real learning of the students of doctorate courses, by comparing the effectiveness of distance learning in UniNet with traditional classroom-based teaching. Five doctorate courses were taught simultaneously to two independent groups of students in two ways: one, through the UniNet Network, and the other in a traditional classroom. The academic knowledge of students was evaluated at the beginning and end of each course. The difference in score was considered as a knowledge increase. The comparison was made using Student's t-test for independent groups. There were no significant statistical differences in the outcomes of the two groups of students. This suggests that both teaching systems were equivalent in increasing the knowledge of the students. Both educational methods, the traditional system and the online system in a thematic network, are effective and similar for increasing knowledge.

Student Perceptions of Online Course Quality: A Comparison by Academic Discipline

ERIC Educational Resources Information Center

Wilcox, Brian Riley

2013-01-01

The recent rapid proliferation of distance education necessitates the need for strong levels of academic accountability. An important factor found to influence and predict student success is students' perceptions of their online courses. Understanding how learners perceive their online learning environment is paramount to effective course design…

Student outcomes of distance learning in nursing education: an integrative review.

PubMed

Patterson, Barbara J; Krouse, Anne M; Roy, Linda

2012-09-01

Distance learning offers a distinctive environment to educate nursing students. While there is a significant body of evidence in the literature related to course, program, and faculty outcomes of distance education, little attention has been given by researchers to evaluate student outcomes, with the exception of student satisfaction. There is a need to evaluate and translate findings related to student outcomes in distance learning into educational practice. Integrative reviews offer one strategy to contribute to evidence-based teaching practice initiatives. A search of available published qualitative and quantitative research on student outcomes of distance learning from 1999 to 2009 was conducted using a number of databases. Astin's Input-Environment-Output conceptual model provided a framework for this review. Thirty-three studies met the inclusion criteria. Bothcognitive and affective student outcomes emerged. The cognitive outcomes were student learning, learning process, and technology proficiency. Affective outcomes included personal and professional growth, satisfaction, and connectedness. Implications, recommendations, and future research are discussed.

[AN EDUCATIONAL EXPERIENCE BASED ON CLICKERS].

PubMed

García Rodríguez, Jose Juan; Lara Domínguez, Pilar A; Torres Pérez, Luis Francisco

2015-05-01

Active learning or self-learning increases the student's participation and commitment to his studies; these conditions are necessary to improve academic performance. An intervention has been designed based on the experience in the use of clickers in other universities, but without the actual technology. This work has been performed in the School of Nursing affiliated to the University of Malaga (UMA) on students enrolled in their second year of Degree in Adult Nursing Course I. Three sessions of multiple-choice questions were scheduled on the subject "distance learning" in which master classes were not taught. The answers were collected on paper templates. We wanted to determine the degree of relationship between the attendance of sessions and the results obtained by students in the final examination of the subject, as well as, the questions dedicated to assess the "distance learning" matter. The results support a significant statistical difference in the correct answers by students according to the number of sessions attended. These differences are highest among students who did not attend any session and those who attended the three planned sessions.

Distance Learning in Advanced Military Education: Analysis of Joint Operations Course in the Taiwan Military

ERIC Educational Resources Information Center

Tung, Ming-Chih; Huang, Jiung-yao; Keh, Huan-Chao; Wai, Shu-shen

2009-01-01

High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military…

Comparing Traditional and Distance Formats of a Psychiatric Rehabilitation Course

ERIC Educational Resources Information Center

McCarthy, Thomas P.; Accordino, Michael P.; Wondolowski, Erica L.; Bishop, Laura

2016-01-01

Purpose: The purpose of this study was to discover if an online course in psychiatric rehabilitation is as successful as a traditional on-campus course in terms of content delivery and learning outcomes. Method: A traditional on-campus (n = 25) and an online (n = 17) course were compared at pretest and posttest on a measure entitled…

OpenCourseWare Resources for Advanced High School Study

ERIC Educational Resources Information Center

Carson, Steve

2008-01-01

In 2000, the Massachusetts Institute of Technology (MIT) faculty first proposed putting the course materials from all 1,800 MIT classes online, free of charge. The idea behind MIT OpenCourseWare (OCW) was to use the Internet for more than just distance learning. When MIT began placing the course materials online in 2002 and 2003, the audience…

The S-Star Trial Bioinformatics Course: An On-line Learning Success

ERIC Educational Resources Information Center

Lim, Yun Ping; Hoog, Jan-Olov; Gardner, Phyllis; Ranganathan, Shoba; Andersson, Siv; Subbiah, Subramanian; Tan, Tin Wee; Hide, Winston; Weiss, Anthony S.

2003-01-01

The S-Star Trial Bioinformatics on-line course (www.s-star.org) is a global experiment in bioinformatics distance education. Six universities from five continents have participated in this project. One hundred and fifty students participated in the first trial course of which 96 followed through the entire course and 70 fulfilled the overall…

Key lessons for designing health literacy professional development courses.

PubMed

Naccarella, Lucio; Murphy, Bernice

2018-02-01

Health literacy courses for health professionals have emerged in response to health professionals' perceived lack of understanding of health literacy issues, and their failure to routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture, Ethnicity and Health has delivered an annual health literacy demonstration training course that it developed. Course development and delivery partners included HealthWest Partnership and cohealth. The courses are designed to develop the health literacy knowledge, skills and organisational capacity of the health and community services sector in the western metropolitan region of Melbourne. This study presents key learnings from evaluation data from three health literacy courses using Wenger's professional educational learning design framework. The framework has three educational learning architecture components (engagement, imagination and alignment) and four educational learning architecture dimensions (participation, emergent, local/global, identification). Participatory realist evaluation approaches and qualitative methods were used. The evaluations revealed that the health literacy courses are developing leadership in health literacy, building partnerships among course participants, developing health literacy workforce knowledge and skills, developing ways to use and apply health literacy resources and are serving as a catalyst for building organisational infrastructure. Although the courses were not explicitly developed or implemented using Wenger's educational learning design pedagogic features, the course structure (i.e. facilitation role of course coordinators, providing safe learning environments, encouraging small group work amongst participants, requiring participants to conduct mini-projects and sponsor organisation buy-in) provided opportunities for engagement, imagination and alignment. Wenger's educational learning design framework can inform the design of future key pedagogic features of health literacy courses.

Using online modules is a multi-modality teaching system: a high-touch high-tech approach to geriatric education.

PubMed

Gainor, Sara Jane; Goins, R Turner; Miller, Lee Ann

2004-01-01

Making geriatric education available to rural faculty/preceptors, students, and practitioners presents many challenges. Often the only options considered for educating those in the health professions about geriatrics are either traditional face-to-face courses or distance education programs. The purpose of this paper was to examine the use of Web-based modules or courses and other distance learning technology in concert with traditional learning modalities. The Mountain State Geriatric Education Center explored the use of a multi-modal approach within a high-touch, high-tech framework. Our findings indicate the following: it is important to start where participants are ready to begin; flexibility and variety are needed; soliciting evaluative feedback from participants is valuable; there is a need to integrate distance learning with more traditional modalities; and a high-tech, high-touch approach provides a format which participants find acceptable, accessible, and attractive. This assertion does not rule out the use of technology for distance education but rather encourages educators to take advantage of a wide range of modalities, traditional and technological, to reach rural practitioners, faculty, and students.

Overview of codes and tools for nuclear engineering education

NASA Astrophysics Data System (ADS)

Yakovlev, D.; Pryakhin, A.; Medvedeva, L.

2017-01-01

The recent world trends in nuclear education have been developed in the direction of social education, networking, virtual tools and codes. MEPhI as a global leader on the world education market implements new advanced technologies for the distance and online learning and for student research work. MEPhI produced special codes, tools and web resources based on the internet platform to support education in the field of nuclear technology. At the same time, MEPhI actively uses codes and tools from the third parties. Several types of the tools are considered: calculation codes, nuclear data visualization tools, virtual labs, PC-based educational simulators for nuclear power plants (NPP), CLP4NET, education web-platforms, distance courses (MOOCs and controlled and managed content systems). The university pays special attention to integrated products such as CLP4NET, which is not a learning course, but serves to automate the process of learning through distance technologies. CLP4NET organizes all tools in the same information space. Up to now, MEPhI has achieved significant results in the field of distance education and online system implementation.

Teaching Astronomy and Computation with Gaia: A New Curriculum for an Extra-curricular High School Program

NASA Astrophysics Data System (ADS)

Schwab, Ellianna; Faherty, Jacqueline K.; Barua, Prachurjya; Cooper, Ellie; Das, Debjani; Simone-Gonzalez, Luna; Sowah, Maxine; Valdez, Laura; BridgeUP: STEM

2018-01-01

BridgeUP: STEM (BridgeUP) is a program at the American Museum of Natural History (AMNH) that seeks to empower women by providing early-career scientists with research fellowships and high-school aged women with instruction in computer science and algorithmic methods. BridgeUP achieves this goal by employing post-baccalaureate women as Helen Fellows, who, in addition to conducting their own scientific research, mentor and teach high school students from the New York City area. The courses, targeted at early high-school students, are designed to teach algorithmic thinking and scientific methodology through the lens of computational science. In this poster we present the new BridgeUP astronomy curriculum created for 9th and 10th grade girls.The astronomy course we present is designed to introduce basic concepts as well as big data manipulation through a guided exploration of Gaia (DR1). Students learn about measuring astronomical distances through hands-on lab experiments illustrating the brightness/distance relationship, angular size calculations of the height of AMNH buildings, and in-depth Hertzsprung-Russell Diagram activities. Throughout these labs, students increase their proficiency in collecting and analyzing data, while learning to build and share code in teams. The students use their new skills to create color-color diagrams of known co-moving clusters (Oh et al. 2017) in the DR1 dataset using Python, Pandas and Matplotlib. We discuss the successes and lessons learned in the first implementation of this curriculum and show the preliminary work of six of the students, who are continuing with computational astronomy research over the current school year.

iPad Learning Ecosystem: Developing Challenge-Based Learning Using Design Thinking

ERIC Educational Resources Information Center

Marin, Catalina; Hargis, Jace; Cavanaugh, Cathy

2013-01-01

In order to maximize college English language students' learning, product development, 21st Century skills and engagement with real world meaningful challenges, a course was designed to integrate Challenge Based Learning (CBL) and iPad mobile learning technology. This article describes the course design, which was grounded in design thinking, and…

Connectivity of Learning in MOOCs: Facilitators' Experiences in Team Teaching

ERIC Educational Resources Information Center

Mercado-Varela, Martin Alonso; Beltran, Jesus; Perez, Marisol Villegas; Vazquez, Nohemi Rivera; Ramirez-Montoya, Maria-Soledad

2017-01-01

The role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses (MOOC), which are characterized by their stimulation of learning connections. The study analyzes the experiences of 135…

Social Interaction in Self-Paced Distance Education

ERIC Educational Resources Information Center

Anderson, Terry; Upton, Lorne; Dron, Jon; Malone, Judi; Poelhuber, Bruno

2015-01-01

In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions…

Applying Principles of Visual Literacy to the Design of Distance Education Materials for Correctional Use.

ERIC Educational Resources Information Center

Lenze, James S.

This paper examines the conceptualization and design of the Pennsylvania Audiographics Distance Education Project's (PADEP) Life Skills and Drug Education Course, and discusses the successes and difficulties of the project based on results from formative evaluation. Educators from Harrisburg, Pennsylvania, developed new courses that could be…

Integrating Scientific Content with Context to Connect Educators with the Complexities and Consequences of Climate Change

NASA Astrophysics Data System (ADS)

Low, R.; Gosselin, D. C.; Oglesby, R. J.; Larson-Miller, C.; Thomas, J.; Mawalagedara, R.

2011-12-01

Over the past three years the Nebraska Earth Systems Education Network has designed professional development opportunities for K-12 and extension educators that integrates scientific content into the context of helping educators connect society with the complexities and consequences of climate change. Our professional development approach uses learner-, knowledge-, assessment-, and community-centered strategies to achieve our long-term goal: collaboration of scientists, educators and learners to foster civic literacy about climate change. Two NASA-funded projects, Global Climate Change Literacy for Educators (GCCE, 2009-2012), and the Educators Climatologists Learning Community (ECLC, 2011-2013), have provided the mechanism to provide teachers with scientifically sound and pedagogically relevant educational materials to improve climate and Earth systems literacy among educators. The primary product of the GCCE program is a 16-week, online, distance-delivered, asynchronous course entitled, Laboratory Earth: Human Dimensions of Climate Change. This course consists of four, four-week modules that integrate climate literacy, Earth Systems concepts, and pedagogy focused on active learning processes, building community, action research, and students' sense of place to promote action at the local level to address the challenges of climate change. Overall, the Community of Inquiry Survey (COI) indicated the course was effective in teaching content, developing a community of learners, and engaging students in experiences designed to develop content knowledge. A pre- and post- course Wilcoxan Signed Ranks Test indicated there was a statistically significant increase in participant's beliefs about their personal science teaching efficacy. Qualitative data from concept maps and content mastery assignments support a positive impact on teachers' content knowledge and classroom practice. Service Learning units seemed tohelp teachers connect course learning to their classroom teaching. In addition, qualitative data indicate that teachers' students found service learning to be highly motivational components to learning. The ECLC project, to be initiated in the fall 2011, will build on our GCCE experiences to create a sustainable virtual learning community of educators and scientists. Climate-change issues will serve as a context in which collaborative scientist-educator-teams will develop discrete, locally oriented research projects to facilitate development of confident, knowledgeable citizen-scientists within their classrooms.

Student Satisfaction: A Distance Learning Model for Training Teachers of Students with Visual Impairments in New York State. Research Report

ERIC Educational Resources Information Center

Trief, Ellen; Decker, Lisa M.; Ryan, Daniel J.

2004-01-01

Since 1920, the Hadley School for the Blind in Winnetka, Illinois, has provided distance learning (via correspondence courses) to individuals who are visually impaired (that is, are blind or have low vision) and their families to support the acquisition of specialized skills and to attain the knowledge needed for full participation in life…

Integrating E-Learning 2.0 into Online Courses

ERIC Educational Resources Information Center

Yuen, Steve Chi-Yin

2014-01-01

This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students' learning experience are examined. In addition, students'…

Student Identity and Authentication in Distance Education: A Primer for Distance Learning Administrators

ERIC Educational Resources Information Center

Aceves, Patricia A.; Aceves, Robert I.

2009-01-01

Since the signing of the Higher Education Opportunity Act (HEOA) in August 2008, providers of distance education courses and programs have been looking into procedures and technologies that will satisfy the accrediting agencies responsible for enforcing the law. Continuing education administrators are at the forefront because of the pervasiveness…

Beyond the Text: Contemporary Writing on Distance Education.

ERIC Educational Resources Information Center

Evans, Terry; King, Bruce

Based on materials originally prepared for a course being developed at an Australian university, this book examines critical issues in distance education and open learning. The book is organized in five parts. The first part locates distance education in relation to education and social science and provides a general introduction and orientation.…

Perspectives on Group Work in Distance Learning

ERIC Educational Resources Information Center

Hausstatter, Rune Sarromaa; Nordkvelle, Yngve Troye

2007-01-01

Current distance education benefits greatly from educational software that makes group work possible for students who are separated in time and space. However, some students prefer distance education because they can work on their own. This paper explores how students react to expectations on behalf of the course provider to do their assignments…

Accessible Adult Learning in the Health Professions: Interactive Uses of Distance Technology.

ERIC Educational Resources Information Center

Townsend, Elizabeth; Curran-Smith, Janet

This paper describes a study of students' perceptions of the impact of accessibility and interactivity on successful distance education in the Health Professions. The study utilized both quantitative and qualitative data to determine how students perceived issues of accessibility and interactivity affecting their success in distance courses. The…

K-12 Distance Education in the United States: Technology Strengths, Weaknesses, and Issues.

ERIC Educational Resources Information Center

Barker, Bruce O.

This article briefly identifies seven distance education case study projects completed for the Office of Technology Assessment as part of their November 1989 report, "Linking for Learning: A New Course for Education" (ED 310 765). The paper focuses on strengths and weaknesses associated with telecommunicated distance education delivery…

Collaborative Learning through Teletutorials.

ERIC Educational Resources Information Center

Idrus, Rozhan

1993-01-01

Describes the use of audiographic teleconferencing for distance education courses for adult higher education at the Universiti Sains Malaysia. Telecommunications is discussed, and a collaborative learning strategy is explained that emphasizes the student-teacher relationship. (Contains 18 references.) (LRW)

An Evaluation of the Impact of E-Learning Media Formats on Student Perception and Performance

NASA Astrophysics Data System (ADS)

Kurbel, Karl; Stankov, Ivo; Datsenka, Rastsislau

Factors influencing student evaluation of web-based courses are analyzed, based on student feedback from an online distance-learning graduate program. The impact of different media formats on the perception of the courses by the students as well as on their performance in these courses are examined. In particular, we studied conventional hypertext-based courses, video-based courses and audio-based courses, and tried to find out whether the media format has an effect on how students assess courses and how good or bad their grades are. Statistical analyses were performed to answer several research questions related to the topic and to properly evaluate the factors influencing student evaluation.

Design It Yourself (DIY): In-House Instructional Design for Online Pharmacology

ERIC Educational Resources Information Center

Loftus, Jay; Stavraky, Tom; Urquhart, Bradley L.

2014-01-01

Demand for e-learning courses has risen dramatically placing pressure on institutions to offer more online courses. Third party vendors now offer courses that can be embedded directly into learning management systems. When transitioning from in-class to e-learning formats, instructors must decide whether to use commercially available courses or…

Student performance in computing education: an empirical analysis of online learning in programming education environments

NASA Astrophysics Data System (ADS)

Xia, Belle Selene; Liitiäinen, Elia

2017-11-01

The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate to these online exercises is not positively correlated with the exercise points. Yet, our results confirm that doing exercises along supports student learning and skill accumulation equipping them with the knowledge of programming. While the student performance in programming courses is affected by factors such as prior background in programming, cognitive skills and the quality of teaching, completing the course exercises via learning-by-doing is an indispensable part of teaching. Based on the student feedback from the course survey, the students are highly satisfied with using online technologies as part of learning.

Enhanced learning through design problems - teaching a components-based course through design

NASA Astrophysics Data System (ADS)

Jensen, Bogi Bech; Högberg, Stig; Fløtum Jensen, Frida av; Mijatovic, Nenad

2012-08-01

This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled 'learning through design' is a very effective way of teaching a components-based course. This teaching method can easily be generalised and used in other courses.

E-Learning for the Environment: The Universidade Aberta (Portuguese Open Distance University) Experience in the Environmental Sciences Post-Graduate Courses

ERIC Educational Resources Information Center

Bacelar-Nicolau, P.; Caeiro, S.; Martinho, A. P.; Azeiteiro, U. M.; Amador, F.

2009-01-01

Purpose: In recent decades, there has been an increase of public awareness about environmental problems. A simultaneous effort to increase educational course offerings in this area has been made. The purpose of this paper is to evaluate the first edition of the blended learning MSc in Environmental Citizenship and Participation that is offered by…

The Correlation between Attendance and Participation with Respect to Student Achievement in an Online Learning Environment

ERIC Educational Resources Information Center

Rapposelli, Joseph Anthony

2014-01-01

The recent and rapid growth of technology during the last several years has dramatically increased the number of new online degree programs and courses in the United States. As a result, enrollment into these online programs and courses has also increased. The United States Distance Learning Association (USDLA) estimated there was a total of 12.2…

A Blended Model: Simultaneously Teaching a Quantitative Course Traditionally, Online, and Remotely

ERIC Educational Resources Information Center

Lightner, Constance A.; Lightner-Laws, Carin A.

2016-01-01

As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes.…

Some Aspects of Grading Java Code Submissions in MOOCs

ERIC Educational Resources Information Center

Király, Sándor; Nehéz, Károly; Hornyák, Olivér

2017-01-01

Recently, massive open online courses (MOOCs) have been offering a new online approach in the field of distance learning and online education. A typical MOOC course consists of video lectures, reading material and easily accessible tests for students. For a computer programming course, it is important to provide interactive, dynamic, online coding…

Integrating health sciences library resources into course management systems.

PubMed

Blevins, Amy E; Inman, Megan B

2014-01-01

As distance education and blended learning grows, so does the need for health sciences librarians to become involved with course management systems. This article will provide some information on how to become involved with course management systems and will also provide information on a few of the more popular systems available.

Interactive Maps for Community in Online Learning

ERIC Educational Resources Information Center

Cavanaugh, Terence W.; Cavanaugh, Cathy

2008-01-01

The online courses studied here used the visual medium of the interactive geographic map as a form of dialogue to reduce students' sense of transactional distance during the course, build their skills with Web 2.0 media, and increase their motivation. Using the dynamic map and the related online spreadsheet, the course participants created digital…

Open Course Ware, Distance Education, and 21st Century Geoscience Education

NASA Astrophysics Data System (ADS)

Connors, M. G.

2010-12-01

Open Course Ware (OCW) allows the highest quality educational materials (including videos of lectures from the best classroom lecturers) to find a wide audience. This audience may include many who wish to obtain credentials for formal study yet who are unable to be campus-based students. This opens a role for formal, credentialed and accredited distance education (DE) to efficiently integrate OCW into DE courses. OCW materials will in this manner be able to be used for education of credential-seeking students who would not otherwise benefit from them. Modern presentation methods using the Internet and video (including mobile device) technologies may offer pedagogical advantages over even traditional classroom learning. A detailed analysis of the development of Athabasca University’s PHYS 302 Vibrations and Waves course (based mainly on MIT’s OCW), and application of lessons learned to development of PHYS 305 Electromagnetism is presented. These courses are relevant to the study of geophysics, but examples of GEOL (Geology) courses will also be mentioned, along with an broad overview of OCW resources in Geoscience.

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

Teaching Project Management On-Line: Lessons Learned from MOOCs

ERIC Educational Resources Information Center

Falcao, Rita; Fernandes, Luis

2016-01-01

Creating a course for teaching project management online in a full online distance-learning environment was a challenge. Working with adult learners from different continents that want to complete a Master degree was an additional challenge. This paper describes how different MOOCs were used to learn about teaching -(meta) e-learning. MOOCs…

Challenging Hegemonies in Online Learning

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2012-01-01

In Western countries today, instructed language learning in higher education normally includes use of the Web: as a resource in face-to-face classes, as an equal partner in instructional delivery in hybrid courses, or as the primary teaching and learning environment in distance learning. Most often today this is enabled through use of a learning…

Pratique d'apprentissage en ligne aux etudes superieures (Online Learning for Higher Education).

ERIC Educational Resources Information Center

Marchand, Louise

2001-01-01

Online learning requires new approaches to teaching and learning. At the University of Montreal, 28 graduate students in education and adult students specializing in educational technology attended an experimental distance education course. Students identified advantages and disadvantages of online learning/teaching and reflected on how the course…

Student perceptions: Importance of and satisfaction with aspects of an online biology course

NASA Astrophysics Data System (ADS)

Hendry, Sheila R.

Research of student satisfaction with various facets of an online biology course, as well as the perceived importance of these aspects, was conducted during the summer and fall 2004 semesters within a course, History of Biology, at a university in the southeastern United States. This research is based on the theory of transactional distance, which involves dialogue between the teacher and student, the physical environments of both the student and teacher, and the emotional environments of each. Student ratings of importance and satisfaction regarding aspects of convenience, grade earned/knowledge learned, emotional health, communication, and student support were collected toward the end of each semester, via the online course, using the researcher-designed Student Perceptions Survey. Statistics with repeated measures ANOVA, using an alpha of 0.05, determined differences between importance and satisfaction ratings for each of these aspects. Students perceived grade earned/knowledge learned to be the most important aspect of learning online, although it is not an aspect unique to online courses. All of the aspects included in the study were found to be at least somewhat important. Convenience was the aspect with which students were most satisfied, with students at least somewhat satisfied with the other aspects. Although convenience is an inherent strength of the online course format, instructors should be aware of how important it is to design requirements of the online class to help students acquire knowledge while allowing them to do so at their own pace. Well-structured content, prompt feedback, encouragement of quality student-instructor communication, and student support are all parts of a positive online course experience. The Student Perceptions Survey, created specifically for this research, can have substantial value both in the creation of new online courses and in the evaluation of pre-existing courses. It can provide important information that can be used in developing or modifying an online course, to determine whether revisions have been effective, or to assess changes in student perceptions. In addition, as changes in technology occur, the survey can be further revised, with maintenance of core items, so that it will remain an effective evaluation tool for online courses.

Measuring The Impact Of Motivation On Achievement And Course Completion Rates In MarineNet Distance Education

DTIC Science & Technology

2016-09-01

the Marine Corps. This research applies the learning theory of human motivation to archival MarineNet data to determine if motivation factors impact...motivations. Each type of motivation has a different effect on human learning and course outcomes. To test this theory, archival data from the MarineNet...demonstrate the similarities and dissimilarities that exist between civilian and Marine Corps DE programs as well as the gap in knowledge on human learning

[Implementation and evaluation of a blended learning course on gastroesophageal reflux disease for physicians in Latin America].

PubMed

Cohen, Henry; Margolis, Alvaro; González, Nicolás; Martínez, Elisa; Sanguinetti, Alberto; García, Sofía; López, Antonio

2014-01-01

Integrating evidence-based clinical practice guidelines on gastroesophageal reflux disease into medical practice is of prime importance in Latin America, given its high prevalence in this region. The aim of this project was to implement and assess an educational intervention on gastroesophageal reflux disease, aimed at primary care physicians in Latin America, with contents based on current clinical guidelines. The course included initial activities, whether face-to-face or through distance learning, and a 2-month period of Internet study and interaction. A pilot test was carried out in Uruguay, which was then repeated in 5 countries (Mexico, Colombia, Venezuela, Argentina and again in Uruguay). A global template was designed, which was then adapted to each of the countries: this was done with the participation of local institutions and leaders. Local credits were given for recertification. Participation was free. Of 3,110 physicians invited to participate, 1,143 (36.8%) started the course. Of these, 587 (51.4%) accessed at least half the contents of the course and 785 (68.7%) took part in the clinical discussions. A total of 338 (29.6%) completed all the requirements of the course and received a certificate. Among physicians who took both the pre- and post-intervention knowledge tests, scores improved from 60 to 80% (P<.001). Ninety-two percent of planned changes in clinical practice were related to the pedagogic aims of the course. In conclusion, a multifaceted, 2-phase continuing education course was successfully imparted in Latin America, with an overall design that was adapted to each country. Determination of specific needs and the participation of national experts were fundamental to the success of the course. Copyright © 2013 Elsevier España, S.L. and AEEH y AEG. All rights reserved.

Cutting the Distance in Distance Education: Reflections on the Use of E-Technologies in a New Zealand Social Work Program

ERIC Educational Resources Information Center

Stanley-Clarke, Nicky; English, Awhina; Yeung, Polly

2018-01-01

The development of new e-technologies and an increased focus on developing distance social work education programs has created the impetus for social work educators to consider the tools they can employ in delivering distance courses. This article reflects on an action learning research project involving the development of an online toolbox of…

Influence of the Use of Online Communications Media on Perceptions of Transactional Distance and Student Satisfaction in a Hybrid Education Program

ERIC Educational Resources Information Center

Fullwood, Elicia Dynae

2015-01-01

The purpose of this study was to determine the uses of online communications media in an undergraduate hybrid course that yielded the least transactional distance perceived by students and the highest student satisfaction with distance education. The study was based on student responses to the Distance Education Learning Environment Survey having…

Design Guide for Earth System Science Education: Common Student Learning Objectives and Special Pedagogical Approaches

NASA Astrophysics Data System (ADS)

Baker, D.

2006-12-01

As part of the NASA-supported undergraduate Earth System Science Education (ESSE) program, fifty-seven institutions have developed and implemented a wide range of Earth system science (ESS) courses, pedagogies, and evaluation tools. The Teaching, Learning, and Evaluation section of USRA's online ESSE Design Guide showcases these ESS learning environments. This Design Guide section also provides resources for faculty who wish to develop ESS courses. It addresses important course design issues including prior student knowledge and interests, student learning objectives, learning resources, pedagogical approaches, and assessments tied to student learning objectives. The ESSE Design Guide provides links to over 130 ESS course syllabi at introductory, senior, and graduate levels. ESS courses over the past 15 years exhibit common student learning objectives and unique pedagogical approaches. From analysis of ESS course syllabi, seven common student learning objectives emerged: 1) demonstrate systems thinking, 2) develop an ESS knowledge base, 3) apply ESS to the human dimension, 4) expand and apply analytical skills, 5) improve critical thinking skills, 6) build professional/career skills, and 7) acquire an enjoyment and appreciation for science. To meet these objectives, ESSE often requires different ways of teaching than in traditional scientific disciplines. This presentation will highlight some especially successful pedagogical approaches for creating positive and engaging ESS learning environments.

Technological Barriers to Success in Distance Education: The Revolving Door of Online Education

ERIC Educational Resources Information Center

Roe, Richard Thomas

2011-01-01

Taking online courses has become a delivery mode of choice for many students. This collaborative study focuses on the impact of college readiness; technological resources, and course design on student success in an online introduction to computers distance education course within the Kentucky Community and Technical College System (KCTCS). The…

The Absence of "E": The Role of the Internet in Two Distance Learning Programmes

ERIC Educational Resources Information Center

Mathew, David

2011-01-01

Barely 30 years on from the advent of distance learning as we recognise it today, it has already become uncommon for a learner to embark on a programme of education that does not involve frequent access to the Internet; but if a course does not revolve around the Internet, is it in any way inferior and is the learner disadvantaged? Two of the…

Accreditation and Assuring Quality in Distance Learning. CHEA Monograph Series, 2002.

ERIC Educational Resources Information Center

Council for Higher Education Accreditation, Washington, DC.

This report describes the scope and impact of distance learning on higher education and identifies the primary challenges that distance learning poses for accreditation. The responses of the accrediting community designed to assure quality in distance learning are outlined. Data from a variety of sources show that 5,655 institutions are accredited…

A Three-Year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in a Medicinal Chemistry Course

PubMed Central

Qi, Yongyue

2014-01-01

Objective. To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Methods. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. Results. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students’ final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. Conclusion. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students’ intrinsic motivation and vitality, and ability to meet educational outcomes. PMID:25258437

A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

PubMed Central

Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

2012-01-01

Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

Empathy in Distance Learning Design Practice

ERIC Educational Resources Information Center

Matthews, Michael T.; Williams, Gregory S.; Yanchar, Stephen C.; McDonald, Jason K.

2017-01-01

The notion of designer empathy has become a cornerstone of design philosophy in fields such as product design, human-computer interaction, and service design. But the literature on instructional designer empathy and learner analysis suggests that distance learning designers are generally quite removed from the learners with whom they could be…

Instructor's Privacy in Distance (Online) Teaching: Where Do You Draw the Line?

ERIC Educational Resources Information Center

Storey, Valerie A.; Tebes, Mary L.

2008-01-01

The exponential growth of distance learning provision in the past forty years poses pertinent and critical ethical issues. Students participating in distance education via an online course are required to recognize and resolve various ethical issues, some of which focus on the instructor's actions. The university, too, as it supports students and…

Needs for and Utilization of OER in Distance Education: A Chinese Survey

ERIC Educational Resources Information Center

Chen, Qing; Panda, Santosh

2013-01-01

The recent developments within open educational resources (OERs) and open licensing have generated considerable interest among distance educators since open and distance learning is supposed to be the largest consumer/user of and contributor to OER. In China, given the policy of development and use of elaborate courses, conversion of radio and…

Distance Education: Is It Art or Is It Science?

ERIC Educational Resources Information Center

Munsch, Ted

2008-01-01

Distance education is becoming a more common method of curriculum delivery across grade levels in Australia, the United States and throughout the world. Especially in remote rural areas with sparse student populations, distance delivery of course work is often the only available means for students to learn and for teachers to teach. The days of…

Enhancing Diversity in the Geosciences through National Dissemination of the AMS Online Weather Studies Distance Learning Course

NASA Astrophysics Data System (ADS)

Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

2002-12-01

Our nation faces a serious challenge in attracting young people to science and science-related careers (including teaching). This is particularly true for members of groups underrepresented in science, mathematics, engineering, and technology and is especially acute in the number of minority college students majoring in the geosciences. A formidable obstacle in attracting undergraduates to the geosciences is lack of access, that is, no opportunity to enroll in an introductory geoscience course simply because none is offered at their college or university. Often introductory or survey courses are a student's first exposure to the geosciences. To help alleviate this problem, the American Meteorological Society (AMS) through its Education Program developed and implemented nationally an introductory weather and climate course, Online Weather Studies, which can be added to an institution's menu of general education course offerings. This highly successful course will be offered at 130 colleges and universities nationwide, including 30 minority-serving institutions, 20 of which have joined the AMS Online Weather Studies Diversity Program during 2002. The AMS encourages course adoption by more institutions serving large numbers of minority students through support from the National Science Foundation (NSF) Opportunities for Enhancing Diversity in the Geosciences (OEDG) and Course, Curriculum and Laboratory Improvement-National Dissemination (CCLI-ND) programs. Online Weather Studies is an innovative, 12- to 15-week introductory college-level, online distance-learning course on the fundamentals of atmospheric science. Learner-formatted current weather data are delivered via the Internet and coordinated with investigations keyed to the day's weather. The principal innovation of Online Weather Studies is that students learn about weather as it happens in near real-time-a highly motivational learning experience. The AMS Education Program designed and services this course and makes it available to colleges and universities as a user-friendly turnkey package with electronic and printed components. The AMS Diversity Program, in cooperation with the National Weather Service (NWS) facilitates institutional participation in Online Weather Studies. Prior to an instructor's initial offering of the course, he or she is invited to attend a one-week course implementation workshop at the NWS Training Center at Kansas City, MO. Participants then join an interactive network to share best practices ideas in science content and teaching strategies related to their offering of Online Weather Studies. They participate in a mentoring program that networks students with professional meteorologists and provides opportunities for internships, summer research, and career counseling. Meteorologists-in-Charge at NWS Weather Forecast Offices across the nation have volunteered their time to help make these opportunities possible. Also, participants are invited to attend the Educational Symposium of the AMS Annual Meeting where they will attend a special Diversity Session and are encouraged to present a paper or poster.

Case Study: Audio-Guided Learning, with Computer Graphics.

ERIC Educational Resources Information Center

Koumi, Jack; Daniels, Judith

1994-01-01

Describes teaching packages which involve the use of audiotape recordings with personal computers in Open University (United Kingdom) mathematics courses. Topics addressed include software development; computer graphics; pedagogic principles for distance education; feedback, including course evaluations and student surveys; and future plans.…

Foreign Language Learning Using E-Mail in a Task-Oriented Perspective: Interuniversity Experiments in Communication and Collaboration.

ERIC Educational Resources Information Center

Barson, John; And Others

1993-01-01

Describes collaborations of college French classes using electronic mail. Suggests that this type of task-oriented learning through distance-communication is applicable at many different course levels and has considerable merit as an approach to teaching and learning. (PR)

Describing the on-line graduate science student: An examination of learning style, learning strategy, and motivation

NASA Astrophysics Data System (ADS)

Spevak, Arlene J.

Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although the study was limited to nine participants, the implications of the findings are clear. Most adult science students experience learning in an on-line environment. Those who are independent, highly motivated learners and utilize a variety of learning strategies can adapt their learning style to the situational aspects of the learning environment. This further indicates that Internet-based graduate science education institutions should become aware of different learning styles and strategies, and be prepared to address this variety when developing and delivering such programming.

An Exploratory Study of the Drivers of Student Satisfaction and Learning Experience in Hybrid-Online and Purely Online Marketing Courses

ERIC Educational Resources Information Center

Estelami, Hooman

2012-01-01

Much of the existing research in distance education has focused on contrasting the outcomes between traditional face-to-face teaching and purely online courses, in which the entire course content is delivered online. However, research has not examined the effectiveness of hybrid-online courses, in which a combination of online delivery and…

Dynamic Evaluation of Distance Education Courses.

ERIC Educational Resources Information Center

Champagne, Matthew V.

This paper focuses on the Interactive and Distance Education Assessment (IDEA) laboratory, an assessment system developed by psychology students and faculty at Rensselaer Polytechnic Institute (New York) that incorporated learning styles, teaching styles, and other measures of individual difference into the evaluation of interactive and distance…

Removing the Barriers for Students with Disabilities: Accessible Online and Web-Enhanced Courses

ERIC Educational Resources Information Center

Tandy, Cindy; Meacham, Mike

2009-01-01

The concern of this article is the difficulties faced by disabled students as technology grows and expands in academia. Although distance learning, web-based courses, and hybrid courses, among other venues, have improved the chances for many people suffering disabilities for obtaining degrees and thereby increasing their life chances, we have met…

British Council, Work-Based Learning Research Centre and Islamic University Gaza E-Learning Workshop: Five Years on

ERIC Educational Resources Information Center

Basiel, Anthony; Commins, Ralph

2010-01-01

This article describes the process for training Palestinians in Gaza on developing e-learning courses using WebCT. The training was delivered at a distance using information and communications technologies. The project used a problem-based approach to introduce e learning concepts and practice for the pedagogy of online content, learning theory,…

Peer Learning in a MATLAB Programming Course

NASA Astrophysics Data System (ADS)

Reckinger, Shanon

2016-11-01

Three forms of research-based peer learning were implemented in the design of a MATLAB programming course for mechanical engineering undergraduate students. First, a peer learning program was initiated. These undergraduate peer learning leaders played two roles in the course, (I) they were in the classroom helping students' with their work, and, (II) they led optional two hour helps sessions outside of the class time. The second form of peer learning was implemented through the inclusion of a peer discussion period following in class clicker quizzes. The third form of peer learning had the students creating video project assignments and posting them on YouTube to explain course topics to their peers. Several other more informal techniques were used to encourage peer learning. Student feedback in the form of both instructor-designed survey responses and formal course evaluations (quantitative and narrative) will be presented. Finally, effectiveness will be measured by formal assessment, direct and indirect to these peer learning methods. This will include both academic data/grades and pre/post test scores. Overall, the course design and its inclusion of these peer learning techniques demonstrate effectiveness.

E-Learning in Art Education: Collaborative Meaning Making through Digital Art Production

ERIC Educational Resources Information Center

Quinn, Robert D.

2011-01-01

E-learning has seen incredible growth in the first decade of the 21st century. This growth is particularly noticeable in institutions of higher education. Even though distance learning has long been the method by which remote students have obtained course credit through correspondence study, e-learning is popular even among traditional on-campus…

Helping Education Students Understand Learning through Designing

ERIC Educational Resources Information Center

Ronen-Fuhrmann, Tamar; Kali, Yael; Hoadley, Christopher

2008-01-01

This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: "Analyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in…

Strengthening and preparing: enhancing nursing research for disaster management.

PubMed

Usher, Kim; Redman-MacLaren, Michelle L; Mills, Jane; West, Caryn; Casella, Evan; Hapsari, Elsi D; Bonita, Sheila; Rosaldo, Rommel; Liswar, Amelia K; Zang, Yuli Amy

2015-01-01

Nurses are often first line responders in a large scale emergency or disaster. This paper reports an evaluative study of a tailored research capacity building course for nurse delegates from the Asia Pacific Emergency and Disaster Nursing Network (APEDNN). Twenty-three participant delegates from 19 countries attended a three-week course that included learning and teaching about the critique and conduct of research. An outcome of the course was the collaborative design of a study now being implemented in a number of countries with the aim of investigating nurses' preparedness for disaster response. Formal mentoring relationships have also been established between more and less experienced peers and facilitators to provide support in implementing this collaborative study. Overall, participant delegates rated the planning, implementation and content of the course highly. Recommendations from this study include funding a mix of face-to-face and distance mentoring and writing for publication workshops to ensure the sustainability of outcomes from a research capacity building course such as the one described. Copyright © 2014 Elsevier Ltd. All rights reserved.

Distance Learning for Teacher Professional Development in Statistics Education

ERIC Educational Resources Information Center

Meletiou-Mavrotheris, Maria; Mavrotheris, Efstathios; Paparistodemou, Efi

2011-01-01

We provide an overview of "EarlyStatistics," an online professional development course in statistics education targeting European elementary and middle school teachers. The course facilitates intercultural collaboration of teachers using contemporary technological and educational tools. An online information base offers access to all of…

The Impact of Instructional Design on College Students' Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course

ERIC Educational Resources Information Center

Andrade, Jeanette; Huang, Wen-Hao David; Bohn, Dawn M.

2015-01-01

The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students' cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups:…

Factors Contributing to the Development of Distance Education through Preliminary Online Training and Identifying Various Levels of Technical Competencies by Online Instructors within the University of North Carolina System

ERIC Educational Resources Information Center

Tillman, Makia R.

2009-01-01

Distance Education (DE) is one of the well-known methods of instruction and learning at many colleges and universities throughout the United States as well as other countries. Instructors teaching online courses need some form of training prior to teaching online classes. Most higher education institutions use some form of Learning Management…

Improved method in distance teaching of physics

NASA Astrophysics Data System (ADS)

Gustafsson, Peter

2004-03-01

Results of introducing cooperative working methods on a distance learning course in physics are reported. This has increased the throughput of students in the course as measured in the number of ECTS points generated by the students. There is no significant indication that students more experienced in academic studies manage to complete the course more often than those with less experience. In student groups where the cooperative concept was fully realized a larger gain of knowledge was achieved, as measured by the force concept inventory test. Hence, it is important for the tutor to monitor activities in the groups by follow-up questions during the course and to stress the importance of all students participating actively.

Tutoring Group Learning at a Distance.

ERIC Educational Resources Information Center

Fahraeus, Eva R.

Experiences from a distance course conducted during 1996-97 for high-school teachers in Sweden and reports from other experiments have yielded the conclusion that collaborating via electronic conferencing systems demands new communication patterns. This paper uses theories about communication, group processes, and shared symbolic order and social…

20 CFR 655.920 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-04-01

... of this part. Area of intended employment means the geographic area within normal commuting distance... Metropolitan Statistical Area (MSA), any place within the MSA is deemed to be within normal commuting distance... a course of study at an established institution of learning or other recognized place of study in...

20 CFR 655.920 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-04-01

... of this part. Area of intended employment means the geographic area within normal commuting distance... Metropolitan Statistical Area (MSA), any place within the MSA is deemed to be within normal commuting distance... a course of study at an established institution of learning or other recognized place of study in...

Preparation of Instructional Material for Distance Teacher Education

ERIC Educational Resources Information Center

Gujjar, Aijaz Ahmed; Malik, Muhammad Ashraf

2007-01-01

Distance education is institutional concept of education centered round self-directed learning by means of correspondence courses with an integrated element of communication technology and facilitated with tutorial sessions, seminars etc. to meet need for enlargement of teaching force, improved professional standards and modernization of teaching…

Distance Education Programs in Texas Community & Technical Colleges: Assessing Student Support Services in a Virtual Environment.

ERIC Educational Resources Information Center

Luedtke, Cherry Beth

This project evaluates the status of distance learning at 54 public, two-year community, and technical colleges in Texas. Data was collected from the Web sites of each of the institutions. The Web site data indicted that 44 of the colleges refer specifically to distance education courses offered. To assess what student support services are…

Supporting Distance Learners for Collaborative Problem Solving.

ERIC Educational Resources Information Center

Verdejo, M. F.; Barros, B.; Abad, M. T.

This paper describes a computer-supported environment designed to facilitate distance learning through collaborative problem-solving. The goal is to encourage distance learning students to work together, in order to promote both learning of collaboration and learning through collaboration. Collaboration is defined as working together on a common…

Idea-Based Learning: A Course Design Process to Promote Conceptual Understanding

ERIC Educational Resources Information Center

Hansen , Edmund J.

2011-01-01

Synthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways. The process involves developing a transparent course blueprint,…

Learning and Learning-to-Learn by Doing: Simulating Corporate Practice in Law School.

ERIC Educational Resources Information Center

Okamoto, Karl S.

1995-01-01

A law school course in advanced corporate legal practice is described. The course, a series of simulated lawyering tasks centered on a hypothetical leveraged buyout transaction, is designed to go beyond basic legal analysis to develop professional expertise in legal problem solving. The course description includes goals, syllabus design,…

The Design of Mechatronics Simulator for Improving the Quality of Student Learning Course in Mechatronics

NASA Astrophysics Data System (ADS)

Kustija, J.; Hasbullah; Somantri, Y.

2018-02-01

Learning course on mechatronics specifically the Department of Electrical Engineering Education FPTK UPI still using simulation-aided instructional materials and software. It is still not maximizing students’ competencies in mechatronics courses required to skilfully manipulate the real will are implemented both in industry and in educational institutions. The purpose of this study is to submit a design of mechatronic simulator to improve student learning outcomes at the course mechatronics viewed aspects of cognitive and psychomotor. Learning innovation products resulting from this study is expected to be a reference and a key pillar for all academic units at UPI in implementing the learning environment. The method used in this research is quantitative method with the approach of Research and Development (R and D). Steps being taken in this study includes a preliminary study, design and testing of the design of mechatronic simulator that will be used in the course of mechatronics in DPTE FPTK UPI. Results of mechatronic design simulator which has been in testing using simulation modules and is expected to motivate students to improve the quality of learning good study results in the course of mechatronic expected to be realized.

A decentralized and onsite wastewater management course: bringing together global concerns and practical pedagogy.

PubMed

Gaulke, L S; Borgford-Parnell, J L; Stensel, H D

2008-01-01

This paper reports on the design, implementation, and results of a course focused on decentralized and onsite wastewater treatment in global contexts. Problem-based learning was the primary pedagogical method, with which students tackled real-world problems and designed systems to meet the needs of diverse populations. Both learning and course evaluations demonstrated that the course was successful in fulfilling learning objectives, increasing student design skills, and raising awareness of global applications. Based on this experience a list of recommendations was created for co-developing and team-teaching multidisciplinary design courses. These recommendations include ideas for aligning student and teacher goals, overcoming barriers to effective group-work, and imbedding continuous course assessments. Copyright IWA Publishing 2008.

Exploring Students' Perceptions of Service-Learning Experiences in an Undergraduate Web Design Course

ERIC Educational Resources Information Center

Lee, Sang Joon; Wilder, Charlie; Yu, Chien

2018-01-01

Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data…

Embedded Creativity: Teaching Design Thinking via Distance Education

ERIC Educational Resources Information Center

Lloyd, Peter

2013-01-01

This paper shows how the design thinking skills of students learning at a distance can be consciously developed, and deliberately applied outside of the creative industries in what are termed 'embedded' contexts. The distance learning model of education pioneered by The Open University is briefly described before the technological…

[Ongoing, flexible distance learning through the Internet: course on decentralized management of human resources in health care].

PubMed

Struchiner, Miriam; Roschke, Maria Alice; Ricciardi, Regina Maria Vieira

2002-03-01

This paper describes the Course on Decentralized Management of Human Resources in Health Care, which is an Internet-based distance learning program to train and provide continuing education for health care professionals. The program is an initiative of the Pan American Health Organization, and it was organized in response to the growing need for self-reliant professionals who can constantly upgrade their knowledge without having to leave their place of work. The proposed model promotes an educational process that brings together theory and practice in realistic and relevant contexts and that maximizes the participation of students, both individually and in groups. The program has been evaluated in pilot studies in Brazil, Chile, and Peru. Following these assessments, the course has been adapted to facilitate its implementation and to adjust its contents to fit each country's circumstances.

Enhanced Learning through Design Problems--Teaching a Components-Based Course through Design

ERIC Educational Resources Information Center

Jensen, Bogi Bech; Hogberg, Stig; Jensen, Frida av Flotum; Mijatovic, Nenad

2012-01-01

This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is…

World Wide Web Pages--Tools for Teaching and Learning.

ERIC Educational Resources Information Center

Beasley, Sarah; Kent, Jean

Created to help educators incorporate World Wide Web pages into teaching and learning, this collection of Web pages presents resources, materials, and techniques for using the Web. The first page focuses on tools for teaching and learning via the Web, providing pointers to sites containing the following: (1) course materials for both distance and…

Adaptive Synchronization of Semantically Compressed Instructional Videos for Collaborative Distance Learning

ERIC Educational Resources Information Center

Phung, Dan; Valetto, Giuseppe; Kaiser, Gail E.; Liu, Tiecheng; Kender, John R.

2007-01-01

The increasing popularity of online courses has highlighted the need for collaborative learning tools for student groups. In this article, we present an e-Learning architecture and adaptation model called AI2TV (Adaptive Interactive Internet Team Video), which allows groups of students to collaboratively view instructional videos in synchrony.…

Real-Time Interactive Social Environments: A Review of BT's Generic Learning Platform.

ERIC Educational Resources Information Center

Gardner, Michael; Ward, Holly

1999-01-01

Describes the development of a generic learning platform for online distance learning and explains RISE (Real-time Interactive Social Environments), a Web-based system. Reports results of trials at the University of Hull Language Institute in an English as a Foreign Language course that investigated system usability, teacher roles, and student…

Learning in an Online Distance Education Course: Experiences of Three International Students

ERIC Educational Resources Information Center

Zhang, Zuochen; Kenny, Richard F.

2010-01-01

This case study explores the learning experiences of three international students who were enrolled in an online master's program offered by a large university in Canada. The aim of the study was to understand the international students' experiences with, and perspectives on, the online learning environment. Findings indicate that previous…

Improving Open Access through Prior Learning Assessment

ERIC Educational Resources Information Center

Yin, Shuangxu; Kawachi, Paul

2013-01-01

This paper explores and presents new data on how to improve open access in distance education through using prior learning assessments. Broadly there are three types of prior learning assessment (PLAR): Type-1 for prospective students to be allowed to register for a course; Type-2 for current students to avoid duplicating work-load to gain…

Conquering the Barriers to Learning in Higher Education through e-Learning

ERIC Educational Resources Information Center

Mapuva, Jephias; Muyengwa, Loveness

2009-01-01

ICTs have brought benefits to business as well as to Higher Education Institutions (HEIs), where an unprecedented demand for tertiary education has seen students enrolling for courses, some doing so through distance education. This has made the internet a very significant and indispensable teaching/learning, communication, and marketing tool for…

The Added Value of Conducting Learning Design Meeting to the Online Course Development Process

ERIC Educational Resources Information Center

Shaver, Denise

2017-01-01

Do you find it challenging to have discussions with instructors about designing online courses and best practices in teaching? This article will highlight key components to conducting effective Learning Design meetings. It outlines techniques used by this institution that inspires faculty to design coherent courses that lead to meaningful learning…

Problems encountered by BA Cur graduates and recommendations for enhancing learner support.

PubMed

Ehlers, V

2000-12-01

Distance education is becoming ever more important in providing continuing post basic, and especially postgraduate, education to practising professional persons, including nurses. As more and more institutions in the Republic of South Africa offer distance education courses to nurses, it is essential to take note of the positive and negative experiences of successful graduates of these programmes, in order to enhance the learning opportunities, and the success rate of nurses pursuing such distance education courses. A brief historical overview is provided about the University of South Africa (Unisa) and about the Department of Advanced Nursing Sciences at this distance education university. This background information should assist the reader in contextualising the research findings. Questionnaires were posted to all Unisa's 1998 BA Cur graduates. The research report focuses on the 1998 BA Cur (nursing) graduates' biographic data, their experiences of pursuing distance education post basic nursing courses, their positive and negative perceptions of these experiences and their recommendations for enhancing other students' success.

Seven-Step Problem-Based Learning in an Interaction Design Course

ERIC Educational Resources Information Center

Schultz, Nette; Christensen, Hans Peter

2004-01-01

The objective in this paper is the implementation of the highly structured seven-step problem-based learning (PBL) procedure as part of the learning process in a human-computer interaction (HCI) design course at the Technical University of Denmark, taking into account the common learning processes in PBL and the interaction design process. These…

A Planning Tool for Incorporating Backward Design, Active Learning, and Authentic Assessment in the College Classroom

ERIC Educational Resources Information Center

Reynolds, Heather L.; Kearns, Katherine Dowell

2017-01-01

Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving…

Education in Care and Technology; Development and Evaluation of a First Cohort of an International Master Course.

PubMed

Willems, Charles G

2017-01-01

A report written as a personal communication based on the experience gathered by developing and delivery of a international professional master course. The organization of the curriculum consists of 16 modules. Using a framework of the user centered design and development cycle students receive domain knowledge related to user-orientation, business, innovation and implementation. Also, introduction is given to tools that can be used to investigate certain aspects. The course will be completed by the performance of master thesis research related of a practice oriented problem relevant to the work environment of the student. This master-course has been followed by a first cohort of 8 students. In this report, an evaluation is given on this first delivery. Organization of this course is complicated by the marketing conditions that have to be used. Students and teachers are well supported by the distance based learning environment. The 16 modules representing the content of the course contains a variety of subjects and methods and represents a huge educational load to the students. Translating this content to the development of the own applied research subject contributes to the learning process. The first cohort of students will complete their master thesis in July 2017. Further introduction of new cohorts will mainly depend on the possibility to reduce the financial constraints to participation.

Using online program development to foster curricular change and innovation.

PubMed

Gwozdek, Anne E; Springfield, Emily C; Peet, Melissa R; Kerschbaum, Wendy E

2011-03-01

Distance education offers an opportunity to catalyze sweeping curricular change. Faculty members of the University of Michigan Dental Hygiene Program spent eighteen months researching best practices, planning outcomes and courses, and implementing an e-learning (online) dental hygiene degree completion program. The result is a collaborative and portfolio-integrated program that focuses on the development of reflective practitioners and leaders in the profession. A team-based, systems-oriented model for production, implementation, and evaluation has been critical to the program's success. The models and best practices on which this program was founded are described. Also provided is a framework of strategies for development, including the utilization of backward course design, which can be used in many areas of professional education.

Is It Ethical for Patents to Be Issued for the Computer Algorithms that Affect Course Management Systems for Distance Learning?

ERIC Educational Resources Information Center

Moreau, Nancy

2008-01-01

This article discusses the impact of patents for computer algorithms in course management systems. Referring to historical documents and court cases, the positive and negative aspects of software patents are presented. The key argument is the accessibility to algorithms comprising a course management software program such as Blackboard. The…

Integrating Digital Technology in an Intensive, Fully Online College Course for Japanese Beginning Learners: A Standards-Based, Performance-Driven Approach

ERIC Educational Resources Information Center

Sato, Eriko; Chen, Julian Cheng Chiang; Jourdain, Sarah

2017-01-01

The development of distance learning courses for less commonly taught languages (LCTLs) often meets with instructional challenges, especially for Asian LCTLs with their distinct non-Roman characters and structures. This study documents the implementation of a fully online, elementary Japanese course at Stony Brook University. The curriculum was…

An Empirically Grounded Framework to Guide Blogging in Higher Education

ERIC Educational Resources Information Center

Kerawalla, L.; Minocha, S.; Kirkup, G.; Conole, G.

2009-01-01

We report on a study involving Masters-level students who blogged as a part of a distance-learning course at the Open University, UK. We present an empirically-grounded framework that can be used to guide educators when they are considering blogging as part of their courses, and can be used by students' whose courses include blogging activities.…

Assisting Adult Higher Education via Personal Computer: Technology and Distance Education.

ERIC Educational Resources Information Center

Spradley, Evelyn

1993-01-01

Thomas Edison State College (New Jersey) has developed a computer-assisted distance learning system to make undergraduate study more accessible, efficient, and effective for nontraditional students. The three main components: an infrastructure to provide varied technical services; an independent study course system; and diagnostic, online pretests…

16 CFR 254.4 - Misrepresentation of facilities, services, qualifications of staff, status, and employment...

Code of Federal Regulations, 2014 CFR

2014-01-01

... AND DISTANCE EDUCATION SCHOOLS § 254.4 Misrepresentation of facilities, services, qualifications of... learning disabilities, it will provide students either during or after completion of a course. (9... form of distance education, to fail to clearly and conspicuously disclose that fact in all promotional...

The Potential Contribution of Distance Teaching Universities to Improving the Learning/Teaching Practices in Conventional Universities.

ERIC Educational Resources Information Center

Guri-Rozenblit, Sarah

1990-01-01

Based on the experience of Everyman's University (Israel), it is proposed that the experience of distance teaching institutions will contribute to: improving university textbook quality; enhancing independent study skills; improving college instruction; promoting interdisciplinary courses; promoting interinstitutional collaboration; advancing the…

Use of Instructional Dialogue by University Students in a Distance Education Chemistry Course

ERIC Educational Resources Information Center

Gorsky, Paul; Caspi, Avner; Tuvi-Arad, Inbal

2004-01-01

A distance education system may be viewed in terms of intrapersonal and interpersonal instructional dialogues that mediate the learning and instructional resources that enable such dialogues. Instructional resources include self-instruction texts, tutorial sessions, instructor availability, Web sites, and more. This study investigated the kinds of…

The Development of an Interaction Support System for International Distance Education

ERIC Educational Resources Information Center

Yueh, Hsiu-Ping; Lin, Weijane; Liu, Yi-Lin; Shoji, Tetsuo; Minoh, Michihiko

2014-01-01

This paper reports on the implementation of a learner identification system developed to facilitate real-time interaction in an international distance course. To increase the teacher immediacy and social presence, it proposes an integrative system for incorporating technology to improve the learning involvement, teaching effectiveness, and quality…

Overview of Geriatric Distance Education for Academic Courses and Continuing Education

ERIC Educational Resources Information Center

Johnson, Helen Arleen

2004-01-01

Distance education technologies may be applied to academic settings, continuing education/continuing medical education settings or in combination to both. This article provides an overview of what we have learned about academic and continuing education/continuing medical education in geriatrics and gerontology. It includes information on the scope…

Motivating Distance Learners in Online Gaming Worlds

ERIC Educational Resources Information Center

Marvel, Michele D.

2012-01-01

Massively multiplayer online games (MMOGs) have potential as educational tools. Existing literature shows that MMOG-based courses can foster a more immediate sense of community among students than traditional distance learning interfaces. The immersive technology of MMOGs opens the door for students to be able to virtually walk through the college…

Linking Project-Based Interdisciplinary Learning and Recommended Professional Competencies with Business Management, Digital Media, Distance Learning, Engineering Technology, and English

ERIC Educational Resources Information Center

Bender, Melinda; Fulwider, Miles; Stemkoski, Michael J.

2008-01-01

This paper encourages the investigation of real world problems by students and faculty and links recommended student competencies with project based learning. In addition to the traditional course objectives, project-based learning (PBL) uses real world problems for classroom instruction and fieldwork to connect students, instructors, and industry…

The effectiveness of using WebCT in distance learning programmes in MACE, the University of Manchester

NASA Astrophysics Data System (ADS)

Ahmad, Rosman

The World Wide Web impacted the educational model and became part of distance education early in this century. There were many changes taking place in higher education for political, economic and educational reasons." New goals and educational objectives were being set within educational institutions. There were particular emphases to produce a more effective delivery of learning methods for distance learning students. The use of Internet was seen as an important issue in the development of an understanding of the complex process of instilling knowledge to post graduates students. Well-established universities were re-examining their missions and looking for different ways of providing lifelong education. The School of Mechanical, Aerospace and Civil Engineering (MACE) was particularly keen to increase the use of web-based learning in its courses, which will increase the amount of students enrolled into these programmes and help them learn in a flexible and workable manner. This approach was reinforced by responses from a survey of MSc. degree students which suggested that the current distance learning programme were not being operated efficiently and did not develop adequate personal skills in relation to the requirements of prospective employers. One way of improving these programmes was to make use of the Virtual Learning Environment (VLE). A study was made and WebCT was found to be suitable. Five WebCT units were initially produced. The experience of designing and running the units was very useful in determining the effective use of the WebCT. From the analysis of students and staff surveys it has been demonstrated that these WebCT units are much more effective in achieving the project objectives in a wide number of areas which relate to students satisfaction, skills development and enhancing their interest into learning experience. The success of the WebCT units has stimulated interest in overseas establishments. It is hope that the success will follow in the author's home country, Malaysia.

Teaching Note--Developing an Online Blended Learning Course on Psychiatric Diagnosis

ERIC Educational Resources Information Center

Levin, Shelley; Fulginiti, Anthony

2017-01-01

It has been suggested that the task of teaching and learning social work practice in an online environment can greatly be facilitated if thoughtful attention is paid to course design. This article details the design of a blended-learning online course to teach MSW students the process of psychiatric diagnosis. First, the development of the course…

Using Fink's Integrated Course Design: How a Book Changed Our Students' Learning, Our University, and Ourselves

ERIC Educational Resources Information Center

Fallahi, Carolyn R.; Levine, Laura E.; Nicoll-Senft, Joan M.; Tessier, Jack T.; Watson, Cheryl L.; Wood, Rebecca M.

2009-01-01

This article presents an interdisciplinary approach to course redesign that enhanced student learning across all six categories in Dee Fink's taxonomy. A meta-analysis of the results provides evidence that integrated course design produces significant learning. In this article, the authors tell four connected stories: (1) how Fink's book,…

Teaching Medicine Through the Study of Literature: Implementing a Fourth-Year Distance Learning Elective.

PubMed

Welch, Tana Jean; Harrison, Suzanne Leonard

2016-03-01

The amount of time medical students must devote to the residency application process has increased, often at the expense of students' education. The fourth year is still a crucial component of medical education, especially for preparing students for the transition to residency. To maintain flexibility during the residency interview season and provide students with the opportunity to hone critical skills, faculty at the Florida State University College of Medicine developed a literature and medicine distance learning elective for fourth-year students. The four-week course was offered five times per academic year from 2012 to 2014. Participating students and faculty chose a topic and reading list, which guided both students' written reflections and the weekly discussions held via video conference. Nineteen students participated, and 13 completed a postcourse survey to gauge their overall impressions of the elective and its effects on their learning. Participants valued the course for six principal reasons: It (1) provided the opportunity to consider others' perspectives, (2) improved their ability to think as a physician and examine personal biases, (3) provided the opportunity to discuss nonmedical literature, (4) provided the opportunity to use different cognitive skills, (5) afforded flexibility, and (6) improved their ability to communicate about difficult topics. The long-term value of a distance learning elective in the humanities remains uncertain. The authors have begun to study students' perceptions of the elective's value after entering residency. However, they believe that the initial positive feedback justifies the course's replication at other institutions.

Assessing Online Faculty: More than Student Surveys and Design Rubrics

ERIC Educational Resources Information Center

Piña, Anthony A.; Bohn, Larry

2014-01-01

As online education continues to grow, so do the number of online courses being taught by those who did not develop the courses. However, the most popular rubrics for evaluating the quality of online courses tend to focus upon the course's design, not upon the actions of the instructor teaching the course. In this study, 140 distance education…

Effects of an Online Learning Community on Active and Reflective Learners' Learning Performance and Attitudes in a Face-to-Face Undergraduate Course

ERIC Educational Resources Information Center

Zhan, Zehui; Xu, Fuyin; Ye, Huiwen

2011-01-01

The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners' learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC,…

The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success. Volume One: Designing and Administering the Course

ERIC Educational Resources Information Center

Keup, Jennifer R.; Petschauer, Joni Webb

2011-01-01

"The First-Year Seminar: Designing, Implementing, and Assessing Courses to Support Student Learning and Success," a five-volume series, is designed to assist educators who are interested in launching a first-year seminar or revamping an existing program. Each volume examines a different aspect of first-year seminar design or administration and…

Do frogs have to croak? Comparing academic performance of students in traditional dissection labs on campus with students using virtual simulations via distance education

NASA Astrophysics Data System (ADS)

Humphries, Susie Annette

This quantitative study was designed to determine whether there were any significant differences in students and their understanding of animal anatomy and basic physiology in introductory biology and anatomy courses when instructed using self-directed, virtual simulation dissections in a distance-learning format rather than by teacher-directed, hands-on dissections in traditional on-campus classes. Two different courses at Snead State Community College, a small, rural 2-year institution in north Alabama, participated in this study. Principles of Biology II (BIO 104) was a course taken by students not planning a career in a health field, while Human Anatomy and Physiology I (BIO 201) was a course designed for students who plan to pursue a health-related degree. A total of 44 students participated in the online versions of their respective anatomy courses, 11 in BIO 104 and 33 in BIO 201, whereas a total of 132 students participated in the on-campus versions of their anatomy courses, 28 in BIO 104 and 104 in BIO 201. At the outset of their anatomy courses, all participants were given a presurvey to obtain basic demographics and background information used in the final analyses. A pretest/posttest laboratory practicum evaluation was used to determine students' academic performance in their anatomy courses over a semester. The results indicated that for the BIO 104 students there were no significant differences between those students taking the course online and those taking the course on campus. The BIO 201 students, on the other hand, did indicate a significant difference in the overall academic performance on their laboratory practicums, with the on-campus students achieving statistically higher than the online students. However, it is important to note that the BIO 104 students were not taking their exams as a part of their course grade as were the BIO 201 students. It was also ascertained through this study that students with prior online experience and/or with moderate to substantial dissection experience did not perform statistically better than students without these experiences. Additionally, various characteristics and qualities associated with the success of students in anatomy courses were discovered.

Dental hygiene students' perceptions of distance learning: do they change over time?

PubMed

Sledge, Rhonda; Vuk, Jasna; Long, Susan

2014-02-01

The University of Arkansas for Medical Sciences dental hygiene program established a distant site where the didactic curriculum was broadcast via interactive video from the main campus to the distant site, supplemented with on-line learning via Blackboard. This study compared the perceptions of students towards distance learning as they progressed through the 21 month curriculum. Specifically, the study sought to answer the following questions: Is there a difference in the initial perceptions of students on the main campus and at the distant site toward distance learning? Do students' perceptions change over time with exposure to synchronous distance learning over the course of the curriculum? All 39 subjects were women between the ages of 20 and 35 years. Of the 39 subjects, 37 were Caucasian and 2 were African-American. A 15-question Likert scale survey was administered at 4 different periods during the 21 month program to compare changes in perceptions toward distance learning as students progressed through the program. An independent sample t-test and ANOVA were utilized for statistical analysis. At the beginning of the program, independent samples t-test revealed that students at the main campus (n=34) perceived statistically significantly higher effectiveness of distance learning than students at the distant site (n=5). Repeated measures of ANOVA revealed that perceptions of students at the main campus on effectiveness and advantages of distance learning statistically significantly decreased whereas perceptions of students at distant site statistically significantly increased over time. Distance learning in the dental hygiene program was discussed, and replication of the study with larger samples of students was recommended.

Evaluation of iTunes University Courses through Instructional Design Strategies and m-Learning Framework

ERIC Educational Resources Information Center

Tseng, Hung Wei; Tang, Yingqi; Morris, Betty

2016-01-01

As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students' performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies…

The Course Development Plan: Macro-Level Decisions and Micro-Level Processes

ERIC Educational Resources Information Center

Franker, Karen; James, Dennis

2016-01-01

A key step in distance learning project management is the creation of a course development plan. The plan should account for decisions related to materials, curriculum, delivery methods, staffing, technology applications, resources, reporting lines, and project management--issues that may require administrator involvement and support, particularly…

Consortial IT Services: Collaborating To Reduce the Pain.

ERIC Educational Resources Information Center

Klonoski, Ed

The Connecticut Distance Learning Consortium (CTDLC) provides its 32 members with Information Technologies (IT) services including a portal Web site, course management software, course hosting and development, faculty training, a help desk, online assessment, and a student financial aid database. These services are supplied to two- and four-year…