Open learning and individualised distance learning at Empire State College

1990 ◽  
Vol 5 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Daniel Granger
Keyword(s):  
Distance Learning ◽  
Open Learning ◽  
State College ◽  
Empire State College

Teaching and Learning via Videoconference: The Benefits of Cooperative Learning

1995 ◽  
Vol 24 (2) ◽  
pp. 145-149 ◽  
Author(s):  
Betty Hurley Lawrence
Keyword(s):  
Distance Learning ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Learning Activities ◽  
The Past ◽  
State College ◽  
Empire State College

For the past two years, the Center for Distance Learning of SUNY Empire State College has been offering courses to NYNEX employees using the company's videoconferencing equipment. Students were located at four sites and two-hour seminars were held every other week throughout the term. This article discusses my incorporating problem-based learning and cooperative learning into the teaching of Business Mathematics and Introduction to Issues in Telecommunications for the Center for Distance Learning using this equipment. Students at each site were placed in teams of four and these groups engaged in cooperative learning activities at their sites in addition to participating over the network. Benefits of this approach have included: more variety of participation; increased insight in contributions made over the network because of time given to articulating ideas less formally at each site; and an atmosphere of sharing and teamwork.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

scholarly journals FROM POSTS TO PATTERNS: A METRIC TO CHARACTERIZE DISCUSSION BOARD ACTIVITY IN ONLINE COURSES

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Catherine A. Bliss ◽  
Betty Lawrence
Keyword(s):  
Online Courses ◽  
Large Data ◽  
Discussion Board ◽  
Discussion Boards ◽  
Participation Rates ◽  
Data Set ◽  
Mathematics Courses ◽  
State College ◽  
Empire State College

Asynchronous text based discussion boards are included in many online courses, however strategies to compare their use within and between courses, from a disciplinary standpoint, have not been well documented in the literature. The goal of this project was to develop a multi-factor metric which could be used to characterize discussion board use in a large data set (n=11,596 message posts) and to apply this metric to all Mathematics courses offered in the January 2008 term by the Center for Distance Learning at Empire State College. The results of this work reveal that student participation rates, quantity of student posts, quality of student posts and the extent of threading are well correlated with instructor activity.

Instructing Faculty to Develop and Deliver Distance Courses with Computer Network Technology

1998 ◽  
Vol 26 (4) ◽  
pp. 315-324 ◽  
Author(s):  
Daniel V. Eastmond ◽  
Betty H. Lawrence
Keyword(s):  
New York ◽  
Computer Network ◽  
New York State ◽  
Network Technology ◽  
Design Development ◽  
State College ◽  
Evaluation Procedures ◽  
Empire State College ◽  
Distance Courses ◽  
E Mail

The Center for Distance Learning (CDL) at SUNY Empire State College offers over 100 undergraduate courses each term to approximately 2200 students located in New York State and throughout the country. These courses are delivered across a range of delivery formats—from tutor telephone and e-mail interaction with students to computer conferencing on the Web. To meet the increasing need for faculty to effectively incorporate computer network technology into its courses, CDL has developed useful instructional activities and materials. These resources outline various instructional design, development, delivery, and evaluation procedures for faculty to follow in using Internet technologies appropriately for student learning. This article presents a typology of delivery techniques and discusses how CDL has trained and supported its faculty with each type of technology.

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