Distance Educators

2017 ◽  
Vol 31 (1) ◽  
pp. 52-56 ◽  
Author(s):  
Cathy J. Thompson
Keyword(s):  
Distance Educators

scholarly journals The Complexity of Remote Teaching in Emergency Situations: Initial Basic Principles to Avoiding Technological Boundaries

2021 ◽  
Author(s):  
Ani Cahyadi ◽  
Hendryadi Hendryadi ◽  
Sri Widyastuti
Keyword(s):  
Online Survey ◽  
Faculty Members ◽  
Learning Activities ◽  
Basic Principles ◽  
Teaching Activities ◽  
Expert Review ◽  
Emergency Situations ◽  
Associate Dean ◽  
Local Expert ◽  
Distance Educators

Considering the challenges of sustainable education in emergency remote teaching (ERT) during the coronavirus (COVID-19) pandemic, this study provides basic principles for future ERT implementation based on the experience of higher education in Indonesia. Seven local expert distance educators reviewed the ERT principles, participating in the early stages to check the relevance, content validity, and readability of the five principles proposed in the context of Indonesian education. After an extensive expert review, the ERT principles were evaluated using quantitative data through an online survey (82 students and 45 faculty members). In addition, open-ended questionnaire responses, experiences, and challenges encountered by 21 respondents (College Dean, Associate Dean of Academics, and faculty quality assurance of seven universities/colleges in three provinces in Indonesia) in ERT were used and analyzed. This study suggests that ERT should be designed based on the principles of simplicity, accessibility, affordability, flexibility, and empathy in all learning activities in unfavorable situations. This study complements previous work and can thus be used for generalized principles for teaching activities in similar emergencies, especially in developing countries.

Learner-Centered Assessment and Facilitation Techniques

2011 ◽  
pp. 146-161
Author(s):  
Kim E. Dooley ◽  
James R. Linder ◽  
Larry M. Dooley ◽  
Barry Boyd ◽  
Kathleen Kelsey ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Formative Evaluation ◽  
Traditional Classrooms ◽  
Online Programs ◽  
Online Delivery ◽  
Learner Centered ◽  
Assessment Techniques ◽  
Assessment Strategies ◽  
Distance Educators ◽  
Facilitation Techniques

You have just finished grading the first exam and the results are in. What does the grade really mean? Did the participants of the course or program learn? How do you know? How will you assess learning at a distance? A fundamental step in systematic instructional design and delivery is deciding how to assess learning outcomes. A well-written instructional objective includes outcome measures. Making certain that the assessment strategies match the objectives is an important first step, a step that must not be overlooked. A frequent concern raised by distance educators is that online delivery takes more time to facilitate and assess than traditional classrooms. In this chapter, we will discuss the use of formative evaluation and authentic assessment techniques to determine instructional effectiveness and learning outcomes. To establish viable online programs, we need to optimize the amount of time educators spend online. Tactics for optimizing time spent facilitating online learning will conclude the chapter.

Distance Educators and Librarians

2015 ◽  
Vol 6 (3) ◽  
pp. 33-45
Author(s):  
James Thull
Keyword(s):  
Digital Divide ◽  
Educational Success ◽  
Wireless Internet ◽  
Research Skills ◽  
Skill Sets ◽  
Library Research ◽  
Wireless Internet Access ◽  
Search For Information ◽  
Online Library ◽  
Distance Educators

Well-developed research skills are essential to our student's educational success. For a generation that will create more information than was created by all those who came before them access to information is not an issue, at least for those on the access side of the digital divide. However as that wealth of information grows so does the need for the skill sets that allows one to pull the drops of needed information from the ocean that they have available to search. Students, who have not known a world without Google, smart phones, and abundant wireless internet access, often feel their research skills are good enough but usually fail, not in the search for information, but in the ability to determine what the best information is and how to find it most efficiently. Online library research classes are one of the best methods for providing students with the skills they need to succeed. Designing, implementing, and teaching library research classes allows librarians to communicate research skills that meet our students at their point of need. This paper will provide an examination of the benefits for students, libraries and faculty in providing these classes, an overview on how they can be structured to meet the information literacy needs of any student and basic information on how to create library research classes at any institution of higher education.

Remote Teaching Laboratories in Science and Engineering

2011 ◽  
pp. 1749-1753 ◽  
Author(s):  
Dietmar Kennepohl
Keyword(s):  
New Technologies ◽  
Controlled Experiments ◽  
Science And Engineering ◽  
Science Courses ◽  
Laboratory Courses ◽  
Remote Laboratories ◽  
Excellent Method ◽  
Scientists And Engineers ◽  
Distance Educators ◽  
Viable Method

For scientists and engineers, the idea of remote controlled experiments is not a new. Remote control is often used when an experiment or instrument is physically inaccessible by virtue of location or danger. It is also an excellent method for sharing expensive equipment and facilities with other researchers. However, employment of remote laboratory access to deliver the practicum components of distance science courses is much more recent and certainly not as common. Historically, the complexity and technology involved has often dissuaded universal adoption of this method in regularly run laboratory courses. However with the increasing availability and robustness of new technologies, the use of remote laboratories is being explored by many distance educators in the sciences as a viable method of offering a first-class laboratory experience for the student.

scholarly journals Rewriting a History of Open Universities

2019 ◽  
Vol 20 (4) ◽  
Author(s):  
Kyungmee Lee
Keyword(s):  
Qualitative Study ◽  
Technological Innovation ◽  
Teaching Practice ◽  
Methodological Approach ◽  
Autobiographical Narratives ◽  
The Past ◽  
Starting Point ◽  
History Of ◽  
Historical Accounts ◽  
Distance Educators

This article reports eight distance teachers’ stories about teaching at two open universities over the past two decades with a focus on their perceptions and feelings about the changes in their teaching practice. This qualitative study employed a methodological approach called the autoethnographic interview, aiming to document more realistic histories of the open universities and to imagine a better future for those universities. As a result, the paper presents autobiographical narratives of distance teachers that dissent from the general historical accounts of open universities. These narratives are categorized into three interrelated themes: a) openness: excessive openness and a lost sense of mission; b) technological innovation: moving online and long-lasting resistance, and c) teaching: transactional interactions and feelings of loneliness. The paper then presents a discussion of useful implications for open universities, which can serve as a starting point for more meaningful discussions among distance educators in a time of change.

The Influence of Web-Writing Styles on Reader' Mental Text Representation

2005 ◽  
Vol 49 (21) ◽  
pp. 1841-1845
Author(s):  
Tuan Q. Tran ◽  
Peter D. Elgin ◽  
Keith S. Jones ◽  
Kimberly R. Raddatz ◽  
Elizabeth T. Cady
Keyword(s):  
Distance Education ◽  
Mental Representation ◽  
Mental Representations ◽  
Web Pages ◽  
Text Representation ◽  
Writing Style ◽  
High Demand ◽  
Web Based ◽  
Association Task ◽  
Distance Educators

The increasingly popular avenue of web-based distance education places high demand on distance educators to format web pages that facilitate learning. Guidelines regarding appropriate writing styles for web-based distance education, however, do not currently exist. The purpose of this study is to investigate the effects of four different writing styles on the reader's mental representation of web text. Participants will study hypertext written in one of four web-writing styles (e.g., concise, scannable, objective, and combined) and then be given a cued association task intended to measure participants' mental representations of the studied information. It is hypothesized that the scannable and combined styles will bias readers to scan rather than elaborately read which may result in less dense mental representations relative to the objective and concise writing styles. Further, the use of more descriptors in the objective writing style will lead to better integration of ideas and more dense mental representations than the concise writing style.

scholarly journals Open Content and Open Educational Resources: Enabling universal education

2008 ◽  
Vol 9 (1) ◽  
Author(s):  
Tom Caswell ◽  
Shelley Henson ◽  
Marion Jensen ◽  
David Wiley
Keyword(s):  
Distance Education ◽  
Open Educational Resources ◽  
Access To Education ◽  
Universal Education ◽  
Reproduction Costs ◽  
Open Content ◽  
The Right ◽  
The Cost ◽  
The University ◽  
Distance Educators

The role of distance education is shifting. Traditionally distance education was limited in the number of people served because of production, reproduction, and distribution costs. Today, while it still costs the university time and money to produce a course, technology has made it such that reproduction costs are almost non-existent. This shift has significant implications, and allows distance educators to play an important role in the fulfillment of the promise of the right to universal education. At little or no cost, universities can make their content available to millions. This content has the potential to substantially improve the quality of life of learners around the world. New distance education technologies, such as OpenCourseWares, act as enablers to achieving the universal right to education. These technologies, and the associated changes in the cost of providing access to education, change distance education's role from one of classroom alternative to one of social transformer.

Sources and information for distance educators

2004 ◽  
Vol 2004 (128) ◽  
pp. 85-91
Author(s):  
Veronica Diaz
Keyword(s):  
Distance Educators

scholarly journals Perspectives of Canadian Distance Educators on the Move to Online Learning

2021 ◽  
pp. 28-40
Author(s):  
Cindy Ives ◽  
Pamela Walsh
Keyword(s):  
Online Learning ◽  
Qualitative Study ◽  
Resistance To Change ◽  
Visionary Leadership ◽  
Traditional Learning ◽  
Early Adopters ◽  
Canadian Universities ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Distance Educators

Our qualitative study explored transition in seven Canadian universities—early providers of distance education that transitioned to online learning between 2002 and 2017. We interviewed 16 individuals who were involved in the design, planning, or implementation of online learning. Participants reported their universities experienced significant impacts on organizational structure and roles. Many saw an increased focus on learning and teaching. Access, revenue generation, and technology were identified as drivers of online learning; traditional learning and teaching practices were shifting; challenges experienced included resistance to change and lack of dedicated resources; and effective, visionary leadership was seen to be critically important. We propose that the roots of today’s challenges and opportunities in online learning may be found in the experiences of distance educators who were early adopters. 

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