Online courses quality and distance education amid COVID-19 pandemic: Al-Balqa applied university-IT faculty students' perceptions

2022 ◽  
Vol 15 (1) ◽  
pp. 1
Author(s):  
Mohammad Hjouj Btoush
Keyword(s):  
Distance Education ◽  
Online Courses

Management of e-resources in academic libraries in Ghana: Copyright implications

IFLA Journal ◽  
2021 ◽  
pp. 034003522110271
Author(s):  
Theresa L Adu ◽  
Thomas B van der Walt
Keyword(s):  
Distance Education ◽  
Mixed Methods ◽  
Distance Learning ◽  
Academic Libraries ◽  
Online Courses ◽  
Qualitative Interviews ◽  
Digital Resources ◽  
Mixed Methods Approach ◽  
Sequential Mixed Methods ◽  
Library Staff

This study investigated the copyright issues surrounding the management of e-resources in academic libraries in Ghana. Forty-seven library staff and head librarians from four academic libraries were engaged using questionnaires and qualitative interviews in a sequential mixed-methods approach to generate data for this study. The findings indicate that in all four institutions copyright issues arose with the provision of distance learning, online courses and e-reserves services. All the respondents stated that they or their colleagues had had faculty ask questions on copyright issues. However, the professional librarians indicated that the library was not consulted and the instructors for online courses or distance education programmes did not cooperate with librarians; rather, the department posting the materials made the decisions on copyright regarding the usage of digital resources for distance learning, online courses or e-reserves. This does not augur well for the management of copyright of e-resources in academic libraries in Ghana.

Unbounded Reading

2015 ◽  
pp. 66-84 ◽  
Author(s):  
Dixie D. Massey
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Reading Abilities ◽  
K 12

Students' reading abilities and achievements are the focus of numerous national and international reports. At the same time, research on K-12 distance education offers a very limited description of the types of reading that students are asked to do or the students' abilities to accomplish this reading effectively. This chapter overviews the limited research about reading in online courses. The author then examines the potential of reading in online courses through bounded and unbounded contexts. The chapter concludes with instructional opportunities for teachers of online courses when designing reading assignments.

Learning to Teach Online

2016 ◽  
pp. 2092-2113
Author(s):  
Christina M. Tschida ◽  
Elizabeth M. Hodge ◽  
Steven W. Schmidt
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Online Courses ◽  
Rapid Expansion ◽  
Pedagogical Issues ◽  
State University ◽  
Faculty Professional Development ◽  
Course Content ◽  
Face To Face ◽  
Institutions Of Higher Learning

The rapid expansion of distance education in higher education has left a high demand for faculty willing to design and teach online courses, often with little or no training. The path from face-to-face to online courses is not an easy one and can be filled with frustration and doubt for many faculty. Professional development often focuses on technology tools rather than pedagogical issues of online learning or course content. This chapter focuses on research that examines the experience of several faculty from the college of education at a state university in the Southeast United States, as they learned to teach online. It presents their negotiations of issues of online platform and pedagogy and their efforts to find professional development to meet their needs. The implications for institutions of higher learning are important as distance education continues to increase and more and more faculty are asked (or told) to transfer their courses online.

Re-Enacted Affiliative Meanings and "Branding" in Open and Distance Education

2011 ◽  
pp. 1552-1556
Author(s):  
Gary McI. Boyd ◽  
Dai Zhang
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Just In Time ◽  
Specific Knowledge ◽  
Knowledge And Skills ◽  
E Learning ◽  
Education Degree

Entwistle (1981) found it was possible and useful to categorize students in three categories: surface learners who want to acquire and use specific knowledge and skills, deep learners who seek a deeper coherent understanding of a field, and credential seekers who want a good diploma and will do whatever may be necessary to get it. The surface learners do not need formal distance education degree studies; they can more and more readily find just-in-time just-on-topic e-learning for a modest price. So the main clientele for distance education institutions are and will continue to be both those wanting a really deep meaningful education, and those who need really respectable credentials who also lack convenient affordable access to traditional universities. More and more it is becoming incumbent upon us to cater to the credential seekers and help to socialize them into their chosen fields, if possible converting them into people proud to be deep learners. Such socialization is not possible if all one provides is a cafeteria of online courses.

scholarly journals From Telecourses to Online Courses: A Story of Redesign | Du cours télévisé au cours en ligne : une histoire de redesign

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Claude Potvin
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Learning Technologies ◽  
Online Course ◽  
Multimedia Content ◽  
Application Process ◽  
Grant Application ◽  
Traditional Assessment ◽  
Content Understanding ◽  
Video Recordings

This case deals with the redesign of a standard telecourse - printed material, professional studio video recordings and phone tutoring – into an online course. The redesign involved an adjunct professor in the Humanities having some experience in distance education but little with learning technologies. It was a two-year project including the grant application process. The main issues included replacing television-based content with multimedia content; understanding the complexity of interactions between materials, students, and tutors; and adapting traditional assessment approaches to online instruments and methods.

scholarly journals Athabasca University: Conversion from Traditional Distance Education to Online Courses, Programs and Services

2001 ◽  
Vol 1 (2) ◽  
Author(s):  
Alan Davis
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Online Delivery ◽  
Online Distance Education ◽  
Information And Communication ◽  
Online Distance ◽  
Undergraduate Programs ◽  
The University

In its 30 years of operation, Athabasca University has witnessed the full impact of the growth of online distance education. Its conversion from mixed media course production and telephone/mail tutoring to a variety of electronic information and communication technologies has been heterogeneous across disciplines and programs. Undergraduate programs in business, computing, and some social science programs have largely led the conversion, and all graduate programs have, since their inception, employed various features of online delivery. The parallel conversion of student services has been equally important to the effectiveness of these processes. The implications of this approach for the quality of offerings, support systems, costing, and the primary mandate of the University (which is to remove barriers, not create them) are discussed.

The Revelation from MOOCs on our Country’s Remote Education

2014 ◽  
Vol 989-994 ◽  
pp. 5152-5156
Author(s):  
Jun Feng Wang
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Internationalization Of Higher Education ◽  
First Year ◽  
Massive Open Online ◽  
Online Learners ◽  
Education Development ◽  
Healthy Development

Since 2012, known as the first year of "massive open online Courses (MOOCs)", its development speed beyond our imagination, only Courses one company registered online learners reached more than 4.1million people (up to July 21, 2013). MOOCs will be bring what challenge for distance education development in China, how to deal with these challenges, is our reality problem need to concerned. We hope through the above question discussion to accelerate the change of distance education in our country, to adapt to the trend of the internationalization of higher education, promoting its healthy development..

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

scholarly journals THE COSTS AND COSTING OF NETWORKED LEARNING

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Greville Rumble
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Courses ◽  
Networked Learning ◽  
Face To Face

The development of networked learning and the increasing development of online courses by both traditional and distance education institutions has raised many questions concerning the costs of online learning relative to both face-to-face teaching and other approaches to distance education. Additionally, attention has turned to the problem of costing networked learning, though as yet little progress has been made. This paper discusses both the emerging evidence on the costs of networked learning, relative to other forms of education, and its costing.

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