scholarly journals Pseudo Asynchronous Distance Education Course Delivery

2020 ◽  
Author(s):  
Carl Zorowski
Keyword(s):  
Distance Education ◽  
Course Delivery ◽  
Asynchronous Distance Education

Critical Elements of an Internet Based Asynchronous Distance Education Course

1998 ◽  
Vol 26 (4) ◽  
pp. 383-388 ◽  
Author(s):  
Margaret D. Anderson
Keyword(s):  
Distance Education ◽  
Present Article ◽  
Critical Elements ◽  
Asynchronous Courses ◽  
Course Format ◽  
Asynchronous Distance Education

Asynchronous distance education options are rapidly becoming attractive to a number of audiences for a variety of reasons. Unlike synchronous models, asynchronous courses do not require extensive technological or facilities support, they do not require laborious scheduling formulas or restrictive time commitments. They offer students freedom in choosing times and locations of engaging in the course, and can be conducted with hardware and software readily available to most students. The present article outlines some of the issues that need to be considered when developing an asynchronous distance course. It describes the components of a course currently being offered using this model, and concludes with a discussion of some problem areas that students and faculty may face when engaging in this new course format.

E-Learning and Multimedia Databases

2008 ◽  
pp. 1105-1112
Author(s):  
Theresa M. Vitolo ◽  
Shashidhar Panjala ◽  
Jeremy C. Cannell
Keyword(s):  
Distance Education ◽  
Knowledge Management ◽  
Teaching And Learning ◽  
Multimedia Databases ◽  
Remote Access ◽  
Learning Approaches ◽  
Mediated Learning ◽  
Organizational Training ◽  
E Learning ◽  
Asynchronous Distance Education

E-learning covers the variety of teaching and learning approaches, methodologies and technologies supporting synchronous or asynchronous distance education. While distance education is a concept typically used by conventional institutions of education to mean remote access and delivery of instruction, the concept of e-learning broadens the scope to all instances of learning using Web-mediated learning. The scope includes realizing learning organizations (Garvin, 1993), achieving knowledge management (Beccerra-Fernandez; Gonzalez & Sabherwal, 2004; Aussenhofer, 2002) and implementing organizational training.

Pedagogy Reconsidered in a Multimodal Blended Environment

2010 ◽  
pp. 299-316
Author(s):  
Barbara O'Byrne
Keyword(s):  
United States ◽  
Distance Education ◽  
Blended Learning ◽  
Longitudinal Analysis ◽  
The United States ◽  
Course Delivery ◽  
Learner Centered ◽  
The Impact ◽  
Blended Course ◽  
Depth Interviews

Blended course delivery has wide applications across diverse educational settings. By definition, it is multimodal and involves multiple delivery formats. However, scant research has examined the impact of multimodal, blended delivery on university pedagogy. This chapter makes the case for close examination of the theoretical and pedagogical foundation of blended learning and proposes that research is needed to establish and validate the constructivist principles associated with blended learning. A longitudinal analysis of surveys and in-depth interviews with instructors from a distance education graduate school in the United States identified and contextualized features of learner-centered pedagogy linked to blended learning.

The Limits of Information: A Cautionary Tale about One Course Delivery Experience in the Distance Education Environment

2002 ◽  
Vol 1 (2) ◽  
pp. 65-81 ◽  
Author(s):  
William David Salisbury ◽  
Rodney Andrews Pearson ◽  
David W. Miller ◽  
L. Kent Marett
Keyword(s):  
Distance Education ◽  
Course Delivery ◽  
Cautionary Tale ◽  
Education Environment

scholarly journals Web-based Learning Environments: Do Libraries Matter?

2000 ◽  
Vol 61 (4) ◽  
pp. 367-379 ◽  
Author(s):  
Donald Beagle
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Web Sites ◽  
Instructional Support ◽  
Active Role ◽  
Course Delivery ◽  
Resource Integration ◽  
Web Based ◽  
Web Based Learning

Web-based learning environments are becoming more widely used for on-campus and distance education course delivery. A review of articles on the topic by faculty shows that only a few mention issues related to library access or resource integration. Moreover, only a small number of courseware evaluations posted on academic Web sites include criteria related to libraries. However, a few articles and reviews share common themes that point to a greater library involvement in courseware implementation, which is consistent with arguments made by distance education librarians calling for an active role in technical, pedagogical, and instructional support decisions concerning Web-based learning environments.

Environmental Education Towards Personal, Professional and Societal Change: Possibilities for Distance Education

1997 ◽  
Vol 13 ◽  
pp. 69-76 ◽  
Author(s):  
Malcolm Plant
Keyword(s):  
Distance Education ◽  
Environmental Education ◽  
New Technologies ◽  
Theory And Practice ◽  
Course Delivery ◽  
Societal Change ◽  
Social Belonging ◽  
Student Tutor ◽  
Distance Educators ◽  
Education Courses

AbstractIn this paper I describe the design of distance education texts that encourage the kinds of student-tutor dialogue which ‘industrial’ methods of course delivery may find hard to achieve, and how such texts enable students and their tutors to be critically reflective about the theory and practice of environmental education in different cultural contexts. Aspects of the following are discussed - the limitations of ‘new technologies’ in resolving issues faced by distance educators; the potential of open texts in distance education; ways of supporting students in necessary critical reflection; the Importance of social belonging for students, especially those of distance education courses in environmental education. The paper concludes with a series of suggestions for colleagues wishing to establish culturally sensitive, critically reflective distance education courses in environmental education.

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