scholarly journals DISTANCE LEARNING : SUCCESS REQUIRES SUPPORT

2017 ◽  
Vol 24 (2-3) ◽  
pp. 15 ◽  
Author(s):  
Wendy Lowe ◽  
Richard Malinski
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Distance Learners ◽  
Education Programs ◽  
Effective Distance ◽  
Learning Success ◽  
High Degree

As the ranks of distance learners grow and distance programs develop, the differing needs of students enrolled in such courses must be examined and supported. A sample model of how courses are adapted for distance learning at Toronto's Ryerson Polytechnic Umversity show how this institution has addressed these needs by providing a cohesive and unified support infrastructure. Ultimately, a high degree of co-operative collaborationbetween university and college departments is essential in creating effective distance education programs and resources. 

Marketing Library Services to Distance Learners

2011 ◽  
pp. 1391-1398
Author(s):  
Allyson Washburn ◽  
Terri Pedersen Summey
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Secondary Education ◽  
Academic Skills ◽  
Distance Learners ◽  
Library Services ◽  
Education Programs ◽  
Post Secondary ◽  
Research Libraries

“The ACRL Guidelines for Distance Learning Library Services (2000) assert ‘access to adequate library services and resources is essential for the attainment of superior academic skills in post-secondary education, regardless of where students, faculty, and programs are located’ ” (Nicholas and Tomeo, 2005). Additionally, the guidelines include responsibility for promotion of library services to both students and faculty in distance education programs (Association of College and Research Libraries, Distance Learning Section, 2004, p.4). As the number of distance education programs and courses grows, and as methods of delivery evolve, distance education librarians have pro-actively assumed the role of providing equitable services and resources to all distance students using the Guidelines as a framework. However, providing the services and resources accomplishes nothing if faculty and students are not aware of them. Effective marketing efforts are needed to maximize the awareness and use of library services and resources.

Distance Education Quality

2011 ◽  
pp. 171-189 ◽  
Author(s):  
Cathy Cavanaugh
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Opportunities ◽  
Education Quality ◽  
Distance Learners ◽  
Education Programs ◽  
High Quality ◽  
Extensive Body ◽  
Distance Courses ◽  
Delivery Technology

The current growth in distance education is a result of a convergence of factors. The delivery technology has become more affordable, available, familiar and interactive. With improvements in the technology, distance courses are now more realistic, engaging, inexpensive, and varied. The audience of learners is more experienced and capable with the technology, due to the increased availability of distance education, and they welcome distance learning into their busy lives. Technology-mediated distance education research has matured enough to produce an extensive body of evidence that distance education can be at least as effective as classroom instruction. The exciting convergence that brought about the growth in distance education also presented distance learners with a challenge: how to choose the best distance learning opportunities from the vast catalog of options. Distance learners can easily compare the costs, technical needs, cognitive requirements, and time demands of distance learning courses. Learners are less well equipped to distinguish high quality courses from the offerings. Distance education programs have the responsibility of communicating to students the quality assurance measures they employ, whether the measures consist of in-house practices or accreditation by outside bodies.

Educating Aviators

2015 ◽  
pp. 86-111
Author(s):  
Tarryn Kille ◽  
Paul Bates ◽  
Patrick S. Murray
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Tertiary Education ◽  
The Body ◽  
Pilot Training ◽  
Critical Examination ◽  
Education Programs ◽  
Aviation Programs ◽  
Effective Delivery ◽  
Pilot Programs

This chapter provides a critical examination of the evolution of distance education in tertiary aviation programs. By reviewing the literature and studies associated with Professional Pilot training, the chapter explores the issues affecting the delivery of distance education in university Professional Pilot programs, including the global shortage of Professional Pilots, the nature of work as a Professional Pilot, the importance of simulation, and the integration of assessment. In an effort to address some of the challenges, this chapter also offers recommendations and solutions. The authors contend that tertiary aviation distance education programs need to be adjusted to consider the needs of the student and industry by: (1) implementing action-based learning, (2) considering pedagogy before technology, (3) encouraging interaction and collaboration, and (4) embedding formative assessment. The chapter aims to contribute to the body of literature aimed at enhancing the effective delivery of distance learning in aviation tertiary education.

Faculty Perceptions and Participation in Distance Education

2005 ◽  
pp. 1186-1189
Author(s):  
Kim E. Dooley ◽  
James R. Linder ◽  
Chanda Elbert ◽  
Timothy H. Murphy ◽  
Theresa P. Murphrey
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Instructional Technology ◽  
Faculty Perceptions ◽  
Education Programs ◽  
Technology Infrastructure ◽  
Faculty Role ◽  
Distance Learning Environment ◽  
Adoption And Diffusion ◽  
And Diffusion

Research in the field of distance education has recognized the need for a change and modification of the faculty role in teaching at a distance (Jones, Lindner, Murphy & Dooley, 2002; Kanuka, Collett & Caswell, 2002; Miller & Pilcher, 2001). While technological advancements are an important part of the distance-learning environment, basic changes in teaching methods, technique, and motivation are needed to make distance education more effective (Purdy & Wright, 1992). Many studies cite faculty resistance to instructional technology as a primary barrier to the continued growth of distance education programs (Jones et al., 2002; McNeil, 1990). McNeil (1990) noted that attitudinal issues related to how faculty perceive and interact with technology are a bigger barrier to adoption and diffusion of distance education than is technology infrastructure.

scholarly journals Engaging Distance Learners in Cooperative Extension

EDIS ◽  
2013 ◽  
Vol 2013 (6) ◽  
Author(s):  
Austen Moore ◽  
Amy Harder
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Agricultural Education ◽  
Cooperative Extension ◽  
Distance Learners ◽  
Education Programs ◽  
Online Distance Education ◽  
Fact Sheet ◽  
Online Distance

Distance education allows organizations to reach broader audiences, reduce costs per learner, and better serve communities. This 4-page fact sheet discusses how to incorporate the best practices for engaging learners in online distance education programs. Written by Austen Moore and Amy Harder, and published by the UF Department of Agricultural Education and Communication, May 2013. http://edis.ifas.ufl.edu/wc142

scholarly journals Measuring Self-Regulation of Distance Learners: A Comparative Study of Science and Arts Students

2020 ◽  
Vol 5 (2) ◽  
pp. 138-157
Author(s):  
Farkhunda Rasheed Choudhary ◽  
Azhar Mahmood ◽  
Sidra Khushnood
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Distance Learning ◽  
Goal Setting ◽  
Future Orientation ◽  
Self Regulation ◽  
High Rate ◽  
Distance Learners ◽  
Science Students ◽  
Online Questionnaire

In distance learning, students’ self-regulation and autonomy has vital place. Learner’s selfregulation is a major predictor of the academic success of distance learner. The high rate of selfregulation increases the quality of distance education. Therefore, it is important to explore that how much self-regulated the distance learners are in a distance education mode. This study aimed at exploring the self-regulation strategies of science and arts students studying in a distance learning university. The present study was descriptive in nature and survey was used for it. A sample of forty students was selected through purposive sampling. Learners’ self-regulation was measured through research tool, having six constructs such as planning, monitoring, effort made by the distance learners to accomplish the course, self-efficacy, help-seeking situations, time and environment management situations. The data was collected through online questionnaire. It was found that distance learning science students were more self-regulated than arts students. Overall science students scored significantly higher grades than that of arts students. It is concluded that the science students are more self  regulated due to self monitoring for their studies, more goal setting and more group interdependence. Goal setting and group interdependence can be considered as contributor for high GPA of distance learners. For science students, group interdependence is a good predictor of more GPA, however, for arts students, future orientation can be a predictor of good GPA. It is recommended that more interaction must be increased between instructor and arts students so that they can be more self-regulated about their studies.

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

From Distance Education to E-Learning as Integrated Training

2009 ◽  
pp. 160-165
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Active Role ◽  
Professional Life ◽  
Educational Training ◽  
Education Programs ◽  
New Information ◽  
Learning Techniques ◽  
E Learning

In the last few years, the methods for the delivery of professional and educational training have radically changed. More knowledge and information are required from people in order to achieve an active role in their social and professional life. At the same time, the period of validity of new information and the currency of competencies quickly decrease. As a consequence, continuing education is perceived as necessary, even if the traditional methods of delivery are sometimes limited by the distance between the learner and the training centers. For this reason many continuing education programs make use of distance learning techniques that make the adoption of distance education programs more popular.

Influence of Distance Learning Format on the Motivation of Undergraduate Students

2020 ◽  
pp. 65-69
Author(s):  
A. S. Terekhin
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Undergraduate Students ◽  
Student Motivation ◽  
Negative Influence ◽  
Scientific Discourse ◽  
Education Programs ◽  
Characteristic Features ◽  
Further Development

The article examines the features of the influence of the distance learning format on the motivation of undergraduate students to study in higher education programs. The analysis of scientific discourse on the topic of student motivation is carried out. The studies of distance education have been analyzed. An empirical study aimed at identifying changes in the motivation of students and the characteristic features of these changes has been carried out. The negative influence of distance education on the motivation of students to study has been revealed. A forecast of the further development of distance education and its role in the development of the institution of higher education in general has been made.

scholarly journals Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Jenna Mittelmeier ◽  
Jekaterina Rogaten ◽  
Dianne Long ◽  
Mwazvita Dalu ◽  
Ashley Gunter ◽  
...  
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Distance Learning ◽  
Distance Learners ◽  
Face To Face ◽  
Similar Work ◽  
Qualitative Thematic Analysis ◽  
Higher Education Experiences ◽  
Additional Support ◽  
The University

Much research in face-to-face contexts outlines the importance of early adjustment on students’ higher education experiences. However, few studies have replicated this research in distance learning contexts to unpack the early multifaceted adjustments associated with studying in absence of a physical campus. This is particularly needed from a Global South perspective, where countries like South Africa have become regional hubs for distance learners. To explore distance learners’ adjustment experiences, this study analysed results from a Student Adaptation to College Questionnaire (SACQ) with 320 distance learners at the University of South Africa, mixed with qualitative thematic analysis of open-ended questions. The results outlined key factors that impact distance learning experiences for students in South Africa, including demographic variables, class, language, and access to resources. These findings, compared with similar work in face-to-face contexts, suggest areas in need of additional support from distance education providers in South Africa and beyond.

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