Possibilities and Limitations of Student Agency in a Distance Education Environment - Focus on korean language learning via distance education -

This article examines the implications of adopting a discovery learning education model for distance education students in a first-year undergraduate journalism subject. It reviews subject enhancement strategies against learning theory and analyzes the ways students are engaged with subject content and assessment. Results of subject redesign included increased student satisfaction, greater retention and higher grades despite the increase in overall assessment requirements. It demonstrates that discovery learning based on group work and social engagement can be adopted in a distance education environment with positive outcomes. This article maps how a subject designed initially to align with a cognitivist/behaviourist model progressed to adopting a social constructivist approach. It concludes with a discussion of the issues associated with that transition.

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Reversing the Tyranny of Distance Education

Handbook of Research on Humanizing the Distance Learning Experience - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-0968-4.ch011 ◽

2017 ◽

pp. 232-255

Author(s):

Maria Northcote ◽

Kevin P. Gosselin ◽

Daniel Reynaud ◽

Peter Kilgour ◽

Malcolm Anderson ◽

...

Keyword(s):

Higher Education ◽

Professional Development ◽

Distance Education ◽

Course Design ◽

Threshold Concepts ◽

Development Programs ◽

Self Confidence ◽

Use Of Technology ◽

Education Environment ◽

Professional Development Programs

In today's higher education environment, online education has become a rich and nuanced medium characterized by a dynamic and progressive use of technology. These technological advancements require research-informed guidelines and practices to facilitate understanding of how they can be used to foster positive outcomes in distance education contexts. By employing a mixed-methods multiphase design case study at Avondale College of Higher Education, the authors examine the challenges, self-confidence and threshold concepts, or transformative, conceptual understandings that academic faculty staff experience while engaging in distance education course design. The authors examine how these threshold concepts, attitudes and skills can be used to inform the design of professional development programs for academic staff who teach in online contexts. The results and associated recommendations of the six-year investigation are presented to inform professional development programs that aim to improve the quality of online teaching, course design and learning experiences of students.

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Looking for Indicators of Success for Distance Education

Distance Learning and University Effectiveness ◽

10.4018/978-1-59140-178-0.ch007 ◽

2011 ◽

pp. 144-162 ◽

Cited By ~ 3

Author(s):

Wm. Benjamin Martz Jr. ◽

Venkateshwar K. Reddy ◽

Karen Sangermano

Keyword(s):

Distance Education ◽

Education Program ◽

Market Forces ◽

Distance Education Program ◽

Education Environment ◽

Market Driven ◽

Education Satisfaction ◽

Indicators Of Success

The purpose of this chapter is to identify key components of distance education satisfaction. The distance education environment is an expanding market driven by several market forces. A working list of potential variables for satisfaction can be developed from the previous research done to compare the traditional to the distance education environments. A questionnaire was developed using these variables and administered to 341 distance students in a successful, top 26, M.B.A., distance education program. The results of the questionnaire are factored into five constructs that ultimately correlate well with the satisfaction ratings of the subjects. Using these factors as guidance, some operational and administrative implications of those findings are discussed.

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