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 Mobile Distance Learning with PDAs: Development and testing of pedagogical and system solutions supporting mobile distance learners

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Torstein Rekkedal ◽  
Aleksander Dye
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Leonardo Da Vinci ◽  
Distance Learners ◽  
Online Distance Education ◽  
E Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Distance Education System ◽  
Ongoing Project

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported Leonardo da Vinci projects on mobile learning: From e-learning to m-learning (2000-2003), Mobile learning – the next generation of learning (2003-2005), and the ongoing project, Incorporating mobile learning into mainstream education (2005-2007).

scholarly journals Unbundling faculty roles in online distance education programs

2010 ◽  
Vol 11 (2) ◽  
pp. 20 ◽  
Author(s):  
Jan Tucker ◽  
Patricia Neely
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Full Range ◽  
Cost Effective ◽  
Education Programs ◽  
Faculty Roles ◽  
Faculty Role ◽  
Online Distance Education ◽  
Online Distance ◽  
Cost Implications

Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration that is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.

scholarly journals THE CONNECTEDNESS BETWEEN ORGANIZATIONAL TIME/SPACE AND EXPERIENCED TIME/SPACE FROM THE PERSPECTIVE OF AN ONLINE DISTANCE STUDENT

2020 ◽  
Vol 35 (6) ◽  
Author(s):  
Tran Thi Ngan
Keyword(s):  
Distance Education ◽  
Student Motivation ◽  
Distance Learners ◽  
Digital Learning ◽  
Time And Space ◽  
Online Learners ◽  
Online Distance Education ◽  
Time Space ◽  
Online Distance ◽  
Distance Courses

This research problematizes the conception of time and space in online distance education. It argues that online distance education is constructed from different times and spaces, namely those as organized by the institutions and those as experienced by the distance learners. In essence, it seeks to unfold how these organizational time and space and the experienced time and space are connected or separated, from the learners’ perspective. It employs a narrative inquiry to recount the experience of a 32-year-old British man pursuing a distance learning course. In doing this, the research aims to identify how online learners are engaged with the course that they are taking with respect to time and space, as well as pinpointing the gaps that separate them from the course. With consideration of those aspects in mind, online distance courses could be more effectively organized in such a way that enhances student motivation, commitment and resilience, thus contributing to their overall experience of digital learning.    

Unbundling Faculty Roles In Online Distance Education Programs

2010 ◽  
Vol 3 (6) ◽  
pp. 17 ◽  
Author(s):  
Patricia W. Neely ◽  
Jan P. Tucker
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Full Range ◽  
Cost Effective ◽  
Education Programs ◽  
Faculty Roles ◽  
Faculty Role ◽  
Online Distance Education ◽  
Online Distance ◽  
Cost Implications

Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment.  Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration which is often overlooked.  As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.

scholarly journals How well do Canadian distance education students understand plagiarism?

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Cheryl Ann Kier
Keyword(s):  
Distance Education ◽  
University Students ◽  
Multiple Choice ◽  
Psychology Students ◽  
Education Students ◽  
Online Distance Education ◽  
The Poor ◽  
Poor Understanding ◽  
Online Distance ◽  
Education Courses

<p>This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made<em>. </em>Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice<em> </em>questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.</p>

scholarly journals Student Self-Responsibility in the Indonesian Distance Education System

2018 ◽  
Vol 1 (2) ◽  
pp. 69
Author(s):  
Daudi Lazarus
Keyword(s):  
Distance Education ◽  
Education System ◽  
Teaching And Learning ◽  
Independent Study ◽  
Independent Learning ◽  
Learning Needs ◽  
Learning Approaches ◽  
Online Distance Education ◽  
Online Distance ◽  
Distance Education System

An ongoing concern in the distance education system in Indonesia is students’ lack of commitment to ‘independent study’. The purpose of this paper is to review conceptual frameworks that could empower Indonesian students to accept responsibility for their learning at a level to address the learning challenges of distance education.  The review shows that to meet quality and equity expectations in online distance education, independent study modes should promote students’ self-responsibility based primarily on both autonomy and capability.  The findings have the potential to add new perspective to education through supporting teaching and learning approaches in an online distance education class to enhance self-responsibility.  The paper suggests that students would take more control of independent learning if they accepted primary responsibility to determine their learning needs, resources, activities and outcomes.  To do this they need to view themselves as active agents with power to take independent choices that can result in creating their own approaches to resolve their learning limitation.

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