Completion Rates and Distance Learners

2011 ◽  
pp. 310-316
Author(s):  
Nathan K. Lindsay ◽  
Scott L. Howell ◽  
R. Dwight Laws
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Research Design ◽  
Traditional Education ◽  
Distance Learners ◽  
Completion Rates ◽  
Student Demographics ◽  
Traditional Courses ◽  
Education Courses

Critics of distance education frequently assert that completion rates are lower in distance education courses than in traditional courses. Such criticism comes despite sparse and inconclusive research on completion rates for distance and traditional education courses. This article reviews some of the existing research and then describes some of the caveats and complexities in comparing completion rates in traditional and distance education. Analysis reveals that numerous factors make comparison between these two formats difficult, if not impossible. Problems include limitations in the research design itself, differences in student demographics, and inconsistent methods of calculating and reporting completion. After exploring these issues, the article presents best practices for improving completion rates while emphasizing that distance education completion rates may be acceptable after considering distance learners’ characteristics.

Completion Rates and Distance Learners

2011 ◽  
pp. 361-367
Author(s):  
Nathan K. Lindsay ◽  
Scott L. Howell ◽  
R. Dwight Laws
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Research Design ◽  
Traditional Education ◽  
Distance Learners ◽  
Completion Rates ◽  
Student Demographics ◽  
Traditional Courses ◽  
Education Courses

Critics of distance education frequently assert that completion rates are lower in distance education courses than in traditional courses. Such criticism comes despite sparse and inconclusive research on completion rates for distance and traditional education courses. This article reviews some of the existing research and then describes some of the caveats and complexities in comparing completion rates in traditional and distance education. Analysis reveals that numerous factors make comparison between these two formats difficult, if not impossible. Problems include limitations in the research design itself, differences in student demographics, and inconsistent methods of calculating and reporting completion. After exploring these issues, the article presents best practices for improving completion rates while emphasizing that distance education completion rates may be acceptable after considering distance learners’ characteristics.

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

Integrating Library Services into the Web-Based Learning Curriculum

2011 ◽  
pp. 1222-1227
Author(s):  
Mahesh S. Raisinghani ◽  
Cherie Hohertz
Keyword(s):  
Distance Education ◽  
Public Institutions ◽  
Department Of Education ◽  
Distance Learners ◽  
Library Services ◽  
University Libraries ◽  
Education Students ◽  
Web Based ◽  
Web Based Learning ◽  
Education Courses

According to the U.S. Department of Education (1998- 1999), 78% of all four-year public institutions offer distance education courses. According to the same survey, 67% of all students at these institutions have enrolled in one of these courses. Are university libraries keeping up with the trend of distance education? What programs and policies are in place to ensure access to library services for Web-based learning students? Must services to distance learners be equal to services provided to traditional students? This article is structured as follows: First we discuss the strategy of building a creative learning environment based on the learning orientation model before prescribing some guidelines for personalized learning in a Web-based environment. Next we outline the basis for library distance education services, and describe two case studies of libraries that are ensuring that distance education students are receiving equal access to library materials.

Developing an Effective Online Evaluation System

2011 ◽  
pp. 1079-1084
Author(s):  
Martha Henckell ◽  
Michelle Kilburn ◽  
David Starrett
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Evaluation System ◽  
Traditional Education ◽  
Quality Education ◽  
Upward Movement ◽  
Academic Administrators ◽  
Education Programs ◽  
To Receive ◽  
Education Courses

As with any new program, the chance of failure runs high and distance education, in comparison with the longevity of traditional education, is considered relatively new. Still, distance education appears to be here to stay. In fact, a 2000 market survey found that over 94% of all colleges were either offering or planning to offer distance education courses (Twigg, 2001). With this much interest and popularity, the need for policies to regulate distance education program practices should be recognized by all participating institutions of higher education (Czubaj, 2001). While students appear to be more focused on the conveniences that distance education provides, universities are more attentive to the need for offering a valid learning alternative. Higher education enrollments have shown upward movement and this has, to a degree, been attributed to the adult learners’ interest in, and availability of, distance education (Boettcher, as cited by Worley, 2000). Change in the enrollment demographics and the offering of distance education programs stimulates the need for new decisions by academic administrators for quality and accreditation purposes (Shea, Motiwalla, & Lewis, 2001; Tricker, Rangecroft, Long, & Gilroy, 2001). One of the first steps toward ensuring success of distance education programs is identifying the requirements of all those involved. Student needs are to receive a quality education; faculty needs are to have at their disposal (and to use) the knowledge and means to provide this education; and institution needs are to assess that students receive a quality education and to provide faculty with the resources for student educational needs to be met. One of the problems that could harm distance learning or prevent it from being all that it can be is the lack of a good evaluation system. The focus of this article will be to identify and describe, from the literature, the components of an effective evaluation system. Armed with this information, administrators will be able to make better program decisions.

Training Rural Educators in Kentucky through Distance Learning: Impact with Follow-up Data

2002 ◽  
Vol 21 (4) ◽  
pp. 12-20 ◽  
Author(s):  
Jennifer Grisham-Brown ◽  
Belva C. Collins
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Interactive Video ◽  
Severe Disabilities ◽  
Course Delivery ◽  
Project Staff ◽  
Rural Educators ◽  
Impact Data ◽  
Education Courses

The Training Rural Educators in Kentucky (TREK) projects have been providing distance education courses to graduate students in moderate/severe disabilities (MSD) and early childhood special education (ECSE) since 1989. This paper provides the results of a survey conducted at the end of the third 3-year-cycle of federal funding for a TREK project, Training Rural Educators in Kentucky through Distance Learning (TREK-DL). Project staff collected data on students' satisfaction with the content and delivery of distance education courses offered through the TREK projects. In addition, they collected impact data on the degree with which students used best practices for children with disabilities that were emphasized in TREK coursework. The results of the survey show that students were satisfied with the coursework they were receiving and, with the exception of technology malfunctions and communication/interaction difficulties imposed by the technology, they were satisfied with all formats of course delivery (i.e., on site, satellite, and interactive video). In addition, the results show that students are implementing best practices with children who have disabilities and sharing those practices with other adults with whom they work. As well, students indicate that their involvement with the TREK projects has resulted in systemic changes at their places of employment.

Integrating Library Services into the Web-Based Learning Curriculum

2011 ◽  
pp. 1124-1129
Author(s):  
Mahesh S. Raisinghani ◽  
Cherie Hohertz
Keyword(s):  
Distance Education ◽  
Public Institutions ◽  
Department Of Education ◽  
Distance Learners ◽  
Library Services ◽  
University Libraries ◽  
Web Based ◽  
Web Based Learning ◽  
Education Courses ◽  
The U.S

According to the U.S. Department of Education (1998-1999), 78% of all four-year public institutions offer distance education courses. According to the same survey, 67% of all students at these institutions have enrolled in one of these courses. Are university libraries keeping up with the trend of distance education? What programs and policies are in place to ensure access to library services for Web-based learning students? Must services to distance learners be equal to services provided to traditional students?

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>

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