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?

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.

Web-Based Learning

2011 ◽  
pp. 1084-1090
Author(s):  
James O. Danenberg ◽  
Kuanchin Chen
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Department Of Education ◽  
University Professors ◽  
Web Based ◽  
Face To Face ◽  
Web Based Learning ◽  
Training Courses ◽  
Audio Video ◽  
The U.S

Web-based learning (a major subcomponent of the broader term “distance learning”) is one of the tools with which education is delivered at a distance electronically. There seems to be many definitions, as well as terms, for distance learning, such as “distance education,” “distributed learning,” “remote education,” “online learning” and “Web-based learning,” which all may refer to the similar education deliverables. In the mid-1990s, the U.S. Department of Education defined distance education as “education or training courses delivered to remote off-campus location(s) via audio, video or computer technologies” (Lewis, Farris & Levin, 1999). Later in the 1990s, the American Association of University Professors (AAUP) defined distance learning as education in which “the teacher and the student are separated geographically so that face-to-face communication is absent; communication is accomplished instead by one or more technological media, most often electronic” (AAUP, 1999).

Necessities for Effective Asynchronous Learning

2011 ◽  
pp. 1325-1331 ◽  
Author(s):  
James E. Novitzki
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
The United States ◽  
Department Of Education ◽  
Asynchronous Learning ◽  
College Level ◽  
Education Programs ◽  
Web Based ◽  
The Us ◽  
Education Courses

Distance education programs/courses in some format have been available to students since the 1840s. Throughout most of this time there has been controversy over the effectiveness of such programs/courses (IHEP, 1999; Matthews, 1999). The concept of online teaching and online asynchronous learning (ASL) started in the 1980s and is an area of rapid growth (McMullen, Goldbaum, Wolffe, & Sattler, 1998). In a period of 3 years, from 1995 to 1997, the number of schools in the United States (US) developing such programs increased by almost 200% (Morse, Glover, & Travis, 1997). The US Department of Education (2001) reported that in 2000-2001 there were more than 2.8 million enrollments in college-level degree granting programs in Internet- and Web-based distance education courses in the US.

Institutional and Library Services for Distance Education Courses and Programs

2011 ◽  
pp. 141-154 ◽  
Author(s):  
Elizabeth Buchanan
Keyword(s):  
Distance Education ◽  
Learning Experiences ◽  
Technical Support ◽  
Library Services ◽  
Education Programs ◽  
Web Based ◽  
Institutional Structures ◽  
Education Courses

Institutions are quickly embracing distance education in the forms of online or web-based courses and programs at phenomenal rates. Often, however, significant institutional structures, including such areas as registration, advising, library, and technical support are overlooked until too late. Institutions must have clear, well-planned strategies in place in order to maximize their students’ learning experiences and overall satisfaction with distance education programs to avoid attrition and maximize retention. This chapter provides many useful and easy to implement strategies for institutions considering distance education, as well as for those already engaged in serving students online.

Necessities for Effective Asynchronous Learning

2011 ◽  
pp. 1468-1474
Author(s):  
James E. Novitzki
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
The United States ◽  
Department Of Education ◽  
Asynchronous Learning ◽  
College Level ◽  
Education Programs ◽  
Web Based ◽  
The Us ◽  
Education Courses

Distance education programs/courses in some format have been available to students since the 1840s. Throughout most of this time there has been controversy over the effectiveness of such programs/courses (IHEP, 1999; Matthews, 1999). The concept of online teaching and online asynchronous learning (ASL) started in the 1980s and is an area of rapid growth (McMullen, Goldbaum, Wolffe, & Sattler, 1998). In a period of 3 years, from 1995 to 1997, the number of schools in the United States (US) developing such programs increased by almost 200% (Morse, Glover, & Travis, 1997). The US Department of Education (2001) reported that in 2000-2001 there were more than 2.8 million enrollments in college-level degree granting programs in Internet- and Web-based distance education courses in the US.

Conditions for Web-Based Learning with Real Events

2000 ◽  
pp. 1-31 ◽  
Author(s):  
Theo J. Bastiaens ◽  
Rob L. Martens
Keyword(s):  
Distance Education ◽  
The Other ◽  
Independent Learning ◽  
Web Based ◽  
Distance Training ◽  
Web Based Learning ◽  
Other Hand ◽  
Self Study ◽  
The World ◽  
Professional Context

This chapter presents two converging developments. Traditionally, learning at schools or universities and working in a professional context were relatively separated. Companies often complain that students know a lot ‘facts’ but are not ‘competent.’ On the other hand at schools and universities students often complain that they can’t see the relevance of a certain subject. This chapter deals with the two converging worlds: traditional distance training (such as employed at for instance open universities all over the world) and in company training. ICT and competence-based education are bringing the two together, resulting in a combined working/learning mode, which we will describe as learning with real cases. This leads to more self-study or independent learning. Figure 1 presents an overview of the different facets of the tendency to learn with real cases. This chapter will start with a description of distance education since many things can be learned from this. Then, developments in the business or professional context will be presented. We will stress that there is a convergence leading to ‘learning with real cases’. After a description of this development, learning with real cases, as well as pitfalls and recommendations will be discussed.

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.

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.

The Emergence of Distance Learning in Higher Education

2000 ◽  
pp. 143-156 ◽  
Author(s):  
Caroline Howard ◽  
Richard Discenza
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Secondary Schools ◽  
Department Of Education ◽  
Post Secondary ◽  
On Line ◽  
Education Statistics ◽  
The U.S

Although distance learning is not a new phenomenon, recently there has been a huge jump in the number of organizations offering on-line instruction. The National Center for Education Statistics released a two-year survey on distance programs for higher education on behalf of the U.S. Department of Education. The survey reported that one-third of U.S. post secondary schools offered distance education in 1995, and an additional 25% planned to offer courses within the next three years.

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