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.

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.

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.

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.

Community Building in a Distance Delivered MPA Program at the University of Alaska Southeast

Public Voices ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 31
Author(s):  
Jonathan Anderson
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Public Administration ◽  
Community Building ◽  
Department Of Education ◽  
The Us ◽  
Complete Study ◽  
The University ◽  
Education Courses

This paper presents a brief case study of the distance delivered Master of Public Administration program at the University of Alaska Southeast in Juneau, Alaska.  The US Department of Education notes that from 1995 to 1998 distance education programs in the US have increased by 72% (complete study available at http://nces.ed.gov/).  Many would say one of the greatest challenges to higher education in today's world is the challenge of distance education, particularly distance education mediated by technology.  For years, Universities have undertaken distance education through correspondence courses.  Despite the existence of such distance education courses, the fact that they were few in number, that they normally involved only preparatory or elective courses, that they rarely involved whole programs, and that they were normally administered by Departments of Continuing Education made them somehow less controversial.

ONLINE TEACHING AND LEARNING

2018 ◽  
Vol 8 (2) ◽  
pp. 73
Author(s):  
PHILIP ADEBO
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Web Based ◽  
Face To Face ◽  
The Us ◽  
Web Based Education ◽  
Online Web

AbstractOnline teaching and learning refers to education that takes place over the Internet. A significant number of colleges in the US and abroad are moving from the traditional face-to-face classes into fully online, web-based courses. Online education, often called distance education or web-based education, is currently the latest, most popular form of distance education.  It has recently become an integral part of many university programs. This paper provides a brief introduction to online teaching and learning.

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?

The Politics of Distance Edcucation

Public Voices ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 3
Author(s):  
Mark Peterson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Interactive Television ◽  
Small Population ◽  
The Internet ◽  
Instructional Software ◽  
College Level ◽  
Web Based ◽  
Political Perceptions ◽  
Fiscal Efficiency

"Distance education" at the college level is well over a century old.  It has served the needs of a numerically large, but proportionately small population of learners who have eschewed the campus classroom.  These correspondence school enrollees, educational TV watchers, and audiocassette listeners have had only modest impact on the structure, mission, and strategy of the institutions serving them.  But that is now changing, and changing very dramatically.  The advent of the Internet, interactive television technology, and web-based instructional software, coupled with administrative and political perceptions of educational reformation and fiscal efficiency, may be causing nothing less than a revolution in higher education.  By applying a feminist model of assessment called "unthinking technology," that is to say, exploring the potential, but unthought of socio-political aspects of this technological revolution, this paper raises significant questions about the security of the traditional academic enterprise.  "The Politics of Distance Education" urges a pro-active embrace of these technologies by the academy in order to enable a legitimate "competency for grievance" so that the protection of the validity of higher education, and legitimacy of the academic profession can be ethically defended and publicly respected, rather than being viewed as mulish resistance to the inevitable.

Measuring Student Satisfaction Level Regarding Instructional Design and Technical Dimension in Web-Based Distance Education Programs

2021 ◽  
pp. 202-219
Author(s):  
Serhat Koca ◽  
Birol Gulnar ◽  
Murat Aytas
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Public Education ◽  
Student Satisfaction ◽  
Spiritual Guidance ◽  
Satisfaction Level ◽  
Education Programs ◽  
Web Based ◽  
Guidance Program ◽  
Private And Public

Web-based distance education method (WBDE) is used by many private and public education institutions today. Through this educational application, instructors can deliver training content to students or participants from all over the world, synchronously and asynchronously. Within the scope of WBDE applications, trainings are carried out through websites with many different structures and interfaces. In this direction, in the process of conveying the said training method to the recipients, the way the education is provided in terms of instructional design and technical dimension becomes very important for the satisfaction of the recipients. In this context, the measurement of student satisfaction level regarding instructional design and technical dimension in web-based distance education programs has been studied on the example of Spiritual Guidance program. In this direction, it is thought that the study of distance education programs in terms of instructional design and technical dimension will contribute to the researches to be put forward in this direction.

Distance Education

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Diane A. Matthews
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
The United States ◽  
Department Of Education ◽  
Learning Systems ◽  
Post Secondary ◽  
Advantages And Disadvantages ◽  
Virtual Universities

Technology-based distance education is emerging as an increasingly visible feature of post-secondary education in the United States (U.S. Department of Education, 1999). Educators have the opportunity to define, design, and manage effective and robust teaching and learning systems, programs, and courses. As distance learning becomes a serious alternative to the standard classroom environment, enormous opportunities and dilemmas present themselves for the players. This chapter examines the technology used in distance education; the type of student utilizing distance education; advantages and disadvantages for the student, the instructor, and the institution in the use of distance education; and the players involved—including higher education institutions, virtual universities, states, and consortia.

The Current State of Emergency Medical Training in US Schools of Podiatric Medicine

2015 ◽  
Vol 105 (1) ◽  
pp. 47-50
Author(s):  
David A. Wald ◽  
Alvin Wang ◽  
John Suh ◽  
Jane Pontious ◽  
Christine Miller
Keyword(s):  
Medical Training ◽  
The United States ◽  
State Of Emergency ◽  
Web Based ◽  
Current State ◽  
Emergency Medical ◽  
The Us ◽  
Medical Emergencies ◽  
Didactic Lecture ◽  
Descriptive Survey

BackgroundThere is no information available in the medical literature regarding emergency medical training in the podiatric medicine predoctoral curriculum. This study was undertaken to describe the current state of emergency medical training in US schools of podiatric medicine.MethodsA Web-based descriptive survey was developed to assess course logistics, the curricular topics covered, and the teaching methods used. All of the US schools of podiatric medicine were surveyed.ResultsCompleted surveys were returned from all nine schools. All of the institutions incorporate training on the management of medical emergencies into their predoctoral curricula. Four schools (44.4%) reported initiating this training before 2000. All of the schools incorporate a didactic (lecture) component, and eight (88.9%) incorporate a clinical (hands-on) component into their training.ConclusionsAll of the schools of podiatric medicine in the United States incorporate emergency medical training into their predoctoral curriculum. However, despite some similarities across institutions, there seems to be variation regarding curricular topics, didactic teaching, and methods of teaching the material.

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