Quality Distance Learning Programs and Processes

2011 ◽  
pp. 1538-1542
Author(s):  
William H. Riffee ◽  
Christopher Sessums
Keyword(s):  
Distance Learning ◽  
Continuing Education ◽  
Educational Program ◽  
Natural Extension ◽  
Learning Opportunities ◽  
Executive Education ◽  
Electronic Communications ◽  
Learning Programs ◽  
The University ◽  
Education Initiatives

With today’s advances and capabilities in electronic communications, distance learning is a natural extension to any quality educational program that wishes to maximize its reach to qualified students. Any institution that desires to provide quality distance learning opportunities must commit to a significant investment in developing the infrastructure and leadership (Beaudoin, 2003). The University of Florida’s (UF) Division of Continuing Education (DOCE) has provided that infrastructure to implement and build a quality distance learning effort along with executive education initiatives.

Quality Distance Learning Programs and Processes

2011 ◽  
pp. 1709-1713
Author(s):  
William H. Riffee ◽  
Christopher Sessums
Keyword(s):  
Distance Learning ◽  
Continuing Education ◽  
Educational Program ◽  
Natural Extension ◽  
Learning Opportunities ◽  
Executive Education ◽  
Electronic Communications ◽  
Learning Programs ◽  
The University ◽  
Education Initiatives

With today’s advances and capabilities in electronic communications, distance learning is a natural extension to any quality educational program that wishes to maximize its reach to qualified students. Any institution that desires to provide quality distance learning opportunities must commit to a significant investment in developing the infrastructure and leadership (Beaudoin, 2003). The University of Florida’s (UF) Division of Continuing Education (DOCE) has provided that infrastructure to implement and build a quality distance learning effort along with executive education initiatives. After the launch of several successful distance programs, the provost of the university established the position of Associate Provost for Distance, Continuing and Executive Education and provided the budget necessary to begin an organized effort toward building a quality distance learning infrastructure throughout the university (www.aa.ufl.edu/itr/pdf/DistanceEd.pdf). Ten percent of the gross revenue from those programs was distributed to an account for distance education initiatives in the provost’s office. The DOCE was also added to the associate provost’s responsibilities, as was executive education.

Research-Based Distance Learning Services in the Northern Pacific

2011 ◽  
pp. 1779-1785
Author(s):  
Steve Baxendale
Keyword(s):  
Distance Learning ◽  
Continuing Education ◽  
Instructional Strategies ◽  
Effective Means ◽  
Learning Opportunities ◽  
High Quality ◽  
Education And Health ◽  
The Pacific ◽  
Northern Pacific ◽  
Developed World

In the developed world, lifelong learning is considered necessary in the fields of education and health. Webbased technologies are used to update skills and provide access to the latest research and information. Asynchronous, synchronous, and self-paced open-learning courses provide professionals with the ability to meet the continuing education requirements for maintaining their credentials without taking them away from the workplace. They are accepted as an effective means of providing information on the latest instructional strategies, medical research, and procedures. The remoteness of the Pacific region presents significant challenges to providing high-quality, interactive, distance education. These geographic, economic, cultural, linguistic, professional, and technological challenges require creativity and flexibility in the design of courses and in instructional methods. This article explores the experiences of educators in providing distance-learning opportunities throughout the region between 1998 and 2006.

scholarly journals UNIVERSITY OF CINCINNATI: CASE STUDY OF ONLINE STUDENT SUCCESS

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Melody Clark ◽  
Lisa Holstrom ◽  
Ann M. Millacci
Keyword(s):  
Distance Learning ◽  
General Education ◽  
21St Century ◽  
Professional Education ◽  
Research University ◽  
Degree Programs ◽  
Baccalaureate Degrees ◽  
Learning Programs ◽  
University Of Cincinnati ◽  
The University

The University of Cincinnati (UC) is a premier, public, urban research university dedicated to undergraduate, graduate, and professional education, experience-based learning, and research. The University also maintains a deep commitment to accessible education. Distance learning is an integral part of the University’s 21st century approach to meeting diverse educational needs of students - increasing access to high quality educational programs and offerings and meeting mounting workforce and student demands and expectations for customized curriculum, flexible delivery and use of 21st century technology.UC has entire degree programs available online, as well as a variety of stand-alone distance learning courses, such as General Education courses. These courses are offered quarterly to serve students in distance learning programs, as well as students in on-campus programs.In a recent review UC students matriculated in online undergraduate degree programs (two associate and five baccalaureate degrees) taking 100 and 200 level courses during Autumn quarter 2008, it was noted that 85.15% of these learners successfully completed courses with a grade of C- or better for each course. The strategic framework of success is grounded in the University’s academic strategic plan and commitment to provide quality learning experiences for all students. Noted are examples of strategies that align with Sloan-C Pillars of Success.

The Open University, United Kingdom

2011 ◽  
pp. 1430-1432
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Open University ◽  
Distance Teaching ◽  
Nontraditional Higher Education ◽  
Private Correspondence ◽  
Learning Programs ◽  
The University ◽  
Stated Purpose

The British Open University has been a leader in nontraditional higher education for years and has influenced the development of distance learning programs in many countries including America. The origins of the open university movement generally and the British Open University specifically can be traced to the University of London. The University of London began conducting examinations and the offering of degrees to external students in 1836. This paved the way for the growth of private correspondence colleges that prepared students for the University of London’s examinations and enabled them to study independently for a degree without enrolling in the university. Described in an internal history document as the “world’s first successful distance teaching university” (British Open University, 2004, p. 1), its origin can be traced to a university of the air proposal that gained support in the early 1960s. By the 1970s the university was up and running, planning on 25,000 students per year. At the end of the 1970s, the British Open University had over 70,000 students, and currently has more than 180,000 students. The stated purpose of the university was to break the so-called link between excellence and exclusivity.

The Open University, United Kingdom

2011 ◽  
pp. 1554-1556 ◽  
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Open University ◽  
Distance Teaching ◽  
Nontraditional Higher Education ◽  
Private Correspondence ◽  
Learning Programs ◽  
The University ◽  
Stated Purpose

The British Open University has been a leader in nontraditional higher education for years and has influenced the development of distance learning programs in many countries including America. The origins of the open university movement generally and the British Open University specifically can be traced to the University of London. The University of London began conducting examinations and the offering of degrees to external students in 1836. This paved the way for the growth of private correspondence colleges that prepared students for the University of London’s examinations and enabled them to study independently for a degree without enrolling in the university. Described in an internal history document as the “world’s first successful distance teaching university” (British Open University, 2004, p. 1), its origin can be traced to a university of the air proposal that gained support in the early 1960s. By the 1970s the university was up and running, planning on 25,000 students per year. At the end of the 1970s, the British Open University had over 70,000 students, and currently has more than 180,000 students. The stated purpose of the university was to break the so-called link between excellence and exclusivity.

Developing Distance Learning Programs

2004 ◽  
pp. 1-30
Author(s):  
Susan A. Baim
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Academic Programs ◽  
Learning Program ◽  
Online Student ◽  
Post Secondary ◽  
Organizational Challenges ◽  
Learning Programs ◽  
Distance Learning Program ◽  
The University

This chapter examines the processes associated with developing new distance learning programs at post-secondary academic institutions that have not previously ventured into the world of online learning. Although the majority of the topics discussed are readily applicable across a wide range of academic subjects, a new distance learning program in business technology serves to illustrate the relevant concepts. Through an exploration of students’ thoughts about the opportunities and concerns involved with online learning, plus a brief overview of distance learning efforts starting with one-way, non-interactive communications and moving toward today’s fast-paced interactive courserooms and multimedia capabilities, organizational challenges and potential trouble spots for new online academic programs are identified and discussed. The knowledge gained from this first-hand experience, combined with an ongoing dialog with online student learners and other university stakeholders, provides a strong foundation on which to build and successfully implement new distance learning programs for undergraduates at the university level.

scholarly journals Technology Enhanced Distance Learning Utilising Sakai CLE and Adobe Connect Pro

2010 ◽  
pp. 81-104
Author(s):  
Juley McGourty ◽  
Angelica Risquez
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Learning Opportunities ◽  
Educational Quality ◽  
Student Attendance ◽  
Interactive Environment ◽  
On Line ◽  
Collaborative Learning Environment ◽  
Pedagogical Innovations ◽  
The University

On-line environments have been incorporated in the Distance learning programmes of the International Equine Institute (IEI) in order to address concerns about streamlining assessment turn-around, distance student attendance at tutorials, providing more detailed and quicker assignment feedback, student peer interaction, student to tutor1 interaction and, of course, student support. The overriding concern was to provide a more flexible, active learning environment to develop and enhance learning opportunities while, concurrently, integrating more closely the learning activities of the student with the University of Limerick (UL) community. The impetus, therefore, was to make studies convenient and attractive to the location of the distance student, while maintaining educational quality through the provision of pedagogical innovations and at the same time providing a social and interactive environment to support the distance student. In so doing, the IEI uses the collaborative learning environment (CLE) Sakai (www.Sakaiproject.org) to support the distance student and also utilises Adobe Connect Pro™ to deliver on-line synchronous desktop-to-desktop tutorials. This chapter outlines aspects drawn from our experiences with the on-line support and delivery of distance learning programmes. Throughout, various recommendations on enhancing the experiences for students are also presented.

Lone Wolves in Distance Learning?

2020 ◽  
Vol 12 (1) ◽  
pp. 82-94 ◽  
Author(s):  
Ina Kayser ◽  
Thomas Merz
Keyword(s):  
Distance Learning ◽  
Student Motivation ◽  
Academic Support ◽  
Synchronous Communication ◽  
Distance Learners ◽  
Student Cohorts ◽  
Learning Programs ◽  
And Performance ◽  
The University

Distance learners are often referred to as ‘lone wolves' who, as a result of the geographical distance and other system-specific characteristics of distance learning programs, place little emphasis on communicating with the university and, in particular, their fellow students. This article, following a demonstration of the developments in the field of distance learning, focuses on the communication patterns of distance learners. As part of a quantitative study, the students of a German distance university answered a survey on this topic. A significant result was the division of the students into three groups according to their tendency to communicate: Power communicators, regular communicators, and the lone wolves. Moreover, a shift within the student cohorts can be identified: students in later semesters prefer synchronous communication as opposed to the asynchronous use of emails. Learning analytics and a shift in the role of academic support towards mentoring can support an increase in the tendency to communicate and, ultimately, in student motivation and performance.

scholarly journals ОНЛАЙН ПЛАТФОРМА WESTUDY ДЛЯ УПРАВЛІННЯ СПІЛЬНИМИ ПРОГРАМАМИ НАВЧАННЯ З ІНОЗЕМНИМИ ПАРТНЕРАМИ

2018 ◽  
Vol 63 (1) ◽  
pp. 201
Author(s):  
Oleksandr S. Ryzhkov ◽  
Rostyslav S. Ryzhkov
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Rapid Development ◽  
Communication Technologies ◽  
Educational Services ◽  
Learning Programs ◽  
National University ◽  
Information And Communication ◽  
Flexible Schedules ◽  
The University

Distance education is the perfect solution for professionals who want to pursue their careers. This allows to receive additional qualifications, keeping current work. With flexible schedules and resources available on the Internet, distance learning programs can be a key to career advancement. At the time of globalization and the rapid development of technologies, functioning of the university – a full-fledged player in the international market – can not be imagined without the use of distance learning methods. The modern online platform «WeStudy» for the Ukrainian market of educational services was developed. This was done to solve the issue of using modern information and communication technologies to improve the quality of educational services in the implementation of joint Ukrainian-Chinese projects. Programs between the National University of Shipbuilding and its two partners – Zhejiang International Maritime College and Jiangsu University of Science and Technology were taken as a pilot.

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