Online Learning

2010 ◽  
pp. 852-866 ◽  
Author(s):  
Patsy D. Moskal ◽  
Charles Dziuban ◽  
Joel Hartman
Keyword(s):  
Learning Styles ◽  
Adult Students ◽  
Student Satisfaction ◽  
Teaching Effectiveness ◽  
Learning Program ◽  
Online Programs ◽  
Online Distance Education ◽  
Central Florida ◽  
Online Distance ◽  
The University

The authors describe the distributed learning program (Online@UCF) at the University of Central Florida (UCF) that serves a number of adult learners. They present outcomes from several years of research collected by the Research Initiative for Teaching Effectiveness on adults enrolled inonline courses. Paradoxically, most educators in onlinelearning focus on millennial generation students, their learning styles, and preference for Web 2.0 technologies. However, research at UCF confirms that online educationresonates with adult students because it responds to their lifestyle needs, provides more active learningenvironments, and empowers their learning beyond classroom boundaries. This chapter examines the strategic elements required for successful adult online programs and explores components of online student satisfaction. The authors conclude by considering the opportunities and challenges for adults in online distance education.

Online Learning

2010 ◽  
pp. 54-68 ◽  
Author(s):  
Patsy D. Moskal ◽  
Charles Dziuban ◽  
Joel Hartman
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Styles ◽  
Adult Students ◽  
Student Satisfaction ◽  
Teaching Effectiveness ◽  
Learning Program ◽  
Online Programs ◽  
Online Distance Education ◽  
Online Distance

The authors describe the distributed learning program (Online@UCF) at the University of Central Florida (UCF) that serves a number of adult learners. They present outcomes from several years of research collected by the Research Initiative for Teaching Effectiveness on adults enrolled in online courses. Paradoxically, most educators in online learning focus on millennial generation students, their learning styles, and preference for Web 2.0 technologies. However, research at UCF confirms that online education resonates with adult students because it responds to their lifestyle needs, provides more active learning environments, and empowers their learning beyond classroom boundaries. This chapter examines the strategic elements required for successful adult online programs and explores components of online student satisfaction. The authors conclude by considering the opportunities and challenges for adults in online distance education.

scholarly journals Online programs in school library education: Preparing librarians to support twenty-first century learners

2021 ◽  
Author(s):  
Dianne Oberg
Keyword(s):  
School Library ◽  
The United States ◽  
First Century ◽  
School Librarians ◽  
Online Programs ◽  
University Of Alberta ◽  
Online Distance Education ◽  
Library Education ◽  
Online Distance ◽  
The University

The online distance education program, Teacher-Librarianship by Distance Learning (TL-DL), was developed and implemented at the University of Alberta, Canada beginning in the late 1990s. In this paper, TL-DL is used as an example to explore: how an online program was established and maintained and how the challenges facing the program have been and are being addressed. TL-DL‟s approach to preparing school librarians to support student access to new and emerging technologies was compared and found to be similar to the approaches used in two other types of programs identified through recent research conducted in the United States and Australia. Emerging from the research are questions about the need for shifts in curriculum content and pedagogy to engage digital age learners.

The Case of Teacher-Librarianship by Distance Learning at the University of Alberta, Canada

2011 ◽  
pp. 78-90
Author(s):  
Dianne Oberg
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Elementary Education ◽  
Emerging Technologies ◽  
Framework Analysis ◽  
University Of Alberta ◽  
Certificate Programs ◽  
Online Distance Education ◽  
Online Distance ◽  
The University

The online distance education program, Teacher-Librarianship by Distance Learning, was developed and implemented in the Department of Elementary Education at the University of Alberta, Canada beginning in 1996. At the time, neither the university nor the department had the interest, funding or infrastructure required for such an undertaking, but these developed over time through a combination of careful planning and serendipity. The program’s instructional team has utilized various approaches to establish, maintain and continue the program: a distance education theoretical framework, analysis of distance education research, one-time government incentive funding, and on-going policy relevant research and evidence-based practice. Current challenges facing the organization are program growth, new and emerging technologies, and maintaining flexibility. The solutions to these challenges include a cohort model for the majority of program delivery; a stand-alone course introducing new and emerging technologies as a launching pad for integration of these technologies; and graduate certificate programs for meeting the short term needs of teachers new to the field.

scholarly journals Athabasca University: Conversion from Traditional Distance Education to Online Courses, Programs and Services

2001 ◽  
Vol 1 (2) ◽  
Author(s):  
Alan Davis
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Online Delivery ◽  
Online Distance Education ◽  
Information And Communication ◽  
Online Distance ◽  
Undergraduate Programs ◽  
The University

In its 30 years of operation, Athabasca University has witnessed the full impact of the growth of online distance education. Its conversion from mixed media course production and telephone/mail tutoring to a variety of electronic information and communication technologies has been heterogeneous across disciplines and programs. Undergraduate programs in business, computing, and some social science programs have largely led the conversion, and all graduate programs have, since their inception, employed various features of online delivery. The parallel conversion of student services has been equally important to the effectiveness of these processes. The implications of this approach for the quality of offerings, support systems, costing, and the primary mandate of the University (which is to remove barriers, not create them) are discussed.

scholarly journals Enquiry-Based Learning Online: Course Development and Student Experience of a First-Year Enquiry-Based Learning Seminar

2017 ◽  
Vol 10 ◽  
pp. 129-142
Author(s):  
Jacqueline Murray ◽  
Nathan John Lachowsky ◽  
Natalie Green
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Online Course ◽  
First Year ◽  
Course Development ◽  
Online Distance Education ◽  
Online Course Development ◽  
Online Distance ◽  
The University ◽  
First Year Seminar

Online courses are increasing in popularity while universities are using first-year seminars to address the challenges of large impersonal classes, lack of student engagement, and increased skills development. Could the learning experience and benefits of an in-person first-year seminar be achieved through an online distance education (DE) format? How would students’ experience benefit from an online DE first-year seminar? At the University of Guelph, an online interdisciplinary first-year seminar was developed and offered four times. This essay includes reflections from the faculty instructor and educational developer who co-designed the course, results from pre- and post-course surveys completed by students, and interviews conducted with students.

scholarly journals Copyright protection and the new stakeholders in online distance education: The Play’s the Thing

First Monday ◽  
2008 ◽  
Author(s):  
Bruce L Mann
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Copyright Protection ◽  
Copyright Law ◽  
Theatrical Production ◽  
Online Distance Education ◽  
Current Climate ◽  
Web Course ◽  
Online Distance ◽  
The University

This paper analyzes the university as an Internet intermediary in the current climate of online distance education, classifies the stakeholders associated with the university in Web course management, and explores the need for an “Instructional Design Copyright Law”. The situation is likened to a theatrical production, with front-of-house preparations, backstage operations, and tragic characters.

Learning Environment for Supporting Undergraduate Online Distance Education Students

2019 ◽  
pp. 78-102
Author(s):  
Samual Amponsah ◽  
Samual Kofi Badu-Nyarko ◽  
Godfred Alfred Nii Sai Obodai ◽  
Prince Anane
Keyword(s):  
Online Learning ◽  
Social Environment ◽  
Administrative Support ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Chi Square ◽  
Online Distance Education ◽  
Online Distance ◽  
The University ◽  
University Of Ghana

The University of Ghana adopted the use of the Sakai Learning Management System to create an online environment for its DE students. Based on which, this study sought to examine the support provided for online students of the University of Ghana. The study further sought to determine the association between selected demographic characteristics and student satisfaction with online pre-admission processes, usage of online learning tools, and online social environment. In total, 126 questionnaires were completed and analyzed to generate frequencies, percentages, Anova, and chi-square values. It was established that weak online learning social environment does not encourage tutors and students' interactions, which led to a generally average use of online learning support tools. This implies that academic and administrative support were practically far away from the student, which is detrimental to the development of self-directed learning. The researchers recommended training for support staff, tutors, and students to create an effective online support for online distance students.

scholarly journals Educating the citizen of academia online?

2011 ◽  
Vol 12 (4) ◽  
pp. 77 ◽  
Author(s):  
Mariann Solberg
Keyword(s):  
Online Education ◽  
Online Courses ◽  
University Education ◽  
The Arctic ◽  
Academic Education ◽  
Online Distance Education ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University ◽  
Hans Georg Gadamer

<p>The Arctic is a vast, sparsely populated area. The demographic situation points to online distance education as a solution to support lifelong learning and to build competence in the region. An overall aim of all university education is what Hans Georg Gadamer calls Bildung, what we in Norwegian call dannelse and what Richard Rorty has called edification. A first problem to be addressed here is that in online distance learning some teachers find that is harder to support the development of the student’s voice. Being able to express oneself and to position oneself in a scientific community is vital for a well educated graduate. Another problem in online education has been the extensive use of writing as a means in the student’s learning process. Writing is vital to academic education, but in online courses there is in general a danger of overuse. At the University of Tromsø we have tested the web conference tool Elluminate Live. This is a real-time application, integrated in the University’s learning management system (LMS), Fronter. The application enables synchronous oral dialogue, simultaneous sharing of texts, and so forth. I present our main experience with the use of Elluminate Live and discuss the extent to which this application has turned out to be helpful in developing the quality of online courses.</p>

The Evolution of Virtual Universities

2010 ◽  
pp. 558-562
Author(s):  
Marion Cottingham
Keyword(s):  
Global Education ◽  
Rapid Change ◽  
First Year ◽  
Virtual University ◽  
Online Distance Education ◽  
Virtual Universities ◽  
Entry Requirements ◽  
Online Distance ◽  
Set Up ◽  
The University

For centuries universities have worked as individual entities in isolation, and students have attended classes their respective campuses. In the 70s Open University started its operation as the first virtual university. It was not until the late 80s and 90s that some traditional universities started having affiliations with offshore facilities for students to study the first year of their degrees in their home countries before moving overseas to complete the rest of their degrees. This globalisation was the beginning of knowledge commercialisation as universities set up arrangements with rapidly emerging offshore institutions that were eager to jump onto this profitable bandwagon. Eventually competition drove some universities to extend the time spent in the students’ home countries to a second year, which sent students flocking to their door away from nonconforming universities. The lower overseas student numbers at these universities forced them to discontinue their affiliations, as they were no longer viable. Online distance education and later the Internet opened new challenges as students could enroll directly with the university of their choice and do their whole degree from home. This also gives the less wealthy students an opportunity to study at the world’s top universities most of which have no entry requirements. Lots of universities around the world have joined to form consortiums to handle this rapid change in global education commercialisation.

scholarly journals Introduction to the Special Issue: Best Papers Presented at the OLC 21st International Conference on Online Learning and Innovate 2016

2016 ◽  
Vol 20 (3) ◽  
Author(s):  
Anthony G. Picciano ◽  
Paige McDonald ◽  
Patsy Moskal
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Administrative Support ◽  
World Trade Center ◽  
Professional Community ◽  
Editorial Staff ◽  
Learning Program ◽  
Central Florida ◽  
International Conference ◽  
The University

The Online Learning Consortium (OLC) traces its roots to the Alfred P. Sloan Consortium (Sloan-C) that emerged in the 1990s when a cadre of early adapters of online learning began to coalesce into a professional community. Funded by the Alfred P. Sloan Foundation, this community embarked on a number of activities designed to promote quality in the design and implementation of online and blended learning applications. In 1995, a one-day meeting of grantees of the Alfred P. Sloan Foundation’s Anytime, Anyplace Learning Program met in Philadelphia to discuss their work and share their experiences. Ninety individuals attended this first event. This meeting grew into an annual event for the next five years. In 2001, it was decided that the event be expanded into a full conference with paper submissions and reviews, workshops, and exhibit areas. The University of Central Florida agreed to host the conference in Orlando in November. That was a fateful decision as the attack on the World Trade Center on 9/11 followed by the anthrax scare in Florida in October of that year severely limited the number of people willing to fly to Orlando to attend the conference. Still, three hundred and sixty participants attended to share and discuss research, effective practices, student services, and administrative support for online learning. Since 2001, the conference has grown and has evolved into the premiere event for presenting current ideas, research, and best practices in online learning. In 2015, the Online Learning Consortium celebrated the 21st anniversary of the International Conference on Online Learning. The theme of the conference, Shaping the Future of Online Learning, focused on the latest developments in online and blended learning. Almost 3,000 individuals attended this conference either in person or virtually. Six hundred and sixty-eight proposals were submitted for presentation. In April, 2016, the Online Learning Consortium initiated a new conference, OLC Innovate: Innovations in Blended and Online Learning. Almost 2,000 individuals attended this conference and 506 individuals submitted presentation proposals. Of the 1,172 proposals submitted for both conferences, the nine articles selected for this special edition represent the best presentations as determined by the conference track chairs and editorial staff of the Online Learning Journal.

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