Distance Education Quality

2011 ◽  
pp. 171-189 ◽  
Author(s):  
Cathy Cavanaugh
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Opportunities ◽  
Education Quality ◽  
Distance Learners ◽  
Education Programs ◽  
High Quality ◽  
Extensive Body ◽  
Distance Courses ◽  
Delivery Technology

The current growth in distance education is a result of a convergence of factors. The delivery technology has become more affordable, available, familiar and interactive. With improvements in the technology, distance courses are now more realistic, engaging, inexpensive, and varied. The audience of learners is more experienced and capable with the technology, due to the increased availability of distance education, and they welcome distance learning into their busy lives. Technology-mediated distance education research has matured enough to produce an extensive body of evidence that distance education can be at least as effective as classroom instruction. The exciting convergence that brought about the growth in distance education also presented distance learners with a challenge: how to choose the best distance learning opportunities from the vast catalog of options. Distance learners can easily compare the costs, technical needs, cognitive requirements, and time demands of distance learning courses. Learners are less well equipped to distinguish high quality courses from the offerings. Distance education programs have the responsibility of communicating to students the quality assurance measures they employ, whether the measures consist of in-house practices or accreditation by outside bodies.

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.

scholarly journals DISTANCE LEARNING : SUCCESS REQUIRES SUPPORT

2017 ◽  
Vol 24 (2-3) ◽  
pp. 15 ◽  
Author(s):  
Wendy Lowe ◽  
Richard Malinski
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Distance Learners ◽  
Education Programs ◽  
Effective Distance ◽  
Learning Success ◽  
High Degree

As the ranks of distance learners grow and distance programs develop, the differing needs of students enrolled in such courses must be examined and supported. A sample model of how courses are adapted for distance learning at Toronto's Ryerson Polytechnic Umversity show how this institution has addressed these needs by providing a cohesive and unified support infrastructure. Ultimately, a high degree of co-operative collaborationbetween university and college departments is essential in creating effective distance education programs and resources. 

Research-Based Distance Learning Services in the Northern Pacific

2011 ◽  
pp. 1558-1563
Author(s):  
Steve Baxendale
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Instructional Methods ◽  
Learning Opportunities ◽  
Pacific Region ◽  
High Quality ◽  
The Past ◽  
Northern Pacific

The remoteness of the northern 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 experience of a group of educators in providing distance learning opportunities throughout this region during the past six years.

Educating Aviators

2015 ◽  
pp. 86-111
Author(s):  
Tarryn Kille ◽  
Paul Bates ◽  
Patrick S. Murray
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Tertiary Education ◽  
The Body ◽  
Pilot Training ◽  
Critical Examination ◽  
Education Programs ◽  
Aviation Programs ◽  
Effective Delivery ◽  
Pilot Programs

This chapter provides a critical examination of the evolution of distance education in tertiary aviation programs. By reviewing the literature and studies associated with Professional Pilot training, the chapter explores the issues affecting the delivery of distance education in university Professional Pilot programs, including the global shortage of Professional Pilots, the nature of work as a Professional Pilot, the importance of simulation, and the integration of assessment. In an effort to address some of the challenges, this chapter also offers recommendations and solutions. The authors contend that tertiary aviation distance education programs need to be adjusted to consider the needs of the student and industry by: (1) implementing action-based learning, (2) considering pedagogy before technology, (3) encouraging interaction and collaboration, and (4) embedding formative assessment. The chapter aims to contribute to the body of literature aimed at enhancing the effective delivery of distance learning in aviation tertiary education.

scholarly journals The University of Texas System TeleCampus: A statewide model for collaboration

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Darcy W. Hardy ◽  
Robert L. Robinson
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Faculty Development ◽  
Support Services ◽  
Degree Programs ◽  
High Quality ◽  
Online Programs ◽  
University Of Texas ◽  
The University ◽  
Barriers To Collaboration

The University of Texas (UT) System has been meeting educational needs of students for over 150 years. In 1997, the UT System initiated the development of the UT TeleCampus, a centralized facilitation point for distance learning. The TeleCampus opened its virtual doors in May 1998, focused entirely on support services for students. By late 1998, the TeleCampus had begun developing what would become collaborative benchmark online programs for the UT System. As a result of having developed over 12 complete online degree programs since that time, many lessons have been learned about (1) barriers to collaboration and how to overcome them; (2) faculty development and interaction; and (3) the commitment required to build successful online programs. This article describes the UT TeleCampus initiative and how it has grown from a services-only organization to a nationally recognized model for delivering high quality distance education.

Faculty Perceptions and Participation in Distance Education

2005 ◽  
pp. 1186-1189
Author(s):  
Kim E. Dooley ◽  
James R. Linder ◽  
Chanda Elbert ◽  
Timothy H. Murphy ◽  
Theresa P. Murphrey
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Instructional Technology ◽  
Faculty Perceptions ◽  
Education Programs ◽  
Technology Infrastructure ◽  
Faculty Role ◽  
Distance Learning Environment ◽  
Adoption And Diffusion ◽  
And Diffusion

Research in the field of distance education has recognized the need for a change and modification of the faculty role in teaching at a distance (Jones, Lindner, Murphy & Dooley, 2002; Kanuka, Collett & Caswell, 2002; Miller & Pilcher, 2001). While technological advancements are an important part of the distance-learning environment, basic changes in teaching methods, technique, and motivation are needed to make distance education more effective (Purdy & Wright, 1992). Many studies cite faculty resistance to instructional technology as a primary barrier to the continued growth of distance education programs (Jones et al., 2002; McNeil, 1990). McNeil (1990) noted that attitudinal issues related to how faculty perceive and interact with technology are a bigger barrier to adoption and diffusion of distance education than is technology infrastructure.

Benefits of a Content Multi-Purposing Model

2011 ◽  
pp. 148-151
Author(s):  
Evan T. Robinson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Learning Opportunities ◽  
Traditional Education ◽  
Online Course ◽  
Educational Materials ◽  
Education Programs ◽  
Course Materials ◽  
Revenue Streams ◽  
The Right

The intent of action is the achievement of something decisive. Within any business, decisiveness is hopefully linked to the successful generation of revenue due to the right product being introduced to the right market at the right time. The challenge is to ensure that once a product is released to the market, that the most revenue possible can be earned. In the case of higher education, one potential product is distance education offerings that provide learning opportunities to students who cannot participate in traditional education. The development of distance educational materials for online use, however, can be costly, and subsequent revenue streams may generates little or no revenue, which occurs with many distance education programs. This can be resolved, however, by the strategic re-purposing of online course materials that may have been developed for distance 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.

Repurposing Educational Content into an International Market

2011 ◽  
pp. 1754-1757
Author(s):  
Evan T. Robinson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
International Market ◽  
Learning Opportunities ◽  
Traditional Education ◽  
Educational Materials ◽  
Education Programs ◽  
Revenue Streams ◽  
The Right

The intent of action is the achievement of something decisive. Within any business, decisiveness is hopefully linked to the successful generation of revenue due to the right product being introduced to the right market at the right time. The challenge is to ensure that once a product is released to the market, the most revenue possible can be earned. In the case of higher education, one potential product is online education offerings that provide learning opportunities to students who cannot participate in a traditional education. The development of digitized educational materials for online use, however, can be costly and subsequent revenue streams may generate little or no revenue, which has occurred in some instances for distance education programs.

Augmenting Print-Based Distance Learning with other Technologies Can Enhance its Effectiveness for Adult Learners

2000 ◽  
Vol 28 (4) ◽  
pp. 327-334
Author(s):  
Godfrey Franklin
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Adult Learners ◽  
Student Learning ◽  
Common Method ◽  
The Internet ◽  
Postsecondary Students ◽  
Advantages And Disadvantages ◽  
Use Of The Internet ◽  
Distance Courses

Distance education is becoming an increasingly common method for delivering courses to postsecondary students. Presently, most course offerings are still primarily print-based. This author hypothesizes that augmenting print-based distance courses with other technologies enhances the effectiveness of student learning. The use of videotape, television, one- and two-way audio/videoconferencing is explored, as well as the use of the Internet. Strategies for integrating these technologies are presented, as well as some advantages and disadvantages of each.

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