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

Current Climate ◽

Web Course ◽

Online Distance ◽

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.

Cases on Building Quality Distance Delivery Programs - Advances in Educational Technologies and Instructional Design ◽

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

10.4018/978-1-60960-111-9.ch006 ◽

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 ◽

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.

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

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v1i2.19 ◽

2001 ◽

Vol 1 (2) ◽

Cited By ~ 5

Author(s):

Alan Davis

Keyword(s):

Distance Education ◽

Information And Communication Technologies ◽

Online Courses ◽

Communication Technologies ◽

Online Delivery ◽

Information And Communication ◽

Online Distance ◽

Undergraduate Programs ◽

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.

Promoting interaction in online distance education: designing, implementing and supporting collaborative learning

Information and Learning Sciences ◽

10.1108/ils-04-2020-0090 ◽

2020 ◽

Vol 121 (5/6) ◽

pp. 251-260 ◽

Cited By ~ 1

Author(s):

Sebastian Strauß ◽

Nikol Rummel

Keyword(s):

Distance Education ◽

Instructional Design ◽

Collaborative Learning ◽

Empirical Research ◽

Learning Activities ◽

Learning Activity ◽

Content Type ◽

Collaboration Support ◽

Online Distance

Purpose Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design. Design/methodology/approach This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning. Findings Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary. Originality/value This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.

How well do Canadian distance education students understand plagiarism?

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v15i1.1684 ◽

2014 ◽

Vol 15 (1) ◽

Cited By ~ 1

Author(s):

Cheryl Ann Kier

Keyword(s):

Distance Education ◽

University Students ◽

Multiple Choice ◽

Psychology Students ◽

Education Students ◽

The Poor ◽

Poor Understanding ◽

Online Distance ◽

Education Courses

This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made. Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.

Mobile Distance Learning with PDAs: Development and testing of pedagogical and system solutions supporting mobile distance learners

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v8i2.349 ◽

2007 ◽

Vol 8 (2) ◽

Cited By ~ 18

Author(s):

Torstein Rekkedal ◽

Aleksander Dye

Keyword(s):

Distance Education ◽

Mobile Learning ◽

Leonardo Da Vinci ◽

Distance Learners ◽

E Learning ◽

Online Distance ◽

Teaching Learning ◽

Distance Education System ◽

Ongoing Project

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported Leonardo da Vinci projects on mobile learning: From e-learning to m-learning (2000-2003), Mobile learning – the next generation of learning (2003-2005), and the ongoing project, Incorporating mobile learning into mainstream education (2005-2007).

Student Self-Responsibility in the Indonesian Distance Education System

JAS-PT Jurnal Analisis Sistem Pendidikan Tinggi ◽

10.36339/jaspt.v1i2.75 ◽

2018 ◽

Vol 1 (2) ◽

pp. 69

Author(s):

Daudi Lazarus

Keyword(s):

Distance Education ◽

Education System ◽

Teaching And Learning ◽

Independent Study ◽

Independent Learning ◽

Learning Needs ◽

Learning Approaches ◽

Online Distance ◽

Distance Education System

An ongoing concern in the distance education system in Indonesia is students’ lack of commitment to ‘independent study’. The purpose of this paper is to review conceptual frameworks that could empower Indonesian students to accept responsibility for their learning at a level to address the learning challenges of distance education. The review shows that to meet quality and equity expectations in online distance education, independent study modes should promote students’ self-responsibility based primarily on both autonomy and capability. The findings have the potential to add new perspective to education through supporting teaching and learning approaches in an online distance education class to enhance self-responsibility. The paper suggests that students would take more control of independent learning if they accepted primary responsibility to determine their learning needs, resources, activities and outcomes. To do this they need to view themselves as active agents with power to take independent choices that can result in creating their own approaches to resolve their learning limitation.

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

IASL Annual Conference Proceedings ◽

10.29173/iasl7762 ◽

2021 ◽

Author(s):

Dianne Oberg

Keyword(s):

School Library ◽

The United States ◽

First Century ◽

School Librarians ◽

Online Programs ◽

University Of Alberta ◽

Library Education ◽

Online Distance ◽

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.