scholarly journals An Online Interaction Experience within Distance Education: A Course Design Proposal for the Basic Design Course of the Department of Architecture

2021 ◽  
Vol 11 (2) ◽  
pp. 124-139
Author(s):  
Ümit BAYIRLI ◽  
Enes Can KILIÇ
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Basic Design ◽  
Online Interaction ◽  
Design Proposal

Reversing the Tyranny of Distance Education

2017 ◽  
pp. 232-255
Author(s):  
Maria Northcote ◽  
Kevin P. Gosselin ◽  
Daniel Reynaud ◽  
Peter Kilgour ◽  
Malcolm Anderson ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Distance Education ◽  
Course Design ◽  
Threshold Concepts ◽  
Development Programs ◽  
Self Confidence ◽  
Use Of Technology ◽  
Education Environment ◽  
Professional Development Programs

In today's higher education environment, online education has become a rich and nuanced medium characterized by a dynamic and progressive use of technology. These technological advancements require research-informed guidelines and practices to facilitate understanding of how they can be used to foster positive outcomes in distance education contexts. By employing a mixed-methods multiphase design case study at Avondale College of Higher Education, the authors examine the challenges, self-confidence and threshold concepts, or transformative, conceptual understandings that academic faculty staff experience while engaging in distance education course design. The authors examine how these threshold concepts, attitudes and skills can be used to inform the design of professional development programs for academic staff who teach in online contexts. The results and associated recommendations of the six-year investigation are presented to inform professional development programs that aim to improve the quality of online teaching, course design and learning experiences of students.

A Theoretical Model for Designing Online Education in Support of Lifelong Learning

2011 ◽  
pp. 29-45 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Lifelong Learning ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Web Based ◽  
Individualized Learning ◽  
Learner Centered ◽  
New Strategies

The escalating infusion of online education to promote lifelong learning has triggered a re-examination of teaching and learning not witnessed since perhaps the advent of the printed textbook. Textbooks changed the landscape of individualized learning as professors added reading to their inventory of instructional strategies. Today, distance education, in all its manifestations from programmed instruction to Web-based courses, requires instructors to employ new strategies in course design and delivery in order to engage students and promote learner-centered activities. The rapid growth of distance education (especially for the adult learner) serves to challenge traditional methodologies in which education is designed, delivered, and assessed. This chapter introduces a new model for designing instruction using this state-of-the-art venue, an archetype for effective instructional design for lifelong learning.

scholarly journals STUDENTS' PERSPECTIVE OF PRACTICAL WORK IN LEARNING SCIENCES VIA DISTANCE EDUCATION

2006 ◽  
Vol 2 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Jason K.Y. Chan ◽  
Namin Shin
Keyword(s):  
Distance Education ◽  
Learning Outcomes ◽  
Course Design ◽  
Practical Work ◽  
Learning Science ◽  
Instructional Designers ◽  
Attendance Rate ◽  
Science Courses ◽  
Qualitative And Quantitative ◽  
Questionnaire Surveys

This article focuses on students' perspectives on various aspects of learning science at a distance, such as ‘expectations,’ ‘learning outcomes,’ and ‘satisfaction’. Two foundation science courses offered by the School of Science and Technology at the Open University of Hong Kong (OUHK) were selected for the study. A series of indepth interviews was carried out with students enrolled in these courses, followed by questionnaire surveys and field observations in order to validate and triangulate the interview data. The findings revealed that students placed a high value on practical work in science courses. Moreover, the more familiar with the course subject, the less difficulty they anticipate in learning science via distance education. Two significant correlations were also found, between the perception of practical work and satisfaction, and between the attendance rate and the perception of practical work with distance learning at OUHK. This research adds to knowledge of disciplinebased distance education research in terms of empirical data in both qualitative and quantitative forms. Further investigation on this issue may help instructional designers and developed of science courses in the decision on various aspects of course design and development.

scholarly journals Two-stage cluster analysis in distance learning: A way to reduce gaps in the scientific literature on open and distance education

2021 ◽  
Vol 7 (2) ◽  
pp. 77-88
Keyword(s):  
Cluster Analysis ◽  
Distance Education ◽  
Course Design ◽  
Scientific Literature ◽  
Dropout Rates ◽  
Contributing Factors ◽  
Two Stage ◽  
University Courses ◽  
The Relationship ◽  
Very High

Background: Dropout rates are often very high in distance education. A plethora of research has been conducted to identify the contributing factors; however, the majority of the findings are inconclusive and point to the fact that it is difficult to isolate a single explanatory factor. While frequently examined factors are personal and environmental, there is less research on the relationship between course design and retention or dropout. Method: This paper presents a study involving two-stage cluster analysis of 623 variables from 19 university courses at one open and distance education (ODE) institution. To this end, the current study grouped the courses into five types based on 22 variables. Results: The results indicate that certain sociodemographic variables become a risk factor for course dropout depending on their distribution in the standard courses. Conclusions: This result highlights the importance of instructional design in the ODE retention and dropout equation and helps explain, in part, why previous studies have not reached a consensus on which variables should be considered to explain dropout rates.

Quality Processes in Distance Education

2011 ◽  
pp. 1728-1733
Author(s):  
Alistair Inglis
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Teaching Staff ◽  
Failure Rates ◽  
Broadcast Media ◽  
History Of ◽  
New Type ◽  
The Uk ◽  
The University

Practitioners and providers in distance education owe a great debt to the founders of the UK Open University (UKOU). The history of distance education can be broken into two eras, each separated by the successful establishment of the UKOU. The UKOU had as strong an incentive as any institution to improve quality — its very survival is dependent on its success. Prior to the establishment of the UKOU, distance education (or correspondence education, or extramural studies or external studies, as it was then known) was characterized by high attrition and high failure rates (White, 1974). The UKOU planners recognized this fact. They realized that, for the University to succeed, the causes of the high attrition and high failure rates had to be addressed. The fact that the University continues to this day is testament to its success. The way in which the UKOU tackled the issue of quality, carries some lessons for distance education providers today. It did so, not by targeting one key area, but by tackling the range of factors that affect the quality of a student’s experience of studying at a distance: by investing heavily in the presentation quality of materials; by making innovative use of media, (particularly the broadcast media); by putting in place a new type of organisational structure to support teaching staff in the work of course design, teaching, and assessment; and by building up a range of other support functions: establishing local study centres, employing local tutors, and instituting a program of residential schools.

The Quality Matters Program

2011 ◽  
pp. 1723-1727 ◽  
Author(s):  
Ronald Legon
Keyword(s):  
Distance Education ◽  
Student Retention ◽  
Course Design ◽  
Online Courses ◽  
Peer Review Process ◽  
Instructional Designers ◽  
College Level ◽  
Quality Matters ◽  
Online Teachers ◽  
Blended Courses

The Quality Matters™ Program (www.qualitymatters. org) is a set of standards (or rubric) for the design of online college-level courses and the online components of hybrid/blended courses, and a peer review process for applying these standards. The Quality Matters Rubric is based on recognized best practices, built on the expertise of instructional designers and experienced online teachers, and supported by distance education literature and research. The goals of the program are to increase student retention, learning and satisfaction in online courses by implementing better course design.

Administrative Factors in Design and Delivery of Open and Distance Learning Course Materials

2018 ◽  
pp. 117-145
Author(s):  
Hakan Altinpulluk ◽  
Hakan Kilinc
Keyword(s):  
Distance Education ◽  
Universal Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Design Principles ◽  
Education Systems ◽  
Course Materials ◽  
Universal Design For Instruction ◽  
Design For Learning ◽  
The Disabled

Principles of the Universal Design for Instruction (UDI) can be applied to open and distance education systems as an approach derived from universal design principles. UDI can be used not only for the disabled learners in open and distance education institutions but also for the creation of accessible learning environments for all learners. Within the scope of this study, the history and features of universal design principles in the field of architecture are explained first; then, Universal Design for Learning (UDL), Universal Instructional Design (UID) and UDI concepts, which are educational adaptations of universal design principles, are examined in detail. In the last section, management processes of open and distance education systems, examples of universal design in open and distance education and managerial processes in course design and delivery, are examined. In this way; modern approaches such as UDI principles are studied in terms of their applicability within the framework of design and delivery management in open and distance education environments.

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