Charting Student Physical Locations in the Virtual World

Distance-learning courses are primarily designed for Internet-based asynchronous delivery of instruction. This case describes the use of Web 2.0 GIS technologies to create a graphic representation of student locations on an interactive map. This class map then became a multi-purpose resource for online class members and the instructor: to locate and highlight students’ distances from the instructor and among themselves; to remind the instructor to be sensitive to possible effects of locations on students due to environmental factors such as weather conditions; to help the instructor tailor proximity-based resources or course requirements for students; to help the instructor connect distance-learning students with each other geographically for group projects based on their locations; and to facilitate the efforts of students and the instructor in identifying locally available resources relevant to their coursework.

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

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.

Library Support to Distance Learners

The chapter discusses library support services in a distance education system and their value and importance in the overall development of a learner in general and a distance learner in particular. The chapter also traces how emerging digital technologies allow libraries to offer efficient support services to distance learners. This case of Distance Library Services at a university in India describes the evolution, experiences and challenges of offering distance library services through the university. The chapter focuses on information literacy and use of social networking tools. Development of information literacy is critical for distance learners, and social networking tools based on Web 2.0 technologies may provide library services and impart information literacy to distance learners. The chapter concludes with some suggestions pertaining to opportunities and future propositions.

Visions, Voices, and Virtual Journeys

The future of distance education is certainly promising but frenetic as well. With the aid of technologies easily accessible to students and teachers alike the geographic barriers that once allowed only the few to engage in educational opportunities are now geographic bridges that promote distance learning where students and teachers from diverse latitudes and attitudes are able to engage in real time teaching and learning interactions. This teaching and learning environment is called “Viral Education,” where the process of education can be symmetrical or asymmetrical in the teaching and learning process as well as multi-task oriented in both product and idea development. This chapter looks at the future of distance education and provides a brief survey of emerging technologies that are just moments or months away from reality. In addition, this chapter explores the notion of customized education which is a continuation of democratic movements within and outside the classroom.

Old Dogs, New Tricks

Gallavan’s Critical Components and Multiple Contexts of Self Assessment Model provides the structure for monitoring one’s instructional efficacy coupled with guidelines for monitoring growth and pursuing appropriate professional development. Through the action research methodology of self study, the author conducted an extensive self assessment of her self efficacy as a seasoned teacher educator (one of many old dogs) analyzing her change processes as she expanded her repertoire to include online instruction (the new tricks). Reporting her findings based on the author’s emerging MIND over Matter framework, the outcomes of this study provide useful implications for the author and all instructors engaged in both face-to-face and online instruction.

Quality MattersTM

Finally, by following the threads of collaboration and continuous improvement, the chapter ends with highlighting the growth of, some emerging data from, and some challenges and recommendations for Quality Matters.

Planning and Implementing Online Programs

This case study reviews the planning, development, and initial implementation of an online Master’s of Library Science (MLS) degree program at a large public research university. The development process will be presented from both a school-based and a department-based perspective. A review of the literature found articles and books that address online programs in education and library science; however, the majority of those publications focus on either the experiences of students or the concerns of faculty members who deliver courses through distance education technologies. Very few of the resources address the full spectrum of planning, developing, and implementing an online program. We found that the MLS program development process greatly benefited from existing school-based policies and procedures, while some barriers and challenges were also encountered in the context of customizing those policies and procedures for the Library and Information Studies (LIS) department. We believe our experiences will inform practices at other institutions and departments considering initiating online programs.

Course Management Systems in Transition

In the findings from the quantitative portion of the study, there were no significant differences between the three groups of interest. Most of the students in the sample preferred distance education to on-campus courses, asynchronous over synchronous learning, discussion boards over live chats, and video streamed content delivery over text-based delivery. For this sample, a change in course delivery systems did not have a negative effect upon students. In the findings from the qualitative portion of the study, five major themes emerged, those of Communication, Pedagogy/Androgogy, Time Management, Course Delivery Systems and Technology, and Access. Aspects of self-directedness appeared to be a theme throughout much of the qualitative analysis. Negative factors included inability to reach instructors in a timely fashion, lack of interpersonal contact with other learners or with instructors, and frustration over technological glitches and hardware, software or Internet complexities, or a mixture of the three. The role of emotion in online learning was significant in several areas, particularly to the theme of Communication, where a personalized learning environment with two-way communication between peers and the instructor can lessen the isolation of online learning. Further study in this area is recommended.

Student Epistemic Beliefs as a Catalyst for Online Course Design

The construct of this chapter (a research-based case study) provides detail regarding the analysis of research on undergraduate student epistemic beliefs to develop and apply a rubric for eLearning course development (Hannafin & Hill, 2007). According to Ravert and Evans (2007), students have differing epistemic beliefs regarding the nature of knowledge and knowing. In this chapter, the authors provide a methodology for determining the epistemic beliefs of a given student population and application of the findings in online course construction and pedagogy.

Leading an Online School

The case study of best practice in leading an online school looks at New Hampshire’s Virtual Learning Academy Charter School (VLACS), because it has an effective administrative team, which supports online learning in both accelerated and credit recovery programs.