Here is an extensive list of resources on various aspects of distance learning.The best way to find information on these or any other topics is to conduct a search using the search tool below. You should also visit our site Journals, Links and Resources for more resources. Categories include:
• academic advising
• academic resources - business,
humanities, math, sciences,
social science
• accessibility issues
• accreditation
• best practices
• blended/hybrid learning
• broadband
• career and technical education
• case studies
• cheating and plagiarism
• computer software
• copyright and fair use
• corporate e-learning
• costs for distance learning
• course management
• the digital divide
• digital libraries and learning object repositories• effectiveness of e-learning
• e-books
• e-portfolios
• faculty compensation and support
• faculty training and education
• gaming and simulations
• Higher Education OpportunitiesAct (HEOA Authentication)
• instructional design
• intellectual property issues
• interactivity and teaching online
• K-12 technology
• marketing
• national data and statistics
• online student orientation
• open source
• quality assessment
• rural distance education• science labs/courses
• second life
• security
• social networking
• statewide virtual colleges
• strategic and policy plans
• student retention
• student services
• students and technology
• technologies
• testing and assessment
• Twitter
• videoconferencing/ITFS
• Web design
• Web tools
• wireless
• wikis
• women and the Web
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College Receives $250,000 Federal Grant for Mobile Learning Initiative:(Nov. 10, 2009) Thomas Edison State College Thomas Edison State College has recently received a two-year, $250,000 federal grant that will be used to accelerate the deployment of a new course delivery system that utilizes cloud computing technologies and is designed to increase access and minimize technical issues for adults earning a college degree. The grant, awarded by the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education (FIPSE), will enable the college to develop 40 courses over the next two years that will be delivered entirely via flash drives that contain similar structure and functionality of the college’s typical 12-week, asynchronous online courses but without the need for a constant online connection. For these new courses, students will need an Internet connection only to submit assignments and participate in online discussions. The remainder of course work can be completed offline. Web site |
College Students and the Web:(September 2002) by Lee Rainie, Max Kalehoff and Dan Hess. Data provided by comScore Networks detailing the kinds of Web sites that are particularly appealing to college students, and the kinds of sites where a high proportion of shoppers are college students. Web Site | |
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Colleges Consider Using Blogs Instead of Blackboard:“Jim Groom sounded like a preacher at a religious revival when he spoke to professors and administrators at the City University of New York last month. "For the love of God, open up, CUNY," he said, raising his voice and his arms. "It's time!" But his topic was technology, not theology.” “Mr. Groom is an instructional technologist at the University of Mary Washington, and he was the keynote speaker at an event here on how to better run CUNY's online classrooms. The meeting's focus was an idea that is catching on at a handful of colleges and universities around the country: Instead of using a course-management system to distribute materials and run class discussions, why not use free blogging software -- the same kind that popular gadflies use for entertainment sites?” “The approach can save colleges money, for one thing. And true believers like Mr. Groom argue that by using blogs, professors can open their students' work to the public, not just to those in the class who have a login and password to a campus course-management system. Open-source blog software, supporters say, also gives professors more ability to customize their online classrooms than most commercial course-management software does.” . . . Web site | |
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Colleges May Have a Role in Obama’s Cybersecurity Plan:“There’s good news and bad news for higher education in President Obama’s new push to protect the nation’s digital infrastructure. The good news is that colleges could benefit as the federal government promotes — and possibly pays for — work-force training and cybersecurity research. The bad news is that anybody looking for specific details on what will happen — and how much money might be available — won’t find them in the new report put out by the White House last week. (http://www.whitehouse.gov/assets/documents/Cyberspace_Policy_Review_final.pdf) “. . . One of the problems with the status quo is a shortage of cybersecurity workers, said Rodney Petersen, coordinator of the security task force at Educause, the higher-education-technology association. That means jobs like chief information-security officer. Forensics expert. Security analyst. Incident handler. Training these workers is one of the main areas where colleges — especially community colleges — can play a role, Mr. Petersen said.” Website | |
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Collegiality and Community - Building as a Means for Sustaining Student Persistence in the Computer - Mediated Asynchronous Learning Environment:(2005) by Nataliya V. Ivankova and Sheldon L. Stick. This article describes a qualitative study revealing students' viewpoints on their virtual learning experiences in an asynchronous computer-mediated learning (CMAL) environment. Special attention is given to the development of a dynamic virtual learning community among participant learners as a means for developing collegiality and sustaining persistence and consistent engagement in the program. Web Site | |
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Columbia Center for New Media Teaching and Learning:CCNMTL partners with Columbia University faculty to enhance teaching and learning through the purposeful use of new media. The Center supports a range of efforts from basic course websites to advanced projects. Website | |
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Commissioned Paper on the Role of Distance Learning in Vocational Education: | |
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Common Cartridge: e-Learning Made Easy:(October 2007) by Jim Farmer. “The Common Cartridge is an attempt to specify a single format that would be adopted by all publishers and learning system software suppliers. The single “Common” Cartridge should reduce the costs of producing and supporting multiple formats and, for the college or university, the effort to import and install these digital materials.” Web site | |
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Community Colleges Turn to Online Classes as Enrollments Spike:(Apr 16, 2010) by Dennis Carter, eSchool News “Distance-learning enrollment in American community colleges jumped by 22 percent during the 2008-09 academic year, an increase fueled in part by an influx of nontraditional students who require the flexibility of online courses, according to a survey conducted by the Instructional Technology Council (ITC).” . . . “More students and faculty are more willing to embrace online college classes as technology evolves and distance learning is enhanced by streaming audio and video, for example, but community college instructors said the unprecedented enrollment spike during the economic recession has forced decision makers to find ways to expand class sections.” . . . Web site |
Community Networks: Where Offline Communities Meet Online:(2005) Andrea Kavanaugh, John M. Carroll, Mary Beth Rosson, Than Than Zin, and Debbie Denise Reese. The authors explore the design and practice of the Blacksburg Electronic Village (BEV), a mature networked community. Web Site | |
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Comparing Higher Ed to Wall Street:by Doug Lederman April 29, 2010, Inside Higher Ed [In a speech to state regulators who oversee for-profit colleges, the chief architect of the Education Department's strategy, Robert Shireman asked] "What are taxpayers and students getting in return for that investment? . . . It has historically been up to the 'triad' -- the three-headed regulatory scheme involving the federal government, state governments and accrediting agencies -- to ensure access, quality and integrity in higher education, he said. Shireman drove his point home, pointing out that higher education accrediting agencies are made up of (and financially supported by) their member colleges, and see it as their mission both to help the institutions ‘improve’ and also to ensure, in what is essentially a subcontract from the federal government, that they are of sufficient quality. They are nonprofit, unlike the ratings agencies, but they are run by the institutions they regulate, in ways that the credit agencies aren't.” "The peer review nature of higher education accreditation has an inherent conflict of interest similar to the ratings agencies, Shireman said. Given that, he suggested, it is crucial for state and federal agencies, as the other two parts of the triad, to step up their role in regulating higher education. The bottom line of Shireman's talk, he said, was that ‘federal and state governments cannot rely on accreditors to assure that consumers and taxpayers are protected to full extent that they need to be. All three legs’ of the three-legged stool of higher education quality assurance need to be operating effectively, he said." Web site |
Comparing How Students Collaborate to Learn About the Self and Relationships in a Real-Time Non-Turn-Taking Online and Turn-Taking Face-to-Face Environment:(2005) Mia Lobel, Michael Neubauer, and Randy B. Swedburg. The authors compare collaborative learning about the self and relationships in two different learning environments: a traditional university classroom in which participants take turns expressing themselves and an LBD eClassroom© which allows participants to express themselves at the same time. Web Site | |
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Comparing Library and User Related Costs of Print and Electronic Journal Collections: A First Step Towards a Comprehensive Analysis:(October 2002) Dr. Carol Hansen Montgomery and Donald W. King compares the costs of maintaining electronic versus print journal collections at Drexel University’s library. Web Site | |
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Comparing the Distance Learning-Related Course Development Approach and Faculty Support and Rewards Structure at AACSB Accredited Institutions between 2001 and 2006:Abstract: The study compared the support and rewards provided faculty members for online course teaching and the development approaches used at business schools accredited by AACSB between 2001 and 2006. Data were collected from 81 professors in 2001 and 140 professors in 2006. The professors were involved in developing or teaching online courses at AACSB business schools across the United States. The findings indicate that faculty members received limited support and are not taking advantage of training options. Faculty members are most likely rewarded for their involvement in distance learning through stipends based on the number of online sections taught. Little has changed during the five-year period in regards to course development. Faculty members continue to use an individual instead of a team approach to course development and most faculty members learned online course development and delivery techniques on their own. Website | |
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Compensation Models in Distance Education: National Survey Questionnaire Revisited:(Spring 2004) by Catherine C. Schifter. Results from 2002 survey of compensation and incentives for distance education faculty at 152 higher education institutions with a comparison to a similar questionnaire from 1999. Web Site | |
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Comprehensive Copyright Policy:(August 2001) from the University of Texas System. Web Site | |
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Computer Skills for Information Problem-Solving: Learning and Teaching Technology in Context:(1996) Eisenberg, M. and D. Johnson. Discusses the need for students to be proficient computer users. Web Site | |
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Computers and Classrooms: The Status of Technology in U.S. Schools:(1997) Electronic Testing Service (ETS). A look at the use, allocation and cost of computer technology at K-12 schools. Examines the quality of computer-based courseware, as it relates to current educational standards. ($9.50, 609/734-5694 or e-mail) Web Site | |
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Con-text? (An Inquiry):(March 2004) by Mia Lobel, Michael Neubauer and Randy Swedburg. Two prevailing theories about interpersonal communication: channel theorists and process theorists. The article discusses the role of self-awareness and trust formation in online communication. Web Site | |
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Conditions for the Success of Online Mentoring: A Case Study:by Bernard Nchindila. This paper reports on the findings about a mentoring project that failed. It is based on a case study in which the writer participated as a mentor of the staff members of the South African Department of Labour. Web site | |
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Confessions of a Podcast Junkie: | |
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Connecting Graduate Students to Virtual Guests through Asynchronous Discussions Analysis of an Experience:(2001) Anthony G. Picciano. A quantitative and qualitative examination of a course that invited three virtual guests to interact with students in an 11-week graduate course. Web Site | |
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Connections: A Guide to Online Writing:(1998) by Daniel Anderson, Bret Benjamin and Bill Paredes-Holt. An Internet writing guide that combines a rhetorical focus with a detailed exploration of Internet communication. Designed to make students better writers in print-based and electronic formats. (Amazon, $6.33) | |
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Considerations For Developing Evaluations of Online Courses:(2003) by Sue Achtemeier, Libby Morris, and Catherine Finnegan. This study categorizes principles gathered from an extensive review of the literature focusing on best practices for effective teaching and learning in online courses. Web Site | |
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Considerations for Planning a State Virtual School: Providing Web-Based Courses for K-12 Students:(2002) by William Thomas. Southern Regional Education Board. Web Site | |
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Consortium for the Advancement of Undergraduate Statistics Education:The “Resources” area is divided into sections that bring together datasets, analysis tools, lecture examples, and for a moment of inferential humor, a number of cartoons, jokes, and songs, all informed by the world of statistics. The “Teaching Methods” brings together 35 resources, such as a set of tips of teaching statistics to large classes and how to discuss causality in introductory statistics courses. Web site | |
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Continuous, Interactive, and Online: A Framework for Experiential Learning with Working Adults:by Eric Riedel, Leilani Endicott, Anna Wasescha, and Brandy Goldston. The authors describe the scholar-practitioner model that frames ee-learning at Walden University. Traditional approaches to experiential learning emphasize experiences concurrent with or following classroom instruction as a way to make knowledge more meaningful. By contrast, the vast majority of students at Walden University are adults with significant experience in their chosen field already but have chosen an online format to pursue graduate education. The scholar-practitioner model practiced at Walden fits within John Dewey's theories of education and experience by seeking to refine work experience such that current and future professional experience is understood within a wider framework of the public good. Curricular examples are provided on this approach and a content analysis of social change activities self-reported by alumni are examined for evidence of its subsequent impact. Web site | |
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Cooperative Learning: Increasing College Faculty Instructional Productivity:(1991) David Johnson, Roger Johnson, and Karl Smith. Web Site | |
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CopyOwn Policies:(2001) A list of copyright ownership policies from member institutions of the American Association of Universities and the Association of Research Libraries. Compiled by Rodney Petersen, director of policy and planning in the office of information technology at the University of Maryland. Web Site | |
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Copyright & Fair Use Site:(June 2001) Links to primary materials, current legislation, cases and issues, Internet resources and an overview of copyright law. From the Stanford University Libraries. Web Site | |
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