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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Copyright and Fair Use:Signed into law on Nov. 2, 2002, the TEACH Act amends the U.S. Copyright Act to allow educators at accredited higher education or recognized K-12 institutions to transmit portions of legally acquired audiovisual works over distance learning networks, without having to first obtain permission from the work's copyright owner. • ITC News Article from October 2002 • Legislative Text of the TEACH Act • New Copyright Law for Distance Education: The Meaning and Importance of the TEACH Act (2002) Kenneth Crews for the American Library Association • TEACH Act Comparison Chart (2002) by Laura Gasaway • The TEACH Act Finally Becomes Law (2002) by Georgia Harper • The TEACH Act Toolkit (2003) from North Carolina State University. Includes guidelines, a checklist, sample copyright notices, and a permissions guide. • Technology Requirements of the TEACH Act (2003) an introductory white paper from Educause and the American Library Association • Digital Millennium Copyright Act (Full text) Signed Oct. 28, 1998 • Report on Copyright and Digital Distance Education (May 1999) • Directory of Service Provider Agents for Notification of Claims of Infringement • U.S. Copyright Office Home Page • WIPO Copyright Treaty adopted by the World Intellectual Property Organization on Dec. 20, 1996 | |
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Copyright and Multimedia Law for Web builders and Multimedia Authors:(2002) links from the University of Iowa Libraries Web Site | |
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Copyright Clearance Center:Online copyright clearance for over 1.75 million titles. Web Site | |
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Copyright Considerations in Distance Education and Technology-Mediated Instruction:(1999) by Ken Salomon. A manual from the American Association of Community Colleges to help educators navigate the complicated world of copyright law, fair use, educational use exemptions, and intellectual property. Web Site | |
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Copyright Dot Com: The Digital Millennium in Copyright:(November 1999) Examines copyright law and distance education. Also examines the new rules and regulations outlined in the Digital Millennium Copyright Act. by Robert Diotalevi. Web Site | |
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Cost, Access, and Quality in Online Nursing and Allied Health Professions:(2003) by Linda Thompson and Tracy Wright. Northwest Technical College researched, planned for, and has successfully implemented a unique delivery of its practical nursing program by using Internet technology. This paper presents a historical overview of the program, assesses job market needs in the field of nursing, evaluates use of varying delivery methodologies, outlines program successes, and identifies barriers to distance delivery of this health curriculum. Web Site | |
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Course Correction: How Digital Textbooks are Off Track and How to Set Them Straight:The Student PIRGs, August 2008 The authors of this survey of 504 students and 50 commonly assigned textbook titles confirmed that digital “e-textbooks” failed to meet criteria for affordability, printing options, and accessibility. Open textbooks are a “perfect match.” * The e-textbooks we surveyed cost on average exactly the same as a new hard copy of the same title bought and sold back to the bookstore. * The e-textbooks we surveyed cost on average 39% more than a used hard copy of the same title bought and sold back online. * Printing was limited to 10 pages per session for each of the e-textbooks we surveyed. * Buying and printing half of an e-textbook was three times the cost of buying a used hard copy and selling it back to the bookstore, for the books we surveyed. * Students have to choose between using the book online or using it offline – they cannot do both. * Most (75%) of the e-textbooks we surveyed expired after 180 days, so students do not have the option to access their books in the future. Website | |
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Crash Course in Learning Theory:(Jan. 3, 2006) Kathy Sierra. “… here's a crash course on some of our favorite learning techniques gleaned from cognitive science, learning theory, neuroscience, psychology, and entertainment (including game design). Much of it is based around courses I designed and taught at UCLA Extension's New Media/Entertainment Studies department." Web Site | |
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Crash Course on Copyright:from Georgia Harper, University of Texas System. Web Site | |
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Creating and Connecting/Research and Guidelines on Online Social and Educational Networking:“Overall, an astonishing 96 percent of students with online access report that they have ever used any social networking technologies, such as chatting, text messaging, blogging and visiting online communities, such as Facebook, MySpace and services designed specifically for younger children, such as Webkins and the chat sections of Nick.com. Eighty-one percent say they have visited a social networking Web site within the past three months and 71 percent say they use social networking tools at least weekly.” “Further, students report that one of the most common topics of conversation on the social networking scene is education. Almost 60 percent of students who use social networking talk about education topics online and, surprisingly, more than 50 percent talk specifically about schoolwork.” “Yet the vast majority of school districts have stringent rules against nearly all forms of social networking during the school day - even though students and parents report few problem behaviors online. Indeed, both district leaders and parents believe that social networking could play a positive role in students’ lives and they recognize opportunities for using it in education - at a time when teachers now routinely assign homework that requires Internet use to complete. In light of the study findings, school districts may want to consider reexamining their policies and practices and explore ways in which they could use social networking for educational purposes.” . . . The study was comprised of three surveys: an online survey of 1,277 nine- to 17-year-old students, an online survey of 1,039 parents and telephone interviews with 250 school district leaders who make decisions on Internet policy. Website | |
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Creating Learning Centered Classrooms. What Does Learning Theory Have To Say?:(1999) by Frances Stage Patricia Muller, Jillian Kinzie, & Ada Simmons. A discussion of how college students learn, barriers to learning, and classroom techniques that promote learning among college students. (Eric Digests ed422777) Web Site | |
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Creating the Virtual Classroom:(1997) by Lynnette Porter. Practical advice on putting together effective courses and programs. (John Wiley & Sons, $44.99). | |
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Creation of the Learning Space: Catalysts for Envisioning and Navigating the Design Process:(2005) by Carole Wedge and Thomas Kearns. A strategic design process that identifies space needs and analyzes possible solutions, functionality, and costs allows campus planning groups and architectural designers to take a fresh look at utilization, collaboration, flexibility, and adaptability to cost-effectively create institutional learning spaces. Web Site | |
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Criteria for Evaluating the Quality of Online Courses:(2004) by Clayton Wright. A comprehensive list of guidelines divided into the following headings: general information, accessibility, organization, language, layout, goals and objectives, course content, instructional or learning strategies and opportunities for practice and transfer, learning resources, evaluation, overall. Web Site | |
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Critical Issues in Instructional Technology:(1999) National leaders in instructional technology discuss communications; learning and instructional technology; instructional technology in the public schools, higher education, and the private sector; and research, theory, and instructional design. (Amazon, $55) | |
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Current Trends in Distance Education: an Administrative Model:(2003) by Daniel Compora. Current practices and procedures of distance education programs at selected institutions in higher education in Ohio were studied. The research has led to the development of an Distance Learning Administrative Operational Model. Web Site | |
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Curricular Media Platforms?:(May 6, 2010) by Joshua Kim, Inside Higher Ed “Seems to me that the explosion of media being produced on campus, combined with the increasing demand to utilize existing rich media inside the LMS and library systems for courses, would be driving a significant market in curricular media platforms. I was recently asked by a smart guy I know who works for an educational technology company, ‘what would be your boiled down requirements for a media management platform?’ Here is what I came up with:” 1.Ability to upload any media source (including bulk upload) and provide user selected encoding / file-output options. 2.Ability to serve the media - produce embed code and urls. 3. Integration with LMS systems - for authentication and course media aggregation, discovery and display. 4. Ability to ingest urls as well as files. 5. User taggible content. 6. User controlled basic permissioning on content they upload or produce. 7. Searchable web-based interface for entire content store (perhaps with a mobile App as well!). 8. Integration with iTunesU and YouTube. 9. Integration with lecture/presentation capture systems for direct upload / ability to record directly from a webcam. 10. Basic analytics and reporting. Web site |
Customer Decision Support Systems: Resources for Student Decision Making:(2005) Dr. Cara Okleshen Peters, Dr. David A. Bradbard, and Dr. Mary C. Martin. A comprehensive survey of online resources for students and instructors - from financial aid to graduate school resources. Web Site | |
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Cynthia Says:A free tool that analyzes Web pages for their accessibility to people with disabilities. Web Site | |
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D-Lib Magazine:a monthly compilation of stories, commentary, and briefings about digital libraries for researchers, developers, and the intellectually curious. Web Site | |
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Debating the Events of September 11th: Discursive and Interactional Dynamics in Three Online Fora:(2005) Laura Robinson. The author examines the constituencies, patterns of interaction, and ideologies in three online fora created to discuss the events of Sept. 11, 2001. Web Site | |
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Deepening the Chasm: Web 2.0, Gaming, and Course Management Systems: | |
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Defining and Measuring Quality in Online Discussions:(2004) by Alexandru Spatariu, Kendall Hartley, and Lisa D. Bendixen. This paper supports research examining relationships between learner characteristics and the quality of online discussions. The paper surveys different methods for evaluating discussions and presents coding methods used in our own research as well as methods used by others interested in quality online discussions. Web Site | |
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Defining the Enrollment Boom:(Dec. 18, 2009) by Scott Jaschik, Inside Higher Ed “All through the fall semester, community colleges have been reporting enrollment growth. On Thursday, the American Association of Community Colleges released the results of a survey designed to see if the many individual reports add up to a national trend -- and the survey results suggest they do.” “Nationally, head count in credit courses is up 11.4 percent over the last year, and 16.9 percent over two years, according to the survey, which included data from hundreds of colleges from every region of the country. Notably, given that about 60 percent of community college students are enrolled part time, one of the most dramatic parts of the new enrollment surge is that it is coming in large part by full-time students. Over the last two years, the percentage gain in full-time students has been more than twice the rate as for part-time students.” . . . Web site |
Defining Tools for a New Learning Space: Writing and Reading Class Blogs: | |
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Degrees of Acceptance: | |
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Dems Push High-Speed For Anchor Institutions:(Sept. 21, 2009) by John Eggerton, Broadcasting & Cable “House Democrats have made it clear to the FCC, and now the National Telecommunications & Information Administration, that they want the national broadband plan to include getting high-speed broadband service to libraries and other anchor institutions. In an FCC oversight hearing last week, House Communications Subcommittee Chairman Rick Boucher (D-VA), told FCC Chairman Julius Genachowski that the plan should focus on "extraordinarily high bandwidth" to libraries.” “Libraries typically have free computers with free Internet, and can become Internet hubs for hundreds, while the high-speed fiber can also be a last-mile solution for nearby homes and businesses. Adding their exclamation point were Democratic subcommittee members Doris Matsui and Ann Eshoo both California, and former subcommittee chairman Ed Markey (D-Mass.). In a letter to NTIA, which is handing out billions in government grant money for broadband deployment, adoption and education, the trio urged the administration to put a priority on ‘anchor institutions, including libraries, schools and health facilities.’ “ “They said that a number of those institutions did not apply for that money because they did not fit the categories established by BTOP, and those that did apply found the process "confusing, complicated and discouraging." The legislators suggested that the anchor institutions needed 100 megabits to 1 gigabit connections to provide distance learning and healthcare services, for example.” “NTIA set 768 kilobits as a floor for defining high-speed, the same adopted recently by the FCC when defining the minimum for high-speed service. NTIA has said it would learn from the first round and apply the lessons to the second, and perhaps final, round next year. Matsui and company "strongly urged" prioritizing really high-speed connections for those institutions as one of those changes.” Web site | |
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Descriptive Summary of 2003-04 Beginning Postsecondary Students: Three Years Later:… “This report provides a description of the characteristics and enrollment patterns of a nationally representative sample of students who began postsecondary education for the first time during the 2003-04 academic year. The report describes the background, academic preparation, and experience of these beginning students over 3 academic years, from July 2003 to June 2006, and provides information about their rates of persistence, program completion, transfer, and attrition. The focus is on differences among students beginning at either 4-year, 2-year, or less-than-2-year institutions.” “Some highlights: Most of the first-time students who began at 4-year institutions in 2003-04 were age 19 or younger (85 percent) compared to 54 percent of students who began at 2-year institutions and 32 percent who began at less-than-2-year institutions. Among those under age 24 who began at a 4-year institution, nearly all (94 percent) had taken algebra II or higher mathematics courses in high school, and about one-fourth had taken calculus. Of students who began at a 4-year institution, about one-half had a high school GPA of 3.5 or higher, and about one-fourth had earned credit for courses taken at a college while still in high school. Eighteen percent of the students who began at a 4-year institution in 2003-04 transferred from the institution where they had started.” Website | |
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Design Considerations for Today’s Online Learners: A Study of Personalized, Relationship-Based Social Awareness Information:Abstract: This article examined online learners’ preferences in personalized, relationship-based social awareness information sharing in course management systems. Three hundred seventy-seven online learners’ willingness to share social awareness information was measured through a national survey. Results indicated that today’s online learners are open minded in sharing social awareness information and their trust of course management systems is high. They prefer sharing information with more authoritative figures such as teachers. Differences among age groups existed, but none of the generations were consistently more open in sharing social awareness information. Overall, a strong preference in personalized, relationship-based social awareness information sharing was found. Instructors of online courses and designers of course management systems need to consider these characteristics of today’s online learners in their design. This would help online learners to acknowledge themselves as feeling, intentional, thinking, and social human beings. This will cause improved learner interaction and engagement and eventually a successful online learning experience. Website | |
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Design of Net-learning System Based on Experiential Learning:(1999) by Juan Pimentel. Discusses and characterizes a virtual learning environment and its relationship to experiential learning and learning styles. The author designs a prototype for a virtual learning environment. Web Site | |
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