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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Disruptive, Online Education to go Main Stream: | |
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Distance Ed Continues Rapid Growth at Community Colleges: | |
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Distance Education and the Digital Divide: An Academic Perspective:(Spring 2010) by Judy Block, Eastern Michigan University This paper will address how the digital divide affects distance education. Lack of access for some students does raise concerns. Access to technology is often defined by what students don't have: what is called a digital divide. Access also is defined by the speed of Internet connections. Access in the future will be even greater as more computers emerge. The divide is huge. “Even as more Americans purchase computers and flock online , most of the disparities that emerged during the latter half of the 1990’s remain” (Mossberger, Tolbert, and Stansbury, 2003, p. 35). Whose responsibility is it to bridge the worldwide digital divide? Policymakers and politicians who are in a position to effect change, because it is not just an education issue. The society is becoming an information-laden one. The more information that can be collected the better. Industries are relying on information in order to stay competitive. “However, there remains a digital divide based on race/Hispanic origin, income, location (central city and rural areas), and other demographic characteristics. The lower socioeconomic and minority groups continue to fall further behind the more affluent population” (Sarkodie-Mensah, 2000, p. 23). It is important to remember that access is still a barrier for many distance learners. This is effectively shutting them out of the opportunity to connect with the rest of the world, engage and participate as a lifelong student. This is changing with the rapid introduction of broadband. In an article in the Community College Journal of Research and Practice, Cedja stated, “The disparity in broadband connection between rural and urban and suburban is important to address, however as the use of broadband technologies in distance education continues to increase” (Cedja, 2007, p. 299). Broadband is important to the distance education population because most distance learning courses will recommend that you have a broadband connection. By definition, a broadband connection can accommodate the rapid transfer of large amounts or packets of information. To raise rate of the broadband offers faster services are delivered to end users. Web site |
Distance Education at a Glance:(2003) A guide from the University of Idaho to help teachers, administrators, facilitators, and students understand distance education. Web Site | |
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Distance Education at Postsecondary Education Institutions: 1997-98:(2000) This National Center for Education Statistics survey states public two-year institutions increased the number of different distance learning courses by 99 percent since 1995 (10,150 to 20,210), with a 104 percent increase at public four-year universities (11,470 to 23,390). Enrollments in distance learning courses at public two-year colleges increased by 72 percent (from 414,160 to 712,170), with a 204 percent increase at public four-year universities (234,020 to 711,350). Web Site | |
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Distance Education at Postsecondary Education Institutions: 2000-2001:(July 2003) From the National Center for Educational Statistics. Data on the percentage of institutions that offer distance education courses, enrollment and course offerings, degree and certificate programs, and distance education technologies. Institutions report on their program goals, factors keeping them from starting or expanding their distance education programs, participation in distance education consortia, and issues related to accommodations for students with disabilities. “Distance education was defined for this study as education or training courses delivered to remote (off-campus) sites via audio, video (live or prerecorded), or computer technologies, including both synchronous (i.e., simultaneous) and asynchronous (i.e., not simultaneous) instruction. The following types of courses were not included in this study: (1) courses conducted exclusively on campus; (2) courses conducted exclusively via written correspondence; and (3) courses in which the instructor traveled to a remote site to deliver instruction in person. However, distance education courses may include a small amount of on-campus course or lab work, on-campus exams, or occasional on-campus meetings.” Web Site | |
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Distance Education for Corporate and Military Training:(1995) Edited by Michael Moore. Selected articles documenting distance education research and practice for the training sector. Provides instructional and resource material for students and distance education professionals. (American Center for the Study of Distance Education, $25) | |
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Distance Education in Higher Education Institutions:(1997) the precursor to the NCES 1997-98 report looks at the distance learning figures for 1995. Web Site | |
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Distance Education Instruction by Postsecondary Faculty and Staff: Fall 1998:(2002) a survey of 18,000 faculty and staff from the National Center for Education Statistics is now available online. The report looks at: who teaches distance education; workload and compensation; student-faculty interaction; classroom and student practices; and, job satisfaction and opinions. Web Site | |
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Distance Education Leadership for the New Century:(Summer 2003) by Michael F. Beaudoin. The purpose of this article is to better understand the rile and impact of leadership in distance education settings and to examine recent research in this area. Web Site | |
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Distance Education Report:(August 2001) A report written for California Community Colleges. Addresses the state of distance education in California's community colleges with an in-depth section on student enrollment and completion rates. (This document may take a while to download.) Web Site | |
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Distance Education Strategy: Mental Models and Strategic Choices:(2004) by John Adams. Compares distance education strategic thinking and choices at three community colleges. Web Site | |
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Distance Education Symposium 3: Course Design:Edited by Ellen Wagner and Margaret Koble. Articles include discussions on methodological perspectives on course design, descriptions of course design applications, and case studies in course design and development. (American Center for the Study of Distance Education, $30) | |
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Distance Education Symposium 3: Instruction:Edited by Michael Beaudoin. Includes papers related to interaction in a variety of instructional settings; teaching and learning processes in distance education; and library support. (American Center for the Study of Distance Education, $30) | |
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Distance Education Symposium 3: Learners and Learning:(1995) Edited by Campbell Gibson. A compendium of papers with information on the characteristics of learners, learner motivation, interactive processes in learning, and learning outcomes. Includes key research findings and implications for practice. (American Center for the Study of Distance Education, $30) | |
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Distance Education Symposium 3: Policy and Administration:(1995) Edited by Becky Duning and Von Pittman. Perspectives of distance educators from the United States, Canada, and Mexico. Includes discussions of partnerships, national initiatives and faculty incentives. (American Center for the Study of Distance Education, $30) | |
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Distance Learning Gets Its Close-Up:(November 2007) by G. Jeffrey MacDonald for USA Today. “Hannah Cross, a marketing major at the University of Arkansas at Fort Smith , hasn't let anything derail her from her college degree - not having a baby, not having back surgery, not having to hold down a job. The 22-year-old single mother plans to graduate on time this spring - because she can take classes online and fit her education around her life, instead of the other way around.” Web site | |
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Distance Learning in Higher Education: Update Number Two:(June 1999) from the Institution for Higher Education Policy for the Council for Higher Education Accreditation (CHEA). Examines how accrediting bodies evaluate distance learning. Reviews distance learning issues, expanding universe of students, new media, virtual universities, and recent policy developments. Web Site | |
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Distance Learning Programs: Interregional Guidelines for Electronically Offered Degree and Certificate Programs:"The text of this publication was developed and released by the eight regional accrediting commissions in the United States as two documents: “Best Practices for Electronically Offered Degree and Certificate Programs” and “Statement of Commitment by the Regional Accrediting Commissions for the Evaluation of Electronically Offered Degree and Certificate Programs.” Web Site | |
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Distance Learning: A Step-by-Step Guide for Trainers:by Karen Mantyla and J. Richard Gividen. Guidelines for training at a distance, using teleconferencing, computer conferencing, interactive satellite television, and CBT. Examines strategic planning, equipment installation, instructional design considerations, training the trainers, remote site coordination, course evaluation, and learner support. Includes appendices of distance learning equipment and vendors, distance learning organizations, and reference sources. (Amazon, $45) | |
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Distance Training: How Innovative Organizations are Using Technology to Maximize Learning and Meet Business Objectives:(1998) by Deborah Schreiber and Zane Berge. An examination of how compressed video, satellite broadcasting, the Internet, and other innovations can be used to their best advantage. (Jossey-Bass, $42.00) | |
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Do They Really Think Differently?:(December 2001) by Marc Prensky. On the Horizon, Part II of Digital Natives, Digital Immigrants . "In Digital Natives, Digital Immigrants: Part I, I discussed how the differences between our Digital Native students and their Digital Immigrant teachers lie at the root of a great many of today’s educational problems. I suggested that Digital Natives’ brains are likely physically different as a result of the digital input they received growing up. And I submitted that learning via digital games is one good way to reach Digital Natives in their native language. Here I present evidence for why I think this is so. It comes from neurobiology, social psychology, and from studies done on children using games for learning." Web site | |
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Does Google Wave Mean the End of the LMS?:“I suppose it was inevitable. At a time when even The Chronicle is asking whether Blackboard can be replaced by WordPress, a slick demo of a super-cool product like Wave was bound to trigger breathless speculation about the demise of the LMS. Equally predictably, the most enthusiastic predictions that the LMS will be replaced are being made by people who have already replaced their LMS. It is not terribly shocking to read Jim Groom predicting that this time the LMS is REALLY doomed!!!! (I mean that to be taken affectionately.) If you are comfortable teaching a class using WordPress or PBWiki or [insert hip and free Web 2.0 technology du jour], then there is a good chance that you will be comfortable teaching a class with Wave.” . . . Website | |
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Does One Size Fit All? Exploring Asynchronous Learning in a Multicultural Environment:(2003) by Ken Morse. Exploratory research from a graduate level course was used to ascertain some of the basic cross cultural issues relevant to online learning. Results confirm some of the published benefits of online learning and identify an additional issues for further research and evaluation. Web Site | |
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Dominant or Different? Gender Issues in Computer Supported Learning:(2003) by Cathy Gunn, Mae McSporran, Hamish Macleod, and Sheila French. A summary of gender-related issues identified by international research and academic practice, with supportive case study examples. The author concludes women often perform better than men despite the observable differences in interaction style. Web Site | |
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Don’t Starve the Staff of Online Programs:“In California, and to a lesser extent in many states, the problem of overcrowded community colleges and public universities is getting worse. To address this problem, many institutions are choosing to offer online programs, and students are enrolling. While online degree programs can help solve this crisis, there are program delivery, retention and degree-completion challenges posed by this type of learning that must be addressed if we are to serve students well.” “A survey published this month by the League for Innovation in the Community College and the Campus Computing Project reports that community colleges are seeing increased enrollment in every major type of program, especially online programs. The survey author reports that while colleges are hiring new faculty to serve this growing population, they are reducing the number of positions for academic counselors and others who help students, especially as they expand online offerings. He questioned the online expansion without the accompanying academic support.” “I question it, too. Online degree programs offer solutions to overcrowded physical classrooms, and they provide a lower-cost, convenient alternative for students who want a college education but can’t attend a residential institution for any number of reasons. However, launching an online degree program is not as simple as hiring adjunct professors and teaching courses that have been used in a physical campus setting. To do it right, you need a good learning management system, faculty who are experienced and effective online teachers, training and instructional design support, IT support and online tutors. Of equal importance is an enhanced level of student support, especially help with financing a college education and with navigating the complex bureaucracy that we call higher education.” … Website | |
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Dr. Mashup; or, Why Educators Should Learn to Stop Worrying and Love the Remix:(August 2007) by Brian Lamb for Educause Review. “As the term suggests, mashups involve the reuse, or remixing, of works of art, of content, and/or of data for purposes that usually were not intended or even imagined by the original creators. Although the historical roots of remix and mashup culture are deep, the properties of digital media are what have given ordinary individuals the power to reshape works on an unprecedented scale. In recent years, with the emergence of Web 2.0, the ability to copy, to combine, and to remix has been extended. Increasingly, it's not just works of art that are appropriated and remixed but the functionalities of online applications as well.” Web site | |
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Dropout and Completion Rates in the United States : 2006:National Center for Education Statistics (NCES), Sept. 3, 2008 “This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates for 2006 and provides data about trends in dropout and completion rates over the last three decades (1972-2006), including characteristics of dropouts and completers in these years. Report highlights include: The averaged freshman graduation rate (AFGR), which provides an estimate of the percentage of public high school students who graduate with a regular diploma 4 years after starting 9th grade, was 74.7 percent for the class of 2005. Students living in low-income families were approximately four times more likely to drop out of high school between 2005 and 2006 than were students living in high-income families. In October 2006, approximately 3.5 million civilian noninstitutionalized 16- through 24-year-olds were not enrolled in high school and had not earned a high school diploma or alternative credential.” Website | |
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E-Books in Higher Education: Nearing the End of the Era of Hype?:(March/April 2008) by Mark R. Nelson for Educause Review. What is the reality with respect to e-books? Will e-books finally take off? After nearly two decades of talking about how e-books are right around the corner, have we finally reached the corner? Web site | |
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e-Learning Book Summaries from the e-Learning Guru:The following summaries are on the site: | |
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