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
Browse the glossary using this index
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Handbook for Instructors on the Use of Electronic Class Discussion:(1998) by Nancy Chism. Practical advice for instructors on using electronic communication to extend class discussion beyond face-to-face meetings. Includes recommendations from students, faculty and experts in the field. Web Site | |
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Harnessing Open Technologies to Promote Open Educational Knowledge Sharing:(2006) by Toru Iiyoshi, Cheryl Richardson, and Owen McGrath. The authors introduce readers to the KEEP Toolkit, a set of software tools designed to provide graphic representations of teaching practice and thereby support focused inquiry into pedagogical strategies. Web site | |
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Healthcare Education: Preliminary Findings:(2003) by Joseph W. York. The University of Illinois' College of Medicine's masters of health professions education degree recently added an online track to its traditional in class format. Enrollments rates show a strong interest for an online format. The program is financially viable despite the large costs associated with paying faculty to convert and develop the online courses. Web Site | |
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Healthy Video Gaming: Oxymoron or Possibility?:(April/May 2008) by Stephen Yang, Brian Smith, and George Graham for Innovate. The authors explore the potential of exergames as a tool to combat the growing problem of childhood and adolescent obesity. Exergames rely on sensing technology that allows on-screen activity to be controlled through physical activity, rather than through operation of a handheld controller. Researchers frequently correlate increasing childhood obesity with a drastic increase in the popularity and ubiquity of video game systems; however, Konami's Dance Dance Revolution (DDR), a game that requires players to accumulate points by coordinating body movements with onscreen cues, has been credited with helping some teens lose weight and improve their health. Suggesting that games like DDR and game systems like Nintendo's Wii may appeal to young people who resist more accepted forms of exercise, Yang, Smith, and Graham explore the potential power of these games to encourage children and youth to be physically active. After a survey of game controllers, consoles, and software available and in development, the authors conclude with a call for further research, including a cost-benefit analysis of the viability of including such games in school physical education programs. Web site | |
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Helping Teachers and Students Understand Learning Styles:(1994) by Evelyn C Davis, Hafsah Nur and Sophia A.A. Ruru. Research shows students learn at different rates with strikingly different levels of completeness. Instructors cannot be held responsible for these differing abilities, but they are responsible for motivating their students, and for making sure they become involved in learning. Web Site | |
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Hey, Friend, Do I Know You?:“Facebook, which I had always thought of as a guilty diversion just a step up from Funny or Die, does have its social - and business - prerogatives. The network is on a tear right now, achieving numerical parity with MySpace in global reach.” “Last month, according to comScore, Facebook had 123.9 million unique visitors and 50.6 billion page views worldwide while MySpace had 114.6 million unique visitors and 45.4 billion page views. MySpace still dominates in the United States, but if my page is any indication, a lot of people who aren’t texting OMG about the guy sitting in the next booth feel a need to opt in to social media.” “According to company executives, Facebook, which has over 80 million subscribers worldwide, doubled the number of subscribers under 35 last year, but it tripled the number of subscribers between 35 and 54. Early adopters of Facebook, which was the province of students until 2006, must wonder who let all the old guys in. Sometime in the next day or so, Facebook will unveil a major new design for the site, which users can opt-in to.” . . .Website | |
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High Cost of Driving Ignites Online Classes Boom:… “The vast majority of the nation’s 15 million college students - at least 79 percent - live off campus, and with gas prices above $4 a gallon, many are seeking to cut commuting costs by studying online. Colleges from Massachusetts and Florida to Texas to Oregon have reported significant online enrollment increases for summer sessions, with student numbers in some cases 50 percent or 100 percent higher than last year. Although some four-year institutions with large online programs - like the University of Massachusetts and Villanova - have experienced these increases, the greatest surges have been registered at two-year community colleges, where most students are commuters, many support families and few can absorb large new expenditures for fuel.” … Website | |
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Higher Education Act:(g) Requires institutions that offer distance education or correspondence education to have processes in place through which the institution establishes that the student who registers in a distance education or correspondence education course or program is the same student who participates in and completes the course or program and receives the academic credit. The agency meets this requirement if it -- (1) Requires institutions to verify the identity of a student who participates in class or coursework by using, at the option of the institution, methods such as -- (i) A secure login and pass code; (ii) proctored examinations; and (iii) New or other technologies and practices that are effective in verifying student identification; (2) Makes clear in writing that institutions must use processes that protect student privacy and notify students of projected additional student charges associated with verification of student identity, if any , at the time of registration or enrollment. 600.2 Definitions Correspondence course: (1) A course provided by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically self-paced. (2) If a course is part correspondence and part residential training, the Secretary considers the course to be a correspondence course. (3) A correspondence course is not considered distance education. 602.16 Accreditation and preaccreditation standards. (c) If the agency has or seeks to include within its scope of recognition the evaluation of the quality of institutions or programs offering distance education or correspondence education, the agency's standards must effectively address the quality of an institution's distance education or correspondence education in the areas identified in (a) (1). The agency is not required to have separate standards, procedures, or policies for the evaluation of distance education or correspondence education; 602.3 Correspondence Education means: (1) Education provided through one or more courses by an institution under which the institution provides institutional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor. (2) Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. (3) Correspondence courses are typically self-paced. (4) Correspondence education is not distance education. Distance education means education that uses one or more of the technologies listed in paragraphs (1) though (4) to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor, either synchronously or asynchronously. The technologies may include -- (1) The internet (2) One-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; (3) Audioconferencing; or (4) Video cassettes, DVDs, and CD-ROMs, if the cassettes, DVDs, or CD-ROMs are used in a course in conjunction with any of the technologies listed in paragraphs (1) through (3). | |
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Higher Education Opportunities for Students with Disabilities: A Primer for Policymakers:By Tom Wolanin and Patricia Steele (June 2004). This report examines the dilemmas facing policymakers dealing with students with disabilities and it focuses on the special barriers to equal educational opportunity faced by students with disabilities as they transition to higher education. Web Site | |
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Hirshhorn Museum and Sculpture Garden: Podcasts: | |
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Hitting the Right Note with Video Conferencing:(2003) Fred J. Rees describes how Indiana University-Purdue University Indianapolis (IUPUI) uses Internet2 to reach music students via videoconferencing to improve student-instructor interaction. Web Site | |
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Holding Your Hand From a Distance: Online Mentoring and the Graduate Library and Information Science Student:(2005) Dr. Elizabeth A. Buchanan, Sarah E. Myers, and Sherrie Langston Hardin. The authors investigate the contribution of a two-tier (peer and professional) virtual mentoring system for significant student involvement. Web Site | |
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Home Broadband Adoption 2009:“An April 2009 survey by the Pew Research Center’s Internet and American Life Project shows 63 percent of adult Americans now have broadband internet connections at home, a 15 percent increases from a year earlier. April’s level of high-speed adoption represents a significant jump from figures gathered by the Project since the end of 2007 (54 percent).” “The growth in home broadband adoption occurred even though survey respondents reported paying more for broadband compared to May 2008. Last year, the average monthly bill for broadband internet service at home was $34.50, a figure that stands at $39.00 in April 2009.” - Senior citizens: Broadband usage among adults ages 65 or older grew from 19 percent in May, 2008 to 30 percent in April, 2009. - Low-income Americans: Two groups of low-income Americans saw strong broadband growth from 2008 to 2009. - Respondents living in households whose annual household income is $20,000 or less, saw broadband adoption grow from 25 percent in 2008 to 35 percent in 2009. - Respondents living in households whose annual incomes are between $20,000 and $30,000 annually experienced a growth in broadband penetration from 42 percent to 53 percent. - Overall, respondents reporting that they live in homes with annual household incomes below $30,000 experienced a 34 percent growth in home broadband adoption from 2008 to 2009. - High-school graduates: Among adults whose highest level of educational attainment is a high school degree, broadband adoption grew from 40 percent in 2008 to 52 percent in 2009. - Older baby boomers: Among adults ages 50-64, broadband usage increased from 50 percent in 2008 to 61 percent in 2009. - Rural Americans: Adults living in rural America had home high-speed usage grow from 38 percent in 2008 to 46 percent in 2009. Web site | |
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Horizon Report, 2005:(2005) New Media Consortium. The New Media Consortium has released the 2005 Horizon Report, a collaborative project with the Educause National Learning Infrastructure Initiative (NLII), that highlights six areas of emerging technologies that will become increasingly significant to higher education over the next five years. Web Site | |
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How do Online Students Differ from Lecture Students?:(2002) by John Dutton, Marilyn Dutton and Jo Perry. This study had two primary objectives: to learn how students who enroll in online classes differ from their peers in traditional lecture classes and explore what factors influence performance among online students, and whether those factors differ for online and lecture students. Web Site | |
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How Institutionalized is Distance Learning? A Study of Institutional Role, Locale and Academic Level:(March 2008) by Anthony A. Piña, Ed.D., Coordinator of Learning Technologies, Northeastern Illinois University. The purpose of this study was to determine areas of strengths and weaknesses in the institutionalization of distance learning at colleges and universities. To accomplish this goal, 30 factors found to influence the institutionalization of innovations were identified from the literature of several area. These factors were rated by distance learning professionals on how successfully each of the individual factors was being implemented at their respective institutions. Results were analyzed and compared according to institutional role (distance learning administrators or distance learning faculty), academic level of the institution (associate, masters or doctorate) and institutional locale (rural, suburban or urban). Web site | |
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How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance Learning:(2000) by M. D. Roblyer and Leticia Ekhaml for the Online Journal of Distance Learning Administration. The State University of West Georgia’s teacher education program has found that students’ perceptions of the degree of interaction plays a primary role in determining course quality. Web Site | |
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How to Combat a Campus Gossip Web Site (and Why You Shouldn't):(March 17, 2008) by Jeffrey R. Young for the Chronicle of Higher Education. The [gossip Web site Juicy Campus] has no affiliation with any of the 130 campuses about which it has set up gossip message boards, so college officials cannot pull the plug. And the Web site itself does not appear to be breaking any laws, no matter how malicious the postings are, because the site is simply offering a public forum and is not responsible for what is submitted. At least that's what Juicy Campus's founder, Matt Ivester, a recent graduate of Duke University, has argued on the site's public blog. (Mr. Ivester did not respond to numerous requests for comment by The Chronicle.) But college officials and students at campuses across the country have fought the gossip site on several fronts since it first hit the Web last August. Below are some of the tactics used, and an argument that the best approach is to do nothing.” Web site | |
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How to Create a Great PowerPoint without Breaking the Law: | |
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How to Proctor from a Distance Experts Say Professors Need Savvy to Prevent Cheating in On-line Courses:(1999) by Dan Carnevale Web Site | |
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How to Successfully Moderate a Conference Panel, A Comprehensive Guide:“Sadly, the value of most panels are really poor, and this is mostly due to the lack of moderation. Just yesterday, I heard that one nervous moderator asked the panelists to introduce themselves, then went directly to Q&A, providing little structured value to the audience. On the complete opposite end, I’ve seen one self-important moderator answer questions from the crowd, when it was his job to field questions to the panelists.” Website | |
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