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 Opportunities Act (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
Identifying Student Attitudes and Learning Styles in Distance Education
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(2001) by many authors. This study examines how traditional college undergraduate students and adult learners (nontraditional graduate students) view the use of technology for education. The researchers suggest how an educational program can fine tune its online delivery for maximum suitability and acceptability to the broadest group of learners. Web Site
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Identity, Power, and Representation in Virtual Environments
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(June 2008) by Frank Vander Valk, State University of New York, Empire State College. "The proliferation of immersive, three dimensional virtual environments presents educators with a moment of creative possibility in designing the next generation of computer-assisted learning. At the same time, the fact that these environments may be inscribed with particular value sets and power relations presents educators with a burden of pedagogical responsibility. This paper attempts to begin a conversation about some of the hidden considerations that may be confronted as virtual learning environments become more accessible, acceptable, and assessable. The author challenges the view that virtual environments are reliably neutral venues for the creation of virtual identities that escape the culturally constructed power configurations of the offline world. Indeed, the very dichotomy between real and virtual is itself questionable. While the promise of virtual learning environments is real, it is often unrealized. Educators have a responsibility to critically engage the implicit assumptions embedded in the technology they would ask students to use." Website
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If Higher Education Listened to Me . . .
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(2005) Kitzzy Aviles, Bill Phillips, Tim Rosenblatt, and Jessica Vargas. Four students - representing Baby Boomers, Generation-Xers, and Millennials - discuss the use of technology in teaching and learning, the role of professors and the adoption of technology by professors, the importance of technology for social networking, and the need for more university-provided technology services. Web Site
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If There Is No Significant Difference, Why Should We Care?
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(2005) Dr. Sharmila Basu Conger. Conger identifies pedagogies that take advantage of the unique capabilities of each instructional delivery method, versus media comparison studies. Web Site
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iLED: Interactive Learning Experience Design
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(9/2008) by Ji Yong Park, Queensland University of Technology
Central Queensland University (CQU), Australia, faces declining student enrolment. An economic boom in Central Queensland region such as mining and building construction industries, and apprenticeship training programs within secondary schools and paid traineeships programs have driven secondary school graduates to ‘well-paid jobs’ rather than ‘studies’ at universities. In relation to this circumstance, the Dean of Faculty of Arts, Humanities & Education, CQU, raised a course delivery dilemma where the conventional academic teaching model, lectures, tutorials, workshops, student advice and support, is far from viable for student needs in the context that a significant proportion of CQU students are mature aged and study by distance education. The faculty dean proposed the challenge of designing a new delivery model to fit into this context. As a possible solution, this paper suggests a pedagogical framework called iLED: interactive Learning Experience Design based on defining an interactive learning experience through exploring the online learning experience and context in order to enhance the current CQU online learning system. This paper also discusses the relevant issues in relation to delivery formats, assessments methods, and the required skills for carrying out the online-based learning. At the end, it suggests the five domain prototypes of iLED, categorising the courses and programs being offered by CQU. Website
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Illinois School Looks to Tech Tools to Teach (the second of a two-part report)
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(November 2007) by Larry Abramson for National Public Radio. “To see the future of higher education, look no further than your computer screen. Online education is growing at many times the rate of higher education overall, according to a new survey. In the past, some prestigious schools have looked down on distance learning, fearing the quality could never measure up. But now some colleges require that students take at least one course online. The University of Illinois campus in Springfield is small, about 5,000 students. Compared with the campuses in Chicago and Urbana-Champaign, Springfield is a tiny outpost on the prairie. But when it comes to online education, this school is a titan.” Web site
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Implementation of Online Human Touch in Programming and Instruction to Increase Online Student Engagement and Retention
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(9/2008) by Kristen Betts, Drexel University
The long-term sustainability of online degree programs is highly dependent upon student enrollment and retention. While national growth in online education has increased approximately 10 percent between 2005 and 2006 to 3.5 million students, student attrition in online programs remains higher than on-campus traditional programs (Allen & Seaman, 2007). To proactively address student attrition, the Master of Science in Higher Education Program at Drexel University has developed and implemented the concept of Online Human Touch (OHT) instruction and programming. This interactive and personalized approach to online education has resulted in high student retention rates and high levels of student satisfaction. This article is the first of a two-part series that focuses on OHT in online education. Website
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Implementing a Large On-Campus ALN: Faculty Perspective
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(2000) by Edwin Kashy, Michael Thoennessen, Guy Albertelli II and Yihjia Tsai. This case study describes the implementation and operation of a large on-campus ALN for a 500-student course in introductory physics. It presents factors that increased faculty satisfaction and instances of dissatisfaction. Web Site
(2005) by Jolene Schauer, S. Kay Rockwell, Susan M. Fritz, and Dave B. Marx. An expert panel identified 62 concepts organized in eight issue categories that impact administrative decisions as higher education institutions commit to implementing distance education courses and programs. This research indicates that implementing distance education must be a collaborative effort between the department, college, and central administration. Web Site
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Implementing Performance Assessment in the Classroom
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(1999) by Amy Brualdi Performance-based assessments "represent a set of strategies for the...application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students." Outlines the basic steps to planning and executing effective performance-based assessments. (Eric Digests ed423312) Web Site
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Implementing the Seven Principles: Technology as Lever
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(1994) by Arthur Chickering and Stephen Ehrmann. Describes cost-effective and appropriate ways to use computers, video, and telecommunications technologies to advance the Seven Principles of Good Practice which were created by the American Association for Higher Education in 1987. Web Site
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Implications of Online Learning for the Conceptual Development and Practice of Distance Education
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(Fall 2009) by Randy Garrison, The Journal of Distance Education
Abstract: The purpose of this article is to examine the foundational principles and practices of distance education in the context of recent developments in the areas of online learning. The point is made that online learning had its genesis apart from mainstream distance education. As a result, it is argued that distance education has not fully embraced the collaborative potential of online learning. The paper concludes with the question of whether or not the concepts and practices of distance education can be reformulated and aligned to incorporate the potential and possibilities of online learning.
(1999) by Carol Twigg. Based on a July 1999 symposium where faculty and administrators discussed using information technology to improve quality and costs in higher education. Draws on the experience of five redesign projects at Virginia Tech, the University of Wisconsin-Madison, Rensselaer Polytechnic Institute, Rio Salado College, and the University of Illinois at Urbana-Champaign. Web Site
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Individual Student Characteristics: Can Any Be Predictors Of Success In Online Classes?
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(2005) by Amy Wojciechowski. The author describes the results of a study that related student characteristics to their success in an online undergraduate business course at a community college. Web Site
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Influence of Non-Moderated and Moderated Discussion Sites on Student Success
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(2003) by Deborah A. Kashy, Guy Albertelli II, W. Bauer, E. Kashy and M. Thoennessen.This paper reports the educational outcomes for introductory physics students who used two Web sites: the course instructor designed the first to help students, a third party designed the second site to provide students with the solutions to problems. Web Site
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Informal Learning in an Online Community of Practice
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(2004) by Bette Gray. The experiences of an program coordinators of the Alberta Community Adult Learning Councils designed to support informal workplace learning in an online community of practice. Web Site
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Information Architecture for the World Wide Web: Designing Large-scale Web Sites, Third Edition
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(2006) by Louis Rosenfeld and Peter Morville. Shows how to apply principles of architecture and library science to design Web sites and intranets. Covers building complex sites, hierarchy design and organization, and techniques to make your site easier to search. (O'Reilly and Associates, $39.99; PDF $27.99)
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Information Literacy and Teacher Education
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(1999) by Jo Ann Carr. A discussion of information literacy (the ability to access, evaluate, and use information from a variety of sources) and its relevance for teachers. (Eric Digests ed424231) Web Site
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Information Literacy: Search Strategies, Tools & Resources
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(1999) by Zorana Ercegovac and Erika Yamasaki. The Information Literacy: Search Strategies, Tools and Resources (ST&R) program developed by Ercegovac can guide a variety of information literacy environments. Describes the challenges facing information literacy development and ST&R, and its usefulness to community college faculty and students. (Eric Digests ed421178) Web Site
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Information Searches That Solve Problems
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(December 2007) by Lee Rainie. There are several major findings in this report. One is this: For help with a variety of common problems, more people turn to the internet than consult experts or family members to provide information and resources. Web site
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Innovations in Distance Learning Program Development and Delivery
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(Summer 2003) by Marshall Schott and William Chernish. An examination of the use of merging technologies to deliver learner-based instruction, develop collaborative teaching environments, and implement databases to manage electronic course materials at two large public universities. Web Site
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Innovations in Online Learning: Moving Beyond No Significant Difference
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(2001) by Carol A. Twigg. An article that discusses the topics of the key to innovation, improving the quality of student learning, increasing access to higher education, reducing the costs of teaching and learning, and sustaining innovation. Web Site
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Innovative Teaching: Sharing Expertise through Videoconferencing
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(2005) Michael Luck and Gerard Michael Laurence. Videoconferencing, the authors believe, may be a cost-effective way to bring experts to the classroom. Luck and Laurence describe their 2003 study that formally evaluated the educational benefits of videoconferencing. They also developed, along with their research partner Smart Technologies, two technology solutions to help instructors manage a videoconference event and share presentation materials more easily. Web Site
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Inside Online Learning: Comparing Conceptual and Technique Learning Performance in Place-Based and ALN Formats
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(2001) by Drew Parker. The authors describe the experiences of a course taught in a traditional place-based format and interactive virtual seminars. They test differences in learning performance using longitudinal observations and found students performed equally well in a place-based and virtual course comprised of conceptual material and the application of techniques. Web Site
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Insidious Pedagogy: How Course Management Systems Affect Teaching
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(Oct. 5, 2009) by Lisa M. Lane, First Monday
Abstract: Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built-in pedagogy. Although these pedagogies are based on instructivist principles, today’s large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web-based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web-novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web-novice faculty and allow a choice of CMS.
Instant Messaging for Collaboration: A Case Study of a High-Tech Firm
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(2005) Anabel Quan-Haase, Joseph Cothrel, and Barry Wellman. The authors examine how workers in a high-tech firm use instant messaging to collaborate with co-workers. Questionnaire and interview data show that while IM leads to higher connectivity and new forms of collaboration, it also creates distance: employees use the mediated environment as a shield to distance themselves from superiors. Web Site
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Instant Messaging: IM Online! RU?
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(2005) Robert Farmer. With IM playing a large and growing role in the communication, interactivity, and socialization skills of today’s younger generation, higher education leaders and faculty must seriously consider its application and inclusion within students’ learning activities. Web Site
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Instructional Blogging: Promoting Interactivity, Student-Centered Learning, and Peer Input
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(2005) by Stuart Glogoff. The author outlines the ways in which blogs can enable receptive learning, directive learning, and guided discovery. Reflecting on successful practices in his own classroom, he also reveals how blogs can build community, promote interactivity, and increase student comprehension. Web Site
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Instructional Design Models
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by Martin Ryder, University of Colorado at Denver, School of Education http://carbon.ucdenver.edu/~mryder/itc/idmodels.html
“Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units.”
“The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity.”
This site includes articles, examples and Web sites for : Modern Prescriptive Models: Behaviorism, Prescribed Methodologies, Cognitivist models Postmodern Phenomenological Models: Constructivist models Comparative Summaries: Behaviorism vs, Cognitivism vs, Constructivism
Instructional Design, Second Edition
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(1999) by Patricia Smith and Tillman Ragan. A text for undergraduate or graduate courses in instructional design. (Amazon, $3.91)
humanities, math, sciences,
social science