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
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• statewide virtual colleges
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P2p U., An Experiment In Free Online Education, Opens for Business:(Aug. 19, 2009) by Jeff Young, Chronicle of Higher Education “A group of professors and graduate students from around the world has started a new university of their own online, with an unusual model that is more like a book group than a traditional course. The new institution, called Peer2Peer University (for peer to peer), was announced last year and was originally slated to start offering courses in January. But logistical issues forced the fledgling project to delay its official opening until last week.” “The courses do not have a traditional professor at the front of the virtual classroom. Instead, a facilitator (who volunteers his or her time) manages online discussions, but students are expected to essentially teach one another (and themselves). Sessions last only six weeks, to help nontraditional students fit the courses into their schedules. No credit will be granted by P2P University. The fall semester features six courses: ‘Behavioral Economics and Decision Making,’ ‘Copyright for Educators,’ ‘Introduction to Cyberpunk Literature,’ ‘Land Restoration and Afforestation,’ ‘Neuroethics and International Biolaw,’ ‘Open Creative Nonfiction Writing,’ and ‘Poker and Strategic Thinking.’ “ . . . Web site |
Participation Trends and Patterns in Adult Education: 1991 to 1999:(2002) This report from the National Center for Education Statistics examines adult participation rates in education based on 1991, 1995 and 1999 surveys from the National Household Education Surveys Program. The report examines participation among different demographic groups of adults and four different types of adult education. Web Site | |
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Pedagogical Advantages of Ubiquitous Computing in a Wireless Environment:(May/June 2003) by Susana M. Sotillo. Wireless networking frees users from traditional academic spaces and enables them to work anywhere, anytime. Susana Sotillo shares the successes of this project. Web Site | |
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Perception Differences About Participating in Distance Education:(2002) by Catherine Schifter. The author surveyed distance learning faculty (participators and non-participators) and administrators about faculty use of technology in teaching, motivating and inhibiting factors for participating in distance education, and understanding distance education policies. Web Site | |
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Perceptions of Social Loafing in Online Learning Groups: A Study of Public University and U.S. Naval War College Students:Social loafing research has spanned several decades and fields of study. Research has provided support for both the existence of social loafing and its antecedents within the laboratory, classroom, and work place. Studies regarding the perceptions of social loafing and its effects in the online learning environment, however, are largely non-existent. This study surveyed 227 online learning students who were participating in online learning groups. The study seeks to determine whether the perception of social loafing exists within online learning groups. In addition, several psychosocial factors identified in face-to-face environments are analyzed to determine their impact in online learning groups. Evidence supports both the perception of social loafing in online learning groups as well as similarities between social loafing antecedents in face-to-face groups and those in the online learning environment. Website | |
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Perpetual Enrollment Online Courses: Advantages, Administration, and Caveats:(Spring 2010) by Michael J. “Mick” Fekula, Ph.D, The Citadel, The Military College of South Carolina Although the advent of online learning has revolutionized the delivery of education, from the average student’s perspective there have been few radical innovations in the general administration of pure online courses since their inception. With some exceptions the scheduling of online courses generally aligns with the university calendar, while professors adopt a delivery timetable parallel to the classroom. Although the technology continually improves, the experience of the students regarding the calendar remains the same. An alternative is to allow students to enroll in and complete a course at almost any point in time. These courses would operate continuously without a restricted start or end date. This paper poses the advantages and design considerations for perpetual enrollment online courses, as well as caveats. This proposal will be too radical for some institutions, but first-movers will have an advantage in attracting students from an untapped market. Web site |
Persistence of Women in Online Degree-Completion Programs:Although online courses at postsecondary institutions promise adults access, flexibility, and convenience, many barriers to online learning remain. This article presents findings from a qualitative case study, which explored the phenomenon of undergraduate and graduate women learners’ persistence in online degree-completion programs at a college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, and how factors supporting or hindering persistence influenced learners. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners’ persistence to graduation. Findings suggested that multiple responsibilities, insufficient interaction with faculty, technology, and coursework ranked highest as barriers to women’s persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence. Website | |
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PhysClips:written and presented by Joe Wolfe, multimedia by George Hatsidimitris, School of Physics - The University of New South Wales and the Australian Learning and Teaching Council A multimedia introduction to mechanics and areas of electricity and magnetism. For mechanics, it covers approximately the syllabus of an introductory university course in that discipline. Because it starts from the beginning, it also covers much of the material taught in high school physics courses. Physclips works at three levels: elements, introductory presentations and supporting pages. The site includes film clips, animations, still photos, montages, diagrams, and supporting Web pages. Website | |
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Picturing Usenet: Mapping Computer-Mediated Collective Action:(2005) Tammara Combs Turner, Marc A. Smith, Danyel Fisher, and Howard T. Welser. The authors present visualizations of several aspects and scales of Usenet and highlight the range of variation found in newsgroups. They examine variations within hierarchies, newsgroups, authors, and social networks. Web Site | |
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Piloting a Blended Approach to Teaching Statistics in a College of Education: Lessons Learned:Abstract: This study investigated the performance of graduate students enrolled in introductory statistics courses. The course in Fall 2005 was delivered in a traditional face-to-face manner and the same course in Fall 2006 was blended by using an online commercial tutoring system (ALEKS) and making attendance of several face-to-face classes optional. There was no significant difference in the t-test comparing performance in the courses, which used the students’ combined score on two mid-terms and the final exam to indicate performance. The ANCOVA analyzing influences on performance in the blended class yielded no significant influence for gender, ethnicity, age, or class type (traditional vs. blended), but a significant influence from students’ incoming GRE-Quantitative score. Seven Likert questions on students’ perception of blended learning were not correlated with student performance. Three focus groups - comprised of low-, medium-, and high-performing students - revealed three themes and several subthemes and differences based on students’ performance level. Website | |
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Places to Go: Apolyton:(2005) Stephen Downes. In his regular feature, Downes reviews Apolyton, one of the numerous Web-based communities spontaneously fashioned by avid gamers to support their cause. Created specifically for fans of Civilization III, the site offers extensive information about the game as well as a variety of modifications (or "mods") that expand the scope of the game. Such Web sites provide fodder for resourceful educators and students who want to modify games for educational settings. Web Site | |
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Places to Go: Intute:(2006) by Stephen Downes. The author introduces readers to Intute, an open access Web site that represents a significant step forward in the evolution of learning object repositories. Through the distinctive design of its search feature, Intute gives readers free access to a much broader network of resource providers than typically provided by other repositories. With its plans to release its own software as open source, Intute also promises to spur the growth of similar repositories that will further fuel vital innovations in teaching practice. Web site | |
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Places to Go: YouTube:(June, 2008) by Stephen Downes, Senior Researcher, National Research Council Canada. Founded in 2005 by three former PayPal employees, YouTube has revolutionized the Internet, marking a change from the static Internet to the dynamic Internet. In this edition of Places to Go, Stephen Downes discusses how the rise of a ubiquitous media format—Flash video—has made YouTube's success possible and argues that Flash video has important educational applications. Video sites like YouTube and the education-focused site TeacherTube transform learning not only by providing a new channel for educational content but also by creating new opportunities for students to express themselves—with the distinct advantage of seeing their own learning reflected back to them in a familiar environment. Web site |
Plugging America's Broadband Gap:“Should speedy Internet service be free? Kevin J. Martin, chairman of the Federal Communications Commission, wants the agency to vote on a plan in August that would let any household in the country cruise the Net at broadband speeds, at absolutely no cost. But his idea faces heated opposition from companies such as AT&T (T) that worry their profits will be threatened by a free alternative.” “Martin is concerned about a U.S. broadband gap. Only 60% of American households have speedy Net access. That puts the country in 15th place among developed nations, according to the Organization for Economic Cooperation & Development. It's a mighty fall from 2001, when the U.S. ranked fourth.” “There are three basic options for catching up. The government can take the lead, making its own investments in broadband. Second, the government can mandate that existing providers make the service available more widely. Most realistically perhaps, the government can create incentives for private companies to roll out more broadband. That's what Martin is trying to do. He wants to auction off wireless spectrum and require the winning bidder to provide free broadband throughout the country. The company could make money by selling advertising and advanced services.” . . Website | |
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Podcasting: A New Technology in Search of Viable Business Models:(2005) Sheri Crofts, Jon Diolley, Mark Fox, Andrew Retsema, and Bob Williams. Podcasting represents a shift from mass broadcasting to on–demand personalized media. We look at the development of podcasting technology, the social context within which this development has occurred, and outline the legal constraints that podcasters face. Then we examine some business models for podcasting. Web Site | |
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Poem a Day: | |
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Point, Click, and Cheat: Frequency and Type of Academic Dishonesty in the Virtual Classroom:(Fall 2009) by Donna Stuber-McEwen, Friends University, Phillip Wiseley, Friends University, and Susan Hoggatt, Friends University “Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings. The prevalence of academic misconduct among students enrolled in online classes was explored. Students (N = 225) were given the Student Academic Dishonesty Survey to determine the frequency and type of academic dishonest behaviors. Results indicated that students enrolled in online classes were less likely to cheat than those enrolled in traditional, on ground courses. Aiding and abetting was self-reported as the most frequently used method among students in both online and traditional classroom settings. Results suggest that the amount of academic misconduct among online students may not be as prevalent as believed.” Web site | |
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Policy Development for Distance Education:(1999) by Vivian Chang. A discussion of key policy issues confronting higher education in the age of distance learning and the implications for the community college. (Eric Digests ed423922) Web Site | |
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Portfolios to Webfolios and Beyond: Levels of Maturation:(2004) by Douglas Love, Gerry McKean, and Paul Gathercoal. Descriptions of developmental stages offer institutions guidance about their place in the process and how to move to the next level. Web Site | |
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Portland Community College:Online Orientation to Online Learning Web Site | |
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Postsecondary Institutions and Price of Attendance in the United States: Fall 2008, Degrees and Other Awards Conferred: 2007-08, and 12-Month Enrollment: 2007-08:(Oct. 13, 2009) National Center for Education Statistics This report uses the Integrated Postsecondary Education Data System (IPEDS) fall 2008 data to examine institutions by such characteristics as tuition, fees, enrollment, and number of degrees conferred during the period July 1, 2007 through June 30, 2008 by Title IV postsecondary institutions. - During 2008-09, full-time, in-state undergraduates at public four-year institutions paid an average of $6,070 for tuition and fees, and out-of-state undergraduates averaged more than twice that amount ($14,378). - During the 2007-08 academic year, Title IV institutions in the United States reported enrolling 25.9 million individual graduate and undergraduate students. - About 3.9 million postsecondary awards (degrees or certificates) were conferred by Title IV institutions during the 2007-08 academic year. Web site |
Predicting Learning from Asynchronous Online Discussions:(April 2004) by Dezhi Wu. An exploratory study designed to investigate the importance of asynchronous online discussions. Currently, asynchronous learning courses and some primarily face-to-face courses at New Jersey Institute of Technology require asynchronous online discussions. Does a requirement improve the students’ perceived learning? Web Site | |
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Predictors of Engagement and Participation in an Online Course:(2003) by Marc D. Miller, R. Kelly Rainer and J. Ken Corley. An empirical exploration of the constructs of the TAM and CSE as they relate to the use of computers in online learning delivery. Understanding these factors can help course designers, educators, and corporate training and development directors develop and implement more effective online learning and training programs. Web Site | |
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Preparing e-Learning Designers Using Kolb’s Model of Experiential Learning:(April/May 2008) by Joanna Dunlap, Jackie Dobrovolny, and Dave Young for Innovate. In this article, Joanna Dunlap, Jackie Dobrovolny, and David Young describe their approach to the design of a real-world learning experience that prepares online graduate students to work as e-learning designers and specialists. Using Kolb's model of experiential learning to support their instructional design decisions, Dunlap, Dobrovolny, and Young have created a series of online instructional-design courses in which students use a variety of e-learning technologies and tools to discuss instructional strategies and to provide support and feedback to each other on the e-learning products they design individually. This approach allows school and the real world to be integrated in an effective, albeit intense, instructional curriculum. Kolb's model helps focus instructor attention on online student engagement and satisfaction concerns by ensuring that the online learning activities are relevant and motivating. While this approach may be considered nontraditional, it empowers students, even those without advanced technical skills, to develop high quality e-learning products in relatively short order. Web site | |
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Preparing to Sell E-Books, Google Takes on Amazon:“Google appears to be throwing down the gauntlet in the e-book market. In discussions with publishers at the annual BookExpo convention in New York over the weekend, Google signaled its intent to introduce a program by that would enable publishers to sell digital versions of their newest books direct to consumers through Google. The move would pit Google against Amazon.com, which is seeking to control the e-book market with the versions it sells for its Kindle reading device.” “Google’s move is likely to be welcomed by publishers who have expressed concerns about Amazon’s aggressive pricing strategy for e-books. Amazon offers Kindle editions of most new best sellers for $9.99, far less than the typical $26 at which publishers sell new hardcovers. In early discussions, Google has said it will allow publishers to set consumer prices.” . . . Website | |
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Preservation of Library & Archival Materials: A Manual (3rd Ed.):Provides basic, practical information needed to enable non-conservator staff of libraries, archives, and museums to plan and implement sound collections care programs. (Northeast Document Conservation Center, $50). | |
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Priced to Sell: Is Free the Future?:(July 6, 2009) by Malcolm Gladwell, The New Yorker “At a hearing on Capitol Hill in May, James Moroney, the publisher of the Dallas Morning News, told Congress about negotiations he’d just had with the online retailer Amazon. The idea was to license his newspaper’s content to the Kindle, Amazon’s new electronic reader. “They want seventy per cent of the subscription revenue,” Moroney testified.” . . . “Had James Moroney read Chris Anderson’s new book, “Free: The Future of a Radical Price” (Hyperion; $26.99), Amazon’s offer might not have seemed quite so surprising. Anderson is the editor of Wired and the author of the 2006 best-seller “The Long Tail,” and “Free” is essentially an extended elaboration of Stewart Brand’s famous declaration that “information wants to be free.” “The digital age, Anderson argues, is exerting an inexorable downward pressure on the prices of all things ‘made of ideas.’ Anderson does not consider this a passing trend. Rather, he seems to think of it as an iron law: ‘In the digital realm you can try to keep Free at bay with laws and locks, but eventually the force of economic gravity will win.’ To musicians who believe that their music is being pirated, Anderson is blunt. They should stop complaining, and capitalize on the added exposure that piracy provides by making money through touring, merchandise sales, and ‘yes, the sale of some of [their] music to people who still want CDs or prefer to buy their music online.’ To the Dallas Morning News, he would say the same thing. Newspapers need to accept that content is never again going to be worth what they want it to be worth, and reinvent their business. ‘Out of the bloodbath will come a new role for professional journalists,’ he predicts”…. Web site | |
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Principles for Evaluating Web Sites:(2005) by Stephen Downes. “How do you know whether something you read on the web is true? You can't know, at least, not for sure. This makes it important to read carefully and to evaluate what you read.” Web Site | |
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Principles of Good Practice: The Foundation for Quality of the Southern Regional Electronic Campus:(2004-2005) Developed to assure students about the quality of courses and programs at the Electronic Campus. Pertains to electronically offered higher education academic degree and certificate programs, and credit courses. Web Site | |
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Principles of Online Design:(2008) Edited by Erping Zhu, Roberta McKnight, and Nancy Edwards. A resource to faculty who are designing online instructional materials. Objectives: 1. Review and analyze distance learning data from FGCU faculty and students. 2. Complete a working draft of principles for the design based upon a rigorous review of literature. 3. Develop a design checklist to assist faculty in the utilization of the principles of online design. 4. Disseminate the design principles institutionally and through professional networks. 5. Field test the design checklist to assess the quality and usability (ease of use) of the instrument. 6. Consult with curriculum councils and the faculty senate to solicit feedback regarding use of the principles of online design and the design checklist as benchmark of quality in online instruction. Web site | |
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