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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Radios in the Classroom: Curriculum Integration and Communication Skills:(1999) by Anton Ninno. A description of radio applications for the classroom with and summaries of several radio activities for the classroom. (Eric Digests ed426693) Web Site | |
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Re-Conceptualizing Intimacy and Distance in Instructional Models:(2006) John J. Ketterer and George E. Marsh II. The idea that distance education lacks intimacy and is therefore inferior is based on an embedded metaphor that sustains a restricted and limiting mental model of ideal instruction. The authors analyze alternative conceptualizations of intimacy, space, and place as factors in the development of effective instructional models. Web Site | |
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Re-Conceptualizing the Linked Courses Model:(April 2008) by Mary Baxter. To help students meet the demands of society, the University of Houston is using the framework of learning communities and constructivism to create a cross-disciplinary approach to teaching to provide media-rich thematically linked courses to engage a diverse student population. A case study investigated three semesters of thematically linked courses, Places in Time and Multicultural America, that used a thematic cross-disciplinary approach to curriculum involving the History and English departments, the Instructional Technology Program, the University Writing Center, and the Museum of Fine Arts, Houston . During this study, the need for a new linked courses model evolved that supports the inclusion of university and community resources. Web site | |
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Ready2Net Inside the Web for Teacher Education:(2001) Produced by California State University Monterey Bay and The Campus Computing Project Web Site | |
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Ready2Net Wire or Wireless? Nomadic Computing Hits the Campus:(2001) Produced by California State University Monterey Bay and The Campus Computing Project. Web Site | |
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Regents Guide to Understanding Copyright and Educational Fair Use:(November 1997) from the University System of Georgia Web Site | |
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Reorienting Themselves:(Aug. 19, 2009) Inside Higher Ed “As community college enrollments soar again this year, many officials are debating whether their new student orientation programs should stay face-to-face affairs or move primarily online. For some institutions, like Seminole Community College, in Sanford, Fla., traditional general information sessions on the campus were getting so large and impersonal that many students complained they were missing essential steps in the registration processes.” . . . “The online orientation has eliminated the printing and distribution of about 15 documents from the college and a number of phone campaigns. This alone, Mennechey said, has saved the college around $18,000. But, despite the push to move more of its orientation online, there are certain aspects of the process that remain face-to-face. Once a student has completed the online program, he or she gets a formal “to do” list outlining what documentation the college still requires, and the student must also schedule a face-to-face meeting with his or her adviser prior to selecting classes.” . . . Web site |
Replace that US History Textbook with Learner.org’s “A Biography of America”: | |
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Report of the University of Illinois Teaching at an Internet Distance Seminar December, 1999:This study focused on the pedagogy of the teachers involved in distance education. It sought to discover if online class size is indicative of the students' performances. The report explores issues such as practical considerations for faculty and policy issues. Web Site | |
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Report on Emerging Technologies for the Classroom:(April 16, 2010) by Sarah Jackson, Spotlight on Digital Media and Learning “Which digital tools will have the most impact on K-12 education in the coming years? A new report and toolkit released this week identifies the six most influential technologies educators should be watching out for. The ‘2010 Horizon Report K-12 Edition,’ released by the Consortium for School Networking and the New Media Consortium with support from HP, names six “emerging technologies or practices” likely to enter mainstream use by the educational community over the next one to five years. (http://wp.nmc.org/horizon-k12-2010/) They are: one year or less: cloud computing, one year or less: collaborative environments, two to three years: game-based learning, two to three years: mobiles, four to five years: augmented reality, four to five years: flexible displays. Web site | |
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Report on What Accrediting Agencies Look for When Evaluating a DE Program for Quality:Web Site | |
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Reschooling Society and the Promise of ee-Learning: An Interview with Steve Eskow: | |
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Research-based Web Design and Usability Guidelines:More than 50 of the top Web design and usability guidelines based on emerging research and supporting information in the field. From the National Cancer Institute. Web Site | |
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Retention, From Beginning to End:(April 26, 2010) by Doug Lederman, Inside Higher Ed . . . “Kathi M. Baucom, associate provost for enrollment management at the University of North Carolina at Charlotte, described her institution's efforts to recapture a group of students it had been unable to retain in the past -- seniors who finished the vast majority of their course work but left without earning a degree.” . . . “[The university sent] a survey to about 1,200 students seeking information about why they had left.” . . . “About one in 10 of the recipients returned the survey, offering helpful insights into their primary reasons for leaving: inability to get "the courses they needed at the times they could take them," difficulty balancing school and life/work demands, inadequate advising, insufficient financial aid -- and dissatisfaction with parking. More than 100 of the 133 also sent back an accompanying postcard asking the university to contact them about finishing their degrees.” . . . Web site |
Retooling Remediation:(April 14, 2010) by David Moltz, Inside Higher Ed [this article is not about distance education, but I thought it might be of interest. Chris] “Six states that are trying to revamp remedial education are focusing as much on what happens outside of the classroom -- in state policies -- as inside. Among the targets for change are state funding formulas and individual course rules. The Developmental Education Initiative, a three-year project funded by the Bill & Melinda Gates Foundation and the Lumina Foundation for Education, recently unveiled the state policy framework and strategies that its six participating state partners plan to implement so that they can dramatically increase the number of students who complete college preparatory work and move on to complete college-level work. The six states -- Connecticut, Florida, North Carolina, Ohio, Texas and Virginia -- were selected for this project because of their prior commitment to community college reform; institutions from these states were first-round participants in Achieving the Dream, a multi-year and -state initiative to increase the success of two-year college students.” . . . Web site |
Rhizomatic Education: Community as Curriculum:(June, 2008) by Dave Cormier, Web Technologies Specialist, University of Prince Edward Island. The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated, and the learning experience is a social as well as a personal knowledge creation process with mutable goals and constantly negotiated premises. The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target. |
Rise of Web Video, Beyond 2-Minute Clips:“When motion pictures were invented at the end of the 19th century, most films were shorter than a minute, because of the limitations of technology. A little more than a hundred years later when Web videos were introduced, they were also cut short, but for social as well as technical reasons. Video creators, by and large, thought their audiences were impatient. A three-minute-long comedy skit? Shrink it to 90 seconds. Slow Internet connections made for tedious viewing, and there were few ads to cover high delivery costs. And so it became the first commandment of online video: Keep it short.” “New Web habits, aided by the screen-filling video that faster Internet access allows, are now debunking the rule. As the Internet becomes a jukebox for every imaginable type of video -- from baby videos to “Masterpiece Theater” -- producers and advertisers are discovering that users will watch for more than two minutes at a time.” . . . Web site | |
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Rochester Institute Technologist Invents Online Game to Build Social Connections: | |
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Rose State College:See Student Guide for Internet and Web-Enhanced Courses. Web Site | |
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