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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Taking E-Moderating Skills to the Next Level: Reflecting on the Design of Conferencing Environments:(April 2004) by Shelagh Ross. This paper reports an analysis of computer conference structures set up for a distance education course in which major components of the teaching and learning involve group discussions and collaboration via asynchronous text-based conferencing. It details the experiences of both the students and the tutors. Web Site | |
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Teachers' Tools for the 21st Century: A Report on Teachers' Use of Technology:(September 2000) by the Department of Education. An analysis of the first two years of the E-Rate. Web Site | |
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Teaching and Learning at a Distance: What it Takes to Effectively Design, Deliver and Evaluate Programs:(1997) by Thomas. Abstract | |
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Teaching Approach, Instructional Objectives, and Learning:(June, 2000) by D.P. Hoyt and S. Perera. The IDEA system asks instructors to identify whether 12 pedagogical objectives are “essential,” “important,” or of “minor or no importance.” The authors asked the participants to identify their primary and secondary approaches and how frequently they chose a given objective, employed various teaching methods, whether they related teaching methods to their objectives and student progress. Web Site | |
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Teaching at a Distance with the Merging Technologies: An Instructional Systems Approach:(1997) by Tom Cyrs. (Amazon, $11) | |
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Teaching Behavioral Skills Online:With the rapid increase of online courses and programs, effective methods for teaching behavioral-based skills online become a growing necessity. Besides implementing best practices for online teaching, using methods such as videos, audio clips, simulations and carefully constructed assignments and assessments provide the tools and aids for effectively teaching the behavioral-based skills such as coaching skills, listening skills, teaming, and presentation skills. Website | |
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Teaching European Literature and Culture with Communication and Information Technologies:(1999) selected essays from the Computers in Teaching Initiative. Web Site | |
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Teaching For Quality Learning at University:(1999) by John Biggs. (Amazon, $47.97) | |
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Teaching in an Online Learning Context:(2004) by Terry Anderson. The author portrays the role of the teacher or tutor in an online teaching environment. Web Site | |
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Teaching Introductory International Relations in an Entirely Web-based Environment: Comparing Student Performance Across and Within Groups: | |
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Teaching Learners to be Self-Directed:(1996) by Gerald Grow, Ph.D. “Based on the situational leadership model of Hersey and Blanchard, the staged self-directed learning model proposes that learners advance through stages of increasing self-direction and that teachers can help or hinder that development." Web Site | |
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Teaching People to Bargain Online: The Impossible Task Becomes the Preferred Method: | |
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Teaching with Technology - Tech Tools for Learning:(January 2006) Will Richardson. Innovative, interactive technologies provide new potential for learning - in and out of classrooms. Web Site | |
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Technologies of Online Learning (e-Learning):(2004) by Rory McGreal and Michael Elliott. Examines the technologies and facets used in online instruction today and in the future. Web Site | |
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Technology @ Your Fingertips:(1998) A guide from the National Center for Education Statistics to help identify technology needs, consider options, acquire the technology, and implement a technology solution for your organization's technology needs. Web Site | |
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Technology and Adult Learning: Current Perspectives:(1999) by Susan Imel. A review of perspectives on technology and adult learning. (Eric Digests ed421639) Web Site | |
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Technology and Grading Experiments:(May 3, 2010) by Joshua Kim, Insider Higher Ed “I don't want to push my opinion too much about Cathy Davidson's grading experiments at Duke [see “No Grading, More Learning” at http://www.insidehighered.com/news/2010/05/03/grading ]. Not that I don't have opinions, it's just that I don't have any better answers than everyone who commented on the article - as grading is a puzzle that we all struggle with. What I'd like to add are 3 ways that technology and learning technologists can assist faculty who would like to experiment as Professor Davidson has done with finding more authentic and effective ways to use grading to promote learning.” . . . 1. Partner with Your Learning Technologist, 2. Set-Up Discussion Boards in Your LMS for Peer Feedback, 3. Set-Up Journals in Your Course for One-on-One Feedback Web site |
Technology Counts '98:(1998) Conducted by Harold Wenglinsky of the Educational Testing Service is the first to document relationships between student use of technology across the nation and higher scores on a national standardized test. (Order online, $6) Web Site | |
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Technology Gap:(Nov. 5, 2009) by Steve Kolowich, Inside Higher Ed “Professors think they are doing reasonably well when it comes to using technology in the classroom, according to a survey released here this week by CDW-G at the annual meeting of Educause. Not everyone agrees with the faculty view of things. Consider these statistics from nationally representative samples of students and faculty members (at two- and four-year institutions, public and private). Asked about their use and their institutions' support for technology, professors said the following:” - 75 percent said that their institution "understands how they use or want to use technology." - 67 percent are happy with their own technology professional development. - 74 percent said that they incorporate technology into every class or almost every class. - 64 percent said that they teach in what they consider to be a smart classroom. “Sounds like a technology savvy professoriate. But when students were asked whether their professors understand technology and have integrated it into their courses, only 38 percent said Yes. Further, when students were asked about the top impediment to using technology, the top answer was ‘lack of faculty technology knowledge,’ an answer that drew 45 percent of respondents, up from 25 percent only a year ago.” . Web site |
Technology in Advising Survey: Preliminary Report:A survey of members of the National Academic Advising Association (NACADA). Looks at technologies used, services available online, and communication methods. Web Site | |
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Technology in Teacher Education: Progress Along the Continuum:(1999) by Judy Beck and Harriet Wynn. A review of pre-service student and teacher education faculty use of technology and the institutional capacity at schools, colleges, and departments of education (SCDEs). This report includes examples of programs that have integrated technology into teacher education. (Eric Digests ed424212) Web Site | |
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Technology, Learning, and Change: Community Development Revisited:(2004) by Anne H. Moore. Virginia Tech’s partnership with an economically distressed region works toward productive network-economy–based enterprises. Web Site | |
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Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2002-03 and 2004-05:“This report details findings from “Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2004-05,” a survey that was designed to provide policymakers, researchers, and educators with information about technology-based distance education courses in public elementary and secondary schools nationwide. This report also compares these findings with baseline data collected in 2002-03, and provides longitudinal analysis of change in the districts that responded to both the 2002-03 and 2004-05 surveys. For these two surveys, distance education courses were defined as credit-granting courses offered via audio, video, or Internet or other computer technologies to elementary and secondary school students enrolled in the district, in which the teacher and students were in different locations.” “Findings indicate that 37 percent of public school districts and 10 percent of all public schools nationwide had students enrolled in technology-based distance education courses during 2004-05. During 2002-03, 36 percent of districts and 9 percent of schools had students enrolled in technology-based distance education courses. About a quarter (26 percent) of school districts that existed in both 2002-03 and 2004-05 had students enrolled in technology-based distance education in both school years, 11 percent did not have students in this type of education in 2002-03 but had such enrollments in 2004-05, and an equal percentage of districts (11 percent) had students enrolled in technology-based distance education in 2002-03 but not in 2004-05.” “The number of enrollments in technology-based distance education courses increased from an estimated 317,070 enrollments in 2002-03 to 506,950 in 2004-05. The number of enrollments varied considerably among districts, although the majority of districts (57 percent) reported between one and 20 technology-based distance education enrollments in 2004-05. Distance education was more commonly offered by high schools than by schools at any other level, with 61 percent of technology-based distance education enrollments at the high school level. Seventy-one percent of districts with students enrolled in technology-based distance education courses in 2004-05 planned to expand their distance education courses in the future.” Website | |
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TED - Technology Entertainment Design:TED’s (technology entertainment design) annual conference now brings together the world’s most fascinating thinkers and doers, who are challenged to give the talk of their lives in 18 minutes. This site includes more than 200 talks from the archive, with more added each week. These videos are released under a Creative Commons license, so they can be freely shared and reposted. Themes include technology, entertainment, design, business, science, culture, arts, and global issues. Their top 10 talks: Jill Bolte Taylor, “My Stroke of Insight,” Jeff Han, “Touchscreen Demo Foreshadows the iPhone,” David Gallo, “Underwater Astonishments,” Blaise Aguera y Arcas, “Jaw-dropping Photosynth Demo,” Arthur Benjamin, “Lightning Calculation and Other “Mathemagic,” Sir Ken Robinson “Do schools Kill Creativity?,” Hans Rosling, “The Best Stats You’ve Ever Seen,” Tony Robbins, “Why We Do What We Do, and How We Can Do it Better,” Al Gore, “15 Ways to Avert a Climate Crisis,” and Johnny Lee, “Creating Tech Marvels out of a $40 Wii Remote.” Website | |
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Teenage Life Online:(June 2001) by Amanda Lenhart, Lee Rainie and Oliver Lewis. A detailed look at how children and young adults have incorporated the Internet into their lives, with a focus on family and friend relationships, and fervor with which adolescents use instant messaging technology. Web Site | |
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Teens and Mobile Phones:(Apr 20, 2010) by Amanda Lenhart, Rich Ling, Scott Campbell, Kristen Purcell, Pew Internet & American Life Project “Daily text messaging among American teens has shot up in the past 18 months, from 38 percent of teens texting friends daily in February of 2008 to 54 percent of teens texting daily in September 2009. And it's not just frequency -- teens are sending enormous quantities of text messages a day. Half of teens send 50 or more text messages a day, or 1,500 texts a month, and one in three send more than 100 texts a day, or more than 3,000 texts a month. Older teen girls ages 14-17 lead the charge on text messaging, averaging 100 messages a day for the entire cohort. The youngest teen boys are the most resistant to texting -- averaging 20 messages per day.” “Text messaging has become the primary way that teens reach their friends, surpassing face-to-face contact, email, instant messaging and voice calling as the go-to daily communication tool for this age group. However, voice calling is still the preferred mode for reaching parents for most teens.” . . . Web site |
Teens and Social Media: The Use of Social Media Gains a Greater Foothold in Teen Life as They Embrace the Conversational Nature of Interactive Online Media:(December 2007) by Amanda Lenhart, Mary Madden, Alexandra Rankin Macgill, and Aaron Smith for Pew Internet and American Life Project. Web site | |
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Tell-All Generation Learns to Keep Things Offline:(May 8, 2010) by Laura M. Holson, New York Times . . . “While participation in social networks is still strong, a survey released last month by the University of California, Berkeley, found that more than half the young adults questioned had become more concerned about privacy than they were five years ago -- mirroring the number of people their parent’s age or older with that worry.” “They are more diligent than older adults, however, in trying to protect themselves. In a new study to be released this month, the Pew Internet Project has found that people in their 20s exert more control over their digital reputations than older adults, more vigorously deleting unwanted posts and limiting information about themselves. ‘Social networking requires vigilance, not only in what you post, but what your friends post about you,’ said Mary Madden, a senior research specialist who oversaw the study by Pew, which examines online behavior. ‘Now you are responsible for everything.’ The erosion of privacy has become a pressing issue among active users of social networks. Last week, Facebook scrambled to fix a security breach that allowed users to see their friends’ supposedly private information, including personal chats.” . . . Web site |
Ten Learning Technologies to Transform Training in 2008:(January 2008) by Gary Woodill. Web site | |
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Ten Ways Online Education Matches, or Surpasses, Face-to-Face Learning:(2003) Mark Kassop discusses 10 ways in which online education excels. Web Site | |
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