The Limits of Information: A Cautionary Tale about One Course Delivery Experience in the Distance Education Environment

2002 ◽  
Vol 1 (2) ◽  
pp. 65-81 ◽  
Author(s):  
William David Salisbury ◽  
Rodney Andrews Pearson ◽  
David W. Miller ◽  
L. Kent Marett
Keyword(s):  
Distance Education ◽  
Course Delivery ◽  
Cautionary Tale ◽  
Education Environment

Distance Education and ‘Discovery Learning’ in First-year Journalism: A Case in Subject Improvement

2016 ◽  
Vol 26 (2) ◽  
pp. 214-225 ◽  
Author(s):  
Kate Ames
Keyword(s):  
Distance Education ◽  
Student Satisfaction ◽  
Social Engagement ◽  
Discovery Learning ◽  
First Year ◽  
Education Students ◽  
Education Environment ◽  
Education Model ◽  
Assessment Requirements ◽  
Social Constructivist Approach

This article examines the implications of adopting a discovery learning education model for distance education students in a first-year undergraduate journalism subject. It reviews subject enhancement strategies against learning theory and analyzes the ways students are engaged with subject content and assessment. Results of subject redesign included increased student satisfaction, greater retention and higher grades despite the increase in overall assessment requirements. It demonstrates that discovery learning based on group work and social engagement can be adopted in a distance education environment with positive outcomes. This article maps how a subject designed initially to align with a cognitivist/behaviourist model progressed to adopting a social constructivist approach. It concludes with a discussion of the issues associated with that transition.

Reversing the Tyranny of Distance Education

2017 ◽  
pp. 232-255
Author(s):  
Maria Northcote ◽  
Kevin P. Gosselin ◽  
Daniel Reynaud ◽  
Peter Kilgour ◽  
Malcolm Anderson ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Distance Education ◽  
Course Design ◽  
Threshold Concepts ◽  
Development Programs ◽  
Self Confidence ◽  
Use Of Technology ◽  
Education Environment ◽  
Professional Development Programs

In today's higher education environment, online education has become a rich and nuanced medium characterized by a dynamic and progressive use of technology. These technological advancements require research-informed guidelines and practices to facilitate understanding of how they can be used to foster positive outcomes in distance education contexts. By employing a mixed-methods multiphase design case study at Avondale College of Higher Education, the authors examine the challenges, self-confidence and threshold concepts, or transformative, conceptual understandings that academic faculty staff experience while engaging in distance education course design. The authors examine how these threshold concepts, attitudes and skills can be used to inform the design of professional development programs for academic staff who teach in online contexts. The results and associated recommendations of the six-year investigation are presented to inform professional development programs that aim to improve the quality of online teaching, course design and learning experiences of students.

Looking for Indicators of Success for Distance Education

2011 ◽  
pp. 144-162 ◽  
Author(s):  
Wm. Benjamin Martz Jr. ◽  
Venkateshwar K. Reddy ◽  
Karen Sangermano
Keyword(s):  
Distance Education ◽  
Education Program ◽  
Market Forces ◽  
Distance Education Program ◽  
Education Environment ◽  
Market Driven ◽  
Education Satisfaction ◽  
Indicators Of Success

The purpose of this chapter is to identify key components of distance education satisfaction. The distance education environment is an expanding market driven by several market forces. A working list of potential variables for satisfaction can be developed from the previous research done to compare the traditional to the distance education environments. A questionnaire was developed using these variables and administered to 341 distance students in a successful, top 26, M.B.A., distance education program. The results of the questionnaire are factored into five constructs that ultimately correlate well with the satisfaction ratings of the subjects. Using these factors as guidance, some operational and administrative implications of those findings are discussed.

Bluetooth Scatternet Using an Ad Hoc Bridge Node Routing Protocal for Outdoor Distance Education

2007 ◽  
pp. 76-93
Author(s):  
Yao-Chung Chang ◽  
M. T. Lin ◽  
Han-Chieh Chao ◽  
Jiann-Liang Chen
Keyword(s):  
Distance Education ◽  
Mobile Communications ◽  
Wireless Lan ◽  
Ad Hoc ◽  
Mobile Ad Hoc Network ◽  
Field Investigation ◽  
Education Environment ◽  
Bluetooth Scatternet ◽  
Routing Protocal ◽  
Node Routing

In recent years, the prevalence of Internet and wireless technology has promoted mobile communications as a major research area. For the future distance education purposes (Instructional Technology Council), to be able to access the course materials anytime and everywhere will become a key issue. Especially when students are out of classroom and are within a museum or a field investigation process, using Ad Hoc mechanism to access the real time brief or introduction can definitely improve their learning interests greatly. One of the topics is IEEE802.11, which includes the wireless LAN and mobile ad hoc network (MANET) infrastructure (Perkins, 2000). MANET has no fixed infrastructure, but capable of dynamic changing network architectures, such as PDAs, cellular phones, and mobile computers. Bluetooth (The Official Bluetooth SIG) possesses a smaller radio range, low power, and low costs. The Bluetooth Scatternet is a specific case of MANET (IETF MANET Working Group). In this chapter, we propose a bridge node routing protocol (BNRP) based on a revised distributed topology construction protocol (DTCP), which a shortcut mechanism is added into it for better performance. The BNRP uses bridge nodes to preserve effective transmissions and achieve better Bluetooth Scatternet performance, and it can apply for outdoor distance education environment anytime and everywhere.

Bluetooth Scatternet Using an Ad Hoc Bridge Node Routing Protocol for Outdoor Distance Education

2011 ◽  
pp. 1661-1675
Author(s):  
Yao-Chung Chang ◽  
Han-Chieh Chao ◽  
Jiann-Liang Chen
Keyword(s):  
Distance Education ◽  
Mobile Communications ◽  
Routing Protocol ◽  
Wireless Lan ◽  
Ad Hoc ◽  
Mobile Ad Hoc Network ◽  
Field Investigation ◽  
Education Environment ◽  
Bluetooth Scatternet ◽  
Node Routing

In recent years, the prevalence of Internet and wireless technology has promoted mobile communications as a major research area. For future distance education purposes (Instructional Technology Council), to be able to access course materials anytime/anywhere will become a key issue, especially when students are not in the classroom, but are within a museum or a field investigation process; using an Ad hoc mechanism to access the real-time brief or introduction can definitely improve their learning interests greatly. One of the topics is IEEE802.11, which includes the Wireless LAN and Mobile Ad hoc Network (MANET) infrastructure (Perkins, 2000). MANET has no fixed infrastructure, but is capable of dynamic changing network architectures, such as PDAs, cellular phones, and mobile computers. Bluetooth (The Official Bluetooth SIG) possesses a smaller radio range, low power, and low costs. The Bluetooth Scatternet is a specific case of MANET (IETF MANET Working Group). In this paper we propose a Bridge Node Routing Protocol (BNRP) based on a revised Distributed Topology Construction Protocol (DTCP), into which a shortcut mechanism is added for better performance. The BNRP uses bridge nodes to preserve effective transmissions and achieve better Bluetooth Scatternet performance, and it can apply for outdoor distance education environment anytime and anywhere.

Pedagogy Reconsidered in a Multimodal Blended Environment

2010 ◽  
pp. 299-316
Author(s):  
Barbara O'Byrne
Keyword(s):  
United States ◽  
Distance Education ◽  
Blended Learning ◽  
Longitudinal Analysis ◽  
The United States ◽  
Course Delivery ◽  
Learner Centered ◽  
The Impact ◽  
Blended Course ◽  
Depth Interviews

Blended course delivery has wide applications across diverse educational settings. By definition, it is multimodal and involves multiple delivery formats. However, scant research has examined the impact of multimodal, blended delivery on university pedagogy. This chapter makes the case for close examination of the theoretical and pedagogical foundation of blended learning and proposes that research is needed to establish and validate the constructivist principles associated with blended learning. A longitudinal analysis of surveys and in-depth interviews with instructors from a distance education graduate school in the United States identified and contextualized features of learner-centered pedagogy linked to blended learning.

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