scholarly journals The Importance Of An On Campus Residency Experience In Distance Education Programs

2020 ◽  
Author(s):  
Thomas Descoteaux ◽  
David Muckerman ◽  
Scott Sabol
Keyword(s):  
Distance Education ◽  
Education Programs ◽  
Campus Residency

Educating Aviators

2015 ◽  
pp. 86-111
Author(s):  
Tarryn Kille ◽  
Paul Bates ◽  
Patrick S. Murray
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Tertiary Education ◽  
The Body ◽  
Pilot Training ◽  
Critical Examination ◽  
Education Programs ◽  
Aviation Programs ◽  
Effective Delivery ◽  
Pilot Programs

This chapter provides a critical examination of the evolution of distance education in tertiary aviation programs. By reviewing the literature and studies associated with Professional Pilot training, the chapter explores the issues affecting the delivery of distance education in university Professional Pilot programs, including the global shortage of Professional Pilots, the nature of work as a Professional Pilot, the importance of simulation, and the integration of assessment. In an effort to address some of the challenges, this chapter also offers recommendations and solutions. The authors contend that tertiary aviation distance education programs need to be adjusted to consider the needs of the student and industry by: (1) implementing action-based learning, (2) considering pedagogy before technology, (3) encouraging interaction and collaboration, and (4) embedding formative assessment. The chapter aims to contribute to the body of literature aimed at enhancing the effective delivery of distance learning in aviation tertiary education.

The Experts in Design of Distance Nursing Education

2018 ◽  
pp. 18-33
Author(s):  
Belgin Boz Yuksekdag
Keyword(s):  
Distance Education ◽  
Nursing Education ◽  
Learning Styles ◽  
Support Services ◽  
Education Programs ◽  
Learner Centered ◽  
Teacher Centered

In this chapter, the author answer the question, How should the experts approach the design of distance nursing education? In this context, firstly, the chapter focuses on the importance of continuity of education and distance education for nurses. Secondly, it discusses the design of distance nursing education programs and the issues to be taken into account by experts. Thirdly, it explains the issues that need to be addressed in distance nursing education such as transition from teacher-centered approach to learner-centered approach, learning styles of learners, technology, interaction, presentation of content, and support services. Lastly, the chapter offers solutions and suggestions.

Faculty Participation in Distance Education Programs

2004 ◽  
pp. 22-39 ◽  
Author(s):  
Catherine Schifter
Keyword(s):  
Distance Education ◽  
Faculty Participation ◽  
Education Programs

Universities around the globe are putting Distance Education (DE) in place, often through administrative choice. However, if a DE program is to be successful, faculty must be involved. This change is multidimensional in that established systems may need to change to support development and delivery of courses through DE technologies. This chapter presents results from two related studies that attempt to answer two questions that should be asked and answered before starting a DE program: (1) What factors are considered motivating or inhibiting to faculty for participating in DE? and (2) Which compensation models support DE make sense?

Keeping the Promise of Distance Education

2020 ◽  
pp. 281-295
Author(s):  
David S. Stein
Keyword(s):  
Distance Education ◽  
Online Instruction ◽  
Learning Systems ◽  
Institutional Mission ◽  
Open Learning ◽  
Education Programs ◽  
Design And Development

Distance education programs in the form of online instruction continue to grow in terms of enrollments as well as courses available. However, consideration of the values promoted by ideal distance and open learning systems may not be guiding the design and development of such programs. The values of access, availability, affordability, continuity, connection, independence equity can form the basis for a conversation on how a program is realizing the promise of distance education given the constraints of institutional mission, culture, and business/academic model.

Measuring Student Satisfaction Level Regarding Instructional Design and Technical Dimension in Web-Based Distance Education Programs

2021 ◽  
pp. 202-219
Author(s):  
Serhat Koca ◽  
Birol Gulnar ◽  
Murat Aytas
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Public Education ◽  
Student Satisfaction ◽  
Spiritual Guidance ◽  
Satisfaction Level ◽  
Education Programs ◽  
Web Based ◽  
Guidance Program ◽  
Private And Public

Web-based distance education method (WBDE) is used by many private and public education institutions today. Through this educational application, instructors can deliver training content to students or participants from all over the world, synchronously and asynchronously. Within the scope of WBDE applications, trainings are carried out through websites with many different structures and interfaces. In this direction, in the process of conveying the said training method to the recipients, the way the education is provided in terms of instructional design and technical dimension becomes very important for the satisfaction of the recipients. In this context, the measurement of student satisfaction level regarding instructional design and technical dimension in web-based distance education programs has been studied on the example of Spiritual Guidance program. In this direction, it is thought that the study of distance education programs in terms of instructional design and technical dimension will contribute to the researches to be put forward in this direction.

The Experts in Design of Distance Nursing Education

2015 ◽  
pp. 106-120
Author(s):  
Belgin Boz Yuksekdag
Keyword(s):  
Distance Education ◽  
Nursing Education ◽  
Learning Styles ◽  
Support Services ◽  
Education Programs ◽  
Learner Centered ◽  
Teacher Centered

In this chapter, the author answer the question, How should the experts approach the design of distance nursing education? In this context, firstly, the chapter focuses on the importance of continuity of education and distance education for nurses. Secondly, it discusses the design of distance nursing education programs and the issues to be taken into account by experts. Thirdly, it explains the issues that need to be addressed in distance nursing education such as transition from teacher-centered approach to learner-centered approach, learning styles of learners, technology, interaction, presentation of content, and support services. Lastly, the chapter offers solutions and suggestions.

Distance Education Delivery

2011 ◽  
pp. 1488-1495
Author(s):  
Carol Wright
Keyword(s):  
Distance Education ◽  
Professional Education ◽  
New Technology ◽  
Education Programs ◽  
Educational Initiatives ◽  
Correspondence Study ◽  
Education Delivery

The term distance education is used to describe educational initiatives designed to compensate for and diminish distance in geography or distance in time. The introduction of technology to distance education has fundamentally changed the delivery, scope, expectations, and potential of distance education practices. Distance education programs are offered at all levels, including primary, secondary, higher, and professional education. The earliest antecedents of distance education at all levels are found worldwide in programs described most commonly as correspondence study, a print-dependent approach prolific in geographic areas where distance was a formidable obstacle to education. As each new technology over the last century became more commonly available, it was adopted by educational practitioners eager to improve communication and remove barriers between students and teachers.

Faculty Perceptions and Participation in Distance Education

2005 ◽  
pp. 1186-1189
Author(s):  
Kim E. Dooley ◽  
James R. Linder ◽  
Chanda Elbert ◽  
Timothy H. Murphy ◽  
Theresa P. Murphrey
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Instructional Technology ◽  
Faculty Perceptions ◽  
Education Programs ◽  
Technology Infrastructure ◽  
Faculty Role ◽  
Distance Learning Environment ◽  
Adoption And Diffusion ◽  
And Diffusion

Research in the field of distance education has recognized the need for a change and modification of the faculty role in teaching at a distance (Jones, Lindner, Murphy & Dooley, 2002; Kanuka, Collett & Caswell, 2002; Miller & Pilcher, 2001). While technological advancements are an important part of the distance-learning environment, basic changes in teaching methods, technique, and motivation are needed to make distance education more effective (Purdy & Wright, 1992). Many studies cite faculty resistance to instructional technology as a primary barrier to the continued growth of distance education programs (Jones et al., 2002; McNeil, 1990). McNeil (1990) noted that attitudinal issues related to how faculty perceive and interact with technology are a bigger barrier to adoption and diffusion of distance education than is technology infrastructure.

Critical Success Factors for Distance Education Programs

2005 ◽  
pp. 622-627 ◽  
Author(s):  
Ben Martz ◽  
Venkat Reddy
Keyword(s):  
Distance Education ◽  
Critical Success Factors ◽  
Success Factors ◽  
Education Programs ◽  
Critical Success ◽  
Education Industry ◽  
Driving Conditions ◽  
Education Field

Distance education is playing an ever-growing role in the education industry. As such, it is prudent to explore and understand driving conditions that underlie this growth. Understanding these drivers and their corresponding concerns (Table 1) can help educators in the distance education field better prepare for the industry.

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