scholarly journals Digging Up: A Five-Year Journey to Instructional-Design Stability in a Postsecondary Distance Education Unit

2016 ◽  
Vol 41 (1) ◽  
Author(s):  
Jordan Epp ◽  
Jeanette McKee
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Curriculum Design ◽  
Quality Standards ◽  
Copyright Law ◽  
Learning Technologies ◽  
Design Team ◽  
Future Prospects ◽  
Design Standards ◽  
Current Curriculum

This report of practice describes a five-year process to establish and implement quality standards for a substantial portfolio of distancedelivered courses at the Centre for Continuing and Distance Education, University of Saskatchewan. The report describes an analysis of the issues and the solutions found that led to our current curriculum design standards and procedures, the implementation of learning technologies, and the identification of issues and solutions regarding copyright law. Lastly, the future prospects of these distance-delivered postsecondary courses are considered. Focusing on the issues and solutions for each category of challenges, this report describes the five-year journey of a small instructional-design team that faced roadblocks and barriers common to many postsecondary continuing and distance education units.

scholarly journals Copyright protection and the new stakeholders in online distance education: The Play’s the Thing

First Monday ◽  
2008 ◽  
Author(s):  
Bruce L Mann
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Copyright Protection ◽  
Copyright Law ◽  
Theatrical Production ◽  
Online Distance Education ◽  
Current Climate ◽  
Web Course ◽  
Online Distance ◽  
The University

This paper analyzes the university as an Internet intermediary in the current climate of online distance education, classifies the stakeholders associated with the university in Web course management, and explores the need for an “Instructional Design Copyright Law”. The situation is likened to a theatrical production, with front-of-house preparations, backstage operations, and tragic characters.

scholarly journals Analysis of the Efficiency of China’s Distance Economic Education in Force Majeure Circumstances

2020 ◽  
Vol 19 (9) ◽  
pp. 175-195
Author(s):  
Kseniia V Tsytsiura ◽  
Ganna M Romanova
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Economic Education ◽  
Learning Technologies ◽  
Free Access ◽  
Force Majeure ◽  
Learning Platforms ◽  
Efficiency Factors

This article focuses on the latest approaches to the effective delivery of distance education for the students of economic specialties in China’s higher education institutions in force majeure circumstances. Distance education was introduced due to the complex global epidemiological situation, unpredictable for the entire world community. The growing role and importance of distance learning in contemporary higher education overall and the education of economists in particular have been outlined. The need to use and constantly upgrade software and distance learning platforms is emphasized. The current Chinese approaches to the provision of the economists’ distance education in higher education institutions are outlined. The efficiency factors of the economists’ distance education in China’s higher education institutions were determined and substantiated. Namely, the following efficiency factors were considered: importance of approbation and implementation of the new interaction methods among the participants of the teaching and learning process, game approach application aimed at the formation of motivation of students to study, the creation and continuous modernization of the informational and educational environment of the university, the provision of a free access to up-to-date digital technology and information and communication learning technologies, the use and efficient combination of distance learning platforms in teaching disciplines, the formation of digital competence of students and teachers, as well as the openness of the colleges and university management and faculty to change. The effectiveness study of distance education provision for the students of economics was experimentally tested. The results of distance learning and teaching during the semester in force majeure circumstances were analyzed on the basis of empirical data from the students’ survey at the Department of Economics of a state-owned Chinese higher education institution. The research findings emphasize the feasibility of studying and analyzing China’s positive experience in the provision of distance learning economic education in force majeure circumstances. Recommendations for the implementation of China's experience in economists’ training in Eastern European universities were elaborated and presented.

scholarly journals SUSTAINABLE DEVELOPMENT OF EDUCATIONAL INSTITUTIONS IN THE CONTEXT OF THE INTRODUCTION OF ELEMENTS OF DISTANCE EDUCATION IN THE LEARNING PROCESS

2019 ◽  
Vol 16 (33) ◽  
pp. 404-422
Author(s):  
B. M. AITBAYEVA ◽  
A. M. MAULENOVA ◽  
Z. B AKHMETZHANOVA ◽  
Z. A. KENZHEBEKOVA ◽  
B. O. RAKHIMBAYEVA
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Professional Education ◽  
Postgraduate Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Institutions ◽  
Global Trends

Distance education is essentially the basis for the development of educational institutions that provide innovative services, which cannot be obtained elsewhere. It is believed that distance education is a substitute for the traditional as part of simplifying and cheapening the learning process. At the same time, the leading global trends suggest the need for the development of elements of self-education and the expansion of the geographical nature of educational offers. The relevance of the study is that it is necessary to distinguish between the use of distance education methods in the traditional sphere and the sphere of training professionals. The paper presents the concept of the need to integrate elements of distance education in the process of preparing university teachers. The authors believe that teachers in drawing up courses and applying learning technologies use the same techniques as in distance learning. Therefore, the use of distance learning technologies can be shown as the basis for the development of advanced training programs and additional professional education. The authors proposed a study on the need and sufficiency of the use of distance education technologies and the possibilities for their integration into the process of postgraduate education. The practical significance of the work is determined by the fact that the possibilities of self-development of teachers are fully disclosed, not only as subjects of the educational process but also as subjects of training.

The Distance Education Phenomena

2015 ◽  
pp. 112-142 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Development Process ◽  
Instructional Designers ◽  
Community Of Learners ◽  
Global Community ◽  
Comfort Zone ◽  
Design And Development ◽  
Building Relationships ◽  
Instructional Facilitator

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

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.

Interactivity and Immediacy in Online Academic Programs

2016 ◽  
pp. 76-90
Author(s):  
Neal Shambaugh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Distance Education ◽  
Instructional Design ◽  
Best Practices ◽  
Academic Programs ◽  
Faculty Members ◽  
Pedagogical Issues ◽  
Online Programs

Attention to the quality issues of distance education in higher education has focused primarily on courses. Entire academic programs are now delivered online, and faculty members must spend a significant amount of resources in addressing curricular-issues of online programs, as opposed to pedagogical issues for the courses they teach. Priorities for instructor interactivity and immediacy can become explicit goals for all learning experiences in academic programs. This chapter is organized in three parts: (1) the value of using interactivity/immediacy in the design of extended learning academic programs, (2) instructional design best practices for developing interactivity and immediacy in online academic programs, and (3) recommendations for different level of academic programs, including undergraduate, master's, doctoral, and specialized programs, including teacher education, certificates, and professional development.

scholarly journals From Telecourses to Online Courses: A Story of Redesign | Du cours télévisé au cours en ligne : une histoire de redesign

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Claude Potvin
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Learning Technologies ◽  
Online Course ◽  
Multimedia Content ◽  
Application Process ◽  
Grant Application ◽  
Traditional Assessment ◽  
Content Understanding ◽  
Video Recordings

This case deals with the redesign of a standard telecourse - printed material, professional studio video recordings and phone tutoring – into an online course. The redesign involved an adjunct professor in the Humanities having some experience in distance education but little with learning technologies. It was a two-year project including the grant application process. The main issues included replacing television-based content with multimedia content; understanding the complexity of interactions between materials, students, and tutors; and adapting traditional assessment approaches to online instruments and methods.

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