Simonson / Michael Distance Education

1. Auflage 2016
ISBN: 978-1-68123-643-8
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 262 Seiten

Distance Learning journal is a premiere outlet for articles featuring practical applications of distance education in states, institutions, and countries. Distance Education: Statewide, Institutional, and International Applications of Distance Education, 2nd Edition is a collection of readings from Distance Learning journal written by practitioners for practitioners.

Autoren/Hrsg.

Simonson, Michael

Simonson,

Michael,

Inhaltsverzeichnis

1;Front Cover;1
2;Perspectives in Instructional Technology and Distance Education;3
3;Distance Education;4
4;Statewide, Institutional, and International Applications: Readings From the Pages of Distance Learning Journal;4
5;Second Edition;4
5.1;Compiled by;4
5.2;Michael Simonson;4
5.3;Editor of Distance Learning Journal Department Chair Instructional Design and Technology Fischler School of Education Nova Southeastern University;4
6;CONTENTS;6
7;Distance Education;2
8;Statewide, Institutional, and International Applications: Readings From the Pages of Distance Learning Journal;2
9;Second Edition;2
10;Introduction;10
10.1;Michael Simonson;10
11;Part I;12
11.1;State-Based and Statewide Approaches to Distance Education;12
12;Florida Virtual School;14
12.1;Blended Learning;14
12.1.1;Dana Baugh;14
12.1.1.1;Introduction;14
12.1.1.2;Florida Virtual School Today;14
12.1.1.3;Funding;15
12.1.1.4;Leadership;15
12.1.1.5;Innovation Led by Legislation;15
12.1.1.6;Blended Learning;16
12.1.1.7;How FLVS Conducts Blended Learning;17
12.1.1.8;Florida Virtual School Virtual Learning Lab Pilot;17
12.1.1.9;VLL Versus Blended Learning Community;18
12.1.1.10;The Future;18
12.1.1.11;References;18
13;ACCESS Distance Learning;20
13.1;A Teacher’s Perspective;20
13.1.1;M. Danyelle Hillman;20
13.1.1.1;Introduction;20
13.1.1.2;Background;20
13.1.1.3;Benefits of ACCESS;21
13.1.1.4;Three Roles of the Professional and ACCESS Distance Learning;21
13.1.1.4.1;Counselor’s Role;21
13.1.1.4.2;Facilitator’s Role ;22
13.1.1.4.3;Teacher’s Role;22
13.1.1.5;Instructional Strategy;23
13.1.1.5.1;Classroom Strategies That Work;23
13.1.1.5.2;Implementing Discussion Questions in ACCESS Distance Learning;23
13.1.1.5.3;Web-Enhanced and Blended Courses;24
13.1.1.5.4;Time Commitment;24
13.1.1.5.5;Communication;24
13.1.1.6;Conclusion;24
13.1.1.7;References;25
14;NorthStar Academy;26
14.1;An Online International School;26
14.1.1;Kevin Arndt;26
14.1.1.1;Introduction;26
14.1.1.2;NorthStar Academy;27
14.1.1.3;NorthStar’s Flexibility;28
14.1.1.4;Student Experience;29
14.1.1.5;Technology and Course Design;29
14.1.1.6;Future;30
14.1.1.7;References;30
15;North Carolina Virtual Public School;32
15.1;Preparing Students Today for Lives Tomorrow;32
15.1.1;Holly Marshburn;32
15.1.1.1;Introduction;32
15.1.1.2;Background;32
15.1.1.2.1;Mission and Vision Statements;34
15.1.1.2.2;Three Instructional Pillars;34
15.1.1.2.3;Funding;35
15.1.1.3;Courses;35
15.1.1.3.1;Success 101;35
15.1.1.4;Course Design;36
15.1.1.5;Teachers;36
15.1.1.5.1;Teacher-in-Training Program;37
15.1.1.6;Students;37
15.1.1.6.1;Peer Tutoring Program;37
15.1.1.7;Parental Involvement;38
15.1.1.8;New Hanover County Schools;38
15.1.1.8.1;Benefits;38
15.1.1.9;Virtual Academy Coordinators;39
15.1.1.10;Conclusion;39
15.1.1.11;References;39
16;Texas Virtual School Network;42
16.1;Deep in the Heart of Distance Education;42
16.1.1;Rolando R. Garza;42
16.1.1.1;Introduction and History;42
16.1.1.2;Provider Requirements;43
16.1.1.3;Students Getting Started;44
16.1.1.4;TxVSN Standards;44
16.1.1.5;Online Teaching Professional Development;45
16.1.1.6;Conclusion;46
16.1.1.7;References;46
16.1.1.7.1;Table 1. TxVSN Approved Professional Development;46
17;The South Carolina Virtual School Program;48
17.1;Opportunities for South Carolina’s Students;48
17.1.1;Robin M. Clinton;48
17.1.1.1;Introduction;48
17.1.1.2;South Carolina Virtual School Program;49
17.1.1.2.1;Leadership;49
17.1.1.2.2;Teachers;49
17.1.1.2.3;Teacher Training;49
17.1.1.2.4;Course Offerings;50
17.1.1.2.5;Technology;50
17.1.1.2.6;Students;51
17.1.1.2.7;How Is SCVSP Performing?;51
17.1.1.2.8;The Future of the SCVSP;53
17.1.1.3;Conclusion;53
17.1.1.4;References;54
18;Learning at Georgia Virtual School;56
18.1;Courtney L. Teague;56
18.1.1;Introduction;56
18.1.2;Georgia Virtual School;56
18.1.2.1;Background;57
18.1.2.1.1;GaVS Strategic Plan;57
18.1.2.1.2;Enrollment in GaVS;57
18.1.2.1.3;GaVS Learners’ Needs;57
18.1.3;GaVS Courses;59
18.1.3.1;Course Development;59
18.1.3.1.1;GaVS Course Recovery Program;59
18.1.3.1.2;GaVS Accreditation and Evaluation;59
18.1.3.1.2.1;1. The course provides online learners with engaging learning experiences that promote their mastery of content and are aligned with state content standards or nationally accepted content.;60
18.1.3.1.2.2;2. The course uses learning activities that engage learners in active learning; provides learners with multiple learning paths to master the content based on learner needs; reflects multicultural education and is accurate, current and free of bias; a...;60
18.1.3.1.2.3;3. The course uses multiple strategies and activities to assess learner readiness for and progress in course content and provides learners with feedback on their progress.;60
18.1.3.1.2.4;4. The course takes full advantage of a variety of technology tools, has a user- friendly interface and meets accessibility standards for interoperability and access for learners with special needs.;60
18.1.3.1.2.5;5. The course is evaluated regularly for effectiveness, using a variety of assessment strategies, and the findings are used as a basis for improvement. The course is kept up to date, both in content and in the application of new research on course de...;60
18.1.3.1.3;GaVS End of Course Policy;60
18.1.4;GaVS Teacher;60
18.1.4.1;Teacher Certification;60
18.1.4.2;GaVS Adjunct Teacher Salary;61
18.1.5;Leadership;61
18.1.6;Instructional Technology;61
18.1.7;Diffusion of Innovation;62
18.1.8;Conclusion;62
18.1.9;References;62
18.1.9.1;Online learning has become an important part of the progression of K-12 education. It is no longer considered novel but considered as a recognized method of course delivery. Georgia has recognized the importance and has passed legislative bills to en...;63
19;Broward Virtual School;64
19.1;Nova Lishon-Savarino;64
19.1.1;Overview;64
19.1.2;Mission;64
19.1.3;Accreditation;64
19.1.4;Educators;64
19.1.5;Administration;65
19.1.6;Students;65
19.1.7;Cost;66
19.1.8;Attendance;66
19.1.9;Communication Delivery;66
19.1.10;Student Activities;66
19.1.11;Partnerships With Organizations;67
19.1.12;Technology Requirements;67
19.1.13;Technology Utilized;67
19.1.14;Technology Supplements and Support;68
19.1.15;Videoconferencing;68
19.1.16;Statistics;68
19.1.17;Awards and Recognition;69
19.1.18;Goals;70
19.1.19;Conclusion;70
19.1.20;References;70
19.1.20.1;Table 1. Video Conference Course Lesson Plans;69
19.1.21;5;69
19.1.22;0;69
19.1.23;2;69
19.1.24;26;69
19.1.25;151;69
19.1.26;4;69
19.1.27;0;69
19.1.28;3;69
19.1.29;28;69
19.1.30;148;69
19.1.31;4;69
19.1.32;0;69
19.1.33;20;69
19.1.34;23;69
19.1.35;137;69
19.1.36;4;69
19.1.37;0;69
19.1.38;5;69
19.1.39;34;69
19.1.40;141;69
19.1.40.1;Table 2. Instructor of Video Conference Course;69
19.1.41;6;69
19.1.42;0;69
19.1.43;0;69
19.1.44;21;69
19.1.45;156;69
19.1.46;6;69
19.1.47;0;69
19.1.48;0;69
19.1.49;22;69
19.1.50;155;69
19.1.51;6;69
19.1.52;1;69
19.1.53;1;69
19.1.54;26;69
19.1.55;149;69
19.1.56;6;69
19.1.57;0;69
19.1.58;2;69
19.1.59;35;69
19.1.60;138;69
19.1.61;5;69
19.1.62;1;69
19.1.63;2;69
19.1.64;28;69
19.1.65;146;69
19.1.66;5;69
19.1.67;3;69
19.1.68;4;69
19.1.69;33;69
19.1.70;137;69
20;Georgia Schools;72
20.1;Virtually Here;72
20.1.1;Lynn M. Hawkins;72
20.1.1.1;Introduction;72
20.1.1.2;Georgia’s Virtual Certification;72
20.1.1.3;Georgia Virtual Learning for Public Schools;73
20.1.1.3.1;History;73
20.1.1.3.2;Georgia Virtual School (GaVS);73
20.1.1.3.3;GaVS Accreditation and Certification;73
20.1.1.3.4;GaVS Times and Tuition;73
20.1.1.3.5;Credit Recovery;74
20.1.1.3.6;Coursework/Schedule;74
20.1.1.3.7;Grading;74
20.1.1.3.8;Cost;74
20.1.1.4;ExPreSS;74
20.1.1.5;Georgia Virtual Charter Schools;74
20.1.1.5.1;Georgia Charter Schools;74
20.1.1.5.2;Georgia Connections Academy Charter School;75
20.1.1.5.3;Georgia Cyber Academy;75
20.1.1.5.4;Provost Academy;75
20.1.1.5.5;Georgia’s Amendment 1;75
20.1.1.5.6;The Change;75
20.1.1.5.7;Support;76
20.1.1.5.8;Historical Significance;76
20.1.1.6;Why E-learning in Georgia;76
20.1.1.7;Conclusion;76
20.1.1.8;References;76
21;Meeting the Shifting Perspective;78
21.1;The Iowa Communications Network;78
21.1.1;John Gillispie, Joseph Cassis, Tami Fujinaka, and Gail McMahon;78
21.1.1.1;Time Shift;80
21.1.1.2;Place Shift;81
21.1.1.3;Mental Shift;85
21.1.1.4;Shifting Gears;87
22;Designing the “Perfect” Online Program;90
22.1;Michael Simonson;90
22.1.1;1. First, an academic technology/distance education plan is needed. This plan includes the following components:;91
22.1.2;2. Next, a process for diffusion and implementation of distance education is needed. This process includes these components:;91
22.1.3;References;91
22.1.3.1;And Finally …;90
23;Part II;92
23.1;Institution-Based Applications of Distance Education;92
24;Michigan Virtual University;94
24.1;Providing Online Learning Opportunities;94
24.1.1;Sophia Lafayette;94
24.1.1.1;Introduction;94
24.1.1.2;The Origins of Michigan Virtual University;94
24.1.1.2.1;Historical Context;94
24.1.1.2.2;Creation of Michigan Virtual University;95
24.1.1.3;Organizational Structure of Michigan Virtual University;96
24.1.1.3.1;Michigan Virtual School, a Division of Michigan Virtual University;96
24.1.1.3.2;Michigan LearnPort, a Division of Michigan Virtual University;97
24.1.1.3.3;Michigan Virtual Learning Research Institute, a Division of Michigan Virtual University;98
24.1.1.3.3.1;1. Michigan students accounted for 319,630 virtual enrollments in the 2013- 14 school year, an increase of over 134,577 virtual enrollments from the prior year. Only 5% of those enrollments were delivered by MVS.;99
24.1.1.3.3.2;2. Although almost 90% of enrollments were by secondary students (Grades 7- 12), elementary level students had the highest year-over-year percentage growth.;99
24.1.1.3.3.3;3. Fifty-seven percent of virtual enrollments from virtual students ended with a completion status of “completed/passed.” Those same virtual students, however, passed their non- virtual courses 71% of the time. In contrast, non-virtual learners p...;99
24.1.1.3.3.4;4. Of the virtual learners taking courses, those taking courses through MVS had a passed/completed rate of 72%, while cyber schools had a rate of 54%, and local districts rate was 57%.;99
24.1.1.3.3.5;5. Students who tend to have lower levels of academic success are being directed to take virtual courses, primarily in core content areas.;99
24.1.1.4;The Future of Michigan Virtual University;100
24.1.1.5;References;100
24.1.1.5.1;Table 1. Leadership Structure of Michigan Virtual University;96
24.1.1.5.2;Table 2. Michigan Virtual School 2013–2014 Course Enrollments by Subject Area;97
24.1.1.6;21.4%;97
24.1.1.7;4,522;97
24.1.1.8;16.1%;97
24.1.1.9;3,396;97
24.1.1.10;14.7%;97
24.1.1.11;3,101;97
24.1.1.12;11.7%;97
24.1.1.13;2,473;97
24.1.1.14;7.8%;97
24.1.1.15;1,653;97
24.1.1.15.1;Table 3. Michigan Virtual University Goals;100
25;Navy College Program for Afloat College Education;102
25.1;Christopher Bergeron;102
25.1.1;Introduction;102
25.1.2;Navy College Program Distance Learning Partnership;103
25.1.3;Navy College Program for Afloat College Education;103
25.1.4;Distance Degrees Offered Via NCPACE;104
25.1.4.1;42 Associate’s Degrees;104
25.1.4.2;24 Bachelor’s Degrees;105
25.1.4.3;6 Master’s Degrees;105
25.1.5;References;105
26;UMassOnline;106
26.1;Online Education at the University of Massachusetts;106
26.1.1;Eileen B. Perez;106
26.1.1.1;Introduction;106
26.1.1.2;Distance Education Models;106
26.1.1.3;University of Massachusetts History;106
26.1.1.4;Online Learning at the University of Massachusetts;108
26.1.1.4.1;Reporting Structure;108
26.1.1.4.2;UMassOnline Organizational Structure and Funding;108
26.1.1.4.3;Online Learning Funding;109
26.1.1.4.4;UMassOnline Enrollment, Programs, and Degree Offerings;109
26.1.1.5;Online Education at the University of Massachusetts Reviewed;109
26.1.1.5.1;Online Learning and the Five Campuses;110
26.1.1.5.2;UMassOnline;111
26.1.1.5.3;UMassOnline and the Five Campuses;112
26.1.1.5.4;Recommendations of the Reviewers;112
26.1.1.6;Conclusion;112
26.1.1.7;References;112
26.1.1.7.1;Table 1. Annual Budget;109
26.1.1.8;2007;109
26.1.1.9;2008;109
26.1.1.10;2009;109
26.1.1.11;2010;109
26.1.1.12;2011;109
26.1.1.13;Not available*;109
26.1.1.13.1;Table 2. Programs by Campus;110
26.1.1.14;3;110
26.1.1.15;0;110
26.1.1.16;1;110
26.1.1.17;0;110
26.1.1.18;0;110
26.1.1.19;5;110
26.1.1.20;13;110
26.1.1.21;10;110
26.1.1.22;23;110
26.1.1.23;1;110
26.1.1.24;12;110
26.1.1.25;2;110
26.1.1.26;3;110
26.1.1.27;5;110
26.1.1.28;0;110
26.1.1.29;5;110
26.1.1.30;10;110
26.1.1.31;1;110
26.1.1.32;9;110
26.1.1.33;0;110
26.1.1.34;1;110
26.1.1.35;1;110
26.1.1.36;0;110
26.1.1.37;0;110
26.1.1.38;0;110
26.1.1.39;1;110
26.1.1.40;5;110
26.1.1.41;0;110
26.1.1.42;0;110
26.1.1.43;0;110
26.1.1.44;0;110
26.1.1.45;0;110
26.1.1.46;0;110
26.1.1.47;0;110
26.1.1.48;1;110
26.1.1.49;27;110
26.1.1.50;31;110
26.1.1.51;15;110
26.1.1.52;37;110
26.1.1.53;2;110
26.1.1.53.1;In the last 12 years, the new organization UMassOnline succeeded in increasing online enrollment, program and course offerings, and created a brand that capitalized on the strengths of the University of Massachusetts system.;113
27;Tribal Colleges and Universities;114
27.1;Rebuilding Culture and Education Through Distance Education;114
27.1.1;Ayasia Hampton;114
27.1.1.1;Introduction;114
27.1.1.2;Brief History of American Indian Education;114
27.1.1.3;TCU, Culture, and Distance Education;115
27.1.1.3.1;The Importance of Culture;116
27.1.1.3.2;A Glance at Distance Education at Work;116
27.1.1.4;Broadband Connecting and Transforming American Indians;117
27.1.1.4.1;The Digital Divide and the Broadband Technologies Opportunities Program (BTOP);118
27.1.1.4.2;The College of Menominee Nation (CMN);118
27.1.1.4.3;ZeroDivide Tribal;118
27.1.1.5;Conclusion;119
27.1.1.6;References;119
27.1.1.6.1;Distance education bridges the instructional gap between teacher and student when various technologies are used for teaching and learning. Historically, education has changed based on new technologies; more than ever it is steadily providing a new di...;120
28;Maximizing HR Professionals’ Leadership Role in e-Learning for Organizational Effectiveness;122
28.1;Jane Waweru;122
28.1.1;Introduction;122
28.1.2;Perceptions of Innovation Attributes;122
28.1.3;Implications of Limited e-Learning;123
28.1.4;Focus Group Qualitative Data;124
28.1.4.1;Reasons for Use or Nonuse of e-Learning;125
28.1.4.1.1;1. Professional/personal development. Most HR professionals stated they participated in e-learning for their own professional or personal development. On professional development, participants indicated they utilized e-learning resources to recertify...;125
28.1.4.1.2;2. Convenience. Participants generally perceived that e-learning provides easy access to learning. Consequently, distance from a training site or even time of day was not an obstacle when training was done through e-learning. One participant stated s...;125
28.1.4.1.3;3. Compliance. Participants stated they were able to educate employees on mandated courses such as code of ethics and harassment policies among others through e-learning.;125
28.1.4.1.4;4. Facilitate/instruct/intervention. Several participants indicated they had been exposed to e-learning as facilitators or instructors or utilized e-learning as an intervention.;125
28.1.4.1.5;5. Customized training. Participants stated that e-learning provided the ability to provide customized training to employees with special needs. A HR professional stated that “different learners require unique needs which may not be met through e-l...;125
28.1.4.2;Potential Barriers;125
28.1.4.2.1;1. Lack of face-to-face interaction. Participants stated that a lack of face-to-face interaction or engagement does create a barrier to e-learning. A participant was of the view that online interaction “can be strange.” The participant added by s...;125
28.1.4.2.2;2. Accessibility and usability. Some participants were of the view that technical challenges can create a barrier to e- learning. Participants stated that, sometimes, e-learning may not be easy to use because of “terrible technology.” An HR profe...;126
28.1.4.2.3;3. Cost. Participants stated that cost of e- learning can be a barrier to e-learning because finances are needed to support the software, people, developers, and designers of the innovation. Some believed that due to hard economic challenges, complia...;126
28.1.4.2.4;4. Effectiveness. Participants believed that the inability to measure the effectiveness of e-learning was a barrier to learning.;126
28.1.4.2.5;5. Lack of time. HR professionals stated they were sometimes busy and may not have had time for e-learning on the job. One participant stated that not having enough time at work made e- learning “a bother at work.” Others felt that interruptions ...;126
28.1.5;Interpretation of the Focus Group Results on the Use or Nonuse of e-Learning;126
28.1.6;Interpretation of Results for the Barriers of e-Learning;126
28.1.7;Implications for Practice;127
28.1.7.1;Publication of the Research;127
28.1.7.2;Offering Workshops;127
28.1.7.3;Offering Technical Support;128
28.1.7.4;Enhancing Organizational Synergy;128
28.1.7.5;Enhancing Communication Within the Organization;129
28.1.8;Implications for Future Research;129
28.1.8.1;Conducting Studies in Specific Companies;129
28.1.8.2;Research on Specific HR Management Functions;129
28.1.9;Summary;130
28.1.10;References;130
28.1.10.1;Table 1. e-Learning Opportunities for HR Professionals;124
29;The Global Campus;132
29.1;Examining the Initiative From the Perspective of Diffusion Theory;132
29.1.1;Kevin E. Johnson;132
29.1.1.1;Innovation;133
29.1.1.1.1;1. Relative Advantage: one’s perception of how advantageous the innovation in terms of economics, social prestige factors, convenience, and satisfaction (Rogers, 2003). For a majority of the Global Campus adopters, the advantages of The Global Camp...;133
29.1.1.1.2;2. Compatibility: determines how compatible the individual perceives the innovation to the adopting society (Rogers, 2003). In the initial stages, The Global Campus was to be a for-profit arm of the university that relied solely on the idea of hiring...;134
29.1.1.1.3;3. Complexity: “The degree to which an innovation is perceived as difficult to understand and use (Rogers, 2003, p. 15). The starting of a new campus is always complex in nature. However, most people understand the nature of developing policies, pr...;134
29.1.1.1.4;4. Trialability: the degree to which an individual is able to practice the innovation before making a decision (Rogers, 2003). The Global Campus worked hard to meet with other successful programs such as University of Massachusetts, University of Pho...;134
29.1.1.1.5;5. Observability: the degree to which the results of an innovation are visible to others. Global Campus administration provided faculty and college administrators with economic projections specific to enrollment and university income (Rogers, 2003). ...;134
29.1.1.2;Communication and Communication Channels;134
29.1.1.3;Time;135
29.1.1.4;Social System;135
29.1.1.5;References;136
29.1.1.5.1;“The University of Illinois Global Campus is a rather new initiative with the mission to become a national leader in online education, focused on innovation, quality, superior instruction, service, and accessibility.”;136
30;Online Learning Opportunities for K-12 Students in Florida’s Nassau County;138
30.1;Kari Burgess-Watkins;138
30.1.1;Introduction;138
30.1.2;Mission Statement;139
30.1.3;Goals and Objectives;139
30.1.4;FLVS FT for Grades K-8;139
30.1.5;FLVS Franchise for Grades 6-12;140
30.1.6;Home Education Students;140
30.1.7;Private School Students;140
30.1.8;Hospital Homebound;140
30.1.9;Coenrolled Students;140
30.1.10;Full-Time Diploma-Seeking Students;141
30.1.11;Self-Evaluation Online Learning Quiz;141
30.1.11.1;Technical Competencies and Access;141
30.1.11.2;Learning Styles;141
30.1.12;Courses;141
30.1.13;Instruction;142
30.1.14;Coursework;142
30.1.15;Grace Period;142
30.1.16;Assessments;142
30.1.17;Academic Integrity;143
30.1.18;Teacher Responsibilities;143
30.1.19;Parental Involvement;143
30.1.20;References;144
31;Responding to Change;146
31.1;Online Education at the College of Central Florida;146
31.1.1;Connie J. Tice;146
31.1.1.1;Historical Perspective;146
31.1.1.2;Responding to Change;147
31.1.1.3;Evolution of a Program;147
31.1.1.4;Future Goals;149
31.1.1.5;The Future;149
31.1.1.6;References;149
31.1.1.6.1;Table 1. E-learning Enrollment;148
31.1.1.7;1998-1999;148
31.1.1.8;54;148
31.1.1.9;,712;148
31.1.1.10;0;148
31.1.1.11;, 0;148
31.1.1.12;1999-2000;148
31.1.1.13;71;148
31.1.1.14;1,065;148
31.1.1.15;0;148
31.1.1.16;, 0;148
31.1.1.17;2000-2001;148
31.1.1.18;65;148
31.1.1.19;1,094;148
31.1.1.20;0;148
31.1.1.21;, 0;148
31.1.1.22;2001-2002;148
31.1.1.23;78;148
31.1.1.24;1,373;148
31.1.1.25;0;148
31.1.1.26;, 0;148
31.1.1.27;2002-2003;148
31.1.1.28;82;148
31.1.1.29;1,724;148
31.1.1.30;0;148
31.1.1.31;, 0;148
31.1.1.32;2003-2004;148
31.1.1.33;103;148
31.1.1.34;2,460;148
31.1.1.35;3;148
31.1.1.36;, 54;148
31.1.1.37;2004-2005;148
31.1.1.38;135;148
31.1.1.39;3,120;148
31.1.1.40;10;148
31.1.1.41;, 213;148
31.1.1.42;2005-2006;148
31.1.1.43;173;148
31.1.1.44;3,812;148
31.1.1.45;20;148
31.1.1.46;, 251;148
31.1.1.47;2006-2007;148
31.1.1.48;206;148
31.1.1.49;4,451;148
31.1.1.50;32;148
31.1.1.51;,509;148
31.1.1.52;2007-2008;148
31.1.1.53;240;148
31.1.1.54;5,288;148
31.1.1.55;54;148
31.1.1.56;, 841;148
31.1.1.57;2008-2009;148
31.1.1.58;299;148
31.1.1.59;6,886;148
31.1.1.60;83;148
31.1.1.61;1,509;148
31.1.1.61.1;Community colleges and their faculty have been known for their ability to respond to both change and the needs of their students and community.;149
32;A Closer Look at Distance Learning in the Kansas City, Missouri School District;151
32.1;Shelley Brown Cooper;151
32.1.1;Introduction;151
32.1.2;Background of KCMSD School District;151
32.1.3;Transformation Plan;152
32.1.4;Distance Education;153
32.1.5;Players;155
32.1.6;Definition of Terms;155
32.1.7;Building the DLLs (Costs/ Equipment + Facilities);156
32.1.8;Policies and Procedures;156
32.1.9;Training Facilitators;156
32.1.10;Scheduling;156
32.1.11;Teachers;157
32.1.12;Successes;157
32.1.13;Challenges and Concerns;157
32.1.14;State Technology Plan;157
32.1.15;Future Plans and Expectations;157
32.1.16;Evaluation;157
32.1.17;References;158
33;Reaching Beyond the Conventional Classroom;160
33.1;NASA’s Digital Learning Network;160
33.1.1;Damon Talley and Gamaliel “Dan” Cherry;160
33.1.1.1;The Digital Learning Network;160
33.1.1.2;America’s Spaceport: John F. Kennedy Space Center;161
33.1.1.3;Interest in Science;162
33.1.1.4;Interpretations of Inquiry-Based Instruction;164
33.1.1.5;The Learning Cycle;164
33.1.1.6;5E-Instructional Model;165
33.1.1.7;Pulling it all Together;165
33.1.1.8;References;165
33.1.1.8.1;Table 1. Summary of the BSCS 5E Instructional Model and Teacher Roles;165
33.1.1.8.1.1;“Despite evidence that point to using an inquiry-based approach to teach science, the amount of research examining instructional strategies used via video- conferencing suggests room for a closer look.”;166
34;The Virtual Campus at the International Academy of Design & Technology-Online;168
34.1;Andrea Vassar;168
34.1.1;Introduction;168
34.1.2;Key Features of the Virtual Campus;169
34.1.2.1;The Classroom;169
34.1.2.2;Online Library;172
34.1.2.3;Learning Center;174
34.1.2.4;Virtual Commons;174
34.1.2.5;Technical Support;176
34.1.3;Advantages and Limitations of the Virtual Campus;176
34.1.3.1;Flexible Delivery Model;177
34.1.3.2;Student-Centered Learning;177
34.1.3.3;Interactive Experiences;177
34.1.3.4;Industry-Current Technology;178
34.1.3.5;Creative Community;178
34.1.3.6;Bandwidth Limitations;178
34.1.3.7;Course Development;178
34.1.4;Summary;178
34.1.5;References;179
34.1.5.1;In the words of an IADT-Online graphic design instructor, the virtual campus is an exciting, interactive experience for the students.;179
35;U.S. Army and U.S. Navy Staff Officer Distance Education Programs;180
35.1;Lawrence L. Gruszecki;180
35.1.1;References;186
35.1.1.1;“The online distance education program of today’s military, particularly the Army and Navy, appear to be as contemporary as leading online schools.”;186
36;MOOC Madness;188
36.1;Michael Simonson;188
36.2;“Though this be madness, yet there is method in’t”;188
36.3;—Hamlet, Act II, Scene ii, line 211, Shakespeare;188
36.3.1;References;189
36.3.1.1;And Finally …;188
37;Part III;190
37.1;International Applications of Distance Education;190
38;The University of the West Indies Open Campus;192
38.1;A Beacon for Distance Education in the Caribbean;192
38.1.1;Beverly S. Crooks-Johnson;192
38.1.1.1;Introduction;192
38.1.1.2;Historical Overview: UWI’s Humble Beginnings;192
38.1.1.3;UWI at Present;193
38.1.1.4;Distance Education: No New Phenomenon at UWI;193
38.1.1.5;The Emergence of the UWIOC;194
38.1.1.6;UWIOC’s Distance Education Telecommunication Infrastructure;195
38.1.1.7;UWIOC’s Programs and Student Enrollment;196
38.1.1.8;UWIOC and Quality Assurance;197
38.1.1.9;References;198
38.1.1.9.1;Table 1. UWI’s Three Main Campuses and 12 Participating Countries;193
38.1.1.9.2;Table 2. Total Enrollment for Online/Blended Programs 2011-2012;196
38.1.1.9.3;Table 3. Enrollment in Open Campus Continuing Education Programs 2008–2012;196
39;Online Education in the Bahamas;200
39.1;What Is its Position?;200
39.1.1;Kendra Spencer;200
39.1.1.1;References;203
40;The Evolution of ODL System in Nigeria;204
40.1;The Place of Nigerian Students of Conventional University Age Bracket;204
40.1.1;Janet O. Odeyemi;204
40.1.1.1;Introduction;204
40.1.1.2;Overview of Higher Education in Nigeria;205
40.1.1.3;Challenges of Higher Education;206
40.1.1.4;Open Learning: The Way Forward;207
40.1.1.5;NOUN: Vision, Quality, and the Nigerian Youths of University-Age Bracket;208
40.1.1.6;Conclusion;210
40.1.1.7;References;210
40.1.1.7.1;Table 1. Enrollment in Nigerian Universities (2006/2007);207
40.1.1.7.2;Table 2. Enrollment of Nigerian Students, By Level;207
40.1.1.8;20,000,000;207
40.1.1.9;27,000,000;207
40.1.1.10;2,000,000;207
40.1.1.11;95 + 4IUC;207
40.1.1.12;6,000,000;207
41;Delivering an Online MBA Program for Future Business Leaders in Ukraine;212
41.1;A Success Story;212
41.1.1;Carol A. Gravel and Lilia Dubko;212
41.1.1.1;Introduction;212
41.1.1.2;Program Results;213
41.1.1.3;Instructional Design Elements;213
41.1.1.3.1;1. Project-Based Approach: Several the classes took the form of a project. While working on a project, students develop a variety of skills. The project approach provides a meaning and a context to the learning process. Projects explore topics that e...;213
41.1.1.3.2;2. Flexibility: Because this program was for working adults, the program provided opportunity to for a flexible but effective classroom schedule, while at the same time ensuring that the key elements of the standard curriculum. There are learning obj...;213
41.1.1.3.3;3. Technology as a Tool: While technology is one of the key elements of the curriculum, technology was also a powerful enabling tool, which supported critical thinking and other developmental skills. The use of an online learning environment created ...;214
41.1.1.4;A Student’s Perception;214
41.1.1.5;Program Outcomes and Success;215
41.1.1.5.1;1. Education through a variety of applied graduate-level assignments and projects.;215
41.1.1.5.2;2. Enhanced business skills for both current and future business professionals.;215
42;Instructional Technology and Distance Education in Nigeria;216
42.1;Historical Background and a Critical Appraisal;216
42.1.1;Titilola Obilade;216
42.1.1.1;Introduction;216
42.1.1.2;Challenges;217
42.1.1.3;Conclusion;219
42.1.1.4;References;219
43;Distance Learning in Belize;222
43.1;A Benefit for Youths and Adults;222
43.1.1;Yvonne Palma;222
43.1.1.1;Demographics of Belize;222
43.1.1.2;Profile of the Belizean Student;222
43.1.1.3;Distance Education: A Possible Solution?;223
43.1.1.4;Technical and Vocational Education and Training;224
43.1.1.4.1;Distance Learning in Technical and Vocational Education;225
43.1.1.4.2;A Coordinated Effort;226
43.1.1.5;Benefit to Youths and Adults;226
43.1.1.6;References;227
44;Challenges in;228
45;Higher Education Distance Learning in the Democratic Republic of Congo;228
45.1;Banza Nsomwe-a-nfunkwa;228
45.1.1;Introduction;228
45.1.2;Need for Distance Learning;229
45.1.3;Challenges to Distance Learning in the Higher Education Sector;229
45.1.4;Strategies;229
45.1.4.1;1. Information about distance learning should be provided to the people of the Democratic Republic of Congo.;229
45.1.4.2;2. If distance learning in the Democratic Republic of Congo is to succeed, it is an obligation to prepare distance educators.;229
45.1.4.3;3. Organize conferences, seminars, discussions and reflection on the topic of distance learning and its impact on the Congolese people’s well-being.;229
45.1.4.4;4. Organizing training on the management of distance learning by the Congolese people.;229
45.1.4.5;5. Organizing workshops on the design and development of distance learning courses.;229
45.1.4.6;6. Help new distance educators learn about methods of teaching;229
45.1.4.7;7. A huge campaign to encourage the people of the Democratic Republic of Congo to study at a distance.;229
45.1.4.8;8. Organizing training on the evaluation system before, during, and after the lesson.;230
45.1.4.9;9. Prepare counseling and support services for distance learners.;230
45.1.5;Conclusion;230
45.1.6;Reference;230
45.1.6.1;Barriers to Distance Education in the Republic of Congo;230
45.1.6.2;1. Limited technologies;230
45.1.6.3;2. Exorbitant costs for technologies;230
45.1.6.4;3. Unstable electricity;230
45.1.6.5;4. New technologies have not replaced old technologies;230
46;Distance Education and the Well-Being of the Rural Poor;232
46.1;Case Study of the Kabongo Region in the Democratic Republic of Congo;232
46.1.1;Banza Nsomwe-a-nfunkwa;232
46.1.1.1;Introduction;233
46.1.1.2;Cassava Problems and Solutions;234
46.1.1.2.1;Network of Cassava Problems, Causes, and Effects;234
46.1.1.2.2;Network of Methods and Solutions;234
46.1.1.3;Curriculum for Rural Distant learners;235
46.1.1.3.1;Plan;236
46.1.1.4;Implement;239
46.1.1.5;Evaluation;239
46.1.1.6;Radio Broadcasting;240
46.1.1.6.1;Time of Delivery;241
46.1.1.7;Management and Broadcast;241
46.1.1.7.1;Timetable;242
46.1.1.8;Suggestion;242
46.1.1.9;Conclusion;242
46.1.1.10;References;243
46.1.1.10.1;Table 1 Broadcast Timetable;242
46.1.1.11;LI;242
46.1.1.12;LI;242
46.1.1.13;LI;242
46.1.1.14;LI;242
46.1.1.15;LI;242
46.1.1.16;LI;242
46.1.1.17;LI;242
46.1.1.18;ADV;242
46.1.1.19;ADV;242
46.1.1.20;ADV;242
46.1.1.21;ADV;242
46.1.1.22;ADV;242
46.1.1.23;ADV;242
46.1.1.24;RELIG;242
46.1.1.25;NI;242
46.1.1.26;NI;242
46.1.1.27;NI;242
46.1.1.28;NI;242
46.1.1.29;NI;242
46.1.1.30;NI;242
46.1.1.31;NI;242
46.1.1.32;M;242
46.1.1.33;M;242
46.1.1.34;M;242
46.1.1.35;M;242
46.1.1.36;M;242
46.1.1.37;M;242
46.1.1.38;M;242
46.1.1.39;RA;242
46.1.1.40;RA;242
46.1.1.41;RA;242
46.1.1.42;RA;242
46.1.1.43;RA;242
46.1.1.44;RA;242
46.1.1.45;KB;242
46.1.1.46;KH;242
46.1.1.47;KB;242
46.1.1.48;KH;242
46.1.1.49;K;242
46.1.1.50;KH;242
46.1.1.51;KB;242
46.1.1.52;K;242
47;Distance Learning and Bilingual Educational CD-ROMs in Rural Areas of the Democratic Republic of Congo;244
47.1;Banza Nsomwe-a-nfunkwa;244
47.1.1;CD-ROM Presentation;245
47.1.2;Learning Design;246
47.1.3;Choice of Language;246
47.1.4;Flexibility of Using Voice;246
47.1.5;Difficulties and Obstacles;249
47.1.6;Suggestions;249
47.1.7;Conclusion;250
47.1.8;References;250
47.1.8.1;In rural areas of the Democratic Republic of Congo, people are facing different kinds of problems connected to the lack of education and training on a daily level.;250
48;Education Leaders Perspectives;252
48.1;Pros and Cons of Distance Education in a Small Caribbean Island;252
48.1.1;Noverene Taylor;252
48.1.1.1;Introduction;252
48.1.1.2;The Turks and Caicos Islands;252
48.1.1.3;Defining Distance Education;253
48.1.1.4;Online Distance Education;254
48.1.1.5;Distance Education Versus Traditional Instruction;254
48.1.1.6;Advantages of Distance Education in the Turks and Caicos Islands;254
48.1.1.7;Disadvantages of Distance Education in the Turks and Caicos Islands;257
48.1.1.8;Summary and Conclusion;259
48.1.1.9;References;260
49;Educational Colonialism;262
49.1;Michael Simonson;262
49.1.1;References;263
49.1.1.1;And Finally …;262
50;Back Cover;264