Simonson / Michael / Schlosser Distance Learning

1. Auflage 2017
ISBN: 978-1-64113-097-4
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 73 Seiten

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, elearning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authorsnew and experiencedwith interesting and important information about the effective practice of distance teaching and learning. Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.

Autoren/Hrsg.

Simonson, Michael

Simonson,

Michael,

Schlosser,

Charles,

Flores,

G., John

Inhaltsverzeichnis

1;Front Cover;1
2;Featured Articles;2
2.1;1;2
2.2;Investigating Twitter Use in Lower Division Online Classrooms;2
2.2.1;9;2
2.3;Qualitative Phenomenological Analysis of Foreign Language Assessment;2
2.3.1;17;2
2.4;The Role of Computer Simulations and Digital Gaming in Distance Education;2
2.4.1;27;2
2.5;Georgia Virtual Technical Connection: Distance Education for Georgia’s Technical Colleges;2
2.5.1;35;2
2.6;Broward Virtual School: Preparing Students for Success;2
2.6.1;41;2
2.7;Telehealth: Changing Healthcare for Humans and Animals;2
3;Columns;2
4;Investigating Twitter Use in Lower Division Online Classrooms;6
4.1;Bjorn Mercer and Amy Winger;6
4.1.1;Introduction;6
4.1.2;Background;6
4.1.3;Twitter’s Benefits for Lower Division College Students;7
4.1.3.1;Twitter Builds Community;7
4.1.3.2;Twitter as an Information Storehouse;8
4.1.3.3;Twitter’s Portability;8
4.1.3.4;Twitter as a Writing Tool;8
4.1.4;Twitter’s Challenges to Lower Division College Students;9
4.1.4.1;Twitter’s Proficiency and Timeframe Challenges;9
4.1.4.2;Twitter’s Implementation Concerns;9
4.1.4.3;Twitter’s Student-Privacy Concerns;10
4.1.4.4;Twitter’s Perceived Questionable Credibility;10
4.1.4.5;Twitter’s Ambiguous Academic Efficacy;10
4.1.5;Conclusion;11
4.1.6;References;11
5;Qualitative Phenomenological Analysis of Foreign Language Assessment;14
5.1;Varvara Gasparyan;14
5.1.1;Introduction;14
5.1.2;Overview of the History of Foreign Language Assessment in the United States;15
5.1.3;The Assessment Process;16
5.1.4;Summary;19
5.1.5;References;19
6;The Role of Computer Simulations and Digital Gaming in Distance Education;22
6.1;Linda R. Rivers;22
6.1.1;Introduction;22
6.1.2;Computer Simulations and Games in Distance Education;23
6.1.2.1;Framework;23
6.1.2.2;Grounded in Learning Theory;24
6.1.2.3;Motivational Tool;25
6.1.2.4;Interactivity and Collaboration;25
6.1.2.5;Competition;25
6.1.2.6;Adaptation;26
6.1.2.7;Assessment;26
6.1.2.8;Self-Explanation;26
6.1.2.9;Distributed Learning;26
6.1.2.10;Learner Transfer;27
6.1.2.11;Computer Simulations and Games Course Characteristics;27
6.1.3;Case Study;27
6.1.4;Challenges of Computer Simulations and Games in Distance Education;28
6.1.5;Future of Computer Simulations and Digital Games in Distance Education;28
6.1.6;Conclusion;29
6.1.7;References;29
6.2;Get Your Copy Today—Information Age Publishing www.infoagepub.com;31
6.3;Get Your Copy Today—Information Age Publishing;39
7;Georgia Virtual Technical Connection;32
7.1;Distance Education for Georgia’s Technical Colleges;32
7.1.1;Theresa West;32
7.1.1.1;Introduction;32
7.1.1.2;Georgia Virtual Technical Connection;33
7.1.1.2.1;GVTC Mission Statement;33
7.1.1.2.2;GVTC History;33
7.1.1.2.3;Complete College Georgia Initiative;33
7.1.1.2.4;Achieve the Dream Initiative;34
7.1.1.2.5;Performance Accountability System;35
7.1.1.2.6;Instructional Technology;35
7.1.1.2.7;Admissions Requirements;36
7.1.1.2.8;Library Resources;36
7.1.1.3;Advantages and Disadvantages of GVTC;37
7.1.1.4;Summary;38
7.1.1.5;References;38
7.1.1.6;Appendix;38
8;Broward Virtual School;40
8.1;Preparing Students for Success;40
8.1.1;Adrienne Fuller;40
8.1.1.1;Introduction;40
8.1.1.2;About BVS;40
8.1.1.2.1;BVS Courses;40
8.1.1.2.2;Administration;41
8.1.1.2.3;Teachers;41
8.1.1.2.4;Students;42
8.1.1.2.5;Parents;42
8.1.1.3;Admissions;42
8.1.1.3.1;Full-Time Students;42
8.1.1.3.2;Part-Time Students;43
8.1.1.4;School Choice;43
8.1.1.5;Preparing Students for Success;43
8.1.1.6;School of Excellence;44
8.1.1.7;Challenges in Virtual School;44
8.1.1.8;Conclusion;45
8.1.1.9;References;45
9;Telehealth;46
9.1;Changing Healthcare for Humans and Animals;46
9.1.1;Lee S. Nagy;46
9.1.1.1;Introduction;46
9.1.1.2;The Telehealth Umbrella;46
9.1.1.3;Definitions and Distinctions;46
9.1.1.4;History of Telemedicine;47
9.1.1.5;Modalities, Applications, and Devices;47
9.1.1.6;Benefits;48
9.1.1.7;Potential: Kids and Pets;49
9.1.1.8;Challenges;50
9.1.1.9;Conclusion;51
9.1.1.10;References;51
9.2;Get Your Copy Today—Information Age Publishing www.infoagepub.com;53
10;What Is Problem-Based Learning?;54
10.1;Natalie B. Milman and Clare R. Kilbane;54
10.1.1;1. “present or identify the problem,;55
10.1.2;2. develop a plan for solving the problem,;55
10.1.3;3. implement the plan for solving the problem, and;55
10.1.4;4. evaluate the implementation plan results” (Kilbane & Milman, 2013, p. 285).;55
10.1.5;How Can Online Educators Use Problem-Based Learning?;55
10.1.5.1;Table 1. Problem-Based Learning Versus Project-Based Learning;56
10.1.6;References;56
11;A Crucial Relationship;58
11.1;The Faculty Manager and the Online Educator;58
11.1.1;Errol Craig Sull and Kathy Embry;58
11.1.1.1;Suggestions: Online Faculty Developing a Solid Relationship With the FM/S;59
11.1.1.2;Suggestions: Developing a Solid Relationship From the Online Faculty Manager Perspective;61
11.2;Get Your Copy Today—Information Age Publishing www.infoagepub.com;63
12;Ask Errol!;64
12.1;Errol Craig Sull;64
12.1.1;How to Handle Students Who Plagiarize;64
12.1.2;How to Have a Smooth Transition Into a New Course Design;65
12.1.3;Best Tips for Using a School’s Online Library;65
12.1.4;Reminding Students Not to Focus on One or Two Poor Grades;66
13;Online Courses Have Three Critical Components (and Learning Management Systems Are Not One of Them);69
13.1;Michael Simonson;69
13.1.1;Reference;68
14;Back Cover;70