Simonson / Michael / Schlosser Distance Learning

1. Auflage 2015
ISBN: 978-1-68123-474-8
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, e'learning, 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 learnin.

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 internationall.

Distance Learning is an official publication of the United States Distance Learning Association, and is cosponsored by the Fischler School of Education at Nova Southeastern University and Information Age Publishing.

Autoren/Hrsg.

Simonson, Michael

Simonson,

Michael,

Schlosser,

Charles,

Inhaltsverzeichnis

1;Front Cover;1
2;Featured Articles;2
2.1;1;2
2.2;Integrating Accreditation Guidelines and Quality Scorecard for Evaluating Online Programs;2
2.2.1;7;2
2.3;Transitioning to Online Courses in Higher Education;2
2.3.1;17;2
2.4;Lack of ICT Literacy for Freshman Students of the University of Kinshasa: A Huge Obstacle to Distance Learning;2
2.4.1;21;2
2.5;The Effect of Distance Education System on the Computer Literacy of MA Students in a Tehran University;2
2.5.1;37;2
2.6;The Keys to Online Learning for Adults: The Six Principles of Andragogy;2
2.6.1;43;2
2.7;The Online Learning Orientation Session: An Overlooked Retention Tool;2
3;Columns;2
4;Integrating Accreditation Guidelines and Quality Scorecard for Evaluating Online Programs;6
4.1;Anthony A. Piña and Larry Bohn;6
4.1.1;Introduction;6
4.1.2;Increased Scrutiny and Regulation;7
4.1.3;Quality Standards and Rubrics;8
4.1.4;Accreditation Policies and Guidelines;8
4.1.5;Quality Scorecard;8
4.1.6;Comparison;8
4.1.7;An Integrated Approach;9
4.1.8;References;10
5;Transitioning to Online Courses in Higher Education;12
5.1;Luke Duesbery, Regina R. Brandon, Kimy Liu, and Jenelle Braun-Monegan;12
5.1.1;Introduction;12
5.1.1.1;1. How much of the course did students want delivered online? Did this perception change after participating in the hybrid class?;14
5.1.1.2;2. Did the degree to which students want the course to be online depend on (a) general technology skill, (b) classroom related technology proficiency, or (c) access to technology? Did this perception change after participating in the hybrid class?;14
5.1.2;Method;14
5.1.3;Results;15
5.1.3.1;Research Question 1;15
5.1.3.2;Research Question 2;15
5.1.3.2.1;General Technology Skills;16
5.1.3.2.2;Classroom Technology Proficiencies;16
5.1.3.2.3;Access to Technology;16
5.1.4;Discussion;17
5.1.5;Cautions;19
5.1.6;Conclusions;19
5.1.7;References;20
5.1.7.1;Table 1. Surveyed Categories;14
5.1.8;5;14
5.1.9;12;14
5.1.10;8;14
5.1.11;18;14
5.1.12;5;14
5.1.12.1;Quarterly Review of Distance Education, Subscribe Today! www.infoagepub.com;21
6;Lack of ICT Literacy for Freshman Students of the University of Kinshasa;22
6.1;A Huge Obstacle to Distance Learning;22
6.1.1;Banza Nsomwe-a-nfunkwa Eustache;22
6.1.1.1;Introduction;22
6.1.1.2;Situation at University;23
6.1.1.3;Obstacles;23
6.1.1.4;Strategies;23
6.1.1.4.1;Curriculum;23
6.1.1.4.2;Technical Barriers—Equipment;24
6.1.1.4.3;Policy;24
6.1.1.4.4;Teacher-Related Barriers;24
6.1.1.4.4.1;Philosophical Barriers;24
6.1.1.4.4.2;Logistical Barriers;24
6.1.1.4.4.3;Administrative Barriers;24
6.1.1.4.4.4;Student Barriers;24
6.1.1.5;Suggestion;25
6.1.1.6;Conclusion;25
6.1.1.7;References;25
7;The Effect of Distance Education System on the Computer Literacy of MA Students in Tehran University;26
7.1;Mohsen Keshavarz;26
7.1.1;Introduction;26
7.1.2;Computer Literacy;26
7.1.3;Distance Education and Trend of Generations;27
7.1.4;Research Questions;29
7.1.4.1;1. Does the distance education system have an effect on the IT skill of higher education students in Tehran University?;29
7.1.4.2;2. Does the distance education system have an effect on the file management skill of higher education students in Tehran University?;29
7.1.4.3;3. Does the distance education system have an effect on the essentials online skill (Internet skill) of higher education students in Tehran University?;29
7.1.4.4;4. Does the distance education system have an effect on the databases access skill of higher education students in Tehran University?;29
7.1.4.5;5. Does the distance education system have an effect on the power point skill of higher education students in Tehran University?;29
7.1.4.6;6. Does the distance education system have an effect on the word processing skill of higher education students in Tehran University?;29
7.1.4.7;7. Does the distance education system have an effect on the spreadsheets skill (Excel) of higher education students in Tehran University?;29
7.1.5;Instruments and Methods;29
7.1.6;Findings;30
7.1.7;Conclusion and Discussion;35
7.1.8;References;36
7.1.9;Appendix: Computer Literacy Questionnaire;39
7.1.9.1;Section I;39
7.1.9.2;Section IV;39
7.1.9.2.1;Table 1. Distribution of the Participants Based on Their Gender;30
7.1.10;23;30
7.1.11;23%;30
7.1.12;26/16;30
7.1.13;0.001;30
7.1.14;77;30
7.1.15;77%;30
7.1.16;100;30
7.1.17;100%;30
7.1.17.1;Table 7. Results of Analysis for t Test;34
7.1.18;3/18;34
7.1.19;5/19;34
7.1.20;0.624;34
7.1.21;0.221;34
7.1.22;98;34
7.1.23;0.480;34
7.1.24;5/83;34
7.1.25;0.082;34
7.1.26;0.068;34
7.1.27;98;34
7.1.27.1;Table 2. Descriptive Statistics (Dispersion and Central Index) of Computer Literacy Variable in Control and Experimental Groups;31
7.1.28;207/92;31
7.1.29;23/03;31
7.1.30;50;31
7.1.31;3/61;31
7.1.32;204/74;31
7.1.33;27/69;31
7.1.34;50;31
7.1.35;3/61;31
7.1.36;211/30;31
7.1.37;24/10;31
7.1.38;50;31
7.1.39;4/12;31
7.1.40;210/82;31
7.1.41;33/41;31
7.1.42;50;31
7.1.43;4/12;31
7.1.43.1;Table 3. Results of Levene Test for Homogeneity of Variance Error;32
7.1.44;98;32
7.1.45;1;32
7.1.46;1/12;32
7.1.47;0.12;32
7.1.47.1;Table 4. Kolmogorov-Smirnov Test;32
7.1.48;0.316;32
7.1.48.1;Table 5. Results of Covariance Analysis in Four Different Types in Control and Experimental Groups;33
7.1.49;0.99;33
7.1.50;7421/61;33
7.1.51;2;33
7.1.52;97;33
7.1.53;0.001;33
7.1.54;0.006;33
7.1.55;7421/61;33
7.1.56;2;33
7.1.57;97;33
7.1.58;0.001;33
7.1.59;153/02;33
7.1.60;7421/61;33
7.1.61;2;33
7.1.62;97;33
7.1.63;0.001;33
7.1.64;153/02;33
7.1.65;7421/61;33
7.1.66;2;33
7.1.67;97;33
7.1.68;0.001;33
7.1.69;0.004;33
7.1.70;0.217;33
7.1.71;2;33
7.1.72;97;33
7.1.73;0.805;33
7.1.74;0.99;33
7.1.75;0.217;33
7.1.76;2;33
7.1.77;97;33
7.1.78;0.805;33
7.1.79;0.004;33
7.1.80;0.217;33
7.1.81;2;33
7.1.82;97;33
7.1.83;0.805;33
7.1.84;0.004;33
7.1.85;0.217;33
7.1.86;2;33
7.1.87;97;33
7.1.88;0.805;33
7.1.88.1;Table 6. Test of Effect of Within Variables;33
7.1.89;252/81;33
7.1.90;1;33
7.1.91;252/81;33
7.1.92;0.390;33
7.1.93;0.534;33
7.1.94;Correctional model;33
7.1.95;5/46;33
7.1.96;1;33
7.1.97;5/46;33
7.1.98;0.007;33
7.1.99;0.935;33
7.1.100;4257206;33
7.1.101;1;33
7.1.102;425706;33
7.1.103;6554/67;33
7.1.104;0.061;33
7.1.105;Interactive/ Intergroup;33
7.1.106;4454632;33
7.1.107;1;33
7.1.108;4454632;33
7.1.109;5250/21;33
7.1.110;0.095;33
7.1.111;252/81;33
7.1.112;1;33
7.1.113;252/81;33
7.1.114;0.390;33
7.1.115;0.534;33
7.1.116;group;33
7.1.117;5/76;33
7.1.118;1;33
7.1.119;5/76;33
7.1.120;0.007;33
7.1.121;0.935;33
7.1.122;65553/3;33
7.1.123;98;33
7.1.124;648/51;33
7.1.125;……….;33
7.1.126;…………..;33
7.1.127;Error;33
7.1.128;83149/88;33
7.1.129;98;33
7.1.130;848/468;33
7.1.131;………..;33
7.1.132;…………;33
7.1.133;4321013;33
7.1.134;100;33
7.1.135;………;33
7.1.136;……;33
7.1.137;………..;33
7.1.138;Total;33
7.1.139;4537788;33
7.1.140;100;33
7.1.141;………;33
7.1.142;……;33
7.1.143;………;33
7.1.144;63806/11;33
7.1.145;99;33
7.1.146;………;33
7.1.147;……;33
7.1.148;………;33
7.1.149;Correctional Total;33
7.1.150;83155/64;33
7.1.151;99;33
7.1.152;……….;33
7.1.153;……..;33
7.1.154;………;33
8;The Keys to Online Learning for Adults;42
8.1;The Six Principles of Andragogy;42
8.1.1;Wendy Conaway and Barbara Zorn-Arnold;42
8.1.1.1;Introduction;42
8.1.1.2;History of Andragogy;42
8.1.1.3;Experience;43
8.1.1.4;Self-Directedness;44
8.1.1.5;Need to Know;45
8.1.1.6;Readiness to Learn;45
8.1.1.7;Orientation to Learning;46
8.1.1.8;Intrinsic Motivation;46
8.1.1.9;Conclusion;46
8.1.1.10;References;47
9;The Online Learning Orientation Session;48
9.1;An Overlooked Retention Tool;48
9.1.1;Marguerite M. Beckford;48
9.1.1.1;Introduction;48
9.1.1.2;Elements for Designing Online Orientation Sessions;49
9.1.1.3;Motivation;49
9.1.1.3.1;Self-Direction and Self-Discipline;50
9.1.1.3.2;Time Management;50
9.1.1.3.3;Communication Skills;51
9.1.1.3.4;Technology Literacy and Access;51
9.1.1.3.4.1;Matrix Evaluation;51
9.1.1.4;Summary;53
9.1.1.5;Conclusion;53
9.1.1.6;References;53
9.1.1.6.1;Table 1. Online Learning Orientation Matrix;52
9.2;Get Your Copy Today—Information Age Publishing;55
10;Navigating Online Virtual Group Work;56
10.1;Tips for Instructors and Students;56
10.1.1;Natalie B. Milman;56
10.1.1.1;Tips for Instructors;57
10.1.1.1.1;1. Determine how teams will be formed: Some students like to be able to choose their own partners but others prefer to have them assigned. I have found that giving students a choice between the partner and project works best with adult learners. Howe...;57
10.1.1.1.2;2. Ensure sufficient time for forming groups and team building: If students will be forming their own groups, ensure they have enough time to do so. I like to give students at least 2 weeks to form groups. This way they have time to figure out which ...;57
10.1.1.1.3;3. Avoid forming groups the first 2 weeks of your course: Since students often drop/ add courses during the first 2 weeks, it is probably best to plan group work at least a month into your course.;57
10.1.1.1.4;4. Have a plan or be ready to create one in case of attrition: Occasionally a student drops a course. In such instances, you should have a plan to help those students either join another group or continue without the teammate. Either might require so...;57
10.1.1.1.5;5. Provide criteria for how teams will be evaluated: Spell out all grading criteria and expectations, including for peer assessment, if required.;57
10.1.1.1.6;6. Build in “checkpoints” or touch base with students: Checkpoints are an excellent way to ensure teams are working towards completing the assignment. Additionally, it helps the instructor gauge where teams are and how the team is working togethe...;57
10.1.1.1.7;7. Require or encourage students to share contact information: The instructor should encourage teammates to share contact information, including their preferred method of contact. This should include more than just an e- mail address and cell number ...;57
10.1.1.2;Tips for Students in Virtual Teams;57
10.1.1.2.1;1. Exchange contact information, including cell, home, and work phone numbers: If a student is in an accident and the only contact information is her/his e-mail address and cell phone, it will be harder to find out if she or he is out of commission. ...;57
10.1.1.2.2;2. Have a synchronous kick-off meeting: If possible, have a live video or audio conference to get to know one another and discuss plans. Often you can cover a lot more ground talking in a 15-minute conference than e-mailing one another back and forth.;57
10.1.1.2.3;3. Establish and agree upon different roles: Successful groups have members who take on different roles. These can rotate or remain the same the duration of the team project. Possible roles could be:;58
10.1.1.2.4;a. Team leader/organizer: This person is the leader for the team and will have a final say on major team decisions if there is a tie. This person reminds teammates of deadlines and sends reminder emails. She or he should be the point of contact betwe...;58
10.1.1.2.5;b. Team recorder/communicator: This person acts like the secretary/ documentarian by recording the team’s major decisions, plans, et cetera.;58
10.1.1.2.6;c. Team editor: This person does a final edit of all work to be turned in.;58
10.1.1.2.7;4. Describe how you like to work: Do you like to get work done ahead of time or do you work best working last minute? Do you want to be involved in all decisions, or only those for which you have been tasked? Do you like to work early in the morning ...;58
10.1.1.2.8;5. Develop a timeline that includes major assignment benchmarks, tasks, and deadlines: The timeline should outline who will do what and by when.;58
10.1.1.2.9;6. Agree on a realistic time frame to reply to inquiries: Will you reply to one another within 24 or 48 hours? Will your reply time vary depending on the day of the week? Whatever the case, ensure you agree on your expectations for replying to your t...;58
10.1.1.2.10;7. Agree to disagree: Most teams experience some disagreement. It is important to recognize that disagreement can be good—but it can also result in a lot of frustration. Be prepared to agree to disagree, as well as compromise.;58
10.1.1.2.11;8. Respect and value one another’s ideas, contributions, and work: Do not delete or overwrite another’s work without her/ his permission. This is important especially when working collaboratively using collaborative tools such as Google Docs or w...;58
10.1.1.2.12;9. Use technology to work collaboratively: Various tools can be used for collaborative work ranging from Google Docs to wikis. There are also many conferencing tools that allow one to communicate synchronously with and without video.;58
10.1.1.2.13;10. Check in periodically: Update your teammates on your progress or maintain a log of your work using a collaborative tool that all teammates can contribute to and see.;58
10.1.1.2.14;11. Contact your teammates with any concerns: If you find you cannot make a deadline or are really busy because you have a work or family commitment that will take all of your time or believe someone is not pulling her/his weight—let your teammates...;58
10.1.1.2.15;12. Contact your instructor with any concerns: Contact your instructor to share any concerns or questions. Of course it is a good idea to seek to work out issues with your teammates, but it is also important to inform your instructor of any issues th...;58
10.1.1.3;Call for Papers;59
10.1.1.3.1;Publish in Distance Learning;59
10.1.1.3.2;The editors of Distance Learning would like to publish your paper. We are interested in papers dealing with practical applications of distance education in a variety of settings. Contact Michael Simonson, editor, if you have questions about your idea...;59
11;Creating the Balanced Yet Exciting Online Classroom;60
11.1;Errol Craig Sull and Irvin Peckham;60
11.1.1;Part I: Understanding How We Can Go Wrong—Irvin Peckham;61
11.1.2;Part II: How to Make Online Teaching Neutral Yet Remain Exciting—Errol Craig Sull;62
11.1.3;References;64
12;Ask Errol!;68
12.1;Errol Craig Sull;68
13;Regular and Substantive;73
13.1;Michael Simonson;73
13.1.1;References;72
14;Back Cover;74