Simonson / Michael / Schlosser Distance Learning

1. Auflage 2016
ISBN: 978-1-68123-632-2
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 84 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 authors??new and experienced??with 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 co?sponsored by the Fischler School of Education at Nova Southeastern University and Information Age Publishing

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;The Keys to Online Learning for Adults: The Six Principles of Andragogy, Part III;2
2.2.1;7;2
2.3;Plato Online Credit Recovery Programs for Meeting Promotional and Graduation Requirements;2
2.3.1;13;2
2.4;Beyond the Classroom-Shooting for the Stars: NASA’s Digital Learning Network;2
2.4.1;19;2
2.5;Supporting STEM Success With Elementary Students of Color in a Low-Income Community;2
2.5.1;27;2
2.6;The Effective Integration of Technology Into Schools’ Curriculum;2
2.6.1;39;2
2.7;The Major Role of Financial Aid Guidance During the Enrollment Process;2
2.7.1;43;2
2.8;A Brief History of E-Learning in Post-Soviet Armenia;2
2.8.1;51;2
2.9;Mental Health in the Online College Classroom: Are Distance Learners Getting the Support They Need for the Challenges They Face?;2
2.9.1;57;2
2.10;Orientation Programs to Increase Retention in Online Community College Courses;2
2.10.1;65;2
3;Columns;2
4;The Keys to Online Learning for Adults;6
4.1;The Six Principles of Andragogy, Part III;6
4.1.1;Barbara Zorn-Arnold and Wendy Conaway;6
4.1.1.1;Readiness to Learn;6
4.1.1.2;Orientation to Learning;7
4.1.1.3;Intrinsic Motivation;8
4.1.1.4;Andragogical Strategies as a Guide;9
4.1.1.5;References;9
5;Plato Online Credit Recovery Programs for Meeting Promotional and Graduation Requirements;12
5.1;Nadine P. Anderson;12
5.1.1;Introduction;12
5.1.2;PLATO;13
5.1.3;Summary;16
5.1.4;References;16
6;Beyond the Classroom, Shooting for the Stars;18
6.1;NASA’s Digital Learning Network;18
6.1.1;Michelle Comeau;18
6.1.1.1;Introduction;18
6.1.1.2;Evolution of NASA’s DLN;18
6.1.1.2.1;Digital Learning Network;19
6.1.1.2.2;Explorer Schools;20
6.1.1.2.3;NASA TV and Social Media;20
6.1.1.3;Beyond the Classroom;21
6.1.1.4;References;22
6.1.1.4.1;Table 1. Summary of the Biological Sciences Curriculum Study 5E Instructional Model;19
6.2;Get Your Copy Today—Information Age Publishing;23
7;Supporting STEM Success With Elementary Students of Color in a Low-Income Community;24
7.1;Roxanne Molina, Jia Borror, and Charlene Desir;24
7.1.1;Introduction;24
7.1.2;Why STEM?;25
7.1.3;The STEM Project;26
7.1.4;STEM Plan, Design, Check, Share;26
7.1.5;Four Cs Development;28
7.1.6;Interactions With Community Partners;28
7.1.7;Conclusion;29
7.1.8;References;30
7.2;Get Your Copy Today—Information Age Publishing;31
8;The Effective Integration of Technology Into Schools’ Curriculum;32
8.1;Charlyque Joy Harris;32
8.1.1;Introduction;32
8.1.2;Controversy;33
8.1.3;21st Century Learners’ Needs;34
8.1.4;What Is Technology Integration?;35
8.1.5;Technology Integration Levels;35
8.1.6;Governmental Technology Integration Funding;35
8.1.6.1;1. to improve student academic achievement through the use of technology in elementary and secondary schools;;35
8.1.6.2;2. to assist every student in crossing the digital divide by ensuring that every student is technology literate by the time the student finishes eighth grade, regardless of race, ethnicity, gender, family income, geographic location, and disability; and;35
8.1.6.3;3. to encourage the effective integration of technology resources and systems with teacher training and curriculum development to establish research- based instructional methods that can be widely implemented as best practices by state education agen...;35
8.1.7;Technology Integration Barriers;37
8.1.7.1;1. School content must address specific learning objectives.;37
8.1.7.2;2. Many learning objectives are subject to time constraints.;37
8.1.7.3;3. Addition of technology can increase the complexity of classroom management.;37
8.1.7.4;4. Schools are heavily invested in print technologies and often constrain Internet access in ways that limit access to online media tools.;37
8.1.7.5;5. Teachers have limited models for effective integration of media in their teaching.;37
8.1.7.6;6. Only limited research is available to guide best practice.;37
8.1.8;Ineffective Training;37
8.1.9;Benefits of Effective Training;39
8.1.10;Teachers as Decision Makers;40
8.1.11;Conclusion;40
8.1.12;References;40
8.2;Get Your Copy Today—Information Age Publishing;43
9;The Major Role of Financial Aid Guidance During the Enrollment Process;44
9.1;Richard Hudnett;44
9.1.1;References;47
10;A Brief History of E-Learning in Post-Soviet Armenia;48
10.1;Varvara Gasparyan;48
10.1.1;Introduction;48
10.1.2;Educational Challenges;49
10.1.2.1;Educational Reforms in Armenia;49
10.1.2.2;Beginning of E-Learning in Armenia;50
10.1.3;Summary;53
10.1.4;References;53
10.1.4.1;Quarterly Review of Distance Education, Subscribe Today! www.infoagepub.com;55
11;Mental Health in the Online College Classroom;56
11.1;Are Distance Learners Getting the Support They Need for the Challenges They Face?;56
11.1.1;Marianne Raley;56
11.1.1.1;References;59
12;Orientation Programs to Increase Retention in Online Community College Courses;62
12.1;Wendy Robichaud;62
12.1.1;Introduction;62
12.1.2;Online Education;63
12.1.3;Community College;63
12.1.4;Retention Suggestions;63
12.1.5;Theoretical Perspective;64
12.1.6;Orientation Programs;65
12.1.7;Orientation Examples;66
12.1.8;Concerns;67
12.1.9;Conclusion;68
12.1.10;References;68
13;USDLA Award Winners 2016;70
13.1;Best Practices Awards for Distance Learning Programming;70
13.2;Best Practices Awards for Excellence in Distance Learning Teaching;70
13.3;Outstanding Leadership by an Individual in the Field of Distance Learning;70
13.4;21st Century Awards for Best Practices in Distance Learning;70
13.5;USDLA 2016 Hall of Fame;70
13.6;USDLA 2016 Eagle Award;70
13.7;Get Your Copy Today—Information Age Publishing;71
14;Motivating the Online Learner Using Keller’s ARCS Model;72
14.1;Natalie B. Milman and Jeffrey Wessmiller;72
14.1.1;Introduction;72
14.1.2;Attention;73
14.1.3;Relevance;74
14.1.4;Confidence;75
14.1.5;Satisfaction;75
14.1.6;Conclusion;75
14.1.7;References;75
14.1.7.1;Table 1. Applying Keller’s ARCS Model to Online Learning;73
15;A Miniguide to Mentoring the Online Newbie Educator;78
15.1;Errol Craig Sull;78
16;Ask Errol!;81
16.1;Errol Craig Sull;81
17;Flipping, Single Concepts, and Video;85
17.1;So Many New Ideas—Or Are They?;85
17.1.1;Michael Simonson;85
18;Back Cover;86