Simonson / Michael / Schlosser Distance Learning

1. Auflage 2016
ISBN: 978-1-68123-815-9
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 79 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 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,

Inhaltsverzeichnis

1;Front Cover;1
2;Featured Articles;2
2.1;1;2
2.2;Distance Education and Jamaica’s Higher Education System;2
2.2.1;11;2
2.3;Implementing Differentiated Instruction for Online College Writing Courses: Addressing Challenges and Developing Best Practices;2
2.3.1;25;2
2.4;Applying Adult Learning Principles to Online Course Design;2
3;Special Section: Richard Clark Revisited, What Health Professionals Say;2
3.1;33;2
3.2;Introduction to the Special Section;2
3.2.1;35;2
3.3;Richard Clark’s “Mere Vehicles” Debate;2
3.3.1;41;2
3.4;The Influence of Instructional Media on Achievement in Physical Therapy Teaching;2
3.4.1;45;2
3.5;Are Media Mere Vehicles?;2
3.5.1;49;2
3.6;The Impact of Media on Learning: A Perspective for Physical Therapists;2
3.6.1;53;2
3.7;Mere Vehicles—A White Paper;2
3.7.1;57;2
3.8;“Mere Vehicles”: A White Paper;2
4;Columns;2
5;Distance Education and Jamaica’s Higher Education;6
5.1;Patricia Georgia Daley Chin;6
5.1.1;Introduction;6
5.1.2;Brief Facts About Jamaica’s Economy;6
5.1.3;Restrictions on Jamaica’s Education System;7
5.1.4;Distance Education in Jamaica;7
5.1.5;Distance Education and Higher Education;8
5.1.6;Globalization and Distance Education;9
5.1.7;Barriers and motivators;10
5.1.8;Institutional Barriers;11
5.1.9;Individual Inhibitors;12
5.1.10;Motivators;12
5.1.11;References;12
5.1.11.1;Quarterly Review of Distance Education, Subscribe Today! www.infoagepub.com;15
5.2;Get Your Copy Today—Information Age Publishing;28
6;Implementing Differentiated Instruction for Online College Writing Courses;16
6.1;Addressing Challenges and Developing Best Practices;16
6.1.1;Heather Lunsford and Gretchen Treadwell;16
6.1.1.1;Introduction;16
6.1.1.2;Background on Differentiated Instruction;17
6.1.1.3;Implementation Basics;19
6.1.1.4;Student Perceptions on Assignment Options for Essay Type;19
6.1.1.5;Addressing Challenges and Implementing Options;20
6.1.1.6;Future Applications and Best Practices;22
6.1.1.7;References;23
6.1.1.8;Further Resources;24
6.1.1.9;Appendix A;25
6.1.1.10;Did you like having options for this assignment? (5 being the most and 1 being the least);25
6.1.1.11;1;25
6.1.1.12;10;25
6.1.1.13;2%;25
6.1.1.14;2;25
6.1.1.15;7;25
6.1.1.16;2%;25
6.1.1.17;3;25
6.1.1.18;41;25
6.1.1.19;10%;25
6.1.1.20;4;25
6.1.1.21;77;25
6.1.1.22;19%;25
6.1.1.23;5;25
6.1.1.24;273;25
6.1.1.25;67%;25
6.1.1.26;Prewriting/Brainstorming Assignment;25
6.1.1.27;Which assignment option did you choose?;25
6.1.1.28;150;25
6.1.1.29;37%;25
6.1.1.30;56;25
6.1.1.31;14%;25
6.1.1.32;Final Essay;25
6.1.1.33;Which essay option did you choose?;25
6.1.1.34;40;25
6.1.1.35;10%;25
6.1.1.36;27;25
6.1.1.37;7%;25
6.1.1.38;20;25
6.1.1.39;5%;25
6.1.1.40;5;25
6.1.1.41;1%;25
6.1.1.42;2;25
6.1.1.43;0%;25
6.1.1.44;7;25
6.1.1.45;2%;25
6.1.1.46;41;25
6.1.1.47;10%;25
6.1.1.48;9;25
6.1.1.49;2%;25
6.1.1.50;Why did you choose that assignment option?;25
6.1.1.51;How would you rate your level of engagement on the assignment based having an option to complete the assignment? (5 being the most and 1 being the least);25
6.1.1.52;1;25
6.1.1.53;3;25
6.1.1.54;1%;25
6.1.1.55;2;25
6.1.1.56;6;25
6.1.1.57;1%;25
6.1.1.58;3;25
6.1.1.59;61;25
6.1.1.60;15%;25
6.1.1.61;4;25
6.1.1.62;114;25
6.1.1.63;28%;25
6.1.1.64;5;25
6.1.1.65;224;25
6.1.1.66;55%;25
6.1.1.66.1;Appendix B: Final Essay Assignment Grading Form Example;26
6.1.1.67;2;26
6.1.1.68;3;26
6.1.1.69;1;26
6.1.1.70;1;26
6.1.1.71;2;26
6.1.1.72;.5;26
6.1.1.73;.5;26
6.1.1.74;1;26
6.1.1.75;.5;26
6.1.1.76;.5;26
6.1.1.77;1;26
6.1.1.78;2;26
6.1.1.79;5;26
6.1.1.80;5;26
6.1.1.81;5;26
6.1.1.82;1;27
6.1.1.83;1;27
6.1.1.84;15;27
6.1.1.84.1;Appendix C: Brainstorming Assignment Grading Form Example;27
6.1.1.85;2;27
6.1.1.86;3;27
6.1.1.87;1;27
6.1.1.88;1;27
6.1.1.89;7;27
6.2;Get Your Copy Today—Information Age Publishing;29
7;Applying Adult Learning Principles to Online Course Design;30
7.1;Seth Allen;30
7.1.1;Introduction;30
7.1.2;Literature Review;31
7.1.3;Applying Adult Learning Principles to Online Course Design;32
7.1.3.1;1. tailoring course design to students’ needs, life experiences, and interests;;33
7.1.3.2;2. help learners construct knowledge rather than transmit knowledge;;33
7.1.3.3;3. foster peer-to-peer and peer-to- instructor interaction; and;33
7.1.3.4;4. create authentic learning environments and assessments.;33
7.1.4;Tailoring Course Design to Students’ Needs, Life Experiences, and Interests;33
7.1.5;Help Learners Construct Knowledge Rather Than Transmit Knowledge;33
7.1.6;Foster Peer-to-Peer and Peer- to-Instructor Interaction;34
7.1.7;Create Authentic Learning Environments and Assessments;35
7.1.8;Conclusion;36
7.1.9;References;36
7.1.9.1;Table 1. Traditional Course Design Versus Adult-Centered Course Design;34
8;Introduction to the Special Section;38
8.1;Richard Clark and His “Mere Vehicles” Quote Revisited;38
8.1.1;Michael Simonson, Editor;38
8.1.1.1;References;39
8.2;Get Your Copy Today—Information Age Publishing;39
9;Richard Clark’s “Mere Vehicles” Debate;40
9.1;Brandon Koehler;40
9.1.1;Introduction and Purpose;40
9.1.2;Target Audience;40
9.1.3;Two Sides of the Debate;40
9.1.4;Richard Clark’s Position;41
9.1.5;Opponents to Clark’s Position and Clark’s Response;41
9.1.6;“Mere Vehicles” Debate and Physical Therapy Education;42
9.1.7;Conclusion;43
9.1.8;References;44
9.2;Get Your Copy Today—Information Age Publishing;45
10;The Influence of Instructional Media on Achievement in Physical Therapy Teaching;46
10.1;Cory Manton;46
10.1.1;References;48
10.1.2;Call for Papers;49
10.1.2.1;Publish in Distance Learning;49
10.1.2.2;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...;49
10.1.2.2.1;“It is time to reframe the original debate to ask, not if, but how media affects learning.”;53
11;Are Media “Mere Vehicles”?;50
11.1;Heidi McDermott;50
11.1.1;Introduction;50
11.1.2;Audience;50
11.1.3;Arguments for and Against the “Mere Vehicles” Statement;50
11.1.4;Major Ideas;52
11.1.5;Bottom Line;52
11.1.6;References;53
12;The Impact of Media on Learning;54
12.1;A Perspective for Physical Therapists;54
12.1.1;Adam Rufa;54
12.1.1.1;Introduction;54
12.1.1.2;Media and Learning;54
12.1.1.3;Relevance to Physical Therapists;55
12.1.1.4;Conclusion;56
12.1.1.5;References;56
13;Mere Vehicles— A White Paper;58
13.1;Rebecca Martin;58
13.1.1;Introduction;58
13.1.2;Background and Audience;58
13.1.3;Clark’s Statement Explained;59
13.1.4;Clark’s Viewpoint;59
13.1.5;The Counterarguments;59
13.1.6;Recommendations;60
13.1.7;The Bottom Line;60
13.1.8;References;60
13.1.8.1;“… no one has been able to disprove Clark’s original claim that media do not affect learning.”;65
14;“Mere Vehicles”;62
14.1;A White Paper;62
14.1.1;Mitchell Selhorst;62
14.1.1.1;Introduction;62
14.1.1.2;Richard Clark’s Position;62
14.1.1.3;Opposing Views;63
14.1.1.4;Opposing the Metaphors;63
14.1.1.4.1;Attributes and Capabilities;63
14.1.1.4.2;Countering Necessary Versus Sufficient;64
14.1.1.5;The 21st Century Argument;64
14.1.1.6;Conclusion;64
14.1.1.7;References;65
15;What Is Engagement?;66
15.1;Natalie B. Milman;66
15.1.1;1. Involvement refers to the investment of physical and psychological energy in various objects.;66
15.1.2;2. Regardless of its object, involvement occurs along a continuum.;67
15.1.3;3. Involvement has both quantitative and qualitative features.;67
15.1.4;4. The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in that program.;67
15.1.5;5. The effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement (Astin, 1984/1999, p. 519).;67
15.1.6;1. “point of engagement”—this is when engagement begins—and it may also involve “reengagement”—when participants returned to the activity (p. 943);;67
15.1.7;2. “period of engagement”—this is when participants “focus on their task and the application, the novelty of the experience, their level of interest, and their perceptions of challenge, feedback, and user control inherent in the interaction...;67
15.1.8;3. “disengagement”—this is when participants stop on their own volition or when the conditions of their environment require them to stop participating/being involved (p. 944).;67
15.1.9;Table 1. Summary of the Engagement Attributes According to the Threads of Experience;68
15.1.10;References;69
16;Student Backgrounds;70
16.1;One Key to Better Online Classroom Engagement;70
16.1.1;Errol Craig Sull;70
16.2;Get Your Copy Today—Information Age Publishing;73
17;Ask Errol!;74
17.1;Errol Craig Sull;74
17.1.1;Student Excuses;74
17.1.2;Online Textbook Problem;75
17.1.2.1;1. The most common approach faculty members make is to find the actual page numbers (versus those in the syllabus), and then post a sheet in the course (on Day 1) that indicates the correct pagination.;75
17.1.2.2;2. Some faculty have made it into a learning experience, telling the students to find it on their own; their thinking is the students may stumble on other worthwhile, but not assigned, reading material, and thus gain more from the e-text.;75
17.1.2.3;3. Even though your syllabus has been set by the school, and it appears you cannot change the page numbers this is not always the case; drop a note to the information technology department and see if they have a workaround.;75
17.1.3;Getting Students to Attend a Bonus Minipresentation;76
17.1.4;Improving Group Engagement;76
18;E-books, Online Books, and Real Books;79
18.1;Michael Simonson;79
18.1.1;“Online books are those stored on the cloud—a server somewhere. In order to read an online book the user needs to access the cloud either via a wireless or cellular connection.”;78
19;Back Cover;80