term.subject="administration"

"An official journal of the Association for Educational Communications and Technology."

Front Cover; Featured Articles; 1; On-Campus Students' Perception of Distance Learning; 19; Wearable Learning Environments; 29; Insights From a Reflective Conversation Among Two Professors and a Student: Instructional Approaches, Accountability, and Building Community in Online Courses; 41; Quality Matters: The Implementation of a Quality Assurance Program for a Virtual Campus at a State College in Florida; 51; Google Classroom for the Online Classroom: An Assessment; 57; A Comprehensive Model for Evaluating E-learning Systems Success; Columns; Your Advertisement or Announcement Could Be Here, USDLA 76 Canal Street, Suite 301 Boston, MA 02114 617-399-1770On-Campus Students' Perception of Distance Learning; Ezra Kiprono Maritim; Introduction; ODL Development in Education in Kenya; Phase 1: Combined Correspondence and Print-Based Era (1960s-1970s); Phase 2: Combined Radio and Print Material era (Late 1960s-1980s); Phase 3: Combined print and e-learning era (1990s-to-date); ODL and E-Learning Challenges and Emerging Prospects; E-Readiness Challenges; ODL Policy and Quality Assurance Challenges; Emerging E-Learning Prospects; The Problem, 1. "We do not want to migrate to e-learning because we want to interact with the lecturers and hence students are saying no to e-learning.2. In the current trimester system, we complete our 4-year degree programs in 2 and half years."; Methodology; Subjects; Procedure; Results and Discussion; Profile of the Subjects; E-readiness; ODL Awareness; Use of Library E-Resources; Counterchecking Quality of Lecture Notes; Future Learning Preferences and Reflections; Preferred Future Study Mode; 1. Pure e-learning is inconvenient to some students, but blended mode is more convenient to all, 2. E-learning component is available anytime (24 hours).3. Less expensive in terms of fees, accommodation and travel cost.; 4. The two methods combined supplement one another:; 5. E-learning makes learning enjoyable and gives up-to-date information.; 6. Gives a chance to those involved elsewhere and wish to further their studies.; 7. Good for those from some parts of the country without Internet connectivity, 8. E-learning is more efficient for postgraduate studies while the traditional learning is more convenient for undergraduate studies. That is, e-learning is for mature learners who know what they want. 9. Traditional mode alone is time consuming. Traditional mode alone is slow and wasteful.; 10. E-learning enhances acquisition of technological skills.; 11. Efficiency in time saving with respect to coverage of the content and on resources.; 12. E-learning component is placeless and timeless/time-friendly learning.; 13. Accountable with respect to tracking learners learning progress, "An official publication of the United States Distance Learning Association."

Print version: Distance learning ... for educators, trainers, and leaders. Volume 15, number 2, 2018, Featured articles. 1. All roads lead to online teaching excellence: an alternative route to faculty certification for online teaching ; Teaching qualitative research online : using technology to leverage student engagement ; Leveraging the affordances of virtual reality systems within K-12 education : responding to future innovations ; Beyond chunking : microlearning secrets for effective online design ; TOPkit : an online faculty development resource ; Users not watchers : motivation and the use of discussion boards in online learning ; Accelerating students forward to excellence with UCF Online4 ; Increasing social presence online : five strategies for instructors ; University partnership : a grant-funded program for minority and underserved populations -- Columns. Ends and means : defining and conceptualizing mixed reality, augmented reality, and virtual reality ; Try this : the 12 key rules for managing time in online teaching ; Ask Errol! ; And finally ... : seven critical elements, "An official publication of the United States Distance Learning Association."

Additional physical form, Front Cover; Featured Articles; 1; Perfect Storm for the Quality Course Review at UCF; 13; Facilitating Interactive Relationships With Students Online: Recommendations From Counselor Educators; 23; Psychomotor Skills, Physical Therapy, and a Hybrid Course: A Case Study; 37; Student Perceptions of Factors Influencing Success in Hybrid and Traditional DPT Programs: A Q-Sort Analysis; 49; Trust-Related Privacy Factors in E-Learning Environments; 55; "Is Technology Only a Vehicle?"; Columns; Perfect Storm for the Quality Course Review at UCF, Aimee deNoyelles, Amanda Major, Denise Lowe, Tina Calandrino, and Alyssa AlbrechtIntroduction; Background: "Quality" in Online Courses; Quality in the Literature; Course Reviews; Foundations of Online Quality at UCF; Quality Course Review Process at UCF; Communication Plans; Instructors; Table 1. Communication Plan for Instructors: Key Message Points; Instructional Designers and Other Support Staff; Table 2. Communication Plan for Support Staff: Key Message Points; Conclusion; Appendix A: Student and Faculty Satisfaction Rates for Online and Blended Courses, Appendix B: UCF Student Success and Withdrawal Rate Comparisons by Course ModalityAppendix C: Quality Online Course Review Items; Section 1: Course Overview and Introduction; Section 2: Course Content; Section 3: Assessment and Interaction; References; Facilitating Interactive Relationships With Students Online; Recommendations From Counselor Educators; Kristin A. Vincenzes and Meredith Drew; Motivating the Faceless Student; Online Learning; Benefits to Online Programs; Challenges With Online Programs; Online Learning in Counselor Education Programs; Purpose; Research Design; Data Collection, Data AnalysisResults; Limitations; Discussion; Conclusion; Appendix A; 1. Gender (male, female, other); 2. Age (actual age in years); 3. Ethnicity (non-Hispanic White, Hispanic, American Indian/Alaska Native, Asian American, Pacific Islander, African American, other, prefer not to answer); 4. Do you teach online? (yes or no); 5. If yes, is your program blended, online-only, other-please specify; 6. How many students are enrolled in your academic program? (0-50, 51-100, 101-150, 151- +), 7. How many students, on average, are in one of your online courses? (5-10, 11-15, 16-20, 21-25, 26-30, 31 and higher)8. Where is your institution located? (Western Region, Eastern Region, Midwest, Southern, Northern, International-Please specify which country); 9. Do you teach undergraduate, graduate, or both? (undergraduate, graduate, or both); 10. How long have you been teaching? (in years); 11. Are you a counselor educator? (yes or no); 12. Please rate the following statements (1- no value, 2-minimal value, 3-value, 4- great value) while reflecting on your work as an online educator, "An official publication of the United States Distance Learning Association."--Cover

Print version: Distance learning, "An official publication of the United States Distance Learning Association."--Cover

Print version: Simonson, Michael ; Distance Learning - Issue: Volume 14 #3, Front Cover; Featured Articles; 1; Online Learning at the University of Central Florida; 13; A New Revision of the [Revised] Bloomâ#x80;#x99;s Taxonomy; 29; Changing Faculty Perspective of Distance Learning Through Support; 37; Embracing Engagement Through Technology in Online Legal Education; 43; Distance Education Under Neoliberal Globalization: The Political Economy of an Emerging Trend in Education; 55; A Contemporary Look at Richard Clarkâ#x80;#x99;s â#x80;#x9C;Mere Vehiclesâ#x80;#x9D;; Columns; Online Learning at the University of Central Florida; Denise Lowe and Tina Calandrino; Introduction, Beginning Years: 1995â#x80;#x93;2000Transitional Years: 2001â#x80;#x93;2008; Growth Years: 2009â#x80;#x93;Present; Upcoming Article Series; Conclusion; References; Appendix A: Timeline of UCFâ#x80;#x99;s Digital Learning Development; Appendix B: Comparison of Student Credit Hours; Appendix C: Fall 2016 Preliminary Student Headcount in all Course Modalities; Appendix D: History of Online Learning Awards at the University of Central Florida; ADD PHOTO; ADD PHOTO; A New Revision of the [Revised] Bloomâ#x80;#x99;s Taxonomy; Afnan Nathir Darwazeh; Introduction; Part I. Bloom et al.â#x80;#x99;s (1956) [Original] Educational Taxonomy, 1. Knowledge: Exhibits memory of previously learned materials by recalling facts, terms, basic concepts, abstractions, generalities, and so forth. 2. Comprehension: Demonstrates understanding of facts and ideas by giving the meaning, translating, interpreting, explaining, describing of main ideas, and so forth.; 3. Application: Uses acquired knowledge in new or novel situations to solve problems.; 4. Analysis: Examines and breaks information and materials into parts to see the details and relationships, 5. Synthesis: Compiles information together in different ways, builds a structure or pattern from diverse elements, and puts parts together to form a whole. 6. Evaluation: Presents opinions by making judgments about the value and the merit of ideas and materials.; Part II. An Analysis of Andersonâ#x80;#x99;s Revision of Bloomâ#x80;#x99;s Taxonomy With Rationales; Part IV. A New Depiction of the [Revised] Bloomâ#x80;#x99;s Taxonomy, 1. Factsâ#x80;#x99; Remembrance: It is related to recognizing, recalling, retrieving the previous learned specific information and details, such as dates, names, symbols, events, terms, labels, titles, lists, elements, parts, examples, instances, specific de ... 2. Generalitiesâ#x80;#x99; Remembrance: It is related to recognizing, recalling, retrieving, defining previous learned general information and ideas, such as recalling definitions of concepts, principles, and procedures (Merrill, 1983), "An official publication of the United States Distance Learning Association."--Cover

Print version: Quarterly review of distance education:. Volume 18, number 3, 2017, Front Cover; Statement of Purpose; Quarterly Review of Distance Education; "Research That Guides Practice"; Volume 18, Number 3, 2017; ARTICLES; Quarterly Review of Distance Education Editors and Editorial Board; Editors; Assistant Editor; Editorial Assistant; Department Editors; International; Ray J. Amirault, Illinois State University Yusra Laila Visser, Illinois State University; Michelle Rogers-Estable, SUNY Oneonta; Editorial Board; Innovations in Academic Support; Factors Influencing Student Adoption of Synchronous Videoconferencing for Online Support in High-Risk STEM Courses, Donna Rennar-Potacco Anymir Orellana Andres SalazarWilliam Paterson University Nova Southeastern University William Paterson University; INTRODUCTION; THEORETICAL FRAMEWORK: THE DIFFUSION OF INNOVATIONS; The Influences of Environmental Context; Innovation-Based Influences; Innovator-Related Influences; METHODOLOGY; Participants and Setting; Data Collection Procedures; Data Analysis; Table 1; Adoption Influences; RESULTS AND DISCUSSION; Environmental Context; Figure 1; Interaction of Factors Influencing Students' Adoption of Online Academic Support Through Videoconferencing, Innovation-Based InfluencesInnovator-Related Influences; LIMITATIONS; CONCLUSIONS AND RECOMMENDATIONS; REFERENCES; Affinity Spaces in Higher Education; Kelly McKenna; Colorado State University; The purpose of this mixed methods study was to determine what characteristics of affinity spaces are found in distance higher education. Affinity spaces have been established as successful learning environments, but as of yet, have not been establish ... ; INTRODUCTION; RESEARCH QUESTIONS, 1. What characteristics of affinity spaces, as defined by Gee, are exhibited in distance higher education learning spaces?2. Who contributes to the learning space in a distance higher education program?; 3. How do graduate higher education learners utilize virtual spaces in distance education?; THEORETICAL FRAMEWORK; LITERATURE REVIEW; Affinity Spaces; Learning Spaces Human Element; MIXED METHOD STUDY; Participants and Setting; Data Collection; Data Analysis; Validity and Reliability; FINDINGS AND DISCUSSION; Affinity Space Characteristics; Table 1; Descriptive Statistics; 1.11; .315; 19, 1.11.315; 19; 1.37; .496; 19; 1.32; .582; 19; 1.89; .658; 19; 1.32; .478; 19; 1.58; .607; 19; 1.63; .597; 19; 1.63; .496; 19; 1.58; .507; 19; 1.58; .692; 19; 1.58; .607; 19; 1.63; .496; 19; 1.79; .631; 19; 2.00; .745; 19; 1.89; .937; 19; 1.79; .631; 19; 1.53; .513; 19; 1.26; .452; 19; 1.37; .496; 19; 1.63; .684; 19; 1.58; .607; 19; 2.11; .737; 19; 2.37; .761; 19; 2.21; .855; 19; 1.79; .631; 19; 2.05; .705; 19; Distance Higher Education Affinity Spaces; Variable Reduction; Table 2; Total Variance Explained; 1; 9.034; 33.458; 33.458; 9.034; 33.458; 33.458; 2; 3.673; 13.605; 47.063; 3.673

Print version: Distance education