Distance Learning
Volume 14 #2
1st Edition
Published on 10. January 2017
73 pages
978-1-64113-097-4 (ISBN)
Description
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.
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Content
1 - Front Cover [Seite 1]
2 - Featured Articles [Seite 2]
2.1 - 1 [Seite 2]
2.2 - Investigating Twitter Use in Lower Division Online Classrooms [Seite 2]
2.2.1 - 9 [Seite 2]
2.3 - Qualitative Phenomenological Analysis of Foreign Language Assessment [Seite 2]
2.3.1 - 17 [Seite 2]
2.4 - The Role of Computer Simulations and Digital Gaming in Distance Education [Seite 2]
2.4.1 - 27 [Seite 2]
2.5 - Georgia Virtual Technical Connection: Distance Education for Georgia's Technical Colleges [Seite 2]
2.5.1 - 35 [Seite 2]
2.6 - Broward Virtual School: Preparing Students for Success [Seite 2]
2.6.1 - 41 [Seite 2]
2.7 - Telehealth: Changing Healthcare for Humans and Animals [Seite 2]
3 - Columns [Seite 2]
4 - Investigating Twitter Use in Lower Division Online Classrooms [Seite 6]
4.1 - Bjorn Mercer and Amy Winger [Seite 6]
4.1.1 - Introduction [Seite 6]
4.1.2 - Background [Seite 6]
4.1.3 - Twitter's Benefits for Lower Division College Students [Seite 7]
4.1.3.1 - Twitter Builds Community [Seite 7]
4.1.3.2 - Twitter as an Information Storehouse [Seite 8]
4.1.3.3 - Twitter's Portability [Seite 8]
4.1.3.4 - Twitter as a Writing Tool [Seite 8]
4.1.4 - Twitter's Challenges to Lower Division College Students [Seite 9]
4.1.4.1 - Twitter's Proficiency and Timeframe Challenges [Seite 9]
4.1.4.2 - Twitter's Implementation Concerns [Seite 9]
4.1.4.3 - Twitter's Student-Privacy Concerns [Seite 10]
4.1.4.4 - Twitter's Perceived Questionable Credibility [Seite 10]
4.1.4.5 - Twitter's Ambiguous Academic Efficacy [Seite 10]
4.1.5 - Conclusion [Seite 11]
4.1.6 - References [Seite 11]
5 - Qualitative Phenomenological Analysis of Foreign Language Assessment [Seite 14]
5.1 - Varvara Gasparyan [Seite 14]
5.1.1 - Introduction [Seite 14]
5.1.2 - Overview of the History of Foreign Language Assessment in the United States [Seite 15]
5.1.3 - The Assessment Process [Seite 16]
5.1.4 - Summary [Seite 19]
5.1.5 - References [Seite 19]
6 - The Role of Computer Simulations and Digital Gaming in Distance Education [Seite 22]
6.1 - Linda R. Rivers [Seite 22]
6.1.1 - Introduction [Seite 22]
6.1.2 - Computer Simulations and Games in Distance Education [Seite 23]
6.1.2.1 - Framework [Seite 23]
6.1.2.2 - Grounded in Learning Theory [Seite 24]
6.1.2.3 - Motivational Tool [Seite 25]
6.1.2.4 - Interactivity and Collaboration [Seite 25]
6.1.2.5 - Competition [Seite 25]
6.1.2.6 - Adaptation [Seite 26]
6.1.2.7 - Assessment [Seite 26]
6.1.2.8 - Self-Explanation [Seite 26]
6.1.2.9 - Distributed Learning [Seite 26]
6.1.2.10 - Learner Transfer [Seite 27]
6.1.2.11 - Computer Simulations and Games Course Characteristics [Seite 27]
6.1.3 - Case Study [Seite 27]
6.1.4 - Challenges of Computer Simulations and Games in Distance Education [Seite 28]
6.1.5 - Future of Computer Simulations and Digital Games in Distance Education [Seite 28]
6.1.6 - Conclusion [Seite 29]
6.1.7 - References [Seite 29]
6.2 - Get Your Copy Today-Information Age Publishing www.infoagepub.com [Seite 31]
6.3 - Get Your Copy Today-Information Age Publishing [Seite 39]
7 - Georgia Virtual Technical Connection [Seite 32]
7.1 - Distance Education for Georgia's Technical Colleges [Seite 32]
7.1.1 - Theresa West [Seite 32]
7.1.1.1 - Introduction [Seite 32]
7.1.1.2 - Georgia Virtual Technical Connection [Seite 33]
7.1.1.2.1 - GVTC Mission Statement [Seite 33]
7.1.1.2.2 - GVTC History [Seite 33]
7.1.1.2.3 - Complete College Georgia Initiative [Seite 33]
7.1.1.2.4 - Achieve the Dream Initiative [Seite 34]
7.1.1.2.5 - Performance Accountability System [Seite 35]
7.1.1.2.6 - Instructional Technology [Seite 35]
7.1.1.2.7 - Admissions Requirements [Seite 36]
7.1.1.2.8 - Library Resources [Seite 36]
7.1.1.3 - Advantages and Disadvantages of GVTC [Seite 37]
7.1.1.4 - Summary [Seite 38]
7.1.1.5 - References [Seite 38]
7.1.1.6 - Appendix [Seite 38]
8 - Broward Virtual School [Seite 40]
8.1 - Preparing Students for Success [Seite 40]
8.1.1 - Adrienne Fuller [Seite 40]
8.1.1.1 - Introduction [Seite 40]
8.1.1.2 - About BVS [Seite 40]
8.1.1.2.1 - BVS Courses [Seite 40]
8.1.1.2.2 - Administration [Seite 41]
8.1.1.2.3 - Teachers [Seite 41]
8.1.1.2.4 - Students [Seite 42]
8.1.1.2.5 - Parents [Seite 42]
8.1.1.3 - Admissions [Seite 42]
8.1.1.3.1 - Full-Time Students [Seite 42]
8.1.1.3.2 - Part-Time Students [Seite 43]
8.1.1.4 - School Choice [Seite 43]
8.1.1.5 - Preparing Students for Success [Seite 43]
8.1.1.6 - School of Excellence [Seite 44]
8.1.1.7 - Challenges in Virtual School [Seite 44]
8.1.1.8 - Conclusion [Seite 45]
8.1.1.9 - References [Seite 45]
9 - Telehealth [Seite 46]
9.1 - Changing Healthcare for Humans and Animals [Seite 46]
9.1.1 - Lee S. Nagy [Seite 46]
9.1.1.1 - Introduction [Seite 46]
9.1.1.2 - The Telehealth Umbrella [Seite 46]
9.1.1.3 - Definitions and Distinctions [Seite 46]
9.1.1.4 - History of Telemedicine [Seite 47]
9.1.1.5 - Modalities, Applications, and Devices [Seite 47]
9.1.1.6 - Benefits [Seite 48]
9.1.1.7 - Potential: Kids and Pets [Seite 49]
9.1.1.8 - Challenges [Seite 50]
9.1.1.9 - Conclusion [Seite 51]
9.1.1.10 - References [Seite 51]
9.2 - Get Your Copy Today-Information Age Publishing www.infoagepub.com [Seite 53]
10 - What Is Problem-Based Learning? [Seite 54]
10.1 - Natalie B. Milman and Clare R. Kilbane [Seite 54]
10.1.1 - 1. "present or identify the problem, [Seite 55]
10.1.2 - 2. develop a plan for solving the problem, [Seite 55]
10.1.3 - 3. implement the plan for solving the problem, and [Seite 55]
10.1.4 - 4. evaluate the implementation plan results" (Kilbane & Milman, 2013, p. 285). [Seite 55]
10.1.5 - How Can Online Educators Use Problem-Based Learning? [Seite 55]
10.1.5.1 - Table 1. Problem-Based Learning Versus Project-Based Learning [Seite 56]
10.1.6 - References [Seite 56]
11 - A Crucial Relationship [Seite 58]
11.1 - The Faculty Manager and the Online Educator [Seite 58]
11.1.1 - Errol Craig Sull and Kathy Embry [Seite 58]
11.1.1.1 - Suggestions: Online Faculty Developing a Solid Relationship With the FM/S [Seite 59]
11.1.1.2 - Suggestions: Developing a Solid Relationship From the Online Faculty Manager Perspective [Seite 61]
11.2 - Get Your Copy Today-Information Age Publishing www.infoagepub.com [Seite 63]
12 - Ask Errol! [Seite 64]
12.1 - Errol Craig Sull [Seite 64]
12.1.1 - How to Handle Students Who Plagiarize [Seite 64]
12.1.2 - How to Have a Smooth Transition Into a New Course Design [Seite 65]
12.1.3 - Best Tips for Using a School's Online Library [Seite 65]
12.1.4 - Reminding Students Not to Focus on One or Two Poor Grades [Seite 66]
13 - Online Courses Have Three Critical Components (and Learning Management Systems Are Not One of Them) [Seite 69]
13.1 - Michael Simonson [Seite 69]
13.1.1 - Reference [Seite 68]
14 - Back Cover [Seite 70]
2 - Featured Articles [Seite 2]
2.1 - 1 [Seite 2]
2.2 - Investigating Twitter Use in Lower Division Online Classrooms [Seite 2]
2.2.1 - 9 [Seite 2]
2.3 - Qualitative Phenomenological Analysis of Foreign Language Assessment [Seite 2]
2.3.1 - 17 [Seite 2]
2.4 - The Role of Computer Simulations and Digital Gaming in Distance Education [Seite 2]
2.4.1 - 27 [Seite 2]
2.5 - Georgia Virtual Technical Connection: Distance Education for Georgia's Technical Colleges [Seite 2]
2.5.1 - 35 [Seite 2]
2.6 - Broward Virtual School: Preparing Students for Success [Seite 2]
2.6.1 - 41 [Seite 2]
2.7 - Telehealth: Changing Healthcare for Humans and Animals [Seite 2]
3 - Columns [Seite 2]
4 - Investigating Twitter Use in Lower Division Online Classrooms [Seite 6]
4.1 - Bjorn Mercer and Amy Winger [Seite 6]
4.1.1 - Introduction [Seite 6]
4.1.2 - Background [Seite 6]
4.1.3 - Twitter's Benefits for Lower Division College Students [Seite 7]
4.1.3.1 - Twitter Builds Community [Seite 7]
4.1.3.2 - Twitter as an Information Storehouse [Seite 8]
4.1.3.3 - Twitter's Portability [Seite 8]
4.1.3.4 - Twitter as a Writing Tool [Seite 8]
4.1.4 - Twitter's Challenges to Lower Division College Students [Seite 9]
4.1.4.1 - Twitter's Proficiency and Timeframe Challenges [Seite 9]
4.1.4.2 - Twitter's Implementation Concerns [Seite 9]
4.1.4.3 - Twitter's Student-Privacy Concerns [Seite 10]
4.1.4.4 - Twitter's Perceived Questionable Credibility [Seite 10]
4.1.4.5 - Twitter's Ambiguous Academic Efficacy [Seite 10]
4.1.5 - Conclusion [Seite 11]
4.1.6 - References [Seite 11]
5 - Qualitative Phenomenological Analysis of Foreign Language Assessment [Seite 14]
5.1 - Varvara Gasparyan [Seite 14]
5.1.1 - Introduction [Seite 14]
5.1.2 - Overview of the History of Foreign Language Assessment in the United States [Seite 15]
5.1.3 - The Assessment Process [Seite 16]
5.1.4 - Summary [Seite 19]
5.1.5 - References [Seite 19]
6 - The Role of Computer Simulations and Digital Gaming in Distance Education [Seite 22]
6.1 - Linda R. Rivers [Seite 22]
6.1.1 - Introduction [Seite 22]
6.1.2 - Computer Simulations and Games in Distance Education [Seite 23]
6.1.2.1 - Framework [Seite 23]
6.1.2.2 - Grounded in Learning Theory [Seite 24]
6.1.2.3 - Motivational Tool [Seite 25]
6.1.2.4 - Interactivity and Collaboration [Seite 25]
6.1.2.5 - Competition [Seite 25]
6.1.2.6 - Adaptation [Seite 26]
6.1.2.7 - Assessment [Seite 26]
6.1.2.8 - Self-Explanation [Seite 26]
6.1.2.9 - Distributed Learning [Seite 26]
6.1.2.10 - Learner Transfer [Seite 27]
6.1.2.11 - Computer Simulations and Games Course Characteristics [Seite 27]
6.1.3 - Case Study [Seite 27]
6.1.4 - Challenges of Computer Simulations and Games in Distance Education [Seite 28]
6.1.5 - Future of Computer Simulations and Digital Games in Distance Education [Seite 28]
6.1.6 - Conclusion [Seite 29]
6.1.7 - References [Seite 29]
6.2 - Get Your Copy Today-Information Age Publishing www.infoagepub.com [Seite 31]
6.3 - Get Your Copy Today-Information Age Publishing [Seite 39]
7 - Georgia Virtual Technical Connection [Seite 32]
7.1 - Distance Education for Georgia's Technical Colleges [Seite 32]
7.1.1 - Theresa West [Seite 32]
7.1.1.1 - Introduction [Seite 32]
7.1.1.2 - Georgia Virtual Technical Connection [Seite 33]
7.1.1.2.1 - GVTC Mission Statement [Seite 33]
7.1.1.2.2 - GVTC History [Seite 33]
7.1.1.2.3 - Complete College Georgia Initiative [Seite 33]
7.1.1.2.4 - Achieve the Dream Initiative [Seite 34]
7.1.1.2.5 - Performance Accountability System [Seite 35]
7.1.1.2.6 - Instructional Technology [Seite 35]
7.1.1.2.7 - Admissions Requirements [Seite 36]
7.1.1.2.8 - Library Resources [Seite 36]
7.1.1.3 - Advantages and Disadvantages of GVTC [Seite 37]
7.1.1.4 - Summary [Seite 38]
7.1.1.5 - References [Seite 38]
7.1.1.6 - Appendix [Seite 38]
8 - Broward Virtual School [Seite 40]
8.1 - Preparing Students for Success [Seite 40]
8.1.1 - Adrienne Fuller [Seite 40]
8.1.1.1 - Introduction [Seite 40]
8.1.1.2 - About BVS [Seite 40]
8.1.1.2.1 - BVS Courses [Seite 40]
8.1.1.2.2 - Administration [Seite 41]
8.1.1.2.3 - Teachers [Seite 41]
8.1.1.2.4 - Students [Seite 42]
8.1.1.2.5 - Parents [Seite 42]
8.1.1.3 - Admissions [Seite 42]
8.1.1.3.1 - Full-Time Students [Seite 42]
8.1.1.3.2 - Part-Time Students [Seite 43]
8.1.1.4 - School Choice [Seite 43]
8.1.1.5 - Preparing Students for Success [Seite 43]
8.1.1.6 - School of Excellence [Seite 44]
8.1.1.7 - Challenges in Virtual School [Seite 44]
8.1.1.8 - Conclusion [Seite 45]
8.1.1.9 - References [Seite 45]
9 - Telehealth [Seite 46]
9.1 - Changing Healthcare for Humans and Animals [Seite 46]
9.1.1 - Lee S. Nagy [Seite 46]
9.1.1.1 - Introduction [Seite 46]
9.1.1.2 - The Telehealth Umbrella [Seite 46]
9.1.1.3 - Definitions and Distinctions [Seite 46]
9.1.1.4 - History of Telemedicine [Seite 47]
9.1.1.5 - Modalities, Applications, and Devices [Seite 47]
9.1.1.6 - Benefits [Seite 48]
9.1.1.7 - Potential: Kids and Pets [Seite 49]
9.1.1.8 - Challenges [Seite 50]
9.1.1.9 - Conclusion [Seite 51]
9.1.1.10 - References [Seite 51]
9.2 - Get Your Copy Today-Information Age Publishing www.infoagepub.com [Seite 53]
10 - What Is Problem-Based Learning? [Seite 54]
10.1 - Natalie B. Milman and Clare R. Kilbane [Seite 54]
10.1.1 - 1. "present or identify the problem, [Seite 55]
10.1.2 - 2. develop a plan for solving the problem, [Seite 55]
10.1.3 - 3. implement the plan for solving the problem, and [Seite 55]
10.1.4 - 4. evaluate the implementation plan results" (Kilbane & Milman, 2013, p. 285). [Seite 55]
10.1.5 - How Can Online Educators Use Problem-Based Learning? [Seite 55]
10.1.5.1 - Table 1. Problem-Based Learning Versus Project-Based Learning [Seite 56]
10.1.6 - References [Seite 56]
11 - A Crucial Relationship [Seite 58]
11.1 - The Faculty Manager and the Online Educator [Seite 58]
11.1.1 - Errol Craig Sull and Kathy Embry [Seite 58]
11.1.1.1 - Suggestions: Online Faculty Developing a Solid Relationship With the FM/S [Seite 59]
11.1.1.2 - Suggestions: Developing a Solid Relationship From the Online Faculty Manager Perspective [Seite 61]
11.2 - Get Your Copy Today-Information Age Publishing www.infoagepub.com [Seite 63]
12 - Ask Errol! [Seite 64]
12.1 - Errol Craig Sull [Seite 64]
12.1.1 - How to Handle Students Who Plagiarize [Seite 64]
12.1.2 - How to Have a Smooth Transition Into a New Course Design [Seite 65]
12.1.3 - Best Tips for Using a School's Online Library [Seite 65]
12.1.4 - Reminding Students Not to Focus on One or Two Poor Grades [Seite 66]
13 - Online Courses Have Three Critical Components (and Learning Management Systems Are Not One of Them) [Seite 69]
13.1 - Michael Simonson [Seite 69]
13.1.1 - Reference [Seite 68]
14 - Back Cover [Seite 70]
