Distance Learning
Volume 15 #2
1st Edition
Published on 9. January 2018
73 pages
978-1-64113-421-7 (ISBN)
Description
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.
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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Michael Simonson | Charles Schlosser | Reggie Smith
Distance Learning Vol 15 Issue 2
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10/2018
Information Age Publishing
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Content
- Front Cover
- Featured Articles
- 1
- All Roads Lead to Online Teaching Excellence: An Alternative Route to Faculty Certification for Online Teaching
- 5
- Teaching Qualitative Research Online: Using Technology to Leverage Student Engagement
- 15
- Leveraging the Affordances of Virtual Reality Systems Within K-12 Education: Responding to Future Innovations
- 27
- Beyond Chunking: Microlearning Secrets for Effective Online Design
- 31
- TOPkit: An Online Faculty Development Resource
- 35
- Users Not Watchers: Motivation and the Use of Discussion Boards in Online Learning
- 41
- Accelerating Students Forward to Excellence With UCF Online
- 47
- Increasing Social Presence Online: Five Strategies for Instructors
- 51
- University Partnership: A Grant- Funded Program for Minority and Underserved Populations
- Columns
- All Roads Lead to Online Teaching Excellence
- An Alternative Route to Faculty Certification for Online Teaching
- Nancy Swenson and Shelly Wyatt
- References
- Get Your Copy Today-www.infoagepub.com
- Teaching Qualitative Research Online
- Using Technology to Leverage Student Engagement
- Elda Kanzki-Veloso, Anymir Orellana, and Jennifer Reeves
- Introduction and Background
- The ASSURE Model
- Analyze Learners
- State Objectives
- Select Strategies and Resources
- 1. Discuss and learn about basic concepts of qualitative methods and innovative technologies available for data collection and coding. The SME formulated a series of initial discussion posts to foster this process and posted them within the online le...
- 2. Conduct interviews or observations using the selected tools. Students were required to post any instruments (e.g., interview guide, observation protocol) and corresponding transcripts into the online learning community. Each student was then requi...
- 3. Analyze the transcripts and code. Students were then required to present the results to the class using GoToMeeting (a videoconferencing platform), and post the results in the online learning community. Students were encouraged to provide response...
- 4. Reflect on the tools and process. Students were required to assess the learning community platform by posting their thoughts/ recommendations on the use of the innovative tools and the experience of participating in an online learning community.
- Utilize Resources
- Require Learner Participation
- 1. Discuss and learn about basic concepts of qualitative methods and innovative technologies available for data collection and coding. Students began their research and posted their technology tools online
- they gave their feedback on how to use the ...
- 2. Conduct interviews or observations using the selected tools. Students conducted the interviews or observations using one of the tools posted in the online learning community. They were required to post any instruments (e.g., interview guide, obser...
- 3. Analyze the transcripts, code, and present the results. Students were asked to analyze the transcripts, code, present the results using GoToMeeting (a videoconferencing platform), and post the results on the discussion board. Feedback was given to...
- 4. Each student was asked to assess the initiative by posting their thoughts/ recommendations on the use of the innovative tools and the online learning community.
- Evaluate and Revise
- Tools Used by Students
- Data Collection Apps
- Data Analysis App
- Multiuse App
- Feedback From Students
- 1. "I can't believe how fun it was to learn how to code. It was scary at first. It was worth all the hard work."
- 2. "I can't believe I was actually coding, I didn't realize I was learning how to code as I was doing it. It was amazing."
- 3. "At first, I freaked out thinking about the amount of work we were going to have do, it turned out to be fun and not a hard as I thought
- plus I learned how to conduct an interview."
- 4. "Aside from learning how to conduct an interview, we made friends for life and helped each other."
- 5. "I really enjoyed getting the support from my peers and learn how to do data analysis at the same time! Best class ever!"
- 6. "I can't believe I came out of a research course learning how conduct research skills. This course was hard but so much fun, I had a hard time with the tools and some research concepts but my peers and the professor helped me so much."
- 7. "Best class ever. Lots of work but so much fun!"
- 8. "The idea of research course was so scary but the community helped me so much."
- Conclusions and Recommendations
- 1. Motivate learners and discuss with them preinstructional activities. Before using technology, it is important to explain to the students in detail what technology tools you will be using and why. Get a buy-in from the students
- make sure they are ...
- 2. Conduct a preassessment of students' research and technology skills. It would have been great to have a baseline of where the students were in term of using technology and research skills. Throughout the course, the instructor had to go back and...
- 3. Consider the time it takes to plan for integration of new tools for learning. It was time consuming to evaluate and learn how to use the apps. The instructor should add class time or provide extra credit for this type of activity.
- 4. Utilize resources that are available for faculty and students. There are many resources that are available at the university to help students navigate online courses effectively. For example, blackboard support and the HELP desk. These resources m...
- 5. When implementing an online learning community or social media, especially if it is outside of the learning management system, one must ensure privacy and provide alternative means for students being uncomfortable with posting on social media.
- References
- Leveraging the Affordances of Virtual Reality Systems Within K-12 Education
- Responding to Future Innovations
- Rohan Jowallah, Luke Bennett, and Kathleen Bastedo
- Historical Context of Virtual Reality
- Current Trends
- Virtual Reality: Another Teaching and Learning Modality
- What Is Needed for a Low-Tech Virtual Reality Experience
- Virtual Reality Experience
- How to Plan Your Lesson With a Virtual Reality Component
- Overall Unit Title
- Lesson Plan Title
- Academic Content
- Rationale
- Standards/Learning Goals
- Objectives
- Procedures
- 1. Have the students been taught the background knowledge needed to navigate the immersive virtual reality experience successfully?
- 2. What should be done to preassess prior knowledge?
- 3. What support activities need to be planned if the students do not have the knowledge needed?
- 4. How can I differentiate instruction if some students have the necessary background knowledge and some students do not?
- 5. How will it be known that students have the knowledge needed to continue on to the immersive experience?
- Materials/Support
- Accessibility Needs
- Reflection
- Balancing Pedagogy and Technology
- Summary
- References
- Beyond Chunking
- Microlearning Secrets for Effective Online Design
- Amanda Major and Tina Calandrino
- Introduction
- Microlearning
- Microlearning Enables Enhanced Cognitive Processing
- Microlearning Design and Delivery Methods
- Effectiveness/Benefits of Microlearning Design
- References
- TOPkit
- An Online Faculty Development Resource
- Shelly Wyatt, Wendy Howard, Ashley Salter, and Jessica Tojo
- References
- Get Your Copy Today-Information Age Publishing
- DB = Discussion Boards
- Use to organize student teams
- To file share
- For need-based mentorship
- To promote learning communities
- Users Not Watchers
- Motivation and the Use of Discussion Boards in Online Learning
- Sarah Ransdell, Jia Borror, and Hui Fang Su
- Introduction
- Motivation Like in Social Media
- Student Schemas Into Professor Schemas
- Examples of the Good Uses of DB
- Example 1: To Organize Student Teams
- Example 2: To Use any Collaboration Tools Within Blackboard
- Example 3: To do File Sharing Using Blackboard and External Collaboration Tools
- Example 4: To Prepare Need-Based Mentorship
- Example 5: To Share Experiences of Good DB Use
- Example 6: To Use DB To Create Students as Members of a Learning Community
- Conclusions
- References
- Accelerating Students Forward to Excellence With UCF Online
- Bren Bedford, Beth Nettles, and Karen Tinsley-Kim
- Introduction
- Division of Digital Learning
- UCF Online Leadership Team
- UCF Online Student Benefits
- Universal Design Online Content Inspection Tool
- Transfer Connect Partnerships and the OnRamp Web Course
- The Future of Online Learning at UCF
- Conclusion
- References
- The truth is that social connection with other learners can be a key factor in a student's engagement and motivation.
- Increasing Social Presence Online
- Five Strategies for Instructors
- Charlotte Jones-Roberts
- Introduction
- Use Scaffolded, Self-Reflective Topics to Break The Ice
- Encourage Personal Reflection and Disclosure
- Create Videos
- Utilize Video Discussion Boards
- Provide Audio Feedback
- Conclusion
- References
- University Partnership
- A Grant-Funded Program for Minority and Underserved Populations
- Jerry Holt
- References
- Defining and Conceptualizing Mixed Reality, Augmented Reality, and Virtual Reality
- Natalie B. Milman
- Table 1. Virtual Reality, Augmented Reality, and Mixed Reality Tools and Examples
- References
- DB = Discussion Boards
- get into a schedule
- become ultra organized
- time stash
- unexpected always come knocking
- do not let time control you
- avoid death by paper
- refresh your teaching time zones
- understand your time limitations
- let the Internet become your TA
- THE 12 Key Rules for Managing Time in Online Teaching
- Errol Craig Sull
- Get Into a Schedule
- Become Ultra-Organized
- Always Have a Back-Up "Time Stash"
- Know That the "Unexpecteds" Always Come Knocking
- Plan Your Assignments With Time in Mind
- Don't Let Time Control You
- Avoid Death by Paper
- Always Refresh Your "Teaching Time Zones"
- Focus on What Has to be Done
- Develop "Healthy" Time Tricks
- Understand Your Time Limitations
- Let the Internet Become Your T.A.-Time Aide
- Ask Errol!
- Errol Craig Sull
- Students Who Continually Miss Assignment Deadlines
- Knowing That a Course Needs to Be Written: How to Handle it
- Students Impacted by Natural Disasters: What to Tell Them
- Quarterly Review of Distance Education, Subscribe Today! www.infoagepub.com
- Seven Critical Elements
- Michael Simonson
- 1. In any course, there must be something to learn, to accomplish, and to understand. So content-textbooks, documents, audios, videos, and instructor presentations, and so on- must be the primary element.
- 2. The best instructional design divides content not by increments of time, but by ideas: single concepts that are the building blocks for instruction. These single concepts are then collected into units, modules, and topics/concepts. A typical three...
- 3. Regular and substantive interaction elevates distance education from programmed instruction or self-study. To Michael G. Moore's triumvirate- instructor-student interaction, student-content interaction, and student- student interaction-a fou...
- 4. Student time requirements should be obvious. Students in a three-semester credit course should allocate between 120 and 140 hours reading, listening, viewing, interacting, writing, presenting and studying.
- 5. Class size of courses taught by one instructor should be approximately 20 students. Having significantly more or fewer threatens student-instructor and student-student interaction, compromising both teaching and learning.
- 6. Instruction should guide the student toward production of artifacts of learning, such as papers, presentations, and projects. Typically, there should be three major projects and 6-10 minor assignments in a three-credit course. Tests and exams ar...
- 7. Prepared instructors are critical. Teachers and trainers must, of course, be content specialists. However, preparation in the process of teaching the online learner is necessary.
- Back Cover
