Distance Learning
Volume 12 #4
1st Edition
Published on 12. January 2015
73 pages
978-1-68123-474-8 (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 "e;And Finally..."e; 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 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.
All prices
More details
Other editions
Additional editions
Michael Simonson | Charles Schlosser | John G. Flores
Distance Learning Magazine Vol 12 Issue 4
Book
03/2016
Information Age Publishing
€47.00
Shipment within 3-4 weeks
Content
1 - Front Cover [Seite 1]
2 - Featured Articles [Seite 2]
2.1 - 1 [Seite 2]
2.2 - Integrating Accreditation Guidelines and Quality Scorecard for Evaluating Online Programs [Seite 2]
2.2.1 - 7 [Seite 2]
2.3 - Transitioning to Online Courses in Higher Education [Seite 2]
2.3.1 - 17 [Seite 2]
2.4 - Lack of ICT Literacy for Freshman Students of the University of Kinshasa: A Huge Obstacle to Distance Learning [Seite 2]
2.4.1 - 21 [Seite 2]
2.5 - The Effect of Distance Education System on the Computer Literacy of MA Students in a Tehran University [Seite 2]
2.5.1 - 37 [Seite 2]
2.6 - The Keys to Online Learning for Adults: The Six Principles of Andragogy [Seite 2]
2.6.1 - 43 [Seite 2]
2.7 - The Online Learning Orientation Session: An Overlooked Retention Tool [Seite 2]
3 - Columns [Seite 2]
4 - Integrating Accreditation Guidelines and Quality Scorecard for Evaluating Online Programs [Seite 6]
4.1 - Anthony A. Piña and Larry Bohn [Seite 6]
4.1.1 - Introduction [Seite 6]
4.1.2 - Increased Scrutiny and Regulation [Seite 7]
4.1.3 - Quality Standards and Rubrics [Seite 8]
4.1.4 - Accreditation Policies and Guidelines [Seite 8]
4.1.5 - Quality Scorecard [Seite 8]
4.1.6 - Comparison [Seite 8]
4.1.7 - An Integrated Approach [Seite 9]
4.1.8 - References [Seite 10]
5 - Transitioning to Online Courses in Higher Education [Seite 12]
5.1 - Luke Duesbery, Regina R. Brandon, Kimy Liu, and Jenelle Braun-Monegan [Seite 12]
5.1.1 - Introduction [Seite 12]
5.1.1.1 - 1. How much of the course did students want delivered online? Did this perception change after participating in the hybrid class? [Seite 14]
5.1.1.2 - 2. Did the degree to which students want the course to be online depend on (a) general technology skill, (b) classroom related technology proficiency, or (c) access to technology? Did this perception change after participating in the hybrid class? [Seite 14]
5.1.2 - Method [Seite 14]
5.1.3 - Results [Seite 15]
5.1.3.1 - Research Question 1 [Seite 15]
5.1.3.2 - Research Question 2 [Seite 15]
5.1.3.2.1 - General Technology Skills [Seite 16]
5.1.3.2.2 - Classroom Technology Proficiencies [Seite 16]
5.1.3.2.3 - Access to Technology [Seite 16]
5.1.4 - Discussion [Seite 17]
5.1.5 - Cautions [Seite 19]
5.1.6 - Conclusions [Seite 19]
5.1.7 - References [Seite 20]
5.1.7.1 - Table 1. Surveyed Categories [Seite 14]
5.1.8 - 5 [Seite 14]
5.1.9 - 12 [Seite 14]
5.1.10 - 8 [Seite 14]
5.1.11 - 18 [Seite 14]
5.1.12 - 5 [Seite 14]
5.1.12.1 - Quarterly Review of Distance Education, Subscribe Today! www.infoagepub.com [Seite 21]
6 - Lack of ICT Literacy for Freshman Students of the University of Kinshasa [Seite 22]
6.1 - A Huge Obstacle to Distance Learning [Seite 22]
6.1.1 - Banza Nsomwe-a-nfunkwa Eustache [Seite 22]
6.1.1.1 - Introduction [Seite 22]
6.1.1.2 - Situation at University [Seite 23]
6.1.1.3 - Obstacles [Seite 23]
6.1.1.4 - Strategies [Seite 23]
6.1.1.4.1 - Curriculum [Seite 23]
6.1.1.4.2 - Technical Barriers-Equipment [Seite 24]
6.1.1.4.3 - Policy [Seite 24]
6.1.1.4.4 - Teacher-Related Barriers [Seite 24]
6.1.1.4.4.1 - Philosophical Barriers [Seite 24]
6.1.1.4.4.2 - Logistical Barriers [Seite 24]
6.1.1.4.4.3 - Administrative Barriers [Seite 24]
6.1.1.4.4.4 - Student Barriers [Seite 24]
6.1.1.5 - Suggestion [Seite 25]
6.1.1.6 - Conclusion [Seite 25]
6.1.1.7 - References [Seite 25]
7 - The Effect of Distance Education System on the Computer Literacy of MA Students in Tehran University [Seite 26]
7.1 - Mohsen Keshavarz [Seite 26]
7.1.1 - Introduction [Seite 26]
7.1.2 - Computer Literacy [Seite 26]
7.1.3 - Distance Education and Trend of Generations [Seite 27]
7.1.4 - Research Questions [Seite 29]
7.1.4.1 - 1. Does the distance education system have an effect on the IT skill of higher education students in Tehran University? [Seite 29]
7.1.4.2 - 2. Does the distance education system have an effect on the file management skill of higher education students in Tehran University? [Seite 29]
7.1.4.3 - 3. Does the distance education system have an effect on the essentials online skill (Internet skill) of higher education students in Tehran University? [Seite 29]
7.1.4.4 - 4. Does the distance education system have an effect on the databases access skill of higher education students in Tehran University? [Seite 29]
7.1.4.5 - 5. Does the distance education system have an effect on the power point skill of higher education students in Tehran University? [Seite 29]
7.1.4.6 - 6. Does the distance education system have an effect on the word processing skill of higher education students in Tehran University? [Seite 29]
7.1.4.7 - 7. Does the distance education system have an effect on the spreadsheets skill (Excel) of higher education students in Tehran University? [Seite 29]
7.1.5 - Instruments and Methods [Seite 29]
7.1.6 - Findings [Seite 30]
7.1.7 - Conclusion and Discussion [Seite 35]
7.1.8 - References [Seite 36]
7.1.9 - Appendix: Computer Literacy Questionnaire [Seite 39]
7.1.9.1 - Section I [Seite 39]
7.1.9.2 - Section IV [Seite 39]
7.1.9.2.1 - Table 1. Distribution of the Participants Based on Their Gender [Seite 30]
7.1.10 - 23 [Seite 30]
7.1.11 - 23% [Seite 30]
7.1.12 - 26/16 [Seite 30]
7.1.13 - 0.001 [Seite 30]
7.1.14 - 77 [Seite 30]
7.1.15 - 77% [Seite 30]
7.1.16 - 100 [Seite 30]
7.1.17 - 100% [Seite 30]
7.1.17.1 - Table 7. Results of Analysis for t Test [Seite 34]
7.1.18 - 3/18 [Seite 34]
7.1.19 - 5/19 [Seite 34]
7.1.20 - 0.624 [Seite 34]
7.1.21 - 0.221 [Seite 34]
7.1.22 - 98 [Seite 34]
7.1.23 - 0.480 [Seite 34]
7.1.24 - 5/83 [Seite 34]
7.1.25 - 0.082 [Seite 34]
7.1.26 - 0.068 [Seite 34]
7.1.27 - 98 [Seite 34]
7.1.27.1 - Table 2. Descriptive Statistics (Dispersion and Central Index) of Computer Literacy Variable in Control and Experimental Groups [Seite 31]
7.1.28 - 207/92 [Seite 31]
7.1.29 - 23/03 [Seite 31]
7.1.30 - 50 [Seite 31]
7.1.31 - 3/61 [Seite 31]
7.1.32 - 204/74 [Seite 31]
7.1.33 - 27/69 [Seite 31]
7.1.34 - 50 [Seite 31]
7.1.35 - 3/61 [Seite 31]
7.1.36 - 211/30 [Seite 31]
7.1.37 - 24/10 [Seite 31]
7.1.38 - 50 [Seite 31]
7.1.39 - 4/12 [Seite 31]
7.1.40 - 210/82 [Seite 31]
7.1.41 - 33/41 [Seite 31]
7.1.42 - 50 [Seite 31]
7.1.43 - 4/12 [Seite 31]
7.1.43.1 - Table 3. Results of Levene Test for Homogeneity of Variance Error [Seite 32]
7.1.44 - 98 [Seite 32]
7.1.45 - 1 [Seite 32]
7.1.46 - 1/12 [Seite 32]
7.1.47 - 0.12 [Seite 32]
7.1.47.1 - Table 4. Kolmogorov-Smirnov Test [Seite 32]
7.1.48 - 0.316 [Seite 32]
7.1.48.1 - Table 5. Results of Covariance Analysis in Four Different Types in Control and Experimental Groups [Seite 33]
7.1.49 - 0.99 [Seite 33]
7.1.50 - 7421/61 [Seite 33]
7.1.51 - 2 [Seite 33]
7.1.52 - 97 [Seite 33]
7.1.53 - 0.001 [Seite 33]
7.1.54 - 0.006 [Seite 33]
7.1.55 - 7421/61 [Seite 33]
7.1.56 - 2 [Seite 33]
7.1.57 - 97 [Seite 33]
7.1.58 - 0.001 [Seite 33]
7.1.59 - 153/02 [Seite 33]
7.1.60 - 7421/61 [Seite 33]
7.1.61 - 2 [Seite 33]
7.1.62 - 97 [Seite 33]
7.1.63 - 0.001 [Seite 33]
7.1.64 - 153/02 [Seite 33]
7.1.65 - 7421/61 [Seite 33]
7.1.66 - 2 [Seite 33]
7.1.67 - 97 [Seite 33]
7.1.68 - 0.001 [Seite 33]
7.1.69 - 0.004 [Seite 33]
7.1.70 - 0.217 [Seite 33]
7.1.71 - 2 [Seite 33]
7.1.72 - 97 [Seite 33]
7.1.73 - 0.805 [Seite 33]
7.1.74 - 0.99 [Seite 33]
7.1.75 - 0.217 [Seite 33]
7.1.76 - 2 [Seite 33]
7.1.77 - 97 [Seite 33]
7.1.78 - 0.805 [Seite 33]
7.1.79 - 0.004 [Seite 33]
7.1.80 - 0.217 [Seite 33]
7.1.81 - 2 [Seite 33]
7.1.82 - 97 [Seite 33]
7.1.83 - 0.805 [Seite 33]
7.1.84 - 0.004 [Seite 33]
7.1.85 - 0.217 [Seite 33]
7.1.86 - 2 [Seite 33]
7.1.87 - 97 [Seite 33]
7.1.88 - 0.805 [Seite 33]
7.1.88.1 - Table 6. Test of Effect of Within Variables [Seite 33]
7.1.89 - 252/81 [Seite 33]
7.1.90 - 1 [Seite 33]
7.1.91 - 252/81 [Seite 33]
7.1.92 - 0.390 [Seite 33]
7.1.93 - 0.534 [Seite 33]
7.1.94 - Correctional model [Seite 33]
7.1.95 - 5/46 [Seite 33]
7.1.96 - 1 [Seite 33]
7.1.97 - 5/46 [Seite 33]
7.1.98 - 0.007 [Seite 33]
7.1.99 - 0.935 [Seite 33]
7.1.100 - 4257206 [Seite 33]
7.1.101 - 1 [Seite 33]
7.1.102 - 425706 [Seite 33]
7.1.103 - 6554/67 [Seite 33]
7.1.104 - 0.061 [Seite 33]
7.1.105 - Interactive/ Intergroup [Seite 33]
7.1.106 - 4454632 [Seite 33]
7.1.107 - 1 [Seite 33]
7.1.108 - 4454632 [Seite 33]
7.1.109 - 5250/21 [Seite 33]
7.1.110 - 0.095 [Seite 33]
7.1.111 - 252/81 [Seite 33]
7.1.112 - 1 [Seite 33]
7.1.113 - 252/81 [Seite 33]
7.1.114 - 0.390 [Seite 33]
7.1.115 - 0.534 [Seite 33]
7.1.116 - group [Seite 33]
7.1.117 - 5/76 [Seite 33]
7.1.118 - 1 [Seite 33]
7.1.119 - 5/76 [Seite 33]
7.1.120 - 0.007 [Seite 33]
7.1.121 - 0.935 [Seite 33]
7.1.122 - 65553/3 [Seite 33]
7.1.123 - 98 [Seite 33]
7.1.124 - 648/51 [Seite 33]
7.1.125 - .... [Seite 33]
7.1.126 - ...... [Seite 33]
7.1.127 - Error [Seite 33]
7.1.128 - 83149/88 [Seite 33]
7.1.129 - 98 [Seite 33]
7.1.130 - 848/468 [Seite 33]
7.1.131 - ..... [Seite 33]
7.1.132 - .... [Seite 33]
7.1.133 - 4321013 [Seite 33]
7.1.134 - 100 [Seite 33]
7.1.135 - ... [Seite 33]
7.1.136 - .. [Seite 33]
7.1.137 - ..... [Seite 33]
7.1.138 - Total [Seite 33]
7.1.139 - 4537788 [Seite 33]
7.1.140 - 100 [Seite 33]
7.1.141 - ... [Seite 33]
7.1.142 - .. [Seite 33]
7.1.143 - ... [Seite 33]
7.1.144 - 63806/11 [Seite 33]
7.1.145 - 99 [Seite 33]
7.1.146 - ... [Seite 33]
7.1.147 - .. [Seite 33]
7.1.148 - ... [Seite 33]
7.1.149 - Correctional Total [Seite 33]
7.1.150 - 83155/64 [Seite 33]
7.1.151 - 99 [Seite 33]
7.1.152 - .... [Seite 33]
7.1.153 - .... [Seite 33]
7.1.154 - ... [Seite 33]
8 - The Keys to Online Learning for Adults [Seite 42]
8.1 - The Six Principles of Andragogy [Seite 42]
8.1.1 - Wendy Conaway and Barbara Zorn-Arnold [Seite 42]
8.1.1.1 - Introduction [Seite 42]
8.1.1.2 - History of Andragogy [Seite 42]
8.1.1.3 - Experience [Seite 43]
8.1.1.4 - Self-Directedness [Seite 44]
8.1.1.5 - Need to Know [Seite 45]
8.1.1.6 - Readiness to Learn [Seite 45]
8.1.1.7 - Orientation to Learning [Seite 46]
8.1.1.8 - Intrinsic Motivation [Seite 46]
8.1.1.9 - Conclusion [Seite 46]
8.1.1.10 - References [Seite 47]
9 - The Online Learning Orientation Session [Seite 48]
9.1 - An Overlooked Retention Tool [Seite 48]
9.1.1 - Marguerite M. Beckford [Seite 48]
9.1.1.1 - Introduction [Seite 48]
9.1.1.2 - Elements for Designing Online Orientation Sessions [Seite 49]
9.1.1.3 - Motivation [Seite 49]
9.1.1.3.1 - Self-Direction and Self-Discipline [Seite 50]
9.1.1.3.2 - Time Management [Seite 50]
9.1.1.3.3 - Communication Skills [Seite 51]
9.1.1.3.4 - Technology Literacy and Access [Seite 51]
9.1.1.3.4.1 - Matrix Evaluation [Seite 51]
9.1.1.4 - Summary [Seite 53]
9.1.1.5 - Conclusion [Seite 53]
9.1.1.6 - References [Seite 53]
9.1.1.6.1 - Table 1. Online Learning Orientation Matrix [Seite 52]
9.2 - Get Your Copy Today-Information Age Publishing [Seite 55]
10 - Navigating Online Virtual Group Work [Seite 56]
10.1 - Tips for Instructors and Students [Seite 56]
10.1.1 - Natalie B. Milman [Seite 56]
10.1.1.1 - Tips for Instructors [Seite 57]
10.1.1.1.1 - 1. Determine how teams will be formed: Some students like to be able to choose their own partners but others prefer to have them assigned. I have found that giving students a choice between the partner and project works best with adult learners. Howe... [Seite 57]
10.1.1.1.2 - 2. Ensure sufficient time for forming groups and team building: If students will be forming their own groups, ensure they have enough time to do so. I like to give students at least 2 weeks to form groups. This way they have time to figure out which ... [Seite 57]
10.1.1.1.3 - 3. Avoid forming groups the first 2 weeks of your course: Since students often drop/ add courses during the first 2 weeks, it is probably best to plan group work at least a month into your course. [Seite 57]
10.1.1.1.4 - 4. Have a plan or be ready to create one in case of attrition: Occasionally a student drops a course. In such instances, you should have a plan to help those students either join another group or continue without the teammate. Either might require so... [Seite 57]
10.1.1.1.5 - 5. Provide criteria for how teams will be evaluated: Spell out all grading criteria and expectations, including for peer assessment, if required. [Seite 57]
10.1.1.1.6 - 6. Build in "checkpoints" or touch base with students: Checkpoints are an excellent way to ensure teams are working towards completing the assignment. Additionally, it helps the instructor gauge where teams are and how the team is working togethe... [Seite 57]
10.1.1.1.7 - 7. Require or encourage students to share contact information: The instructor should encourage teammates to share contact information, including their preferred method of contact. This should include more than just an e- mail address and cell number ... [Seite 57]
10.1.1.2 - Tips for Students in Virtual Teams [Seite 57]
10.1.1.2.1 - 1. Exchange contact information, including cell, home, and work phone numbers: If a student is in an accident and the only contact information is her/his e-mail address and cell phone, it will be harder to find out if she or he is out of commission. ... [Seite 57]
10.1.1.2.2 - 2. Have a synchronous kick-off meeting: If possible, have a live video or audio conference to get to know one another and discuss plans. Often you can cover a lot more ground talking in a 15-minute conference than e-mailing one another back and forth. [Seite 57]
10.1.1.2.3 - 3. Establish and agree upon different roles: Successful groups have members who take on different roles. These can rotate or remain the same the duration of the team project. Possible roles could be: [Seite 58]
10.1.1.2.4 - a. Team leader/organizer: This person is the leader for the team and will have a final say on major team decisions if there is a tie. This person reminds teammates of deadlines and sends reminder emails. She or he should be the point of contact betwe... [Seite 58]
10.1.1.2.5 - b. Team recorder/communicator: This person acts like the secretary/ documentarian by recording the team's major decisions, plans, et cetera. [Seite 58]
10.1.1.2.6 - c. Team editor: This person does a final edit of all work to be turned in. [Seite 58]
10.1.1.2.7 - 4. Describe how you like to work: Do you like to get work done ahead of time or do you work best working last minute? Do you want to be involved in all decisions, or only those for which you have been tasked? Do you like to work early in the morning ... [Seite 58]
10.1.1.2.8 - 5. Develop a timeline that includes major assignment benchmarks, tasks, and deadlines: The timeline should outline who will do what and by when. [Seite 58]
10.1.1.2.9 - 6. Agree on a realistic time frame to reply to inquiries: Will you reply to one another within 24 or 48 hours? Will your reply time vary depending on the day of the week? Whatever the case, ensure you agree on your expectations for replying to your t... [Seite 58]
10.1.1.2.10 - 7. Agree to disagree: Most teams experience some disagreement. It is important to recognize that disagreement can be good-but it can also result in a lot of frustration. Be prepared to agree to disagree, as well as compromise. [Seite 58]
10.1.1.2.11 - 8. Respect and value one another's ideas, contributions, and work: Do not delete or overwrite another's work without her/ his permission. This is important especially when working collaboratively using collaborative tools such as Google Docs or w... [Seite 58]
10.1.1.2.12 - 9. Use technology to work collaboratively: Various tools can be used for collaborative work ranging from Google Docs to wikis. There are also many conferencing tools that allow one to communicate synchronously with and without video. [Seite 58]
10.1.1.2.13 - 10. Check in periodically: Update your teammates on your progress or maintain a log of your work using a collaborative tool that all teammates can contribute to and see. [Seite 58]
10.1.1.2.14 - 11. Contact your teammates with any concerns: If you find you cannot make a deadline or are really busy because you have a work or family commitment that will take all of your time or believe someone is not pulling her/his weight-let your teammates... [Seite 58]
10.1.1.2.15 - 12. Contact your instructor with any concerns: Contact your instructor to share any concerns or questions. Of course it is a good idea to seek to work out issues with your teammates, but it is also important to inform your instructor of any issues th... [Seite 58]
10.1.1.3 - Call for Papers [Seite 59]
10.1.1.3.1 - Publish in Distance Learning [Seite 59]
10.1.1.3.2 - 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... [Seite 59]
11 - Creating the Balanced Yet Exciting Online Classroom [Seite 60]
11.1 - Errol Craig Sull and Irvin Peckham [Seite 60]
11.1.1 - Part I: Understanding How We Can Go Wrong-Irvin Peckham [Seite 61]
11.1.2 - Part II: How to Make Online Teaching Neutral Yet Remain Exciting-Errol Craig Sull [Seite 62]
11.1.3 - References [Seite 64]
12 - Ask Errol! [Seite 68]
12.1 - Errol Craig Sull [Seite 68]
13 - Regular and Substantive [Seite 73]
13.1 - Michael Simonson [Seite 73]
13.1.1 - References [Seite 72]
14 - Back Cover [Seite 74]
2 - Featured Articles [Seite 2]
2.1 - 1 [Seite 2]
2.2 - Integrating Accreditation Guidelines and Quality Scorecard for Evaluating Online Programs [Seite 2]
2.2.1 - 7 [Seite 2]
2.3 - Transitioning to Online Courses in Higher Education [Seite 2]
2.3.1 - 17 [Seite 2]
2.4 - Lack of ICT Literacy for Freshman Students of the University of Kinshasa: A Huge Obstacle to Distance Learning [Seite 2]
2.4.1 - 21 [Seite 2]
2.5 - The Effect of Distance Education System on the Computer Literacy of MA Students in a Tehran University [Seite 2]
2.5.1 - 37 [Seite 2]
2.6 - The Keys to Online Learning for Adults: The Six Principles of Andragogy [Seite 2]
2.6.1 - 43 [Seite 2]
2.7 - The Online Learning Orientation Session: An Overlooked Retention Tool [Seite 2]
3 - Columns [Seite 2]
4 - Integrating Accreditation Guidelines and Quality Scorecard for Evaluating Online Programs [Seite 6]
4.1 - Anthony A. Piña and Larry Bohn [Seite 6]
4.1.1 - Introduction [Seite 6]
4.1.2 - Increased Scrutiny and Regulation [Seite 7]
4.1.3 - Quality Standards and Rubrics [Seite 8]
4.1.4 - Accreditation Policies and Guidelines [Seite 8]
4.1.5 - Quality Scorecard [Seite 8]
4.1.6 - Comparison [Seite 8]
4.1.7 - An Integrated Approach [Seite 9]
4.1.8 - References [Seite 10]
5 - Transitioning to Online Courses in Higher Education [Seite 12]
5.1 - Luke Duesbery, Regina R. Brandon, Kimy Liu, and Jenelle Braun-Monegan [Seite 12]
5.1.1 - Introduction [Seite 12]
5.1.1.1 - 1. How much of the course did students want delivered online? Did this perception change after participating in the hybrid class? [Seite 14]
5.1.1.2 - 2. Did the degree to which students want the course to be online depend on (a) general technology skill, (b) classroom related technology proficiency, or (c) access to technology? Did this perception change after participating in the hybrid class? [Seite 14]
5.1.2 - Method [Seite 14]
5.1.3 - Results [Seite 15]
5.1.3.1 - Research Question 1 [Seite 15]
5.1.3.2 - Research Question 2 [Seite 15]
5.1.3.2.1 - General Technology Skills [Seite 16]
5.1.3.2.2 - Classroom Technology Proficiencies [Seite 16]
5.1.3.2.3 - Access to Technology [Seite 16]
5.1.4 - Discussion [Seite 17]
5.1.5 - Cautions [Seite 19]
5.1.6 - Conclusions [Seite 19]
5.1.7 - References [Seite 20]
5.1.7.1 - Table 1. Surveyed Categories [Seite 14]
5.1.8 - 5 [Seite 14]
5.1.9 - 12 [Seite 14]
5.1.10 - 8 [Seite 14]
5.1.11 - 18 [Seite 14]
5.1.12 - 5 [Seite 14]
5.1.12.1 - Quarterly Review of Distance Education, Subscribe Today! www.infoagepub.com [Seite 21]
6 - Lack of ICT Literacy for Freshman Students of the University of Kinshasa [Seite 22]
6.1 - A Huge Obstacle to Distance Learning [Seite 22]
6.1.1 - Banza Nsomwe-a-nfunkwa Eustache [Seite 22]
6.1.1.1 - Introduction [Seite 22]
6.1.1.2 - Situation at University [Seite 23]
6.1.1.3 - Obstacles [Seite 23]
6.1.1.4 - Strategies [Seite 23]
6.1.1.4.1 - Curriculum [Seite 23]
6.1.1.4.2 - Technical Barriers-Equipment [Seite 24]
6.1.1.4.3 - Policy [Seite 24]
6.1.1.4.4 - Teacher-Related Barriers [Seite 24]
6.1.1.4.4.1 - Philosophical Barriers [Seite 24]
6.1.1.4.4.2 - Logistical Barriers [Seite 24]
6.1.1.4.4.3 - Administrative Barriers [Seite 24]
6.1.1.4.4.4 - Student Barriers [Seite 24]
6.1.1.5 - Suggestion [Seite 25]
6.1.1.6 - Conclusion [Seite 25]
6.1.1.7 - References [Seite 25]
7 - The Effect of Distance Education System on the Computer Literacy of MA Students in Tehran University [Seite 26]
7.1 - Mohsen Keshavarz [Seite 26]
7.1.1 - Introduction [Seite 26]
7.1.2 - Computer Literacy [Seite 26]
7.1.3 - Distance Education and Trend of Generations [Seite 27]
7.1.4 - Research Questions [Seite 29]
7.1.4.1 - 1. Does the distance education system have an effect on the IT skill of higher education students in Tehran University? [Seite 29]
7.1.4.2 - 2. Does the distance education system have an effect on the file management skill of higher education students in Tehran University? [Seite 29]
7.1.4.3 - 3. Does the distance education system have an effect on the essentials online skill (Internet skill) of higher education students in Tehran University? [Seite 29]
7.1.4.4 - 4. Does the distance education system have an effect on the databases access skill of higher education students in Tehran University? [Seite 29]
7.1.4.5 - 5. Does the distance education system have an effect on the power point skill of higher education students in Tehran University? [Seite 29]
7.1.4.6 - 6. Does the distance education system have an effect on the word processing skill of higher education students in Tehran University? [Seite 29]
7.1.4.7 - 7. Does the distance education system have an effect on the spreadsheets skill (Excel) of higher education students in Tehran University? [Seite 29]
7.1.5 - Instruments and Methods [Seite 29]
7.1.6 - Findings [Seite 30]
7.1.7 - Conclusion and Discussion [Seite 35]
7.1.8 - References [Seite 36]
7.1.9 - Appendix: Computer Literacy Questionnaire [Seite 39]
7.1.9.1 - Section I [Seite 39]
7.1.9.2 - Section IV [Seite 39]
7.1.9.2.1 - Table 1. Distribution of the Participants Based on Their Gender [Seite 30]
7.1.10 - 23 [Seite 30]
7.1.11 - 23% [Seite 30]
7.1.12 - 26/16 [Seite 30]
7.1.13 - 0.001 [Seite 30]
7.1.14 - 77 [Seite 30]
7.1.15 - 77% [Seite 30]
7.1.16 - 100 [Seite 30]
7.1.17 - 100% [Seite 30]
7.1.17.1 - Table 7. Results of Analysis for t Test [Seite 34]
7.1.18 - 3/18 [Seite 34]
7.1.19 - 5/19 [Seite 34]
7.1.20 - 0.624 [Seite 34]
7.1.21 - 0.221 [Seite 34]
7.1.22 - 98 [Seite 34]
7.1.23 - 0.480 [Seite 34]
7.1.24 - 5/83 [Seite 34]
7.1.25 - 0.082 [Seite 34]
7.1.26 - 0.068 [Seite 34]
7.1.27 - 98 [Seite 34]
7.1.27.1 - Table 2. Descriptive Statistics (Dispersion and Central Index) of Computer Literacy Variable in Control and Experimental Groups [Seite 31]
7.1.28 - 207/92 [Seite 31]
7.1.29 - 23/03 [Seite 31]
7.1.30 - 50 [Seite 31]
7.1.31 - 3/61 [Seite 31]
7.1.32 - 204/74 [Seite 31]
7.1.33 - 27/69 [Seite 31]
7.1.34 - 50 [Seite 31]
7.1.35 - 3/61 [Seite 31]
7.1.36 - 211/30 [Seite 31]
7.1.37 - 24/10 [Seite 31]
7.1.38 - 50 [Seite 31]
7.1.39 - 4/12 [Seite 31]
7.1.40 - 210/82 [Seite 31]
7.1.41 - 33/41 [Seite 31]
7.1.42 - 50 [Seite 31]
7.1.43 - 4/12 [Seite 31]
7.1.43.1 - Table 3. Results of Levene Test for Homogeneity of Variance Error [Seite 32]
7.1.44 - 98 [Seite 32]
7.1.45 - 1 [Seite 32]
7.1.46 - 1/12 [Seite 32]
7.1.47 - 0.12 [Seite 32]
7.1.47.1 - Table 4. Kolmogorov-Smirnov Test [Seite 32]
7.1.48 - 0.316 [Seite 32]
7.1.48.1 - Table 5. Results of Covariance Analysis in Four Different Types in Control and Experimental Groups [Seite 33]
7.1.49 - 0.99 [Seite 33]
7.1.50 - 7421/61 [Seite 33]
7.1.51 - 2 [Seite 33]
7.1.52 - 97 [Seite 33]
7.1.53 - 0.001 [Seite 33]
7.1.54 - 0.006 [Seite 33]
7.1.55 - 7421/61 [Seite 33]
7.1.56 - 2 [Seite 33]
7.1.57 - 97 [Seite 33]
7.1.58 - 0.001 [Seite 33]
7.1.59 - 153/02 [Seite 33]
7.1.60 - 7421/61 [Seite 33]
7.1.61 - 2 [Seite 33]
7.1.62 - 97 [Seite 33]
7.1.63 - 0.001 [Seite 33]
7.1.64 - 153/02 [Seite 33]
7.1.65 - 7421/61 [Seite 33]
7.1.66 - 2 [Seite 33]
7.1.67 - 97 [Seite 33]
7.1.68 - 0.001 [Seite 33]
7.1.69 - 0.004 [Seite 33]
7.1.70 - 0.217 [Seite 33]
7.1.71 - 2 [Seite 33]
7.1.72 - 97 [Seite 33]
7.1.73 - 0.805 [Seite 33]
7.1.74 - 0.99 [Seite 33]
7.1.75 - 0.217 [Seite 33]
7.1.76 - 2 [Seite 33]
7.1.77 - 97 [Seite 33]
7.1.78 - 0.805 [Seite 33]
7.1.79 - 0.004 [Seite 33]
7.1.80 - 0.217 [Seite 33]
7.1.81 - 2 [Seite 33]
7.1.82 - 97 [Seite 33]
7.1.83 - 0.805 [Seite 33]
7.1.84 - 0.004 [Seite 33]
7.1.85 - 0.217 [Seite 33]
7.1.86 - 2 [Seite 33]
7.1.87 - 97 [Seite 33]
7.1.88 - 0.805 [Seite 33]
7.1.88.1 - Table 6. Test of Effect of Within Variables [Seite 33]
7.1.89 - 252/81 [Seite 33]
7.1.90 - 1 [Seite 33]
7.1.91 - 252/81 [Seite 33]
7.1.92 - 0.390 [Seite 33]
7.1.93 - 0.534 [Seite 33]
7.1.94 - Correctional model [Seite 33]
7.1.95 - 5/46 [Seite 33]
7.1.96 - 1 [Seite 33]
7.1.97 - 5/46 [Seite 33]
7.1.98 - 0.007 [Seite 33]
7.1.99 - 0.935 [Seite 33]
7.1.100 - 4257206 [Seite 33]
7.1.101 - 1 [Seite 33]
7.1.102 - 425706 [Seite 33]
7.1.103 - 6554/67 [Seite 33]
7.1.104 - 0.061 [Seite 33]
7.1.105 - Interactive/ Intergroup [Seite 33]
7.1.106 - 4454632 [Seite 33]
7.1.107 - 1 [Seite 33]
7.1.108 - 4454632 [Seite 33]
7.1.109 - 5250/21 [Seite 33]
7.1.110 - 0.095 [Seite 33]
7.1.111 - 252/81 [Seite 33]
7.1.112 - 1 [Seite 33]
7.1.113 - 252/81 [Seite 33]
7.1.114 - 0.390 [Seite 33]
7.1.115 - 0.534 [Seite 33]
7.1.116 - group [Seite 33]
7.1.117 - 5/76 [Seite 33]
7.1.118 - 1 [Seite 33]
7.1.119 - 5/76 [Seite 33]
7.1.120 - 0.007 [Seite 33]
7.1.121 - 0.935 [Seite 33]
7.1.122 - 65553/3 [Seite 33]
7.1.123 - 98 [Seite 33]
7.1.124 - 648/51 [Seite 33]
7.1.125 - .... [Seite 33]
7.1.126 - ...... [Seite 33]
7.1.127 - Error [Seite 33]
7.1.128 - 83149/88 [Seite 33]
7.1.129 - 98 [Seite 33]
7.1.130 - 848/468 [Seite 33]
7.1.131 - ..... [Seite 33]
7.1.132 - .... [Seite 33]
7.1.133 - 4321013 [Seite 33]
7.1.134 - 100 [Seite 33]
7.1.135 - ... [Seite 33]
7.1.136 - .. [Seite 33]
7.1.137 - ..... [Seite 33]
7.1.138 - Total [Seite 33]
7.1.139 - 4537788 [Seite 33]
7.1.140 - 100 [Seite 33]
7.1.141 - ... [Seite 33]
7.1.142 - .. [Seite 33]
7.1.143 - ... [Seite 33]
7.1.144 - 63806/11 [Seite 33]
7.1.145 - 99 [Seite 33]
7.1.146 - ... [Seite 33]
7.1.147 - .. [Seite 33]
7.1.148 - ... [Seite 33]
7.1.149 - Correctional Total [Seite 33]
7.1.150 - 83155/64 [Seite 33]
7.1.151 - 99 [Seite 33]
7.1.152 - .... [Seite 33]
7.1.153 - .... [Seite 33]
7.1.154 - ... [Seite 33]
8 - The Keys to Online Learning for Adults [Seite 42]
8.1 - The Six Principles of Andragogy [Seite 42]
8.1.1 - Wendy Conaway and Barbara Zorn-Arnold [Seite 42]
8.1.1.1 - Introduction [Seite 42]
8.1.1.2 - History of Andragogy [Seite 42]
8.1.1.3 - Experience [Seite 43]
8.1.1.4 - Self-Directedness [Seite 44]
8.1.1.5 - Need to Know [Seite 45]
8.1.1.6 - Readiness to Learn [Seite 45]
8.1.1.7 - Orientation to Learning [Seite 46]
8.1.1.8 - Intrinsic Motivation [Seite 46]
8.1.1.9 - Conclusion [Seite 46]
8.1.1.10 - References [Seite 47]
9 - The Online Learning Orientation Session [Seite 48]
9.1 - An Overlooked Retention Tool [Seite 48]
9.1.1 - Marguerite M. Beckford [Seite 48]
9.1.1.1 - Introduction [Seite 48]
9.1.1.2 - Elements for Designing Online Orientation Sessions [Seite 49]
9.1.1.3 - Motivation [Seite 49]
9.1.1.3.1 - Self-Direction and Self-Discipline [Seite 50]
9.1.1.3.2 - Time Management [Seite 50]
9.1.1.3.3 - Communication Skills [Seite 51]
9.1.1.3.4 - Technology Literacy and Access [Seite 51]
9.1.1.3.4.1 - Matrix Evaluation [Seite 51]
9.1.1.4 - Summary [Seite 53]
9.1.1.5 - Conclusion [Seite 53]
9.1.1.6 - References [Seite 53]
9.1.1.6.1 - Table 1. Online Learning Orientation Matrix [Seite 52]
9.2 - Get Your Copy Today-Information Age Publishing [Seite 55]
10 - Navigating Online Virtual Group Work [Seite 56]
10.1 - Tips for Instructors and Students [Seite 56]
10.1.1 - Natalie B. Milman [Seite 56]
10.1.1.1 - Tips for Instructors [Seite 57]
10.1.1.1.1 - 1. Determine how teams will be formed: Some students like to be able to choose their own partners but others prefer to have them assigned. I have found that giving students a choice between the partner and project works best with adult learners. Howe... [Seite 57]
10.1.1.1.2 - 2. Ensure sufficient time for forming groups and team building: If students will be forming their own groups, ensure they have enough time to do so. I like to give students at least 2 weeks to form groups. This way they have time to figure out which ... [Seite 57]
10.1.1.1.3 - 3. Avoid forming groups the first 2 weeks of your course: Since students often drop/ add courses during the first 2 weeks, it is probably best to plan group work at least a month into your course. [Seite 57]
10.1.1.1.4 - 4. Have a plan or be ready to create one in case of attrition: Occasionally a student drops a course. In such instances, you should have a plan to help those students either join another group or continue without the teammate. Either might require so... [Seite 57]
10.1.1.1.5 - 5. Provide criteria for how teams will be evaluated: Spell out all grading criteria and expectations, including for peer assessment, if required. [Seite 57]
10.1.1.1.6 - 6. Build in "checkpoints" or touch base with students: Checkpoints are an excellent way to ensure teams are working towards completing the assignment. Additionally, it helps the instructor gauge where teams are and how the team is working togethe... [Seite 57]
10.1.1.1.7 - 7. Require or encourage students to share contact information: The instructor should encourage teammates to share contact information, including their preferred method of contact. This should include more than just an e- mail address and cell number ... [Seite 57]
10.1.1.2 - Tips for Students in Virtual Teams [Seite 57]
10.1.1.2.1 - 1. Exchange contact information, including cell, home, and work phone numbers: If a student is in an accident and the only contact information is her/his e-mail address and cell phone, it will be harder to find out if she or he is out of commission. ... [Seite 57]
10.1.1.2.2 - 2. Have a synchronous kick-off meeting: If possible, have a live video or audio conference to get to know one another and discuss plans. Often you can cover a lot more ground talking in a 15-minute conference than e-mailing one another back and forth. [Seite 57]
10.1.1.2.3 - 3. Establish and agree upon different roles: Successful groups have members who take on different roles. These can rotate or remain the same the duration of the team project. Possible roles could be: [Seite 58]
10.1.1.2.4 - a. Team leader/organizer: This person is the leader for the team and will have a final say on major team decisions if there is a tie. This person reminds teammates of deadlines and sends reminder emails. She or he should be the point of contact betwe... [Seite 58]
10.1.1.2.5 - b. Team recorder/communicator: This person acts like the secretary/ documentarian by recording the team's major decisions, plans, et cetera. [Seite 58]
10.1.1.2.6 - c. Team editor: This person does a final edit of all work to be turned in. [Seite 58]
10.1.1.2.7 - 4. Describe how you like to work: Do you like to get work done ahead of time or do you work best working last minute? Do you want to be involved in all decisions, or only those for which you have been tasked? Do you like to work early in the morning ... [Seite 58]
10.1.1.2.8 - 5. Develop a timeline that includes major assignment benchmarks, tasks, and deadlines: The timeline should outline who will do what and by when. [Seite 58]
10.1.1.2.9 - 6. Agree on a realistic time frame to reply to inquiries: Will you reply to one another within 24 or 48 hours? Will your reply time vary depending on the day of the week? Whatever the case, ensure you agree on your expectations for replying to your t... [Seite 58]
10.1.1.2.10 - 7. Agree to disagree: Most teams experience some disagreement. It is important to recognize that disagreement can be good-but it can also result in a lot of frustration. Be prepared to agree to disagree, as well as compromise. [Seite 58]
10.1.1.2.11 - 8. Respect and value one another's ideas, contributions, and work: Do not delete or overwrite another's work without her/ his permission. This is important especially when working collaboratively using collaborative tools such as Google Docs or w... [Seite 58]
10.1.1.2.12 - 9. Use technology to work collaboratively: Various tools can be used for collaborative work ranging from Google Docs to wikis. There are also many conferencing tools that allow one to communicate synchronously with and without video. [Seite 58]
10.1.1.2.13 - 10. Check in periodically: Update your teammates on your progress or maintain a log of your work using a collaborative tool that all teammates can contribute to and see. [Seite 58]
10.1.1.2.14 - 11. Contact your teammates with any concerns: If you find you cannot make a deadline or are really busy because you have a work or family commitment that will take all of your time or believe someone is not pulling her/his weight-let your teammates... [Seite 58]
10.1.1.2.15 - 12. Contact your instructor with any concerns: Contact your instructor to share any concerns or questions. Of course it is a good idea to seek to work out issues with your teammates, but it is also important to inform your instructor of any issues th... [Seite 58]
10.1.1.3 - Call for Papers [Seite 59]
10.1.1.3.1 - Publish in Distance Learning [Seite 59]
10.1.1.3.2 - 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... [Seite 59]
11 - Creating the Balanced Yet Exciting Online Classroom [Seite 60]
11.1 - Errol Craig Sull and Irvin Peckham [Seite 60]
11.1.1 - Part I: Understanding How We Can Go Wrong-Irvin Peckham [Seite 61]
11.1.2 - Part II: How to Make Online Teaching Neutral Yet Remain Exciting-Errol Craig Sull [Seite 62]
11.1.3 - References [Seite 64]
12 - Ask Errol! [Seite 68]
12.1 - Errol Craig Sull [Seite 68]
13 - Regular and Substantive [Seite 73]
13.1 - Michael Simonson [Seite 73]
13.1.1 - References [Seite 72]
14 - Back Cover [Seite 74]
