United States Distance Learning Association

… , DC: Council for Higher Education …, 1998

How can the educational outcomes and experiences offered by these programs and institutions be measured?

Teaching and learning are no longer confined to the classroom or the school day. There are many technologies that can offer a great deal of flexibility in when, where, and how education is distributed. The Teacher's Guide to Distance Learning is intended for K-12 educators who are interested in implementing distance learning technologies. It provides an overview of the advantages and characteristics of the various technologies now being used to reach remote learners. Distance learning provides "access to learning when the source of information and the learners are separated by time and distance, or both." Distance education courses that require a physical on-site presence for any reason (excluding taking examinations) may be referred to as hybrid or blended courses of study. Massive open online courses (MOOCs), aimed at large-scale interactive participation and open access via the web or other network technologies, are recent developments in distance education. A number of other terms are used roughly synonymously with distance education. However distance is the oldest and mostly commonly used term globally. It is also the broadest term and has the largest collection of related research articles. The main objective of this paper is develop an understanding of the characteristics and needs of distant students with little first-hand experience and limited, if any, face-to-face contact. According to the definition by the United States Distance Learning Association (USDLA), distance learning is any mediated instruction that occurs at a distance – regardless of the technology involved. So although you probably imagine online degrees that involve using websites, email, and video casts, corresponding through regular mail or talking over the phone are methods that also technically qualify. Still, in practical terms, most of what constitutes distance learning today is done by using electronic means. Teaching programs utilize not only computers, but satellites, video phones, interactive graphics, response terminals, and more. It is also something that occurs in a wide variety of fields and locations, reaching well beyond K-12 and college campuses to include corporate, government, and military training, telemedicine, and anyone interested in lifelong learning. Distance learning is especially important for those who lived in rural or otherwise underserved communities, as well as individuals whose own physical and mental limitations impair their ability to attend traditional educational settings. Key players in distance education typically include students, faculty, facilitators, support staff, and administrators, each of whom have very different roles. Meeting the instructional needs of students is the main goal of every effective distance education program. Regardless of the educational context, the primary role of the student is to learn. But the success of any distance education effort depends primarily on its faculty. Special challenges confront those teaching at a distance. For example, the instructor must:  Develop an understanding of the characteristics and needs of distant students with little first-hand experience and limited, if any, face-to-face contact.  Adapt teaching styles taking into consideration the needs and expectations of multiple, often diverse, audiences.  Develop a working understanding of delivery technology, while remaining focused on their teaching role.  Function effectively as a skilled facilitator as well as content provider.

2020

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The Internet and higher education, 1999

International Journal of Multicultural and Multireligious Understanding

The continual innovation in technology has ripple effect on the way services are offered and undoubtedly has affected educational policies leading to educational reform. Governments, including the Government of Ghana have shown support to Universities in their implementation of eLearning. However, there is gap in the eLearning practice in Ghana. A well structured eLearning system with a supervisory role of Government and support system from university management for eLearners is little to none. How should online course be accredited? What pedagogy would ensure that the impact of skills and knowledge are not compromise for distance learners? What security measures should be put in place to ensure that learner’s data is secured? How Universities collaboration challenges can be minimized? and How students’ satisfaction level of eLearning system can be enhanced? This study seeks to answer these questions as a basis for eLearning policy debate at the National level.

2002

The current growth in distance education is a result of a convergence of factors. The delivery technology has become more affordable, available, familiar and interactive. With improvements in the technology, distance courses are now more realistic, engaging, inexpensive, and varied. The audience of learners is more experienced and capable with the technology, due to the increased availability of distance education, and they welcome distance learning into their busy lives. Technology-mediated distance education research has matured enough to produce an extensive body of evidence that distance education can be at least as effective as classroom instruction. The exciting convergence that brought about the growth in distance education also presented distance learners with a challenge: how to choose the best distance learning opportunities from the vast catalog of options. Distance learners can easily compare the costs, technical needs, cognitive requirements, and time demands of distance learning courses. Learners are less well equipped to distinguish high quality courses from the offerings. Distance education programs have the responsibility of communicating to students the quality assurance measures they employ, whether the measures consist of in-house practices or accreditation by outside bodies.

A Guide to Adminstering Distance Learning Ed Lauren Cifuentes, Pub Brill (2020), ISBN 978-90-04-47136-8 CHAPTER 13 ADMINISTERING DISTANCE EDUCATION FOR STUDENT SUCCESS, 2020

A Guide to Adminstering Distance Learning Ed Lauren Cifuentes, Pub Brill (2020), ISBN 978-90-04-47136-8 CHAPTER 13 ADMINISTERING DISTANCE EDUCATION FOR STUDENT SUCCESS

Journal of Educational Issues

During the past decade, web-based distance education has created a profound impact on education and learning. It has increased access and expanded educational opportunities of many students. The National Center for Educational Statistics reported that over 50% of post-secondary institutions now offer a number of web-based courses. Peterson’s Guide to Distance Learning programs reported that over 75 programs in criminal justice or criminology. Although increasing number of courses are being offered through the web-based distance modality, it is however important to determine the perceptions of students to its use. The study therefore attempted to determine the perceptions on web-based distance education by students in the justice studies department at a Historically Black University. The Chi Square and correlational analysis revealed that age-group, gender, year in school and study time were statistically significant. A binomial regression with student’s major as the outcome was most...

Online Journal of Distance Learning Administration, 2014

A review of distance education accreditation policies and standards written by the six United States regional accrediting commissions and two national accrediting organizations: the Middle States Commission on Higher Education; the New England Association of Schools and Colleges -Commission on Institutions of Higher Education; the North Central Association of Colleges and Schools -The Higher Learning Commission; Northwest Commission on Colleges and Universities; Southern Association of Colleges and Schools-Commission on Colleges; the Western Association of Schools and Colleges Accrediting Commission for Community and Junior Colleges; the Accrediting Council for Independent Colleges and Schools; and the Accrediting Commission of Career Schools and Colleges. The proliferation of the distance education policies introduced by these accrediting bodies within the last decade creates a need to review how these policies articulate institutional context and commitment; curriculum and instruction; faculty and faculty support; student support; and evaluation and assessment for institutions undergoing or about to undergo accreditation review.

Encyclopedia of Information Science and Technology, Third Edition, 2015