1 Volume
DISTANCE EDUCATION
Best Practices for Instructors and Students
BestPracticesManual
DISTANCE EDUCATION
Best Practices Manual
Š Team Saturn TEC 565 Spring 2009 Grand Canyon University
Table of Contents Abstract
CHAPTE R
i
1 CHAPTE R
4
What is Distance Education?
1
Characteristics of Distance Education
2
Equipment
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Theoretical Framework
2
Global Deliver Methods
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History of Distance Education
3
The Internet
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Distance Education in the United States
3
Communication Tools
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CHAPTE R
2
CHAPTE R
5
Learner Attributes
4
Policy
15
Learner Responsibilities
5
Copyright
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Instructor Responsibilities
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Plagiarism
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Class Attendance and Participation
6
Courtesy
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Communication
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CHAPTE R
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Content
8
Instructional Design and Delivery
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Assessment
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Handouts
9
Study Guide
10
Visuals
10
Diversity
10
Classroom Culture
10
Flexibility and Rigor
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B E S T
P R A C T I C E S
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Chapter
M A N U A L
OVERVIEW Knowledge is a process of piling up facts; wisdom lies in their simplification.¹
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oday it is not necessary to be in a traditional face-to-face classroom to reap the benefits of instruction and learning. There are a variety of technologies that are available and that make it possible to have access without actually setting foot inside a classroom. Distance Education has the capability of reaching a variety of learners who need this approach for a variety of different reasons.
What is Distance Education? “Distance Education is institution-based, formal education where the learning group is separated, and where interactive telecommunications K E Y A S P E C T S systems are used to connect learners, resources, and What id Distance Education? instructors” (Simonson, Smaldino, Albright & Zvacek, p 32). Instead of attending school in a traditional face-toCharacteristics face setting, distance education students are enrolled in Theoretical Frameworks classes that meet at different times or in different places. History of Distance Students communicate and learn via different media Education forms that may include print, electronic forms (audioconferencing, videoconferencing, audio or video tapes, Distance Education in the CD, DVD), or online, web-based forms (email, podcasts, United States discussion boards). There are three types of distance education; synchronous, asynchronous, and blended. Synchronous means that the learning occurs at the same time, but the learners are not physically located in the same room. Distance education that is asynchronous refers to the learners and instructors being separated by time and place (geographically). Distance education can also be blended, comprised of a combination “of both a face-to-face classroom time and an online component” (Grand Canyon University, Lecture 1, 2005).
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B E S T
P R A C T I C E S
M A N U A L
Characteristics Distance Education Characteristic of distance education is that it engages strategies for improving learning and teaching that are synchronous and asynchronous learning and learner centered. The needs of the learner are considered in the design of the product or the structure of the curriculum. Distance education is supported by technology, and instruction is routinely multimedia centered. The system is tied together with a supported network of computers. Telecommunication is used to inform, brainstorm and discuss learning objectives. Interactive videos are used to bring real time discussions and share ideas from around the world. Collaboration is central to the overall development of projects that are designed to solve real world problems. Computer systems are continuously connected at home and in the workspace to meet the demands of customers. Just in time training provides help and assistance with technology needs and content inquires. Classrooms are built around authentic problem solving situations. These characteristics provide strategies that when used in conjunction with real life problem solving objectives promote learning at all levels. Two Types
FIGURE 1.1 Chart illustrates characteristics of Distance Education.
Theoretical Framework There is not a consensus of theories of distance education, but rather numerous approaches that have been developed in attempts to define, explain and discuss it. Keegan (as cited in Simonson et al., 2009) divides the theories of distance education into three individual categories: independence and autonomy, industrialization, and interaction. Charles Wedemeyer and Michael Moore developed theories that address learner autonomy and both use the term “independent study� (Simonson et al., 2009, p. 42). Wedemeyer proposed more choices for the courses and approaches that are the basis of their work. Additionally, he believed that students
can learn no matter how much distance is between the instructor and the student. Both Wedemeyer and Moore support the idea that a relationship must be built between the instructor and the student (Simonson et al., 2009). Otto Peters contends “that distance education could be analyzed by comparing it with the industrial production of goods” (Simonson et al., 2009, p. 44). He felt that education is indeed a product and hallmarks include division of the work by different individuals, assembly line type production of work and planning. Borje Holmberg titled his theory “Guided Didactic Conversation” and bases the necessary philosophies of teaching distance education on seven assumptions including emotional involvement, learning pleasure, and teaching effectiveness (Simonson et al., 2009, p. 47).
History of Distance Education The concept of going to school on line or attending virtual classes sounds new and exclusive to 21st century learners, but the concepts that form the basis of distance education are more than 100 years old (Schlosser & Simonson, 2006). To know where we are headed Thomas (2009) reported that the growth of distance education has sometimes we been phenomenal, especially for post high school opportunities. Many have to look back to improvements are geared towards accommodating the changing roles where we have been. and increased pace of those seeking higher education. Time restraints and overloaded agendas might be described as a reason why the practice of distance education has become so widely accepted (E. Thomas, personal communication, January 6, 2009). Even from its inception, with correspondence courses-traditionally operating with the exchange of course material via postal service until now, distance education has made learning accessible. The progression of technology introduced the next phase, electronic communication, and finally where we are today, distance teaching universities (Schlosser et al., 2006).
Distance Education in the United States Distance education in the United States setting is often referred to as virtual schools or cyber schools. These are managed by non-profit groups and various educational institutions as well as for-profit companies. The appearance of these cyber schools was first seen in 1996 with the Florida Virtual School, the Virtual High School of Hudson, Massachusetts, and the Concord Consortium, which encompasses 125 high schools in the U.S. (United States Department of Education, 2009). The No Child Left Behind Act considers virtual schools a valid choice for students (United States Department of Education, 2009). Rice (2006) notes “virtual schools may present the only option for districts that lack the resources necessary to meet the school choice requirement of NCLB with traditional brick and mortar classrooms” (p. 5).
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Chapter
Instructors and Learners in Distance Education Real education must ultimately be limited to men who insist on knowing–the rest is mere sheep-herding.²
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n the distance learning environment, both instructors and learners come to the online experience with different perspectives, capabilities and styles. Investigation of a variety of components in this distinct arena can aid in the success of the distance learning experience for each of the participants.
Learner Attributes There are several attributes the successful distance education student must possess. Students should be K E Y A S P E C T S proficient in technology use, self-motivated, selfLearner Attributes disciplined, and be active in and responsible for their Learner Responsibilities learning. Distance learning students must also have good writing skills in order to communicate with other students Instructor Responsibilities and the teacher. In an asynchronous setting they will not Class Attendance and communicate with their instructor or classmates in a faceParticipation to-face setting, and will need to rely solely on their writing Courtesy skills in order to express themselves. Distance education Communication students in this type of setting must convey all expression without using body language, voice tone, or inflection (Grand Canyon University, 2005). Students need to be more motivated, disciplined and active in their learning as they take more responsibility for their learning. Adults share these attributes, but for women in particular, distance education can help “make it possible for this group to accomplish their academic goals” because of work schedules and family needs (Simonson et al., p. 64).
Learner Responsibilities The responsibilities of the learner in a distance education setting are dependent upon the type of distance learning setting involved; both television and audio based learning environment, or an online environment (Simonson et al., 2009.). Whether the class time is synchronous or asynchronous, the learner must make time for the class and the class work. The student is also responsible for being sure they the have the access to the technology needed, including sufficient hard drive space. They must also take ownership of the learning by being sure they know how to use the require software as well as any special web applications they class might use (Simonson et al., 2009). Students need to understand that they must be proactive to any possible problems, often making the initial contact to inform the instructor when problems in grading, understanding course work or technological issues occur. Student Responsibility
Television Audio-Based Setting
Online Setting
Lean to use other technology equipment
Communication
Site Learners: press mike button when speaking
Learn to use a microphone
Characteristics
Need motivation and discipline
Good communication/ Writing skills
Technology
Access to hardware and software
Discussion boards
Post assignments
Contact instructor with questions
FIGURE 2.1
Chart illustrates responsibilities of the distance education learner.
Instructor Responsibilities Instructor presence in distance education is just as important as in face-to-face classrooms. The community of inquiry model developed in 2000 by Garrison, Anderson and Archer lists the components as cognitive presence, social presence and teaching presence. The instructor sets the tone for the class and should take these aspects into account when facilitating a distance education class. These include getting to know students through introduction and online style, making their presence known through regular check ins and virtual office hours, course navigation thorough anticipating with a Frequently Asked Questions section and well organized segments, and prompt feedback for assignments and student contributions (2007).
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FIGURE 2.2 Charts Instructor Responsibilities
Class Attendance and Participation Factors that contribute to a student’s class participation and attendance are his/her level of satisfaction about learning, the level of control of the learning process, and study motivation. These factors are positively linked to the student’s preference for distance learning (Katz, 2002). A recent study that the relationship between two distance learning, ICT based, (Information and Communication Technology) configurations were examined and it was determined that the psychological attitudes of students differentially facilitate efficient use of distance learning approaches (Katz, 2002). If it is safe to assume that the distant learner is motivated for learning and chooses to use ICT, it may be safe to deduct that attendance and class participation will correlate with the same effective results. Attendance is directly related to participation. Unlike the situation in face-toface or on-site setting, the student may obviously be present (attendance) and silent (nonparticipatory); the distance learner must be present in order to participate.
Courtesy When taking a distance education class, it is important for the student and instructor to be courteous at all times. One must remember that there will be diversity in the class. It is the responsibility of the student to respect others in the class and watch what they say in discussion boards. One may think that their opinion is appropriate, but another student may find it offensive. Inappropriate language should never be used. The students should follow directions that are given by the instructor. If students have questions, the questions should be emailed to the instructor, or posted in a designated space of the virtual classroom.
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Courtesy is given to others when taking a class the traditional method and it must also be given when taking a distance education class.
Communication Communication is the end result when two or more persons exchange thoughts in either a synchronous or an asynchronous educational setting. “Communication must be based on what the senders of messages - distance educators - have in common with the receivers of messages - distant learners� (Simonson et al., 2009, p. 91). Learners must interact with their instructor other classmates based on things they have in common. Instructional ideas are communicated by the instructor, to the learners, via mail, speech, either live or pre-recorded, audioconferencing, video-conferencing, written documents, email, discussion boards, or other formats. Instructional messages can be sent over long distances or stored for long periods of time through various types of media (Simonson et al., 2009). The communication must allow for the learner to build new knowledge upon prior knowledge. In an online educational setting communication does not occur in a face-to-face situation, so participants must be able to put their thoughts in a written form that others can understand clearly. The instructor and learners will not be able to observe facial expressions or body language when communicating. Communication and feedback may not occur simultaneously, with the majority of communication occurring through email or discussion posts. Written feedback on assignments and discussion boards need to carry a positive, clear tone. The instructor will need to set up clear guidelines for the type and frequency of feedback (Grand Canyon University, 2009).
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Chapter
COURSE DEVELOPMENT FOR DISTANCE EDUCATION The main part of intellectual education is not the acquisition of facts but learning how to make facts live.3
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here are numerous aspects to be considered when developing any course. The same is true for distance education courses. Some are considerations of the institution, some of the administration, and many of the instructors themselves.
Content Curriculum,
not technology, should dictate instruction in the distance-learning environment. Careful planning of what is to be covered in the online course is necessary as there are limitations of time and space in which to deliver the required information to achieve the desired results. Information K E Y A S P E C T S needs to be sequenced in a logical manner to best maximize available resources and not confuse the learner. Content Only information relevant to what needs to be covered Instructional Design and should be included. The challenge is to match the subject Delivery content with the learners needs (Simonson et al., 2009). Assessment Goals and objectives are needed to provide the road map Handouts of where the learner is currently and where the learner needs to be at the end of the course. Just as content is Study Guide important, the learners needs and learning styles are Visuals equally important and must be considered when Diversity determining what content is to be included in distant Classroom Culture learning course. A course outline should inform students as to state/ national standards, subject content, goals and Flexibility and Rigor objectives, and evaluation and assessment.
Instructional design is “a systematic process that applies research-based principles to educational practice” (Simonson et al., 2009, p. 146). Effective distance education requires careful planning and organization. The components of instructional design are “the learners, the content, the method and materials, and the environment, including the technology” (Simonson et al., 2009, p. Instructional Design and Delivery
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127). All distance education components should work together to provide a framework for instruction and learning experiences. The learning experiences should be organized in systematic approach so learners are engaged in meaningful ways, using a variety of technologies to enhance, support, and promote learning. Specific considerations when planning distance education activities include the target audience, the content to be taught, the learning outcomes desired, the cost effectiveness of technologies, the costs of alternative systems and methods, the availability of technology, and the comfort level of the learners with the technology to be used (Simonson et al., 2009). The Unit-Module-Topic model based in best-practice is used for course design (Simonson et al., 2009, p. 126). In this model, a distance education course is built around course topics. The topics are organized into modules, which are then grouped into units of semester credit. A typical three-credit course has three units, with 12 modules, and forty-eight topics and learning outcomes. Assessment is an important way for the instructor to determine how much knowledge a student has gained. Tests can be given such as multiple choices, but no critical thinking skills are being applied. Assessments in distance education come in all types of formats such as: online quizzes and tests, portfolios, papers, presentations, problem-based activities, journals, and concepts maps (Simonson et al., 2009). Assessment
Assessment is an ongoing process. Students need to take what they have learned and apply it to the real world. In all, it is important for the instructor to determine what the most appropriate types of assessment will be used in the distance education class. The instructor needs to determine trying to be measured. In return, the student must take responsibility and remember what is learned throughout the course no matter what type of assessment is used Handouts are an important form of communication to students. The syllabus is the key component that students must be given on the first day of the course. Ideally, the syllabus should be posted for students before the class begins, but definitely by the first day of class. The syllabus needs to contain important information such as attendance policies, assignments, participation requirements, contact information, and grading criteria. Components of the syllabus are: course logistics, course policies, instructional activities, assessment information, and any other pertinent information for the students to know (Simonson et al., 2009). Besides handouts, other forms of communication include the syllabus, videoconferencing, videotapes, textbooks, word pictures, graphic organizers, and weekly lectures/notes. Handouts
A well-designed interactive study guide should be designed to familiarize students with what is going to be covered in the course. The study Study Guide
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guide can also be used to demonstrate what is available to the students as far as tutorials and services. It should also serve as a students' first source of reference should they have any questions on what is expected of them. An Interactive Study Guide should identify lesson objectives, outline lesson objectives in detail, identify key words, use visuals to enhance learner understanding, sequence items in the order that they will be presented or discussed during the course, have subtopics to provide more details on specific topics, and use proper design principles (Simonson, et al., 2009). Use of visuals in distance education should be present to augment the content as well as for motivating the learner rather than as useless embellishment. Alesandrini (2002) notes that “visuals are not only motivating, but a wealth of research indicates that well-designed and appropriate visuals facilitate learning for students of all ages” (¶ 22). Visual information meets the needs of individuals with this specific learning style as well as generating interest in students with other types of learning styles. Supplemental visuals should clarify information, help the learner focus on fundamental points and aid in better understanding. Some examples include texts, images, live video, pre-recorded video, animations, displays, graphic slides, charts and graphs. Visuals
Just as today’s society is very diverse; it is safe to say that learners in an online environment are equally diverse. Distance learning environments bring together a wide range of learners with different learning styles and experiences. Some are excellent test takers, but lack confidence in hands on activities and vice versa. It is important that steps be taken to ensure that learners are provided with an opportunity to complete assignments that are within the range of their learning style so they may demonstrate their strengths and abilities. Similarly, learners must be encouraged to do assignments that engage them in learning styles that are not as easy for them to do.
Diversity
Social interaction and teamwork are essential for students to investigate new ideas, explore learning and synthesize new information. Students must reflect on their own learning and create a plan that will help them achieve their learning objectives. Some strategies that facilitate this process include that of webquests, group discussions and debates (Simonson, et al., 2009). Instructors who are enthusiastic about a topic will inspire learners to do their best work (Bettencourt, Gillett, Gall & Hull, 1983). It is the responsibility of the instructor to create an environment that will encourage class members to participate in a positive manner. This is accomplished as the instructor thinks about the learners needs, in terms of instructional design and ways students learn. Some students learn by auditory means; some learn kinesthetically and others learn visually. It must be remembered that, “the challenge in a diverse society is to provide information in a way that reaches all types of learners. This is especially Classroom Culture
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challenging when designing distance education programs� (Ethno Connect, 2005, p.1). Instructors must be alert to the individual needs of all class members and sensitive to their cultural values. Flexibility and Rigor The distance learning environment, by design, allows for much flexibility for its learners. Instructors can give students flexible dates for posting assignments and establish frameworks for meeting assignment timelines. Course rigor is not compromised by this flexibility. Research by Wyatt (as cited in Simonson, et al., 2009) has shown that course rigor in distance learning is actually perceived by students to be more academically demanding when compared to traditional learning environments.
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Chapter
TECHNOLOGY The thoughtful integration of digital technologies into the traditional scheme of education and their use to develop new ways of learning is necessary to ensure students have the tools to thrive in a complex and rapidly changing technological society.5
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echnology is a key component in making distance education possible. Dependant upon the environment and the goals addressed, technology should be chosen and implemented to meet these needs. Equipment is important in delivery, reception and exchange of information and course materials. Additionally, the Internet plays a vital role in the success of online courses and programs.
K E Y
A S P E C T S
Equipment
The goal is to secure the technology that will meet the needs of the learners and still stay within the budget Global Delivery Methods allowance determined by the institution for which the The Internet technology will serve (Simonson, et al., 2009). The use of technology is broken down into two categories; Communication Tools telecommunications that connects teachers, students and materials, and instructional technologies used in the classroom to implement selected strategies. The student is connected to the computer and a network. Through this connection the student transmits verbal and visual symbols. The purpose of this connection is to present, display, and record content (Simonson, et al., 2009). Equipment
When selecting technology, the key is to maximize efficiency and make technology available for as many users as possible. This is sometimes referred to as the lowest common technology (LCT). The efficiency level is determined by the instructor’s limitations or his/ her ability to use technology (Simonson, et al., 2009). The learning outcomes designed by the facilitator will determine the need for technology (Simonson, et al., 2009). A minimum requirement might include a Pentium processor with 256 MB of Ram, an 80-GB hard drive, a sound card, a video card, a
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video camera, speakers, a microphone, and a 56_K modem or DSL connection. Course needs might include a computer, videocassette recorder, video- slide projector for the classroom and desk top computers that are networked for the students. For Two-way video/ audio, classrooms may need recording, display, and instruction equipment. For audio classrooms may need push-to-talk microphones and a video camera. The end goal is to provide equivalent learning experiences for all students. It is critical that outcome is clearly defined before the course begins in order to determine the technology needs for the course.
Global Deliver Methods While technology is an important aspect of distance learning it is still only a tool, the way chalk is used to put information on the blackboard. Instruction may be delivered in a variety of ways; these include but are not limited to audio, visual, data transfer/internet, and/or print media. A best practice is to choose a method that combines a mix of these methods to effectively deliver the instructional material. Data is transferred over the Internet in the form of emails, discussion boards, websites, and online submissions. Courses can require students to review online visual and audio files to analyze and reflect upon. Strong print media (books) can provide students with the information needed as a starting point for all the discussion and information exchanges. The methods of delivery will vary, however the following factors need to be considered: think pedagogy first and technology second, analyze the course to determine course needs, all technology options, the impact upon students' overall study time available, that technology selection fits the instructional goals, plan for alternate media where possible, provide a clear, wellorganized structure and good directions, count the direct and indirect costs to the student, arrange for copyright clearance if you use materials not your own and be sure to license any software you distribute (The Pennsylvania State University, 2004).
The Internet The Internet is “a global network of computing resourcesâ€? that allows the exchange of information between computers (Indiana University, 2007, Âś 1). The computers are linked together to provide a wide variety of communication and information services that include email, online chatting, file transfers and sharing, online gaming, the World Wide Web, and other resources. The Internet evolved from a military computing system in 1969, eventually linking networks from around the world, becoming known collectively as the internet (Indiana University, 2007).
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Today the Internet provides a wide variety of services for distance education, connecting learners despite barriers of time and distance. It provides a means for communication, instruction, and research. There are, however, a few precautions that should be observed; there are many websites that are not appropriate for students; access to the internet may not be available to all students; there is a digital divide between teachers and students. The Internet has provided new, student-centered opportunities for learning that include email, online journals, instant messaging or chatting, whiteboards, bulletin boards, simulations, and web-based activities. It has allowed the classroom grow beyond four walls, into a classroom that encompasses the globe.
Communication Tools Distance learning communication was once limited to basic internet communication tools such as bulletin boards and email. With the uprising of many Web 2.0 applications, there are now many options in the distance learning classroom for various communication tools. These web applications include blogging, wikis, podcasting, and social networking sites (Simonson et al., 2009). Each of these applications makes the web a more learner centered space, allowing learners to interactive with each other on a more sophisticated level than basic email. These communication tools make conferring and collaboration much easier for students and teachers.
FIGURE 4.1
Chart illustrates the internet communication tools.
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Chapter
POLICY ISSUES Certainly the plagiarism, and dealing with the fallout of it, was the most difficult thing I've ever faced since I started writing.5
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ssues can arise in any environment. It is necessary to develop policies in an effort to be proactive and anticipate potential problem areas. Institutions who strive for quality instructors, work and students are compelled to have in place policies that address any number of issues including copyrights and plagiarism.
Policy Issues Policies clarify issues that relate to the effective and efficient operation of the educational institution, who have ultimate responsibility and whose decisions are final. Instructors play a vital role in the success of online classes. Therefore, responsibilities must be verified with K E Y A S P E C T S an accompanying job description including expectations, Policy Issues limitations and extensions of responsibilities. Individuals working with students must have appropriate licensure Copyrights by the authorizing institution in the respective Plagiarism geographical location. They must also demonstrate flexibility creativity, organizational skills and dependability (Simonson et al., 2009). Additionally, other policy issues that must be addressed in developing a course include instructor support, disputes, fiscal governance and scheduling. Instructors are supported with adequate technology and research resources to accomplish instructional responsibilities. Wage negations and salary compensations follow established published procedures. The handlings of disputes are patterned after existing labor-management procedures found in traditional and distant learning operation (Simonson et al., 2009). Fiscal governance of distant education include tuition rates, expenses, fees and other costs of distance education incurred by staff, instructors and students in accordance with budget regulations and accepted accounting procedures (Simonson et al., 2009). A calendar must be published well in advance of the start of the course and include considerations of community needs. Scheduling must account for varying time
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zones. Essential information including books, handouts, instructor contact information must be made available to students prior to the start of class (Simonson et al., 2009). Although the institution will be transparent in regards to accessibility for students with special needs, individuals must notify the institution well in advance of the course start date so that accommodation may be arranged to meet their needs (Simonson et al., 2009).
Copyrights It is important for faculty and students to sustain Copyright laws, especially those regarding plagiarism. When publishing a work, it is important to look for key points or specific concepts that are used by authors and make sure that these points are cited properly. It is the faculty and students' responsibility to become aware of copyright laws and policies pertaining to the use of educational materials and to follow the law. The fair use act must be upheld at all times. All students and facility may view the full text of this law at The U.S. Copyright Law, found in The Library of Congress (The Library of Congress, 2009).
Plagiarism Academic integrity must be upheld and copyright infringements addressed. Policies that address codes of conduct in regards to instructors and learners creating original works and correctly citing sources must be developed. Resources for required citation formats need to be provided and accessible. Programs such a Turnitin, WCopyfind, and Eve2 make it possible to screen written papers and assignments for possible infractions.
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REFERENCES (2007, April 7). Teaching technology collaboratively. Retrieved January 21, 2009, from Academic Technology Center - Worcester Polytechnic Institute Web site: http://www.wpi.edu/Academics/ATC/Collaboratory/Teaching/ Academic Technology Center - Worcester Polytechnic Institute (August 13, 2007). Teaching technology collaboratively. Retrieved January 21, 2009, from http://www.wpi.edu/Academics/ATC/Collaboratory/Teaching/ Alesandrini, K. (2002). Visual constructivism in distance learning. USDLA Journal, 16, 1, Retrieved January 26, 2009, from http://www.usdla.org/html/journal/JAN02_Issue/article03.html Bettencourt, E., Gillett, M., Gall, M., Hull, R. (1983) Effects of teacher enthusiasm training on student on-task behavior and achievement. American educational research journal, vol. 20, no. 3, 435-450 (1983) DOI: 10.3102/00028312020003435. Retrieved February 9, 2009 from http://aer.sagepub.com/cgi/content/abstract/20/3/435 DiPietro, M., DiPietro, R. E., Black, E. W., & Preston, M. (2008). Best practices in teaching k-12 online: lessons learned from michigan virtual school teachers. Journal of Interactive Online Learning, 7, 10-35. Ethno Connect (2005). Culture and distance learning. Retrieved February 9, 2009 from http://www.ethnoconnect.com/html/articles_22.html Grand Canyon University (2005). Overview of distance learning. TEC 565. Module 1 Lecture Notes. Grand Canyon University (2005). Overview of distance learning. Retrieved from Module 1 lecture notes: http://angel.gcu.edu/frames.aspx Grand Canyon University (2005). Who is the distance learner? TEC 565. Module 3 Lecture Notes.
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Grand Canyon University (n.d.). Tutorials. Retrieved January 30, 2009, from http://my.gcu.edu/Students/quickstart/Pages/Tutorials.aspx Guide To OnlineSchools.com (2000-2008). Essential equipment to online learning. Retrieved January 24, 2009, from http://www.guidetoonlineschools.com/what-equipment-is-needed-foronline-learning.html Indiana University, 2007. University information technology services: knowledge base. Retrieved February 10, 2009, from http://kb.iu.edu/data/aasa.html Katz, Y. (2002, March). Attitudes affecting college students' preferences for distance learning. Journal of Computer Assisted Learning, 18(1), 2-9. Retrieved January 31, 2009, doi:10.1046/j.0266-4909.2001.00202.x Rice, K. (2006). A comprehensive look at distance education in the k-12 context (Journal of Research on Technology in Education;). (ERIC Document Reproduction Service No. http://eric.ed.gov/ERICDocs/data/ ericdocs2sql/content_storage_01/0000019b/80/2b/5e/9c.pdf) Schlosser, L. & Simonson, M., Distance Education: Definition and Glossary of Terms, 2nd Edition, 2006, Nova Southeastern University, retrieved Jan 18, 2009 from www.nova.edu Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance (3rd ed.). The Library of Congress. (2009). Copyright law of the united states. Retrieved January 20, 2009, from http://www.copyright.gov/ The Pennsylvania State University (2004). Lesson 6: Choosing a technology mix. Retrieved January 22, 2009, from https://courses.worldcampus.psu.edu/facdev101/content/lesson6/lesson 6_02.shtml University of Missouri St Louis (n.d.). Destination 6: Distance education technologies. Retrieved January 22, 2009, from http://www.umsl.edu/technology/frc/DEID/destination6technology/6ai ndex.html
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IMAGES AND QUOTES šMartin Luther King, Jr. http://distancelearn.about.com/b/2006/03/12/thisweeks-distance-learning-quote-10.htm ² Ezra Loomis Pound, U.S. poet. http://distancelearn.about.com/b/2006/03/27/this-weeks-distance-learningquote-8.htm 3Oliver
Wendell Holmes, http://www.etni.org.il/quotes/education.htm
Nora Roberts, author, http://www.brainyquote.com/quotes/quotes/n/norarobert279294.html 4
http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/tdlearn.html
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Figure 1.1 Cognitive Design Solutions, Inc., (2003). Delivery system. Retrieved February 21, 2009, from Cognitive Design Solutions Web site: http://www.cognitivedesignsolutions.com/images/LearningDeliveryContinuum.j pg Cognitive Design Solutions, Inc., (2003). Delivery system. Retrieved February 21, 2009, from Cognitive Design Solutions Web site : http://www.cognitivedesignsolutions.com/images/SyncAsync_OnlineCollaboration4.jpg Other images courtesy of Ian Britton FreeFoto.com and Microsoft ClipArt
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