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Distance Learning Articles

  • A Teacher's Guide to Distance Learning.
  • Enhancing the Educational Impact of Distance Learning Experiences
  • Basic Graphics for Distance Learning
  • Best Practices for Electronically Offered Degree and Certificate Programs
  • Distance Learning Graduate Degrees: Are They Really Any Good?
  • How Distance Learning Works
  • Focus Question: Teaching and Tutoring


  • A Teacher's Guide to Distance Learning
    by Dr. Ann Barron
    Introduction
    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. Go to articleGo to Use and Abuse of Reusable Learning Objects
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    Enhancing the Educational Impact of Distance Learning Experiences at the Local Level
    Introduction
    You're a distance educator! At some time in your Cooperative Extension career you have been or will be responsible for facilitating learning at a distance. Whether the medium is satellite videoconferencing, interactive television such as compressed video or two tin cans and a string, your role is critical to help ensure that "education", not just "information", does indeed happen! Here are some tips to help: Go to articleGo to Learning Objects
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    Basic Graphics for Distance Learning
    by Denise Deering
    Introduction
    A slide presentation on guidelines for creating and using graphics for distance education classes. This presentation will be very helpful whether you are using pre-designed graphics or whether you will be writing on a traditional blackboard. The presentation makes you aware of the dimension of a video screen and effects when zooming in/out. Go to articleGo to Everything you ever wanted to know about learning standards but were afraid to ask.
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    Best Practices for Electronically Offered Degree and Certificate Programs
    by Commission on Institutions of Higher Education
    Abstract
    These Best Practices have been developed by the eight regional accrediting commissions in response to the emergence of technologically mediated instruction offered at a distance as an important component of higher education. Expressing in detail what currently constitutes best practice in distance education they seek to address concerns that regional accreditation standards are not relevant to the new distributed learning environments, especially when those environments are experienced by off-campus students. The Best Practices, however, are not not new evaluative criteria. Rather they explicate how the well-established essentials of institutional quality found in regional accreditation standards are applicable to the emergent forms of learning; much of the detail of their content would find application any learning environment. Taken together those essentials reflect the values which the regional commissions foster among their affiliated colleges and universities:... Go to articleGo to Thinking XML: Learning Objects Metadata
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    Distance Learning Graduate Degrees: Are They Really Any Good?
    by Vicky Phillips
    Introduction
    In 1989, when GetEducated.com, LLC, began tracking accredited distance degrees, 5 distance MBAs were available to the public. Today, GetEducated.comís free guidebook, Best Distance Learning Graduate Schools, Business and Management 2003, profiles 103 accredited distance MBAs. The MBA is by far the most popular degree offered in distance format in the USA.

    Two independent research studies have compared distance MBA students to their residential peers. Both studies have found more similarities than differences between groups in learner satisfaction and educational outcomes. Go to articleGo to The Instructional Use of Learning Objects: online version
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    How Distance Learning Works
    by Michael R. Simonson
    Introduction
    Picture yourself in a traditional classroom: You and the other students sit in rows facing a blackboard, listening quietly as your instructor outlines an idea on the chalkboard.
    If you have a question you raise your hand, and when class ends you leave your assignments on the teacher's desk. Simple enough, but what if you're taking an online class? Go to articleGo to Everything you ever wanted to know about learning standards but were afraid to ask.
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    Focus Question: Teaching and Tutoring
    by Mohammed Habash
    Introduction
    In distance education, the role of teacher is different from his role in traditional education. The face-to-face interaction is one of the main things that does not exist in distance education programs. From a teacher's point of view, distance education does not allow the teacher to see the students reactions to learning. A second difference related to teaching is making teaching an effective process. The effectiveness of a distance learning program can be tested through measuring how much it utilizes technology for delivery of information to the learners. Teaching in a distance learning program needs paying a lot of attention to the students' motivations. In a distance education program, students can be easily confused, anxious, or losing motivation. Teachers need to care about student's feelings and encourage them to learn and to help them build self-confidence. Most distance learning programs rely on tutors to perform many of the functions carried usually by teachers. Go to articleGo to Everything you ever wanted to know about learning standards but were afraid to ask.
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