Priority Areas for Research in Open and Distance Education in the 21st Century (original) (raw)
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Online courses are growing in popularity, providing opportunities for individuals to complete their education while overcoming time and distance constraints. Innovations in distance education allow for the design and development of online courses that adapt to meet the specific needs and/or learning styles of the students enrolled, and reflect the unique teaching style and personality of the instructor. The purpose of this descriptive case study is to share three perspectives and three approaches of three faculty members who teach a range of graduate level educational technology courses at a university located in northeast Texas. Tips, techniques, lessons learned, and examples of proven interaction activities while meeting course objectives and addressing specific needs of students will be discussed.
Communications and Networking in Education, 2000
ln this paper a model of an online education system is proposed. The proposed model involves three basic elements: a virtual community (composed of learners, tutors, technical support staff, experts and observers); a pool of learning materials, available on the web and sent via ordinary mail; and information and communication technologies used by the community to communicate, co-operate, and access and produce information. These elements and their relationships are described. The relations among the components become clear when developing and conducting online courses.
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This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control. This record was migrated from the OpenDepot repository service in June, 2017 before shutting down.
IEEE, 2013
This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Four Models of On-Line Teaching
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Abstract: Four models of online teaching are currently being used within the Faculty of Informatics and Communications at Central Queensland University in Australia. The naive model, which is the most widely used, may be characterized as" putting lecture notes on the World Wide Web" with no opportunities for interaction or feedback. The standard model attempts to make active use of the Web's technology by allowing a significant degree of communication and interaction between students and staff, including through a subject ...
Building a theoretical framework of web-based instruction in the context of distance education
British Journal of Educational Technology, 2001
This study attempts to analyze teaching and learning processes of web-based instruction (WBI) as shown in recent literature, and to develop a theoretical framework of WBI using a prominent existing distance education theory called Transactional Distance Theory in order to provide better understanding of the essential pedagogical components of WBI. Recent studies have shown that the key elements of the structure of WBI are (1) content expandability, (2) content adaptability, and (3) visual layout. And also three emerging types of interaction, or three aspects of dialogue, in WBI have been identified through the studies. Those types were: (1) academic interaction, (2) collaborative interaction, and (3) interpersonal interaction. Finally, both learner collaboration (or learner collaboravity, if we create a new term) and learner autonomy seem to have emerged in Web-based learning environments.