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Distance Education for Faculty: Discipline Specific
Supporting information on developing and engaging in online instruction.
Data were collected from 180 students taking criminal justice courses on campus at a large 4-year university in the Southwest and 100 students taking criminal justice courses in an online program at that same university.
It was decided at the outset to offer two Master of Science degrees to be studied by distance learning (an MSc in Criminal Justice Studies and an MSc in the Study of Security Management). The courses offered rflected three factors:
The academic study of Education1 (as a social, historical, and theoretical phenomenon) is complicated by the fact of our immersion in it. This paper combines Said’s idea of ‘‘contrapuntal reading’’ with Bourdieu’s notion of reflexivity to explore what happens when students on an
Education course directly confront the fact of their everyday involvement in their object of study, Education. How do the questions raised by post-colonial and other critical social writers ‘‘appear’’ from such a position? How does the fact of our involvement complicate our theoretical or scientific knowledge of these? By means of an episodic, narrative form of writing, this paper describes a life history pedagogy for teaching a compulsory ‘‘social issues’’ course online to New Zealand preservice teacher education students. As data I draw on online conversations with and between students as they engage in the production of contextualized life history interview narratives.
this case report, we describe our approach for the design of online learning modules to teach concepts in an
undergraduate health science/kinesiology curriculum. This report describes our use of these concepts in two lower division and one upper division college courses at a major university in Texas. While our approach is based on our experience in health science/kinesiology courses, we anticipate that this report will inspire educators to explore the use of online learning principles in a variety of college courses.
This paper attempts to draw together current developments in e-learning tools and technologies
with a view to extending distance language educators’ (teachers, materials developers, programme leaders) awareness of the technical possibilities at their disposal for developing online distance learning resources. The paper briefly outlines the evolution of web and computer-assisted language learning authoring and then describes some current directions in e-learning applications, such as
hybridisation, modularity, standardisation and integration. It suggests the potential of such trends to distance language education, providing examples of online learning materials recently developed
by the author and others. It proposes the need to bridge the gap between pedagogic and technical
expertise in creating online language learning resources, and argues that greater convergence and dissemination of ideas, resources and objectives between the fields of e-learning and distance language learning could be of equal benefit in promoting effective online learning resources.
This study investigated the experience of learners enrolled on an Open University (UK) French course, and included personality factors, motivation, and tutor and student roles. The data gathered via multiple elicitation methods gave useful insights into issues of special relevance to
distance language education, in particular the lack of fit between an inherently social discipline such as language learning and the distance context, whose main characterizing feature is remoteness from others. Motivation was seen to play a crucial role in success, along with tutor feedback, and personal responsibility for learning. Increased confidence and self-regulation were beneficial outcomes of the process of learning at a distance, and numerous suggestions for learning approaches based on personal experience were offered for language learners new to distance learning. The study concluded that the task for distance practitioners is to build on the insights shown by learners themselves, in order to target support where it is most needed.
Web-based courses have increased in number as one of the primary modes of distance education in undergraduate nursing programs across the United States. An online survey of 171 nursing faculty in the United States with experience teaching Web-based courses served as the primary data source. Interviews and a review of course Web sites provided additional comparative information. Results of this study indicated online faculty spent significantly more time in planning and implementing a Web course than they did a traditional course. Despite this time commitment respondents perceived the teaching experience to be a successful and effective form of instruction that they felt could be used to deliver any type of nursing course. The online teaching experience was described as both collaborative and highly interactive. Most respondents indicated they preferred online teaching to traditional face-to-face instruction. This positive reaction to teaching online supports the future viability of Web-based instruction at colleges of nursing. (Contains 3 figures and 4 tables.)
This qualitative, explanatory study examined Post-RN baccalaureate nursing students' experiences of empowerment with distance education and computer
conferencing (CC) for fit with the constructs of Kanter's (1977, 1993) Theory of Structural Power in Organizations. Seven post-RNs from Canadian distance education
nursing programs were interviewed. Interview transcripts were examined using content analysis. Kanter's theory was useful in describing empowerment structures in distance education courses. Feedback from instructors, access to
library facilities, and support from employers and family are essential elements of an empowering educational experience. Students missed face-to-face contact. Two themes unrelated to Kanter's theory-self-direction and determination to succeed- emerged. This study, based on a theoretical framework, will be of interest to educators and administrators of distance education programs.
With the general practice of online teaching still in relative infancy, nuanced
approaches for teaching target populations such as black students are especially scarce.
This article submits a theoretical framework for approaching the activity of teaching
black students online using a transformative, postmodern pedagogy that is sensitive to
black learning styles. It also offers practical suggestions for course design and deployment
in online religion courses. In the interest of providing an optimal learning experience
for every student, all instructors are encouraged to consider the race and culture
variable in their online teaching, whether their roster contains one black student or
The purpose of this study is to describe what is being done and how effective selected Christian institutions perceive themselves to be in including intentional ethos enablers in their distance learning opportunities.
The study reported in this paper investigated sense of community and perceived learning in on-campus and online courses at both a Christian university and a state university using a population of graduate students (N = 350). Results suggest that the Christian ethos, with its influence on all facets of university life, manifests itself in stronger online as well as on-campus sense of community among students at the Christian university. However, this added community capital does not result in greater perceived learning among students at the Christian university in either on-campus or online courses. Additionally, participants in on-campus courses felt stronger sense of community and greater perceived learning than their online peers at both universities, exposing both a community gap and a perceived learning gap in courses delivered at a distance.
The community gap manifests itself mostly in the social dimension of community, which consists of feelings pertaining to community spirit, cohesion, trust, safety,
interactivity, interdependence, and sense of belonging. Significant differences were not observed in the learning dimension of community, which concerns the degree to which learning community members share group norms and values and the extent to which their educational goals and expectations are satisfied by group membership.
Theatre and drama are areas of performance and inquiry which usually assume engagement and commitment to the ensemble or group process, supported by strong individual input. How can this “dynamic” be brought into a fully online distance course? In this article we analyse and reflect on the design and implementation of an online theatre studies course using theatrical metaphors to consider the mise-en-scène, students’ entrances and exits into the online space, their solo and ensemble work, and the importance of “teaching presence.” Attention is paid to fostering a “course dynamic” that echoes the social world of the learners. The action research undertaken indicates that a fully online course can be as engaging, interesting, and innovative as any course designed for more traditional settings.