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A Theory Of Critical Inquiry In Online Distance Education
(Mahwah, N.J. : L. Erlbaum Associates, 2003)
The Search for Learning Community in Learner-Paced Distance Education Programming Or "Having Your Cake and Eating It, Too!
(Australian Journal of Educational Technology, 2003)
University distance and e-learning programs generally follow one of two models. Most dual mode institutions and some open universities follow a model of cohort learning. Students start and terminate each course at the same ...
Getting the Mix Right Again: An updated and theoretical rationale for interaction
(2003)
No topic raises more contentious debate among educators than the role of interaction as a crucial component of the education process. This debate is fueled by surface problems of definition and vested interests of professional ...
Modes of Interaction in Distance Education: Recent Developments and Research Questions
(Mahwah, N.J. : L. Erlbaum Associates, 2003)
Critically Examining Distance Education Practice
(Information Series 393 Ohio State University., 2003)
his document reviews the history of distance education (DE) in the United States beginning with the early years of correspondence study, radio, and television. It chronicles the rise of DE universities internationally, the ...
Invited Commentary on Reusing Online Resources, Chapter 19: Reuse of Resources within Communities of Practice, by Rachel Harris and Carol Higgison.
(Journal of Interactive Media in Education, 2003)
The Online Tutoring Skills (OtiS) e-workshop described in this chapter makes a significant contribution to knowledge of how to effectively design and manage virtual conferences or e-workshops. In addition they provide a ...
Invited Commentary on Reusing Online Resources, Chapter 17: A Comparison of Issues in Reuse of Resources in Schools and Colleges, by Allison Littlejohn, Insung Jung and Liz Broumley.
(Journal of Interactive Media in Education, 2003)
This chapter forces us to confront an issue that has long haunted education technology focused reformers ? what if we build it and nobody comes? Will learning objects end up alongside programmed learning machines, educational ...