Online and Distance Education Commons^™

Designing For Deep And Meaningful Student-To-Content Interactions, Joanna Dunlap, Donna Sobel, Deanna Sands

Joanna Dunlap

Online education has skyrocketed in popularity. Every year, more universities are starting online programs. This increase is mostly due to institutional economics, and the demands of students who face a number of obstacles that make the on-campus format inconvenient. The University of Colorado at Denver and Health Sciences Center is no different. Over the last few years, there have been numerous institutional initiatives to encourage faculty to create new online programs or online versions of existing on-campus programs. As part of a program level effort to offer a fully online licensure program in the area of special education that would …

Karma Points For Contributions [Book Chapter], Joanna Dunlap

Joanna Dunlap

About this book: "For those who think online learning can't be truly interactive, Patti Shank and her colleagues clearly demonstrate--in hundreds of examples--that it can. The real lesson in The Online Learning Idea Book is that technology doesn't build interactive learning; creative thinking and good, solid instructional design does. Using even a smidgen of the great ideas in this book will increase the learning effectiveness of any online program."--Marc J. Rosenberg, consultant, and author of Beyond E-Learning "Patti Shank has collected great ideas about online learning and teaching from all over the globe. If you are an online instructor or …

Anonymous Weekly Survey [Book Chapter], Joanna Dunlap

Joanna Dunlap

About this book: "For those who think online learning can't be truly interactive, Patti Shank and her colleagues clearly demonstrate--in hundreds of examples--that it can. The real lesson in The Online Learning Idea Book is that technology doesn't build interactive learning; creative thinking and good, solid instructional design does. Using even a smidgen of the great ideas in this book will increase the learning effectiveness of any online program."--Marc J. Rosenberg, consultant, and author of Beyond E-Learning "Patti Shank has collected great ideas about online learning and teaching from all over the globe. If you are an online instructor or …

What Sunshine Is To Flowers: A Literature Review On The Use Of Emoticons To Support Online Learning [Book Chapter], Joanna Dunlap, D. Bose, Patrick Lowenthal, C. York, M. Atkinson, J. Murtagh

Joanna Dunlap

About this book: Emotions, Technology, Design, and Learning provides an update to the topic of emotional responses and how technology can alter what is being learned and how the content is learned. The design of that technology is inherently linked to those emotional responses. This text addresses emotional design and pedagogical agents, and the emotions they generate. Topics include design features such as emoticons, speech recognition, virtual avatars, robotics, and adaptive computer technologies, all as relating to the emotional responses from virtual learning.

Workload Reduction In Online Courses: Getting Some Shuteye, Joanna Dunlap

Joanna Dunlap

Instructors are a key component of any successful facilitated, asynchronous online course. They are tasked with providing the infrastructure for learning; modeling effective participation, collaboration, and learning strategies; monitoring and assessing learning and providing feedback, remediation, and grades; troubleshooting and resolving instructional, interpersonal, and technical problems; and creating a learning community in which learners feel safe and connected. Accomplishing these objectives is labor and time intensive, often requiring instructors to be constantly online. Besides being impractical, this can lead to questionable instructional quality and eventual instructor burnout. Fortunately, there are instructional strategies that can help achieve instructor presence without requiring …

Teaching Intricate Content Online: It Can Be Done And Done Well, Donna Sobel, Deanna Sands, Joanna Dunlap

Joanna Dunlap

Despite a plethora of online course offerings over the past decade, we continue to see resistance to this platform for course delivery, particularly with content that is ostensibly too sensitive or difficult to deliver in this format. This article describes an approach to online course planning and design, with attention paid to creating rich and meaningful student-tocontent interactions, as well as student-to-instructor interactions. The instructors approached the design of this course to address personalization (student-to-instructor interaction), meaningful engagement (student-to-content interaction), and ongoing checks of student understanding (student-to-instructor and student-to-content interactions). After using this approach to develop and then teach a …

Learning, Unlearning, And Relearning: Using Web 2.0 Technologies To Support The Development Of Lifelong Learning Skills [Book Chapter], Joanna Dunlap, Patrick Lowenthal

Joanna Dunlap

About the book: The emerging knowledge society places new requirements on the educational sector to support the needs of individuals and organizations. In the discipline of lifelong learning, which is one of the most important forces driving education in the 21st century, e-learning has become a collaborative and community-based process. This necessitates tools to support the autonomous and dynamic creation of lifelong learning communities and new distributed e-learning services. E-Infrastructures and Technologies for Lifelong Learning: Next Generation Environments provides a comprehensive review of state-of-the-art technologies for e-learning and lifelong learning, examining theoretical approaches, models, architectures, systems and applications. It addresses …

Software Engineers Helping Themselves: The Web Resource Collaboration Center, Joanna Dunlap

Joanna Dunlap

No abstract provided.

Preparing E-Learning Designers Using Kolb's Model Of Experiential Learning, Joanna Dunlap, J. Dobrovolny, David Young

Joanna Dunlap

In this article, Joanna Dunlap, Jackie Dobrovolny, and David Young describe their approach to the design of a real-world learning experience that prepares online graduate students to work as e-learning designers and specialists. Using Kolb's model of experiential learning to support their instructional design decisions, Dunlap, Dobrovolny, and Young have created a series of online instructional-design courses in which students use a variety of e-learning technologies and tools to discuss instructional strategies and to provide support and feedback to each other on the e-learning products they design individually. This approach allows school and the real world to be integrated in …

Contrasting Forces Affecting The Practice Of Distance Education [Book Chapter], Brent Wilson, Patrick Parrish, Nathan Balasubramanian, S. Switzer

Brent Wilson

About this book:

This book makes a contribution to the field of distance education by presenting key perspectives on the state of the field and examining and discussing specific current trends and issues faced by the distance learning community. To this end, the book brings together Quarterly Review of Distance Education’s most respected authors and other internationally known experts in the field of distance education to provide insight into a wide array of themes revolving around current work on communities of learning in distance education.

Trends And Issues In Online Learning And Teaching: A Nowcasting Exercise [Book Chapter], Brent Wilson

Brent Wilson

About this book:Over the last decade, the field of distance education (and e-learning) has substantially strengthened and assumed a more international scope. There has been an impressive growth in the conceptual, empirical and experiential foundations of the field. Trends and Issues in Distance Education: International Perspectives (2nd Ed) captures a representative snapshot of the breadth of current global trends and issues in distance education theory, research, and practice. Through 21 chapters (from over 30 international authors), the book documents new developments in distance education scholarship and practice, presenting a diverse set of viewpoints on the trends and issues affecting this …

Co-Teaching An Online Action Research Class, Brent Wilson, Jennifer Linder-Vanberschot

Brent Wilson

Two instructors report our experience co-teaching an action research (AR) required as part of an elearning master’s degree. Adopting a practice-centered stance we focus on the course activities of participants (instructors and students), with particular attention to the careful crafting of course elements with the goal of achieving an excellent learning experience for students. The case narrative describes the course and ways in which we have modified the course based on a variety of considerations. We also outline problems and areas still in need of improvement. We reflect on the role of theory in our own pursuit of excellence, and …

Activity Theory And Web-Based Training [Book Chapter], D. Peal, Brent Wilson

Brent Wilson

No abstract provided.

Group Work In Online Business Education – Pain Or Gain?, Steffen Zorn, Rhonni Sasaki, David Qian, Anne-Marie Chase

Dr Anne-Marie Chase

Webex From An Instructor's Perspective, Jennifer Mart-Rice, Terri Iacobucci, Jaesook Gilbert

Jennifer Mart-Rice

No abstract provided.

'Are We There Yet?' Revisiting The Digital Education Revolution, Kathryn Moyle

Professor Kathryn Moyle

Relationship Between Grades And Learning Mode, John C. Griffith, Donna Roberts, Marian C. Schultz

John Griffith

Inventing The New Classroom, Jennifer Mart-Rice, Debra Denslaw, Susan Boland, Jesse Bowman

Jennifer Mart-Rice

No abstract provided.

Student Preferences For Online Lecture Formats: Does Prior Experience Matter?, Michelle Drouin, Rachel Hile, Lesa Vartanian, Janae Webb

Rachel E. Hile

We examined undergraduate students' quality ratings of and preferences for different types of online lecture formats. Students preferred richer online lecture formats that included both audio and visual components; however, there were no significant differences between students' ratings of PowerPoint lectures with audio of the instructor and PowerPoint lectures with video of the instructor. Notably, students rated the quality of online lecture format higher if they had been previously or concurrently exposed to it. Thus, we suggest that mere exposure may account for much of the difference in preferences for online lectures, rather than any inherent differences in quality.

Using A Cross Departmental Approach To Create And Enhance Online Courses, Vivian Johnson, Kate Connors, Ann Mabbott, Annette Mcnamera

Vivian Johnson

Automated, Web-Based, Second-Chance Homework, Randall W. Hall, Leslie G. Butler, Saundra Y. Mcguire, Sean P. Mcglynn, Gary L. Lyon, Ron L. Reese, Patrick A. Limbach

Randall W. Hall

Teachers Perceptions Of The Use Of Interactive Multimedia With At-Risk Students., Pina Tarricone

Dr Pina Tarricone

No abstract provided.