Pub Date : 2020-06-15DOI: 10.18122/TD/1484/BOISESTATE
Christyne Labelle, Patrick R. Lowenthal, K. Rice
.................................................................................................................vii TABLE OF CONTENTS ................................................................................................ ix LIST OF TABLES ........................................................................................................ xv LIST OF FIGURES ...................................................................................................... xvi LIST OF ABBREVIATIONS ...................................................................................... xvii CHAPTER ONE: INTRODUCTION .............................................................................. 1 Statement of the Problem ..................................................................................... 2 Reasons for Online Learning .................................................................... 3 Managing Online Programs ...................................................................... 4 Challenges of Administering Online Programs ......................................... 6 Purpose of the Study ............................................................................................ 7 Theoretical Framework ...................................................................................... 10 Factor #1: Planning................................................................................. 11 Factor#2: Marketing/Recruitment ........................................................... 12 Factor #3: Financial Management ........................................................... 12 Factor #4: Quality Assurance .................................................................. 13 Factor #5: Student Retention................................................................... 13
.................................................................................................................七号桌子写成工具 ................................................................................................除“的列表TABLES译本史》(英语) ........................................................................................................xv的列表FIGURES译本史》(英语) ......................................................................................................十六送上的列表ABBREVIATIONS译本史》(英语) ......................................................................................十七缪ONE: INTRODUCTION ..............................................................................一个Statement of the Problem .....................................................................................在线2的美国小妞Reasons Learning ....................................................................三在线Managing Programs ......................................................................四Challenges在线Administering Programs译本史》(英语) .........................................六Purpose of the Study ............................................................................................七Theoretical Framework ......................................................................................10 Factor # 1: Planning .................................................................................Factor 11 # 2:市场营销/ Recruitment。 ...........................................................Factor 12 # 3:金融(英语 ...........................................................Factor 12 # 4: Quality Assurance ..................................................................13 Factor #五:Student Retention ...................................................................13
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The proliferation of the Internet, computers, and mobile devices means that students of all ages, socio-economic statuses, geographical locations, and abilities have access to higher education institutions that were previously unavailable. As the population of the United States ages and the number of students with diagnosed disabilities grows, colleges and universities will be challenged to accommodate the various needs of their student population. Distance education is often seen as an appropriate outlet to increase enrollment numbers and provide education to students with motor, cognitive, visual, and auditory impairments. Instructional designers, instructors, and institutions are tasked with designing, developing, and maintaining accessible hardware, software, websites, and other technologies that allow disabled students to actively engage in education and become more independent. This paper will discuss how various disabilities effect college coursework and review the best practices, methods, and technologies utilized to create an inclusive education for all learners.
{"title":"A Review of Accessibility in Online Higher Education","authors":"M. Coleman, Z. Berge","doi":"10.13016/M2MCWV-EEPN","DOIUrl":"https://doi.org/10.13016/M2MCWV-EEPN","url":null,"abstract":"The proliferation of the Internet, computers, and mobile devices means that students of all ages, socio-economic statuses, geographical locations, and abilities have access to higher education institutions that were previously unavailable. As the population of the United States ages and the number of students with diagnosed disabilities grows, colleges and universities will be challenged to accommodate the various needs of their student population. Distance education is often seen as an appropriate outlet to increase enrollment numbers and provide education to students with motor, cognitive, visual, and auditory impairments. Instructional designers, instructors, and institutions are tasked with designing, developing, and maintaining accessible hardware, software, websites, and other technologies that allow disabled students to actively engage in education and become more independent. This paper will discuss how various disabilities effect college coursework and review the best practices, methods, and technologies utilized to create an inclusive education for all learners.","PeriodicalId":265418,"journal":{"name":"Online Journal of Distance Learning Administration","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127007566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-15DOI: 10.18848/1835-9795/CGP/V10I02/1-9
M. Shaw, M. Clowes, S. Burrus
Online faculty must uphold institutional expectations for their performance. Typically, online institutions have specific guidelines for faculty-to-student interactions; yet, student expectations of faculty may not necessarily align with institutional requirements. This study included a typological analysis of institutional requirements for online faculty in terms of student engagement. Then, student comments regarding faculty performance expectations were compared. Based on the findings, there are substantive differences which should be considered by institutions to ensure online student satisfaction with faculty is maximized. Recommendations for further study include replicating this with a purposeful sample of online students and doing a quantitative study of the relationship between faculty outcomes after implementing student performance expectations.
{"title":"A Comparative Typology of Student and Institutional Expectations of Online Faculty","authors":"M. Shaw, M. Clowes, S. Burrus","doi":"10.18848/1835-9795/CGP/V10I02/1-9","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V10I02/1-9","url":null,"abstract":"Online faculty must uphold institutional expectations for their performance. Typically, online institutions have specific guidelines for faculty-to-student interactions; yet, student expectations of faculty may not necessarily align with institutional requirements. This study included a typological analysis of institutional requirements for online faculty in terms of student engagement. Then, student comments regarding faculty performance expectations were compared. Based on the findings, there are substantive differences which should be considered by institutions to ensure online student satisfaction with faculty is maximized. Recommendations for further study include replicating this with a purposeful sample of online students and doing a quantitative study of the relationship between faculty outcomes after implementing student performance expectations.","PeriodicalId":265418,"journal":{"name":"Online Journal of Distance Learning Administration","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126225666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fact that small organizations have been slow to adopt elearning is not because of a lack of need – in fact elearning offers tremendous benefits for small organizations in the form of time savings, captured expertise, improved workflow and improved staff development – but rather because small organizations tend not to have the right components and working atmosphere in place that allow for the adoption of elearning. There are three main ingredients that will enable this to occur for even the smallest of organizations: a learning culture, a web savvy staff, and the presence of at least one good training professional. Economies of scale that often help justify elearning for larger corporations are not applicable for small organizations, therefore managers must therefore take a closer look at how elearning can solve multiple problems faced by the small, busy staff. By integrating elearning into an organization’s strategic plan, and by combining e-learning with a knowledge management system, a virtual network, education partnerships, or other tools and strategies, smaller organizations can improve office efficiency and program effectiveness on a sustained basis with elearning. Challenges and Strategies for Sustaining eLearning in Small Organizations The United States and Europe each contain approximately 25 million small businesses, and in both regions these small businesses employ more than half of the entire workforce. Since the dawn of elearning, it has largely been designed for and marketed to larger organizations. Large organizations in just about every field are utilizing elearning through some of the latest and greatest technological advances. eLearning is helping them to fine-tune production, maximize sales and build the capacity of their workforces. They are gaining a competitive advantage that, in turn, encourages them to advance further along the elearning adoption curve. What about small organizations? After all, it is small organizations which, through shear numbers, pose the greatest untapped market for elearning developers, and yet the training industry is extremely slow in taking advantage of this opportunity. Is it true that elearning is simply not feasible for small businesses and organizations? The amount of information in cyberspace that discusses elearning for small nonprofit organizations is negligible, with the few published reports mostly coming from Europe. The need for this paper immediately stems from the sheer lack of academic analysis of elearning in small organizations. The truth is that the small organization elearning market is a complicated market to access. Small businesses are as diverse as they are geographically dispersed around the globe, and they often do not have the funding available for investing in distance programs and elearning. Developing unique elearning solutions for their individual needs requires money and time, the two resources which small businesses lack the most. There are, however, a number of
{"title":"Challenges and Strategies for Sustaining eLearning in Small Organizations","authors":"J. Leary, Z. Berge","doi":"10.13016/M2VRGF-BQOG","DOIUrl":"https://doi.org/10.13016/M2VRGF-BQOG","url":null,"abstract":"The fact that small organizations have been slow to adopt elearning is not because of a lack of need – in fact elearning offers tremendous benefits for small organizations in the form of time savings, captured expertise, improved workflow and improved staff development – but rather because small organizations tend not to have the right components and working atmosphere in place that allow for the adoption of elearning. There are three main ingredients that will enable this to occur for even the smallest of organizations: a learning culture, a web savvy staff, and the presence of at least one good training professional. Economies of scale that often help justify elearning for larger corporations are not applicable for small organizations, therefore managers must therefore take a closer look at how elearning can solve multiple problems faced by the small, busy staff. By integrating elearning into an organization’s strategic plan, and by combining e-learning with a knowledge management system, a virtual network, education partnerships, or other tools and strategies, smaller organizations can improve office efficiency and program effectiveness on a sustained basis with elearning. Challenges and Strategies for Sustaining eLearning in Small Organizations The United States and Europe each contain approximately 25 million small businesses, and in both regions these small businesses employ more than half of the entire workforce. Since the dawn of elearning, it has largely been designed for and marketed to larger organizations. Large organizations in just about every field are utilizing elearning through some of the latest and greatest technological advances. eLearning is helping them to fine-tune production, maximize sales and build the capacity of their workforces. They are gaining a competitive advantage that, in turn, encourages them to advance further along the elearning adoption curve. What about small organizations? After all, it is small organizations which, through shear numbers, pose the greatest untapped market for elearning developers, and yet the training industry is extremely slow in taking advantage of this opportunity. Is it true that elearning is simply not feasible for small businesses and organizations? The amount of information in cyberspace that discusses elearning for small nonprofit organizations is negligible, with the few published reports mostly coming from Europe. The need for this paper immediately stems from the sheer lack of academic analysis of elearning in small organizations. The truth is that the small organization elearning market is a complicated market to access. Small businesses are as diverse as they are geographically dispersed around the globe, and they often do not have the funding available for investing in distance programs and elearning. Developing unique elearning solutions for their individual needs requires money and time, the two resources which small businesses lack the most. There are, however, a number of","PeriodicalId":265418,"journal":{"name":"Online Journal of Distance Learning Administration","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132410533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Corporate learning leaders require a unique set of skills to sustain learning programs within their organizations. Leaders must have well-planned strategies and clear direction for learning initiatives. They must understand their organization as well as their learners, and be able to skillfully deploy appropriate learning technologies. A network of relationships must be built and nurtured by corporate learning leaders to promote and sustain their programs. Leaders must adhere to well-defined procedural standards related to programs, budgets and change management. They must understand changing trends in leadership paradigms across organizational cultures. Effective corporate learning leaders must skillfully combine relationships, process, and support while continually transforming their organizations and expanding learning initiatives. Leadership Influence on Corporate Change Involving Distance Training The success and endurance of good corporate distance education programs is dependent on the strategies and strengths of good leaders. Capable leaders are necessary to all organizations. What traits and skills must good corporate learning leaders have in order to establish and sustain flourishing distance learning programs? Certainly these leaders require the skill sets of all good leaders vision, purpose, the drive to succeed, the ability to motivate others, solutions-orientation, and risk-taking. Learning leaders in these organizations require additional characteristics and skills, which can be categorized in terms of vision, relationship-building, and operational discipline (see Table 1). Table 1. Learning Leaders' Skill Domains Vision Relationship Building Operational Practice Where the business is going Senior executive management Program management discipline Strategies to develop and expand employee learning Own training department Prioritization processes Technology infrastructure support of learning plan Internal business units Technology standards for elearning Budget Information Technology Vendor standards Risk taking Communications Change management Understanding adult learners External Customers Developing a learning culture Peer Network
{"title":"Leadership Influence on Corporate Change Involving Distance Training.","authors":"Olga Wasyluk, Z. Berge","doi":"10.13016/M2G8HB-V0SV","DOIUrl":"https://doi.org/10.13016/M2G8HB-V0SV","url":null,"abstract":"Corporate learning leaders require a unique set of skills to sustain learning programs within their organizations. Leaders must have well-planned strategies and clear direction for learning initiatives. They must understand their organization as well as their learners, and be able to skillfully deploy appropriate learning technologies. A network of relationships must be built and nurtured by corporate learning leaders to promote and sustain their programs. Leaders must adhere to well-defined procedural standards related to programs, budgets and change management. They must understand changing trends in leadership paradigms across organizational cultures. Effective corporate learning leaders must skillfully combine relationships, process, and support while continually transforming their organizations and expanding learning initiatives. Leadership Influence on Corporate Change Involving Distance Training The success and endurance of good corporate distance education programs is dependent on the strategies and strengths of good leaders. Capable leaders are necessary to all organizations. What traits and skills must good corporate learning leaders have in order to establish and sustain flourishing distance learning programs? Certainly these leaders require the skill sets of all good leaders vision, purpose, the drive to succeed, the ability to motivate others, solutions-orientation, and risk-taking. Learning leaders in these organizations require additional characteristics and skills, which can be categorized in terms of vision, relationship-building, and operational discipline (see Table 1). Table 1. Learning Leaders' Skill Domains Vision Relationship Building Operational Practice Where the business is going Senior executive management Program management discipline Strategies to develop and expand employee learning Own training department Prioritization processes Technology infrastructure support of learning plan Internal business units Technology standards for elearning Budget Information Technology Vendor standards Risk taking Communications Change management Understanding adult learners External Customers Developing a learning culture Peer Network","PeriodicalId":265418,"journal":{"name":"Online Journal of Distance Learning Administration","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125037749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Podcasting and podcatching provide trainers and teachers with powerful, personal tools for delivering exactly the right content to learners at teachable moments—anytime, anywhere. The strength of podcasting lies in the potency of voice communication, which cuts through the dense text of the Internet and offers a human connection during distance training. In addition, podcasting offers the ability for learners to multitask and to time-shift content. Trainers, professors and librarians have already begun using podcasting for myriad training and learning situations, and new tools are making podcast production possible for novices. Copyright, security, searchability, archival, and diversity are some of the current concerns podcasters must address as they develop this new instructional avenue. Podcasting: Co-opting MP3 Players for Education and Training Purposes Podcasting is the term for creating a Web-based broadcast series that is delivered to subscribers automatically through the use of RSS (Really Simple Syndication) software. The term is a combination of two words: iPod (one brand of MP3 player) and broadcasting ( Podcasting , 2006) Podcasts are used to record and disseminate audio content. Podcatching refers to selecting and then receiving audio file subscriptions automatically. Both podcasting and podcatching are somewhat misleading terms because iPods are not essential to either process. Podcasts are received and managed by the subscriber's PC. The subscriber has the option of listening to the file at the PC or downloading the podcasts to any MP3 player, CD, or other mobile device. Many users configure their software to download podcasts automatically. The point of podcatching is to “capture audio content that appeals to one's interests” (Gordon-Murnane, 2005, p. 47). Although podcasts originated for entertainment purposes, podcasting and podcatching provide trainers and teachers with powerful, personal tools for delivering exactly the right content to learners at teachable moments—anytime, anywhere. Training and development (TD however, Smith (2005) said that people respond to voice differently than to text. He said, “Voices poke through and relieve us of an oppressive environment of text and images” (p. 32). Voice is personal, and it can bring information to life. The addition of tone to a message creates a greater personal connection. Smith also argued that storytelling is the main reason that podcasting is rocketing to popularity (p. 32). What is more personal than hearing a story precisely as the storyteller intended with the words enhanced by tempo, rhythm, pitch, accents and style? For example, one can read Isabel Allende's (2005) essay “In Giving I Connect with Others” on the NPR This I Believe website, but listening to her read it through the linked audio file is an utterly different experience. A powerful text message becomes super-charged through the addition of Allende's distinctive voice. To link this to TD Gordon-Murnane, 2005;
播客和播客为培训师和教师提供了强大的个人工具，可以随时随地在可教的时刻向学习者提供正确的内容。播客的优势在于语音交流的潜力，它可以突破互联网上密集的文本，在远程训练期间提供人与人之间的联系。此外，播客为学习者提供了多任务和时间转换内容的能力。培训师、教授和图书管理员已经开始在无数的培训和学习场合使用播客，而新的工具也使得初学者可以制作播客。版权、安全、可搜索性、存档和多样性是播客在开发这种新的教学途径时必须解决的一些问题。播客:选择MP3播放器用于教育和培训目的播客是指创建一个基于网络的广播系列，通过使用RSS (Really Simple Syndication)软件自动传送给订阅者。这个词是两个词的组合:iPod (MP3播放器的一个品牌)和广播(Podcasting, 2006)。播客是用来录制和传播音频内容的。Podcatching是指自动选择并接收音频文件订阅。podcasting和podcatching这两个词都有点误导人，因为ipod在这两个过程中都不是必不可少的。播客由订阅者的PC接收和管理。订阅者可以选择在个人电脑上收听文件，也可以将播客下载到任何MP3播放器、CD或其他移动设备上。许多用户将他们的软件配置为自动下载播客。播客的重点是“捕捉吸引人兴趣的音频内容”(Gordon-Murnane, 2005, p. 47)。虽然播客起源于娱乐目的，但播客和播客捕捉为培训师和教师提供了强大的个人工具，可以随时随地在可教的时刻向学习者提供正确的内容。培训和发展(TD, Smith, 2005)说人们对声音的反应不同于对文本的反应。他说:“声音将我们从文本和图像的压迫环境中突围出来，将我们从压迫环境中解放出来”(第32页)。声音是个人化的，它能将信息带入生活。在信息中添加语气可以建立更大的个人联系。史密斯还认为，讲故事是播客迅速走红的主要原因。还有什么比听故事更个人化的呢?故事讲述者通过节奏、节奏、音高、口音和风格来强化故事。例如，人们可以在NPR This I Believe网站上阅读伊莎贝尔·阿连德(2005)的文章《在给予中，我与他人联系》，但通过链接的音频文件听她朗读是完全不同的体验。通过加入阿连德独特的声音，一条强有力的短信变得超级强大。将此与TD Gordon-Murnane, 2005联系起来;史密斯,2005)。此功能对缺席会议或课程的参与者特别有帮助。使用iPod或其他移动设备，学习者可以接收所有他们需要的内容，尽管日程安排冲突或紧急情况。Weinstein (2006a)描述了T&D专业人员可以从播客的时移能力中获得的其他好处。这些好处包括通过课前工作让学习者为培训做好准备，通过课后工作跟进和加强培训，以及在新员工开始工作之前就为他们提供帮助。考虑一下，给新员工一台iPod，让他们在培训环境之外听一些简短的文件，与让他们阅读和消化厚厚的、没有人情味的手册有多大不同。同样，考虑短时间内交付内容的好处，而不是密集的定向研讨会。一些公司已经在探索这种可能性。例如，Bose公司正在使用播客引导新员工参观马萨诸塞州弗雷明汉的工厂。第一资本金融公司(Capital One Financial Corp.)在新员工接受一份工作的当天，就开始让他们使用iPod和记录本完成任务(Weinstein, 2006a)。最后，Wilson(2006)指出，Drexel大学的一位化学教授已经将他的讲座转向播客，以便课堂时间可以用于更深入的学习和应用。通过这些方式，播客允许培训师扩展培训经验，超越传统的课堂时间界限。这四个因素——语音交流的亲近感、增强学习者控制的机会、多任务和时间转换内容的能力——使播客成为上述创造性应用的理想选择。此外，除了教学方面的好处，播客并不贵得离谱。韦恩斯坦(2006)说第一资本金融公司。
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Pub Date : 2001-03-15DOI: 10.1016/b978-0-08-102145-3.15001-0
R. Bothel
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