Pub Date : 2022-01-02DOI: 10.1080/08923647.2022.2036550
K. Shattuck, D. Olcott
{"title":"The Synergy of Leadership, Quality, Policy, Change: Opportunities and Tensions","authors":"K. Shattuck, D. Olcott","doi":"10.1080/08923647.2022.2036550","DOIUrl":"https://doi.org/10.1080/08923647.2022.2036550","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42463680","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 : 2021-12-16DOI: 10.1080/08923647.2021.2010021
Bethany Simunich, Elizabeth A. McMahon, Leigh Hopf, B. Altman, W. Zimmerman
ABSTRACT The success of quality assurance initiatives in online education is dependent on the successful implementation of the processes, resources, and tools created to ensure quality. There is scant research, however, on the factors that most enable quality assurance implementation at higher education institutions. This research examined a specific population of institutions who were assessed as engaging in high levels of online course quality assurance efforts, as measured by their activity level of using the Quality Matters (QM) framework. The specific people, policies, and processes that enabled and supported institutional course design quality assurance are examined using a mixed-methods approach. Forty-three implementation coordinators from high-activity institutions completed a survey on institutional quality assurance efforts specific to course design and development. Seventeen of those coordinators also engaged in an individual interview to provide greater depth and insight into the institutional journey of quality assurance implementation for online course quality. Key takeaways showed an impact for focused, institutionally-supported goals for course design; choosing an experienced person who was passionate about quality assurance as the implementation lead; and utilizing an inclusive, flexible, collaborative implementation approach, rather than a top-down approach or mandates. The respondents also indicated that adapting the implementation to the institutional context was a key success factor, as was focusing on creating buy-in and shared goals for quality learning as a pathway toward creating an institutional culture shift.
{"title":"Creating a Culture of Online Quality: The People, Policies, and Processes that Facilitate Institutional Change for Online Course Quality Assurance","authors":"Bethany Simunich, Elizabeth A. McMahon, Leigh Hopf, B. Altman, W. Zimmerman","doi":"10.1080/08923647.2021.2010021","DOIUrl":"https://doi.org/10.1080/08923647.2021.2010021","url":null,"abstract":"ABSTRACT The success of quality assurance initiatives in online education is dependent on the successful implementation of the processes, resources, and tools created to ensure quality. There is scant research, however, on the factors that most enable quality assurance implementation at higher education institutions. This research examined a specific population of institutions who were assessed as engaging in high levels of online course quality assurance efforts, as measured by their activity level of using the Quality Matters (QM) framework. The specific people, policies, and processes that enabled and supported institutional course design quality assurance are examined using a mixed-methods approach. Forty-three implementation coordinators from high-activity institutions completed a survey on institutional quality assurance efforts specific to course design and development. Seventeen of those coordinators also engaged in an individual interview to provide greater depth and insight into the institutional journey of quality assurance implementation for online course quality. Key takeaways showed an impact for focused, institutionally-supported goals for course design; choosing an experienced person who was passionate about quality assurance as the implementation lead; and utilizing an inclusive, flexible, collaborative implementation approach, rather than a top-down approach or mandates. The respondents also indicated that adapting the implementation to the institutional context was a key success factor, as was focusing on creating buy-in and shared goals for quality learning as a pathway toward creating an institutional culture shift.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46158307","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 : 2021-12-02DOI: 10.1080/08923647.2021.1997537
D. Olcott
ABSTRACT Micro-credentials vis a vis competency-based certifications of skill domains have existed for decades across vocational-technical education and the professions. What appears to be changing is the priority ascribed to different micro-credentials along a credentials continuum that has focused on formal degrees and certificates. This paper will provide a descriptive analysis of the emerging trend toward micro-credentials by colleges, universities, and other public-private providers in the United States. A major question that emerges for institutional leaders is: Can micro-credentials help position the institution’s academic, public service, and economic and workforce development market positions for the future? Driven by student graduates unable to find good jobs, by employers who cannot find the skill-based workforce they need, by increasing competition, by insurmountable student debt, and by a need for faster pathways from school to work, this aggregate ‘credentials rethink” is forcing colleges and universities to consider reframing their traditional credentials arsenal. The paper will conclude with some observations and key considerations for leaders to navigate their institutions during this period of “strategic reset” for potentially shifting institutional directions to adapt and compete in this new higher education landscape.
{"title":"Micro-Credentials: A Catalyst for Strategic Reset and Change in U.S. Higher Education","authors":"D. Olcott","doi":"10.1080/08923647.2021.1997537","DOIUrl":"https://doi.org/10.1080/08923647.2021.1997537","url":null,"abstract":"ABSTRACT Micro-credentials vis a vis competency-based certifications of skill domains have existed for decades across vocational-technical education and the professions. What appears to be changing is the priority ascribed to different micro-credentials along a credentials continuum that has focused on formal degrees and certificates. This paper will provide a descriptive analysis of the emerging trend toward micro-credentials by colleges, universities, and other public-private providers in the United States. A major question that emerges for institutional leaders is: Can micro-credentials help position the institution’s academic, public service, and economic and workforce development market positions for the future? Driven by student graduates unable to find good jobs, by employers who cannot find the skill-based workforce they need, by increasing competition, by insurmountable student debt, and by a need for faster pathways from school to work, this aggregate ‘credentials rethink” is forcing colleges and universities to consider reframing their traditional credentials arsenal. The paper will conclude with some observations and key considerations for leaders to navigate their institutions during this period of “strategic reset” for potentially shifting institutional directions to adapt and compete in this new higher education landscape.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41638795","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 : 2021-11-27DOI: 10.1080/08923647.2021.2005414
Christi U. Edge, Elizabeth Monske, Stacy Boyer‐Davis, Steven VandenAvond, Brad Hamel
ABSTRACT This case study reports the collaborative meaning-making process and strategies for organizational change used by a diverse leadership team at a regional comprehensive university. The purpose of the study was to engage in continuous learning and improvement by producing knowledge for informing action; that is, to learn from analyzing the first phase of implementation in order to continue to improve, understand, and perhaps adjust in order to contribute to institutional change. Initiated by outcomes from a 2017 regional accreditation review and the recent development of a Global Campus, administrators, faculty, and instructional design and technology staff were charged with developing standards for quality university distance education. This study addresses lived experiences in the story of institutional change by reporting critical events, tensions, and turning points experienced by the leadership team relative to a change framework applied to distance education in a higher education setting. Over a two-year period (2018–2020), the team piloted, communicated, and refined plans as they began implementing the first of four phases in their quality assurance plan, including assessing 751 course syllabi for entry-level design standards. Findings indicate the process of enacting change also began shifting the culture of the university for purposes of quality assurance, consistency, and shared understandings of rigor. In this article, the team describes and discusses their framework using Kotter’s Change Model, their process, and their outcomes related to organizational change in higher education. Discussion addresses starting points for other higher education stakeholders involved in pursuing quality distance education.
{"title":"Leading University Change: A Case Study of Meaning-Making and Implementing Online Learning Quality Standards","authors":"Christi U. Edge, Elizabeth Monske, Stacy Boyer‐Davis, Steven VandenAvond, Brad Hamel","doi":"10.1080/08923647.2021.2005414","DOIUrl":"https://doi.org/10.1080/08923647.2021.2005414","url":null,"abstract":"ABSTRACT This case study reports the collaborative meaning-making process and strategies for organizational change used by a diverse leadership team at a regional comprehensive university. The purpose of the study was to engage in continuous learning and improvement by producing knowledge for informing action; that is, to learn from analyzing the first phase of implementation in order to continue to improve, understand, and perhaps adjust in order to contribute to institutional change. Initiated by outcomes from a 2017 regional accreditation review and the recent development of a Global Campus, administrators, faculty, and instructional design and technology staff were charged with developing standards for quality university distance education. This study addresses lived experiences in the story of institutional change by reporting critical events, tensions, and turning points experienced by the leadership team relative to a change framework applied to distance education in a higher education setting. Over a two-year period (2018–2020), the team piloted, communicated, and refined plans as they began implementing the first of four phases in their quality assurance plan, including assessing 751 course syllabi for entry-level design standards. Findings indicate the process of enacting change also began shifting the culture of the university for purposes of quality assurance, consistency, and shared understandings of rigor. In this article, the team describes and discusses their framework using Kotter’s Change Model, their process, and their outcomes related to organizational change in higher education. Discussion addresses starting points for other higher education stakeholders involved in pursuing quality distance education.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47586591","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 : 2021-11-09DOI: 10.1080/08923647.2021.1996217
Gary W. Matkin
ABSTRACT University continuing and distance education is at a crossroads. This article asserts that a radical disruption in the competitive landscape for university-based continuing education (CE) is on the immediate horizon. University CE is threatened by external trends beyond its control and will likely not survive in its present form, or survive at all, without adapting to the changing marketplace. This disruption is occurring at the same time and is partially due to the increasing university demands on CE units to produce more income in part by scaling new markets and increasing customers in new ways. The signals and drivers of that change will be detailed, followed by a description of the competitive landscape that university CE will soon face. Universities will experience barriers in combating this competition, which, if not overcome, will spell the decline of many CE units and disruptions will also manifest themselves into major problems for the university as a whole. This article concludes with recommendations for CE and university leaders that may allow them to thrive and prosper as a part of that dynamic landscape.
{"title":"Reshaping University Continuing Education: Leadership Imperatives for Thriving in a Changing and Competitive Market","authors":"Gary W. Matkin","doi":"10.1080/08923647.2021.1996217","DOIUrl":"https://doi.org/10.1080/08923647.2021.1996217","url":null,"abstract":"ABSTRACT University continuing and distance education is at a crossroads. This article asserts that a radical disruption in the competitive landscape for university-based continuing education (CE) is on the immediate horizon. University CE is threatened by external trends beyond its control and will likely not survive in its present form, or survive at all, without adapting to the changing marketplace. This disruption is occurring at the same time and is partially due to the increasing university demands on CE units to produce more income in part by scaling new markets and increasing customers in new ways. The signals and drivers of that change will be detailed, followed by a description of the competitive landscape that university CE will soon face. Universities will experience barriers in combating this competition, which, if not overcome, will spell the decline of many CE units and disruptions will also manifest themselves into major problems for the university as a whole. This article concludes with recommendations for CE and university leaders that may allow them to thrive and prosper as a part of that dynamic landscape.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49485660","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 : 2021-10-27DOI: 10.1080/08923647.2021.1995256
Naomi M. Hall, Jason M. Jones
ABSTRACT The use of student-generated podcasts in undergraduate education is a way to promote engagement, cognition, learning, and creativity in experiential learning opportunities. Studies often focus on students using podcasts created by others as learning tools to augment textbook information. However, this study focuses on student-generated podcasts as a tool to create and disseminate culturally responsive health content to other students. Forty-five students enrolled in a Health Psychology course created 12 podcasts on health issues of interest to traditionally aged (18–24 years) college students. This exploratory case study describes the students’ process and identifies themes within their reflections on benefits, challenges, and experiences with the project. Three major themes emerged:1) challenges of learning new digital tools in adigital environment;2) the technicalities of technology; and3) active learning in the moment. The discussion includes recommendations for future studies with student-generated podcasts and the importance of culturally responsive pedagogy.
{"title":"Student-Produced Podcasts as a Teaching and Learning Tool","authors":"Naomi M. Hall, Jason M. Jones","doi":"10.1080/08923647.2021.1995256","DOIUrl":"https://doi.org/10.1080/08923647.2021.1995256","url":null,"abstract":"ABSTRACT The use of student-generated podcasts in undergraduate education is a way to promote engagement, cognition, learning, and creativity in experiential learning opportunities. Studies often focus on students using podcasts created by others as learning tools to augment textbook information. However, this study focuses on student-generated podcasts as a tool to create and disseminate culturally responsive health content to other students. Forty-five students enrolled in a Health Psychology course created 12 podcasts on health issues of interest to traditionally aged (18–24 years) college students. This exploratory case study describes the students’ process and identifies themes within their reflections on benefits, challenges, and experiences with the project. Three major themes emerged:1) challenges of learning new digital tools in adigital environment;2) the technicalities of technology; and3) active learning in the moment. The discussion includes recommendations for future studies with student-generated podcasts and the importance of culturally responsive pedagogy.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43831331","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 : 2021-10-10DOI: 10.1080/08923647.2021.1988832
K. Shattuck
ABSTRACT In this interview, Chris Dede joins Kay Shattuck, AJDE Associate Editor, to discuss the pandemic as a transformative opportunity for education, scaling of online learning innovations, engineering learning, immersive learning, and unlearning.
{"title":"Speaking Personally—with Chris Dede","authors":"K. Shattuck","doi":"10.1080/08923647.2021.1988832","DOIUrl":"https://doi.org/10.1080/08923647.2021.1988832","url":null,"abstract":"ABSTRACT In this interview, Chris Dede joins Kay Shattuck, AJDE Associate Editor, to discuss the pandemic as a transformative opportunity for education, scaling of online learning innovations, engineering learning, immersive learning, and unlearning.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42245828","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 : 2021-10-02DOI: 10.1080/08923647.2021.1997396
W. Diehl
{"title":"Antiquated Policies, Missteps, Misconceptions – And Perhaps a Tipping Point Toward Change","authors":"W. Diehl","doi":"10.1080/08923647.2021.1997396","DOIUrl":"https://doi.org/10.1080/08923647.2021.1997396","url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45483505","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 : 2021-10-02DOI: 10.1080/08923647.2021.1954839
Juan Rincón, Mayerling Vila
ABSTRACT En los últimos años han proliferado los programas de educación virtual en posgrado, con altas tasas de deserción, implicando múltiples falencias, como la falta de individualización en entornos virtuales. Se propone una solución novedosa basada en el modelado de un estudiante a partir de su huella digital, con Deep Learning y procesamiento de lenguaje natural – (NLP), para predecir si terminará con éxito el programa académico (GRA), o será expulsado (PFU), o suspenderá los estudios (SUS), o si terminará las asignaturas, pero no entregará la tesis o trabajo de grado (LTH). 1 1 Una tesis es también conocida como un trabajo de licenciatura o de grado, requisito formal que un estudiante debe cumplir después de terminar todas las asignaturas, para obtener el diploma de pregrado o posgrado en una Universidad. Metodológicamente se diseñó un estudio de cohorte retrospectivo a partir de datos capturados durante un período de 15 años (2005–2020) de los programas de postgrado: Maestría en Gestión de la Tecnología Educativa (MGTE) y Especialización en Aplicación de TIC para la Enseñanza (EATICE), 100% virtual. Se utilizó la metodología iterativa incremental (CRISP_DM) para las predicciones basadas en inteligencia artificial (IA). Se obtuvo un modelo predictivo adaptado a cada programa educativo, con métricas de desempeño excepcionales de precisión, al predecir GRA (96,87%), PFU (97,53%), SUS (85,32%) y LTH (97,18%). Los resultados de esta investigación muestran que la generalización y extrapolación de modelos algorítmicos son factibles utilizando datos comunes a plataformas digitales, y pueden ayudar, a ingenieros a mejorar el diseño y arquitectura del software, y a profesores, a conocer, en tiempo real, las necesidades futuras de los estudiantes, y, por ende, adaptar preventivamente el proceso educativo.
{"title":"Modelo Predictivo Multivariable En Tiempo Real Para Predecir El Desempeño De Los Estudiantes, En Programas Virtuales De Posgrado, Empleando Inteligencia Artificial","authors":"Juan Rincón, Mayerling Vila","doi":"10.1080/08923647.2021.1954839","DOIUrl":"https://doi.org/10.1080/08923647.2021.1954839","url":null,"abstract":"ABSTRACT En los últimos años han proliferado los programas de educación virtual en posgrado, con altas tasas de deserción, implicando múltiples falencias, como la falta de individualización en entornos virtuales. Se propone una solución novedosa basada en el modelado de un estudiante a partir de su huella digital, con Deep Learning y procesamiento de lenguaje natural – (NLP), para predecir si terminará con éxito el programa académico (GRA), o será expulsado (PFU), o suspenderá los estudios (SUS), o si terminará las asignaturas, pero no entregará la tesis o trabajo de grado (LTH). 1 1 Una tesis es también conocida como un trabajo de licenciatura o de grado, requisito formal que un estudiante debe cumplir después de terminar todas las asignaturas, para obtener el diploma de pregrado o posgrado en una Universidad. Metodológicamente se diseñó un estudio de cohorte retrospectivo a partir de datos capturados durante un período de 15 años (2005–2020) de los programas de postgrado: Maestría en Gestión de la Tecnología Educativa (MGTE) y Especialización en Aplicación de TIC para la Enseñanza (EATICE), 100% virtual. Se utilizó la metodología iterativa incremental (CRISP_DM) para las predicciones basadas en inteligencia artificial (IA). Se obtuvo un modelo predictivo adaptado a cada programa educativo, con métricas de desempeño excepcionales de precisión, al predecir GRA (96,87%), PFU (97,53%), SUS (85,32%) y LTH (97,18%). Los resultados de esta investigación muestran que la generalización y extrapolación de modelos algorítmicos son factibles utilizando datos comunes a plataformas digitales, y pueden ayudar, a ingenieros a mejorar el diseño y arquitectura del software, y a profesores, a conocer, en tiempo real, las necesidades futuras de los estudiantes, y, por ende, adaptar preventivamente el proceso educativo.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46695501","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 : 2021-10-02DOI: 10.1080/08923647.2021.1989234
Rebecca E. Heiser
ABSTRACT This discussion was recorded on June 15, 2021, with the American Center for the Study of Distance Education and transcribed for the American Journal of Distance Education to capture the essence and depth of the field of distance education from two seminal leaders. Dr. Farhad Saba, professor Emeritus of Educational Technology at San Diego State University (SDSU), has been in the field since 1973 and has authored more than 100 articles and chapters in books. Dr. Rick Shearer has over 35 years of experience in distance education and has served in higher education leadership and learning design roles. Both are Mildred B. and Charles A. Wedemeyer Award recipients and recently coauthored the book Transactional Distance and Adaptive Learning: Planning for the Future of Higher Education. To watch or listen to the complete discussion, please visit: ac4sde.com.
{"title":"Speaking Personally–with Farhad Saba and Rick Shearer","authors":"Rebecca E. Heiser","doi":"10.1080/08923647.2021.1989234","DOIUrl":"https://doi.org/10.1080/08923647.2021.1989234","url":null,"abstract":"ABSTRACT This discussion was recorded on June 15, 2021, with the American Center for the Study of Distance Education and transcribed for the American Journal of Distance Education to capture the essence and depth of the field of distance education from two seminal leaders. Dr. Farhad Saba, professor Emeritus of Educational Technology at San Diego State University (SDSU), has been in the field since 1973 and has authored more than 100 articles and chapters in books. Dr. Rick Shearer has over 35 years of experience in distance education and has served in higher education leadership and learning design roles. Both are Mildred B. and Charles A. Wedemeyer Award recipients and recently coauthored the book Transactional Distance and Adaptive Learning: Planning for the Future of Higher Education. To watch or listen to the complete discussion, please visit: ac4sde.com.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45318452","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}
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