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About Online Learning
Definitions of Distance Education, from Distance Education Clearinghouse (Univ. of Wisconsin- Extension).
Distance Education Clearinghouse (Univ. of Wisconsin- Extension)
The EdTech News Blog, by Eric LePage, Bridgewater State College.
Links to Education/Technology news, all culled from Google Reader RSS feeds. Subscribe to this blog.
The Future of Online Teaching and Learning in Higher Education: The Survey Says ... (2006) Kyong-Jee Kim and Curtis J. Bonk. Educause Quarterly, 29 (4)
Illinois Online Network is a faculty development initiative that provides comprehensive professional development opportunities in the area of online teaching and learning to faculty and staff from higher education institutions in Illinois and beyond.
See also: Case Studies Articles and tutorials Online teaching activity index
Open Learning. Published by Taylor & Francis.
A leading international, peer-reviewed journal in the field of open, flexible and distance learning. It is widely subscribed to and read throughout the world by those in specialist distance education institutions as well as by those using distance, flexible and technology based forms of learning in conventional education and training contexts. Tertiary, secondary, primary and vocational education, training, and informal learning are all within scope. The Library has access to this journal through EBSCO's Academic Search Premier database.
With online education continuing its meteoric rise, some educators continue to debate the efficacy of the medium--in particular, the ability to discuss complex subjects online. However, the online asynchronous discussion environment seems to offer some advantages over the traditional classroom including increased time for students to research and reflect on ideas and physical anonymity that may decrease inhibitions and foster broad participation. This article examines the theoretical advantages of online discussion groups and the survey results from 122 experienced faculty members to determine, first, how many faculty members prefer the online environment and, second, what is the relationship of this preference to their assessment of the superiority of online discussion. The results indicate that half of the faculty who teach online and on-ground prefer teaching in both environments and that three quarters of those educators believe the online environment facilitates more substantive discussion. As online education continues to explode, the implications for educators include the need to understand and embrace the inherent online classroom advantages and how to integrate those advantages with traditional classrooms including hybrid (on-ground/online) models. Educators failing to do this will find themselves left behind in the fastest-growing education segment and potentially less effective in the traditional classroom where younger students have come to increasingly rely on interactive/asynchronous communication as a preferred method of communication.