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Volume 9:1 - March 2005

A Learning Object Success Story

Author Information
Author(s):
Robin Mason, Institute of Educational Technology
Author(s):
Chris Pegler, Institute of Educational Technology
Author(s):
Martin Weller, Institute of Educational Technology
Institution(s) or Organization(s) Where Research Occured:
The Open University, UK

This paper outlines an approach to designing a course entirely in learning objects.


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Questioning the Hybrid Model: Student Outcomes in Different Course Formats

Author Information
Author(s):
Saxon G. Reasons, EdD, Programming Manager, Instructional Technology Services
Author(s):
Kevin Valadares, PhD, Assistant Professor of Health Services/Administration
Author(s):
Michael Slavkin, PhD, Assistant Professor of Education
Institution(s) or Organization(s) Where Research Occured:
University of Southern Indiana

Current literature suggests that a hybrid model of distance education supports student learning more effectively than any other format.


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Roles of Faculty in Teaching Asynchronous Undergraduate Courses

Author Information
Author(s):
Libby V. Morris, PhD, Associate Professor, Institute of Higher Education
Author(s):
Haixia Xu, Institute of Higher Education
Author(s):
Catherine L. Finnegan, EdD, Associate Director, Assessment and Public Information, Advanced Learning Technologies, Board of Regents of the University System of Georgia
Institution(s) or Organization(s) Where Research Occured:
University of Georgia

Although the availability of web-based education and the number of totally asynchronous courses have grown exponentially in the last decade, the literature on online instruction offers limited empiric


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The Ebb and Flow of Online Discussions: What Bloom Can Tell Us About Our Students’ Conversations

Author Information
Author(s):
Katrina A. Meyer, Associate Professor of Higher and Adult Education
Institution(s) or Organization(s) Where Research Occured:
The University of Memphis

This study looks at online discussions within the context of a group endeavor and attempts to evaluate three assertions: 1) students in an online discussion proceed through higher levels of thinking;


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Digital Text, Distance Education and Academic Dishonesty: Faculty and Administrator Perceptions and Responses

Author Information
Author(s):
Kimberly B. Kelley, Ph.D., The Center for Intellectual Property
Author(s):
Kimberly Bonner, J.D., The Center for Intellectual Property
Institution(s) or Organization(s) Where Research Occured:
University of Maryland University College

This study examined administrator and faculty perceptions of the frequency and pervasiveness of student academic dishonesty, including their perceptions of the personal and contextual factors that aff


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Online Engineering Education: Learning Anywhere, Anytime

Author Information
Author(s):
John Bourne
Author(s):
Dale Harris
Author(s):
Frank Mayadas, Sloan Consortium
Institution(s) or Organization(s) Where Research Occured:
The Sloan Consortium
Institution(s) or Organization(s) Where Research Occured:
Franklin W. Olin College of Engineering, Babson College
Institution(s) or Organization(s) Where Research Occured:
Purdue University
Institution(s) or Organization(s) Where Research Occured:
The Alfred P. Sloan Foundation

The emergence of worldwide communications networks and powerful computer technologies has redefined the concept of distance learning and the delivery of engineering education content.


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Gender, Voice and Learning in Online Course Environments

Author Information
Author(s):
David M. Anderson, Department of Educational Leadership and Counseling
Author(s):
Carol J. Haddad, Department of Interdisciplinary Technology
Institution(s) or Organization(s) Where Research Occured:
Eastern Michigan University

A self-selected sample of 109 online students at a midwestern regional university was surveyed and asked to compare expression of voice, control over learning, and perceived deep learning outcomes in


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