Encyclopedia of distance learning

Patricia L. Rogers, Gary A. Berg, Judith V. Boettecher, Caroline Howard, Lorraine Justice, Karen Schenk, Patricia L. Rogers, Gary A. Berg, Judith V. Boettecher, Caroline Howard, Lorraine Justice, Karen Schenk9781605661988, 9781605661995, 1605661988, 1591405556, 9781591405559, 9781591405542

The innovations in computer and communications technologies combined with on-going needs to deliver education programs to students regardless of their physical locations, have lead to the innovation of distance education programs and technologies. To keep up with recent developments in both areas of technologies and techniques related to distance education programs, educators, administrators, and researchers are in constant needs of learning about issues, solutions, and challenges of these technologies.
The Encyclopedia of Distance Learning, Second Edition offers the most comprehensive coverage of the issues, concepts, trends, and technologies of distance learning. Hundreds of international contributors have provided extensive coverage of topics such as workforce training, accessing education, digital divide, and the evolution of distance and online education into a multibillion dollar enterprise, which has been thoroughly examined in this 4-volume set encyclopedia. Each volume is edited by a leading international expert(s) with a long list of contributions focusing on the theme of the volume. This authoritative 4-volume encyclopedia is considered the foremost reference source for the latest understanding, discoveries, and research in the field of distance learning.

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Table of contents :
Title
……Page 2
List of Contributors……Page 4
Contents by Volume……Page 15
Foreword……Page 33
Preface……Page 37
Acknowledgment……Page 39
About the Editors……Page 40
Academic Workload in Online Courses……Page 42
Academic, Economic, and Technological Trends Affecting Distance Education……Page 48
Accessibility of Technology in HigherEducation……Page 57
Achievement in Online vs. Traditional Classes……Page 70
Addressing the E-Learning Contradiction……Page 74
The Administration of Online and DistanceEducation……Page 81
Administrative Concerns for Distance ALearning……Page 86
Administrative Strategies for Designing andSupporting Large-Scale Digital LectureRecording Environments……Page 89
Adult Illiteracy……Page 95
Advancing the Effective Use of Technology inHigher Education……Page 103
Aging and Online Learning……Page 107
Anonymity-Featured Group Support Systemsand Creativity……Page 115
Applying Change Creation to Improve Online Learning……Page 122
Assessing Collaborative Learning……Page 130
Assessment of Complex Learning Outcomes in Online Learning Environments……Page 135
Assessment Tasks in Online Courses……Page 144
Assessment, Academic Integrity, and Community Online……Page 149
Asynchronous Online Foreign Language Courses……Page 156
Asynchronous vs. Synchronous Interaction……Page 163
Automobile Traffic Impact of Distance Learning……Page 173
Barriers to and Strategies for Faculty Integration of IT……Page 179
The Beam Analysis Tool (BAT)……Page 187
Behaviorism and Developments in Instructional Design and Technology……Page 194
The Benefits for Faculty Teaching in Online Band F2F Environments……Page 214
Best Practices for Designing Distance BEducation and the U-M-T Approach……Page 222
Between Tradition and Innovation in ICT and BTeaching……Page 228
Blended Learning……Page 235
Blended Learning as a Transformative DesignApproach……Page 241
Bringing Out the Best in Virtual Teams……Page 246
Build an Online Program Consortium……Page 253
Building an Interactive E-Lab……Page 258
The Case for Open Education Resources Distance and Distributed Education to Support the Growing Knowledge Economy in India……Page 265
A Case Study Exploring Quality Standards forQuality E-Learning……Page 273
Challenges and Issues of Teaching Online……Page 282
Challenges and Opportunities of CComputer-Based Learning for Senior Citizens……Page 288
Challenges for E-Learning and Adult Students Cin Higher Education……Page 294
Challenges of Change Management inE-Learning……Page 301
The Changing Role of Faculty……Page 307
A Checklist for a New Millennium School CScience Department……Page 314
Classroom Critical Incidents……Page 316
Cognitive Apprenticeship and Writing in Distance and Online Learning……Page 323
Cognitive Approaches to Understanding the Challenge of Learning by Means of Computers and Personal Digital Assistants (PDAs)……Page 330
Cognitive Profiling in Life-Long Learning……Page 336
Collaboration Among Multicultural Virtual Teams……Page 347
Collaboration in Online Communications……Page 355
Collaborative and Cooperative Learning……Page 360
Collaborative Learning in a Contribution-Oriented Pedagogy……Page 368
Collaborative Learning Technologies……Page 375
Communicating Across Boundaries……Page 381
Communication and Media Theory……Page 383
Communities in Technology-Enhanced Environments for Learning……Page 386
Communities of Inquiry in Online Learning……Page 393
Community in the Online Environment……Page 397
Completion Rates and Distance Learners……Page 402
Computer Assisted/Aided Language Learning……Page 409
Computer-Aided Language Learning……Page 415
Computer-Assisted Language Learning in East Asia……Page 418
A Computer’s Teacher Power……Page 430
Conceiving a Learning Organization Model for Online Education……Page 432
Connecting K-12 Schools in Higher Education……Page 439
Constructing Knowledge through Online Bulletin Board Discussions……Page 444
Constructing Technology Integrated Activities Cthat Engage Elementary Students in Learning……Page 452
Constructivist Teaching and Learning in aWeb-Based Environment……Page 459
Contextual Design of Online LearningTechnologies……Page 465
Continuing Science Education of the GlobalPublic……Page 473
Contribution-Oriented Pedagogy……Page 480
The Cooperation Solution for Universities……Page 488
Cooperative Agents in Web-Based DistanceLearning……Page 495
Copyright with an International Perspectivefor Academics……Page 505
Core Competencies for FacilitatingAsynchronous Discussions……Page 521
Corporate – Higher Education Alliance……Page 528
Cost-Effectiveness……Page 539
Course Management Meets Social Networking in Moodle……Page 546
Creating an Electronic Student TeachingPortfolio……Page 551
Creating Positive E-Learning Experiences for COnline Students……Page 558
Critical Elements in Effective Teaching in the CNew Millennium……Page 566
Cross-Cultural Issues in Online Learning……Page 568
Cybercells and the Integration of Actual and CVirtual Groups……Page 578
Delphi and NGT for Consensus Building DE-Research……Page 582
Designing a Distributed Learning Experience……Page 589
Designing and Developing Online and DDistance Courses……Page 596
Designing Blended Learning Environments……Page 603
Designing Effective Computer-Based Learning DMaterials……Page 612
Designing Instruction for Successful OnlineLearning……Page 621
Designing Online Learning Programs……Page 627
Designing Online Mental Training Using Web Excellence……Page 637
Detection and Deterrence of Plagiarism inOnline Learning Environments……Page 645
Developing Prescriptive Taxonomies forDistance Learning Instructional Design……Page 657
Diffusion of Computers in School……Page 672
Digital Divide……Page 677
Dimensions of Student Satisfaction on OnlinePrograms……Page 681
Disability, Chronic Illness, and DistanceEducation……Page 687
A Discussion of Online Learning andPedagogical Frameworks……Page 697
Distance Education in Small Island Nations……Page 702
Distance Education in Turkey……Page 712
Distance Learning and EducationalTechnology in Malaysia……Page 717
Distance Learning and the Scholarship ofTeaching and Learning……Page 731
Distance Learning for Health Professions DEducation……Page 736
Distance Learning in Incarcerated Populations……Page 746
Distance Learning in 21st Century Education……Page 752
Distance Learning Rehabilitation of AutisticReasoning……Page 761
Diverse Models of Distance Teaching DUniversities……Page 768
Document Delivery……Page 775
Download Delay, Tolerable Wait Time, andOnline Learning……Page 777
An Economic Model for Evaluating Costs and EBenefits for Distance Education Programs……Page 782
Educational Gaming Avatars……Page 787
Educational Mini-Clips in Distance Learning……Page 795
Educational Technology and Learning Theory……Page 800
Educational Technology in the Middle East……Page 805
Effective Technology-Mediated Education for EAdult Chinese Learners……Page 812
The Effect of Cultural Differences and EEducational Technology on DistanceEducation in the South Pacific……Page 820
Effects of Computer-Mediated ECommunication……Page 828
The Efficacy of Current Assessment Tools and ETechniques for Assessment of Complex andPerformance-Based Learning Outcomes inOnline Learning……Page 834
E-Learning and M-Learning Problems……Page 844
E-Learning and Semantic Technologies……Page 851
E-Learning as Organizational Strategy……Page 858
E-Learning Design Quality……Page 872
E-Learning in India……Page 881
E-Learning Industry……Page 888
E-Learning Study Skills Training Using Proven EPedagogies……Page 896
Electronic Performance Support, E-Learning, Eand Knowledge Management……Page 904
Electronic Portfolios……Page 911
Electronic Portfolios in Teacher Education……Page 918
E-Mentoring……Page 926
E-Moderating……Page 931
Employers’ Perceptions of Online DegreePrograms……Page 939
Enhanced Instructional Presentations and EField-Webs……Page 948
Enhancing Student Productivity Using a ECreativity Tutorial……Page 956
Ensuring Quality in Technology-FocusedProfessional Development……Page 965
Enterprise Model……Page 973
Environments for Mobile Learning……Page 978
An E-Portfolio Scheme of Flexible Online ELearning……Page 982
Evaluating Distance Education……Page 991
Evaluating Online Programs……Page 996
Evaluating Online Programs Using a BSCApproach……Page 999
Evaluating Quality in the Online Classroom……Page 1006
The Evolution of K-12 Online Learning Policyfrom a Void to a Patchwork……Page 1015
The Evolution of Online Composition EPedagogy……Page 1022
Evolving Technologies Supportive of ECollaborative Learning……Page 1028
Expanding Desktop Libraries……Page 1036
Facilitating Connected Knowing Through FVirtual Learning Communities……Page 1044
Facilitation of Web-Based Courses Designedfor Adult Learners……Page 1053
Faculty Participation in Distance EducationPrograms……Page 1057
Faculty Support Systems……Page 1063
A Framework for Assessing FTechnology-Assisted Learning Outcomes……Page 1068
From R&D Project to Virtual Universities……Page 1073
The Future of Teaching and LearningTechnologies……Page 1081
A Global Initiative in Forensic Education……Page 1087
Group Leadership in Online CollaborativeLearning……Page 1093
Growth of Online Schooling in Canada……Page 1101
Heuristically Evaluating Web-Based ODL……Page 1107
High School Online Learning……Page 1113
History of Distance Learning Professional HAssociations……Page 1120
A Holistic Model of Thinking Skills in theDigital Era……Page 1129
How Blended Teacher Education CoursesImpact Learning in K-12 Settings……Page 1135
Hybrid and Traditional Course Formats……Page 1142
Hypermedia Modules for Distance Education Hand Beyond……Page 1148
Implementing a Laptop Program within a ICollege of Pharmacy……Page 1154
Implementing a Statewide Electronic Portfolio IInfrastructure……Page 1158
Implementing Learning Support Systems……Page 1166
Implementing Successful Online LearningCommunities……Page 1175
Improving Evaluations inComputer-Supported Learning Projects……Page 1183
Improving Learning and Reducing Costs forOnline Learning……Page 1189
Inadequate Infrastructure and the Infusion of ITechnology into K-12 Education……Page 1196
Increasing Web Accessibility and Usability in IHigher Education……Page 1198
Informal Communication in Virtual LearningEnvironments……Page 1205
Informal Learning Projects and World WideVoluntary Co-Mentoring……Page 1210
Information Literacy……Page 1219
Information-Rich Learning Contexts……Page 1224
Innovation and Technology for 21st Century IEducation……Page 1230
Innovation in Web-Enhanced Learning……Page 1238
An Innovative E-Learning Platform forVocational Training of European Local PoliceForces……Page 1245
Instructional Immediacy Online……Page 1253
Instructor Presence in Online Distance Classes……Page 1257
The Intangibles……Page 1261
Integrating Library Services into theWeb-Based Learning Curriculum……Page 1263
Integrating New Technologies to PromoteDistance Learning……Page 1269
Interaction in Distance Learning……Page 1285
Interaction in Web-Based Learning……Page 1291
Interactions Online……Page 1300
Internet Access and Software Alternatives forStudents on the Wrong Side of the DigitalDivide……Page 1309
Internet Marketing Techniques forOnline Programs……Page 1315
Introduction to Learning ManagementSystems……Page 1321
Issues in Implementing Online Education in a IDeveloping Country……Page 1328
IT to Facilitate Distance Education……Page 1332
Just-in-Time Training (JITT) and its JImplications for Teaching and Learning……Page 1338
K-12 Schools and Online Learning……Page 1347
Laptops and Teacher Transformation……Page 1354
A Large-Scale Model for Working with Subject LMatter Experts……Page 1360
Leadership Competency in Virtual Teams……Page 1371
Leadership in Technology Integration……Page 1379
Learner Perceptions of Online Courses……Page 1381
A Learner-Centered Perspective onE-Learning……Page 1387
Learning Management Systems……Page 1396
Learning Outcomes Across Instructional LDelivery Modes……Page 1404
Learning Styles and Multiple Intelligences……Page 1410
Library Services for Distance EducationStudents in Higher Education……Page 1421
Life Cycle Challenges of Online LearningSupport Systems……Page 1425
Marketing Library Services to Distance MLearners……Page 1432
Measuring Effectiveness in Online Instruction……Page 1440
Meeting the Academic and Practical Needs ofa Criminal Justice DL Program……Page 1445
Methods and Tools for Online Objective MTesting……Page 1450
Millennium Teachers in a Global Context……Page 1459
Minorities and the Online University……Page 1460
Mobile Educational Technology……Page 1465
Mobile Learning Implementation and Issues……Page 1473
A Model for Evaluating Online Programs……Page 1479
A Model for Global Distance Education MProjects……Page 1490
Motivating the Adult Learner Online……Page 1497
Multimedia as a Cross-Channel for Cultures Mand Languages……Page 1502
Necessities for Effective AsynchronousLearning……Page 1509
The Need for a Well-Managed Technology NInfrastructure……Page 1516
The New “Space” of the University in the NDigital Age……Page 1518
Normalizing an Off-Campus Course withVideo-Conferencing……Page 1523
Online Collaborative Learning and LeadershipDevelopment……Page 1529
Online Education, Standardization, and Roles……Page 1534
Online Instruction as a Caring Endeavor……Page 1538
Online Learner Expectations……Page 1542
Online Learning Community……Page 1547
Online Learning Experiences of UniversityStudents……Page 1553
Online Learning Teams……Page 1560
Online Mentoring……Page 1566
Online Support for Collaborative Authentic OActivities……Page 1570
The Open Learning Initiative, ScientificallyDesigned and Feedback Driven eLearning……Page 1575
Open Student Models……Page 1582
The Open University of Israel……Page 1587
The Open University, United Kingdom……Page 1595
Openness Dimensions of Distance Teaching OUniversities……Page 1598
Operational Performance Guidelines forOnline Instructors……Page 1605
Opportunities and Opportunity Cost in OPreparing Millennium Teachers……Page 1612
Organizing Faculty for Distance Learning……Page 1614
Overcoming the Digital Divide……Page 1619
Participation of Distance Learning Students in PExperiments……Page 1626
Participatory Learning Approach……Page 1632
Partnerships……Page 1638
Part-Time Faculty Affiliation with the Virtual PUniversity……Page 1646
Pedagogy and Learning in the Virtual World ofSecond Life……Page 1651
The Pedagogy of Social Development inOnline Learning……Page 1661
Planning and Teaching O……Page 1669
Planning for the Present and Future of PVideoconferencing……Page 1680
Podcasting as Mobile Learning……Page 1685
Postgraduate Degree by Distance Learning……Page 1692
Preparing Faculty for Distance LearningTeaching……Page 1701
Preparing Teachers to Teach Online……Page 1706
The Problems and Possibilities of Virtual PSchools……Page 1714
Process and Product Oriented OnlineCollaborative Learning Tasks……Page 1721
The Professional Learning Model……Page 1727
Programmed Instruction Resources……Page 1734
Quality Assurance and Online HigherEducation……Page 1741
Quality Distance Learning Programs and QProcesses……Page 1750
Quality Function Deployment in TrainingDesign……Page 1755
The Quality Matters Program……Page 1764
Quality Processes in Distance Education……Page 1769
Questions for the Student Evaluation ofDistance Courses……Page 1775
Re-Enacted Affiliative Meanings and R“Branding” in Open and Distance Education……Page 1780
Religion and Online Learning……Page 1785
Remote Teaching Laboratories in Science and REngineering……Page 1790
Repurposing Educational Content into anInternational Market……Page 1795
Research on Cultural Factors in GlobalE-Learning……Page 1799
Research on the Effects of Media andPedagogy in Distance Education……Page 1807
Research on the E-Teacher in the K-12Distance Education Classroom……Page 1815
Research-Based Distance Learning Services in Rthe Northern Pacific……Page 1820
Researching Distance Education……Page 1827
Return on Investment in Training……Page 1835
A Reusable Learning-Object Approach toDesigning Online Courses……Page 1841
Riding the School Bus Called Technology……Page 1847
The Role of Learning Objects in DistanceLearning……Page 1849
Rubrics as an Assessment Tool in Distance Education……Page 1855
A Scenario-Based Instructional Design Model……Page 1861
School Reform and the Maturing of OnlineLearning……Page 1869
School-Wide Factors Facilitating Technology Integration and Implementation……Page 1877
Security and Privacy in Distance Education……Page 1880
Self-Directed Learning with Web-Based SResources……Page 1888
Self-Normalizing Distance Learning Tools……Page 1894
Shareable Learning Objects……Page 1899
Shifting Perceptions within Online SProblem-Based Learning……Page 1906
Significance and Uniqueness of Personalized E-Coaching……Page 1917
The Sloan Consortium……Page 1925
Social Connection Theory for Online Problem-Solving Groups……Page 1935
Social Presence……Page 1941
Social Presence in Distance Learning Brian……Page 1948
Soft Technology Skills and the Teacher of the21st Century……Page 1955
Strengthening the Internal Quality Assurance Mechanisms in Open and Distance Learning Systems……Page 1957
Stress of Nursing Students Studying Online……Page 1964
The Stress of Online Learning……Page 1972
Strong Networks Grow Distance Learning……Page 1978
Student Retention in Online Education……Page 1985
Student Support Services……Page 1992
Success Predictors in Graduate Online SLearning……Page 1998
Successful Self-Funding E-Learning Programs……Page 2007
Successful Strategies in Online Courses……Page 2014
Support of Online Learning through Intelligent Programs……Page 2019
Supporting Online Collaborative Learning in Mathematics……Page 2028
Supporting the Implementation of Online Learning……Page 2035
Surpassing Online Learning Obstacles……Page 2041
Systems Model of Educational Processes……Page 2049
Tablet PCs as Online Learning Tools……Page 2058
Task-Oriented Information Organization and Retrieval in Online Learning……Page 2064
Teacher Electronic Portfolios……Page 2073
Teachers for the New Millennium……Page 2081
Teaching and Learning Image Courses with Visual Forms……Page 2085
Teaching Culture and Communication with Online Media……Page 2091
Teaching Medical Statistics over the Internet……Page 2100
Teaching Style in the Online Classroom……Page 2108
Technology and Disabilities in the Century Ahead……Page 2118
Technology Barriers and Opportunities……Page 2123
Technology Diffusion……Page 2127
Technology Enriched Active Learning (TEAL) Tfor Summer Sessions……Page 2130
Ten Scalability Factors in Distance Education……Page 2136
Text-Only Web Techniques……Page 2144
There are So Many More than Three Barriers……Page 2149
Threaded Discussion……Page 2151
Total Quality Management in Higher TEducation……Page 2160
Towards a Pesonalized E-Learning System……Page 2165
Transforming Universities in the Online World……Page 2176
Trends and Issues of Virtual K–12 Schools……Page 2182
Trends in Distance Education in South America……Page 2187
Tropical Medicine Open Learning Environment……Page 2196
21st Century E-Student Services……Page 2201
The Two Most Important Competencies for Millenniem Teachers……Page 2209
Ubiquitous Learning and Handhelds……Page 2212
Understanding Different Categories of Attrition in Distance Education Programs……Page 2218
Understanding Dynamic Change and Creation of Learning Organizations……Page 2228
Universal Design for Learning……Page 2233
Universal Design of Distance and Online ULearning……Page 2236
Use of Cognitive Apprenticeship Framework in Online Learning……Page 2243
The Use of Electronic Games in Distance Learning as a Tool for Teaching and Learning……Page 2250
Using Assistive Technologies in MillenniumTeaching……Page 2265
Using Course Maps for Easy Classroom toComputer Transition……Page 2267
Using Gagné’s Events of Instruction to Analyze Online Course Quality……Page 2272
Using Heutagogy to Address the Needs of Online Learners……Page 2280
Using Intelligent Tutoring Technologies to Enhance Online Learning Environments……Page 2287
Using Simulation with W ikis and Journals toTeach Advanced Clinical Practice……Page 2293
Vicarious Learning……Page 2302
Videoconferencing for Supervision of Graduate Students……Page 2309
Virtual Organizations in Post-Graduate Education in Egypt……Page 2316
Virtual School Administration……Page 2323
Virtual Teamwork in Distance Education……Page 2329
Web Accessibility……Page 2334
Web Conferencing in Distance Education……Page 2339
Web-Based Remote Experimentation……Page 2347
Web-Based Collaborative Assessment Systems……Page 2360
Web-Based Course Development Tools……Page 2365
Web-Based Multimedia Children’s Art Cultivation……Page 2372
A Web-Based Tool for Teaching WLAN Design WFundamentals to Undergraduates……Page 2378
Western Governors University and Competency-Based Education……Page 2387
What the Millennium Teacher Must Know and Be Able to Do……Page 2394
Where Does Work End and Home Life Begin?……Page 2396
Winning an E-Learning Proposal or Grant……Page 2403
Young People’s Net Cultures……Page 2410
Zone of Proximal Development and Scaffolding Online……Page 2417
Index……Page 2424