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The flexibility, ease and accessibility of online distance learning courses can be attractive selling points to students faced with hectic schedules. The fact that those classes require the same amount of work as traditional classes, though, is not. Online distance education courses at the University of Alaska are in high demand each semester, but they come with a high drop rate as well. Although the courses have a high attrition rate, Shane Southwick, operations manager for UAA's distance education service, said it is still better than the national average.

3/10/04 A City College evaluation of online courses from fall 2000 to fall 2001 states that most online classes have lower success rates than regular classes. In Fall 2000, for example, the online English 110 course had only a 26 percent success rate when all those who dropped with a grade of "W" were included. The same course offered on campus had a 70 percent success rate. In Fall of 2001, the success rate for online courses was 53 percent compared to 69 percent for the overall college and 67 percent for peer classes. Online classes also have higher drop rates than on-campus classes. Michael Gallegos, dean of educational programs, said overall the pass rates are about the same, but online drop rates are a different story.

Community colleges are increasingly finding that many of the issues they deal with on a day-to-day basis - retention and remedial education, to name two - are just as present among the students they don't see as the ones who show up for class on campus. That's because distance learners tend to drop out more readily than students who have regular, face-to-face contact with their instructors. And that fact, seen in retention statistics comparing students in traditional and online courses, motivated the City Colleges of Chicago to start at the beginning: at orientation. The system's Center for Distance Learning, which offers over 90 courses and has existed in some form for more than 50 years, started a project on student retention several years ago.

The following is a Grasha-Riechmann teaching style survey. Respond to each of the items below in terms of how you teach. If you teach some courses differently than others, respond in terms only of one specific course. Fill out another survey for the course(s) that you teach in a different style. Try to answer as honestly and as objectively as you can. Resist the temptation to respond as you believe you should or ought to think or behave, or in terms of what you believe is the expected or proper thing to do.

Today's Outline - Are you interested in teaching online or adding an online component to your class? In this 2 ½ hour workshop you'll see a demonstration of the tools available in our current Course Management System - Etudes. We will discuss the benefits of adding web enhancement to your current classroom courses along with best practices for online instruction. You will gain a better understanding of how to use this valuable tool in your classroom regardless of subject matter. This workshop is designed for those who have little or no experience with Course Management Systems or knowledge of web enhancement strategies. Limited to 25 participants.

Design of an Online Course The ADDIE model is a process traditionally used to develop courses and training. ADDIE is an acronym for 1. Analysis 2. Design 3. Development 4. Implement 5. Evaluate

Unlocking Knowledge, Empowering Minds. Free lecture notes, exam, and videos from MIT. No registration required. "When I realized I could follow along with an MIT course... I thought, 'I can handle this!'" * Ali Sheikh Student United States Read more Free lecture notes, exams, and videos from MIT. No registration required. Learn more

ABSTRACT This study has two primary objectives. First, we want to know how students who enroll in online classes differ from their peers in traditional lecture classes. Our second objective involves both exploring what factors influence performance among online students, as well as whether those factors differ for online and lecture students. Our comparisons are of two large sections of a course in computer programming for which almost the only difference was that one section consisted of on-campus lectures, and the other section was online. We find that online students do differ from lecture students in a number of important characteristics. However, when we examine class performance and course completion, we find that the factors which influence performance seem to have a stronger impact on lecture students, but we cannot reject the hypothesis that factor coefficients are the same for the two groups.

The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987), are a popular framework for evaluating teaching in traditional, face-to-face courses. The principles are based on 50 years of higher education research (Chickering & Reisser, 1993). A faculty inventory (Johnson Foundation, "Faculty," 1989) and an institutional inventory (Johnson Foundation, "Institutional," 1989) based on these principles have helped faculty members and higher-education institutions examine and improve their teaching practices.

Welcome to the Moodle community! Moodle is a Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a Free web application that educators can use to create effective online learning sites. Moodle.org is our community site where Moodle is made and discussed. Please use the menus to explore and join in!

What is Plagiarism and Why is it Important? In college courses, we are continually engaged with other people's ideas: we read them in texts, hear them in lecture, discuss them in class, and incorporate them into our own writing. As a result, it is very important that we give credit where it is due. Plagiarism is using others' ideas and words without clearly acknowledging the source of that information.

This site offers instructors a starting point for designing websites to support distance education courses.

Towson University is committed to providing equal access to its programs and services for students with disabilities. This commitment is in accordance with Section 508 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA)