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Damita Majette

Terminology - OMDE 603 9040 Technology in Distance Education & E-learning (2138) - 0 views

    Objectives, Readings, Activities - OMDE 603 9040 Technology in Distance Education & E-learning (2138)
Damita Majette

Historical Context - OMDE 603 9040 Technology in Distance Education & E-learning (2138) - 0 views

    • Damita Majette
      Objectives, Readings, Activities - OMDE 603 9040 Technology in Distance Education & E-learning (2138)
Damita Majette

Objectives, Readings, Activities - OMDE 603 9040 Technology in Distance Education & E-l... - 0 views

    Damita Majette OMDE 603 MODULE 1
Damita Majette

Turnitin - UMUC Library - 0 views

    Damita majette OMDE 603 Turnirin
Damita Majette

OMDE 603 Conferencing Rubric - OMDE 603 9040 Technology in Distance Education & E-learn... - 0 views

    OMDE 603 Conferencing Rubic
Damita Majette

The MDE Writing Coach Program - OMDE 601 9041 Foundations of Distance Education & E-lea... - 0 views

    Damita's Writing Coach
Damita Majette

Assignment 1 Instructions - OMDE 601 9041 Foundations of Distance Education & E-learnin... - 0 views

    Damita Majette OMDE Assignment 1 Instructions
Dennis OConnor

$2-Billion Federal Program Could Be 'Windfall' for Open Online Learning - Wired Campus ... - 3 views

  • Online learning enthusiasts could get a windfall of federal money under a $2-billion grant program that the Obama Administration described on Thursday. But how big the windfall will be—if it comes at all—remains unclear.
Anna Johnson

Teacher Immediacy Behaviors and Participation in Computer Mediated Communication - 0 views

    A study of how teacher immediacy and verbal immediacy correlate in asynchronous online class discussions, and the effect thereof on student participation and satisfaction. This study builds on the work of Swan, et al and Rourke, et al, and I will be using it in my MS thesis research.
Brenda Vogds

Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Pl... - 1 views

  • Today’s adult learners differ still from traditional college-age students. They tend to be practical problem solvers. Their life experiences make them autonomous, self-directed, and goal- and relevancy-oriented—they need to know the rationale for what they are learning. They are motivated by professional advancement, external expectations, the need to better serve others, social relationships, escape or stimulation, and pure interest in the subject. Their demands include time and scheduling, money, and long-term commitment constraints. They also tend to feel insecure about their ability to succeed in distance learning, find instruction that matches their learning style, and have sufficient instructor contact, support services, and technology training (Dortch, 2003; Diaz, 2002; Dubois, 1996).
  • the percentage of women and minority learners is increasing
  • Studies comparing online course retention rates with traditional courses are inconclusive. This may be due to “the newness of online education, but individual schools and organizations are reporting that their online programs have as high or higher rates of retention as their traditional classroom offerings” (Roach, 2002, p. 23). Some claim that distance education attrition is high. A Chronicle of Higher Education article in 2000 reported that “no national statistics exist yet about how many students complete distance programs or courses, but anecdotal evidence and studies by individual institutions suggest that course-completion and program-retention rates are generally lower in distance-education courses than in their face-to-face counterparts” (Brady, 2001, p. 352).
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  • “deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways”
  • The functions of instructors and facilitators then include being a “facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison” (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001).
  • One cannot dispute that there is proliferation of new information: “In the past, information doubled every 10 years; now it doubles every four years” (Aslanian, 2001, p. 5; see also Finkelstein, 1996). This growth in information will certainly continue to dramatically impact higher education and learning in general. Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
  • Stated differently, “Distance education can be seen to be evolving from an essentially modernist (bureaucratic or Fordist) form of education into a post-modernist phenomenon with a focus on the student as consumer, on flexibility and global reach” (Rumble, 2001, p. 31). With this transition, there is also a shift toward increased accessibility for those who are disabled. “Many feel that eLearning holds great promise…for learners with physical and mental challenges” (Frydenberg, 2002, p. 7).
  • the home school movement will lead to a home-college movement
  • Further, IT functionalities not imagined ten years ago are being realized. By 2018, computers will be able to “routinely translate languages in real-time with the accuracy and speed necessary for effective communications” (“Emerging,” 2003, p. 8; see also Cetron, 2003). “New technology will transform higher education as we know it today” (Oblinger et al., 2001, p. 2),
  • Undoubtedly, “the changing nature of the workforce in the Information Age … [will require] a continuous cycle of retraining and retooling”
  • Organizations from within and outside higher education are adapting to accommodate the growth in distance learning. For example, “human resource professionals and hiring managers are becoming more accepting of online degree credentials” (“Lifelong,” 2002, p. 77). Further, more and more university systems are “spinning off” new “virtual” or “online” universities—for example, Penn State’s World Campus, Arizona Regents University, California Virtual Campus, and many others.
    • Brenda Vogds
      This is an interesting quote given that 5 years ago we were still hearing that people just won't hire individuals with online degrees!
  • 30. The distinction between distance and local education is disappearing.
    This article speaks to the stragetic planning of future needs of their institution. With consideration of many current factors and predicting the future. From infrastructure, to number of faculty, type of resources-texts and student demands. This article does a nice job of showing how education is becoming much more fluid a lot fewer lines.
    32 trends that affect distance education--Research
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