Does Class Size Matter? - Distance Education Report Article - 1 views
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Does class size matter? http://www.magnapubs.com/newsletter/distance-education-report/270/Does-Class-Size-Matter-13523-1.html This article originally appeared in Distance Education Report. I've been the director of online education at my institution since 2007. One question I've been asked many times over the years is "What is the optimal number of students to have in an online class?" My usual response is to pretend I didn't hear the question and walk away as quickly as possible. Well, that's not totally true. But as you can imagine, this is not an easy question to answer, as there are many variables that come into play--the topic of the class, the overall course design, the academic rank of students in the class, the experience of the instructor teaching the class, etc. I've had many interesting discussions with students, staff and administrators over the years about enrollments in online courses. When I first started teaching online, my courses would fill almost immediately, sometimes within minutes. Inevitably, students would contact me and request an override for the course - not just one or two students, but dozens upon dozens of students. They were usually surprised when I said no. These frustrated students would often reply with a comment such as, "But it's an online class, so you can take unlimited numbers of students and it won't be any additional work for you." Surprisingly, I've heard this kind of comment from some faculty, staff and administrators as well. I usually view these interactions as opportunities to offer a bit of education about online learning. So I might say, for example, that if I had seven graded assignments in my online course, and 25 students, I would end up grading 175 assignments--with the emphasis on "I." However, if I doubled the number of students in my class and graded seven assignments for 50 students, that would be 350 assignments to grade. There were also 22 quizzes, two exams and multiple
Directory of Online, Open & Distance Learning Associations and Consortia Throughout the... - 2 views
Q&A: Mickey Shachar On Traditional vs. Distance Learning | Getting Smart - 0 views
Reducing Transactional Distance: Engaging Online Students in Higher Education - 1 views
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Faculty participating in quality course reviews have the added benefits of learning from others' course design and teaching practices. Translating their findings from a review of their own courses and others, with expert advisement from an instructional designer, they can put into practice design and facilitation modifications to reduce online students' experiences of transactional distance.
New Roles for Student Support Services in Distance Learning - PDF Free Download - 0 views
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New Roles for Student Support Services in Distance Learning
Top 10 Distance Learning Universities in the World - 1 views
YouSeeU: Distance Learning Technology - 1 views
About Distance Learning - 1 views
Online Learning Consortium and SUNY Online Update Course Quality Rubric Based on New Fe... - 0 views
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OLC OSCQR Course Design Review Scorecard. This OSCQR 4.0
The Relationship Between Self-Regulation and Online Learning in a Blended Learning Cont... - 0 views
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intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy.
Tips for Online Learning | Distance Education - 1 views
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Tips for Online Learning
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Learning
No Significant Difference Phenomenon Website - 0 views
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No Significant Difference Phenomenon This website has been designed to serve as a companion piece to Thomas L. Russell's book, "The No Significant Difference Phenomenon" (2001, IDECC, fifth edition). Mr. Russell's book is a fully indexed, comprehensive research bibliography of 355 research reports, summaries and papers that document no significant differences (NSD) in student outcomes between alternate modes of education delivery, with a foreword by Dr. Richard E. Clark. Previous editions of the book were provided electronically; the fifth edition is the first to be made available in print from IDECC (The International Distance Education Certification Center).
How Non-Traditional Students Are Changing Education - Distance Education.org - 0 views
Distance/Online Learning Organizational Structures in Higher Education | James "JJ" Joh... - 0 views
Online and blended communities of inquiry: Exploring the developmental and perceptional... - 1 views
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The CoI framework, with its emphasis on critical thinking and collaboration, provides a well-structured model and a set of guidelines to create effective learning communities in online and blended learning environments (Garrison & Anderson, 2003; Garrison & Vaughan, 2008).