distance education research
Encouraging faculty to participate in distance learning has been a concern since the very first days of online delivery methods, and probably before. A look through the Distance Education Report archives will show the evolving concerns about pedagogical quality, academic rigor, reputation, and other factors that faculty members have expressed concerns about.
Who should be taking online courses? Are online courses equally appropriate for all students? Can any content be taught in an online format or do some kinds of material lend themselves to mastery in an electronic environment? Who should be teaching these courses? These are all good questions that institutions offering online courses—and instructors teaching them—should consider.
The 2012 Survey of Online Learning conducted by the Babson Survey Research Group reveals the number of students taking at least one online course has surpassed 6.7 million. Higher education adoption of Massive Open Online Courses remains low, with most institutions still on the sidelines.
WCET and The Campus Computing Project share their findings from the 2009 Managing Online Education Survey with details on how different schools handle the operational, instructional, and IT issues of their online programs. The survey data are based on responses from 182 senior campus officials at two- and four-year public and private U.S. colleges and universities.
audio Online Seminar • Recorded on Thursday, October 29th, 2009
It’s a fact of life. Distance education proponents have to learn how to live with conflict. Distance education has been controversial from the start and in many ways continues to be so. Elizabeth Mitchell, PhD and Dr. Iris Geva-May, a professor on the Education faculty at Canada’s Simon Fraser University, have studied the resistance to
Existing distance learning research falls into several main areas. Some lend themselves to future research to expand the knowledge base, but others do not need to be revisited. Here are the distance education research topics to avoid:
Increasingly, distance education program leaders are expected to be scholars as well as administrators, and to contribute to the academic research in distance education. To respond successfully to these expectations, Scott Howell, director of evening classes at Brigham Young University, recommends eight resources—some low-tech and common sense, some at the cutting edge of knowledge distribution.
As distance education continues to become a fact of institutional life, provosts, academic vice presidents, and board members are asking questions of distance educators that can only be answered with in-depth academic-style research and analysis.
As fast as distance education is growing, scholarship about it is growing even faster, with predictable results. If you’re a distance-education leader on your campus, you know these pressures well…and you’re undoubtedly ready for a seminar that tackles them head-on.