Couldn't "TWU" be inserted for "MU" in all 7 statements below? Glad to see we aren't the only one dealing with this, but then again we knew that.
Enrollment Management Committee: "The key recommendations of the subcommittee related to the charge
1. 2. The ultimate size of MU�s distance learning program must be determined by the aggregation of the efforts of the divisions. Departments/divisions must assess their individual programs, opportunities, needs, resources, incentives and ability to deliver a quality product consistent with on-campus offerings and campus expectations. All distance learning degree programs and for credit courses work must have an academic home in an appropriate academic department or division with the curriculum controlled by the faculty of the area offering the program. The MU infrastructure which supports distance learning must be improved to be more student friendly with better and more consistent services, if growth is desired.
3. Ways to remove barriers that exist for nontraditional and distance students must be identified. These barriers include admissions and registration procedures and the provision of advising and financial aid services, among others.
4. The funding model for distance learning should be reexamined to assure the provision of appropriate shared infrastructure with minimal redundancy, high quality student services, and departmental incentives for distance learning efforts.
5. Assessment and program review efforts should be enlarged to include distance learning programs.
6. It is essential to address the CDIS enrollment issues. Reduction of barriers to the use of CDIS credits would allow more aggressive marketing of the evening BGS program and other on-line degree completion programs. This would increase participation of students in CDIS.
7. Registration and admission procedures must be developed to allow the inclusion of all distance learning, CDIS, and other non-traditional enrollments to be included as part of MU�s student counts."
Saturday, March 26, 2005
NACADA Standards for Advising Distance Learners
NACADA Standards for Advising Distance Learners: "NACADA Standards for Advising Distance Learners"
Student Evaluation of Distance Learning Courses
The American Journal of Distance Education: "The Development of an Instrument to Evaluate Distance Education Courses
Using Student Attitudes
T. Grady Roberts
Department of Agricultural Education
Texas A & M University
Tracy A. Irani, Ricky W. Telg, and Lisa K. Lundy
Department of Agricultural Education and Communication
University of Florida
This study sought to adapt and test a methodological framework designed to produce a course evaluation that addresses the unique aspects of distance education while maintaining consistency with current evaluation instruments commonly used to evaluate an institution's on-campus courses. Using the four-step process adapted from Biner (1993), twenty items were identified for inclusion in the instrument. The authors concluded that the four-step process yielded an instrument for the evaluation of distance education courses that provides both functionality and flexibility to be used across a variety of courses."
Using Student Attitudes
T. Grady Roberts
Department of Agricultural Education
Texas A & M University
Tracy A. Irani, Ricky W. Telg, and Lisa K. Lundy
Department of Agricultural Education and Communication
University of Florida
This study sought to adapt and test a methodological framework designed to produce a course evaluation that addresses the unique aspects of distance education while maintaining consistency with current evaluation instruments commonly used to evaluate an institution's on-campus courses. Using the four-step process adapted from Biner (1993), twenty items were identified for inclusion in the instrument. The authors concluded that the four-step process yielded an instrument for the evaluation of distance education courses that provides both functionality and flexibility to be used across a variety of courses."
Predicting Retention in Online General Education Courses
The American Journal of Distance Education: "Predicting Retention in Online General Education Courses
Libby V. Morris and Sz-Shyan Wu
Institute of Higher Education
University of Georgia
Catherine L. Finnegan
Advanced Learning Technologies
Board of Regents of the University System of Georgia
A classification rule was developed to predict undergraduate students' withdrawal from or completion of fully online general education courses. A multivariate technique, predictive discriminant analysis (PDA), was used. High school grade point average and SAT mathematics score were shown to be related to retention in the online university courses. Locus of control and financial aid were able to identify dropout and completion with 74.5% accuracy."
Libby V. Morris and Sz-Shyan Wu
Institute of Higher Education
University of Georgia
Catherine L. Finnegan
Advanced Learning Technologies
Board of Regents of the University System of Georgia
A classification rule was developed to predict undergraduate students' withdrawal from or completion of fully online general education courses. A multivariate technique, predictive discriminant analysis (PDA), was used. High school grade point average and SAT mathematics score were shown to be related to retention in the online university courses. Locus of control and financial aid were able to identify dropout and completion with 74.5% accuracy."
Understanding Why Students Select Online Courses: Criteria they Use in Making that Selection
go top: "Understanding Why Students Select Online Courses: Criteria they Use in Making that Selection"
IDEAL - Improving Distance Education for Adult Learners
IDEAL - Improving Distance Education for Adult Learners: "The
goals of Project IDEAL are best realized when states implement their distance
program as a set of experiments carefully designed to yield information about
best practices. IDEAL Support Center staff work with each state to develop a systematic
research plan that will help the state gather sound evaluative data to inform
state and national policy."
goals of Project IDEAL are best realized when states implement their distance
program as a set of experiments carefully designed to yield information about
best practices. IDEAL Support Center staff work with each state to develop a systematic
research plan that will help the state gather sound evaluative data to inform
state and national policy."
Friday, March 25, 2005
Thursday, March 17, 2005
Tuesday, March 15, 2005
Best Practices for Administrative Evaluation of Online Faculty - Works Cited
Best Practices for Administrative Evaluation of Online Faculty: "Allen, I. Elaine and Jeff Seaman. Sizing the Opportunity, the Quality, and Extent of Online Education in the United States, 2002 and 2003. Needham, MA: Sloan Foundation, 2003. http://www.sloanc.org/resources/sizing_opportunity.pdf.
Colaric, Susan and David Jonassen. 'Information Equals Knowledge, Searching Equals Learning, and Hyperlinking is Good Instruction: Myths about Learning from the World Wide Web.' The Web in Higher Education: Assessing the Impact and Fulfilling the Potential. Eds. Cleborne D. Maddux and D. LaMont Johnson. New York: Haworth, 2001, 159-69.
Cornford, James and Neil Pollock. Putting the University Online: Information, Technology, and Organizational Change. Philadelphia: Society for Research into Higher Education / Open UP, 2003.
Eaton, Judith S. Maintaining the Delicate Balance: Distance Learning, Higher Education Accreditation, and the Politics of Self-Regulation. Washington: American Council on Education, 2002. http://www.acenet.edu/bookstore/pdf/distributed-learning/distributed-learning-02.pdf.
Graham, Charles, Kursat Cagiltay, Byung-Ro Lim, Joni Craner, and Thomas M. Duffy. 'Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses.' The Technology Source (Mar./Apr. 2001). http://ts.mivu.org/default.asp?show=article&id=839.
Holcomb, Lori B., Frederick B. King, and Scott W. Brown. 'Student Traits and Attributes Contributing to Success in Online Courses: Evaluation of University Online Courses.' The Journal of Interactive Online Learning 2.3 (Winter 2004). http://www.ncolr.org/.
IDE (Innovations in Distance Education). 'An Emerging Set of Guiding Principles and Practices for the Design and Development of Distance Education: A Report of the Faculty Initiative Funded by a Grant from the AT&T Foundation to the Pennsylvania State University in Collaboration with Lincoln University and Cheyney University.' 1998. http://www.outreach.psu.edu/de/ide/.
Knolle, Jon. 'Good Online Instruction: Self-assessment for Online Instructors.' Internal training document. California State University, Chico. Fall 2001.
Loane, Shannon. 'Distance Education and Accreditation.' ERIC Database ED464525. Washington: ERIC Clearinghouse on Higher Education, 2001. http://www.ericfacility.net/ericdigests/ed464525.html.
North Central Association Commission on Institutions of Higher Education (NCACIHE). 'Guidelines for Distance Education.' 22 Jul. 2000. http://www.ncacihe.org/resources/guidelines/gdistance.html.
Roblyer, M. D. and Leticia Ekhaml. 'How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance Learning.' Online Journal of Distance Learning Administration 3.2 (Summer 2000). http://www.westga.edu/~distance/roblyer32.html.
Spector, Michael J. and Ileane de la Teja. 'Competencies for Online Teaching.' ERIC Digest (Dec. 2001): 3-4.
Sunal, Dennis W., Cynthia S. Sunal, Michael R. Odell, and Cheryl A. Sundberg. 'Research-Supported Best Practices for Developing Online Learning.' The Journal of Interactive Online Learning 2.1 (Summer 2003). http://www.ncolr.org/.
Woodley, Alan, and Adrian Kirkwood. 'Evaluation in Distance Learning.' Commonwealth Co-operation in Open Learning: Background Papers. J. Jenkins, ed. London: Commonwealth Secretariat, 1998, 291-98. Rpt. as 'Evaluation in Distance Learning: Course Evaluation.'
http://www1.worldbank.org/disted/Management/Benefits/cou-02.html."
Colaric, Susan and David Jonassen. 'Information Equals Knowledge, Searching Equals Learning, and Hyperlinking is Good Instruction: Myths about Learning from the World Wide Web.' The Web in Higher Education: Assessing the Impact and Fulfilling the Potential. Eds. Cleborne D. Maddux and D. LaMont Johnson. New York: Haworth, 2001, 159-69.
Cornford, James and Neil Pollock. Putting the University Online: Information, Technology, and Organizational Change. Philadelphia: Society for Research into Higher Education / Open UP, 2003.
Eaton, Judith S. Maintaining the Delicate Balance: Distance Learning, Higher Education Accreditation, and the Politics of Self-Regulation. Washington: American Council on Education, 2002. http://www.acenet.edu/bookstore/pdf/distributed-learning/distributed-learning-02.pdf.
Graham, Charles, Kursat Cagiltay, Byung-Ro Lim, Joni Craner, and Thomas M. Duffy. 'Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses.' The Technology Source (Mar./Apr. 2001). http://ts.mivu.org/default.asp?show=article&id=839.
Holcomb, Lori B., Frederick B. King, and Scott W. Brown. 'Student Traits and Attributes Contributing to Success in Online Courses: Evaluation of University Online Courses.' The Journal of Interactive Online Learning 2.3 (Winter 2004). http://www.ncolr.org/.
IDE (Innovations in Distance Education). 'An Emerging Set of Guiding Principles and Practices for the Design and Development of Distance Education: A Report of the Faculty Initiative Funded by a Grant from the AT&T Foundation to the Pennsylvania State University in Collaboration with Lincoln University and Cheyney University.' 1998. http://www.outreach.psu.edu/de/ide/.
Knolle, Jon. 'Good Online Instruction: Self-assessment for Online Instructors.' Internal training document. California State University, Chico. Fall 2001.
Loane, Shannon. 'Distance Education and Accreditation.' ERIC Database ED464525. Washington: ERIC Clearinghouse on Higher Education, 2001. http://www.ericfacility.net/ericdigests/ed464525.html.
North Central Association Commission on Institutions of Higher Education (NCACIHE). 'Guidelines for Distance Education.' 22 Jul. 2000. http://www.ncacihe.org/resources/guidelines/gdistance.html.
Roblyer, M. D. and Leticia Ekhaml. 'How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance Learning.' Online Journal of Distance Learning Administration 3.2 (Summer 2000). http://www.westga.edu/~distance/roblyer32.html.
Spector, Michael J. and Ileane de la Teja. 'Competencies for Online Teaching.' ERIC Digest (Dec. 2001): 3-4.
Sunal, Dennis W., Cynthia S. Sunal, Michael R. Odell, and Cheryl A. Sundberg. 'Research-Supported Best Practices for Developing Online Learning.' The Journal of Interactive Online Learning 2.1 (Summer 2003). http://www.ncolr.org/.
Woodley, Alan, and Adrian Kirkwood. 'Evaluation in Distance Learning.' Commonwealth Co-operation in Open Learning: Background Papers. J. Jenkins, ed. London: Commonwealth Secretariat, 1998, 291-98. Rpt. as 'Evaluation in Distance Learning: Course Evaluation.'
http://www1.worldbank.org/disted/Management/Benefits/cou-02.html."
TC Student Services Survey Distance Learning
TC Student Services Survey Distance Learning: "Taft College review 14-Jan-2002
Search Results of the Student Services Survey"
Search Results of the Student Services Survey"
Distance Learning
Distance Learning: "STUDENT SERVICES
Student services available to UM-Dearborn online students include:
Individualized Advising
UM-Dearborn advisors are available to answer questions about course registration, assist with academic program planning , and provide appropriate personal support as needed. Students may talk with advisors via phone or e-mail. Advising includes at least two points of contact with students during the term. All students will be monitored by the distance learning office during the first two weeks of class to make sure each person is technically ready to start the course. Students appearing to have difficulty will be contacted. The second point of contact will be with the midterm progress report. The report allows students to receive feedback from their instructors, as well as offer their feedback to the program. An attempt will be made to reach all students first by phone and then by e-mail.
Technical Support
A technical hotline is available to UM-Dearborn online students. The hotline can be reached via e-mail or phone. Student questions and problems will be addressed within one working day.
Academic Services
UM-Dearborn instructors are the primary source of student academic support. Online instructors are full-time UM-Dearborn faculty, and the majority have the PhD degree. Students will be able to contact their course instructors by e-mail, through Internet discussion, fax, and by telephone. Academic services also include online library services, and online access to the UM-Dearborn Writing Center."
Student services available to UM-Dearborn online students include:
Individualized Advising
UM-Dearborn advisors are available to answer questions about course registration, assist with academic program planning , and provide appropriate personal support as needed. Students may talk with advisors via phone or e-mail. Advising includes at least two points of contact with students during the term. All students will be monitored by the distance learning office during the first two weeks of class to make sure each person is technically ready to start the course. Students appearing to have difficulty will be contacted. The second point of contact will be with the midterm progress report. The report allows students to receive feedback from their instructors, as well as offer their feedback to the program. An attempt will be made to reach all students first by phone and then by e-mail.
Technical Support
A technical hotline is available to UM-Dearborn online students. The hotline can be reached via e-mail or phone. Student questions and problems will be addressed within one working day.
Academic Services
UM-Dearborn instructors are the primary source of student academic support. Online instructors are full-time UM-Dearborn faculty, and the majority have the PhD degree. Students will be able to contact their course instructors by e-mail, through Internet discussion, fax, and by telephone. Academic services also include online library services, and online access to the UM-Dearborn Writing Center."
ALA | Guidelines for Distance Learning Library Services
ALA | Guidelines for Distance Learning Library Services
Library resources and services in institutions of higher education must meet the needs of all their faculty, students, and academic support personnel, regardless of where they are located. This is the undergirding and uncompromising conviction of the "Guidelines for Distance Learning Library Services." The principle applies to individuals on a main campus, off campus, in distance learning or regional campus programs, or in the absence of a campus at all. The principle likewise applies to courses taken for credit or non-credit, in continuing education programs, in courses attended in person or by means of electronic transmission, or any other means of distance learning.
Library resources and services in institutions of higher education must meet the needs of all their faculty, students, and academic support personnel, regardless of where they are located. This is the undergirding and uncompromising conviction of the "Guidelines for Distance Learning Library Services." The principle applies to individuals on a main campus, off campus, in distance learning or regional campus programs, or in the absence of a campus at all. The principle likewise applies to courses taken for credit or non-credit, in continuing education programs, in courses attended in person or by means of electronic transmission, or any other means of distance learning.
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