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Newsletters:
In This Issue Current Issue Archives
March 15, 2005
| Distance Education Report March 15, 2005 full issue PDF … |
| Lessons Learned About Student Issues in Online Learning By Jennifer Patterson Lorenzetti What do you do when your industry is facing a shortage of trained professionals, but traditional educational outlets will not be able to meet the demand? At the beginning of the decade, the audiovisual industry had an anticipated demand for 25,000 new AV techs over the coming few years. The industry looked forward to a shortage of professionals that could have dramatic consequences. |
| Apply Universal Design for More Effective Courses By Judy Dahl Using design principles appropriately is more important for online than for face-to-face, or on-ground courses, says Anne Judd, instructional design for online programs and Blackboard coordinator for continuing and international education, California State University (CSU), East Bay. “With on-ground courses, you have visual contact with the students and can modify your course design on the fly, based on their reactions,” she says. |
| “Melbourne Model” Proposes a Holistic Approach to Online Student Support By Sandra C. Ceraulo, Ph.D. According to Dr. Dianne P. Chambers, assistant dean (Information Technology) in the faculty of education at The University of Melbourne (Melbourne, Australia), colleges and universities can best address online student support challenges by taking a holistic or whole-of-institution approach. Chambers has proposed the “Melbourne Model” of online student support services that uses institution-wide resources to guide online students through the five stages of their experience. |
| For-profits disclose their numbers By Cynthia Rodgers The for profit sector of adult, continuing and distance education continues to develop it’s market. |
| In the News USC Creates Endowed Chair of Gaming; DOE Database Exposes Diploma Mills |
| Students Aren’t the Only Ones Who Benefit From DE A review of the literature on the efficacy of distance education can provide enough evidence to convince most faculty that distance education can be quite beneficial to students. But convincing faculty to do it requires more than a discussion about how students might benefit. Faculty need to know what’s in it for them. |
