UNO Office of Distance Education Functions

This document outlines the responsibilities of the UNO Office of Distance Education Functions including: Administrative, Enrollment, Support Services, Academic, Marketing, Technical Infrastructure, and Faculty Support

Great Plains IDEA Student Handbook: South Dakota State University Version

The Great Plains Interactive Distance Education Alliance (IDEA) is a partnership of 20 public university members providing access to the best educational opportunities by collaboratively developing and delivering high-quality online academic programs. Great Plains IDEA is an academic alliance that offers fully-online graduate programs in high demand professional fields. This is the version of the student handbook developed for the South Dakota State University, Master of Science in Sociology

Looking to the future ... Distance Education Issues in Nebraska

The Nebraska Network 21 (NN21) Action Team on Distance Education/Outreach has studied a variety of issues related to distance education in order to better serve the people of Nebraska. Distance education has grown rapidly in Nebraska, but is clearly in its infancy. Many important issues still are being identified and are far from understood. The possibilities of distance education are yet to be fully realized. But in a state with a small, spread-out population such as ours -- perhaps in any state -- it would seem that distance education holds great promise for making many forms of education accessible to all. To further our understanding of the field of distance learning, the Action Team commissioned a series of White Papers on topics significant to distance education in Nebraska. These papers were first presented at a conference in September 1998. Summaries of the papers in this publication are intended to inform policymakers and anyone else interested in distance education about what the study of these topics yielded. These summaries are also designed to stimulate discussion

Open and distance learning in Southern Africa

Contents. Editor's introduction / Tony Dodds (pages vii- xiv) -- 1. An evaluation of the Certificate for Distance Education Practitioners / Evelyn P. Nonyongo and Mary-Emma Kuhn (pages 1-21) -- 2. Developing adult education delivery methods that extend educational opportunities to rural people of north-central Namibia / Haaveshe Nekongo-Nielsen (pages 22-39) -- 3. Increasing access to university education through distance learning in Zambia: the role of ICT / Richard Siaciwena (pages 40-58) -- 4. The operation and development of the teaching/leaming system of the Institute of Distance Education at the University of Swaziland / J.O. Odumbe (pages 59-75) -- 5. A comparative analysis of the academic performance of distance and full-time learners / C M. Magagula and P.A. Ngwenya (pages 76-91) -- 6. Levels of dual-mode status in the same institution: implications for access and the development and use of study materials / Pedro Lusakalalu (pages 92-103) -- 7. What is wrong with lecturing?: a case for, and against lecturing / Stanley Mpofu (pages 104-121) -- 8. Some environmental factors negatively affecting the academic performance of rural distance students of the University of Namibia / H.A. Beukes (pages 122-133) -- 9. Improving the quality of student learning / Delvaline Lucia Mowes (pages 134-160) -- 10. Student profiling in open learning for an effective student counselling model / Johnnie Hay and Paul Beneke (pages 161-180) -- 11. How open is distance learning in Southern Africa?: some personal conclusions and challenges / Tony Dodds (pages 181-189) -- Appendix A. Map of the regional Outreach Centres (page 145) -- Appendix B. Tables 1-15, Notes (pages 146-160) -- Student profiling in open learning for an effective student counselling model / Johnnie Hay and Paul Beneke (pages 161-180) -- How open is distance learning in Southern Africa?: some personal conclusions and challenges (pages 181-186) -- Index (187-189

Reference Templates for Distance Education Students

Reference Templates for Distance Education Students outlines the use of templates by Alewine and Arndt to provide reference services to distance education students. Distance education students are defined as students who are enrolled at off-campus locations and in online classes. Graduate students may also fall into this classification as cohorts form at various locations. Students typically may be considered distance education while also taking classes physically at the University. Templates were developed to provide standardized services to all students. The templates include steps to access the resources, resources searched, keywords searched. Students were invited to contact librarians if more information was needed. Students were later sent an assessment survey to ascertain the quality of service. Benefits of template use are that they are easy to use and provide a mini-research guide to students

Networked Learning in Context: What does e-learning offer students working independently, and what do they bring to it?

About the book:The chapters in this book, written by authors around the globe, provide detailed analysis and discussion of the changes distance education is going through as a result of technology. The authors originally presented their findings at the 21st World Conference of the International Council for Open and Distance Education (ICDE). The book is organized into three sections: Issues: provides a focus on issues that currently face those applying technology in distance education contexts. Teaching and learning with technology: offers a range of perspectives and case studies on current experience of technology's role in distance education. Innovative approaches: presents a series of examples of applications that are advancing the use of technology in distance education. The book will be of interest to all educators who seek to make use of new and emerging technologies to enrich their students's learning

Distance education at conventional universities in Germany

Germany’s educational system has undergone a series of transformations during the last 40 years. In recent years, marked increases in enrolment have occurred. In response, admission requirements have been relaxed and new universities have been established. Academic distance education in the former Federal Republic of Germany (West Germany) was ushered in by the educational radio broadcasts around the end of the 1960s. Aside from the formation of the FernUniversität (Open University) in West Germany in 1975, there were significant developments in distance education occurring at the major universities in the German Democratic Republic (East Germany). After German reunification in 1990, the new unitary state launched programs to advance the development of distance education programs at conventional universities. Germany’s campus-based universities (Präsenzuniversitäten) created various entities, including central units and consortia of universities to design and market distance education programs. Hybridisation provides the necessary prerequisites for dual mode delivery, such as basic and continuing education programs, as well as for the combination of distance and campus-based education (Präsenzstudium). Hybridisation also has also opened the door for the creation of new programs. Following an initial phase in which distance education research is expected to centralize a trend towards decentralisation is likely to follow. The German Association for Distance Education (AG-F) offers a viable research network in distance education. Two dual mode case studies are also be surveyed: The Master of Arts degree, offered by the University of Koblenz-Landau, with Library Science as the second major, and the University of Kaiserslautern, where basic education will continue to be captured within the domain of the Präsenzstudium or campus-based education. The area in which distance education is flourishing most is within the field of academic continuing education, where external experts and authors are broadening the horizon of the campus. Multimedia networks will comprise the third generation of distance education

Faculty and student feedback of synchronous distance education in a multi-university learning consortium

The Texas Learning Consortium (TLC) began as a partnership between the foreign language departments at 5 small, private, liberal arts universities, where each specializes in a small number of different world languages to increase the course offerings to their students without the expense of adding additional faculty on every campus. Each university offers their language courses to consortium students in a real-time, interactive, distance education format. In Fall 2017, the consortium expanded beyond foreign languages, and the first engineering course, Statics, was offered in this synchronous, distance format. As background, this paper will provide an overview of the technology used in the classrooms and some of the administrative obstacles that were overcome in scheduling, registration and information technology. The paper will also reflect on the impact of this particular technological implementation on various teaching styles in both foreign language and engineering courses, especially compared to other distance engineering education in the literature, with a purpose of analyzing the model’s suitability for expansion into other engineering courses or a fully accredited consortium based engineering program. Student and faculty satisfaction surveys will additionally provide insight as to whether this distance format is the right fit for campuses used to high-touch learning environments.Cockrell School of Engineerin

Distance Education

У статті надається визначення поняття "дистанційна освіта"The article is provided a definition of "distance education