Distance Learning. Volume 17. / edited by Michael Simonson.

Format:

Book

Contributor:

Simonson, Michael, editor.

Series:

Distâncias.

Distance Learning Journal Series

Language:

English

Subjects (All):

Distance education--Computer-assisted instruction.

Distance education.

Distance education--United States.

Physical Description:

1 online resource (122 pages)

Edition:

First edition.

Place of Publication:

Fort Lauderdale, FL : Distance Learning journal, [2021]

Summary:

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e-learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors--new and experienced--with interesting and important information about the effective practice of distance teaching and learning. Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.

Contents:

Front Cover

Featured Articles

1

Collegiate Recovery Programs: Stepping Up to Meet the Need for Distance Service Support During the COVID-19 Pandemic

17

Teaching Principles of Economics Courses Using Adaptive Learning Platforms

29

Mobile Learning With Swivl: An Asynchronous Model With a Robotic Sidekick

33

The Little Edgenuity That Could

39

A Study of the Employability of Distant Learners in Brazil

Short Articles

59

Toward an Empathic Model of Online Education

63

Distance Learning and the Family

67

Shifting to Online Instruction in the Epicenter of a U.S. Pandemic: A Professor's Strategies, Struggles, and Successes

83

The Educational Debate Continues: Old Fashion Education Versus New Fangled Technology

87

Closing the Distance in Distance Learning: Strategies to Increase Intrinsic Motivation in the Time of COVID-19

91

White Paper: Modern-Day Media Versus "Mere Vehicles"

95

"Mere Vehicles:" An Argument for the Ages

99

Moving on From Clark's "Mere Vehicles" Debate

Columns

Collegiate Recovery Programs

Stepping Up to Meet the Need for Distance Service Support During the COVID-19 Pandemic

Michelle R. Gould

An investigation of collegiate recovery programs (CRPs) showcased CRPs as a vital student support service in traditional and online learning environments. Comparing standards for in-person versus online delivery showed equivalence in services consist...

The Relevance of Collegiate Recovery Programs in Academic Life

The Relevance of Online Support Services

Composition and Components of Collegiate Recovery Programs

Standards

Abstinence Based

Institutionally Based

Nonprofit

Paid Staff

Recovery Support Services

Collegiate Recovery Community

Dedicated Space

Services: Similarities and Differences

Department.

Where and How They Start

Membership Requirements

Focus

Funding

Curriculum

On-Campus Sober Housing

Staff Background and Qualifications

Purpose and Benefits

Changes to Support Services Relative to the Pandemic

Challenges

Solutions

Institutional Perspective

Student Perspective

Conclusion

References

Quarterly Review of Distance Education, Subscribe Today! www.infoagepub.com

Michael Luzius

Sea Change in Textbook Publishing Industry

Transformation

Intellipath, RealizeIT

Flipped Approach and Student- Centered Learning

Technology and Flipped Classroom

The Interface and Learning Map

The Learning Map View

Individual Student Learning Map

The graphic interfaces

Useful Indicators

Revisions and Practices

Message Utility

How to Use Information From Intellipath to Adjust Instructor Interactions With Students

Summary

Bibliography

Mobile Learning With Swivl

An Asynchronous Model With a Robotic Sidekick

Daniel Perez

Thomas Vaughan

The Why

The What

The How

Credit Retrieval Labs

ESE EBD Classrooms

The Barriers

Breaking the Barrier

Is Edgenuity Working?

COVID-19 and the Future

Call for Papers

Publish in Distance Learning

The editors of Distance Learning would like to publish your paper. We are interested in papers dealing with practical applications of distance education in a variety of settings. Contact Michael Simonson, editor, if you have questions about your idea...

Vinicius Mascherini de Lima.

Projections show that in the next 5 years, Brazil will have 9 million students in higher education courses (a 50% increase in the period). This growth is concentrated in the distance learning modality, which is expected to triple until it reaches 4.5...

Objectives

Restraints

Theoretical Framework

The Distance Learning Evolution in Brazil

Employability and the Brazilian Reality

Methodological Procedures

First Work Front- Executives' Interviews

Second Work Front- Students' Interviews

Third Work Front- Employability and Wages Analysis

Data Procedures

Table 1. Sample Size Drill Down for Qualitative Analysis

Findings and Discussion

Employability of DL Graduates

Resistance to the DL Model

Dealing With the Resistance

Future Expectations

Conclusions

Appendix A: Business Executives Interviewing Guide

Appendix B: DL Students Interviewing Guide

Appendix C: z Test for Proportion of Employed Graduates

Appendix D-t Test for Wages Comparison

Get Your Copy Today-Information Age Publishing

Paul A. Crutcher

Glenn H. Dakin

Planning a practical learning process is essential for successful distance learning. Online learners may be motivated by convenience to participate. Reading, writing, listening, and time management are learning skills. Guiding a distance learner to i...

Locus of Control and Learning

The Self-fulling Prophecy and Learning Expectations

Passive Learning Versus Active Learning

Is it Training or Is it Learning?

Learning Family Structure Process

1. Schedule a daily specific learning time for each subject.

2. Create a secluded learning area without interruption.

3. Do not include TV, cell phones, or radios.

4. If musically inclined, use an iPod with ear phones.

5. On the first day, review assignment details and clarify understanding.

6. Reach out to faculty for understanding assignment details.

Learning Family Process Steps

1. Create a daily schedule with 90 to 120 minutes per course.

2. Make a copy for each family member.

3. Schedule a discussion at the kitchen table.

4. Explain that you are engaged with the online educational goal to improve family quality.

5. If you find individuals not onboard, then state you are borrowing 30 to 40 thousand dollars to do this now.

6. The discussion must reach a point where everyone agrees.

7. At this time, state, "Please, I need your help."

8. Distribute the schedule and ask for feedback.

9. When consensus is reached, thank them for their time.

10. Make no demands to conform to the plan

instead, ask for support.

11. If you are a parent, create a reward system for tracking activity.

12. Hang a 3 x 5 grease board listing all family names.

13. After each week, mark the person with stars and reward them.

Learning Family Plan Benefits

Shifting to Online Instruction in the Epicenter of a U.S. Pandemic

A Professor's Strategies, Struggles, and Successes

Danielle DiMarco

The Epicenter

A Trial Run?

So This Is Really Happening

A Move Away From Business as Usual

Roadblocks

Technical Issues

Virtual Communication Anxiety

Internal Struggle

1. demonstrates an understanding of the topic/purpose of the project

2. capable of answering questions asked by the professor and/or peers

3. holds the attention of the audience

4. emphasizes key points

and

5. demonstrates enthusiasm.

Now It's Real

Be Mindful of Challenges

Encouraging Staff and Student Contact

Cooperation Among Students.

Giving Prompt Feedback

Increasing Time on Task

Communicating High Expectations

Missed Class

Those Affected Directly by COVID-19

Triage

Emergency Intervention

1. Be present at the course site

2. Create a supportive online course community

3. Develop a set of explicit expectations for your learners and yourself as to how you will communicate and how much time students should be working

4. Use a variety of large group, small group, and individual work experiences

5. Use synchronous and asynchronous activities

6. Ask for informal feedback early in the term

7. Prepare discussion posts that invite responses, questions, discussions, and reflections

8. Search out and use content resources that are available in digital format if possible

9. Combine core concept learning with customized personal learning

10. Plan a good closing and wrap activity for the course.

Ask for Informal Feedback

Help Students Determine How Much Time They Should Spend Working

Plan a Good Closing or Wrap Activity

Feelings of Mental Distress

AWOL Students

Internal Struggle (Final Grading)

Lessons Learned

Providing Consistency for Students

Searching for Best Practices

Grading Fairly

Where Are We Going From Here?

Appendix A

Appendix B

Appendix C

The Educational Debate Continues

Old Fashion Education Versus New Fangled Technology

Suzie Ehmann

Closing the Distance in Distance Learning

Strategies to Increase Intrinsic Motivation in the Time of COVID-19

Sarah Ransdell and Jennifer Rieck.

Intriguing research shows that when students have intrinsic motives for learning -when they engage not for external reward but because they find the activity itself interesting and gratifying-they become more likely to attach meaning to their wor...

Notes:

Includes bibliographical references.

Description based on publisher supplied metadata and other sources.

Description based on print version record.

ISBN:

1-64802-402-5

OCLC:

1244623784