Kim E. Dooley

Systematic evaluation of distance-education programs is necessary for program improvement (formative) and accountability (summative). When evaluating distanceeducation programs...

In 2001, Michele Bunn offered her readers timeless and timely issues in distance education. There were predictions that virtual universities would shift from a teacher-centered...

Research in the field of distance education has recognized the need for a change and modification of the faculty role in teaching at a distance (Jones, Lindner, Murphy & Dooley...

Courses and programs being delivered at a distance require a unique set of professional competencies. Whether using synchronous or asynchronous methods of instruction, systematic...

Meeting the needs of today’s learners requires instructors and administrators to rethink delivery strategies and instructional methods. Many organizations are turning to distance...

In our last chapter, we explored the competencies and best practices needed to be successful in distance education. This chapter will continue to lay this foundation with a...

In the last chapter, we discussed critical issues that impact the design and delivery of distance education programs. You were asked to write your own philosophy of education...

A clear ideology for instructing and learning at a distance does not exist. An emerging belief by researchers and practitioners is that the use of andragogical principles and...

It is clear that educators rely on a variety of instructional methods to change learners’ behaviors. What is less clear is how distance learning educators can foster deeper and...

In Part II, we explored adult learning principles, learner differences, and engaging learners to promote self-directed learning. Now, in Part III, we will examine systematic...

In the last chapter we discussed learner-centered instruction and gave you an overview of systematic instructional design. One of the first considerations after determining the...

In previous chapters, we explored systematic instructional design, learner-centered instruction, and objective writing. Now we will give you some nuts and bolts on specific...

You have just finished grading the first exam and the results are in. What does the grade really mean? Did the participants of the course or program learn? How do you know? How...

It is our belief that everyone should understand the basic technical lingo of the profession, so this chapter will give you an overview of the tools of the trade. A major...

Now that we have covered technology knowledge and skills, it is time to review other issues that can impact success in a distance course or program. A major consideration is...

In the previous chapter, we explored a variety of administrative issues relevant to distance education. One important component is to determine if the program being offered at a...

In this book, so far, we have covered five major sections: Foundations of Instruction and Learning at a Distance, Adult Learning Theory, Systematic Instructional Design...

Systematic formative and summative evaluation of distance education programs is necessary for program improvement and accountability. The most frequently cited reference for best...

Research in the field of distance education has recognized the need for a change and modification of the faculty role in teaching at a distance (Jones, Lindner, Murphy & Dooley...

The premise of this chapter is that technology for course delivery will change, but effective delivery of content is dependent upon use of appropriate instructional design...

Motivating faculty members to teach at a distance has been a challenge for most colleges and universities. What will be the impact of teaching using technology on faculty...