Especially for Distance Learning Faculty

Suddenly the classroom just isn't what it used to be! Making the transition from the standard in-class course to web-based teaching is not always easy. Look here for information that could help you bridge the gap.

Imel Susan (1995). Inclusive Adult Learning Environments.  ERIC Digest.

Ever since Malcolm Knowles (1970) introduced the concept of learning climate, adult educators have been aware of how the environment affects learning. Adults may still find some learning environments to be inhospitable. Rather than learners trying to change who they are so that they will "fit in," adult educators must create learning environments in which all learners can thrive. Following an overview of changing conceptions of adult learning environments, this ERIC Digestdescribes what it means to create an inclusive learning environment, examines some related issues, and presents some guidelines for structuring inclusive learning environments.

Bourne, J. R., McMaster, E., Rieger, J.,  and Campbell, J. O. (1997). Paradigms for On-Line Learning: A Case Study in the Design and Implementation of an Asynchronous Learning Networks (ALN) Course. Journal of Asynchronous Learning Networks, Volume 1, Issue 2 - August 1997.

This paper examines paradigms used in on-line learning, with a specific emphasis on how to effectively employ asynchronous learning networks for delivery of on-line courses. Recent progress in ALNs is presented, methodologies for getting started in creating an ALN course given, and relationships between traditional teaching and learning methods and ALN-based courses discussed. To illustrate a specific ALN model, the paper presents a case study about the creation of an on-line course. The prospects for on-line education and the challenges that face the ALN field are considered.

Hislop, G. & Atwood, M. (2000). ALN Teaching as Routine Faculty Workload  Journal of Asynchronous Learning Networks,  Volume 4, Issues 3 - September 2000

If the current growth in on-line education continues, teaching on-line will become part of routine faculty workload at many traditional, research-oriented universities. This is already occurring within some faculties, and this paper focuses on one of those cases. The paper describes faculty issues related to a completely on-line graduate degree in Information Systems at Drexel University. Following a brief overview, the paper presents results of a survey of the faculty affected by this degree. The survey addresses faculty support for the degree, and for the prospect of on-line teaching as a significant, permanent part of the work of the college.
NOTE: JALN, Volume 4, Issue 3 is a Special Issue on Faculty Satisfaction

 Beaudin, Bart P. Ph.D. (1999). Keeping Online Asynchronous Discussions on Topic. Journal of Asynchronous Learning Networks, Volume 3, Issue 2, November, 1999.

The purpose of this research was to identify various techniques recommended and used by online instructors for keeping online learners on topic during asynchronous discussion and to identify what factors affected selection. A thirty-seven item online questionnaire was developed and completed by 135 online instructors subscribing to an international distance education listserv. Thirteen techniques for keeping online asynchronous learners on topic were rated using a six-point Likert scale. The results of the study showed that online instructors rated the following as the top four techniques for keeping asynchronous online discussion on topic: 1) Carefully design questions that specifically elicit on-topic discussion, 2) provide guidelines to help online learners prepare on-topic responses, 3) reword the original question when responses are going in the wrong direction and 4) provide discussion summary on a regular basis. Experience, training and differences between what respondents recommended and used to keep online asynchronous discussion on topic produced statistically significant results at the 0.05 level.

Imel, Susan (1998). Technology and Adult Learning: Current Perspectives. ERIC Digest.

Throughout the 20th century, changes in technology have had social and economic ramifications. Although each successive wave of technological innovation has created changes to which adults have had to adjust, "what perhaps differentiates earlier technological changes from today's is the current emphasis on educational applications" (Merriam and Brockett 1997, p. 113). The most pervasive of the technologies with educational applications are the Internet and World Wide Web, but other technologies can also be used to facilitate adult learning. In considering the role of technology in adult learning, adult educators are faced with a number of challenges, including how to respond to technology and how to exploit it without diminishing the learning experience (Field 1997). The purpose of this Digest is to review some current perspectives about technology and adult learning. It begins by describing approaches for integrating technology into adult learning and then considers how technology can be used to support and expand adult learning.
Stewart, J. David (2002). The Effects of Technology on Adult Learning.
The purpose of this Web page is to provide a list of resources that critically examine the relationship between  technology and the adult learner. It also includes a collection of other resources such as mailing lists, search engines, libraries and associations that will assist adult educators with their research into and discussion of, issues dealing with technology and adult education.

This collection is intended for use by students or faculty members who are researching, developing and delivering adult programming through various means, including educational technology.

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