Effectiveness of distance education

Effectiveness of distance education

No Significant Difference

1998 - Nesler, M. S. &Peinovich, P. E.

Study name: Using the College Outcome Measures Program to Measure General Education Outcomes for Adult Students at a Distance

Presented at the 69th Annual Meeting of the Eastern Psychological Association � Boston, 1998

Overall, the results indicated that students who participate in non-traditional education are capable of achieving outcomes that are comparable to students at regionally accredited traditional institutions.

Significant Difference - Better Results with Technology

1993 - Souder, W. E.

Study name: The Effectiveness of Traditional versus Satellite Delivery in Three Management of Technology Master's Degree Programs

The American Journal of Distance Education, 7(1):37-89

"... compared the results of a take-home essay exam for students who participated in a live broadcast televised graduate course in management of technology with the results for students in the on-campus classroom. The students participating in distance learning performed better than students in the conventional classroom ... With respect to homework, the distance students performed at a higher level."

http://www.ajde.com/Contents/vol7_1.htm#...

Our view of point:

Related to these studies that suggest the learning outcomes of students using technology at a distance are similar to those of students who participate in conventional classroom instruction. Now, some learners excited to lean by D-learning using different media; internet, smart phone , lab tops and pc tablet. These are more effectiveness and flexible for this learners. On the other hand; these students like to use traditional learning in sometimes such as face to face and using papers for notes. Until now, most of traditional classrooms are using DE technologies that can accesses learning from instructor to learners easy.

Athabasca University, Canada’s leading distance learning and online university

Welcome to Athabasca University, Canada’s leading distance learning and online university. Join more than 38,000 students worldwide who are acquiring their university education without attending a traditional campus.

Program

Athabasca University is committed to excellence. The University offers 90 graduate and undergraduate degrees, diplomas, and certificate programs, and more than 700 university courses in the sciences, social sciences, humanities, interdisciplinary studies, business and administrative studies, nursing, and commerce. This online Calendar is your official resource when referencing undergraduate program and academic regulations throughout your stay at Athabasca University. 

Regulations 

University certificate programs provide interim qualifications in specific subject areas. The following general regulations apply to all certificate programs. Athabasca University has developed individual program learning outcomes that describe the career options that may be available to you upon graduating.

1.    Fifty per cent* of the total credits required, must be completed through Athabasca University. Up to 50 per cent of the required credits may be transferred from another post-secondary institution. 

* Some certificate programs require less than 50 per cent, e.g., University Certificate in Counselling Women and University Certificate in English Language Studies.

2.    University certificate credentials are awarded throughout the year. Students must submit an Application for Graduation Form to the Office of the Registrar (see Graduation).

3.    Students with less than 50 per cent of coursework completed in their current Athabasca University degree program may withdraw from their degree and apply into a university certificate program. Credit will be awarded (from the previous incomplete degree program) to the extent permissible under the applicable program regulations in effect at the time of the change of credential.

4.    Students with 50 per cent of coursework completed in their current Athabasca University degree program are encouraged to consult with a student advisor before changing programs.

5.    Students who change their program of study from an Athabasca University degree program to a university certificate program forfeit their standing in the degree program. If students wish to return to the degree program (after being enrolled in the university certificate program) they will be required to meet the degree requirements in effect at the time of re-enrolment (see Changing Programs) to the degree.

6.    Students who have completed a previous credential (degree, certificate, or diploma) from Athabasca University or another institution must complete a minimum of 50 per cent of the credits in course work not previously used towards any credential.

Students who have a previous credential in the same subject area as the certificate cannot enrol in the certificate.

7.    Students may obtain either the University Certificate in Human Resources and Labour Relations (formerly Industrial Relations and Human Resources) or the University Certificate in Labour Studies, but not both

Polices 

A policy must

1. facilitate the implementation of AU’s Strategic Plan.
2. assign responsibility and accountability to appropriate faculty and staff.
3. allow discretion by those accountable.
4. include review dates.
5. provide broad direction rather than try to address all details.
6. be written in clear and concise language.
7. identify the desired outcome.
8. be sufficiently researched.
9. consider the impact on faculty, staff and students.
10. comply with legislation and collective agreements.
11. when appropriate, allow flexibility in decision making; and specify instances where there is no discretion (e.g., legislation mandates a particular course of action).

Materials

Video: The En contacto video is 63 minutes long. It contains 12 episode modules that are specially designed to reinforce and enrich the student’s cultural knowledge of the Hispanic world.
Course Website: The En contacto website includes grammar and aural practice exercises and links to related sites, chapter by chapter. See the website.
Student Manual: The Student Manual contains important information about the course, and outlines the procedures to follow in order to complete the course successfully. Please read this manual through carefully before you begin your studies.
Study Guide and Assignment Manual: The Study Guide and Assignment Manual contains the learning objectives and activities for each unit of the course and the written and oral exercises and the essay assignments you will need to complete to receive credit in the course. The study schedule indicates when you will need to submit your assignments.
Forms: The forms you will need to submit assignments or inform the university of a change in your status as a student



Support: Learner Support Services (LSS)
Athabasca University’s extensive student support services is one of its distinguishing features. Students who discuss an issue with a staff member and who are likely to contact the University again, are asked to make note of that person’s name. This can help considerably in follow-up discussions.
2.1 Information Centre
2.2 Office of the Registrar
2.3 Financial Assistance
2.4 Academic Faculties and Centres
2.5 Learner Support Services
2.6 Centre for Learning Accreditation
2.7 Materials Management
2.8 Finance Office
2.9 Computing Services IT Help Desk
2.10 Library Information
2.11 AU Office Locations
2.12 Learning Services Collaborations
2.13 Learning Services Tutorial
2.14 Student Advocacy
2.14.1 Alumni Relations
2.14.2 Athabasca University Students’ Union
2.14.3 Ombuds Office
2.15 Marketing and Communication

 Cost:
After paying your initial non-refundable application fee, there are no program-specific costs for undergraduate programs. Simply pay for courses as you register for them. To estimate the total cost for your program, use the calculator to find out your cost for a three-credit course, and multiply that by the number of courses required for your program. For example, a Bachelor of Arts requires 120 credits, or forty 3-credit courses.



More info about types and importance of interaction supported in this course/program:

Interaction is a common theme in distance education. While distance learners, and the uses of various technologies and tools, have been studied extensively, faculty has received less attention in the literature. The purpose of this study was to determine practitioners ‘attitudes toward interaction in undergraduate education at a distance, as well as how these attitudes and outlooks are demonstrated in practice. This study used a mail survey of faculty who deliver undergraduate education at a dedicated distance university, regarding their attitudes and actions in relation to:
ü  learner-instructor
ü  learner-content
ü  learner-interface
ü  learner-learner interactions.

The resulting data was analyzed to provide descriptive statistics as well explore possible correlations between how frequently faculty use various approaches to interaction, how satisfied they are with these approaches, and how important they feel the approaches are to helping learning happen. Learner-instructor, learner-content, and learner-interface interactions are valued highly. Learner-learner interaction is valued just moderately. In practice, faculty provide for all four types of interaction. Learner-instructor interaction receives the most attention, with learner-learner interaction attended to somewhat less. For all four types of interaction, there are positive correlations between how frequently faculty use approaches, and both their satisfaction with these approaches and their perceptions of how important these approaches are to helping learning happen.

The technologies used by Athabasca University:

The strongest of these correlations involve online approaches:
ü  Electronic mail.
ü  Multimedia presented on the Internet.

Athabasca University Website: http://www.athabascau.ca/

Toll free: 1-800-788-9041 (Canada/US) or 780-675-6100

Fax: 780-675-6437

Earlier and recent definitions of DE

Rahma&anwar (work1) from Rahma Hamed