Distinctive Distance Education Design

Fuller, Richard G.; Kuhne, Gary William; Frey, Barbara A.

doi:10.4018/978-1-61520-865-4

Cited by 6 publications

(3 citation statements)

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“…However, it is acknowledged that not all distance education students are a strictly homogenous group, particularly the emerging trend towards the rising numbers of younger students taking advantage of distance study (Deka & McMurry, 2006;Open University, 2013). Most higher education literature indicates that distance students more often fit within the demographic descriptions of mature-age students, that is, over the age of 25 years (Brewer, 2010;Fuller, Kuhne, & Frey, 2011;Mancuso-Murphy, 2007).…”

Section: Literature Reviewmentioning

confidence: 96%

Role of health-promoting behaviours for on-campus and distance education students

et al. 2016

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Section: Literature Reviewmentioning

confidence: 96%

Role of health-promoting behaviours for on-campus and distance education students

et al. 2016

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“…Learners are not only interacting with the content or the teacher but also interacting with each other. Learners develop critical thinking skills by creating online learning communities, analyzing course content, and sharing ideas, and deep learning can be achieved at the same time (Fuller, Kuhne & Frey, 2011). In the process of learner-learner interaction, known as the interaction between learners, it is not important whether the teacher is present or not (Moore, 1989).…”

Section: Learner-learner Interactionmentioning

confidence: 99%

“…Today, developments in the dynamics of interaction technologies in distance education are an important factor in the increase of interactions in terms of more active and frequency. Simulations, hyperlinks, interactive games, virtual environments (Fuller, Kuhne & Frey, 2011), semantic web technologies, social networks, massive online courses (Kumtepe et al 2019), and metaverse environments allow interactions to move from a limited understanding to a richer understanding. Interactive environments play a motivating role in the interaction of students with other students, teachers, and content in learning processes (Yılmaz & Aktuğ, 2011).…”

Section: Interaction Technologies In Synchronous and Asynchronous Edu...mentioning

confidence: 99%

Interaction in Distance Education: Meta-Synthesis of Qualitative Studies

TONGA

Şahin

2023

E-Kafkas Eğitim Araştırmaları Dergisi

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Interaction in distance education processes; It has a very important place in the learner's academic performance, attitude and motivation, participation in the lesson and the acquisition of instructional goals and behaviors. According to the data obtained as a result of the analysis in this study, in which the interaction in synchronous and asynchronous distance education processes was investigated by qualitative meta-synthesis method; In the synchronous and asynchronous distance education processes, themes emerged about the purposes for which interactions are established, which features and functions can increase interactions in distance education, and which factors negatively affect this process while the interactions are established. According to these themes, which also constitute the aims of the research, interactions in distance education processes are established for cognitive, affective and collaborative purposes. Cognitively oriented interactions; ask questions-answer, asking for and expressing opinions, feedback, making explanations, sharing knowledge and experience, participating in discussions, suggesting solutions, directing, while affectively focused; encouragement and support, sharing personal information, cooperation and emotional support, collaborative interactions; It is established for the purpose of determining group qualifications (members and work area), coordination among group members, distribution of tasks within the group (expertise), group work processes. The categories on how to increase interactions were examined as learner-teacher, learner-learner, learner-content and multiple interaction. Teaching strategies that encourage peer consultation for learning, course contents with detailed and explanatory demonstrations, the learner's sense of belonging and commitment to the group, reducing social and psychological distance with a quick reply to the e-mail sent by the learner, the learner's questions and There is in-depth and explanatory feedback on the students' comments, and asynchronous student-teacher interaction using alternative web resources. Among the factors that negatively affect the interaction process are; during the process, there are negative experiences, slow connection or disconnection, conflict between learners, insufficient online course time to interact due to the intensity of the content, the dominant student being at the forefront when the teacher cannot manage the interaction process, and pedagogical inadequacy that negatively affects the cooperation between learners.

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Distance Learning Lifecycle Management An agile approach to manage the lifecycle of a distance learning

Ferdiana

2013

2013 International Conference on Information Technology and Electrical Engineering (ICITEE)

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Distinctive Distance Education Design

Cited by 6 publications

References 0 publications

Role of health-promoting behaviours for on-campus and distance education students

Role of health-promoting behaviours for on-campus and distance education students

Interaction in Distance Education: Meta-Synthesis of Qualitative Studies

Distance Learning Lifecycle Management An agile approach to manage the lifecycle of a distance learning

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