Face to Face Teaching in Distance Education a literature and case study review Ormond Simpson

Download 1.21 Mb.
Size1.21 Mb.
1   2   3   4   5   6   7   8


Allen, Seaman and Garrett (2013) Blending in: the promise and extent of blended education in the US’ http://onlinelearningconsortium.org/publications/survey/blended06

Bergstrand and Savage (2013) ‘The Chalkboard Versus the Avatar: Comparing the Effectiveness of Online and In-class Courses.’ Teaching Sociology July 2013 vol. 41 no. 3 294-306 http://tso.sagepub.com/content/41/3/294.abstract

Bellum, J. Presentation at the Centre for Distance Education, University of London. 24 September 2014

Burns, M. (2013) ‘Staying or leaving? Designing for persistence in an online educator programme in Indonesia’ Open Learning Vol 28 no. 2 pp141-152

Burt (1987 updated 2003) ‘Face to face with distance education: a literature review’ OU Knowledge Network (closed 30 September 2014).

Dell, Low and Wilker (2010) ‘Comparing Student Achievement in Online and Face-to-Face Class Formats’ MERLOT Journal of Online Learning and Teaching Vol. 6, No. 1,http://jolt.merlot.org/vol6no1/dell_0310.pdf

Garcia, Escofet, Gros (2013) ‘Students’ Attitude towards ICT Learning Uses: A Comparison between Digital Learners in Blended and Virtual Universities’ EURODL http://www.eurodl.org/index.php?p=special&sp=articles&inum=5&article=624

Haythornthwaite, Kazmer, Robins, and Shoemaker (2000) Community Development among Distance Learners: Temporal and Technological Dimensions. Journal of Computer-Mediated Communication (6) 1

Hulsmann, T. (2000). Costs of open learning: A handbook. Oldenburg, Denmark: Verlag, Bibliotheks und Informations system der Carl von Ossietsky Universitat.

Jaggars (2014) Choosing Between Online and Face-to-Face Courses: Community College Student Voices American Journal of Distance Education 28, 1

Jakobsdóttir (2008) The role of campus-sessions and face-to-face meetings in distance education EURODL http://www.eurodl.org/index.php?p=archives&year=2008&halfyear=2&article=348

Kear (2010) ‘Social presence in online learning communities’ Proceedings of the 7th International Conference on Networked Learning 2010, Edited by: Dirckinck-Holmfeld, Hodgson, Jones, de Laat, McConnell, Ryber. www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2010/.../Kear.pdf

Miliszewska (2007) Is it fully on or partly off? Is it fully on or partly off? The case of fully-online provision of transnational education http://www.jite.org/documents/Vol6/JITEv6p499-514Miliszewska261.pdf

Rovai and Jordan (2004) ‘Blended Learning and Sense of Community: A comparative analysis with traditional and fully online graduate courses’ IRRODL http://www.irrodl.org/index.php/irrodl/article/view/192/274

Rowlands, I; Nicholas, D; Williams, P; Huntington, P; Fieldhouse, M; Gunter, B; Withey, R; Jamali, HR; Dobrowolski, T;Tenopir, C; (2008) The Google generation: the information behaviour of the researcher of the future. ASLIB PROC , 60 (4) 290 - 310. 10.1108/00012530810887953.  http://discovery.ucl.ac.uk/177993/

Rumble, G (1992) The competitive vulnerability of distance teaching universities, Open Learning, 7 (2), pp 31–45

Rumble, G. (2004). E-education – whose benefits, whose costs? In Papers and debates on the economics and costs of distance and online learning. No. 7 of the series ‘Studien und Berichte der Arbeitsstelle Fernstudienforschung der Carl von Ossietsky Universitat, Oldenburg’ Germany. Retrieved from http://www.mde.uni-oldenburg.de/download/asfvolume7_ebook.pdf

Shanker and Hu (2008) Improving Teaching Effectiveness Using Distance Education Tools, http://personal.kent.edu/~mshanker/personal/Zip_files/06.pdf

Simpson (2006) Rescuing the Personal Tutor’, chapter in ‘Perspectives on Personal Tutoring in Mass Higher Education’ ed. Thomas and Hixenbaugh. Pub. Trentham Books

Simpson (2013) ‘Supporting students for success in online and distance education’. Routledge, New York ISBN 978-0-415-50910-7

Simpson (2014) ‘Student retention in distance education: are we failing our students?’ Open Learning 28 (2) http://www.tandfonline.com/doi/full/10.1080/02680513.2013.847363

Stodel, Thompson and MacDonald (2006) ‘Learners' Perspectives on What is Missing from Online Learning: Interpretations through the Community of Inquiry Framework’ IRRODL http://www.irrodl.org/index.php/irrodl/article/view/325/743

THE - Times Higher Education 4 September 2014 ‘Warm welcome sets tone for staying the course’ Elwell, p8

THE - Times Higher Education 19 June 2014 ‘FutureLearn delighted at response to initial MOOCs’, Parr, p20

Thomas, L. (2012) ‘What works? Student Retention and Success’ Paul Hamlyn Foundation, Action on Access, Higher Education Funding Council for England, Higher Education Academy

Vord and Pogue (2012) Teaching Time Investment: Does Online Really Take More Time than Face-to-Face? International Review of Research in Open and Distance Learning http://www.irrodl.org/index.php/irrodl/article/view/1190/2212

Woodley, A (2013) ‘‘Student dropout – the elephant in the room of distance education’ (with Simpson) chapter in “Online Distance Education - Toward a Research Agenda" pub. Athabasca University Press

Xu and Jaggars (2011), Online and Hybrid Course Enrollment and Performance in Washington State Community and Technical Colleges, http://files.eric.ed.gov/fulltext/ED517746.pdf

1 The terms ‘blended teaching’ and ‘e-teaching’ are preferred throughout this report, as they are a more accurate description of what institutions do. ‘Blended learning’ and ‘e-learning’ are what students do. It is useful to avoid the category error of confusing the two activities.

2 Woodley (2013) argues that this means that OU Central Faculty can be somewhat disassociated from the day-today problems of students and that this may contribute to in some way to a lack of engagement with the issue of student dropout at the Centre generally.

3 The possibility of this saving is increasingly recognised in full-time higher education in the UK. Thomas (2012) noted that each new student who withdraws in the first semester at a full time institution costs the institution at least £24,300 in lost income over the duration of a three year degree course.

4 I have requested a copy of this when it is available, but it may be too late for this report

5 The Regional Campuses are substantial edifices: the one at Incheon which I visited occupies the whole of a big three story building with at least six large teaching rooms in use day and evening, together with a crèche and substantial IT centre and library.

6 I have not changed the language or graphs in any way - Ormond

Download 1.21 Mb.

Share with your friends:
1   2   3   4   5   6   7   8

The database is protected by copyright ©sckool.org 2022
send message

    Main page