Volume 16, Issue 5 - October 2012

Meeting  Accreditation  Requirements:  Are  You  Serving  Distance  Learners?

Kimberly  Hardy, Florida  State  College  at  Jacksonville
Katie  Meyer-­Griffith, The  University  of  Tampa

Recent   changes   in   the   higher   education   landscape   have   called   for   greater   access   and   accountability   in   a   number  of  areas, most  particularly  distance  learning.  While  there  is  a  very  significant  instructional  aspect   to   this   equation,   providing   effective   support  and   services   to   students   enrolled   in   online   education   is   becoming  comparatively  important,  especially  with  accrediting bodies.  However,  in  meeting  the  needs  of   this  unique  population,  institutions  are  discovering  that  the  services  they  provide  to  distance learners  can   be   offered   to   all   students,   regardless   of   where   they   live   or   how   they   choose   to   take   their   classes.   This   article  provides   an   overview   of   the   Welcome   Center,   created   in   2009   at   Florida   State   College   at   Jacksonville,  as  a  model  for delivering  quality  and  effective  online  student  services  to  students,  to  include   strategic   planning,   assessment   and   evaluation,   environmental   work   design,   functions,   staffing,   training,   and  technological  systems.

Large  Scale  Quality  Engineering  in  Distance  Learning  Programs

Rita I. Herron, Embry-­Riddle Aeronautical University - Worldwide
Cinda  Holsombach-­Ebner, Embry-­Riddle Aeronautical University - Worldwide
Alice  K.  Shomate, Embry-­Riddle Aeronautical University - Worldwide
Kimberly  J.  Szathmary, Embry-­Riddle Aeronautical University - Worldwide

Embry-­Riddle  Aeronautical  University - Worldwide  serves  more  than  36,000  online  students  across  the   globe,  many  of  whom  are military  and  other  non-­traditional  students,  offering  34  undergraduate,  graduate,   and   professional   education/workforce   certificate   programs,   presented   both   online   and   via   blended...

Student-­Student  Online  Coaching  as  a  Relationship  of  Inquiry: An  Exploratory  Study  from  the  Coach  Perspective

Stefan  Stenbom, KTH Royal Institute of Technology, Sweden
Stefan  Hrastinski, KTH  Royal  Institute  of  Technology,  Sweden
Martha  Cleveland-­Innes   KTH  Royal  Institute  of  Technology,  Sweden and  Athabasca  University,  Canada

There   are   comparatively   few   studies   on   one-­to-­one   tutoring   in   online   settings,   even   though   it   has   been   found   to   be   an   effective   model.   This   paper   explores  ...

Architecture  and  Impact  of  an  Open,  Online,  Remixable,  and  Multimedia-­Rich  Algebra  1  Course

Ahrash  N.  Bissell, Monterey  Institute  for  Technology  and  Education

Less   than   half   of   the   students   in   the   United   States   graduate   from   high   school   and   are   ready   to   take   college-­level   math   courses.   Many   years   and  ...

Bringing  Life  to  Learning:  Immersive  Experiential  Learning  Simulations  for  Online  and  Blended  Courses

John  M.  Beckem  II, SUNY  Empire  State  College
Michael  Watkins, Toolwire  Inc.

Higher  education  institutions  are  under significant  pressure  to  provide  affordable, sustainable  approaches   that  will  prepare  their students with  the  skills  they  will  need  after graduation  to  achieve  success  in  the  21st   Century   workplace.   Digital   Media   Simulations   are   among   the   new...

From Research to Practice: Towards the Development of an Integrated and Comprehensive Faculty Development Program

Lawrence C. Ragan, The Pennsylvania State University
Paula Mae Bigatel, The Pennsylvania State University
Shannon S. Kennan, The Pennsylvania State University
Janet May Dillon, The Pennsylvania State University

This article describes the design and development of a professional development program based upon research on the competencies necessary for online teaching success [1] conducted at Penn State University in 2009-2010. The article highlights how the results of this research are being aligned with various professional development courses comprising the...

Faculty Development Programs: The Frequency and Variety of Professional Development Programs Available to Online Instructors

Jennifer Heather Herman, Niagara University

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty members have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty members through the use of incentives and through effective faculty...