Issues and Challenges of Providing Online Inservice Teacher Training: Korea's experience
To meet the need for flexible and interactive teacher training, the Korean government created a Cyber Teacher Training Center (CTTC) in the summer of 1997. The CTTC project developed a software platform for managing online inservice teacher training, eleven general training courses, with plans to add more courses each year. More...
The Technological Consolidation of UNED in Spain
This article discusses the role of the technologies that have been utilized to advance distance teaching and learning by the National Distance Education University (Universidad Nacional de Educación a Distancia -- UNED) of Spain. More...
USQ: An e-University for an e-World
The rapid rate of technological change and the rapidly growing number of institutions now embarking on Internet-based delivery means that more institutions are involved in distance education than at any other time in history. More...
Patterns of Interaction in a Computer Conference Transcript
An analysis of the interaction patterns in an online conference from a distance education graduate course was conducted, using an approach that focused on the transcript's interactional and structural features. A new tool for transcript analysis, the TAT (Transcript Analysis Tool), was used to analyze interactional features, while structural elements suggested by social network theory were examined. More...
Learning Objects: Resources For Distance Education Worldwide
This article discusses the topic of learning objects in three parts. First, it identifies a need for learning objects and describes their essential components based on this need. Second, drawing on concepts from recent developments in computer science, it describes learning objects from a theoretical perspective. Finally, it describes learning objects in practice, first as they are created or generated by content authors, and second, as they are displayed or used by students and other client groups. More...
IRRODL (International Review of Research in Open and Distributed Learning) - Vol 2, No 1 (2001)
Table of Contents
Editorial
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Editorial - Global Diversity of Distance Education
Peter S. Cookson
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Research Articles
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A Critique of Stephen Downes' Article, "Learning Objects": A Perspective from Bahrain
Muain Jamlan
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Patrick J. Fahy, Gail Crawford, Mohamed Ally
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James C Taylor, Peter Swannell
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Lorenzo Garcia Aretio
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Insung Jung
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Terry Evans, Elizabeth Stacey, Karen Tregenza
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Stephen Downes
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A Critique Of Stephen Downes' Article, "Learning Objects": A Middle Eastern Perspective
Osama Shata
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A Critique of Stephen Downes' "Learning Objects": A Chinese Perspective
Fuhua (Oscar) Lin
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Research Notes
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A Virtual Community for Adults with Developmental Disabilities and their Families
Susan D. Moisey
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Summary of a Case Study of a Knowledge-based Organization
Phillip Lillies
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A Case Study in Planning Online Interaction
L. A. Murphy
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Book Notes
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Book Review - Leadership for 21st Century Learning: Global Perspectives from Educational Innovators, edited by Colin Latchem and Donald E. Hanna
Don Olcott, Jr.
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Book Review - Learning and Teaching in Distance Education: Analyses and Interpretations from an International Perspective
P. R. Ramanujam
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Full Issue
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IRRODL Volume 2, Number 1
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1-166
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Converting Student Support Services to Online Delivery
This case study describes how Regents College (soon to be Excelsior College), an accredited, private, distance education institution with administrative offices in Albany, New York addressed the structural, management, and resource issues that came into play when converting distance education programs from print-based and telephone delivery to online delivery. More...
Empire State College: The Development of Online Learning
Empire State College was founded in 1971 to meet the needs of adult and other nontraditional student populations in the state of New York. Its initial delivery model was individualized instruction with a student working with a full-time faculty member to develop a unique plan of study and learning contracts to support that plan. By 1979, the College established the Center for Distance Learning, which developed and still offers structured, print-based courses to students with no requirement for on-site meetings. It began to experiment with computer-supported learning activities in the late 1980s, employing professional staff to support the exploration of technology and to provide assistance to faculty in instructional design. More...
Converting to Online Course and Program Delivery: The University of South Australia Case Study
The University of South Australia's (UniSA) approach to converting its distance education programs to online delivery is to manage it as a part of establishing an online teaching and learning environment for all of its programs. UniSA's move to online teaching and learning derives from a clear vision of its future, is informed and directed by a comprehensive framework for teaching and learning, and enabled by appropriate structures, processes and resources. More...
Deakin University: Going online at a Dual Mode University
Deakin is a dual mode university with more than half of its students doing at least part of their study at a distance and with an entrepreneurial arm that provides distance education services for even larger numbers. Online provision has been developing over a decade, enriching traditional distance education in programs with mixtures of on- and off-campus students. More...
