Distance+Education

Beck, C. E. & Schornack, G. R. (2004). Theory and practice for distance education: A heuristic model for the virtual classroom. In ??? [|Beck&Schornack2004.pdf]

Buchanan, E. A. (2004) Online assessment in higher education: Strategies to systematically evaluate student learning. in ??? [|Buchanan2004.pdf]

Frank, J., Toland, J., & Schenk, K. (2004). The effect of culture on email use: Implications for distance learning. In ????. [|FrankToland&Schenk2004.pdf]

Martz, W. B. Reddy, V. K., & Sangermano, K. (2004). Looking for indicators of success for distance education. In ??? [|MartzReddySangermano.pdf]

Richards, L. J., Dooley, K. E., & Lindner, J. R. (2004). Online course design principles. In ??? [|RichardsDooleyLindner2004.pdf]

Saltmarsh, S. & Sutherland-Smith, W. (2010). Stimulating Learning: Pedagogy, Subjectivity and Teacher Education in Online Environments. //London Review of Education (8), 1,// 15-24. New technologies have transitioned face-to-face instruction to a new mode that presents opportunities and challenges to educators. The changes of deliver mode create a change in pedagogical practices and relationships as well as “how” to teach. This article focuses on five Australian teacher education faculties to determine how/if online learning has changed beliefs about and approaches to pedagogy. Institutional policies and their implementation are important in the governing of academic work and academic studies. Faculty must balance the demands of the university and their profession. Faculty who have experience in online teaching generally agreed that online learning provides students flexibility and interactivity that conform to their circumstances, lifestyles and preferences and still allows students to interact with others regardless of location, and time. Faculty members also considered themselves innovators and collaborators. They see online learning as a process that has become more or less equal for all involved. Faculty who are new to the online environment found tension between their positions. These faculty have concerns about the pedagogical relationships, thus providing face-to-face workshops, study groups or peer mentoring programs to cultivate these relationships. Faculty who are new to online learning find it difficult to teach educators without having the face-to-face contact, but also know the must learn this new mode or institutions will find someone who is willing to teach online.