Distance Education
2013 Volume 34, Number 1
Table of Contents
Number of articles: 9
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Teaching Beliefs and Practice, Institutional Context, and the Uptake of Web-Based Technology
Belinda Lawrence & Samantha Lentle-Keenan
This research examines the relationship between teaching beliefs and practice, institutional constraints, and the uptake of Web-based technology for teaching in higher education. Semistructured... More
pp. 4-20
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Improving the Quality of Online Discussion: The Effects of Strategies Designed Based on Cognitive Load Theory Principles
Aubteen Darabi & Li Jin
This article focuses on heavy cognitive load as the reason for the lack of quality associated with conventional online discussion. Using the principles of cognitive load theory, four online... More
pp. 21-36
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Getting Real: The Authenticity of Remote Labs and Simulations for Science Learning
Megan Sauter, David H. Uttal, David N. Rapp, Michael Downing & Kemi Jona
Teachers use remote labs and simulations to augment or even replace hands-on science learning. We compared undergraduate students' experiences with a remote lab and a simulation to investigate... More
pp. 37-47
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The Influence of Asynchronous Video Communication on Learner Social Presence: A Narrative Analysis of Four Cases
Jered Borup, Richard E. West & Charles R. Graham
Online courses are increasingly using asynchronous video communication. However, little is known about how asynchronous video communication influences students' communication patterns. This study... More
pp. 48-63
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Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School
Abigail Hawkins, Charles R. Graham, Richard R. Sudweeks & Michael K. Barbour
This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic... More
pp. 64-83
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Predictors of Course Outcomes: Early Indicators of Delay in Online Classrooms
Barbara Woods McElroy & Bruce H. Lubich
Studies have long shown that students who begin or submit their work later tend to have negative academic outcomes. The measures of procrastination used in those studies may not have provided... More
pp. 84-96
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Caring in a Technology-Mediated Online High School Context
Andrea Velasquez, Charles R. Graham & Richard Osguthorpe
The objective of this study was to describe how caring is experienced in the technology-mediated context of the Open High School in Utah, an online charter high school. Two female teachers, two... More
pp. 97-118
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When Prophecy Fails
Jon Baggaley
Inaccurate predictions about educational technology are discussed, and the tendency for them to go unchallenged. Their global generalizability is questionable when the expertise underlying them is ... More
pp. 119-128
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Learning Online: Massive Open Online Courses (MOOCs), Connectivism, and Cultural Psychology
Marc Clara & Elena Barbera
In this reflection, we discuss the connectivist conception of learning in Web 2.0 environments, which underpins the pedagogy of what are known as cMOOCs (connectivist massive open online courses). ... More
pp. 129-136