Instructor Interactions in Distance Education Environments: A Case Study
Annual Distance Education Conference,
The instructional design interactions, practices, and strategies used by three selected instructors teaching distance education courses at Texas A&M University were examined in a case study. Data were collected through unstructured interviews, participant observations, and examination of course documents. The three instructors were selected so that the sample would meet the following criteria: all instructors were tenured or tenured-track faculty with previous experience delivering distance education; each instructor represented a different department; all instructors used varying instructional delivery technologies; and all instructors used synchronous and asynchronous forms of interaction in their courses. The instructors' approaches varied and were shaped by their previous professional experience with distance learning and distance delivery technology. Instructor A used a Web- and videoconferencing-based instructional delivery system and met with students in a 3-day face-to-face field trip. Instructor B used a videoconferencing-based delivery system and conducted a 3-hour face-to-face summative meeting. Instructor C used a Web-based delivery system and held a 6-hour face-to-face orientation meeting. It was concluded that if instructors are to be successful distance educators, they must be capable of using at least the following types of interaction: instructor-learner; instructor-content; instructor-technology; instructor-facilitator; instructor-peers; instructor-support staff/technicians; and instruction-institution. (Contains 28 references.) (MN)
Mortera-Gutierrez, F. & Murphy, K. (2000). Instructor Interactions in Distance Education Environments: A Case Study. Presented at Annual Distance Education Conference 2000.
Cited ByView References & Citations Map
Scott Gibby, University of Texas at Austin / Austin Community College, United States
EdMedia + Innovate Learning 2003 (2003) pp. 2642–2649
Instructional Interactions at a Distance versus Institutional Indicators: Migrating from LearningSpace-Lotus Notes to new E-learning Platforms, a Higher Education experience at ITESM-CCM in Mexico City. A case study..
Fernando Mortera-Gutierrez, Instituto Tecnologico de Estudios Superiores de Monterrey, ITESM-CCM, Mexico
EdMedia + Innovate Learning 2003 (2003) pp. 900–901
Atsusi Hirumi, University of Houston–Clear Lake, United States
International Journal on E-Learning Vol. 1, No. 1 (2002) pp. 19–27
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