Matching Course Needs and Distance Learning Formats: Evolving Guidelines for Planning, Design, and Delivery
M. D. Roblyer, Leticia Ekhaml, State University of West Georgia, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
During the past five years, College of Education faculty at the State University of West Georgia have used various combinations of interactive audio/video, online, face-to-face, and hands-on formats to deliver preservice and inservice media and technology courses. These experiences have resulted in several successful course models, as well as specific, useful guidelines to help in selecting and developing strategies for: delivering information, fostering student interaction, evaluating student performance, and motivating students. This paper describes three such course models and the teaching/learning activities accomplished with each of the strategies used in them. In addition, the authors present and describe some of the specific guidelines faculty use to assure that distance learning courses are effective, both in terms of accomplishing course goals and objectives and in meeting the learning needs of students.
Roblyer, M.D. & Ekhaml, L. (1999). Matching Course Needs and Distance Learning Formats: Evolving Guidelines for Planning, Design, and Delivery. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 245-249). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).