Team-based learning (TBL) has been shown to improve student learning in a variety of settings. In a majority of cases, TBL has been implemented in face-to-face formats and occasionally in blended learning formats, which are partially online partially and face-to-face in a classroom. The Sloan Consortium surveys report a steady increase in the…

The Internet environment is suitable for many types of learning activities and teaching and learning styles. Every World Wide Web-based course should provide: home page; introduction; course overview; course requirements, vital information; roles and responsibilities; assignments; schedule; resources; sample tests; teacher biography; course…

Live television is the fastest-growing distance learning delivery mode. Instructors must understand how distance learning differs from both the traditional classroom and commercial television, how the basic technology operates, the role played by the teacher in delivering instruction, how to design courses according to system capabilities, and how…

Explores key concepts, resources, and strategies that can greatly strengthen the ability of on-line curricular offerings to accommodate learners with a wide range of disabilities. (EV)

In distance education, interactivity refers to mutual influence of objects and actions, particularly with reference to the relationship of learner, instructor, content, and technology. Instructors should build interactivity into distance learning to increase participation, develop communication, receive feedback, enhance elaboration and retention,…

Describes the use of learning cells to facilitate Socratic-like discussion and discusses how they can be adapted to the Internet. (EV)

This concluding chapter offers thoughts about educational philosophy and how higher education might view technology as it moves between the seemingly paradoxical ideas of making the academic experience more user-friendly and making distance education available to the masses. (EV)

Distance learning networks make training and advanced education possible when time and budgetary constraints make face-to-face training difficult. To make distance learning work, instructors and providers must harness the potential of synchronous and asynchronous communication technologies to create powerful, learner-centered networks. Support…

Describes programs at diverse institutions across the country that use technology innovatively for faculty development. Programs include instructional development education, Internet use for on-line instruction, Web site use to gather student feedback on instructional techniques, a Web site as an information source for faculty and teaching…

SI can expand past the boundaries of on-campus review sessions. This chapter examines how SI can be implemented in university teaching-learning centers, thematically based learning communities, and online and video-based programs and offers a case study of one such online program.

Presents a case study of two classes that created a community of learners across the expanse of the North American continent and the Pacific Ocean. Participants in the Russell Scholars Program of the University of Southern Maine and the Rainbow Advantage Program of the University of Hawaii at Manoa collaborated on a traveling art exhibit entitled…

Review of trends in educational technology finds a dramatic growth in the use of such technology by college faculty over the past decade. Identification of the most important developments of the 1990s includes the World Wide Web, electronic mail and mailing lists, distance education, and technology classrooms. Considers intellectual property…

Design of student-centered instruction for telecourses must take into consideration the variables that contribute to meaningful and motivated student learning: clarity; connections; teacher immediacy behaviors; and active learning. Unlike much conventional instruction, telecourse teaching isn an intensive and demanding team process requiring…

Argues that college teachers need special skills and sensitivities to be competent at distance education, including: skills in course planning/organization, verbal/nonverbal presentation skills, collaborative skills, questioning strategies, subject matter expertise, skill at involving students and coordinating field site activities, understanding…

Examines trends and issues in transforming libraries from repositories of print material into digital information centers, particularly in the context of distance education. Topics discussed include public pressure for increased use of technology, the scope of change, legal concerns and copyrights, an expanded role for libraries as information…