Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in students' peer-feedback skills, it is important to focus on the underlying perceptions since perceptions influence learning behavior. We implemented an online peer-feedback training session in a massive open online…

This reflection outlines the problems associated with the Australian Government's recurrent funding policy for non-government distance education. It demonstrates the policy's inconsistencies with stated government educational policy and with commonly held expectations of fairness in a democratic society. A comparison of the current funding of…

The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified…

The Australian and South Pacific External Studies Association (ASPESA)-- the predecessor of the Open and Distance Learning Association of Australia, Inc. (ODLAA)--was founded in 1973. From the outset, ASPESA adopted a broader-than-Australia focus for open and distance learning that included New Zealand, Papua New Guinea, and the member countries…

Over the past six years, the authors have been project leaders for three distance education initiatives in Cape Verde and Mozambique: (1) a blended learning master's degree in multimedia in education for faculty in Cape Verdean public higher education institutions (2005-2008); (2) a teacher training programme for 1375 elementary teachers provided…

We examine the experiences of five teachers who traveled with a team of educators, scientists, and explorers on circumpolar Arctic expeditions to deliver adventure learning (AL) programs to K-12 students at a distance. Results highlight the personal and professional impacts this opportunity had on teachers, including their empowering, fulfilling,…

A diploma mill is commonly recognized as an entity that will award a degree for substandard academic work. However, there is no universal agreement among different higher education institutions as to what constitutes minimum standard academic work or minimum knowledge and skills required of graduates. The author states that many of the negative…

Discussion of the development of distance education programs in the United States, Australia, Canada, and Great Britain focuses primarily on six programs in the United States. External degree programs are discussed, standard examinations that assess prior learning are described, and credit policies for extra-institutional learning are examined.…

"How" do adults learn from self-paced, technology-based corporate training, which they select based on its relevance to their current employment responsibilities? Specifically, "how" do adults use the following learning strategies: prior experience, reflection, metacognition, conversations, generative learning strategies, and authentic…

Analyzes prior knowledge based on the idea of knowledge structure; the relevance of using knowledge profiles is important in independent, distance learning. Suggests that prior knowledge can be helpful to enhance a student's learning process, to design more flexible learning environments, and to provide institutional support. (Author/AEF)

Describes a study of 699 undergraduate and graduate students enrolled in 33 live, interactive telecourses that investigated satisfaction with various facets of the telecourse, demographic characteristics, and experience with previous telecourses. Results show gender differences and prior experience had the greatest effect on course satisfaction.…

Discusses the importance of experience and experiential learning in distance education. Models of prior knowledge and experiential learning are discussed, the measurement of experiential learning is described, a model of the portfolio assessment method is explained, and implications for Dutch higher education and the Open University are suggested.…