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With a growing number of courses offered online and degrees offered through the Internet, there is a considerable interest in online education, particularly as it relates to the quality of online instruction. The major concerns are centering on the following questions: What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment? This paper will examine new challenges and barriers for online instructors, highlight major themes prevalent in the literature related to “quality control or assurance” in online education, and provide practical strategies for instructors to design and deliver effective online instruction. Recommendations will be made on how to prepare instructors for quality online instruction.

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Published since 1961, Educational Technology Magazine has chronicled the growth and development of the field by many leading scholars who have contributed to it. Over the years, articles in this publication has been assigned reading for courses that I taught at San Diego State University in the Department of Educational Technology as they reflected state-of-the-art thinking on instructional design, application of new technologies in teaching and learning, and leadership in educational technology.

history distance_education

The Australasian Journal of Educational Technology is a refereed academic journal publishing research and review articles in educational technology, information and communications technologies for education, online and e-learning, educational design, multimedia, computer assisted learning, and related areas. AJET is published by the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). Prior to Volume 20, 2004, AJET was published under the title Australian Journal of Educational Technology. AJET invites submissions of articles in the length range 5000-8000 words. Original contributions are welcome from writers in any organisation in any country, and membership of a supporting society is not a requirement for submissions. Articles are subjected to peer review on a double blind, confidential basis by at least two referees from AJET's Panel of Reviewers. AJET is a recognised peer reviewed journal listed in Ulrich's Periodicals Directory.

distance_education journals

Jane E. Brindley has over 25 years of experience as a practitioner, educator, researcher and administrator in open and distance learning. She is a clinical psychologist who specializes in the development, delivery, and evaluation of support services for adult learners using alternate delivery modes. Jane has held a variety of positions in post-secondary settings, including Director of Student Services at Athabasca University in Alberta, Coordinator of Planning, Development, and Review at Cambrian College in Ontario, and Special Consultant to The Centre for Innovation in Learning at Contact North/Contact Nord in Ontario. Most recently, she served as the Director of the University of Windsor Centre for Psychological Services, a training clinic for doctoral students in Clinical Psychology. As a researcher, consultant and trainer in distance education, she has worked in Canada, England, New Zealand, Scandinavia, India, China, and South and Central America. She holds a B.A. from the University of Alberta, an M.A. in Counselling Psychology from the University of British Columbia, and a Ph.D. in Clinical Psychology from the University of Ottawa. Jane is a course author and faculty member in the online Masters of Distance Education program jointly offered by the University of Oldenburg and the University of Maryland University College, and is author of "Researching Tutoring and Learner Support" (a PREST/COL research methods manual for practitioners), co-author of "Learning on the Information Highway: A Learner's Guide to the Technologies", and lead editor and chapter author for "Learner Support in Open, Distance and Online Learning". Jane Brindley is a course author and instructor in the MDE program and currently teaches MDE 608 and 670.

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The European Distance and E-Learning Network exists to share knowledge and improve understanding amongst professionals in distance and e-learning and to promote policy and practice across the whole of Europe and beyond. With more than 200 institutional members and over 1200 members in the Network of Academics and Professionals (NAP), EDEN assists a wide range of institutions, networks and individuals to become involved in professional information and networking activities. It does so through the organisation of acknowledged European conferences, its publications and information services, and by taking an active role in a wide range of important EU projects. EDEN has also proved successful with thematic activities such as the Open Classroom Working Group (school level distance education), and by contributing to, and promoting, ‘cutting edge’ research in the field. In addition, EDEN has also provided extensive secretarial support to the European Journal of Open, Distance and E-Learning (EURODL). EDEN is the smart network for the professional community and a professional community for smart learning. Established in 1991 as an international educational association and not-for-profit organisation, EDEN is open to institutions and individuals dealing with e-learning, and – more broadly speaking – open and distance education.

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Christine Walti is the assistant director for Distance Learning in the School of Continuing and Professional Studies at Anne Arundel Community College. Her focus is on the development and implementation of distance learning courses and programs in the continuing and professional education environment. Christine is a MDE graduate and in 2008 she received the UMUC Teaching Recognition Award of the Graduate School of Management and Technology. Christine is member of the MDE Oldenburg team and teaches OMDE 601 (Foundations of Distance Education & E-learning), the program's portal course and OMDE 608 (Learner Support in Distance Education and Training) and for the UMUC side of the program she also teaches the capstone course MDE 670.

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Lisa Marie Blaschke is head of a communications consulting firm, Kreative Kommunikation, which offers a wide range of distance education and technical writing services, from e-learning design and development to project management. Lisa has over 20 years experience working within international corporate environments, leading and implementing enterprise-wide knowledge management and training solutions. Her career experience has been varied, ranging from hands-on practical technical writing and instructional design to global management of e-learning and blended learning projects. Lisa is one of the early graduates of the Master of Distance of Education & E-learning (MDE) program and also holds a Bachelor of Science in Technical Communication from the University of Minnesota. She is a member of the European Distance and E-learning Network (EDEN) and a senior member of the Society of Technical Communication (STC) and has published numerous papers/workshops through the organizations. Lisa was born and raised in Wisconsin, then moved to Germany in 1990 to work for a small software company called SAP. She currently lives with her family on the edge of a forest in the German Odenwald. 

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Torstein Rekkedal has worked in distance education research since 1970. His thesis on recruitment, student achievements and completion was the first published research on distance education in Norway. From 1972 he has worked at NKI (Norwegian Competence Institute) as director of research and development. He is also professor of distance education at the Norwegian School of Information Technology. Torstein Rekkedal has published extensively in areas such as recruitment and drop-out/completion, student support, following-up systems, quality assurance and program evaluation, both as research monographs, articles in the major international periodicals, book articles and conference proceedings. During the last years his interests have naturally also included technology issues, online learning and mobile learning. During the last 10 years he has been actively involved in a large number of EU projects. From 2005 till 2007 he coordinated the EU supported Megatrends Project that analyzed large-scale sustainable e-learning operations.

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As a Canadian Research Chair Dr.Terry Anderson, is involved as Principle Researcher in a variety of research and development initiatives including: Editor of International Review of Research in Distance Education; EduSource Pan Canadian Network of Learning Object Repositories; Campus Alberta Repository of Education Objects (CAREO); and Alberta Supernet Research Network.  He teaches and advises students in the world's largest Masters of Distance Education program at Athabasca University. He also serves on advisory committees with the Alberta and Canadian Governments, and serve on editorial boards of the following Journals: Journal of Distance Education, Internet in Higher Education, International Review of Research in Open and Distance Learning, Canadian Journal of Educational Communication, and Journal of Interactive Media in Education.

distance_education anderson.terry

Peters' first theoretical analysis of distance education was published as a 45-page monograph in 1967 entitled Das Fernstudium an Universitaten und Hochschulen: didaktische Struktur und vergleichende lnterpretation: ein Beitrag zur Theorie der Fernlehre (Distance education at universities and higher education institutions: didactical structure and comparative analysis - a contribution to the theory of distance teaching). The second half of this monograph is translated here and is also to be found in D. Sewart, D. Keegan and B. Holmberg (eds) (1983) Distance Education: International Perspectives, London and New York: Croom Helm Routledge, pp. 95-113.

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In a nutshell the theory posits that if any one of student-student, student-teacher or student-content interaction is of a high quality, the other two can be reduced or even elliminated without impairing the learning experience–thus creating means of developing and delivering education that is cost affordable for all of us.

interaction distance_education anderson.terry

In two decades the distance education scene in Europe has been transformed, partly as a result of EDEN’s work. More people are studying at a distance than ever before and the onward march of technology should be enhancing the advantage of open learning. But are we using technology to best advantage and what should we do about the new wave of hostility to distance learning?

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"Theories guide the practice and research of distance education. Traditionally, theories of distance education have been derived from classical European or American models based on correspondence study. Recently, telecommunications systems have significantly altered the practice of distance education in the United States and have produced a uniquely American approach to this field. This has created the need for a new theory to guide the practice of distance education. This theory, called Equivalency Theory, is described and compared to the historical theories of distance education."

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"Welcome to the DE Hub Database of Research on Distance Education. This searchable web database contains details of 7,124 books, articles, conference papers and reports on various aspects of distance education and distance learning from publishers in Australia and overseas. Material in the database is drawn from the Australian Education Index, produced by Cunningham Library, with additional material sourced from a variety of international organisations and publishers. Submissions of suitable material for inclusion in the database are welcome. By submitting your material you are bringing it to the attention of an international audience with an interest in distance education. As well as indexing material we will also include links to the websites of relevant publishers and organisations. Please contact drde@acer.edu.au for further information."

education research database distance_education

From a historical perspective, it is believed that the actual development of distance learning coincided with the invention of the postmark and the generalisation of cheap postal services (Henry, Kaye, 1985). The best illustration of this process are the correspondence courses proposed by Pitmann as soon as 1840, at the very moment when cheap postal services went into full effect. In a more general fashion, we may say that the development of distance learning is following the transformation of the ways information is being broadcast and exchanged. We should also add to these factors progress made in printing technology and in the production of a cheap paper which allowed both to lower the costs and to rise significantly the quality of printed media. At the same time, this technological evolution has led to an in depth change of how we record, store and retrieve information (Curran, 1992).

distance_education communication technology

"Welcome to the website for the Distance Education Hub (DEHub). DEHub was established in 2009 as a research consortium between the University of New England (UNE), Charles Sturt University (CSU), Central Queensland University (CQUniversity), the University of Southern Queensland (USQ), and Massey University. This site serves as a central hub to facilitate and support the research and dissemination of best practices in distance education in the Australian higher education sector. "

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"I enjoy the work and feel confident that I have helped students become better readers, writers, future librarians, curators, and researchers. Yet every time I speak with faculty colleagues who have only taught what distance educators call "face to face" or "on ground" courses, I get the same bewildered responses: "I've never understood this whole online teaching thing" or "So do you teach via e-mail?" or "Is that like a correspondence course?" Hidden beneath the surface of such seemingly innocuous comments and questions is a little jab, which, if put into words, would go something like this: "You're not a real college teacher, are you? If you were, you'd be interacting with students in a bricks-and-mortar classroom like I do." No doubt that attitude owes, in part, to the bad press emanating from investigations into certain online "colleges" that have turned out to be little more than diploma mills. But the attitude also seems to be connected to the very idea of online teaching, as though no real college-level content could be delivered or absorbed without face-to-face interaction between teacher and students. "

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"The Canadian Institute of Distance Education Research - CIDER - is a research initiative coordinated from the Centre for Distance Education at Athabasca University - Canada's Open University. The CIDER Website is an online self-managed research community with a shared domain of interest in distance education research. Within this research community, members have the opportunity to engage in debates, explore research areas of interest, and disseminate research related to distance education. In this way CIDER is a forum for online networking – amongst participants - academics, researchers, practitioners and Athabasca University alumni. By providing connections between people, ideas, publications, websites and research resources, CIDER aims to become a dynamic network and a central source for distance education research in Canada, continuously being shaped and re-shaped by its members. CIDER ’s distance education research scope is broad, ranging from learning and teaching application, financial and issues of access, the strategic use of technology in distance education settings, and other factors that influence distance education in Canada."

distance_education research athabasca.u

"The Center for Instructional Development and Educational Research (CIDER) works with Virginia Tech faculty, administrators and graduate students to design, develop, and implement disciplinary and interdisciplinary learner-centered instruction; promote and recognize excellence in higher education instruction; support and conduct cutting-edge research on the scholarship of teaching and learning; and collaboratively advocate for a campus climate that values educating the whole student through effective, innovative and transformative instruction. "

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Dr. Tony Bates is the author of eleven books in the field of online learning and distance education. He has provided consulting services specializing in training in the planning and management of online learning and distance education, working with over 40 organizations in 25 countries. Tony is a Research Associate with Contact North | Contact Nord, Ontario’s Distance Education & Training Network.

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