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Spring 2002 - Volume V, Number I

Faculty Philosophical Position Towards Distance Education: Competency, Value, and Educational Technology Support

As higher education attempts to meet the growing demand for courses delivered at a distance, identification of potential barriers to faculty acceptance and adoption are needed. The purpose of the study was to describe faculty perceptions with respect to distance education...

All for One and One for All: Relationships in a Distance Education Program

The purpose of the study was to examine relationships in a distance education program. Specifically the study sought to describe student relationships with faculty of a distance doctorate program, and to describe student relationships with cohort groups in the program.

Perception Differences About Participating in Distance Education

This paper presents a factor analysis of the 46 motivating and inhibiting factors for distance education participation and an analysis of interaction between responses and level of participation in distance education, gender, age, faculty rank and tenure status...

Maintaining Academic Integrity in On-Line Education

It is assumed that cheating and plagiarism are a greater problem online than in a traditional class. In reality, maintaining academic integrity is equally a challenge in both delivery modes. However, by the very nature of online education, a case can be made that it is more conducive to both detecting and combating plagiarism than is a traditional class...

Online Versus Traditionally-delivered Instruction: A Descriptive Study of Learner Characteristics in a Community College Setting

The purpose of this study was to compare the learning styles of community college students who enrolled in an off campus online course and those who were taking the same course on-campus. Knowledge of studentsí learning styles may allow faculty to present information in a way that will accommodate those various learning styles, enable administrators to design and implement better programs, and help students...

If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions

If the threaded discussion is to remain an integral part of the online learning experience, administrators must provide facilitators with effective assessment methods to evaluate student's performance and knowledge integration..


To be notified of future publications contact the UWG Distance Education Center
Last modified: March 29, 2002

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