The following is a summary of the main points covered in this chapter.
- Background on distance learning:
- Distance learning is defined by the United States Distance Learning Association (USDLA) as "The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance."
- Distance learning delivery systems may be classified as most abstract to most realistic, according to types of interaction (one-way, print-based to two-way video) and delivery methods (from correspondence courses to videoconferencing).
- Types of distance activities include student research, online materials, web-based lessons, virtual courses and programs.
- Current distance learning issues include the widening Digital Divide, concerns about children's development and socialization, impact on school reform, and virtual schooling issues.
- Types of Internet pitfalls include accessing inappropriate materials, threats to safety and privacy, Internet fraud, viruses and hacking, and copyright and plagiarism problems.
- Findings from current research on distance learning include distance learning and face-to-face learning can yield equivalent results; successful distance courses are those that have high interaction, good support, and low technical problems; successful learners are those that have achievement beliefs, responsibility, self-organization ability, and technology skill/access; successful instructors are those who have good communication and classroom organization skills; and distance learning programs are more cost effective when used with more courses.
- Internet concepts — Students and teachers who use the Internet should know how to use URLs, site navigation strategies, Bookmarks or Favorites, and search engines.
- Internet strategies — Students and teachers should also know how to evaluate website content and do basic Internet troubleshooting.
- Communicating on the Internet — Online communication resources include email, listservs, bulletin boards, blogs, chatrooms, instant messaging, videoconferencing, and MUDs/MOOs/avatar spaces.
- Distance courses and programs — To design and use distance courses and programs, teachers and students use web course development and support tools such as course management systems (e.g., WebCT and Blackboard), site capturing software, intranets, and whiteboards.
- Effective course design requires structure designed to support learning, engaging, collaborative activities, supportive online learning community, and good assessment strategies.
- Distance course quality may be assessed during design by the Rubric for Online Instruction and after a course through the Rubric for Assessing Interactive Qualities.
