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Tuesday, October 14, 2008

Articles Appears in The Online Journal of Distance Learning Administration.


Read these articles I thought you may find interesting, appears in Volume 11 Issue 3 , Fall 2008 edition of The Online Journal of Distance Learning Administration.


Predicting Student Performance in Web-Based Distance Education Courses Based on Survey Instruments Measuring Personality Traits and Technical Skills
By Michael Hall, Ph.D, P.E.
Ivy Tech Community College

Abstract

Two common web-based surveys, “Is Online Learning Right for Me?’ and “What Technical Skills Do I Need?”, were combined into a single survey instrument and given to 228 on-campus and 83 distance education students. The students were enrolled in four different classes (business, computer information services, criminal justice, and early childhood development) on three different regional campuses of a mid-western community college. Multiple regression equations were developed with the survey scores and the type of class to determine the extent to which the survey scores predicted final semester grade percentages. Although distance education students scored significantly higher on the survey instruments than on-campus students, the survey scores explained only 8% of the observed variance in their final grade percentage. The course in which they enrolled (business, computer information services, criminal justice, and early childhood development) explained most of the variance in final grade percentage.
There was no significant difference in survey scores between students that withdrew from their classes and those that remained to receive a final semester grade. Recommendations for further research are suggested.

Integrating Content, Pedagogy, and Reflective Practice: Innovative New Distance Learning Courses and Programs for Mathematics Teachers
Northern Arizona University
Abstract

This article details the development of new courses and programs offered through a university distance learning initiative. These innovative courses build on national research and policy recommendations regarding the mathematical education of teachers. Course material, course evaluation, and student interview data are presented to shed light on two important themes: (a) How teacher content and pedagogical knowledge can be developed within courses and across a degree program and (b) how these teacher education goals can be met via distance learning. Students (classroom teachers) reported that the integration of content and pedagogy was a valuable feature of the program. Overall, students thought the program helped them be more effective teachers and would recommend the program to others.
They especially appreciated the flexibility and convenience the distance programs provide.


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