Asynchronous Education: A Blueprint for the Future of Adult Learning.

Autor/inn/en	Krueger, Lyle L.; Porter, Cyndi Wilson; Burke, Daniel
Titel	Asynchronous Education: A Blueprint for the Future of Adult Learning.
Quelle	(1998), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Computer Assisted Instruction; Computer Mediated Communication; Computer Software; Course Evaluation; Distance Education; Educational Environment; Faculty Development; Higher Education; Instructional Effectiveness; Nontraditional Education; Online Courses; Online Systems; Program Implementation; Training + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Non-traditional education; Alternative Erziehung; Online course; Online-Kurs; Online; Ausbildung
Abstract	While the distance learning curriculum at Lakeland College (Wisconsin) began 20 years ago, the idea for Lakeland Online was conceived about two and one-half years ago. A variety of delivery modes were considered before discovering Convene software. Since the communication process enabled by the Convene software is asynchronous and requires only a modem-equipped PC, it met requirements for non-time and non-place-sensitive delivery. Once a school has decided to work with Convene to offer online courses, it needs to evaluate the market and identify a niche that it can service. The next step is faculty training. Lastly, the school needs to implement an effective marketing program. Lakeland Online courses are configured so that, in addition to a main class meeting, each course has five additional meetings: Syllabus, Lecture, Biography, Discussion, and Homework. The faculty support program includes a four-week online training session, a mentor program, the course evaluation, and an online "faculty lounge." Student and faculty reactions to this initiative have been strongly positive. An evaluation study found that there was no statistical difference in the learning outcomes between onground and online classes. (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01