Zakir+Waliany

=Source URL:= http://www.worldwidelearn.com/education-articles/benefits-of-online-learning.htm

=Summary/ Direct Quote=

Why do students flock to the online learning environment? With over 4 million students are enrolled in online schools and universities (and that number is growing 30% per year), there are many compelling arguments for attending a cyber classroom (Lewis, 2005).

While "brick and mortar" institutions will never be eliminated, it's easy to see why a growing number of people are attending class in the cyber world. They may be reasons of accessibility, flexibility or quality, all compelling and contributing to the attractiveness of this mode of learning.

=Source URL:= http://www.onlinecourses.org/5-advantages-of-online-courses/

=Summary/ Direct Quote= More and more students are turning to online courses for a variety of reasons, but here are some of the best reasons to pursue online education–The Five C’s, with some caveats thrown in on potential disadvantages as well:

=Source URL:= http://education-portal.com/articles/Pros_and_Cons_of_Online_Education.html

=Summary/ Direct Quote:=

This article will discuss some of the pros and cons of an online education, which may help students to make more informed decisions when deciding which programs to enroll in. As with any situation, there are both pros and cons with the concept of online education. You may want to evaluate both the pros and cons before you decide on an online education program. By examining the advantages and disadvantages, you will be able to to make a more informed decision.

=Source URL:= http://www.quintcareers.com/distance_learning_pros-cons.html

=Summary/ Direct Quote:= While the types and methods of distance education continue to grow and evolve, potential students should consider some identifiable factors common to all types before enrolling. While these factors are not applicable to every distance learning situation, they do apply to most. After reading these pros and cons of distance education, you should more closely examine the online programs that most interest you to be sure they fit your life, job, and career needs. =Source URL:= http://web.ebscohost.com/ehost/detail?vid=5&hid=111&sid=aba58274-b119-4470-a063-f1450cbc3396%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=keh&AN=44785122

=Summary/ Direct Quote:= This study examines the influence of instructional design and management style on student achievement and satisfaction in a web-based **//distance//** **//learning//** environment. From the literature review, two major instructional design and management styles in web-based **//distance//** education were conceptualized as structure and interpersonal interaction. To investigate the differences on **//learning//** output variables, two web-based instructional programs were developed as college level courses. One course was developed and implemented mainly with a resource-based highly structured self-**//learning//** mode with little interpersonal interaction, and the other course was developed and conducted mainly with interpersonal interaction without well-structured materials. Sixty seven and fifty six juniors were enrolled in each course at a cyber university for one semester. Questionnaires, achievement scores, satisfaction levels, and interview data were collected and analyzed. Findings indicated that self-**//learning//** with well-structured materials was not inferior to highly interactive instruction without well-structured materials in receptive **//learning//** achievement. This implicates that well-structured material can possibly replace a teacher's one to one interaction in receptive **//learning//** as early **//distance//** educators expected. However, students in the interactive course without well-structured materials, rather than in the well-structured course with little interaction, showed higher achievement in critical thinking **//learning//**. In terms of satisfaction, students in the structured course were more satisfied with structure, and students in the interactive course were more satisfied with interpersonal interaction. Implications of these findings and recommendations for further study are suggested. [ABSTRACT FROM AUTHOR]: Zakir W

=Source URL:= http://web.ebscohost.com/ehost/detail?vid=5&hid=111&sid=aba58274-b119-4470-a063-f1450cbc3396%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=keh&AN=31674591

=Source/ Direct Quote:= Social work educators seem to have mixed feelings about the development of open and **//distance//** **//learning//** in Britain and the USA. Open and **//distance//** **//learning//** has tended to be marginalised. It has been compared unfavourably to campus based programmes, but there has been a lack of research on this topic in the United Kingdom. However, research in the USA indicates that open and **//distance//** **//learning//** social work students have a high degree of satisfaction with teaching and **//learning//** approaches compared with those on campus based programmes, while student outcomes and level of achievement have been at least comparable to those on 'traditional' programmes. Some criticisms of open and **//distance//** **//learning//** in the UK are examined. These include narrow, mass produced, 'assembly line', mechanistic, isolating, individualistic approaches. Advantages of open and **//distance//** **//learning//** in the UK are considered, such as well organised teaching packs, flexibility and individual choice in pace, time and place of **//learning//** with especially good **//learning//** opportunities for mature women with family commitments. Improvements are advocated, centred around developing more opportunities to rehearse and develop practice skills, encouraging more divergent, critical thinkers operating from a more pluralistic knowledge base and the empowerment of students in collectives. [ABSTRACT FROM AUTHOR] )

=Source URL:= http://web.ebscohost.com/ehost/detail?vid=7&hid=111&sid=aba58274-b119-4470-a063-f1450cbc3396%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=keh&AN=43520516

=Source/ Direct Quote:=

This article reviews recent evaluation studies of **//online//** **//learning//** communities to provide a systematic understanding of how such communities are evaluated. Forty-two representative studies were selected and categorized into a newly developed taxonomy of **//online//** **//learning//** community evaluations. This taxonomy is divided into four components: evaluation purpose, evaluation approach, measures for evaluation, and evaluation techniques. The findings suggest that it is inappropriate to conceptualize evaluation of such communities as a one-size-fits-all, generalizable measure of “good” or “bad.” Instead, we recommend a comprehensive, on-going, diagnostic approach to measuring clusters of indicators, or syndromes, of a particular OLC and examining the causal relation assumed by the evaluators between what is measured and the success of OLC as an imputed outcome. [ABSTRACT FROM AUTHOR]

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