Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

Betts, Kristen; Delaney, Brian; Galoyan, Tamara; Lynch, William W.

doi:10.18278/jolrap.8.1.2

Cited by 4 publications

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“…It was later expanded to include arts and general education, where supplemental studies and readings were sent home through the mail. Harting and Erthal (2005) and Betts et al (2020) illustrated that the same model was eventually adopted by renowned universities like the University of Chicago. Correspondence education began to evolve as technologies such as radio and television emerged (Watson & Murin, 2012;Awotunde et al, 2023).…”

Section: Literature History Of Virtual Learningmentioning

confidence: 98%

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Investigating the Efficacy and Sustainability of Virtual Education Courses

Riegel,

Ajabnoor

2024

JUTLP

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As teacher educators prepare for the future of teacher education, it is important to address the sustainability of virtual education courses. This study used a pre-existing model provided by the New York State Education Department as a framework to define the types of courses that may appear in an education program. Data was collected using a convergent parallel mixed methods approach to simultaneously gather qualitative and quantitative data. A total of 640 education courses from accredited education programs across the United States were analyzed. Findings indicated the type of course did not play a role in the course effectiveness during the pandemic, suggesting all education courses can be delivered effectively in a virtual modality. The delivery method of undergraduate courses was indicated by participants to be less effective during the pandemic than graduate courses. Results suggest courses that involve fieldwork (i.e., Field Experience, Student Teaching, or Practicum) were indicated by participants to be the least sustainable as virtual courses post-pandemic. Results also suggest that although virtual education courses at the graduate level are sustainable in education programs post-pandemic, undergraduate courses may not be. Advantages to virtual course delivery clustered around logistics and access while challenges clustered around engagement and hands-on-learning. This study provides curriculum guidance to those across the globe in the position of making modality decisions.

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Section: Literature History Of Virtual Learningmentioning

confidence: 98%

“…Correspondence education was first introduced in 1870s (Harting & Erthal, 2005;Betts et al, 2020). It was started by John Heyl Vincent and Lewis Miller in New York to train teachers for Sunday school in the summer.…”

Section: Literature History Of Virtual Learningmentioning

confidence: 99%

Investigating the Efficacy and Sustainability of Virtual Education Courses

Riegel,

Ajabnoor

2024

JUTLP

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“…In the second half of the 20 th century, satellite television, personal computers, and the advent of the internet further improved distance education. In the 21 st century, the rapidly increasing use of the internet contributed to today's advanced online learning modules [3]. Particularly during the Covid-19 pandemic, the significance of distance education in all educational settings-from elementary school to university-has surged tremendously.…”

Section: Introductionmentioning

confidence: 99%

Transition into distance education: A scoping review protocol

Schweighart,

Hast,

Trautwein

2024

PLoS ONE

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The number of students choosing to complete their studies online rather than in-person is on the rise. The transition to university is crucial for subsequent success, regardless of whether the learning is done face-to-face or remotely. If students can effectively handle the critical requirements associated with the transition to distance learning, their likelihood of success increases. However, thus far, little information is available on this topic. To gather existing sources, we will conduct a scoping review according to the guidelines of the research organization JBI. The review aims to systematically record, evaluate, and subsequently present the existing body of literature regarding the subject "transition into distance education". By answering the research question, "What is known about transition into distance education in higher education?" we hope to shed light on individual experiences, challenges, adaptation strategies, life situations, etc. of distance learners in a higher education context. The review will identify and categorize relevant concepts and terminologies in the research field, as well as outline the content-related boundaries. The findings derived from the scoping review will provide conceptual clarification, summarize the given theoretical and empirical knowledge in the field and offer practical implications for designing the initial phase in distance education. This article presents the a-priori study protocol that provides a detailed outline of the planned methodology for conducting the Scoping Review.

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“…Teachers and students then communicated through the postal service (Kentnor, 2015). Distance education expanded to radio, and by the mid-20 th century the telephone and television provided a two-way interactive experience (Betts et al, 2021). Technology allowed distance education to connect to students regionally and nationally via satellite and prerecorded videos provided synchronous delivery of content.…”

Section: Online Educationmentioning

confidence: 99%

College student experiences with computer-assisted instruction in a developmental mathematics course

Dorestant

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Advances in technology are helping reshape how students learn, communicate, and interact in higher education; this change may assist universities as they address the developmental course crisis. This study sought to increase understanding of how computer-assisted instruction (CAI) impacted students' perception of their experience in a developmental mathematics course. Specifically, this interpretive phenomenological analysis study was guided by the following question: How do students describe the experiences that helped them persist in their CAI developmental mathematics course during their 1 st year? Understanding how students make sense of the experiences that helped them persist to course completion will help support future students. A semi-structured interviewing technique was utilized to collect data from seven participants enrolled at a public urban college in a city in the Northeast. The responses were analyzed using Smith and Nizza's (2021) nine-step process, which moved the understanding of the experience from that of particular individuals to the shared experiences of all participants. Three major themes and 10 subthemes emerged from the responses provided by the seven participants. The findings drawn from the analysis were consistent with the literature and Vygotsky's zone of proximal development (ZPD) theory. Through the lens of ZPD and scholarly work within the field, the study offers recommendations for practice in the following categories: recommendations for institutions offering online courses, recommendations for CAI online courses, recommendations for students enrolled in online courses, and recommendations for faculty teaching online courses. The study concludes by offering recommendations for future research.

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Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

Cited by 4 publications

References 0 publications

Investigating the Efficacy and Sustainability of Virtual Education Courses

Investigating the Efficacy and Sustainability of Virtual Education Courses

Transition into distance education: A scoping review protocol

College student experiences with computer-assisted instruction in a developmental mathematics course

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