Best Practices in Distance Education

Signer 2008

Berge and Muilenburg (2000) recommend preparing

students  for  discussions  through  questions  and  techniques  such  as  summarizing.

Knowlton (2001) acknowledges the importance of teachers knowing how they will be

assessed, from the beginning of the course; relating tasks to higher levels of Bloom’s

Taxonomy;  providing  a  forum  for  online  students  to  construct  knowledge;  and

creating assignments that offer many ways to respond.

Miller and King 2003

Research   supports   a   need   for   distance   education   courses   to   be

constructivist,  collaborative,  and  student-centered  (Bonk  and  Cummings

1998,  Bourne  et  al.1997,  Carr-Chellman  et  al.2000,  Hiltz  1997,  Kaye 1991, McCombs 2001, Moore and Kearsley 1996, Palloff and Pratt 1999, 2001).

Nsiah 2013

Stanfield et al. (2009) discovered that establishing a clear vi- sion and strong leadership, as well as demonstrating a pro- active approach to management that can address potential prob- lems and explore opportunities to the full, are vital for success in distance education.

References

Miller, T. and King, F. (2003). Distance education: pedagogy and best practices in the new millennium. International Journal of Leadership in Education, [online] 6(3), pp.283-297. Available at: https://doi.org/10.1080/1360312032000118225 [Accessed 16 Mar. 2018].

Nsiah, G. (2013). Best Practices in Distance Education: A Review. Creative Education, [online] 04(12), pp.762-766. Available at: http://www.scirp.org/journal/ce [Accessed 16 Mar. 2018].

Signer, B. (2008). Online professional development: combining best practices from teacher, technology and distance education. Professional Development in Education, [online] 34(2), pp.205-218. Available at: https://doi.org/10.1080/13674580801951079 [Accessed 16 Mar. 2018].