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These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.Read the Full Story
Participant feedback collected in several settings and over varying time periods suggests that well-designed and executed online learning environments are no less challenging and engaging for adults than their onsite counterparts. The paper describes two online settings, each in a different country, supported by a review of relevant literature. Online activities are analyzed in light […]
“Athabasca University is one of the treasures of the post-secondary system in Canada. Our world-class programs, offered at a distance using effective e-learning and other delivery methods, make us a world leader in online, open and distance education. Dr. Pannekoek, who comes from the University of Calgary, will build on the sound foundations – financial, […]
The Alternative Education Seminar (SP.249) is the first of its kind in the Experimental Study Group (ESG), the MIT undergraduate program already known for its innovative, interactive freshmen seminars.Read the Full Story
“Being a person that does not like to be told I can’t do something I really want to do, I decided to go to school and earn that degree,” Rusovick said.Read the Full Story
Additionally, there were opportunities for real-time technology-based collaboration between and among participants.Read the Full Story
The virtual school specialization aligns with national standards and incorporates new instructional techniques and teaching strategies for the steadily growing virtual classroom environment. Teachers, administrators and thought-leaders have identified these as critical tools for modern teacher-preparation programs. Read the Full Story
Between 1998 and 2001 a total of 604 students with disabilities enrolled in undergraduate courses at Athabasca University, which represents 1.5% of the student population. More than half (52%) had a physical disability, 20% had a learning disability, 20% had a psychological disability, 4% had some form of visual impairment, and 3% had a hearing […]
Daryl Pedigo tackles a complicated formula — aimed at calculating an object’s “average velocity.” He explains the numbers and symbols. Then he pauses to ask the class a question.Read the Full Story
Unlike spontaneous communities, BLCs develop in direct response to guidance provided by an instructor, supported by a cumulative resource base. This article presents strategies that help learning communities develop within bounded frameworks, particularly online environments. Read the Full Story