Table of Content
Content preferences for students to take online courses
A survey was conducted to determine university students’ course taking preferences in different content areas. Courses that were included in this study were taken from the undergraduate catalog of a university in a large and diverse metropolitan area. More than 35,000 students are currently enrolled in this university that serves students from all over the world, including the Caribbean and Latin American countries. One hundred and thirteen students participated in this study. A convenience sampling method was used to select the study participants. The study did find significant differences between males and females in terms of online course taking preferences. There were also significant differences in course taking preferences, online or face to face, between those who have previously completed one or more courses online and those who have not completed any courses online. The implications of the findings of this study for offering online courses are discussed. Suggestions for conducting future studies are also offered.
A shift in education in the 21st century: How effective are graduate internship programs facilitated on the ground?
Graduate education programs are finding the online education arena increasingly exciting. Questions arise however, as to the effectiveness of facilitating internship components of programs that require this component. To examine this concern an online survey was distributed to graduates of a library science program requesting feedback on the online facilitated internship’s effectiveness in the development of identified competences for future librarians. The major concern of this article is whether or not online programs are effectively supporting the capstone experience in the development of needed competences. The results of this survey suggest the effectiveness of the online facilitated internship to be positive and point to responsive program improvements to continue to strengthen the online facilitated internship.
This article also scans literature regarding necessary competences for school librarians.
Keywords: online teaching, library science curriculum, internships, school librarian competences, distance learning, school librarian perceptions, theory, practice
Distance education and media use in higher education
In a distance education system (DES), teachers and learners are physically separate and the instructional materials are delivered via telecommunication systems. The global application of the DES has proven to be an approach that is both successful and useful in education.
Based on technological, structural, and financial capabilities, a number of varieties of technologies are applied in higher education distance learning systems. Print media (textbooks, study guides, study aids, and newspapers), audio media (Audio-books, audio-cards, records, audio-cassettes, reel-to-reel audiotapes, audio Compact-discs (CDs), telephones, cell phones, audio-texts, radios), and video media (Televisions, satellites, direct broadcast satellites, cable televisions, closed-circuit televisions, asynchronous and synchronous Podcasts and vodcasts, teleconferences, microwaves, interactive videos, teletexts, videotexts, computer internets, weblogs (blogs), electronic mails, chatrooms, and multimedia) are used to convey messages in terms of specific educational objectives to deliver and disseminate instructional materials to learners.
While using distance education in both advanced and developing countries, the limitations, strengths, and variables affecting it should be considered in advance.
Keywords: higher education, distance education, distance learning, higher distance education, technologies.