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Quarterly Review of Distance Education

2003 Volume 4, Number 3

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Table of Contents

Number of articles: 14

  1. Introduction to the Special Issue: Systematically Designing Instruction for Distance Education

    Ingrid J. Guerra & Ryan Watkins

    The articles in this special issue illustrate research in the fields of instructional design and distance education that share the common goal of using the findings to improve practice. Through... More

    pp. 199-201

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  2. Rediscovering First Principles through Online Learning

    Gary W. Kidney & Edmond G. Puckett

    Describes an evaluation of Web-based instruction at the University of Houston-Clear Lake (Texas) that showed that the design team had been distracted from many first principles of instructional... More

    pp. 203-12

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  3. Development of a Web-Based Template for Active Learning

    Linda L. Lohr & Heng-Yu Ku

    Describes the process of design and development of two Web-based training templates (i.e., a newspaper metaphor and a theater metaphor) to prompt rapid development of active learning environments. ... More

    pp. 213-26

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  4. Blended Learning Environments: Definitions and Directions

    Russell T. Osguthorpe & Charles R. Graham

    This discussion of blended learning environments covers: (1) background; (2) why the term "blended" is used, and what can be blended; (3) goals of blended learning environments, including... More

    pp. 227-33

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  5. Case 1: Finding the Balance: Constructivist Pedagogy in a Blended Course

    Trudy K. Christensen

    Describes a blended introductory instructional design course at Brigham Young University (Utah) that was evaluated, revised, and re-evaluated. The case is an example of how a faculty member... More

    pp. 235-43

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  6. Case 2: Blending Face-to-Face and Distance Learners in a Synchronous Class: Instructor and Learner Experiences

    P Clint Rogers, Charles R. Graham, Rus Rasmussen, J Olin Campbell & Donna M. Ure

    Examines the development of a class at Brigham Young University (Utah) that blends distance and face-to-face students in a synchronous class. This case study focuses on how this blended learning... More

    pp. 245-51

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  7. Case 3: Bringing Off-Campus Students on Campus: An Evaluation of a Blended Course

    Holli Burgon & David D. Williams

    Describes an undergraduate religion course at Brigham Young University (Utah) in which seven learners pursuing an online baccalaureate degree were invited to join 49 on-campus students. This case... More

    pp. 253-60

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  8. Case 4: Blended Learning in an Accounting Course

    David M. Cottrell & Reid A. Robison

    Describes a large-enrollment accounting course at Brigham Young University (Utah). This case focuses on the possibility of using blended approaches to reduce faculty time, re-focus student time,... More

    pp. 261-69

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  9. Case 5: Blended Teaching and Learning in a First-Year Composition Course

    Gregory L. Waddoups, Gary L. Hatch & Samantha Butterworth

    Analyzes the blended learning environment in an introductory first-year writing course at Brigham Young University (Utah). The success of this course is compared with the tradition version of the... More

    pp. 271-78

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  10. Four Frameworks for Viewing Blending Learning Cases: Comments and Critique

    C Victor Bunderson

    Presents a critique of the five case studies of blended learning environments in this issue. Comments are organized around the following four frameworks: (1) the J-curve of implementation; (2) the ... More

    pp. 279-88

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  11. Pulling Tigers' Teeth without Getting Bitten: Instructional Designers and Faculty

    Cheng-Chang Pan, Jennifer Deets, William Phillips & Richard Cornell

    This directed qualitative research project concentrated on an instructional designer's expert qualities and their interrelatedness to interpersonal dynamics with faculty in terms of the role the... More

    pp. 289-302

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  12. Designs, Management Tactics, and Strategies in Asynchronous Learning Discussions

    Chih-Hsiung Tu & Michael Corry

    Discusses effective designs, management tactics, and strategies to produce ideal asynchronous network discussions that allow contemplation and encourage the development of critical thinking. A... More

    pp. 303-15

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  13. Applying the "Congruence" Principle of Bloom's Taxonomy to Designing Online Instruction

    Seung-Youn Chyung & Donald Stepich

    Provides an overview of Bloom's taxonomy of educational objectives. A case study is then presented that explains how the use of the taxonomy was instrumental in the development of graduate-level... More

    pp. 317-30

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  14. Conceptualizing Educational Research in Distance Education

    Ryan Watkins & Charles Schlosser

    Suggests a starting place for formal inquiry into distance education. Topics covered include: background on educational research and research on distance education; research paradigms that are... More

    pp. 331-41

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