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Distance Education Quality: The Resources—Practices—Results Cycle and the Standards
PROCEEDINGS

, University of North Florida, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The development and implementation of effective distance education happens in an iterative cycle. The three stages in the cycle are (1) procurement and preparation of the resources necessary to meet the distance education goals, (2) delivery of instruction using the best practices from education, business and research, and (3) analysis of the results of distance education to gauge achievement of the goals. Each stage of the Resources--Practices--Results (RPR) cycle continually revisits lessons learned in the other stages and builds upon the successes realized in the other stages. This paper explores the match among the established success factors incorporated into the RPR cycle and six sets of distance education standards published by higher education boards and councils in the UK and in the US at national and regional levels. There is variation in the degree to which the standards address the RPR success factors.

Citation

Cavanaugh, C. (2002). Distance Education Quality: The Resources—Practices—Results Cycle and the Standards. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 168-173). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .

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