Abstract

A review of research in distance education indicates that results are consistent in that there is no significant difference in achievement attributable to the delivery system. This paper attempts to look beyond these studies by examining research related to: learner interaction and control, two different approaches to multiple learning styles, and utilizing intelligent agents to facilitate interaction and collaboration. (Contains 72 references.) Author/AEF)

Citation

Maushak, N.J., Chen, H.H., Martin, L., Shaw, B.C. & Unfred, D. (2001). Distance Education: Looking Beyond "No Significant Difference.". Quarterly Review of Distance Education, 2(2), 119. Retrieved February 27, 2021 from https://www.learntechlib.org/p/92796/.

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• academic achievement
• artificial intelligence
• Computer Assisted Instruction
• Computer Uses in Education
• Cooperative learning
• distance education
• Educational Research
• educational technology
• Instructional Effectiveness
• interaction
• Learner Controlled Instruction