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 January 22, 2020 from https://www.learntechlib.org/p/92796/.

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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