You are here:

Effectively Setting Limits in Online Education…Getting the Results You Want
PROCEEDINGS

, Capella University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

Abstract

A primary concern in education is designing effective systems to provide quality education. The Seven Principles of Good Practice have been shown to be good practices for quality education in both regular classrooms and distance education. Three primary principles are discussed that incorporate The Seven Principles as guidelines for effectively setting limits with online education. Examples of these principles applied as guidelines with effectively setting limits in online education are provided by faculty members and learners from online graduate courses in psychology at Capella University and undergraduate courses in child development at City College taught by the author.

Citation

Eckstein, D. (2005). Effectively Setting Limits in Online Education…Getting the Results You Want. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 282-287). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from .

© 2005 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Adler, A. (1956) The individual psychology of Alfred Adler. New York: Basic Books.
  2. Bowman, L. (2001) Interaction in the classroom. Teachers Net Gazelle, 2(7), 2-7.
  3. Colorado Online Education Program Study Committee. (2002). Study Questions. Retrieved September 5, 2005, from www.cde.state.co.us/edtech/download/studyquestions-osc.pdf.
  4. Colwell, J. (2004). The Upper Limit: The Issues for Faculty in Setting Class Size in Online Courses. Retrieved Sep 10, 2005, from http://www.ipfw.edu/tohe/Nov10.htm.
  5. Corey, G. (2005). Theory and Practice of Counseling and Psychotherapy. Belmont, Ca.: Brooks/Cole Thompson learning.
  6. Eckstein, D., Belongia, M., & Elliott-Applegate, G. (2000). The four directions of encouragement within families. Family Journal, 8(4), P. 406-417.
  7. Flaskas, C. (1992). A reframe by any other name: On the process of reframing in strategic, Milan and analytic therapy. Journal of Family Therapy, 14, 145-161.
  8. King, J. (1997). Seven principles of good teaching practice. Retrieved September 10, 2005, from http://www.agron.iastate.edu/nciss/kingsat2.html.
  9. Marks, R., Sibley, S., & Arbaugh, J. (2005) A structural equation model of predictors for effective online learning. Journal of Management Education. 29(4), 531-563.
  10. Samarawickrema, G. (2005) Determinants of Student Readiness for Flexible Learning: Some prelim findings. Distance Education; Vol. 26, No.1, May 2005, pp. 49-66.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References