This is counter to the points made later in the article regarding distance education theory (Najjar, 2008) and its impact on a more individualized approach to distance instruction. Arguably the impact of higher-speed collaborative technologies of which the Internet is the most pervasive are shifting these theories and making dialogue-based theories, including social networking-based concepts of shared collaboration more relevant and effective. The use of collaborative classrooms online for distance learning is forcing the development of entirely new frameworks regarding the theories of scholarship in distance education. One notable exception from this article is the work of Dr. Badrul Kahn (2003) and his eight dimensions of distance learning. These dimensions fully integrate the role of technology in enabling less didactic and more scaffolding-based or individualized plans and approaches to distance education (Khan, 2003). The integration of pedagogical strategies on the part of instructors with assessment of the extent of autonomy on the part of students provides a means to interpolate which specific scaffolding strategies will deliver the greatest benefit. Kahn (2003) has also quantified the impact of varying from purely didactical instruction to more participative approaches, further refining the body of research regarding theories of distance education. To have omitted Kahn (2003) is...
scaffolding-based distance education (Najjar, 2008). Omitting the work of Khan (2003) as it is integral to the development of scholarship in distance education as it captures the collaborative aspects of Internet-based learning is a major flaw of the article. In addition the conflict between measuring only external performance of students and not fully understanding how to foster and nurture autonomy needs further discussion as well.
While popularly associated with the advent of web-based technologies, DE is not a new phenomenon (Ragusa et al. 2009, 679)." The author asserts that during the nineteenth century many universities had correspondence programs. These programs remained popular for many years because they were different from more conventional learning environments. At the current time, distance education is driven by the pace of technological change and such changes are occurring globally
NPSAS was the only study in 1996 that encompassed the people who enrolled in the for-profit institutions which is why not even the very basic criteria of the for-profit sector and its educational setup has been well-recognized (Breneman, Pusser and Turner 2000; Chung, 2006). The confirmation that the students who had some sort of shortcoming whether in the financial sector, minority aspect or admittance-timeline factor were the ones who mainly
MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationLiberty University2021MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationAPPROVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberABSTRACTThe purpose
Feminists, like Christine Pizan, who stressed the importance of female education and some of her male feminist contemporaries would mainly remain on the fringes as the classical form of education was reaffirmed as the standard. In the 1970s, much of the challenge to female education was answered as the tradition of educating all people was accepted early in the development of the U.S. educations system, though it was not an
For the teachers working with the 6.6 million students in special education classes this is a nearly impossible task. As the pressure increased for schools to meet "Adequate Yearly Progress" (AYP), and administrators see that their special education classes are dragging their schools down, that will cause administrators to put more pressure on special education teachers and the result will likely be more special education teachers changing fields or quitting
Moreover, I would have expected a review of the past ten years of Adult Education Quarterly to reveal a dramatic increase in submissions related directly to the impact of technology on distance adult learning. As Taylor brings up the importance of international voices in the AEQ, educators are realizing the need for international curricula if not student bodies. What Taylor found in a 1989 to 1999 content analysis was
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