Cases on Building Quality Distance Delivery Programs: Strategies and Experiences
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Cases on Building Quality Distance Delivery Programs: Strategies and Experiences

Stephanie Huffman, Shelly Albritton, Barbara Wilmes, Wendy Rickman
Release Date: December, 2010|Copyright: © 2011 |Pages: 349
DOI: 10.4018/978-1-60960-111-9
ISBN13: 9781609601119|ISBN10: 1609601114|EISBN13: 9781609601133
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Description & Coverage
Description:

The field of education is continually changing to reflect the needs and demands of students. The greatest impact on education came with the introduction of audiovisual technologies, computer technologies, the Internet, and the World Wide Web.

Cases on Building Quality Distance Delivery Programs: Strategies and Experiences targets pressing needs in distance education by connecting theory and practice, addressing emerging leadership issues, and identifying best practices in teaching and learning. This book unites cases that not only can be used for teaching, but also as a resource for building quality distance delivery programs.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Collaboration and Continuous Improvement for Online Courses
  • Course Management Systems
  • Faculty Perception of Online Courses
  • Instructional Design Support for Quality E-Learning
  • Leading an Online School
  • Library Support for Distance Learners
  • Planning and Implementing Online Programs
  • Technology-Supported Constructivism
  • The Future of Distance Education
Reviews & Statements

The case studies within this text offer a snapshot of the historical context of online distance learning, the current state and successes of distance learning environments, and potential implications for the future of distance learning environments. Furthermore, they provide insight into the currently inadequately considered organizational and leadership needs which will be essential to the future of quality distance learning.... The assembled case studies reflect the strategies and experiences of the untrodden road that innovators travel on the way towards successful enlightenment.

– Caroline M. Crawford, University of Houston-Clear Lake, USA
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Editor/Author Biographies
Dr. Stephanie P. Huffman is a professor in the Department of Leadership Studies. This is currently her 18th year at the University of Central Arkansas. She has published over 30 peer reviewed articles, book chapters, and edited books in the field of library science and instructional technology. A few of her publications include edited books entitled Technology Tools for the Literacy Classroom and Cases for Building Quality Distance Delivery Programs and journal articles entitled The Use of Audiobooks in the School Library, The Lack of Citations and Copyright notices in Multimedia Presentations, Socratic Dialogue and Order in Online Chat Rooms, and Technology Planning: The SIMPLE Model. She has been honored by receiving several awards, in 2009 the Technology Leader of the Year award from the Arkansas Association of Instructional Media, in 2012 the Retta Patrick Leadership award from the Arkansas Library Association, and in 2012 Pat McDonald Outstanding Individual Achievement Award from the Arkansas Association of Instructional Media. Her research interests include distance education, technology planning and leadership, literacy, and teacher leadership.
Shelly Albritton is an Associate Professor at the University of Central Arkansas in the Department of Leadership Studies. She earned her Doctor of Philosophy degree in the Department of Educational Leadership and Research of the College of Psychology and Education from the University of Southern Mississippi, Hattiesburg, Mississippi. She was a teacher and a school leader in public schools for many years and now teaches graduate students who aspire to be school leaders. She is dedicated to providing her students with excellent teaching and learning experiences in distance learning environments. Albritton’s research interests include school leadership issues, parent involvement, and distance learning. She is a Certified Blackboard Trainer and has served as a Blackboard Exemplary Course Program Reviewer.
Barbara Wilmes is an Associate Professor of Education in the Department of Early Childhood and Special Education at the University of Central Arkansas. Wilmes holds a BS and a MS from the University of Minnesota-Mankato and a PhD from the University of Nebraska-Lincoln. She taught in P-12 schools in Minnesota and university level courses in Missouri, Nebraska, Georgia, Iowa and Arkansas. Wilmes served as Director of Education for the Seminole Tribe of Florida developing several programs and supervising the development of a tribal language program. She was instrumental in building and developing three tribal libraries with up-to-date computer equipment. Her research interests include environments that support university students’ learning, including technological/electronic environments and reading. Wilmes is the parent of four adult children.
Wendy Rickman is an Assistant Professor at the University of Central Arkansas. She teaches a variety of courses in both the Library Media and Information Technologies Graduate program and the Instructional Technology Graduate program. Rickman has a Master’s of Science in Library Media and Information Technologies from the University of Central Arkansas and earned her doctorate in Educational Leadership from Arkansas State University. With over 6 years of experience in K-12 education, Rickman has an incurable interest in technology, instructional integration, and censorship issues.
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Editorial Advisory Board
  • Robert Zheng, University of Utah, USA
  • Tony Talbert, Baylor University, USA
  • Angela Webster-Smith, University of Central Arkansas, USA
  • Tonya McKinney, University of Central Arkansas, USA
  • Tena Crew, University of South Carolina, USA
  • Cheryl Wiedmaier, University of Central Arkansas, USA