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Learning Outcomes across Instructional Delivery Modes

Learning Outcomes across Instructional Delivery Modes
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Author(s): Bosede Aworuwa (Texas A&M University-Texarkana, USA) and Robert Owen (Texas A&M University-Texarkana, USA)
Copyright: 2009
Pages: 6
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch195

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Abstract

A discussion of distance learning usually entails a wide range of instructional and learning activities, instructional delivery modalities, and learner interactions characterized by some distance between the teacher and the learner, and mediated by a variety of technological tools (Schlosser & Simonson, 2002; Tiene & Ingram, 2001). The tools available for the delivery and access to learning materials contribute in large measure to the kind of experiences that learners have with distance learning. Distance-learning delivery and access tools have radically evolved in recent years with the advent of new and mostly Web-based technologies. Podcasting, virtual communities, and social networking tools, such as Facebook and MySpace, all have implications for how current and future learners access and even cocreate contents of instruction locally and at a distance (Appel, 2007).

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