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This article provides an overview of distance education in Zimbabwe, specifically focusing on the role of communication and the use of printed materials. In the 1980s, Zimbabwe implemented distance education to train teachers in response to increased enrollment. The primary mode of communication was through the postal system, with students receiving written assignments and resources. The article emphasizes the importance of effective communication, the use of a distance education syllabus, and interactive study guides to enhance teaching and learning. It also discusses guidelines for designing instructional materials, including the use of appropriate graphic design principles. The article concludes by highlighting the continued relevance of printed materials in distance education when integrated with digital tools. [Extracted from the article]

The article discusses the AEIOU approach to program evaluation, specifically in the context of distance education projects. The AEIOU approach consists of five components: accountability, effectiveness, impact, organizational context, and unanticipated consequences. This approach uses both quantitative and qualitative methodologies to provide formative and summative information about the implementation and value of a project. The article emphasizes the importance of evaluating organizational context and identifying unanticipated consequences, as well as the need for evaluators to be actively involved in the project or course being evaluated. [Extracted from the article]

This article discusses the role of assumptions in distance education and instructional design. The author acknowledges that while instructional designers may not like to talk about assumptions, they are an inherent part of the design process. The article identifies seven types of assumptions that form the basis for designing online instruction, including assumptions about learners, course structure, communication, technology, interaction, literacy (visual and verbal), and learning. The author emphasizes the importance of making informed assumptions and suggests that further research should be conducted to establish standards based on evidence. [Extracted from the article]

• What contributed most to the success or failure of the program, course, project, or the students in the course? The impact of distance education courses is often determined by following learners' progress in subsequent courses or in the workplace to determine if what was learned in the distance education course was useful. Often, raters review course materials and course presentations to determine their effectiveness, and student course evaluations are used to collect reactions from distance education participants. Effective evaluation of organizational context requires the evaluator to be intimately involved with the project or course to have a good understanding of the environment in which the project or course operates. [Extracted from the article]

Generative Artificial Intelligence (AI) is a technology that can generate text, images, videos, or other data in response to prompts. However, the name "Generative AI" is considered confusing and scary by many. Some alternative terms suggested are "Machine Learning for Content Creation," "Creative AI," and "Data-Driven Content Generation." The choice of terminology depends on the audience. It is important to focus on the applications and benefits of Generative AI to alleviate fears. Potential users should consider the innovation's relative advantage, compatibility, complexity, trialability, and observability before adopting it. Distance educators are encouraged to study and evaluate Generative AI and potentially come up with a new name for it. [Extracted from the article]

Telepresence is the virtual presence of a speaker who is physically distant. It involves the use of technologies that create a sense of being present with distant participants. The concept of telepresence has evolved to include the composition of visual images on screens, drawing from principles of photographic composition. Important guidelines for creating a telepresence image include the rule of thirds, simplifying the frame, proper lighting, emphasizing the center of interest (usually the speaker), and considering the depth and location of the speaker within the frame. These guidelines can help create visually appealing and effective telepresence scenes. [Extracted from the article]

This article discusses the rise of interactive instructional videos and their effectiveness in distance education. Traditional instructional videos were typically viewed in a classroom setting and produced by professionals. However, the DIY approach to creating instructional videos has become popular due to its simplicity and cost-effectiveness. The article also presents a taxonomy for DIY interactive instructional videos, which categorizes different approaches to incorporating interaction into the viewing experience. Overall, DIY interactive videos have been found to be effective in enhancing learning. The article provides guidelines for creating DIY videos, including the necessary equipment and time commitment. [Extracted from the article]

The article discusses the shift towards online learning and remote teaching in education and training due to recent events. It highlights the concept of distance education, which involves using interactive telecommunications systems to connect learners, instructors, and resources. The article also introduces the idea of blended instruction, where some portion of a class is delivered face-to-face and some is delivered at a distance. Different approaches to blended instruction, such as attendance blending and instructional blending, are explained. The article emphasizes the importance of instructional design and working with instructional designers to successfully implement blended teaching. [Extracted from the article]

This article explores the pros and cons of using social media applications in online learning. The author identifies seven positive consequences, or "empowerments," of social media use, including the perception of being modern and generational, promoting teamwork and self-education, and facilitating instantaneous communication. However, there are also seven negative consequences, or "distractions," such as a greediness for likes and rapid interaction, a need to know everything, and a level of lustfulness. The author concludes that social media applications are already being used by students, so the key is for educators to harness the positives and reduce the negatives. [Extracted from the article]

The article discusses the increasing popularity of virtual reality (VR) technology, particularly the Meta Quest 2 VR headsets. While VR is often associated with gaming, its potential as an educational tool for distance educators is still being explored. The article emphasizes the need for instructional technology experts and distance educators to study VR and evaluate its educational applications. It also mentions the Clark Phenomenon, which questions the extent to which instructional technologies like VR actually influence achievement. The article concludes by suggesting that the adoption of modern technologies for distance education should be carefully evaluated to determine their impact on teaching and learning. [Extracted from the article]

This article discusses the topic of student retention in distance education. It challenges the assumption that many students drop out of online courses and emphasizes the importance of increasing the likelihood that online students will persevere and complete their programs. The article provides 11 tips for improving retention, including establishing an early alert program, offering online tutoring, and involving and supporting faculty. It acknowledges that not all students should be retained, but highlights the advantages and drawbacks of distance education. The issue of retention is seen as contentious and warrants further study by distance educators. [Extracted from the article]

This article discusses the concept of engagement in distance learning. Engagement is defined as the emotional and intellectual involvement of learners in meaningful activities and interactions with others. The article emphasizes the importance of engagement in promoting student responsibility for their own learning. It suggests various techniques to engage learners, such as group projects, peer reviews, and multiple channels of communication. The article also cautions against using social media for educational engagement, as it may detract from the learning process. [Extracted from the article]

This article discusses best practices in distance education, specifically focusing on the importance of technology and interaction. The author emphasizes that the use of technology alone does not guarantee increased learning, but when used correctly, it can enhance teaching and learning efficiency. Interaction, both between teachers and students and among students, is considered a critical component of distance education. The federal government also requires "regular and substantive interaction" between students and instructors in distance education programs. While some argue that this requirement is outdated, supporters believe it is necessary to prevent education fraud. Overall, the article suggests that identifying and implementing best practices, such as interaction, is crucial for the continued growth and acceptance of distance education. [Extracted from the article]

This article, titled "A Baker's Dozen: Ideas for Creating an Online Course," provides tips for designing and teaching online courses. It acknowledges that the process of converting a traditional course to an online format can be challenging and counterintuitive for instructors. The article offers twelve practical ideas for creating an online course, including finalizing the syllabus, organizing the course into units and modules, incorporating welcome messages and discussions, assigning partners to students, and utilizing artifacts of student learning. It also suggests using synchronous sessions and course management systems for content delivery and organization. The article concludes by emphasizing the importance of being available to students and recognizing the growing significance of online learning. [Extracted from the article]

This article discusses the misconception that the technology used to deliver online courses, specifically learning management systems (LMS), has a direct impact on student achievement. The author argues that there are only three critical components of an online course: content, design, and instruction. While LMS can contribute to course effectiveness, they are only effective if they appropriately facilitate these three components. The article encourages further investigation and critical consideration of the role of LMS in education. Ultimately, the author suggests that the use of a specific LMS does not guarantee quality online learning and teaching. [Extracted from the article]

This article discusses the concept of intellectual property in the context of online courses and course materials. The author reflects on the definitions of "intellectual" and "property" and questions whether intellectual property can truly be owned. The article references a monograph by Carol Twigg, who argues that treating intellectual property as an academic issue rather than a legal one can lead to a more equitable solution. The author concludes by quoting Seneca, who believed that the best ideas are common property. [Extracted from the article]

This article explores the question of how much distance education is too much. The author notes that there has been a shift towards offering more courses and programs online, but questions whether this approach is the right one. They suggest that there may be a tipping point or a point of practicality when it comes to distance education, and propose the idea of developing a model or formula to determine the right amount for each organization. The article concludes by highlighting the need for further discussion and research on this topic. [Extracted from the article]

This article discusses the concept of systems and instructional design in distance learning. It defines a system as a set of interrelated parts working together towards a goal, with feedback used to modify the system until the goal is reached. Instructional systems design is described as an organized procedure that includes analyzing, designing, developing, implementing, and evaluating instruction. The article emphasizes the importance of instructional designers in distance education, stating that their involvement is crucial for effective instruction. It also suggests that the quality of online programs is directly related to the number of instructional designers on staff. [Extracted from the article]

This article discusses the disruptive nature of Uber and other ridesharing companies in comparison to traditional taxi services. It highlights the convenience, immediacy, dependability, comfort, and cost benefits of ridesharing services. However, it also acknowledges the challenges faced by taxi companies, which often have a monopoly and are heavily regulated. The article then draws parallels between the Uber versus taxi dispute and the potential for innovation and quality in distance education. It emphasizes the importance of maintaining high standards in distance education, just as Uber expects its drivers to meet certain standards. Overall, the article suggests that the approach that embraces innovation and maintains high quality will likely be the choice of many in the future. [Extracted from the article]

This article discusses the importance of contingency planning in distance education. It highlights that many organizations were not prepared for the impact of the COVID-19 pandemic and did not have contingency plans in place. The article explains that contingency plans should be developed at three levels: organizational, programmatic, and individual. It also provides steps for developing contingency plans and gives examples of scenarios that may require such plans. The article emphasizes the need for organizations, programs, and individuals to be prepared for unexpected events in order to effectively manage distance education. [Extracted from the article]

This article discusses the importance of crisis planning in the context of distance learning. It emphasizes the need for educational organizations to have a plan in place for transitioning to online teaching and learning, as well as the importance of reviewing and updating existing plans. The article highlights lessons learned during the COVID-19 crisis, including the need for internet access as a necessity, the importance of training teachers as distance educators, and the critical role of instructional designers. It also emphasizes the need for contingency plans and ongoing research to improve distance instruction. [Extracted from the article]

The article discusses the concept of "deeply digital" education, which refers to the use of technology to support and enhance teaching rather than replace it. The article highlights the potential of technology to provide teachers with access to instructional tools and resources, as well as to gather information about student performance. It also mentions the emergence of the term "digital curriculum," which refers to the integration of digital elements into all aspects of the curriculum. The article concludes by suggesting that a truly digital curriculum should be immersive and student-centered. [Extracted from the article]

Distance education, virtual schooling, and e-learning are considered disruptive technologies in the field of education. These technologies aim to serve students who are typically ignored by traditional schools, such as older, working, or remotely located learners. Disruptive technologies, as explained by Clayton Christensen, have the potential to transform industries and have been widely embraced in the business world. In Florida, there is a mandate for every public school district to establish virtual K-8 and K-12 schools, indicating the disruptive impact of distance education on traditional education. Educators are encouraged to become more aware of the power of disruptive technologies in changing education. [Extracted from the article]

The article discusses the need for proper planning and implementation of distance learning programs. It highlights the importance of following guidelines and involving stakeholders, such as designers, professors, and trainers, in the process. The article also provides a list of components that should be included in an academic technology/distance education plan, as well as examples of approaches that have not been successful. Overall, the article emphasizes the need for careful planning and consideration when offering programs at a distance. [Extracted from the article]

A recent study found that many educational administrators have little experience with distance learning, despite being responsible for decisions about its design and delivery. A report by Inside Higher Ed revealed that faculty members generally believe online courses produce lower quality learning outcomes compared to traditional courses, and only a small percentage of professors and administrators have taught or taken an online course. This suggests that distance education may be seen as separate from mainstream higher education. However, distance educators should emphasize that distance education is not fundamentally different from traditional education. [Extracted from the article]

This article discusses the challenges and complexities of designing a "perfect" online program, as opposed to just an online course. It highlights the gradual transition that schools and organizations are making from traditional offerings to distance education, often through a trial and error approach. The article emphasizes the need for a combination of research and practical guidance in the process of implementing distance education, and identifies the key components of an effective distance education program. It also emphasizes the importance of stakeholders, such as teachers and trainers, in promoting the success of the program. [Extracted from the article]

THE TAXONOMY There is also a taxonomy for DIY interactive instructional videos that relates interaction to the video. Level 3: A third approach is to show the video, then have instructors and learners interact, which would be followed by another clarifying video, or a continuation of the original video. Generally, traditional instructional videos (films actually) tended to be about 27- 28 minutes long, presented about a multifaceted topic, and were usually viewed in a classroom situation - because there was no way to see the video or film at home. [Extracted from the article]

Slow Response to the Crisis A number of the essays, from higher education faculty perspective make the observation that their institution seems to be caught offguard. For example, there was a 2-week break in the face-to-face teaching process, both in higher education and K-12 institutions to allow faculty and teachers who were teaching face-to-face to transition their teaching materials to an online format and pre pare to pivot their teaching to an online format too. Whereas, in other essays, although the author is from a higher education context, the perspectives shared is a bird's eye view of the educational system in the country or the region and this may encompass both K-12 and higher education. [Extracted from the article]

Teaching and learning at a distance is now commonplace, and research, when viewed holistically, clearly demonstrates that learning a distance is generally neither bettor nor worse than learning in other situations. The research also indicates that the application of instructional design procedures is mandatory for effective instruction delivered to distant learners—instructors cannot “wing” instruction at a distance (Simonson, Zvacek, & Smaldino, 2019). This article provides an overview of research in and on distance teaching and learning. This manuscript is derived from the textbook Teaching and Learning at a Distance, by Simonson et al. (2019), with permission. [ABSTRACT FROM AUTHOR]

This article discusses the differences between e-books and online books, and raises concerns about online book censorship. E-books can be easily downloaded, stored, and accessed on various devices, while online books are stored on a cloud server and require an internet connection to access. Online books are not owned by the user, but by the company that owns the copyright and server. Access to online books is granted for a specified period of time, and there are concerns about the loss of access and the need to pay additional fees. The article questions whether denying access to an online book owner can be considered censorship. [Extracted from the article]

The article discusses the concept of open access in scholarly literature, which advocates for free and easily accessible content online. There are two versions of open access: libre, which allows users to reuse and remix the content, and gratis, which simply makes the content available for viewing without payment. Open access materials can be categorized as green, when authors self-archive and share content, or gold, when content is published in an open access journal. However, the article acknowledges that there are challenges to the open access movement, as authors and publishers are hesitant to give away their creations. The idea of "Once Used, Mine" is proposed, suggesting that users who purchase digital content should have ownership and the ability to do what they wish with it. The article also highlights the reluctance of publishers to let others own content, as they prioritize their own ownership rights. Despite the benefits of open access, the marketplace often rejects the idea, as some publishers prioritize financial considerations over the desire for others to read intellectual property. The article concludes by paraphrasing Seneca, stating that the best ideas should be considered common property. [Extracted from the article]

This article discusses the concepts of flipping a classroom and single-concept teaching. Flipping a classroom involves recording lectures for students to watch at home, allowing for more interactive discussions in the classroom. Single-concept teaching focuses on using short, 3-5 minute presentations to teach one idea at a time. Both approaches utilize motion media, such as videos, which have become more accessible with the advancement of technology. The article suggests that combining these ideas and organizing them into units, modules, and topics can enhance the delivery of course content. Additionally, it emphasizes the importance of visualizing key ideas, which has remained consistent despite changes in tools. [Extracted from the article]

This article discusses seven critical elements for effective online courses. The first element is the importance of having content that students can learn, accomplish, and understand. The second element emphasizes dividing content into single concepts that serve as building blocks for instruction. The third element highlights the significance of regular and substantive interaction between instructors, students, and content. The fourth element suggests that students should allocate between 120 and 140 hours for reading, interacting, and studying in a three-credit course. The fifth element recommends a class size of approximately 20 students to maintain effective interaction. The sixth element emphasizes guiding students towards producing artifacts of learning, such as papers and presentations. The seventh and final element emphasizes the importance of prepared instructors who are content specialists and have knowledge of teaching online learners. Overall, these elements are crucial for designing and delivering effective distance education courses. [Extracted from the article]

The article discusses the concept of a compendium, which is a collection of concise and detailed information about a subject. The Distance Learning journal periodically publishes compendium issues, and the most recent one features a collection of columns written by Errol Sull, a long-standing contributor to the journal. Another compendium is being planned, which will include columns by Natalie Milman. This particular issue of the journal focuses on 28 "And Finally" columns that were published over the past two decades, organized into three sections: Programs and Plans, Systems and Processes, and Themes and Issues. [Extracted from the article]

This theory is based on the following definition of distance education, formal, institutionally based educational activities where the learner and teacher are separated, and where interactive telecommunication systems are used to connect learners, instructors, and resources. (Simonson, 2019) In elaborating on this theory, Simonson (2019) stated that it should not be necessary for any group of learners to compensate for lesser, instructional learning experiences, such as the experiences anecdotally reported by unsatisfied remote learners. Instructor-determined outcomes are usually stated as course goals and objectives and identify what learners should be able to accomplish after the learning experience. [Extracted from the article]

The article discusses why administrators need to identify opinion leaders and potential opinion leaders to help them grow their networks of friends and acquaintances and provide them exposure to new ideas. It notes that self-monitoring ability helps people to function well and form relationships with diverse groups of people. It warns that opinion leaders can lose their effectiveness if the opinion leader becomes too closely aligned with the values of a change agent in members' opinion.

Gamers love VR and they are reported to love the Meta Quest 2 VR headsets. Lightening is still flying, AND the question asked when Lighting was new is still being asked: Is drone technology an education tool for the instructional designer and the distance educator? Meta Quest 2 VR headsets, or VR headsets, are all the "rage" lately. [Extracted from the article]

However, the best distance education leaders know that at least three course design ideas are important: PHOTO (COLOR) PHOTO (COLOR) They are at the core of effective instruction generally, and distance education design specifically. High quality distance education has instructional design as the critical element, and with instructional designers as the critical professionals. [Extracted from the article]

ChatGPT is considered a language tool that is used to create conversations, answer questions, and compose written documents such as emails, essays, and even computer code. In the last few months, the popular press has been almost ecstatic as it writes about artificial intelligence (AI) and chatbots, terms that most are only vaguely familiar with, and few really care about. ChatGPT is a specific chatbot technology developed by the company Open AI. [Extracted from the article]

The article discusses use of educational technology such as drone to facilitate learning and improve performance. It mentions the use of telehealth by health professionals to improve medical care. It also mentions the role of the professional to determine the role of the professional to determine their appropriate educational application. it also mentions educational applications of drones.

Also, much has been gained, at least in these four areas: students, teachers, administrators, and researchers. The changed educational environment of the last 18 months has forced children, teachers, leaders, and scholars to evolve - the time lived through was terrible to be sure, but those times are potentially the beginning of a new understanding of education. The computer is now more than it was - when well-used, the computer allows communication, interaction, and idea creation - even the smart phone has been harnessed as a person's learning device. [Extracted from the article]

There is little need to describe the crisis of the last year - COVID-19 forced schools to close, required colleges to evaluate how to offer instruction, and placed organizations in the situation of sending workers home. Plans Are Needed: Contingency plans for a move to online instruction are needed and have become almost as important as "code red plans" and "fire drill training." A school without qualified media specialists, and colleges or training organizations without instructional designers are schools or organizations at risk when a crisis happens. [Extracted from the article]

The article focuses on the assumptions related to distance education like about structure, technology, interaction and learning. Topics discussed include comprehensive review of online courses and programs shows that behaviorism based course structures dominate, types of communication technology and instructional technology to be used and individuals or team creating online instruction need to make many decisions about literacy.

Videoconferencing systems such as Zoom display names of distant students, so in order to equalize naming, have local students create name tents. What local and distance students should use as their videoconference name and the name on their classroom name tent. Instructors can see the local students, so distant students should be seen also. [Extracted from the article]

Even the New York Times agrees. Often it is the student's choice how they attend, and students may attend differently from class session to class session. Cluster blending means traditional instruction is delivered to the entire class at one time, and at another time students learn at a distance. [Extracted from the article]

The article discusses how the popularization of distance education is changing the traditional and largely private course design and development environment. Topics discussed include Sloan Foundation's definition of online instruction as having at least 80% of course content delivered online, methods for estimating cost such as the Best Estimate Method, Screen Count Method and Seat Time Method and examples on how costs are often estimated like the Comparative Project Method.