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Within the fields of learning design, instructional systems and educational psychology, cognitive load has been discussed and debated for a number of years. The impact of course designs on learning process is still questioned, and how we learn continues to be an intriguing question. The fields of working memory (WM) and cognitive load (CL) have strived to explore this question over the years. This paper proposes a systems model to explore the overlaps of these concepts. Different types of load feedback within the systems model are discussed. The proposed model is simplified by introducing the idea of active and distracted WM. The model is conceptualised through the lens of learners interacting with page designs while studying through an online distance programme. We present the concepts as a stock and flow diagram, with related equations. The model allows us to bridge WM and CL and forms the foundation for testing the three types of cognitive load and how they interact in our course designs.

As online learning continues to evolve many have proposed that we think differently about our pedagogical approaches, to move beyond the replication of the face-to-face experience. Here we explore the student and faculty visions of the future using a Zaltman Metaphor Elicitation (ZMET) method that uses images to metaphorically represent how individuals feel or relate to particular concepts. Focus group interviews with a small sample of faculty and students suggest a desire for a more personalized learning experience, but one that is still highly social within learning communities.

To explore effective learning design for students' cognitive engagement, a design-based case study was conducted in a quality control course in the Costa Rican National University of Distance Education between the 2011 and 2012 academic years. The course was revised for the 2012 provision in terms of the assignment structure, the number of face-to-face sessions, and facilitation strategies. This study documents how the course redesign impacted the distance learners' cognitive engagement and learning outcomes. Theories of cognitive engagement and transactional distance informed the design-based investigation. Research findings indicate that the design revisions positively influenced both students' cognitive engagement and learning outcomes within this distance higher education context; however, the student performance represented by their assessment grades might not always reflect this improvement.

Distance education permeates the field of professional and continuing education to such an extent that quality assurance (QA) is a topic no distance educator or administrator should avoid. Quality assurance is an issue not just for continuing education but also for higher education generally. Given the disruptive impact of distance education and technology on understandings of educational quality, this article provides an overview of quality-assurance issues in distance education. In that spirit, the authors examine topics across four general themes: (1) the external and internal dimensions of quality assurance; (2) major initiatives that affected distance education quality assurance; (3) the most promising tools and techniques in the field; and (4) a look forward to what will likely influence the landscape of quality assurance in distance education.

As educators, one of our goals is to help students arrive at deeper levels of learning. However, how is this accomplished, especially in online courses? This design-based research study explored the concept of deep learning through a series of design changes in a graduate education course. A key question that emerged was through what learning activities should instructors expect to see observances of deep learning? Should it manifest itself in discussion forums, and do we allow enough time in our courses for deep learning to occur in each lesson or unit?

Discusses the need for the accreditation of distance education higher education programs to ensure quality learning experiences. Topics include faculty involvement in the development and teaching of courses; control of the curriculum; lack of quality research; and research needs, including moving away from descriptive studies. (Contains 2 references.) (LRW)

Discusses the need for an accreditation process of distance education programs in higher education. Topics include the increasing number of distance courses; Department of Education concerns regarding possible abuses; and concern by faculty groups over the control of course content and the commercialization of education by for-profit providers. (Contains 7 references.) (LRW)

Discusses how to assess distance-learning programs and institutions in terms of accreditation reviews. Topics include outcome-based measures; student-support services; curriculum coherence and connectiveness; quality indicators; and viewing and assessing distance education by the same criteria as all higher education institutions. (LRW)

Focuses on the process of transferring face-to-face courses into online Web-based courses in higher education. Role of faculty members in the transition process; Discussion of a project management model for online course development that allows designers to develop and get each lesson or unit of a course ready for review in two weeks; Steps in writing online lesson content; Components of a lesson content template.