American Journal of Distance Education (Am J Dist Educ )

Description

AJDE is the internationally recognized journal of research and scholarship in the field of American distance education. Distance education describes teaching-learning relationships where the actors are geographically separated and communication between them is through technical media, such as audio and video teleconferences, audio and video recordings, personal computer, correspondence texts, and multimedia systems. The principal technology of current research interest is the World Wide Web. With increasing numbers of individuals and institutions of higher education becoming involved in the application of distance education methods, AJDE continues to be an invaluable resource, especially for educators who are new at developing and delivering training and educational programs at a distance and for administrators setting up systems for this kind of education. With reports about the latest research in a variety of contexts, the peer-reviewed articles in each issue provide the reader with timely information related to: * developing effective programs; * selecting media and using them appropriately; * designing for interaction; * research findings about student achievement and satisfaction; * the changing roles of instructors and learners; and * administrative and policy issues.

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  • Website
    American Journal of Distance Education website
  • Other titles
    American journal of distance education (Online), AJDE
  • ISSN
    1538-9286
  • OCLC
    49039738
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publications in this journal

  • American Journal of Distance Education 01/2014; 28(2):81-91.
  • American Journal of Distance Education 06/2013; 27(2):134-138.
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    ABSTRACT: This article presents the results of an investigation into the qualities and qualifications sought in distance education leaders by institutions of higher education in the United States. The researchers examined 191 distance education leadership position announcements posted by online sources between 1997 and 2010. Content analysis of these announcements suggests that distance education leadership in higher education requires preparation at the graduate level and a variety of academic and administrative experiences and skills including leadership, program evaluation, technical expertise, teaching, and course development. Leadership responsibilities are equally broad within a range of strategic, operational, and instructional areas.
    American Journal of Distance Education 08/2012; 26(3):180-199.
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    ABSTRACT: The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom management skills with regard to the unique needs of English language learners (ELLs) in Southern California. The data analysis indicated that the combination of using Blackboard and Skype tools was beneficial to beginning teachers' effective teaching of ELLs.
    American Journal of Distance Education 01/2012; 26(3):172-179.
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    ABSTRACT: Developing a model for effective large-scale continuous professional development (CPD) for teachers remains a significant obstacle for many governments worldwide. This article describes the development and evolution of Vital—a CPD program designed to enhance the teaching of information communication technology in state-funded primary and secondary schools in England. The article concludes that the success of the program comes from its innovative bottom-up response and reconceptualization of CPD as being more than just externally designed courses. The program encourages and responds to teachers' reflective practice matching the teaching and learning demands of the twenty-first century.
    American Journal of Distance Education 01/2012; 26(2):74-85.
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    ABSTRACT: This article summarizes Section I, “Historical and Conceptual Foundations,” of the 2007 Handbook of Distance Education (Moore 2007a). Of the eight chapters, two are dedicated to historical perspectives of distance education. Another is centered on research. Five other chapters are focused on distance education theory/theorists.
    American Journal of Distance Education 01/2012; 26(1):4-20.
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    ABSTRACT: This article relies on twelve texts published in Distances et Savoirs. It asserts three “figures of thought” crossing our scientific disciplines: the substance, the relation, and the movement. The confrontation of these figures and these texts suggests how much Distances et Savoirs invites to a pluralistic thinking of distance teaching. This article questions, in particular, the primacy of the sole figure of substance, which structures the researches focused on the very characteristics of the following actors: the student, the teacher, knowledge or educational ICT. The author then proposes three perspectives for research and practice. They concern the pedagogical relation at a distance, the dynamics of the learning system, and the “milieu” likely to facilitate the emergence of an innovative movement.
    American Journal of Distance Education 01/2012; 26(1):21-33.
  • Source
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    ABSTRACT: Views about the role of Facebook and other social networking sites in education are extremely varied. Facebook threatens academic success and yet “certain kinds of Facebook use” can support study; indeed, Facebooking students may perform better than their unwired peers (Ellison, Steinfield, and Lampe 2007). Facebook is emphatically a social network site but trends using it for teaching are increasing. Given increasing numbers of students “on” Facebook, the temptations for universities to enter that space is strong.Paradoxically, as some studies blame the social networking phenomenon for increasing failure rates at universities, universities are simultaneously exploring ways to engage students via that medium. Victoria University (VU) in Melbourne uses Facebook to engage students. This article examines the Faculty of Business and Law's Facebook site at VU and offers a general analysis of Facebook usage and some student perspectives on the faculty site. The discussion explores Facebook as an interactive point of engagement to support student transition to the university, yet it questions the ethics of using Facebook and recommends that it be used only as an additional point of engagement.
    American Journal of Distance Education 01/2012; 26(2):86-95.
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    ABSTRACT: This study explores the effects of the use of Second Life (SL) as a learning environment on a course's dialogue. An experimental design within groups was used with thirty-seven graduate students for three weeks. Half of them followed the course activities in the official Learning Management System (LMS) of the program, Blackboard Vista, and the other half in the D Virtual World (VW), SL. Results revealed significant differences in the copresence of the two groups, which can be explained by sensory and availability factors of the media used. The study also detected qualitative differences in students' collaboration in the two environments and in their satisfaction with interaction. The findings support the use of 3D Virtual Learning Environments (3DVEs) for instruction and teamwork in distance education in a blended mode setting.
    American Journal of Distance Education 01/2012; 26(2):96-109.
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    ABSTRACT: Using Moore's (1993) theory of transactional distance as a framework, this action research study explored students' perceptions of audiovisual feedback provided via screencasting as a supplement to text-only feedback. A crossover design was employed to ensure that all students experienced both text-only and text-plus-audiovisual feedback and to control for order effects. Student perceptions were measured via an open-ended survey instrument. Students found text-only feedback satisfactory, but they perceived text-plus-audiovisual feedback as more effective for interacting with the instructor, building community, and helping them learn. Students also described text-plus-audiovisual feedback as more “real” and “personal” than text-only feedback. Providing text-plus-audiovisual feedback took twice as long as providing text-only feedback, so it may not be feasible for large classes. Practical applications and suggestions for future research are discussed.
    American Journal of Distance Education 01/2012; 26(3):143-156.
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    ABSTRACT: The purpose of this article is (1) to review the advantages of using learning objects (LOs) and open educational resources (OER), (2) to propose the enrichment of course syllabi with LOs/OER, (3) to propose new fields to be included in metadata and ways for embedding metadata in LOs/OER, (4) to review the problem of lack of metadata in Web 2.0 sites, and (5) to propose a method for populating a detailed course syllabus with OER. For this purpose, the authors have developed an experimental tool called LO Finder.
    American Journal of Distance Education 01/2012; 26(2):126-139.
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    ABSTRACT: University students who had completed at least one distance education course were surveyed during their first and fourth year of postsecondary studies. When controlled for those who had previous distance education experience in high school, it was found that self-regulatory learning behaviors, which are frequently linked to positive experiences and outcomes in online and distance education courses, were equally apparent in all of the participating students regardless of whether they had previously studied online. These findings suggest that high school students do not gain independent learning skills and attitudes in an online environment regardless of what stakeholders, administrators, teachers, parents, and even students themselves believe.
    American Journal of Distance Education 01/2012; 26(1):34-49.
  • American Journal of Distance Education 01/2012; 26(3):208-211.
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    ABSTRACT: A comparison of student learning outcomes between distance education and campus-based nursing students in a mental health course working toward registered nurse (RN) licensure in a baccalaureate (BS) degree program is presented. Learning outcomes were evaluated using results from a commercially developed content mastery test taken by students who completed a sophomore-level mental health course. Results utilizing independent t test analysis of archival data indicated no statistically significant differences between the distance education students and the campus-based students in either initial knowledge prior to the mental health course or in the educational effectiveness of the distance education and classroom-based delivery.
    American Journal of Distance Education 01/2012; 26(1):50-65.
  • American Journal of Distance Education 01/2011; 25(4):268-270.
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    ABSTRACT: The effectiveness of a peer review process for online graduate students is predicated on a balance between social- and task-directed communications. The defining criteria of learning communities are presented to illustrate the operational meaning of social and the criteria for Critical Thinking used to illustrate the operational meaning of task response types. The social responses were further categorized as an opinion/evaluative or anecdotal/reflective comment and task responses subcategorized as either a content or style comment. The hypothesis that a significant difference would be found between the social and task responses was accepted as was the second hypothesis that there would be a significant difference between the content and style responses.
    American Journal of Distance Education 01/2011; 25(4):254-267.
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    ABSTRACT: This study investigated the effect of peer leadership on students' cognitive achievement in online asynchronous discussions. Undergraduate students from a large online course were randomly assigned into groups for four asynchronous discussions, with each group having two to three peer leaders. Results of the mixed-method analysis revealed that the quality of student leaders' lower-order cognitive achievement in online discussion was significantly better than that of student responders. Student leaders' higher-order cognitive level achievement in online discussion had at least the same quality as that of student responders. Moreover, both students' higher-order and lower-order cognitive achievement in discussions had positive and moderate correlation with students' course achievement. Further study should focus on methods to maximize student responders' cognitive achievement in online peer-led discussions.
    American Journal of Distance Education 01/2011; 25(4):238-253.