Linda Greenwood

Temple University | TU · Department of Media Studies and Production

Internet distance education is analyzed as a natural consequence of fin de siècle industrial transformations. From this perspective, previous distance- and technologically-based educational innovations are discussed, not as having failed, but as not matching prevailing economic and social conditions. It is argued that in the evolution from a manufa...

This chapter will discuss accessibility issues related to online education. It will provide rationale for designing online courses that cater to different levels of functional ability. It will also present an overview of the challenges faced by students with disabilities in accessing and interacting with online course materials and activities. In o...

This chapter describes the conversion of a traditional classroom course to one taught online. Creating a Media Business has been part of the Business curriculum within a broad, traditional Mass Communications major, and its objective has been to introduce students to the theory and practice of starting an independent media enterprise. The attempt t...

Starting with a quote from Herbert Simon to that effect, this chapter questions whether distance education programs should strive to be on the cutting edge of information technology. The general perspective taken is that of the Value Net. A provider of distance education can be seen as a Firm linking Suppliers and Customers while interacting with C...

Many students face the prospect of working in teams with apprehension. This feeling is further magnified when most or all of the sensory cues are removed in the virtual environment. We argue that by adopting specific structural and situational strategies, instructors can substantially reduce the levels of uncertainty that usually surround the idea...

Two iterations of an Internet-based Personalized System of Instruction (PSI) course are described. The course was designed to capitalize on the unique advantages of the PSI system while using the Internet to overcome some of its noted administrative drawbacks. Unlike previous computer-based PSI courses, the asynchronous nature of the Internet and t...

Colleges and universities are increasingly using the latest communication technologies to offer courses to students on campus and beyond. This chapter is designed to answer whether a course dealing with the potentially volatile issue of race can be effectively taught as an online class. The course, Race and Racism in the News (JPRA 320), was design...

Good planning is key to the development of a successful online learning program. For online learning (as with any form of distance education), initial planning should primarily center on two issues: identifying the educational goal of the program, and identifying the practical issues of implementation. Planners must recognize that while online lear...

Universities around the globe are putting Distance Education (DE) in place, often through administrative choice. However, if a DE program is to be successful, faculty must be involved. This change is multidimensional in that established systems may need to change to support development and delivery of courses through DE technologies. This chapter p...

In higher education, distance learning initiatives are very linked to the overall institution’s educational mission. For such an initiative to succeed, a carefully designed distance education evaluation plan is necessary. This chapter describes key distance education program evaluation variables, using the Temple University’s OnLine Learning Progra...

Most higher education institutions with online learning programs in the U.S. face similar challenges when it comes to establishing intellectual property (IP) policies that balance adequate stimulus for authors and appropriate investment return for the organization supporting their creative production. However, no university has yet been able to com...

The purpose of this study was to explore the impact academic listservs were making on teaching at Temple University when used in conjunction with face-to-face courses. Since the study was the first of its kind, an exploratory qualitative design was used to see if themes or patterns emerged. Results indicated that listservs were primarily used for h...

The adaptation of a traditional, face-to-face course to an online format presents both challenges and opportunities. A face-to-face fundamentals course treating the science of musical sound and the methods used to code and transform musical sound using digital computers was adapted for online delivery. The history of the course and the composition...