By Judith L. Johnson
This article bargains case reports of either supply platforms and studies of person academics and a close concentrate on problems with caliber in distance studying schooling.
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Additional info for Distance Education: The Complete Guide to Design, Delivery, and Improvement
Participation in group activities such as projects and/or discussion is important. This person is confident in his/her own ability to learn what is important, and may take a leadership role in groups. Confident Learner—This individual is confident about his/her abilities, tends to set realistic and attainable goals, and usually accomplishes them. This person expects to be successful in most learning situations. Reticent Learner—This individual is reserved or guarded as a learner. Although this person may have something to offer in class, such as a question or comment, he/she may tend to remain silent.
A21). However, the 18to 24-year-old students did not come. Rather, the average age of students is around 40, and 85% of enrolled students work full-time. Most students have families, some college experience, and significant life experiences. In May 2001, 500 students were enrolled, an increase of 150% from 2000. There are more than 1,000 courses available to students from institutions around the United States and Canada (Morrison & Mendenhall, 2001) When WGU opened, two pilot programs were launched.
Johnson, 1997b, pp. 13–14) University of Maine System Network for Education and Technology Services In 1998, as change came to the University of Maine System, distance education once again changed. This time the change cast distance learning into a new role with a new mission. The ENM no longer had the rights of an educational institution; rather it became purely a delivery system. With this change came a name change as well, the University of Maine System Network for Education and Technology Services.