Running head internet and distance ed 1

Running head: INTERNET AND DISTANCE ED 1
Internet and Distance Education Delivery Models
Jane Ford
EDU 400 Distance Education
Prof. John Smith
July 27, 2010
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INTERNET AND DISTANCE ED 2
August 2010
Internet and Distance Education Delivery Models
Technological developments over the past twenty years have
given people across the
globe the ability to interact and obtain information at a
tremendous rate. Due to these
developments, the field of distance education is also growing at
an exponential rate, as is the

research conducted on the availability, effectiveness, and best
practices for distance learning.
This increased interest has led to a variety of options in
distance learning systems, and the
primary methods for course delivery. Distance education
courses are primarily taught via one of
three course models: synchronous, asynchronous, or blended.
Synchronous course delivery is conducted in ‘real time.’ This
means the instructors and
students are online at the same time and typically interact via
streaming video, live chat, or in a
net-meeting format. Students can post or ask questions and
receive immediate responses from
the course instructor or other students.
In the asynchronous course model the instruction is conducted
when the students and
instructor are not online at the same time. These classes
typically occur through a distance-
learning system that allows the users to post and respond to
messages in a specific location
within the course. For example, Ashford University conducts
online classes using the
asynchronous method. Students and instructors are assigned to
specific online courses. Within

these courses students participate in discussion forums, post
assignments, and retrieve learning
materials. Correspondence with the instructor is primarily
conducted via the online course
discussion forums and email.
The blended learning model is a combination of both
synchronous and asynchronous
delivery. The instructor may have a set lecture time during
which all students log into the system
to listen and interact with the class. The remainder of the
week’s instruction may then be
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August 2010
conducted asynchronously by having students post additional
discussions and questions to a
specific location within the learning system.
Regardless of the delivery method, all distance-learning
systems include course
management. Within the course management system,
instructional designers, course authors,
and instructors have the ability to edit content, administer
assignments, monitor discussions, and
interact with learners. The course management features of a
distance-learning system are one of
the key elements for the successful delivery of a distance
education program.
An important factor in selecting a distance-learning system is
the ease with which
students and instructors can interact and understand the delivery
structure. Students’ success is
often related to their experience with the course technology. If
students are to be successful in

learning at a distance, they must be comfortable with the media
used to transmit the content of
the course. Ultimately, the distance-learning system should
enhance the learner’s experience.
Asynchronous Course Delivery
Within distance education the delivery of information occurs
through the use of various
communication methods. When the instructor and learners are
separated by time and geographic
location, asynchronous communication occurs. Asynchronous
communication does not require
the participants to interact simultaneously. Asynchronous
learning tools can be used for a
variety of teaching and workplace situations.
Historically, distance learning involved only the student and
instructor. Learners did not
have the opportunity to communicate with one another.
Fortunately, technological
advancements have brought much to the field of distance
learning. In the teaching arena of
online learning, asynchronous communication can be done by
way of e-mail, newsgroups for

discussions, streaming video, and audio. According to Witt &
Mossler (2001),
August 2010
The new opportunities that a college degree will [provide] is
made possible by the
advantages of an online education, including class work on a
more flexible schedule, ease
of doing research online, ease of collaborating with others at a
distance, and access to
universities that may be geographically far removed from where
[one] lives. Online
classes also make it possible for students to learn from working
professionals in their
fields who may be scattered across the country or around the
world. (Adult Learning in
the Information Age, para. 1)
Asynchronous communications allow learners to select the time
and place for class
participation. Through e-mails and other asynchronous learning
tools, students can be a part of a

learning community, set goals, and complete coursework. In the
workplace, professionals can
interact without concern for time differences or the high cost of
international phone calls. With
the asynchronous model, the user has greater control over the
acquisition of information and the
ability to set a convenient time for completing coursework,
training, or job-related activities.
Synchronous Course Delivery
Online synchronous course delivery offers students and
instructors the most similar
format to a traditional classroom learning experience. While
the instructor and students are not
located in the same place, they are interacting and
communicating at the same time. Within the
synchronous delivery system, there are many options for the
communication and transmission of
course content. In Transforming Learning Methods through
Online Teaching the authors address
the role of technology in improving academics, including the
benefits of synchronous learning,
particularly for the younger students and their familiarity with
“chat room” type technology.

Bach, Haynes & Lewis Smith (2006) state, “Synchronous
communication develops its own
curios and quite different type of narrative when compared with
face to face discussion, and
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August 2010
there is often a text based ‘stream of consciousness’” (p. 135).
Synchronous delivery of course
instruction also allows for immediate feedback. In the
asynchronous delivery model, learners
must often wait for feedback or answers to questions.
An effective synchronous delivery system motivates the learner,
provides sufficient time
for learner and facilitator interaction, and operates the course at
a steady rate, allowing the
learners time to reflect and ask questions. Like the
asynchronous course delivery model, a

successful synchronous delivery system can also provide
participants with an effective and
challenging learning experience.
Blended Learning Course Delivery
While asynchronous and synchronous learning systems each
offer a specialized approach
to distance learning, a blended learning system can combine the
tools of both systems to present
an effective and convenient learning experience. According to
Watson (2010), “…blended
learning combines online delivery of educational content with
the best features of classroom
interaction and live instruction…” (p. 4) For example, training
for supervisors may be divided
into various sections. One section’s content may be taught via
CD-ROM with the learners
interacting through a newsgroup or discussion board. The next
section may be taught in the
classroom setting. Fundamentally, current blended learning
models represent a transfer in
instructional strategies, similar to the way in which online
learning demonstrated a change in the
delivery and instructional models for learning at a distance

(Watson, 2010).
Course Management Systems
The distance education boom has led many institutions on a
search for a management
system capable of delivering courses, sharing information,
while managing the varied and often
complex learning tools. As shared by Caplow (2006), the most
significant aspects of the course
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August 2010
management system include the ability to provide course
materials in a web based format, access
to online exams, links to course materials, in addition to a
system that supports student and

faculty interaction in discussions and evaluation. Given the
increasing number of options
available in distance education, the task of finding a course
management system that offers the
necessary options, along with the ability to interact with other
technology solutions, can be
daunting. The decision to implement a courseware management
system cannot be pieced
together. All distance learning systems, from blended learning
systems to content management,
must have the capability and the resources necessary to interact
with the course management
system.
Learning technologies have opened the doors to a wide variety
of options for distance
education delivery, and each learning model has benefits and
limitations (Picciano, 2001). The
internet and learning technologies provide the means for
transmitting content, managing courses,
and promoting the interaction of the instructor and learners.
When selecting technology for a
distance-learning program, the system that provides the best
learning approach should be
utilized. Around the world, students can join the same class,

share information, and learn
together. The field of distance education and the various
learning systems are continually being
revised and improved. Ideally, the most effective distance
learning system is one that provides
students with the resources to be a successful distance learner .
Additional APA Format Tips:
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August 2010
References
Bach, S., Haynes, P., & Lewis Smith, J. (2006). Online learning
and teaching in higher
education [ebrary Reader version]. Retrieved from
http://site.ebrary.com/lib/ashford/Doc?id=10197006
Caplow, J. (2006). Where do I put my course materials?
Quarterly Review of Distance
Education, 7(2), 165-173. Abstract retrieved from ERIC
(Accession No. EJ875031)
Picciano, A. G. (2001). Distance learning: Making connections
across virtual space and
time. Upper Saddle River, NJ: Prentice Hall
Watson, J. (2010, June). Blended learning: The convergence of
online and face to face
education. Promising practice in online learning. Retrieved from
North American
Council for Online Learning: http://www.inacol.org
Witt, G. A., & Mossler, R. A. (2010). Adult development and
life assessment. Retrieved from
https://content.ashford.edu/books/4

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Ed.) are
located in the Ashford Writing Center.
2t1512021 Milgram Study - 21SP PSY201 General Psychology
(Y03) - Trident Technical College
: 21SP PSY201 General Psychology (Y03)
Assigunreuts > Milgranr StudY
g FA
Milgram Study
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A This assignment will be submitted to [email protected]
lnstructions
Watch the following YouTube presentation
Milgram's Obedience Study
DZL Assignment Paper General lnstructions: You will w atch the
posted video and write a 350 word (about 1
page) response to the paper in MLA style. Use multiple
paragraph form. The essay should answer the
questions posted below. You are expected to have read the
relevant Text book chapters, in addition to

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Answer the following questions based on the video you
watched:
1) What originally motivated Milgram to design this study?
Why is that an important
behavior to investigate?
2)What was the deception used in the Milgram study?
3) What would you do if you were assigned the role of "teacher"
in this study? Why do
you think some "teachers" laughed when they gave high shocks?

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Rubric Name: Psychology Essay Rubric (VFS2)
Criteria
Content andlor
Analysis
Organization
Mastery of Content Knowledge
lnclusion of relevant & specific
facts and information
Accurate analysis of facts and

information that exceeds sirnple
summary
All assignment requirements are
met.
Uses strategies such as
def inition. classif ication.
cornparison/contrast.
and cause,'effect. Uses
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clarif-v and elaborate on
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nrain idea and
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inf ormation

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rcquirements are met.
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and among ideas are
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and effectiveiy
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displaying limited
understanding"
lnconsistent use cf facts
and inforrnation
Vague or underdeveloped
analysis of facts and
information
Some assignment

rerluirernenis are met.
ldeas are linked i:ut not
alrrays clarified.
hrtroduction and
colrclusion are present
and approach a
worthwhile fit {or
audience anci purpose.
Attempts precision in
clear language and
expression of ideas. Uses
Poor
8 points
Littie understanding of
content knowledge.
lnaccurate or absent
use of facts and
inf ormation.
lnaccurate or absent
use of facts and
information"

Few to n0
requirements are met.
ldeas are loosely
linked.
lntroduction and
conclusion are missing,
unclear, or do not fit
tht:
audience or purpose.
Acadernic vocabulary
is
limited. Tr-ansitions and
Excellent
1"2.5 points
Criterion
Score
/ 72.s
/ 72.5
Vocabu lary
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supporting details. Use
of academic vocabulary
is clear and appropriate.
academic vocabulary is
clear :rnd appropriate.
Some errors in usage
and sentence formation
may be present, but no
svstematic pattern of
errors is displayed. Use
of puncluation is
adequate
some academic
vocabulary"
Multiple distracting
errors affect readability,
br.rt do not liniit

understanding of intent.
explanations are
unclear.
Grarnmar, spclling, and
usage linrits ability for
reader to understand
meaning.
/ 72.5
/50
Grammar,
Spelling, and/or
Punctuation
Total
Overail Score
Errors are limited.
Use of punctuation is
exceptional.
Completed
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