Year: 2001
Type: article
Abstract: A review of research in distance education indicates that results are consistent in that there is no significant difference in achievement attributable to the delivery system. And it is this “no significant difference” that seems to be quoted most frequently. This perspective represents, perhaps, a very narrow sampling of what research is being conducted in the field of distance education. This paper attempts to look beyond or behind these “no significant difference” studies by examining research related to three other factors: learner interaction and control, two different approaches to multiple learning styles, and utilizing intelligent agents to facilitate interaction and collaboration. The approach has been taken to not simply review what has been studied but to examine areas for future study that may make significant contributions to the field.
Authors: Nancy J. Maushak, Hui-Hui Chen, Laura Martin, Benny C. Shaw, David Unfred
Institution: Texas Tech University
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4417255691