distance learning a level accounting

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	distance education distance learning online degree

resident instruction were compared for two different courses.  Both cost and 
effectiveness may vary as a function of class size, student drop-out, and type of 
implementation.  The authors note that caution should be exercised in 
extrapolating these findings to other uses of CMC.








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Phipps, Ronald A. and Jamie Merisotis (1999).  Whats the Difference?  A Review of
Contemporary Research on the Effectiveness of Distance Learning in Higher Education. 
The Institute for Higher Education Policy.

In an attempt to understand the status of current research on distance education, 
the report (1) reviews the findings of original research and assesses the overall 
quality of the analysis; (2) identifies gaps or omissions in the body of original 
research; and (3) discusses the implications of the research.  The major findings 
of the report is that there is a relative paucity of true, original research dedicated 
to explaining or predicting phenomena related to distance learning, and there are 
several key shortcomings of the original research on the effectiveness  of 
distance learning.


 _____________ (2000).  Quality on the Line:  Benchmarks for Success in Internet-
Based Distance Education.  The Institute for Higher Education Policy.

Several different organizations in the higher education community have 
developed principles, guidelines, or benchmarks designed to enhance the quality 
of distance education.  The benchmarks are designed to apply to a wide variety 
of institutional contexts and consist of fairly broad statements.   This case study 
sought to validate these principles with specific attention to Internet-based 
distance education.  By visiting six higher education institutions which are 
recognized among the leaders in distance education, the study tested some 45 
benchmarks that have been published.  This resulted in the identification of 24 
benchmarks that were deemed essential to ensure quality in distance education. 
They are listed under the following categories: institutional support, course 
development, teaching/learning, course structure, student support, faculty


	

	
		
			
				
					
						




						
							
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