Emerging themes in distance learning research and practice: some food for thought
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With the rapid spread of distance learning as a medium for delivering instruction, the practice of distance learning has outpaced research. This paper describes major themes identified in a review of selected research papers published in the past five years. Themes include the following: definitions of distance learning and why it should be studied; identification of the major learning theories on which research is based; how collaboration can be achieved via distance learning; the role that learner characteristics play in the success of distance learning systems, and issues related to measuring the effectiveness of distance learning. The authors conclude that more research is needed to identify critical success factors for distance learning.
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An effective training programme is built on four basic principles: setting training goals, demonstration of knowledge and skills, practice or rehearsal of skills, and provision of feedback to trainees during and after practice.
“An effective training programme is built on four basic principles: (1) setting training goals involving provision of information or concepts to be learned, (2) demonstration of knowledge and skills to be learned, (3) practice or rehearsal of skills learned and (4) provision of feedback to trainees during and after practice.92,93”
Skills are more likely to be retained and improve future practice if trainees feel challenged, receive positive feedback and find the learning process interesting and enjoyable.
“Skills are more likely to be retained and improve future practice if trainees feel challenged, receive positive feedback and find the learning process interesting and enjoyable.93,94”
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- Authors
- Salas, E., Kosarzycki, M. P., Burke, C. S., Fiore, S. M., & Stone, D. L.
- Affiliations
- University of Central Florida (US)
- Venue
- International Journal of Management Reviews
- Publisher
- Wiley
- Published
- 2002-06
- Volume
- 4
- Issue
- 2
- Pages
- 135-153
- ISSN
- 1460-8545 (ISSN-L)
- 1468-2370
- OpenAlex
- W1996897690
- Cited by
- 128
- References
- 59
- Citations by year
- 2025: 2 · 2024: 1 · 2023: 3 · 2022: 2 · 2021: 5 · 2020: 3 · 2018: 4 · 2017: 5 · 2016: 3 · 2015: 5 · 2014: 9 · 2013: 8 · 2012: 13
- FWCI
- 32.29
- Type
- journal article
- Language
- en
- Open access
- Locations
- International Journal of Management Reviews (publishedVersion)
- Journal of International Crisis and Risk Communication Research (submittedVersion)
- Funders
- U.S. Air Force
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Technology
- Keywords
- distance education, distance education research, learning theory, learner characteristics, effectiveness measurement, success factors
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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