- Definition and mission-relatedness
- Purpose
- Audience
- Offerings
- Online course development
- Teaching and learning online
- Faculty roles and rewards
- Training
- Financial and administrative issues
- Intellectual property issues
- Quality assurance
- Partnerships
- Globalization
- Materials that take a broad approach to online learning
Joanne V. Creighton and Phil Buchanan. "Toward the E-Campus: Using the Internet to Strengthen, Rather than Replace, the Campus Experience." Educause March/April 2001, pp. 12-13. Advocates a reasoned decision to embrace distributed learning technologies in a manner that strengthens teaching and learning experiences on campus.
Scott Martin. "Distance Education Literature Reviews." College of Education and Psychology, Western Carolina University. Available online at http://www.ceap.wcu.edu/Martin/issues.html#issues. Provides list of general underlying issues to consider, relating to definition, testing the value of online learning, and performance.
Nina Schuyler. "Class Dismissed." Stanford Magazine, May/June 2001. Provides mission-related concerns and questions for Stanford's Business School's online pursuits, based on its partnership with UNext's Cardean University.
Carol Twigg. "Size Does Matter." Learning Marketplace, February 1, 2001. Available online at http://www.center.rpi.edu/LForum/lm/Feb01.html. Makes the case that small institutions can benefit equally well as large ones in enhancing the quality of student learning through distance learning. But size does matter.
What is the College's purpose in undertaking electronically delivered teaching and learning?
David Coates. "The Design of Distance-Learning Systems: Preliminary Parameters. Presented to the Wellesley College President's Advisory Committee on Wellesley in the Digital Age, March 2001.
Brian Hawkins. Distributed Learning and Institutional Restructuring. Educom Review, July/August 1999, pp. 1-12.
Who is the targeted Audience?
Glenn Altschuler and Ralph Janis. "Promise and Pitfalls in Distance Education for Alumni." Chronicle of Higher Ed. 6/16/00. Available online at http://chronicle.com/weekly/v46/i41/41b00801.htm. Asserts that the prospective benefits from an online program to expand and deepen alumni involvement outweigh the costs of performance uncertainties and heavy faculty/staff time contributions. Opening such programs to prospective students, high school teachers, and the parents of current students would expand the potential market and secure allies for the cause. But colleges will have to provide more labor intensive services than their for-profit competitors because contact with faculty is their relative advantage. Several examples.
Nicholas C. Burbules and Thomas A. Callister, Jr. "Universities in Transition: The Promise the Challenge of New Technologies. Teachers College Record, 102(2): February 2000, pp. 271-293. Critical eyes are cast upon the changes that new technologies will bring to teaching in colleges, along with some of the ethical and policy issues they raise. The authors look at globalization and the emergence of new technologies, anticipating trends and predicting a few thorny areas. They consider the groups of students who may be most interested in online learning.
David Coates (see above under Purpose).
Tim Goral. "MIT's Bold Vision." Matrix. June 2001, pp.32-36. Focused on the OpenCourseWare Project.
Jon Spayde. "Is Online Learning As Good As Going to Harvard? An Ivy League Alum Finds Out." Modern Maturity, July/August 2001, pp. 65-66. More info available online: http://www.modernmaturity.org/. Author finds alumni offerings worthwhile, while not the same as face-to-face learning. Offers pluses and minuses of a course he took. Article lists the "top 10 e-schools."
Andrew Shaindlin. "Challenges and Opportunities in Online Alumni Education: What's Holding Us Back?" Case Currents XXVII: 2, February 2001, pp. 24-28. Cal Tech's executive director of alumni association argues for online education for its ability to reach broader audience and to offer specialized content and flexibility. Discusses costs, potential lack of technology skills among alums, and low barriers to entry. Questions Princeton's approach: They succeeded in impressing their alumnae, but did alumnae and Princeton actually learn anything?
"Distance Learning" Syllabus. June 99: Vol. 12, No. 10. Available online at http://www.syllabus.com/syllabusmagazine/mag_archive.asp. Provides forecast, including the notion that the emerging "career university sector" will focus on the nontraditional degree and career professional areas. High school students with access to online tools in schools will arrive on campuses with credits from accredited online courses from many institutions.
Carol A. Twigg. "Entrepreneurial Faculty: UVA's CaseNET." The Pew Learning and Teaching Program. Available online at http://www.center.rpi.edu/PewSym/mono2.html. The University of Virginia offers a package of case-based courses to colleges, and school districts worldwide. Cases focus on promoting interdisciplinary teaching at elementary, middle, and high school levels and portray scenarios that occur in culturally diverse classes.
What type of courses will be offered? For credit?
Asynchronous Learning Networks: Proceedings from the 1999 summer workshop, 2000 summer workshop. Both provide excellent case studies of online education. Brown, Beth Galer, Director Alumnae Continuing Ed. (L. Ferentinos, July 2001). Interview about university's distance learning-related pursuits and the BRUIN project. Her department does not plan to pursue online program similar to BRUIN, but plans to launch web-streaming "Faculty Spotlight."
Colgate University. Ross Ferlito. (Interviewed by L. Ferentinos, July 2001). Interview with this retired Italian Professor about this experience teaching videoconference-based class to Hamilton students.
Colgate University. Ross Ferlito. "Report to IS." July 2001. This reports his assessment and evaluation of teaching a videoconference-based Italian class to Hamilton students.
Colgate University. Dierk Hoffman. Email response. (L. Ferentinos, June 2001). German Professor innovating with videoconferencing classes with Freiburg Univ., Germany, claims that for years he tried to get small colleges to collaborate.
e-Higher Education Summit: comments and presentations from George Mason University, Princeton, e-Army U (PriceWaterhouseCoopers), Foreign Service Institute, American Association for Higher Education, others.
Hamilton College. Mary Beth Barton, Language Chair and Chair of Critical Language Program. Email response. (L. Ferentinos, June 2001). Overview of college's use of videoconferencing equipment for distance ed. Focus on Italian class taught by colleague, Colgate Prof. Ross Ferlito.
Kenneth Morrell. "Now that Students Have Wings." Fortunes Forum 2000. Describes virtual Classics Dept. at Rhodes called Sunoikisis, Mellon supported since 95, composed of 15 member institutions of Associated Colleges of the South, with the goal of offering a high quality classics program that attracts the best students in nation, and ultimately to exert a beneficial influence on the nature and direction of the discipline.
Princeton University. Interview with Georgia Nugent about Oxford, Princeton, Stanford, Yale collaboration to provide alumni offerings (L. Ferentinos, July 2001).
Samuels. College courses taught with tailored software. NYT, 12-21-2000. Research comparison by Prof. Murray Goldberg between student performance in a single course offered completely face-to-face (section 1), completely online (section 2) and in a combination of face-to-face and online (section 3). Sections 1 and 2 students performed equally well. Section 3 students performed significantly better.
Middlebury. Clara Y. (Interviewed by L. Ferentinos, June 2001). Interview about college's one-time offering of online political science class to alumni, "Project 2001," new tool of C.E.T. called "Colloquium," prospective "German Collaborative," and the developing umbrella organization, "Institute for Technology and Liberal Education," which she will soon be heading.
Who will develop these courses?
Brenda Bannan-Ritland, William Bragg III, and Mauri Collins. "Linking Theory, Educational Constructs, and Instructional Strategies in Web-Based Course Development."
Coates, ibid.
Carol Twigg. "Improving Learning and Reducing Costs: Redesigning Large-Enrollment Courses." The Pew Learning and Technology Program. Troy, New York: Center for Academic Transformation at Rensselear Polytechnic Institute, 1999. Addresses questions such as: How are new learning paradigms organized and improved? What benefits do they offer students, faculty, and institutions?
Who will teach these curricula and in what manner? (with the assistance of tutors, teaching assistants, etc.? Time commitment, tenure process, etc.) What implications are there for learning?
Judith V. Boettcher. "21st Century Teaching and Learning Patterns: What Will We See?" Syllabus, June Highlights. Vol. 12, No.10. June '99. Seven predictions for the Higher Ed Enterprise including commentary on new specialty offerings from and roles for faculty.
Scott Carlson. "Distance Education Is Harder on Women Than on Men, Study Finds." Chronicle of Higher Ed, Sept. 5, 2001. American Association of Univ. Women release report, "The Third Shift," claiming that women face more challenges than do men. They find time for a "third shift" in taking online classes in the free time before the first shift of a full-time job and the second shift of homemaking or childcare.
Sarah Carr. "PBS Sticks to Its Strategy for Telecourses, Unafraid of Competition from the Internet." Chronicle of Higher Ed. July 6, 2001. PBS's Adult Learning Service is expected to enroll 450,000 in its 95 telecourses and 8 Internet courses this year, remaining "convinced that online-course developers and teachers still have a lot to learn about collaboration and teaching students at a distance."
Chris Dede. "Emerging Technologies and Distributed Learning." American Journal of Distance Education, 10(2), 4-36.
Andrew Feenberg. "Whither Educational Technology?" AAC&U peerReview, Summer 1999. Argues that new technologies used to facilitate online learning can help bring the "excitement of the classroom discussion to an electronic setting." This is not to imply that this would be the same as face-to-face interaction, but that e-learning brings its own advantages.
Frank Newman and Jamie Scurry. "Online Technology Pushes Pedagogy to the Forefront." Chronicle of Higher Education, July 13, 2001. Available online at http://chronicle.com. Authors describe how online learning technology offers new means to engage students, connect learning with the real world, provide easy access to data, and adapt pedagogy to student needs.
Margaret Reil. "New Designs for Connected Teaching and Learning." White paper prepared for the U.S. Secretary of Education's Conference on Technology 2000. Using four perspectives to consider the Internet's role in learning, the author looks at the leaning environments as a community of learners, as focused on the individual learner, as knowledge centered and assessment centered. While this paper uses K-12 education as its context, the case studies and ideas are of interest for higher education, as well.
"Teaching at an Internet Distance: Pedagogy of Online Teaching & Learning. The Report of a '98-'99 Univ of Illinois Faculty Seminar." Available Online at http://www.vpaa.uillinois.edu/tid/report/tid_report.html. Practical considerations for faculty to address concerning who to teach and how, best practices, and policy considerations for administrator concerning determining world of teaching and encouraging faculty to implement in into their teaching.
Syllabus Institute. "Faculty Rewards in Digital Instructional Environments." Syllabus, January 2001, http://www.syllabus.com/syllabusmagazine/article.asp?id=410. From second annual Syllabus Institute, held at Stanford University in July 2000, meetings concluded that four areas emerged as having direct bearing on curricular change and faculty rewards in digital instructional environments: defining rewards, institutional cultures, collaborative commercial and peer support, and tenure and promotion review procedures.
Brian M. Morgan, "How Distance Education Affects Faculty Compensation." Available online at http://www.educause.edu/issues/faculty.html#1. This research brief summarizes the paper, "Early Patterns of Faculty Compensation for Developing and Teaching Distance Learning Courses" (published in JALN), which describes an investigation into direct and indirect compensation (including royalties, training, and professional recognition) for faculty members.
Instructing faculty,staff, and students, in the use of new technologies.
Patricia Breivik. "Information Literacy and the Engaged Campus: Giving Students and Community Members the Skills to Take On(and Not Be Taken in By) the Internet." AAHE Bulletin 53(3) November 2000. Discusses the Assoc. of College and Research Libraries standards for information literacy in an undergraduate environment. The standards are available online at http://www.ala.org/acrl/ilcomstan.html.
Rhonda M. Epper and A.W.(Tony)Bates. Teaching Faculty How to Use Technology. Best Practices from Leading Institutions. Ch. 1, 5, 8, National Council on Education/ORYX Press. 2001. Describes the ways higher ed institutions are responding to growing demand for faculty support in use of instructional technology, primarily through case studies based on a 1998 study conducted by SHEEO (State Higher Education Executive Officers) and APQC (American Productivity and Quality Center), as well as 45 postsecondary institutions and corporations across North America. Included are trends and issues in higher Ed that led to the study, major institutional challenges to support faculty, and previews of some of the best practices, discoveries, and experiments found in the study. Training program case studies include the University of Central Florida, Virginia Tech, and California State University Center for Distance Learning.
Rebecca S. Weiner. "Online Courses to Improve Teacher Technology Skills." New York Times on the Web. April 25, 2001. Argues that teachers should look for training courses that provide collaborative interaction with peers. National Council for Accreditation of Teacher Ed(NCATE) helps review college teacher preparation programs to make sure they are training educators to effectively use the latest technology. Three training program examples: New School University in NYC- online certificate program aimed at high school teachers, Classroom Connect- Teacher can take unlimited courses (individual/community-based) from Connected University for $349/year (less than pursuing certificate program or Master's), and Jones International U.- Online Master's program areas in administration, assessment, corporate-training, course development, library management.
Jeffrey R. Young. "Maryland Colleges Band Together to Train Professors to Teach Online." Chronicle of HE, July 27, 2001. Describes new consortium for training faculty members, Materials and online courses are free and available to institutions outside the consortium, as well.
Lloyd Armstrong. "Distance Learning: An Academic Leader's Perspective on a Disruptive Product." Change 32(6): November/December 2000, pp. 20-27. "While Internet-Mediated Distance Learning can enable institutions to perform existing functions better, it may be a disruptive product that dramatically changes the way higher education does business."
A.W. (Tony) Bates. Managing Technological Change. Strategies for College and University Leaders. Jossey-Bass Publishers, San Francisco, 2000.
Florence Olsen. "Army's Portal Could Benefit Other Distance-Education Projects." Chronicle of HE, July 23, 2001. Those interviewed commented that the value of the new infrastructure developed for the eArmyU portal will be new administrative systems infrastructures and communities of learners.
Florence Olsen. "8 Community Colleges Collaborate to Lower Their Information-Technology Expenses." Chronicle of Higher Ed, July 11, 2001. Iowa and Illinois colleges formed a nonprofit to save money on student-records, financial-accounting, payroll, and other administrative systems. Greatest savings come from sharing 11 computer programmers and 4 computer operators.
McPherson and Carr Proposal. See Partnerships section.
Carol A. Twigg. Financial comparisons of online versus face-to-face courses are offered for the University of Illinois at Urbana Champaign.See Online Course Development above.
WISP: The Web Integration and Sustainability Project. "Technology Transitions: The Challenge for Small Colleges." Available online at http://web.reed.edu/wisp/about_wisp.html#transitions
Young. "Four universities create an alliance against onslaught of technology vendors." Chronicle of HE, January 23, 2001. (Cal Berkeley extension program, Penn State's World Campus, U of Washington, U of Wisconsin's Learning Innovations Program)
Janis H. Bruwelheide. "Intellectual Property and Copyright: Protecting Educational Interests and Managing Changing Environments." 1999. Available online: http://www.educause.edu/asp/doclib/abstract.asp?ID=EDU9935
Scott Carlson. "When Professors Create Software, Do They Own It, or Do Their Colleges?" Chronicle of Higher Ed. July 21, 2000. Available online: http://chronicle.com/free/v46/i46/46a02901.htm. Provides descriptions of IP options for professors as well as institutions. Cites case studies of professors' experiences at Tufts, Carnegie-Mellon, Cornell, and William and Mary.
Carnevale. "New intellectual property policy at Stevens is a model, both sides agree." Chronicle of HE, Nov. 22, 2000. Faculty will be paid to develop online courses, will own material in courses they develop, and will control how and when that material can be used. The institution will control the copyrights of the online courses and manage distribution of courses.
Council on Governmental Relations. The Bayh-Dole Act: A Guide to the Law and Implementing Regulations, September 1999, pp. 1-8. (Focus on technology transfer of research results from universities to the commerical marketplace for public benefit -- and often, for profit.)
Constance Hawke. Computer and Internet Use on Campus: A Legal Guide of Issues of Intellectual Property, Free Speech, and Privacy. San Francisco: Jossey-Bass, 2001.
Georgia K. Harper. Copyright Issues in Higher Education. National Association of College and University Attorneys, June 2001. Covers fundamental copyright issues for higher education with special focus on distance learning in the final section. This portion includes performance rights for teaching remote students, fair use, multimedia courseware products, texts, audio, images, and software. Comparisons between face-to-face and distance learning law.
Hinds. US Copyright Office. Marketplace for Licensing in Digital Distance Education. April 1999, pp. 1-68.
Notes from presentations at the Intellectual Property Summer Conference at the University of Washington, July 2001. Topics: Technology transfer, patents, copyright, trademarks; intellectual property management, licensing, managing multiple; finance and investment; institutional conflict of interest and commercialization.
Register of Copyrights. Report on Copyright and Digital Distance Education. US Copyright Office, May 1999, pp. i-xxv, 1-170.
Salomon. "Owning thought." University Business. March 2001, pp. 29-33, 75.
Carol A. Twigg. "Who Owns Online Courses and Course Materials? Intellectual Property Policies for a New Learning Environment." Pew Learning and Technology Program. Troy, New York: Center for Academic Transformation at RPI, 2000, pp. 1-27.
Carol A. Twigg. "Arthur Miller at Harvard/Concord Law." The Pew Learning and Teaching Program. Available online at http://www.center.rpi.edu/PewSym/mono2.html. Harvard claims that he violated university policy by providing course material to another law school without permission. Miller says that he doesn't teach at the virtual school, or even interact with the students, therefore he is not breaking policy.
US Copyright Office. Fair Use Guidelines for Educational Multimedia.
Other sources available at http://www.educause.edu/issues/faculty.html#1
How will the College ensure the integrity of this exercise? Who will manage quality control systems?
Dan Carnevale. "Assessment Takes Center Stage in Online Learning." Chronicle of Higher Education, April 13, 2001. Available online: http://www.chronicle.com/
Andrew W. Chickering and Stephen C. Ehrmann. "Implementing the Seven Principles: Technology as the Lever." AAHE Bulletin 49(2): October 1996, p.3-6. Emphasis on the idea that technologies are simply tools to enhance pedagogy and learning. Authors expand upon seven principles of good practice and offer their experience with evaluation.
Stephen C. Ehrmann. "Computer-Intensive Academic Programs: How to Evaluate, Plan, Support, and Implement (in that order) Your Campus Technology Investments." AAHE Bulletin 53(3) November 2000. Provides steps to guide an institution through an evaluation process based on student readiness to use computers for collaborative learning on cost-effectiveness. Key issues in setting up a new or augmented technology program are also covered briefly.
Indiana Commission for Higher Education. "Policy for Delivering Degree Programs Through Distance Education Technology" and "Guidelines for Distance Education." Available online: http://www.ncacihe.org/aice/guidelines/gdistance. Indiana's guidelines require institutions not only to meet the requirements of the accrediting body and the principles developed by the Western Interstate Commission on Higher Education (WICHE), but also to meet the state's specific expectations regarding curriculum and instruction, assessment, library and other learning resources, student services, and facilities and finances.
Merisotis and Phipps. "What's the Difference? Outcomes of Distance v. Traditional Classroom-Based Learning." Change, May/June 1999, pp.13-17.
Susan B. Millar. "How Do You Measure Success? Lessons on Assessment and Evaluation from the LEAD Center." syllabus, February 2001. http://www.syllabus.com/syllabusmagazine/article.asp?id=2887
"Policies and Procedures Pertaining to the Electronic Delivery of Courses and Programs." Adopted by the State Regents, Oklahoma System of Higher Education, June 1995. "...to ensure that distance learning courses and programs are subjected to the same level of scrutiny and meet or exceed the same academic standards and student outcomes expected in more traditional settings of for conventional campus-based programs."
Thomas C. Reeves. "A Model of Effective Dimensions of Interactive Learning on the World Wide Web." Available online: http://it.coe.uga.edu/~treeves/. The author provides a model of web-based learning, describing the elements necessary for effective learning.
"Take-Home Distance Learning Tools Put Faculty at Ease." Syllabus, February 2001, p. 47. Available online: http://www.syllabus.com/syllabusmagazine
Carol A. Twigg. "Quality Assurance for Whom? Providers and Consumers in Today's Distributed Learning Environment." The Pew Learning and Technology Program. Troy, New York: Center for Academic Transformation of RPI, 2001, pp. 1-27.
Western Interstate Commission for Higher Education (WICHE). "Principles of good practice for Electronically Offered Academic Degree and Certificate Programs." Available online: http://www.wiche.edu/telecom/principles.htm. This set of quality assurance principles focuses on curriculum and instruction, institutional context and commitment, and evaluation and assessment.
"What a site!" Online: http://www.mcli.dist.maricopa.edu/show/what/ref.html. This website provides information and links to websites that help librarians and faculty members evaluate information found on the Internet for potential use in coursework.
...whether across types of institutions, geographic areas, or other categories.
eArmyU.com. The army's partnership with 24 higher education institutions (as of September 2001) allows soldiers to enroll, take courses on a US or foreign base, and complete a certificate, a baccalaureate, or a master's degree. See http://www.earmyu.com for information.
Florence Olsen. "8 Community Colleges Collaborate to Lower Their Information-Technology Expenses." Chronicle of Higher Ed, July 11, 2001. Iowa and Illinois colleges formed a nonprofit to save money on student-records, financial-accounting, payroll, and other administrative systems. Greatest savings came from sharing 11 computer programmers and 4 computer operators.
Mary Patterson McPherson and Danielle Carr. "The Development of an Institute for Technology and Liberal Education: A Program for National Liberal Arts Colleges." Proposal, New York: Mellon Foundation, May 13, 2001. Building on the model of the Center for Educational Technology at Middlebury, Mellon proposes an expansion to four regional centers and a nationwide coordinating unit to assist liberal arts colleges in combining resources, avoiding repetition of effort, facilitating the sharing of innovative ideas and practices, sustaining large-scale building of new resources, and promoting communication and cooperation among colleges and research universities.
Philip G. Altbach. "The Crisis in Multinational Higher Education." Change 32(6): November/December 2000, pp. 28-31. With the demand for higher education increasing rapidly worldwide, the advent of new technologies and international collaboration offers new solutions and challenges."
Nicholas C. Burbules and Thomas A. Callister, Jr. "Universities in Transition: The Promise and the Challenge of New Technologies. Teachers College Record, 102(2): Feb. 2000, pp. 271-293. Globalization and technology is a primary concern of this article.
Diane Harley. "Higher Education in the Digital Age: Planning for an Uncertain Future." Syllabus. September 2001. Available online at http://www.syllabus.com/syllabusmagazine/article.asp?ID=4769
D.R. Jones and A.L. Pritchard. "The Distance Education Debate: An Australian View." Change 32(6): November/December 2000, pp. 32-3.
Glenn P. Strehle. "Distance Learning in America: How Institutions and Corporations are Stimulating Growth." Presented to London conference: "The School for Life, the electronic future of higher education and life-long learning." September 26, 2000. Available online: http://caes.mit.edu/headquarters/report-20000926.html. Focus is on the factors contributing to the strong global demand for learning that is currently not met by higher ed. Issues include roles of nonprofit and profit players and the suppliers serving this marketplace, different uses of technology for undergraduate and grad students, and changing student expectations.
American Federation of Teachers, "Guidelines for Good Practice." May 2000.
Baker. "A Net Not Made in America." Business Week, March 26, 2001, p. 124.
A.W. Bates (see citation under Financial and Administrative Issues).
John Seely Brown and Phil Duguid. The Social Life of Information. Cambridge, MA: President & Fellows of Harvard College. Brown and Duguid discuss the limits and dangers of an informational technology revolution that offers s a great deal of information but without background, context, history, or social resources. Focusing solely on information in the digital "overlooks the social context that helps people understand what that information might mean and why it matters." An example: a student is able to gain quick access to yesterday's comments from a leader of another nation. Does the student have the background to place those comments in the context of history, cultures, or current affairs? What community will help explain?
Sarah Carr. "National Governors Association Calls for Expansion of Distance Education." Chronicle of Higher Education, June 20, 2001. Available Online. The Chronicle describes two reports on online learning: "The State of E-Learning in the States" and "A Vision of E-learning for America's Workforce." Both are available online.
David Coates (see above under Purpose)
Sir John Daniel. "Lessons From the Open University: Low-Tech Learning Often Works Best." Chronicle of Higher Ed, Sept. 7, 2001. Former Vice chancellor of Open University finds that students are not opting for only web-based courses. Online technology should be used strategically to provide specific student services, effectively enabling the university to provide better services to students at lower costs, improving access to library resources, and breaking down the barriers to communication.
Sir John Daniel. "The Open University: Where Have We Come From? Where Are We Now? Where Shall We Go?" US Open University Board Meeting and Staff Workshop, July 2000. Available online: http://www.open.ac.uk/vcs-speeches/USOUJuly00.htm
Chris Dede. "Emerging Technologies and Distributed Learning."
Ralph E. Gomory. "Internet Learning : Is it Real and What Does it Mean for Universities?" Sheffield Lecture, Yale University, January 2000. (Gomory is president of ALN). Covers recent developments in a large swath of institutions, offers a basic description of how new technology can be used, and discuss learning outcomes.
Thomas J. Kriger, Research Director of American Federation of Teachers, "A Virtual Revolution" Trends in the Expansion of Distance Education." May 2001. Report describes four major trends leading to the growth of distance education, in terms of the types of organizational structures and educational activities. Areas include existing higher educational institutions that have or are developing distance education programs, corporate-university joint ventures, full virtual universities, corporate university or training institutions.
Mandel and Hof. "Rethinking the Internet." Business Week, March 26, 2001, pp. 117-122.
Daniel McGinn. "Biz Men on Campus: Business Suitors on the Prowl for Online Relationships Have Found a Willing Partner in Columbia University." The Standard, October 2000. Available online: http://www.thestandard.com/grok
Arthur E Levin. "The Future of Colleges: 9 Inevitable Changes." Chronicle of Higher Education, October 27, 2000. Available online: http://www.chronicle.com/
Merrill Lynch Book of Knowledge, 2000. Provides a wealth of information on the online education and training industry for potential investors.
National Center for Education Statistics. "Distance Education in Higher Education Institutions." Statistical Analysis Report, NCES 98-062. Washington, D.C.: US Department of Education, October 1997.
National Education Association. "A Survey of Traditional and Distance Learning in Higher Education Members." Washington, DC, NEA, June 2000. Includes, among others, sections on faculty rights, faculty concerns, and implications for learning styles within disciplines.
Notes from the e-Higher Education Summit, Chantilly Virginia, April 2001. Presentation from public and private institutions, software vendors on the future of online learning and the concerns it raises about commoditization and future socialization.
Leonard Presby. (William Patterson Univ.) "Seven Tips for Highly Effective Online Courses." Syllabus, June 2001.