English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

These new methods of delivery include television and the Internet, both of which allow students to access course-work miles from the traditional campus classroom. Thorpe (2000) reported that one course offered over the Internet recruited " over 9,000 students in February and another 4,000 in May " (p. 11). While this may not be typical of the student enrollment in most distance learning courses, it does indicate that instruction will have to change and that assignments will need to be more tailored to a population that is not on campus. The population of the distance learning format means that college instructors will increasingly encounter classes that are much larger than the traditional graduate level class. Not all courses are ideal for distance learning, and decisions regarding which courses are selected for distance education need to be carefully considered. It is one thing to offer a course via distance education because this method of delivery will not harm the content and may, in fact, enhance it. It is quite another to schedule a course for distance education simply because there will be a large market for that particular course. As Lamb and Smith (2000) pointed out, " The distance education environment tends to exaggerate both the positive and the negative aspects of all the elements of instruction " (p. 13). Kelly (1990) mentioned that instructors must develop new skills for distance education teaching in the areas of timing, teaching methods, feedback from students at remote sites, and the evaluation of students. Student assessment, in particular, provides many challenges to those involved in distance education. Because of the differences between traditional instruction and distance education, it is important, whenever possible, to determine the effectiveness of the new methods of delivery and periodically compare them to traditional campus classroom instruction. Swan and Jackman (2000) discussed Souder's 1993 comparison of distance learners with traditional learners, stating that the distance learning students " performed better than the host-site learners in several areas or fields of study, including exams and homework assignments " (p. 59). Citing the limited number of studies comparing different methods of instruction, Swan and Jackson looked at remote-site and home-site students at the secondary school level. They found no significant differences in student achievement between the two sites when comparing grade point averages. In keeping with this need to compare students in traditional classrooms and students at remote-site locations, we decided to …

<p>Distance Learning: A Comparison of Classroom Students With Off-Campus Television Students</p>